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Babbie Ch 1-3 Vocab
| Question | Answer |
|---|---|
| Epistemology- Ch 1 | The science of knowing systems of knowledge (Ch 1, P. 4) |
| Methodology- Ch 1 | The science of finding out; procedures for scientific investigation (Ch 1, P. 4) |
| Agreement Reality- Ch 1 | Those things we "known" as part and parcel of the culture we share with those around us (Ch 1., P. 5) |
| Replication- Ch 1 | Repeating a research study to test and either confirm or question the findings of an earlier study. (Ch 1, P. 7) |
| Theory- Ch 1 | A systematic explanation for the observations that relate to a particular aspect of life: juvenile delinquency, for example, or perhaps social stratification or political revolution (Ch 1, P. 8) |
| Variables- Ch 1 | Logical sets of attributes. The variable sex is made up of the attributes "male" and "female". (Ch 1, P. 12) |
| Attributes- Ch 1 | Characteristics of people or things. (Ch 1, P. 13) |
| Independent Variable- Ch 1 | A variable with values that are not problematic in an analysis but are taken as simply given. An independent variable is presumed to cause or determine a dependent variable (Ch 1, P. 16) |
| Dependent Variable- Ch 1 | A variable assumed to depend on or be caused by another (called the independent variable). If you find that "income" is partly a function of "amount of formal education", "income" is being treated as a dependent variable (Ch 1, P. 16) |
| Idiographic- Ch 1 | An approach to explanation in which we seek to exhaust the idiosyncratic causes of a particular condition or event. Imagin tryin 2 list all the rsns y u chose 2 attnd ur particular cllg. Givn all those rsns, it's diffclt 2 imagne ur making NE othr choice. |
| Nomothetic- Ch 1 | An approach to explaination in which we seek ti identify a few causal factors that generally impact a class of conditions or events. Imgne the 2 or 3 key factors tht determine which cllgs students choose-- proximity, reputation, and so forth (Ch 1, P. 21) |
| Induction- Ch 1 | The logical model in which general principles are developed from specific observations. Hvng noted tht Jews & Cathlics r mor likely 2 vote D than Prtestnts r, u might conclde tht relig mins in the US r more affild w/ the D party & thn ur tsk is 2 expln y. |
| Deduction- Ch 1 | The logical model in which specific expectations of hypothesis are developed on the basis of general principles. Strting frm the general principle tht all deans r meanies, you might anticipate tht this one wont let u change courses. |
| Tolerance for Ambiguity- Ch 1 | The ability to hold conflicting ideas in your mind simultaneously, without denying or dismissing any of them (Ch 1, P. 24) |
| Paradigm- Ch 2 | A model or frame of reference through which to observe and understand (Ch 2, P. 31) |
| Macrotheory- Ch 2 | A theory aimed at understanding the "big picture" of institutions, whole societies and the interactions among societies. Karl Marx;s examination of the class struggle is an example of this. (Ch 2, P. 33) |
| Microtheory- Ch 2 | A theory aimed at understanding social life at the intimate level of individuals and their interactions. Examining how the play behavior of girls differs from that of boys would be an example of microtheory. (Ch 2, P. 33) |
| Positivism- Ch 2 | Introduced by Auguste Comte, this philosophical system is grounded on the rational proof/disproof of scientific assertions; assumes a knowable, objective reality. (Ch 2, P. 34) |
| Conflict Paradigm- Ch 2 | A paradigm that views human behavior as attempts to dominate others or avoid being dominated by others (Ch 2, P. 35) |
| Symbolic Interactionism- Ch 2 | A paradigm that views human behavior as the creation of meaning through social interactions, with those meanings conditioning subsequent interactions. (Ch 2, P. 36) |
| Structural Functionalism- Ch 2 | A paradigm that divides social phenomena into parts, each of which serves a function for the operation of the whole. (Ch 2, P. 37) |
| Feminist Paradigms- Ch 2 | Paradigms that (1) view and understand society through the experiences of women and/or (2) examine the generally deprived status of women in society. (Ch 2, P. 38) |
| Critical Race Theory- Ch 2 | A paradigm grounded in race awareness and an intention to achieve racial justice (Ch 2, P. 39) |
| Interest Convergence- Ch 2 | The thesis that majority group members will only support the interests of minorities when those actions also support the interests of the majority group. (Ch 2, P. 39) |
| Postmodernism- Ch 2 | A paradigm that questions the assumptions of positivism and theories describing an "objective" reality. (Ch 2, P. 42) |
| Critical Realism- Ch 2 | A paradigm that holds things are real insofar as they produce effects. (Ch 2, P. 42) |
| Hypothesis- Ch 2 | A specified testable expectation about empirical reality that follows from a more general prpsition; mor gnrlly, an expctation about the nature of thngs derived frm a thry. It is a st8tmnt of sumthng tht ought 2 b obsrvd in the rl wrld if th thry is crct |
| Operationalization- Ch 2 | One step beyond conceptualization. It is the process of developing operational definitions, or specifying the exact operations involved in measuring a variable. (Ch 2, P. 45) |
| Operational Definition- Ch 2 | The concrete and specific defnition of something int terms of the operations by which observations are to be categorized. The operational definition of "earning an A in the course" might be "correctly answering @ least 90% of the final exam questions" |
| Null Hypothesis- Ch 2 | In cnnction w/ the hypothesis testing and tests of statistical significance, that hypothesis tht suggests tht there is no relationship amng the varbls under study. You may cnclde tht the varibles r rel8d after hving statisticly rjcted the null hypthsis. |
| Informed Consent- Ch 3 | A norm in which subjects base their voluntary participation in research projects on a full understanding of the possible risks involved. (Ch 3, P. 64) |
| Anonymity- Ch 3 | It is achieved in a research project when neither the researchers nor the readers of the findings can identify a given response with a given respondent (Ch 3, P. 65) |
| Confidentiality- Ch 3 | A research project guarantees confidentiality when the researcher can identify a given person's responses but promises not to do so publicly (Ch 3, P. 66) |
| Debriefing- Ch 3 | Interviewing subjects to learn about their experience of participation in the project. This is especially important if there's a possibility that they have been damaged by that participation (Ch 3, P. 69). |
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