Basics Of Social Research, Fourth Canadian Edition Test Bank

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1) Identify the four main goals of a literature review. Explain why each of the four goals
is important.
Answer:
To demonstrate familiarity with a body of knowledge and establish credibility. A review
tells a reader that the researcher knows the research in an area and knows the major
issues. A good review increases a reader’s confidence in the researcher’s
professional competence, ability, and background.
To show the path of prior research and how a current project is linked to it. A review
outlines the direction of research on a question and shows the development of knowledge.
A good review places a research project in a context and demonstrates its relevance by
making connections to a body of knowledge.
To integrate and summarize what is known in an area. A review pulls together and
synthesizes different results. A good review points out areas where prior studies agree,
where they disagree, and where major questions remain. It collects what is known up to a
point in time and indicates the direction for future research.
To learn from others and stimulate new ideas. A review tells what others have found so
that a researcher can benefit from the efforts of others. A good review identifies blind
alleys (underexamined topics) and suggests hypotheses for replication. It divulges
procedures, techniques, and research designs worth copying so that a researcher can
better focus his or her hypotheses and gain new insights.
Diff: 5
Type: ES
Page Reference: 63
Skill: 04. Expresses familiarity with a range of acceptable techniques/methods in social
research
Objective: 1. Explain the purpose of the literature review in the larger context of a
research study.
2) Describe the page-numbering system used in most scholarly journals.
Answer:
Most journals number pages by volume, not by issue.
The first issue of a volume usually begins with page 1, and page numbering continues
through the entire volume; for example, the first page of volume 52, issue 4, may be page
547.
Most journals have an index for each volume and a table of contents for each issue that
lists the title, the author’s or authors’ names, and the page on which the
article begins.

Diff: 2
Type: ES
Page Reference: 66
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
3) What are the advantages and disadvantages of using the internet in social research?
Answer:
Advantages—The internet is fast, easy, and cheap, and it allows people to find source
material from almost anywhere, given the increasing availability of WiFi technology. The
internet does not close; it operates 24 hours a day, seven days a week. More and more
information is available on the internet, particularly as databases and libraries have
started to store electronic versions of journal articles.
Advantages—The internet is the provider of a very wide range of information sources
with some in formats that are dynamic and interesting. It can send and be a resource for
more than straight black and white text. Using the internet, authors and originators of
information can be creative in their presentations. Many websites, home pages, and other
internet resource pages have “hot links” that can call up information from
related sites or sources simply by clicking on the link. This connects people to more
information and provides instant access to cross-referenced material. Links make it easy
to embed one source within a network of related sources.
Advantages—The internet speeds the flow of information around the globe and has a
“democratizing” effect. It provides rapid transmission of information
across long distances and international borders. In addition, it is possible to email and
correspond directly with researchers in your field and to obtain research-related materials
directly from the researcher.
Disadvantages—There is no quality control over what gets on the internet. Unlike in
standard academic publications, there is no peer review process or editorial review. Also,
it is easy to copy, modify, or distort, then reproduce copies of a sources.
Disadvantages—Many excellent sources and some of the most important resource
materials for social research are not available on the internet.
Disadvantages—Finding sources on the internet can be very difficult and time
consuming. It is not easy to locate specific source materials. Also, different search
engines can produce very different results.
Disadvantages—Internet sources can be unstable and difficult to document. After you
conduct a search on the internet and locate webpages with information, it is important to
note the specific URL.

Disadvantages—There are few rules for locating the best sites on the internet—ones that
have useful and truthful information. In addition to moving or disappearing, many
webpages or sources fail to provide complete information to make citation easy.
Diff: 9
Type: ES
Page Reference: 76–77
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 6 Explain which Internet resources are not suitable for your scholarly review
of the literature.
4) What distinguishes a strong from a weak literature review?
Answer:
A weak review fails to synthesize, and quotes where quotations are not necessary (and
may even quote improperly). The writer poorly summarizes the articles and does not link
them together in any way.
A strong review groups findings by similarity and highlights the differences between the
articles. It also points out the common theoretical ground on which the studies are based.
A strong review is also effectively organized.
Diff: 4
Type: ES
Page Reference: 74
Skill: 5. Describe the pitfalls to avoid when writing a literature review.
Objective: 14. Recognizes and can use the American Sociological Review bibliographic
style
5) What are the steps to conducting a systematic literature review?
Answer:
The first step is to define and refine a topic. A good review topic should be focused as a
research question.
The second step is to design a search; that is, after choosing a focused research question,
the researcher should plan a search strategy. The researcher needs to decide on the type of
review, its extensiveness, and the types of materials to include. As the review proceeds, it
should become more focused.
The third step is to locate research reports, i.e., articles in scholarly journals and/or books.
This step depends on the type of report or “outlet” of research being

searched. As a general rule, multiple search strategies should be used in order to
counteract the limitations of a single search method.
The fourth step is to take notes. It is easy to feel overwhelmed by the quantity of
information, so you need a system for taking notes.
The fifth step is to write the review. A literature review requires planning and good, clear
writing, which requires a lot of rewriting. This step is often merged with organizing your
notes. All the rules of good writing (e.g., clear organizational structure, an introduction
and conclusion, transitions between sections) apply to writing a literature review. Keep
your purposes in mind when you write, and communicate clearly and effectively.
Diff: 7
Type: ES
Page Reference: 70–72
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 3. Describe how to conduct a systematic review of the literature.
6) How does an annotated bibliography differ from a literature review?
Answer:
The wrong way to write a review is to list a series of research reports with a summary of
the findings of each. This is more like an annotated bibliography, which is different from
a literature review. Writing your notes in the style of an annotated bibliography is a good
first step in a literature review, but remember: It is only a first step.
The right way to write a review is to organize common findings or arguments together.
The key to a good review is to organize the findings and research approaches by their
commonalities and discuss them together (i.e., synthesize) where possible.
Diff: 4
Type: ES
Page Reference: 72-73
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 4. Differentiate between an annotated bibliography and a literature review.
7) Organize and format the following information into an ASR style citation.
Title: The ABCs of ASR: A guide to the ASR referencing style
Journal name: Canadian Review of Sociology

Volume number: 8
Author: John Smith
Year of publication: 2014
Issue number: 3
Page numbers: 279–306
Answer:
·
Smith, John. 2014. “The ABCs of ASR: A guide to the ASR referencing
style.” Canadian Review of Sociology 8 (3): 279–305.
Diff: 6
Type: ES
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
8) Organize and format the following information into an APA style citation.
Title: The ABCs of APA: A guide to the APA referencing style
Journal name: Canadian Review of Sociology
Volume number: 8
Author: John Smith
Year of publication: 2014
Issue number: 3

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Page numbers: 279–305
Answer:
·
Smith, J. (2014). The ABCs of APA: A guide to the APA referencing style. Canadian
Review of Sociology, 8 (3), 279–305.
Diff: 6
Type: ES
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
9) ASR, APA, and MLA styles differ in subtle ways. Pretend you are quoting an
imaginary passage from a journal article by an author named Steven Stephenson. The
article was published in 2014 and the quote you are using comes from page 846. Create
mock in-text citations using ASR, APA, and MLA format.
Answer:
• ASR: According to Stephenson, “…” (2014: 846).
• APA: According to Stephenson (2014), “…” (p. 846).
• MLA: According to Stephenson, “…” (846).
Diff: 5
Type: ES
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
10) Learning to paraphrase is an important step in honing your academic writing skills.
What are the seven steps to effective paraphrasing?
Answer:
(1) Reread the original passage until you understand its full meaning.
(2) Without looking at the original source, rewrite the material in your own words.
(3) Make some notes under your paraphrase to remind you later how you imagine you
will use the paraphrased material.

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(4) Check your version with the original source to ensure that your paraphrase is
consistent with the meaning conveyed in the original. It is not enough to simply shuffle
some words around.
(5) Use quotation marks to identify any unique terms you have borrowed exactly from the
source.
(6) Record the source (including the page) on your note card so that you can credit it
easily if you decide to incorporate the material into your paper.
(7) Be sure to express to your reader where your paraphrase ends and where your original
ideas begin. This should be done through proper citation. You must properly cite
information you have paraphrased from other sources.
Diff: 7
Type: ES
Page Reference: 75
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 6. Explain which Internet resources are not suitable for your scholarly review
of the literature.
11) When citing a reference to an article, you can rely on the fact that
a. all scholarly journals begin with a January issue, which is Number 1.
b. journals number pages through a volume and do not begin each issue with page 1.
c. all scholarly journals are published two times a year.
d. each volume contains about three years’ worth of journals.
e. all scholarly journals contain exactly five articles per issue.
Answer: b
Diff: 4
Type: MC
Page Reference: 66
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
12) The American Sociological Review bibliographic reference style is used in which of
the examples below?
a. James R. Kluegel and Lawrence Bobo (1993) “Opposition to Race-Targeting:
Self-Interest, Stratification Ideology or Racial Attitude?” American Sociological
Review 58(4), 443–465.

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b. Kluegel, J.R. and Bobo, L. Opposition to Race-Targeting: Self-Interest, Stratification
Ideology or Racial Attitude? American Sociological Review 58 (August, 1993), Pp. 443–
465.
c. Kluegel, James R. and Lawrence Bobo. 1993. “Opposition to Race-Targeting:
Self-Interest, Stratification Ideology or Racial Attitude?” American Sociological
Review 58:443–65.
d. Kluegel, J.R. and Bobo, L. (1993) Opposition to Race-Targeting: Self-Interest,
Stratification Ideology or Racial Attitude? American Sociological Review 58, 443–65.
e. Kluegel, James & Bobo, L., Opposition to Race-Targeting: Self-Interest, Stratification
Ideology or Racial Attitude? Am Sociol Rev 58(4), 443–465, 1993.
Answer: c
Diff: 7
Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
13) Which of the following is considered a positive feature of using the internet for social
research?
a. The internet does not close.
b. There is high “quality control” of all the information on the internet.
c. It has stability and permanence of sources.
d. All important sources are available on the internet, nothing is missing.
e. The internet allows a researcher to get the one piece of specific information needed and
nothing extra.
Answer: a
Diff: 3
Type: MC
Page Reference: 76
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 6 Explain which Internet resources are not suitable for your scholarly review
of the literature.
14) Which of the following is the primary type of periodical to use for a literature
review?
a. Book

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b. Scholarly journal
c. Ph.D dissertation
d. Papers presented at professional meetings
e. Government document
Answer: b
Diff: 4
Type: MC
Page Reference: 64
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
15) Which of the following is NOT characteristic of an annotated bibliography?
a. It lists the citation information of a journal article.
b. It includes a summary of the article.
c. It includes comments about the study’s findings and research quality.
d. It is similar to a literature review.
e. It is a good first step in a literature review.
Answer: d
Diff: 2
Type: MC
Page Reference: 72
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 4. Differentiate between an annotated bibliography and a literature review.
16) Which of the following is considered a negative feature of using the internet for
social research?
a. The internet has a “democratizing” effect.
b. The internet can make a specific piece of information accessible quickly.
c. There is no quality control over what gets put on the internet.
d. It provides new and important ways to find information.
e. There are no negative features of using the internet for social research.
Answer: c
Diff: 3

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Type: MC
Page Reference: 77
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 6. Explain which Internet resources are not suitable for your scholarly review
of the literature.
17) Which of the following steps is considered practical for a researcher to follow in
reading journal articles?
a. Do not consider your own orientation or biases toward a topic, a method, or publication
source.
b. Evaluate as you read the article, e.g., look for what errors are present.
c. Read the whole article at the outset, do not skim it for information.
d. In approaching the article, have an open mind and let the purpose for your reading
evolve.
e. All of the above are practical steps.
Answer: b
Diff: 7
Type: MC
Page Reference: 72
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 3. Describe how to conduct a systematic review of the literature.
18) Which of the following is NOT one of the seven steps to effective paraphrasing
delineated in your text?
a. Do not use quotation marks when you borrow phraseology from the source.
b. Make some notes under your paraphrase to remind you later how you imagine you will
use the paraphrased material.
c. Use quotation marks to identify any unique terms you have borrowed exactly from the
source.
d. Be sure to express to your reader where your paraphrase ends and where your original
ideas begin. This should be done through proper citation. You must properly cite
information you have paraphrased from other sources.
e. Record the source (including the page) on your note card so that you can credit it easily
if you decide to incorporate the material into your paper.
Answer: a
Diff: 5

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Type: MC
Page Reference: 75
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 6. Explain which Internet resources are not suitable for your scholarly review
of the literature.
19) Brenda is doing research for a paper on crime and deviance in a Canadian context.
Brenda does not have enough time to read all of the research on crime and deviance in
Canada before her course paper comes due. Which sort of journal article will familiarize
her with the existing research quickly?
a. Background review
b. Annotations
c. Ph.D dissertation
d. Meta-analysis
e. Abstract
Answer: d
Diff: 4
Type: MC
Page Reference: 66
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
20) Why are citations useful?
a. To locate sources
b. To summarize sources
c. To reference sources
d. B & C
e. A & C
Answer: e
Diff: 3
Type: MC
Page Reference: 68
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.

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21) Which of the following lists contains the five steps for conducting a systematic
literature review in proper order?
a. Read research reports; take notes; define and refine a topic; organize information; write
a review
b. Design a research strategy; locate research reports; take notes; paraphrase; write the
review
c. Define and refine a topic; design a search strategy; locate research reports; take notes;
write the review
d. Search for information; select a topic; synthesize existing research; cite; write a review
e. Define and refine a strategy; design a search profile; synthesize existing research; write
a review; edit a review
Answer: c
Diff: 6
Type: MC
Page Reference: 70–74
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 3. Describe how to conduct a systematic review of the literature.
22) Jeremy is interested in how job loss impacts people’s physical health. Jeremy has
found 26 articles that contain information about job loss using a database search.
However, some articles focus exclusively on how job loss impacts people’s mental health
and give no attention to changes in physical health. What can Jeremy refer to for brief
summaries of the 26 articles to ascertain which articles discuss physical health without
reading all of the articles in their entirety?
a. Abstracts
b. Meta-analyses
c. Bibliographies
d. Citations
e. Literature reviews
Answer: a
Diff: 6
Type: MC
Page Reference: 66
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.

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23) Which of the following is NOT one of the four goals of a literature review?
a. To show the path of prior research and how a current project is linked to it
b. To learn from others and stimulate new ideas
c. To demonstrate familiarity with a body of knowledge and establish credibility
d. To expose poorly conducted studies
e. To integrate and summarize what is known in an area
Answer: d
Diff: 5
Type: MC
Page Reference: 63
Skill: 04. Expresses familiarity with a range of acceptable techniques/methods in social
research
Objective: 1. Explain the purpose of the literature review in the larger context of a
research study.
24) Which of the following types of periodicals is designed for teaching purposes?
a. Scholarly journals
b. Readers
c. Dissertations
d. Theses
e. Abstracts
Answer: b
Diff: 4
Type: MC
Page Reference: 64
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
25) One response to protests against the high cost of journal subscriptions has been the
creation of
a. review journals.
b. volunteer-run journals.
c. open access journals.

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d. non-affiliated intellectual circles.
e. public journals.
Answer: c
Diff: 4
Type: MC
Page Reference: 66
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
26) Society and Psychology Today are examples of which type of periodical?
a. Serious opinion magazines
b. Volunteer-run journals
c. Popularized social science magazines
d. Scholarly journals
e. Meta-analyses
Answer: c
Diff: 3
Type: MC
Page Reference: 67
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 2. List the different sources that are relevant for a literature review.
27) Which of the following is a difference between ASR and APA style in-text citations
for paraphrased information?
a. APA separates year of publication and page number(s) with a colon, while ASR uses a
comma.
b. ASR indicates page number with a “p.,” while APA does not.
c. ASR italicizes authors’ last names, while APA does not.
d. APA specifies year of publication, while ASR does not.
e. ASR separates authors’ last names and year of publication with a comma, while
APA does not.
Answer: e
Diff: 6

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Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
28) Which of the following formatting styles’ in-text citations do not specify year of
publication?
a. ASR
b. APA
c. ASA
d. MLA
e. APR
Answer: e
Diff: 3
Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. List the different sources that are relevant for a literature review.
29) When writing a literature review, taking notes is a good practice. Which of the
following is NOT one of the features of an article, book, or other source a good note-
taker should generally record?
a. Design of the research
b. Hypotheses tested
c. Spelling and grammar mistakes made by the author(s)
d. Main findings
e. How major concepts were measured
Answer: c
Diff: 5
Type: MC
Page Reference: 71-72
Skill: 04. Expresses familiarity with a range of acceptable techniques/methods in social
research
Objective: 3. Describe how to conduct a systematic review of the literature.

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30) Which of the following is NOT amongst the major components of annotated
bibliographies?
a. Design of the research
b. Comments about research quality
c. Citation information
d. Comments about findings
e. Summary
Answer: a
Diff: 4
Type: MC
Page Reference: 73
Skill: 04. Expresses familiarity with a range of acceptable techniques/methods in social
research
Objective: 4. Differentiate between an annotated bibliography and a literature review.
31) Which of the following is NOT one of the major downsides to using the internet for
social research?
a. No peer-review process or editorial review
b. Formatting and presentation options are fewer than with traditional academic journals
c. Finding sources can be time consuming
d. Different search engines can produce different results
e. Access to information may be expensive
Answer: b
Diff: 4
Type: MC
Page Reference: 77
Skill: 15. Understands the types and strengths/weaknesses of various source materials
Objective: 7. Explain which Internet resources are not suitable for your scholarly review
of the literature.
32) The following source reference is an example of which formatting style?
Cooke, M. (2009). A welfare trap? The duration and dynamics of social assistance use
among lone mothers in Canada. Canadian Review of Sociology, 46(3), 179–206.a. ASR

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b. APA
c. ASA
d. MLA
e. APR
Answer: b
Diff: 4
Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. E List the different sources that are relevant for a literature review.
33) The following source reference is an example of which formatting style?
Cooke, Martin. 2009. “A Welfare Trap? The Duration and Dynamics of Social
Assistance Use Among Lone Mothers in Canada.” Canadian Review of Sociology 46 (3):
179–206.a. ASR
b. APA
c. ASA
d. MLA
e. APR
Answer: a
Diff: 4
Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. E List the different sources that are relevant for a literature review.
34) The following source reference is an example of which formatting style?
Cooke, Martin. “A Welfare Trap? The Duration and Dynamics of Social Assistance Use
Among Lone Mothers in Canada.” Canadian Review of Sociology, 46.3. (2009): 179–
206. Print.a. ASR
b. APA
c. ASA

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d. MLA
e. APR
Answer: d
Diff: 4
Type: MC
Page Reference: 69
Skill: 14. Recognizes and can use the American Sociological Review bibliographic style
Objective: 2. E List the different sources that are relevant for a literature review.
35) Define the following:
abstract
Answer:
A term with two meanings in literature reviews: a short summary of a scholarly journal
article that usually appears at its beginning, and a reference tool for locating scholarly
journal articles.
Diff: 4
Type: ES
Page Reference: 66
Skill: 50. Able to define key terms
Objective: 1. Explain the purpose of the literature review in the larger context of a
research study.
36) Define the following:
annotated bibliography
Answer:
A list of sources pertaining to a specific topic, which includes full citation information, a
summary of the article (including research methods employed) and its findings, as well as
evaluative comments about the quality of the research.
Diff: 4
Type: ES
Page Reference: 72
Skill: 50. Able to define key terms
Objective: 4. Differentiate between an annotated bibliography and a literature review.

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37) Define the following:
citation
Answer:
Details of a scholarly journal article’s location that helps people to find it quickly.
Diff: 4
Type: ES
Page Reference: 66
Skill: 50. Able to define key terms
Objective: 4. Differentiate between an annotated bibliography and a literature review.
38) Define the following:
dissertation
Answer:
A dissertation is a work of original research which graduate students write and submit for
partial completion of a Ph.D.
Diff: 4
Type: ES
Page Reference: 67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
39) Define the following:
keywords
Answer:
Terms central to a researcher’s topic of interest, which can be used to focus a
library catalogue or database search for research literature.
Diff: 4
Type: ES
Page Reference: 64-65
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.

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40) Define the following:
literature review
Answer:
A systematic examination of previously published studies on a research question, issue,
or method that a researcher undertakes and integrates together to prepare for conducting a
study or to bring together and summarize the “state of the field.”
Diff: 4
Type: ES
Page Reference: 63
Skill: 50. Able to define key terms
Objective: 1. Explain the purpose of the literature review in the larger context of a
research study.
41) Define the following:
mass market publication
Answer:
Publications sold at newsstands that are designed to provide the general public with news,
opinion, and entertainment (e.g., Maclean’s, Time Canada,
L’actualité, The Economist, and The Walrus).
Diff: 4
Type: ES
Page Reference: 67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
42) Define the following:
meta-analysis
Answer:
A quantitative overview of existing evidence on a particular topic.
Diff: 4
Type: ES
Page Reference: 66

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Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
43) Define the following:
open access journals
Answer:
A type of scholarly journal that does not require readers to pay to access content, but
instead may recoup their fees by having authors pay administrative costs to publish
within them. Open access journals are a response to complaints about the high cost of
journal subscriptions and the “pay walls” that block individuals who are
not affiliated with postsecondary institutions that can afford the high subscription rates.
Diff: 4
Type: ES
Page Reference: 66
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
44) Define the following:
opinion magazines
Answer:
Publications in which intellectuals, who may also conduct empirical research, debate
current issues, not where researchers present findings of their studies to the broader
scientific community (e.g., Inroads, Dissent, and Canadian Dimension).
Diff: 4
Type: ES
Page Reference: 67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
45) Define the following:
popularized social science magazines
Answer:
Publications created to provide the interested, educated lay public with a simplified
version of findings or a commentary. Popularized social science magazines may be peer

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reviewed, but they are not meant to be an outlet for original research findings (e.g.,
Society and Psychology Today).
Diff: 4
Type: ES
Page Reference: 67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
46) Define the following:
readers
Answer:
A book designed for teaching purposes that is made up of a collection of articles or
research reports.
Diff: 4
Type: ES
Page Reference: 67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
47) Define the following:
scholarly journals
Answer:
A form of academic periodical that consists of volumes of peer-reviewed articles and
reports of research that are published periodically.
Diff: 4
Type: ES
Page Reference: 64-67
Skill: 50. Able to define key terms
Objective: 2. List the different sources that are relevant for a literature review.
48) Define the following:

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1) State a hypothesis with an independent, dependent, and intervening variable. What are
the units of analysis and levels of analysis of the hypothesis? Draw a diagram showing
the relationship.
Answer:
Racial classification (independent variable) causes school quality (intervening variable),
which affects test scores (dependent variable).
Units of analysis are students and the levels of analysis are: nominal (race); ratio (test
scores); and ordinal (school quality).
RACIAL CLASSIFICATION → SCHOOL QUALITY → TEST SCORES
Diff: 8
Type: ES
Page Reference: 86–90
Skill: 17. Distinguishes among and properly uses various types of variables and causal
hypotheses
Objective: 5. Distinguish between independent, dependent, and intervening variables.
2) A researcher using “The Logic of Disconfirming Hypotheses” uses two different
hypotheses. What are they? Why is negative evidence considered stronger?
Answer:
The two hypotheses are the null and alternative hypotheses. The null hypothesis says that
there is no relationship between two variables, or no effect. The alternative hypothesis
says that a relationship exists.
Negative evidence is considered stronger because the hypothesis becomes
“tarnished” or “soiled” if the evidence fails to support it.
This is because a hypothesis makes predictions. Negative and disconfirming evidence
show that the predictions are wrong. Positive or confirming evidence for a hypothesis is
less critical because alternative hypotheses may make the same prediction. A researcher
who finds confirming evidence for a prediction may not elevate one explanation over its
alternatives.
Diff: 9
Type: ES
Page Reference: 88-89
Skill: 17. Distinguishes among and properly uses various types of variables and causal
hypotheses

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Objective: 6. Describe the major characteristics of a hypothesis.
3) Restate the following in terms of a hypothesis with independent and dependent
variables: “The number of kilometers a person drives in a year affects the number of
visits a person makes to gasoline filling stations, and there is a positive unidirectional
relationship between the variables.” What is the unit of analysis for the hypothesis?
Answer:
As the number of kilometers a person drives in a year increases, the number of visits she
or he makes to gas filling stations increases.
The unit of analysis is the individual (person who drives).
Diff: 6
Type: ES
Page Reference: 88–90
Skill: 17. Distinguishes among and properly uses various types of variables and causal
hypotheses
Objective: 5. Distinguish between independent, dependent, and intervening variables.
4) Give an example of a spurious relationship and draw a diagram of the links among
variables.
Answer:
Spuriousness occurs when two variables are associated but are not causally related
because an unseen third factor is the real cause.
For example, the argument that there is a relationship between illegal drugs and criminal
activity. Some people maintain that taking illegal drugs causes criminal activity. This
argument is spurious because the initial relationship between taking illegal drugs and
criminal activity is misleading. The emotional problems and community disorder
factors/variables are the true and often unobserved causal variables.
INITIAL RELATIONSHIP = ILLEGAL DRUG USE → CRIMINAL ACTIVITY
ADDITION OF THE MISSING TRUE CAUSAL FACTOR(S) =
EMOTIONAL PROBLEMS + COMMUNITY DISORDER → ILLEGAL DRUG
USE → CRIMINAL ACTIVITY
Diff: 7
Type: ES

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Page Reference: 93–96
Skill: 18. Able to read and understand symbolic causal diagrams
Objective: 8. Explain the five different types of errors of explanation.
5) In what ways do the ecological fallacy and reductionism involve problems with the
units of analysis?
Answer:
Ecological fallacy arises from a mismatch of analysis. It refers to a poor fit between the
units for which a researcher has empirical evidence and the units for which that
researcher wants to make statements. It is due to imprecise reasoning and generalizing
beyond what the evidence warrants. A researcher has empirical evidence about an
association for large-scale units or huge aggregates but over-generalizes to make
theoretical statements about an association among small-scale units or individuals.
Reductionism, also called the fallacy of nonequivalence, occurs when a researcher
explains macro-level events but has evidence only about specific individuals. It occurs
when a researcher observes a lower or disaggregated unit of analysis but makes
statements about the operations of higher or aggregated units. It is a mirror image of the
mismatch error in the ecological fallacy.
Diff: 8
Type: ES
Page Reference: 91–93
Skill: 18. Able to read and understand symbolic causal diagrams
Objective: 8. Explain the five different types of errors of explanation.
6) Explain how a linear and nonlinear path to doing research differ, and how a preplanned
vs. emergent research question differ. What types of researchers are most likely to use
each?
Answer:
A linear research path follows a fixed sequence of steps; it is like a staircase leading in
one clear direction. It is a way of thinking and a way of looking at issues—the direct,
narrow, straight path that is common in Western European and North American culture.
A nonlinear research path makes successive passes through steps, sometimes moving
backward and sideways before moving on. It is more of a spiral, moving slowly upward
but not directly. With each cycle or repetition, a researcher collects new data and gains
new insights.

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The linear research path is favoured by quantitative researchers and involves the
preplanning and development of a focused research question(s) for a specific study. On
the other hand, qualitative researchers tend to favour a nonlinear research path that often
begins with a vague or unclear research question(s) and the topic emerges slowly during
the study.
Diff: 7
Type: ES
Page Reference: 80–83
Skill: 16. Capable of comparing features of qualitative and quantitative research designs
Objective: 1. Explain the difference between linear and nonlinear paths.
7) Provide an example of a good versus a bad research question on abortion in Canada.
Explain why each is an example of a good versus a bad question.
Answer:
An example of a bad research question is “Is abortion immoral?” This
question is not empirically testable and it is too vague (needs to be more specific).
An example of a good research question is “What socio-demographic factors are
related to Canadians’ attitudes on abortion?” This is a testable question
that is descriptive in nature.
Diff: 7
Type: ES
Page Reference: 81-83 & 98
Skill: 01. Applies abstract learning to realistic situations
Objective: 2. Differentiate between preplanned and emergent research questions.
8) The first step in beginning a research project is picking a topic, but not all topics are
practicable given the constraints faced by researchers. Identify the six major limitations
researchers must consider when setting the scope of their research projects and outline
the four steps researchers can take to narrow their topics into feasible research questions.
Answer:
Major limitations include time, costs, access to resources, approval by authorities,
ethical concerns, and expertise.
The four steps researchers can take to narrow their topics into feasible research
questions are:

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Examine the literature
Talk over your ideas with others
Apply your topic to a specific context
Define the aim or desired outcome of the research study
Diff: 5
Type: ES
Page Reference: 81-83
Skill: 20. Able to explain the relationship between a general topic and a testable research
hypothesis.
Objective: 2. Differentiate between preplanned and emergent research questions.
9) Variables and attributes are two different things, but they are often confused by new
members of the research community. Explain the difference between a variable and an
attribute. Why is it easy to confuse variable with attributes? Use an example to illustrate
your answers.
Answer:
A variable is a concept that varies. In quantitative research, concepts are converted into
variables that represent the concepts. Variables take on two or more values—the core of
the word variable is “vary,” so there must be more than one value in a
variable.
The values or the categories of a variable are its attributes.
It is easy to confuse variables with attributes. Variables and attributes are related, but they
have distinct purposes. The confusion arises because the attribute of one variable can
itself become a separate variable with a slight change in definition. The distinction is
between concepts themselves that vary and conditions within concepts that vary. For
example, “male” is not a variable; it describes a category of gender and is
an attribute of the variable “gender.” Yet a related idea, “degree of
masculinity,” is a variable. It describes the intensity or strength of attachment to
attitudes, beliefs, and behaviours associated with the concept of being masculine within a
culture.
Diff: 6
Type: ES
Page Reference: 85–86
Skill: 17. Distinguishes among and properly uses various types of variables and causal
hypotheses
Objective: 4. Explain what a variable is, as well as its attributes.

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10) Researchers rarely explicitly define their levels and units of analysis. Nevertheless, it
is important to distinguish between the two. Define “levels” of analysis, list the levels of
analysis, and provide examples of what they might encompass. Likewise, define units of
analysis and provide some examples of common units of analysis in sociological
research.
Answer:
A level of analysis is the level of social reality to which theoretical explanations refer.
The level of social reality varies on a continuum from micro-level (e.g., small groups or
individual processes) to macro-level (e.g., civilizations or structural aspects of society).
The level includes a mix of the number of people, the amount of space, the scope of the
activity, and the length of time.
Units of analysis correspond loosely to levels of analysis, but serve a different function.
The unit of analysis refers to the type of unit a researcher uses when measuring. The units
of analysis determine how a researcher measures variables or themes. For example, if we
want to study the topic of dating among university students, we can use a micro-level
analysis and develop an explanation that uses concepts such as interpersonal contact,
mutual friendships, and common interests. We may think that students are likely to date
someone with whom they have had personal contact in a class, share friends in common,
and share common interests. The topic and focus fit with a micro-level explanation
because they are targeted at the level of face-to-face interaction among individuals.
Common units in sociology are the individual, the group (e.g., family, friendship group),
the organization (e.g., corporation, university), the social category (e.g., social class,
gender, race), the social institution (e.g., religion, education, the family), and the society
(e.g., a nation, a tribe). Researchers also use units of analysis other than individuals,
groups, organizations, social categories, institutions, and societies. For example, a
researcher wants to determine whether the speeches of two candidates for leader of the
Conservative Party of Canada contain specific themes. The researcher uses content
analysis and measures the themes in each speech of the candidates. Here, the speech is
the unit of analysis. Geographic units of analysis are also used. A researcher interested in
determining whether cities that have a high number of teenagers also have a high rate of
vandalism would use the city as the unit of analysis.
Diff: 6
Type: ES
Page Reference: 90–91
Skill: 17. Distinguishes among and properly uses various types of variables and causal
hypotheses

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Objective: 7. Differentiate between units and levels of analysis.
11) Use the following model for the questions that follow:
X → Y → Z
The dependent variable isa. X.
b. Y.
c. Z.
d. all of the above.
e. none of the above.
Answer: c
Diff: 2
Type: MC
Page Reference: 85–87
Skill: 09. Can read and express an understanding of a simple set of causal relations
Objective: 5. Distinguish between independent, dependent, and intervening variables.
12) Use the following model for the questions that follow:
X → Y → Z
The intervening variable isa. X.
b. Y.
c. Z.
d. all of the above.
e. none of the above.
Answer: b
Diff: 3

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Basics Of Social Research, Fourth Canadian Edition Test Bank

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