Methods an bias Flashcards
(43 cards)
1
Q
Types of studies
A
- Validations studies
- Indigenous cultural studies
- Cross-cultural comparisons
2
Q
Validations studies
A
Equivalence of measure; personality, intelligence –> does the test work across different cultural settings
3
Q
Indigenous cultural studies
A
In depth analyses; parenting
4
Q
Cross-cultural comparisons
A
To test differences across different cultures
5
Q
Features of studies
A
- exploratory/hypothesis testing
- Presence/absence of contextual factors
- structure/level-oriented
- individual/ecological level of analysis
6
Q
Exploratory/hypothesis testing
A
- you can explore something
- you can set out to test a specific hypothesis (big five)
7
Q
Presence/absence of contextual factors
A
- this has to do with how we treat culture in our study
- this provides the explanatory power that we’re looking for
8
Q
Individual/ecological level of analysis
A
- we can look at different levels of analysis
- like a child, the classroom, the school, schools in different countries
9
Q
Ecological fallacy
A
Misinterpretation of information and data
- inferences on individuals based on aggregated country-level data
- but: distributions overlap
- the differences within groups can be larger than the differences between groups
- thinking in dichotomies
10
Q
Cultural essentialism
A
- categorizations
- essential beliefs extended to category
- essentialist beliefs
11
Q
Essentialist beliefs
A
basis for prejudice: placing people in boxed beacause you think everybody from the same culture is the same
12
Q
Cultural essentialism items
A
- culture is a central aspect of a person’s personality, it defines who are you
- people who belong to a different culture are a distinct type of person
- culture is a central aspect of a person’s personality, it defines who you are
13
Q
Three theoretical positions on bias in research
A
Absolutism
Relativism
Universalism
14
Q
Absolutism
A
Psychology is everywhere the same –> not applicable here
15
Q
Relativism
A
Underlying processes are different –> voice of reason in differences
16
Q
Universalism
A
Underlying processes are the same, expressions may be different
17
Q
Qualitative research
A
- ecologically appropriate contect, field research
- interpretation relevant
- challanging to formalize procedures
18
Q
Quotative research
- of quantative?
A
- independent and dependent variables
- quasi-experiments
- difficult to control confounds
- post hoc interpretation
19
Q
Mixed method research
A
- qualitative methods display their main strenght in the context of discovery
–> helpful to get information about various cultural characteristics of an ethnic group we are dealing with for the first tme, to bould models, and generate hypotheses - quantitative methods are particularly strong in context of justification, testing procedures/ hypotheses
- so, there is complementarity
20
Q
Three types of bias
A
- contruct bias
- method bias
- item bias
21
Q
Three levels of equivalence
A
- construct equivalence
- measurement/metric equivalence
- full score equivalence
–> strategies to minimize bias and achieve equivalence
22
Q
What is Bias
A
Systematic errors that endanger the comparability of results across cultures/groups
23
Q
What is equivalence
A
- the level of comparability across cultures/groups
- e.g., measures of distance: miles vs. kilometers
- target: conversion of scores to be equivalent
24
Q
Purpose of bias and equivalence
A
- Bias is not error or noise, but meaningful, systematic variation we do not understand yet
- bias is a confound, and we need to take it into consideration to address (or adjust) our research question
- bias points to a real cultural difference
25
Construct bias
The construct measured is not identical across cultures/groups
--> happiness in Western and non-Western contexts
- acknowledge incompleteness of construct
- sample all relevant behaviours of construct across cultures
26
Method bias
Bias stemming from: sampling, instrument and administration
- method bias can be mistaken as cultural differences
--> social desirability lower in online reports
27
Sample bias
- cross-cultural variation in simple characteristic: influence on target measures
--> ignore gender, educational differences
--> most research carries out on students. are these populations caparable?
28
Instrument bias
Stimulus familiarity
--> Chinese children outperforme Greek children on tasks of visual-spatial processing
29
Response styles
acquescence, Yay-sayers
- index of positive over negative categories of a scale
- more endorsed by people with low SES from collectivistic contexts (= observation, not explanation!)
- extremity responding (asia < west)
30
Administration bias
- administration conditions
- ambiguous instructions
- interaction between administrator and respondents (match/mismatch, status)
- communication problems
31
Item bias
- an item is biased when it has a different psychological meaning across cultures
- applicability
- cultural connotations
- translation
32
Equivalence in bias
1. Construct equivalence: free of construct bias
2. measurements unit equivalence: conversion needed
3. full score equivalence: bias free
--> equivalence is related to the measurement level at which scores obtained in different cultural groups can be compared
33
A hierarchical classification of equivalence
- construct equivalence: free of construct bias
- measurements unit equivalence: conversion needed
- full score equivalence: bias free
34
Steps to minimize bias
Design: how can I make my study culturally appropriate?
Implementation: how can I conduct my study in a culturally appropriate way?
Analysis: do my items behave differently?
35
Ethnocentrism
- Everyday biases and fallacies
Bias: ethnocentrism
Tendency to use one's own group's standards as the standard when viewing other groups, to place one's group at the top of a hierarchy and to rank all others as lower
36
Ethnocentrism ans test application
- remember the 96%
- borrowing tests (and concepts) from the West
- test norms do not apply
- research topics differ
37
Language - evaluation bias
- no distinction between objective description and subjective evaluation - no neutral words for people
- naïve vs idealistic
- names and ethnic group: black/negro/n-word/African American --> Turkish-Dutch =/= Dutch Turks
- allochton vs autochton
--> ethnicity
38
Ethnicity
... indicated cultural heritage, the experence shared by people who have a common ancestral origin, language, traditions, and often religion and geographic territory
Things can get complicated - just add nationality and religious affiliation
39
Race
Differentiations based on similar, genetically transmitted physical characteristics
- race applies in the US when flying
- race is a socially constructed category
40
Assimilation bias
--> belief perseverance effect
Culture (as a pair of glasses) can be expressed as cognitive schemas that help us organize information
--> what happens when we encounter information that does not fit our schema?
- assimilation --> changing the data = belief perseverance effect = exception/subtyping
- accommodation --> changing the schema
41
Examples of assimilation and accomodation
Schema: African people are lazy
Conflict: you meet a successful African businessman
- Assimilation: that's only becaus of his political friends (changing data)
- accommodation: it seems that Africans are nor lazy per se (changing schema)
42
Fundamental attribution error
Tendency to over-emphasize dispositional, or personality-based, explanations for behaviours observed in others while under-emphasizing the role and power of situational influences
- in wich context would it be more opportune to attend to situational aspects over dispositional aspects?
- the fundamental attribution error is smaller in prototypically interdependent (collectivistic) context
43
Self-fulfiilling prophecies
Expectation created reality
--> expectations > communicate those expectations (cues) > people respond by adjusting behavior > original expectation becomes true
- expectations influence behavior of others: self-stereotyping/low-effort syndrome
