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Research Skills > Week 12 (Qualitative Methods) > Flashcards

Week 12 (Qualitative Methods) Flashcards

1
Q

What are some criticisms of the quantitative approach to psychological research?

A

Can be artificial
Can over-simplify complex phenomena
Can be of limited use for some topics

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2
Q

Does qualitative research involve hypotheses construction?

A

Does not work by constructing and testing hypotheses

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3
Q

What is the emphasis of qualitative data?

A

Drawing theory from data rather than testing theory

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4
Q

What kind of information does the explorative approach to qualitative research produce?

A

Much richer information

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5
Q

What is the aim of qualitative data?

A

Aims to understand the individuals experience of the world and how this view is constructed

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6
Q

What concepts are used to determine the quality of qualitative research? (4)

A

Dependability
Auditable
Transferable
Idiographic

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7
Q

What is dependability?

A

The knowledge from the real search is obtained in a rigorous and systematic way

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8
Q

What does auditable mean?

A

The research process has been recorded in detail

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9
Q

What does transferable mean in relation to data quality?

A

The extent to which the research finding can be transferred to other findings and groups

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10
Q

What does idiographic mean in relation to quality of research?

A

Findings have an intrinsic worth even if they are not transferable

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11
Q

Where might qualitative data come from?

A 
Interviews 
Focus groups 
Participant observation 
Newspapers 
Diaries blogs 
Children’s drawings 
Many more...
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12
Q

Why are interviews a common way of collecting qualitative information?

A

Can provide a very naturalistic way of gaining insight into a participants experience and perceptions

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13
Q

What are some difficulties with conducting interviews?

A

Difficult to conduct in a way in which the researchers focus on the topics they wish to learn about while also keeping the participant relaxed and engaged

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14
Q

What is a structured interview?

A

Researcher has a pre-set list of questions

Often used in conjunction with set response options

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15
Q

What are the pros of a structured interview?

A

Questions are prepared in advance so are likely to be well formulated

It is easier to compare responses among participants, especially if set response questions are used

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16
Q

What are some cons of structured interviews?

A

Questions are inflexible with no opportunity to follow up on unexpected but interesting comments

Questions may not be applicable to every participant

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17
Q

What is a semi-structured interview? (Also know as qualitative or in depth interviews)

A

Researcher has an interview schedule and work from a list of questions but will also deviate from these questions if it is appropriate

Creates a more conversational feel to the interview

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18
Q

What are some pros for a semi-structures interview?

A

The participant is free to raise important issues that the researcher may not have anticipated which in turn provides richer information

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19
Q

What are some cons of semi-structured interviews?

A

It becomes more difficult to generalise the outcome of the research to different populations

Can be difficult to keep interview on track

The researcher has to come up with questions on the spot

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20
Q

What are the different type of interview probes? (3)

A

Detail orientated probe
Elaboration probe
Clarification probe

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21
Q

What is a detail orientated probe in an interview?

A

Asking the participant for more detail

22
Q

What is an elaboration probe in an interview?

A

Using either a question or a gesture to encourage a participant to reveal more information about a topic or to ask for an example

23
Q

What is a clarification probe in an interview?

A

These are used when interviewer has misunderstood something

Should be phrased as being a mistake of the researcher and not the participant

24
Q

Explain the structure of an interview

A

Establish a rapport - spend few minutes talking to make feel relaxed

Describe the purpose and nature of the interview - talk about project, explain how will be recorded and info consent

Conducting the interview

End the interview - is all info provided? Summarise points made, thank for time and provide contact details if appropriate

Transcription

Analysis

25
Q

What are some good interviewer attributes?

A

Familiarity with the topic
Clear and friendly manner of speaking
No jargon
Flexibility and willingness to change the direction of the interview
Challenge participants on what is burnt said and identifying inconsistencies
An ability to remember what has been said
Knowing when to stay quiet and when to speak

26
Q

What is a focus group?

A

Speaking to several participants at once

Emphasis on interaction between individuals

27
Q

What are some common problems with participant interactions in focus groups?

A

Individuals may dominate conversation, discourage other members

Some may be quieter and not want to contribute

Participants direct comments to the facilitator and not each other

28
Q

How can we counteract the issues with participant interactions in focus groups?

A

Ask other people what they think - thank the other person to show appreciation for input

Direct questions to group members who haven’t spoken by using their names

Avoid eye contact with members who direct comments to you and push chair back from group slightly

29
Q

What are the issues with recording the focus group?

A

A video camera can be distracting

Transcribing focus groups can be very challenging as more than one person will often be speaking and isn’t always clear if just audio

30
Q

Which is the most accurate way to transcribe?

A

Recording conversation and transcribing it afterwards

31
Q

How long does it take to transcribe a single hour of interviewing and what does this cause?

A

Roughly 10 hours as pauses and hesitations etc also need to be reported

Reason why tend to have smaller samples

32
Q

Who should do the transcribing?

A

The interviewer
Lead researcher
Research assistant

33
Q

What is the issue with the interviewer transcribing?

A

May struggle to recognise the gaps and idiosyncrasies in their own speech

34
Q

What happens in the process of transcribing?

A

We inevitably lose some information

Need to decide how much we are willing to lose

35
Q

What is the Jefferson system?

A

One of the most popular methods of transcribing

Allows the researcher to record not what was said but how it was said

36
Q

What is the advantage of the Jefferson system?

A

It doesn’t use any special symbols meaning that can use with a normal keyboard and don’t need special software

37
Q

Why is thematic analysis resurfacing in usage?

A

It is relatively straightforward to apply and produces results that can be communicated to non-academics

38
Q

What is the criticism towards thematic analysis?

A

Criticised for lacking consistency

39
Q

When is thematic analysis useful?

A

There is no strong theoretical perspective to drive analysis

The data consists of written transcripts or documents

The data is rich - contains a lot of detail and covers a lot of ground

40
Q

There are several types of thematic analysis, what do they all operate on?

A

They all operate on the basis of identifying themes

41
Q

What is a theme?

A

A theme frees to a word or phrase that represents a pattern of issues raised across transcripts

42
Q

What are the six stages of thematic analysis according the Brain and Clarke?

A 
Data familiarisation 
Initial coding generation 
Search for themes based on initial coding 
Review of themes 
Theme definition and labelling 
Report writing
43
Q

Explain the data familiarisation stage of thematic analysis

A

Researcher must be familiar with data

Ideally done by writing the transcription to give deepest understanding

44
Q

Explain the initial coding generation stage of thematic analysis

A

Going through transcript and adding one or two word LABELS to sum up what is being said in that line

45
Q

Explain the searching for themes based on initial coding stage of thematic analysis

A

Certain codes are repeated as you work through the transcript. Some will appear to be linked together

These codes could be grouped together as the following themes

Need to be willing to revise codes as you group them

46
Q

Explain the review of themes stage in thematic processing

A

It is unlikely that the first list of themes you generate will be the final one that you will report

Themes need to be supported by codes and the codes need to be supported by evidence

47
Q

Explain the theme definition and labelling stage of thematic analysis

A

Once themes have been identified they need to be examined and clearly defines
Involves identifying the word that is the most accurate description of a theme

Need to ensure there is no overlap between themes. This is where we are likely to identify sub themes

48
Q

Explain the report writing stage of thematic analysis

A

It can be useful to create a diagram to show the codes and how these support the themes

We use a much more reflective approach, keeping track of thoughts during analysis process

Much more selective

Individual quotes can be included to illustrate the codes and themes identified

49
Q

What are the strengths of thematic analysis?

A

More flexible - used for a variety of sources

Most easily learned - novice can use

The outcome can be understood by non-academics and by members of the target population

Can be used for larger amounts of data - quicker and simpler process

More likely to produce results that will be read and used by policy makers

50
Q

What are the limitations of thematic analysis?

A

Difficult to distinguish between themes

Need for caution when interpreting - more interpretation means the more analysis becomes removed from the speakers original words and meaning

Codes that do not contribute to a specific theme or codes that contradict the others may be ignored or minimised

Not comparable with the Jefferson system

Research Skills (12 decks)

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