(questions): technical terms- present, undefines, ambiguous, or vague |
"subject didn't know or misunderstands a particular word or pharse" |
not the mose appropriate or accurate term, unknown, unfamiliar, or overly technical language -and- Conceptual Problems: cental concept is mis-specified |
technical terms |
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(questions): technical terms- ambiguous or vague -and- general reference set- vague reference set |
"subject asks what is to be included/excluded," "subject includes/excludes inapproaitely," "questions is vague/open to mutiple interpretation," "unclear what is to included/excluded," "wording problems that impede communication" -and- Logical Problems: "question has no general anwser (it depends)" |
ambiguous concepts with multiple interpretations |
vague, references period -and- Response Categories: overlapping |
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(questions): technical terms- ambiguous or vague -and- general reference set- vague reference set -and- reference period problems- unachored boundary, nonfixed boundary, ill-defined boundary, embedded period, carry over reference period |
"subject asks what is to be included/excluded," "subject includes/excludes inapproaitely," "questions is vague/open to mutiple interpretation," "unclear what is to included/excluded," "wording problems that impede communication" -and- Logical Problems: "question has no general anwser (it depends)" |
ambiguous concepts with multiple interpretations |
vague, references period -and- Response Categories: overlapping |
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(problems with instructions): complex syntax -and- (question structure): complex syntax |
"subject misunderstands a particular word or pharse", question is difficult to read", "wording problems that impede communication" |
unnecessary grammatical complicaitons |
wording -and- Knowledge/Memory: communicaiton |
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(questions): question structure- several questions |
"question is too long" |
too many ideas to keep straight within one question/too much detail, important ideas "buried"/easily missed within thequestion -and- Conceptual Problems: too many ideas to keep straight within one quesiton/too much detail |
computation |
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(questions): question struture- implicit assumption |
"faulty assumptions about resopondant's or reality", "inappropriate question for some class of respondent's", " double barrelled question" |
quesiton comes with an unintended context or order effect -and- Conceptual Problems: "double barrelled" questions-multiple frames of reference combined |
inappariate assumptions, assumes constant behavior, double barelled |
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(questions): question structure- several questions |
double barrelled |
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(questions): question structure- unclear goal |
"subject asks for clarification concerning question intent/meaning" |
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(question): question structure- Q/A mismatch |
"response categories don't match those implied by the question:, "response categories are not the sane as those in the quesiton" |
mismatch, missing |
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(reference period problems): unanchored boundary, ill defined boundary, undefined boundary, embedded period, carry over reference period |
"subject is unsure of answer", "information will be difficult to remember" |
asking something respondent is unlikely to know, low salience (especially for attitudes) |
recall, computation |
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(information/response congruence): incongruent |
"subject never knew the information", "answer will not be known" |
asking something respondent is unlikely to know |
knowledge |
"skip pattern errors", "poor flow", "doesn't ask for useful information analytically" |
what to read, missing information, how to read |
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(problems with instructions): conflicting instructions, inaccurate instructions, hidden instructions, unclear examples, unclear layout (questions) question structure- hidden question, violates con coven |
"subject can't understand question", "subject interrupts question administration", "interviewer repeats question/answer category", "interviewer notes that (s)he had diffulty reading question" |
incomplete response options, non-mutually exclusive response options, inappropriate response options, inappropriate units |
conflicting or inaccurate instructions |
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attitude |
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(information evaluation): accuracy evaluation, sensitive behavior, sensitive attitude, sensitive (general), socially undesirable Consequence evaluation- safety consequences, legal consequences, social consequences, behavioral consequences |
"interviewer observes evidence of misestimation", "social desirability effects", "sensive question" |
loaded or biased quesiton, quesitons comes with an unintended context or order effect, sensitivity of topic/social desurability |
sensitive content, sensitive wording, socially acceptable |
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"subject had difficulty computing answer", "information is difficult to compute" |
fails to provide adequate memory cues (including repsonse cards, reading response categories, etc), unintentionally broad estimaiton/use of heuristics |
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(instructions): hidden instructions, hidden definitions |
"subject doesn't understand what response categories to use", "subject answer doesn't fit response categories", response categories don't match subject's thinking", "response categories may not match respondent answer", "response categories not phrased in the manner respondents usually think" |
illogical juxtaposition of topics, technical errors such as skip logic, inconsistency of format across similar or related questions |
illogical order, open-ended question |
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high detail, low detail, unexpected detail, shift in psychological reference period |
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apparent omissions ("Why didn't you ask about..."), |
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