Lecture Notes
Field Research Methods
Psyc 311

Lecture 1 | Lecture 2 | Lecture 3 | Lecture 4 | Lecture 5 | Lecture 6 | Lecture 7| Lecture 8 | Lecture 9 |
Lecture 10 | Lecture 11 | Lecture 12 | Lecture 13 | Lecture 14 | Lecture 15 | Lecture 16 | Lecture 17

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Lecture Notes:
Field Research Methods (PSYC 311)
LECTURE 12: Interview Research Methods

Research Planning Model
Research Definition Stage (I)
Understand the Problem
Identify Questions (Hypothesize)
Research Design\Plan Stage (II)
Choose Design
Data Collection Approaches
Design of Instrument
Instrument design is an iterative process

Ask self series of questions:

1. What do you need to know?
   Reports of Fact
   Ratings of Opinion or Preference
   Reports of Intended Behavior

2. How will administration be accomplished?
   Self-administered
   
   
   Other-administered (Interviews)
   Administration of Interviews and Phone Surveys
   Main advantages: Enlisting cooperation, Ability to monitor quality of response, Rapport
   Main disadvantages: Cost/Time requirements, Interviewer training, Sample accessibility

   Development of Questions

3. What type of population are you sampling?
   Education Level
   Limits of Attention
   Motivation

4. What type of response format is appropriate?
   1. Interview Structure
      1. Fully-structured Interviews = predetermined sequence of questions and standardized response schedule

      2. Semi-structured Interviews = predetermined number of questions, but can modify order or phrasing to fit context of interview

      3. Unstructured Interviews = predetermined topic of interest, and let conversation freely develop

   2. Types of Questions (ask for each question)
      1. Open-ended questions: generally used in other-administered surveys (possibility to clarify ambiguities)

      2. Closed-ended questions: limited utility to response formats that have few number of alternate responses
         Role of Interviewer:
         Interviewer plays central role in gathering data
         Constantly monitoring of potential influence or bias
         Objectives:

         1. Locate and enlist cooperation of selected respondents
            Available when respondent is
            Confident, assertive style in presenting study
            Responsive to personal needs and concerns of each individual

         2. Motivate respondents to do well
            Important role in setting respondent performance
            Speed of asking questions influences speed of response
            Encouragement influences how subjects will perceive task
            Explicit and implicit actions

         3. Ensure data meets question objectives: Standardization

            1. How study is presented: Common understanding of purpose of study, confidentiality, voluntary nature of project, and context of the interview

            2. How questions are asked: Wording of question and placement of vocal emphasis

            3. Probing: Standard follow-up responses that are non-directive
               1. Addition Probe: elicits additional information ("I see," "Yes," "Uh-huh," "I understand.")

               2. Reflecting Probe: asks respondent to consider answer provided ("What do you mean by ____")

               3. Transitional Probe: extends range of response to include other topics ("Another..")

               4. Situational Probe: queries about specifics of situation in which respondent reacts ("What was it like")

               5. Emotion Probe: Reflects depth or degree of feeling associated ("How do you feel about...?")

            4. How answers are recorded: Verbatim answers (taped?) For open-ended questions, appropriate response for close-ended questions

            5. How rapport is managed: Emphasis placed on professional rather than personal interaction. Interviewers should not tell stories about self, indicate judgment of respondents answer or opinions about subject matter

            Lecture 1 | Lecture 2 | Lecture 3 | Lecture 4 | Lecture 5 | Lecture 6 | Lecture 7| Lecture 8 | Lecture 9 |
            Lecture 10 | Lecture 11 | Lecture 12 | Lecture 13 | Lecture 14 | Lecture 15 | Lecture 16 | Lecture 17

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