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Main trends of research in the social and human ... - unesdoc - Unesco

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70 P. F. Lazarsfeld<br />

1-1 I 1+1 I +2 I +3<br />

Charted on <strong>the</strong> horizontal axis <strong>of</strong> <strong>the</strong> diagram are <strong>the</strong> successive periods <strong>of</strong> time<br />

at which observations are made. On <strong>the</strong> vertical axis are letters designat<strong>in</strong>g <strong>the</strong><br />

variables under observation. In political studies <strong>the</strong>se variables might be vote<br />

<strong>in</strong>tentions, attitudes toward various issues <strong>in</strong> <strong>the</strong> campaign, <strong>the</strong> op<strong>in</strong>ions <strong>of</strong><br />

family members, <strong>and</strong> so forth. The arrows <strong>in</strong> <strong>the</strong> scheme represent <strong>the</strong> relations<br />

between <strong>the</strong>se variables. Some <strong>of</strong> <strong>the</strong>se arrows have ‘time lags’; we might want<br />

to know, for example, whe<strong>the</strong>r an <strong>in</strong>dividual’s vote <strong>in</strong>tention is affected by<br />

what he has read at an earlier time. O<strong>the</strong>r arrows relate different variables at<br />

<strong>the</strong> same time period; we might want to f<strong>in</strong>d out, for example, whe<strong>the</strong>r an<br />

<strong>in</strong>dividual shares his op<strong>in</strong>ions with his friends. Still o<strong>the</strong>r arrows cross several<br />

time periods <strong>and</strong> several variables; for example, exposure to a friend’s op<strong>in</strong>ion<br />

at time t may be followed by a new way <strong>of</strong> look<strong>in</strong>g at <strong>the</strong> campaign at time<br />

t + ~ <strong>and</strong>, f<strong>in</strong>ally, by a changed vote <strong>in</strong>tention at time t+2.<br />

However complex a <strong>research</strong> situation, its analysis can be reduced to an<br />

elementary form expressed <strong>in</strong> variate language. To exemplify this, we have<br />

chosen a f<strong>in</strong>d<strong>in</strong>g from a study <strong>of</strong> college students.’ They were <strong>in</strong>terviewed twice<br />

over a period <strong>of</strong> two years; on each occasion, <strong>the</strong>y were asked questions about<br />

two central variates - <strong>the</strong>ir occupational choices <strong>and</strong> some <strong>of</strong> <strong>the</strong>ir ma<strong>in</strong> values.<br />

‘People-oriented’ occupational values <strong>and</strong> occupational choice <strong>in</strong> I950 <strong>and</strong> I952<br />

Choice<br />

Values<br />

1952<br />

PO<br />

PO<br />

r PO<br />

NPO<br />

NPO<br />

PO<br />

NPO<br />

NPO Total<br />

1950 PO PO 163 A 30 18 (226)<br />

PO NPO @ 29 8 21 (89)<br />

NPO PO 39 8 73 @ (166)<br />

NPO NPO 6 I4 A 168 (231)<br />

Total (236) (66) (156) (256) (712)<br />

SOURCE: M. Rosenberg, Occupational Values <strong>and</strong> Occupational Choice, New York,<br />

Columbia University Dissertation, 1953.<br />

To simplify <strong>the</strong> presentation, each <strong>of</strong> <strong>the</strong> variates has been reduced to a dicho-<br />

tomy. In <strong>the</strong>ir occupational choices, students were classified as people-oriented<br />

(ambitions to be a teacher, doctor, <strong>social</strong> worker, psychologist, etc.) or o<strong>the</strong>r-

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