Asking Questions - The Definitive Guide To Questionnaire Design ...

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144 ASKING QUESTIONS very salient to respondents. For such issues, respondents may react primarily on the basis of their attitude for or against the source and not on the issue. A more subtle form of combining questions might be called the one-and-a-half-barreled question. In this form the question is posed about a single attitude object, and respondents are asked to respond along a scale showing favor or disfavor. The responses start quite straightforwardly along a single dimension, but somewhere along the line a second opinion object is introduced as part of the response continuum. A one-and-a-half-barreled question is illustrated in Figure 4.5. Here the response categories begin with strong support and appear to be moving steadily toward strong opposition. All of a sudden, in the third statement, the mention of national defense (really another implicit question) brings to bear opinions about another attitude object, namely, defense policy. Then in the fourth response category, respondents are reminded that the agreement is with Russia. As a result, opinion was pulled toward less support for the treaty, whereas respondents reported stronger support for the SALT treaty in other surveys without such references. Double-barreled questions and even one-and-a-half-barreled questions can be avoided if the question writer is alert to the problem. At times, however, even experienced question writers will fail Figure 4.5. One-and-a-Half-Barreled-Questions Related to the SALT II Treaty. The United States is now negotiating a strategic-arms agreement with the Soviet Union in what is known as SALT II. Which one of the following statements is closest to your opinion on these negotiations? I strongly support SALT II SALT II is somewhat disappointing, but on balance I have to support it. I would like to see more protection for the United States before I would be ready to support SALT II. I strongly oppose the SALT II arms agreement with the Russians. I don’t know enough about the SALT II to have an opinion yet.
ASKING QUESTIONS ABOUT ATTITUDES AND BEHAVIORS 145 to notice that they have added an extra consideration somewhere along the line and that, as a result, two attitude objects have become joined in one question. Whenever—as in the SALT II question— the reasons for holding opinions appear as qualifications in the question itself or in a response category, a red flag should go up. Bias Related to the Context and Meaning of Adjacent Questions Interviews are forms of conversations. Whenever they take place in person or on the telephone, they flow as conversations (albeit sometimes rather peculiar conversations that are dominated by the question-and-answer sequence). Survey participants are responding not only to the actual questions but also to the context in which the questions are being asked. This includes such things as the stated purpose of the interview, the sponsor of the survey, the topics being asked, the norms of ordinary conversation between strangers, and other factors. Because questions are asked sequentially, answers to questions trigger thoughts in respondents’ minds that may spill over and influence the answers to later questions. The potential biasing effect of the positioning of questions in a questionnaire has long been recognized as a problem in survey and market research. Since the earliest days of survey research, studies of question order have produced both positive and negative results. Although we still do not understand many of the processes involved in order effects, research on cognitive aspects of surveys have enabled us to better understand the effect of order and gives us guidance about where to expect such effects. We can describe situations that should alert the investigator to the possibility of order effects. (The order problem is also discussed in Chapter Ten in the discussion of funneling and reverse funneling. For more detailed explanation of the cognitive mechanisms that create context and order effects, see Sudman, Bradburn, and Schwarz, 1996.) Why should order matter? Stating explicit alternatives provides a context or framework within which the respondent answers
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Asking Questions The Definitive Gui
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Norman M. Bradburn Seymour Sudman B
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Copyright © 2004 by John Wiley & S
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viii CONTENTS 12. Asking Questions
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Preface This book is a revised and
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PREFACE xiii trate some of the subt
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The Authors Norman M. Bradburn (Ph.
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Asking Questions
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Chapter One The Social Context of Q
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THE SOCIAL CONTEXT OF QUESTION ASKI
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Chapter Two Asking Nonthreatening Q
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ASKING NONTHREATENING QUESTIONS ABO
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Figure 2.4. Household Health Diary.
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Source: U.S. Bureau of the Census,
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80 ASKING QUESTIONS e. The Sealed B
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82 ASKING QUESTIONS asking about te
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84 ASKING QUESTIONS Figure 3.2. Que
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86 ASKING QUESTIONS into a car, mig
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88 ASKING QUESTIONS relationship be
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90 ASKING QUESTIONS from 55 percent
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92 ASKING QUESTIONS Illegal Drug Us
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194 ASKING QUESTIONS It must be rec
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196 ASKING QUESTIONS Figure 6.10. Q
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198 ASKING QUESTIONS Figure 6.11. S
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200 ASKING QUESTIONS Figure 6.11. S
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202 ASKING QUESTIONS question indic
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204 ASKING QUESTIONS state or count
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206 ASKING QUESTIONS respondents wi
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208 ASKING QUESTIONS answers, most
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210 ASKING QUESTIONS on the Web sin
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Chapter Seven Asking Questions that
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ASKING QUESTIONS THAT EVALUATE PERF
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• Depends heavily on employee’s
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244 ASKING QUESTIONS make a particu
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246 ASKING QUESTIONS on demographic
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248 ASKING QUESTIONS Table 8.1. Eig
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250 ASKING QUESTIONS domain and rel
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252 ASKING QUESTIONS Seven Steps to
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254 ASKING QUESTIONS the frequency
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256 ASKING QUESTIONS The fourth ste
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258 ASKING QUESTIONS empty cells. I
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Chapter Nine Asking Standard Demogr
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Chapter Ten Organizing and Designin
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ORGANIZING AND DESIGNING QUESTIONNA
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Fill- Ins Easily done with a Possib
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Chapter Eleven Questionnaires from
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QUESTIONNAIRES FROM START TO FINISH
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Chapter Twelve Asking Questions FAQ
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ASKING QUESTIONS FAQS 325 tain you
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Do you own an IBM-type of PC? Yes
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ASKING QUESTIONS FAQS 329 Ranking q
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ASKING QUESTIONS FAQS 331 guish bet
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ASKING QUESTIONS FAQS 333 activitie
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336 BIBLIOGRAPHY AND RECOMMENDED RE
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348 GLOSSARY object. The term belie
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350 GLOSSARY are entered directly i
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352 GLOSSARY the sex of the respond
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354 GLOSSARY of an IBM card is a on
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356 GLOSSARY individual difference
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358 GLOSSARY overreporting, underre
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360 GLOSSARY because of illness or
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362 GLOSSARY response effect A gene
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364 GLOSSARY questionnaires list th
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Index A Ability, measuring, 197-202
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INDEX 369 Denver, 86; Community che
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INDEX 371 Library card ownership, 8
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INDEX 373 preferences, 167-168; thr
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Appendix A List of Academic and Not
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APPENDIX A 377 Phoenix, AZ 85003-17
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APPENDIX A 379 Fax: 310-206-4453 E-
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APPENDIX A 381 800 Florida Ave., N.
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APPENDIX A 383 E-mail: jbason@arche
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APPENDIX A 385 Phone: 312-996-5300
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APPENDIX A 387 Phone: 785-532-5510
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APPENDIX A 389 Center for the Study
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APPENDIX A 391 Ann Arbor, MI 48106-
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APPENDIX A 393 731 Oldfather Hall L
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APPENDIX A 395 New York Marist Coll
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APPENDIX A 397 Cornell University I
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APPENDIX A 399 225 South Main St. A
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APPENDIX A 401 121 University Pl. P
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APPENDIX A 403 South Dakota Busines
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APPENDIX A 405 Public Policy Resear
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APPENDIX A 407 E-mail: sesrc@wsu.ed
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APPENDIX A 409 England National Cen
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412 APPENDIX B PLEASE CIRCLE ONE CO
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414 APPENDIX B 14. Who purchased th
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416 APPENDIX B 23. What racial/ethn
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Faculty Retention Survey December 2
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2. Professional Life Important to y
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4. Environment Important to you Imp
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Appendix D Kinko’s: Open-ended Se
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