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

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184 ASKING QUESTIONS Specific knowledge, however, as measured in Question 2 was much lower; 40 percent of respondents did not know if any foods sold at the supermarket were produced through biotechnology. This illustrates that there is a much larger gap between one’s general knowledge or awareness of an issue and specific content-level knowledge. We can very easily and wrongly assume that someone is knowledgeable about something they are only vaguely aware of. If it is critical to distinguish between the two, more specific questions need to be asked. Knowledge of Authors Figure 6.4 asks respondents about their knowledge of authors. This question followed questions dealing with book reading in general (Gallup, 1999). Although general statistics like this have some value in certain contexts, what is potentially of more interest is to see how author recognition differed across different population segments. We might think that books toward the end of the list (such as Dickens, Hemingway, Fitzgerald, and Melville) would be more Figure 6.4. Questions About Authors. 1. Now, if you can, please tell me the name of the author for the following books. % Correct The Cat in the Hat (Dr. Seuss) 72 Huckleberry Finn (Twain/Clemens) 48 The Shining (King) 42 The Old Man and the Sea (Hemingway) 29 The Firm (Grisham) 26 A Tale of Two Cities (Dickens) 18 A Farewell to Arms (Hemingway) 18 The Great Gatsby (Fitzgerald) 15 Moby Dick (Melville) 12 Crossings (Steel) 5 Source: Gallup, 1999.
ASKING QUESTIONS THAT MEASURE KNOWLEDGE 185 widely recognized by those who had graduated from college than by those who did not. We might also see if there are age-related effects. (It’s almost certain there would be age-related differences in knowledge for the World War II questions noted in Figure 6.2.) In general, such statistics show there can sometimes be a strong causal link between education and knowledge. When you want to clearly distinguish knowledge from education, it is important to get accurate measures of both, so that the effects of education on knowledge can be controlled for in subsequent data analysis. Name Recognition and Knowledge of Notable People Name recognition is critical for political candidates during election campaigns. Also, as with public issues, opinion surveys that deal with attitudes toward public figures must first determine level of awareness. Figure 6.5 gives three examples of Gallup questions asking respondents about their knowledge of persons. The questions are in increasing order of difficulty. The first merely asks whether the respondent has heard anything about each of a number of different people. In this format, respondents tend to overstate their knowledge of these persons, either because of name confusion or because of social desirability effects. One way to reduce this overstatement is shown in the second question. The respondent is asked, “Will you tell me who each one is or what he does?” This requires more information than the first Figure 6.5. Questions Concerning Name Recognition. 1. Would you please look over this list and tell me which of these persons, if any, you have heard something about? (List follows) 2. Will you tell me who each one is or what he does? (List follows) 3. Here are some photographs of important people. Will you please look at the photographs and tell me their names? Source: Gallup, 1999.
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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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94 ASKING QUESTIONS drinkers—may.
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100 ASKING QUESTIONS It must be rec
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102 ASKING QUESTIONS To illustrate
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104 ASKING QUESTIONS This applies t
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106 ASKING QUESTIONS When some resp
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108 ASKING QUESTIONS drinking quest
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110 ASKING QUESTIONS them less thre
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112 ASKING QUESTIONS Determining th
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114 ASKING QUESTIONS carefully for
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Chapter Four Asking Questions About
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ASKING QUESTIONS ABOUT ATTITUDES AN
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ASKING QUESTIONS THAT EVALUATE PERF
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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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