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

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60 ASKING QUESTIONS more carefully and will receive more positive responses than items in the middle. For long lists, careful researchers use two or more different forms and randomize the order of the items on both forms. Another procedure, shown in Figure 1.1, requires the interviewer to read all items to the respondent and obtain a “yes” or “no” answer for each item. This procedure is now widely used in telephone interviewing, where the respondent cannot be handed a card to read. It also has the advantage of removing or reducing list order effects, although both the interviewer and the respondent may become bored if the list is too long. Order effects are sensitive to the mode of administration. Because of primacy effects, items appearing early in the list are often over-selected when the questionnaire is administered in person with show cards or when it is self-administered. On the other hand, because of recency effects, items appearing at the end of the list are over-selected, particularly when the questionnaire is administered by telephone and the respondents can only hear the list read. Dealing with Long Lists. Another problem with aided recall develops from the use of long lists. Imagine respondents have been given a list of fifty activities and asked which of these they have done in a specified time period. If they have done none of these activities, the question is likely to make them uncomfortable, even if the topic is nonthreatening. They will feel that the interviewer expects at least some “yes” answers from among a long list of activities. Such respondents are likely to report some activities, either by deliberately fibbing or by unconsciously misremembering the date when a behavior occurred. You should anticipate this problem and avoid it by using two techniques. The first, illustrated in Figure 1.1, is to make the list so extensive that virtually all respondents will be able to answer “yes” to some items. The second way is to start with a screening question such as “Did you happen to have read any magazines in the past two weeks, or not?”—before showing the respondent a list of magazines.
ASKING NONTHREATENING QUESTIONS ABOUT BEHAVIOR 61 The long list example typifies the most serious problem with aided recall—the implicit expectation that a respondent needs to provide positive responses. If a behavior is reasonably salient and the reporting period reasonably short, aided-recall procedures may lead to substantial overreporting and should not be used, or should be used only in conjunction with other procedures that reduce overreporting. (The exceptions to this rule are the socially undesirable behaviors discussed in Chapter Three, where aided-recall methods help compensate for the general tendency of respondents to underreport.) The short screener question—“Did you happen to read any magazines in the past two weeks, or not?”—may have the opposite effect. If such a screener is used several times in the interview, respondents may learn that they can skip out of a whole series of questions by saying “no.” In general, it is better to vary question formats where possible, to make the interview more engaging for the respondent and also to decrease the chances of respondent anticipation. Make the Question Specific One simple reason for making each question as specific as possible is to make the task easier for the respondent, which, in turn, will result in more accurate reports of behavior. General questions, if they are answered conscientiously, require substantial effort by the respondent. Consider a seemingly straightforward question such as “What brand of soft drink do you usually buy?” If the question is taken seriously, the respondent must first decide on the appropriate time period, and then what conditions to include. For instance, are purchases at work, in restaurants, at sporting events, and at movies to be included? Or are only store purchases for home use to be counted? The respondent must next decide on the meaning of the word you. Does it refer only to the respondent or to all members of the household? How are purchases by one household member for
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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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THE SOCIAL CONTEXT OF QUESTION ASKI
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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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Chapter Five Asking and Recording O
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ASKING AND RECORDING QUESTIONS 153
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180 ASKING QUESTIONS 2. Consider wh
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182 ASKING QUESTIONS Figure 6.2. Qu
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184 ASKING QUESTIONS Specific knowl
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186 ASKING QUESTIONS question. Anot
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192 ASKING QUESTIONS Resident Infor
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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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