Observers Biases and Their Effect on Results
![Observational Methods of Research and Observer Biases and how theses biases affects results. Observational Methods of Research and Observer Biases and how theses biases affects results.](https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj7My0HpOejnmvubDa1wTPoxdRTDpLiF8NZ-cyo9usGEZ3WKpxu-GPbO6G1e2L2CqbH171eYr_rQIar4BN42UAaAD5Gwl1Rb8kMuq3bU7NHhSLDoyWL6NPMOW_LHmRHw8zNzvcvdUEH0e-SkexSZxb_nZc2JYfCva4zzQKVqCNfoyBDKpKrjT3_UNqh/w640-h320/7.png)
Observational Methods of Research and Observer Biases and how theses biases affects results.
Although observation is an important method of data collection, both unstructured and structured observations are vulnerable to biases. Human perceptual errors and inadequacies are a continuous threat to the quality of information obtained. Observation and interpretation are demanding tasks, requiring attention, sensation, perception, and conception.
To accomplish these activities in a completely objective fashion is challenging and perhaps impossible. Several types of observational bias are especially common. One bias is the enhancement of contrast effect, in which observers distort observations in the direction of dividing content into clearcut entities. The converse effect a bias toward central tendency occurs when extreme events are distorted toward a middle ground.
A series of biases are called assimilatory, in which observers distort observations in the direction of identity with previous inputs. This bias would have the effect of mis-categorizing information in the direction of regularity and orderliness. Assimilation to the observer's expectations and attitudes also occurs. Rating scales and other evaluative observations are also susceptible to bias.
The halo effect is the tendency of observers to be influenced by one characteristic in judging other, unrelated characteristics. For example, if we formed a positive general impression of a person, we would probably be likely to rate that person as intelligent, loyal, and dependable simply because these traits are positively valued. Rating scales may reflect observers' personality.
The error of leniency is the tendency for observers to rate everything positively, and the error of severity is the contrasting tendency to rate too harshly. Biases are especially likely to operate when a high degree of observer inference is required. Although the degree of observer bias is not a function of the degree of structure imposed on observations, it is usually more difficult to assess the extent of bias when using unstructured methods.
The careful construction and pretesting of checklists and rating scales (with structured observation) and the proper training and preparation of observers are techniques that can play an important role in minimizing or estimating biases. If people are to become good instruments for collecting observational data, then they must be trained to observe in such a way that accuracy is maximized and biases are minimized.
Even when the principal investigator is the primary observer, self-training and dry runs are essential. The setting during the trial period should resemble as closely as possible the settings that will be the focus of actual observations. Ideally, training should include practice sessions during which the comparability of the observers' recordings is assessed.
That is, two or more observers should watch a trial event or situation,
and observational notes or coding should then be compared. Procedures for
establishing the interrater reliability of structured observational instruments
are described in Chapter 1
Main Reading Points
1:Observational methods are techniques for acquiring research data through the direct observation and recording of phenomena.
2:Researchers focus on different units of observation. The molar approach details observations of large segments of behaviors as integral units; the molecular approach treats small, specific actions as separate entities.
3:Concealed observation, with people unaware that they are being observed or participating in a study, is done to reduce reactivity (ie, behavioral distortions due to the presence of an observer)
4:Observational intervention refers to the degree to which observers structure the observational setting in line with research demands, as opposed to being passive observers.
5:Qualitative
researchers collect unstructured observational data, often through participant
observation. Participant observers obtain information about the dynamics of
social groups or cultures within members' own frame of reference.
6:In
the initial phase of participant observation studies, researchers are primarily
observers getting a preliminary understanding of the site. As time passes,
researchers become more active participants.
7:Observations
tend to become more focused over time, ranging from descriptive observation
(broad observations) to focused observation of more carefully selected events
or interactions, and then to selective observations designed to facilitate
comparisons.
8:Participant
observers usually select events to be observed through a combination of single
positioning (observing from a fixed location), multiple positioning (moving
around the site to observe in different locations), and mobile positioning
(following a person around a site).
9:Logs
of daily events and field notes are the major methods of recording unstructured
observational data. Field notes are both descriptive and reflective.
10:Descriptive
notes (sometimes called observational notes) are detailed, objective accounts
of what transpired in an observational session. Observers strive for detailed,
thick descriptions.
11:Reflective
notes include methodological notes that document observers' thoughts about
their strategies; theoretical notes (or analytic notes) that represent ongoing
efforts to make sense of the data; and personal notes that document observers'
feelings and experiences.
12:Structured
observational methods impose constraints on observers to enhance the accuracy
and objectivity of the observations and to obtain an adequate representation of
the phenomena of interest.
13:Checklists
are tools for recording the occurrence or frequency of predesignated behaviors,
events, or characteristics. Checklists are based on category systems for
encoding observed phenomena into discrete, mutually exclusive categories.
14:Some
checklists categorize exhaustively all behaviors of a particular type (eg, body
movements) in an ongoing fashion, whereas others use a sign system to record
particular behaviors while ignoring others.
15:With
rating scales, another record-keeping device for structured observations,
observers are required to rate phenomena along a dimension that is typically
bipolar (eg, passive/aggressive or excellent health/poor health); ratings are
made either at specific intervals during the observations (eg, every 15
minutes) or after observations are completed.
16:Some
structured observations use sampling to select behaviors or events to be
observed. Time sampling involves the specification of the duration and
frequency of both observational periods and intersession intervals. Event
sampling selects integral behaviors or events of a special type for
observation.
17:Technological
advances have greatly augmented researchers' capacity to collect, record, and
preserve observational data. Such devices as audiotape recorders and videotape
cameras permit behaviors and events to be described or categorized after their
occurrence.
18:Observational methods are subject to various biases. The greater the degree of observer inference and judgment, the more likely that perceptual errors and distortions will occur. The most prevalent observer biases include the enhancement of contrast effect, central tendency bias, the halo effect, assimilatory biases, errors of leniency, and errors of severity.
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