This study addresses the marketing-mix standardization issue in the Central and Eastern European context. Special consideration is given to the construct of product cultural specificity, for which a new measure is proposed.
Leading social research methodologists and evaluators address the issues of research design in this second of two volumes inspired by the work on Donald Campbell and sponsored by the American Evaluation Association. The book considers issues such as: quasi-experimentation; the proposed conduct of social inquiry; ways to take account of threats to validity; plausible rival hypotheses in measurement and design; subject selection and loss in randomized experiments; the use of evaluation to assess the validity of computer simulations; method variance; and time series experiments. Applied researchers who want to improve their research designs will find this book a compelling and thought-provoking read.
Most books on measurement present a statistical orientation or an orientation toward measurement theory. Although these approaches are valuable, Measurement Error and Research Design is motivated by the lack of literature that enhances understanding of measurement error, its sources, and its effects on responses. This book's purpose is to enhance the design of research, both of measures and of methods. An author maintained website, http://www.business.uiuc.edu/~madhuv/msmt.html features datasets and suggestions for using the book in courses.
For those who teach students in psychology, education, and the social sciences, the Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition provides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared in Teaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association, Teaching of Psychology is a highly respected publication devoted to improving teaching and learning at all educational levels. Volume III consists of 95 articles about teaching personality, abnormal, clinical-counseling, and social psychology. Divided into four sections (one for each specialty), the book suggests ways to work with case studies, advocate a research perspective, use the arts and literature as teaching tools, and otherwise facilitate understanding of theoretical concepts.
First multi-year cumulation covers six years: 1965-70.
First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.
It is particularly gratifying to prepare a second edition of a book, because there is the necessary impli cation that the first edition was well received. Moreover, now an opportunity is provided to correct the problems or limitations that existed in the first edition as well as to address recent developments in the field. Thus, we are grateful to our friends, colleagues, and students, as well as to the reviewers who have expressed their approval of the first edition and who have given us valuable input on how the revision could best be structured. Perhaps the first thing that the reader will notice about the second edition is that it is more extensive than the first. The volume currently has 41 chapters, in contrast to the 31 chapters that comprised the earlier version. Chapters 3, 9, 29, and 30 of the first edition either have been dropped or were combined, whereas 14 new chapters have been added. In effect, we are gratified in being able to reflect the continued growth of behavior therapy in the 1980s. Behavior therapists have addressed an ever-increasing number of disorders and behavioral dysfunctions in an increasing range of populations. The most notable advances are taking place in such areas as cognitive approaches, geriatrics, and behavioral medicine, and also in the treatment of childhood disorders.
Renowned experts in survey methodology Seymour Sudman, Norman M. Bradburn, and Norbert Schwarz have come together to write "Thinking About" Answers, an essential resource book filled with practical and theoretical insights that will prove invaluable when developing questionnaires. In this important book, the authors explore what answers mean in relation to how people understand the world around them and communicate with one another. "Thinking About Answers" uses the most current insights from research on survey methods and cognitive psychology. The authors present the survey as a social conversation and investigate and document the meanings of the answers respondents give to researchers. "Thinking About Answers" offers new and significant advances in understanding survey research, including information on: how respondents understand questions, search their memories for relevant information, form judgments, and edit their answersthe various theories on the storage and retrieval of "autobiographical memory"guidelines for alerting researchers on how context can influence the question-answering process to produce different resultshow the response alternatives offered to respondents affect the answers givenstrategies respondents use to make estimateshow respondents report on their own behavior or the behavior of othersand much more."Thinking About Answers" is an invaluable resource for practitioners and students of survey research, cognitive and methodology researchers, and students in methods or cognitive psychology classes.
Peer nominations provide a key method for assessing relationships, social status, and interpersonal behavior. Taking an in-depth look at current practices and recent advances in peer nomination methodology, this volume presents: a history of peer nomination methods, with a focus on the early origins of peer informant measures and the nature of Morenoï¿1⁄2s (1934) sociometric methodology (highlighting fundamental differences from the modern sociometric procedure). an overview of the major changes that have occurred in peer nomination research over the course of the past 2 decades, including the recent focus on popularity and relational aggression, statistical advances, logistical challenges and innovations, and the changing conventions of the nomination procedure itself. This is the 157th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.

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