scholarly journals On the Uses of Computer-Assisted Simulation Modeling in the Social Sciences

1997 ◽  
Vol 2 (2) ◽  
pp. 65-70 ◽  
Author(s):  
R. Hanneman ◽  
S. Patrick
Keyword(s):  
Social Sciences ◽  
Simulation Modeling ◽  
Computer Assisted ◽  
The Social

scholarly journals Teleoptical Perspectives on Digital Methods: Scientific Claims and Consequences

2021 ◽  
pp. 75-102
Author(s):  
Julia Pennlert ◽  
Björn Ekström ◽  
David Gunnarsson Lorentzen
Keyword(s):  
Social Sciences ◽  
Case Studies ◽  
Research Process ◽  
Computer Assisted ◽  
Focal Points ◽  
Research Communities ◽  
The Social ◽  
Digital Methods ◽  
Knowledge Claims ◽  
Science And Research

Computer-assisted tools have introduced new ways to conduct research in the social sciences and the humanities. Digital methods, as an umbrella term for this line of methodology, have presented new vocabularies that affect research communities from different disciplines. The aim of this chapter is to discuss how digital methods can be understood and scrutinized as procedures of collecting, analyzing, visualizing, and interpreting born-digital and digitized material. We aim to problematize how the embracing of digital methods in the research process paves the way for certain knowledge claims. By adopting a teleoptical metaphor in order to scrutinize three case studies, our aim is to discuss the limitations and the possibilities for digital methods as a way of conducting science and research. The contribution addresses how and to what extent digital methods direct the researcher’s gaze toward particular focal points.

A workshop on computer-assisted instruction in elementary mathematics

1969 ◽  
Vol 16 (3) ◽  
pp. 193-197
Author(s):  
Max Jerman ◽  
Patrick Suppes
Keyword(s):  
Social Sciences ◽  
Elementary Mathematics ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Phone Line ◽  
School Year ◽  
Single Room ◽  
The Social ◽  
Assisted Instruction ◽  
Drill And Practice

During the 1967/68 school year the Stanford project in computer-assisted instruction in elementa ry mathematics was expanded to include schools in Iowa, Kentucky, and Mississippi, in addition to schools in California. As many as 78 students were able to take arithmetic lessons simultaneously on instructional terminals operated by phone line from the computer of Stanford's Institute for Mathematical Studies in the Social Sciences. The instructional terminals (teletype machines with modified keyboards) were located one to a classroom in some schools and grouped in a single room in other schools. Before describing the workshop held at Stanford for Mississippi teachers, a brief description of the drill-and-practice program in arithmetic skills and concepts will be given.

Computer assisted text analysis in the social sciences

2010 ◽  
Vol 45 (1) ◽  
pp. 103-128 ◽  
Author(s):  
Alan Brier ◽  
Bruno Hopp
Keyword(s):  
Social Sciences ◽  
Text Analysis ◽  
Computer Assisted ◽  
The Social

What Can We Learn From Factorial Surveys About Human Behavior?

Methodology ◽  
2019 ◽  
Vol 15 (1) ◽  
pp. 19-30 ◽  
Author(s):  
Knut Petzold ◽  
Tobias Wolbring
Keyword(s):  
Social Sciences ◽  
Behavioral Intentions ◽  
Actual Behavior ◽  
Full Time ◽  
Factorial Survey ◽  
Survey Experiment ◽  
Intended Behavior ◽  
The Social ◽  
Survey Experiments ◽  
High Level

Abstract. Factorial survey experiments are increasingly used in the social sciences to investigate behavioral intentions. The measurement of self-reported behavioral intentions with factorial survey experiments frequently assumes that the determinants of intended behavior affect actual behavior in a similar way. We critically investigate this fundamental assumption using the misdirected email technique. Student participants of a survey were randomly assigned to a field experiment or a survey experiment. The email informs the recipient about the reception of a scholarship with varying stakes (full-time vs. book) and recipient’s names (German vs. Arabic). In the survey experiment, respondents saw an image of the same email. This validation design ensured a high level of correspondence between units, settings, and treatments across both studies. Results reveal that while the frequencies of self-reported intentions and actual behavior deviate, treatments show similar relative effects. Hence, although further research on this topic is needed, this study suggests that determinants of behavior might be inferred from behavioral intentions measured with survey experiments.

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