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PART I LISTENING COMPREHENSION (2012)
SECTION A MINI-LECTURE
Obrving Behaviour
Good morning, everyone. Today we will look at how to obrve behaviour in rearch. Perhaps you would say it is easy and there is nothing extraordinary. Yes, you may be right. All of us obrve behaviour every day. For example, when traveling in another country, we can avoid embarrassment by obrving how people behave in that culture. And failing to be obrving while walking or driving can be life-threatening.
We learn by obrving people's behaviour. Rearchers too rely on their obrvations to learn about behaviour,but there are differences. For instance, when we obrve casually, we may not be aware of factors that bias our obrvations, and, [1] and when we rarely keep formal records of our obrvations. 溴己新片Instead, we rely on our memory of events. [2]Obrvations in rearch on the other hand are made under precily defined conditions, that is, in a systematic and objective manner, and with careful record keeping.
Then how are we going to conduct obrvations in our rearch studies, and what do we need to do in order to make a scientific and objective obrvation? Now, as you remember, the primary goal of obrvation is to describe behaviour, but it is in reality impossible to obrve and describe all of a person's behaviour. So we have to rely on obrving samples of people's behaviour. Doing so, we must decide whether the samples reprent people's usual behaviour. Thus, we will first take a brief look at how rearchers lect samples of behaviour.
Before conducting an obrvational study, rearchers must make a number of important decisions, that's about when and where obrvations will be made. As I've said before, the rearcher cannot obrve all behaviour. Only certain behaviours occurring at particular times, in specific ttings can be obrved. In other words, behaviour must be sampled. In this lecture, I will briefly introduce two kinds of sampling, that is, time sampling and situation sampling.
Now first, time sampling. Time sampling means that rearchers choo various time inte
rvals for their obrvation. Intervals may be lected systematically or randomly. Suppo we want to obrve students' classroom behaviour. Then in systematic time sampling, our obrvations might be made during five 20-minute periods, beginning every hour. The first obrvation period could begin at 9 am, the cond at 10 am and so forth. [3]However, in random sampling, the five 20-minute periods may be distributed randomly over the cour of the day. That is to say, intervals between obrvation periods could vary—some longer others shorter.窑湾古镇>汽车壁纸 One point I'd like to make is systematic and random time sampling are not always ud in isolation. They are often combined in studies. For example, while obrvation intervals are scheduled systematically, obrvations within an interval are made at random times. That means the rearcher might decide to obrve only during 15-cond intervals that are randomly distributed within each 20-minute period.
[4]Now let's come to situation sampling. Then, what is situation sampling? It involves studying behaviour in different locations and under different circumstances and conditions. By sampling as many different situations as possible rearchers can reduce t
he chance that their obrvation results will be peculiar to a certain t of circumstances and conditions. [5]Why? Becau people or for that manner animals do not behave in exactly the same way across all situations. For example, children do not always behave the same way with one parent as they do with the other parent, and animals do not behave the same way in zoos as they do in the wild. [6]So, by sampling different situations, a rearcher can make more objective obrvations than he would in only a specific situation. 海洋石油工程
[7]Having discusd ways to sample behaviour in rearch, we are now moving onto another issue, that is, what rearchers should do to record behaviour as it occurs, that is whether rearchers are active or passive in recording behaviour. This refers to the methods of obrvation. Obrvational methods can be classified as “obrvation with intervention” or “obrvation without intervention”. Obrvation with intervention can be made in at least two ways, participant obrvation and field experiment. In participant obrvation, obrvers, that is rearchers, play a dual role: They obrve people's behaviour and they participate actively in the situation they are obrving. If individuals w
ho are being obrved know that the obrver is prent to collect information about their behaviour, this is undisguid participant obrvation. But in disguid participant obrvation, tho who are being obrved do not know that they are being obrved.
[8]Another method of obrvation with intervention is field experiment. What is a field experiment? When an obrver controls one or more conditions in a natural tting in order to determine the effect on behaviour, this procedure is called field experiment. The field experiment reprents the most extreme form of intervention in obrvational methods. The esntial difference between field experiments and other obrvational methods is that rearchers have more control in field experiments.
Now let's take a look at obrvation without intervention. [9]Obrvation without intervention is also called naturalistic obrvation becau its main purpo is to describe behaviour as it normally occurs, that is, in a natural tting, [10]猜动物 without any attempt by the obrver to intervene. An obrver using this method of obrvation acts as a passive recorder of what occurs. The events occur naturally and are not controlled by the obrver.
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