Caroline Roberts

Middle Alternatives Revisited: How the neither/nor Response Acts as a Way of Saying “I Don’t Know”?

A persistent problem in the design of bipolar attitude questions is whether or not to include a middle response alternative. On the one hand, it is reasonable to assume that people might hold opinions which are `neutral’ with regard to issues of public controversy. On the other, question designers suspect that offering a mid-point may attract respondents with no opinion, or those who lean to one side of an issue but do not wish to incur the cognitive costs required to determine a directional response. Existing research into the effects of offering a middle response alternative has predominantly used a split-ballot design, in which respondents are assigned to conditions which offer or omit a midpoint. While this body of work has been useful in demonstrating that offering or excluding a mid-point substantially influences the answers respondents provide, it does not offer any clear resolution to the question of which format yields more accurate data. In this paper, we use a different approach. We use follow-up probes administered to respondents who initially select the mid-point to determine whether they selected this alternative in order to indicate opinion neutrality, or to indicate that they do not have an opinion on the issue. We find the vast majority of responses turn out to be what we term `face-saving don’t knows’ and that reallocating these responses from the mid-point to the don’t know category significantly alters descriptive and multivariate inferences. Counter to the survey-satisficing perspective, we find that those with this tendency is greatest amongst those who express more interest in the topic area.

Surveying Human Vulnerabilities across the Life Course

Life course research has been developing quickly these last decades for good reasons. Life course approaches focus on essential questions about individuals’ trajectories, longitudinal analyses, cross-fertilization across disciplines like life-span psychology, developmental social psychology, sociology of the life course, social demography, socio-economics, social history. Life course is also at the crossroads of several fields of specialization like family and social relationships, migration, education, professional training and employment, and health. This Series invites academic scholars to present theoretical, methodological, and empirical advances in the analysis of the life course, and to elaborate on possible implications for society and social policies applications. Topics appropriate for the series include among others: Longitudinal analyses and methods Educational and employment trajectories Occupational careers Migration Social networks and family configurations Health trajectories Non-normative events Social and individual vulnerabilities Stress over the life course Resources Accumulation of (dis) advantages and social inequalities Social mobility Personality and identity development Agency within social structures Work-family balance Social policies Volumes in this series are of interest for researchers, professionals, policy makers, and students in social sciences and related fields. Ideas and proposals for additional contributions to the Series should be sent to Laura Bernardi, Jean-Michel Bonvin, and Dario Spini, Series Editors,, Switzerland. E-mail: laura.bernardi@unil.ch. or to the publisher: Evelien Bakker, Springer Science+Business Media, P.O. Box 17, 3300 AA Dordrecht, The Netherlands. Email: Evelien.Bakker@springer.com

Estimating Components of Mean Squared Error to Evaluate the Benefits of Mixing Data Collection Modes

Abstract Mixed mode data collection designs are increasingly being adopted with the hope that they may reduce selection errors in single mode survey designs. Yet possible reductions in selection errors achieved by mixing modes may be offset by a potential increase in total survey error due to extra measurement error being introduced by the additional mode(s). Few studies have investigated this empirically, however. In the present study, we compute the Mean Squared Error (MSE) for a range of estimates using data from a mode comparison experiment. We compare two mixed mode designs (a sequential web plus mail survey, and a combined concurrent and sequential CATI plus mail survey) with a single mode mail survey. The availability of auxiliary data on the sampling frame allows us to estimate several components of MSE (sampling variance, non-coverage, nonresponse and measurement bias) for a number of sociodemographic and target variables. Overall, MSEs are lowest for the single mode survey, and highest for the CATI plus mail design, though this pattern is not consistent across all estimates. Mixing modes generally reduces total bias, but the relative contribution to total survey error from different sources varies by design and by variable type.

Surveying Human Vulnerabilities Across the Life Course: Balancing Substantive and Methodological Challenges

How should quantitative researchers interested in investigating human vulnerabilities across the life course optimize their research designs so they can gather accurate data and draw valid conclusions about the phenomena they wish to explain? This is the question tackled in this book, which includes nine contributions from researchers in Switzerland involved in gathering and analyzing new data for a multi-disciplinary research programme called ‘LIVES – Overcoming Vulnerability: Life Course Perspectives’. The chapters address both the shared and unique challenges involved in surveying specific vulnerable populations and measuring different aspects of vulnerability. The authors share both the strengths and limitations of their empirical research, and bring to light the tensions involved in pursuing ambitious and pioneering substantive research aims, while attempting to uphold the scientific standards prescribed by the literature on survey methodology. In this introductory discussion, we introduce the chapters by describing how they fit within the broader field of research into vulnerability, and how they are contributing to the advancement of substantive and theoretical debates in this domain. We then discuss the concept of survey quality, drawing on the ‘total survey error’ framework to highlight the various challenges faced in conducting surveys in nonstandard contexts. The chapter concludes with a discussion of lessons learned from the LIVES research about the paramount importance of collaboration between subject specialists and methodologists in the design of new research in the field of vulnerability, and of transparency with respect to the documentation of research methods, particularly in interdisciplinary research settings.