ADVERTISING 340:

EXAM II
Research Objectives
1. Know how the Hierarchy of Effects can be used to set research
objectives
a. Cognitive (think)
i. Awareness/familiarly
1. Knowledge
2. Beliefs
ii. Measure consumer awareness of brands
iii. Determine consumer awareness of advertising and recall of
copy
iv. Determine if consumers know the differentiating characteristics
of brands

b. Affective (feel)
i. Attitudes/opinions
1. Preferences
ii. Measure the importance consumers place on various products
iii. Measure beliefs that various products possess these important
traits
iv. Measure consumer attitudes towards various brands

c. Behavioral (do)
i. Behavioral intentions
ii. Behavior
iii. Measure purchase intentions for various brands/products
iv. Assess consumer’s current or past use of various
brands/products

Survey Research
2. You should know the three main goals of survey research.
a. Get people to cooperate
b. Get people to give truthful answers
c. Gather meaningful information
3. NON-RESPONSE IS THE BIGGEST THREAT TO VALID
SURVEY RESEARCH

1. You should know the sources of bias that may be associated with
survey research and some strategies you can take to reduce
potential bias.
a. Sample bias
 i. Tendency for the results of a sample to deviate in one direction
b. Respondent error
i. Some respondent action/inaction such as nonresponse or
response bias
c. Nonresponse error
i. Statistical differences between a survey including only those
who responded
1. Especially a problem with mall & internet surveys
d. Response Bias (e/f/g/h/i—are types of response biases)
i. Respondents tend to answer questions with a certain slant that
misrepresents the truth
ii. Respondents may deliberately give false answers
1. To avoid- ask same question with different wording
e. Acquiescence bias
i. Some people tend to agree with all questions to concur w/
particular position
ii. Common with new product research
f. Extremity bias
i. Some people tend to use extremes when responding
ii. Common with a Likert scale (many select either 1 or 5)
g. Interviewer bias
i. Presence of interviewer influences answers
ii. Respondent gives answers they think interviewer wants to hear
iii. Non-verbal characteristics of interviewer may influence
respondent
h. Auspices bias
i. Respondents influenced by the organization conducting the
study
1. REDUCE: Identify research organization

i. Social desirability bias

i. Respondents desire to gain prestige or appear in a different
social role
ii. Respondents tend to answer what is socially acceptable
iii. Income is the number one thing lied about
1. Should be put at the end of a survey
iv. Education is overstated as well.
j. Administrative errors (k l m n)
i. Caused by improper administration
ii. Caused by carelessness, confusion, neglect, omission
k. Data-processing error
i. Incorrect data entry, computer programming, or other
procedural errors
l. Sample selection error
i. Improper sample design or procedure
m. Interviewer error
i. Mistakes made by interviewer who fail to record correct
responses
ii. Such as someone checking wrong answers to cannot write fast
enough
 n. Interviewer cheating
i. Filing in fake answers or falsifying questionnaires
o. Selective Perception
i. Causes interviewer to mis-record data that does not support
their own beliefs
ii. Purposely mis-recording an answer
2. You should know how to encourage people to participate and ways
to deal with non-response.
Non-respondent: Person who is not contacted or refused to cooperate
with research
a. Guarantee it’s not a sales call
b. Identify research organization (auspices bias)
c. Provide an incentive
d. Gain their attention (mail survey)
e. Follow-up reminders (mail/phone)
f. Foot-in-door technique—make a small request- easier to target bigger
goals
g. Shorter surveys

3. What are the various ways we can assess non-response?

a.
4. Anything in your required reading (Zikmund & Babin, Chapter 7) is
fair game.
5. Review the handout that compared the strengths and weaknesses of
the various survey methods
6. Make sure you’ve read the following articles:
7. “Consumers rebel against marketers (see BB Daily Agenda)
8. “Judging Survey Research Quality”
9. “Online Polling”
10. “A Quick Fix for Faulty Surveys”
Sampling
Terms:
1. Sampling Frame
2. Sampling
3. Judgment Sampling
4. Census
5. Population
6. Systematic Sampling
7. Sampling Unit
8. Stratified Sampling –
9. Proportional & Disproportional
10. Strata
11. Periodicity
12. Mall Intercept Approach
13. Simple Random Sample
14. Cluster Sampling
15. Convenience Sampling
16. Quota Sampling
 17. Sampling Frame Error
18. Snowballing

What are the steps involved in determining your sampling plan?

What is the difference between probability and non-probability sampling? Which of
the above methods fall under each of these broad classifications?
What are the approximate sample size ranges for projections to local, regional and
national populations?
If I describe a sampling scenario, you should be able identify the sampling method.
Anything in your required reading (Zikmund & Babin, Chapter 12) is fair game.

Questionnaire Design
Know the Do's and Don'ts of question writing and questionnaire design as
presented in class.
Know the following terms:
Double-barreled Question
Pivot Question
Screening Question
Funnel Technique
Leading Question
Counterbiasing Statement
Filter Question
Open-ended questions

Be able to critique survey questions and response options. Know how to correct
problems to reduce biases.
Attitude Measurement
Know the following types of scales:
Simple Attitude
Categorical
Comparative
Non-Comparative
Likert
Semantic Differential
Likert type/Numerical
Graphic
Behavioral Differential
Ranking
Grading Scale
Forced Choice
Non-Forced Choice
Balanced
Unbalanced

Know how we can measure past and current behavior.

 Types of Measurement Scales
1. Know the four basic types of scales: Nominal, Ordinal, Interval, Ratio
2. Know what types of statistics are appropriate for each scale type.
3. You will be identifying scale types on survey questions like we did in class
and you did on your homework and your group survey.

Editing and Coding

1. You should be able to develop a coding scheme for survey questions (i.e.
developing variable names within SPSS constraints and assigning numerical
values to options). You did examples in class, the homework and on your
group survey.
Descriptive Statistics
2. Know the basic types of descriptive statistics
3. What are the various measures of central tendency and dispersion?
4. You should be able to interpret frequencies, means, and standard deviation
from SPSS printouts.

Hypothesis Testing & SPSS

• Null Hypothesis
• Alternative Hypothesis
• Hypothesis Testing
• Significance Level

5. You should know how to articulate the null and alternative hypotheses
related to particular survey questions or a particular SPSS output file.
6. You should know how to input survey data into the SPSS program, how to
define variables, and how to perform the statistical procedures discussed in
class. In other words, you should have a basic knowledge of SPSS. However,
you do not have to memorize the drop-down menus.
7. You should understand when the t-test or a chi-square is the appropriate test
statistic.
8. You should be able to interpret SPSS printouts for t-tests and chi-square. The
decision rules for determining whether or not the test statistic is significant
will be provided, but you have to know which significance level on the
printout is appropriate.
9. You should be able to make appropriate marketing communications
recommendations based on your statistical results.