"The art of asking questions".

2008

239 citations recorded by the source corpus.

Subfields: Education

Citations in the corpus

• Leveraging Position Bias to Improve Peer Recommendation (2014, positive): “Our approach exploits position bias: people pay more attention to items at the top of a web page or a list of items than those below them [6,7].”
• Exploring the Latent Structure of Strength‐related Attitude Attributes (2006, unknown): “Many scholars have presumed that such response eVects are most likely to appear in reports of weak attitudes (Cantril, 1944; Converse, 1974; Payne, 1951).”
• Too Fast, too Straight, too Weird: Non-Reactive Indicators for Meaningless Data in Internet Surveys (2019, unknown): “A fit between the research questions and the employed measures, the wording of questions (Converse & Presser, 2003; Payne, 1980) are necessary prerequisites for useful survey data; and depending on the research design, sampling, coverage, and non-response (Dillman, 2013) may threaten data quality…”
• Information is not a Virus, and Other Consequences of Human Cognitive Limits (2016, unknown): “As a result of this cognitive heuristic, known as “position bias” [33], people pay more attention to items at the top of a list than those in lower positions.”
• Every tweet counts? How sentiment analysis of social media can improve our knowledge of citizens’ political preferences with an application to Italy and France (2013, unknown): “In addition, traditional surveys pose solicited questions, and it is well known that this approach might inflate the share of strategic answers (Payne, 1951).”
• The Price of Misassignment (2010, unknown): “We created our survey instrument by drawing on the School and Staffing Survey, earlier questionnaires designed by Liu (2004) and Kardos (2004), research into new teacher retention, and literature on survey question design (Dillman, 1978; Fowler, 1998, 2002; Payne, 1951) and reducing recall error (Su”
• Disentangling the Effects of Social Signals (2014, unknown): “2(b) shows the estimates for the probability to view the story v p , which quantifies the position bias (Payne, 1951) in our experiments.”
• International handbook of survey methodology. (2008, unknown): “Over the last two decades, psychologists and survey methodologists have made considerable progress in understanding the cognitive and communicative processes underlying survey responses, increasingly turning the “art of asking questions” (Payne, 1951) into an applied science that is grounded in basi”
• Asking Good Survey Questions (2013, unknown): “Payne (1980) uses the term marathon questions and warns against their use, suggesting no more than 20 words as a rule of thumb.”
• Content validity--establishing and reporting the evidence in newly developed patient-reported outcomes (PRO) instruments for medical product evaluation: ISPOR PRO Good Research Practices Task Force report: part 2--assessing respondent understanding. (2011, unknown): “What do specific words and phrases in the instructions, items, and/or response options mean to respondents? Is that meaning consistent with the intent? Is it relevant to the concept of interest? Does it raise new content important to the concept of interest and/or new content not reflected in the in”
• The myopia of crowds: Cognitive load and collective evaluation of answers on Stack Exchange (2016, unknown): “Another important heuristic for online activity is “position bias” [24]: people pay more attention to items at the top of the list or the screen than those below [21].”
• ‘Student experience’ surveys: some methodological considerations and an empirical investigation (2009, unknown): “The authors discuss the variation in their results with reference to Payne’s (1951) notion of ‘tight’ and ‘loose’ questions – the latter offering the respondent greater latitude in selecting a response.”
• Taming the Unpredictability of Cultural Markets with Social Influence (2017, unknown): “They found that position bias [18, 7] plays an important role in such cultural markets: people allocate significantly more visual attention to items appearing near the top of a Web page or a list of items than those below them.”
• Cognitive aspects of survey methodology (2007, unknown): “Not surprisingly, survey researchers have always worried if respondents understand their questions as intended (for early discussions see Belson, 1968, 1981; Cantril, 1944; Payne, 1951).”
• Why researchers should think "real-time": A cognitive rationale. (2012, unknown): “…variations in question wording, question order or response format can elicit profound shifts in reported attitudes, even on familiar and important topics (for early examples see Cantril, 1944; Payne, 1951; for reviews see Schwarz, 1999; Schwarz, Groves, & Schuman, 1998; Schuman & Presser, 1981).”
• Improving Anchoring Vignettes Designing Surveys to Correct Interpersonal Incomparability (2010, unknown): “This could be a result of the three-category response scale, which encourages respondents to opt for the middle ground (Payne 1951; Bradburn 1983; Schwarz, Hippler, and Noelle-Neumann 1991; Schuman and Presser 1996; Weisberg, Krosnick, and Bowen 1996).”