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461.
ABSTRACTResearchers increasingly draw on social media data to answer big questions about social patterns and dynamics. However, as with any data source, social media data present both opportunities and significant challenges. One major critique of social media data is that the data are not generalizable outside of the platforms from which the data originate. Problems of generalizability stem from non-universal participation rates on various platforms, demographically biased samples, as well as limited access to data based on infrastructural constraints and/or user privacy practices. We suggest that instead of empirical generalizability, social media data are theoretically generalizable in the formal theory tradition. Through a case example in which we use YouTube comments to test and extend a key tenet of identity theory, we show how social media data can instantiate theoretical variables and thus generalize to theoretical propositions. Mediated through formal theory, social media data maintain the capacity to address broad social questions while upholding methodological integrity. 相似文献
462.
Tao Li N. Balakrishnan Hon Keung Tony Ng Yifan Lu Lu An 《Journal of Statistical Computation and Simulation》2019,89(12):2328-2353
In this article, two different types of precedence tests, each with two different test statistics, based on ranked set samples for testing the equality of two distributions are discussed. The exact null distributions of proposed test statistics are derived, critical values are tabulated for both set size and number of cycles up to 8, and the exact power functions of these two types of precedence tests under the Lehmann alternative are derived. Then, the power values of these two test procedures and their competitors based on simple random samples and based on ranked set samples are compared under the Lehmann alternative exactly and also under a location-shift alternative by means of Monte Carlo simulations. Finally, the impact of imperfect ranking is discussed and some concluding remarks are presented. 相似文献
463.
The generalized semiparametric mixed varying‐coefficient effects model for longitudinal data can accommodate a variety of link functions and flexibly model different types of covariate effects, including time‐constant, time‐varying and covariate‐varying effects. The time‐varying effects are unspecified functions of time and the covariate‐varying effects are nonparametric functions of a possibly time‐dependent exposure variable. A semiparametric estimation procedure is developed that uses local linear smoothing and profile weighted least squares, which requires smoothing in the two different and yet connected domains of time and the time‐dependent exposure variable. The asymptotic properties of the estimators of both nonparametric and parametric effects are investigated. In addition, hypothesis testing procedures are developed to examine the covariate effects. The finite‐sample properties of the proposed estimators and testing procedures are examined through simulations, indicating satisfactory performances. The proposed methods are applied to analyze the AIDS Clinical Trial Group 244 clinical trial to investigate the effects of antiretroviral treatment switching in HIV‐infected patients before and after developing the T215Y antiretroviral drug resistance mutation. The Canadian Journal of Statistics 47: 352–373; 2019 © 2019 Statistical Society of Canada 相似文献
464.
Researchers have repeatedly found a positive correlation between education and tolerance. However, they may be victims of an unrepresentative sample containing only rich Western liberal democracies, where political agendas have a liberalizing effect on curricula. In this paper, we specify the relationship between education and liberal attitudes by analyzing data on educational attainment and tolerance of homosexuality (one dimension of liberalism) drawn from a heterogeneous sample of 88 countries over the period 1981–2014. We argue that nonliberal political agendas in some countries undermine the supposed universality of the positive relationship between educational attainment and tolerance of homosexuality. In relatively free countries, education is indeed associated with greater tolerance. However, in relatively unfree countries, education has no effect on tolerance and in some cases encourages intolerance. Specifically, our analysis demonstrates that education is associated with tolerance of homosexuality only when regimes energetically promote liberal‐democratic values. The larger theoretical point is that the agendas of political regimes shape civic values partly via education systems. Especially in an era when democracy is at risk in many countries, it is important to recognize that education is not always a benign force. 相似文献
465.
Jahoda (2012) criticizes discursive social psychology (DSP) on several different grounds; specifically, he argues that DSP has opaque methodological procedures, is of questionable scientific merit, involves over‐interpretation of its data, and implicitly claims its findings to be universal rather than contextually specific. We challenge these criticisms by arguing that observational studies of the kind typical within DSP research have a perfectly valid place within a scientific social psychology, that the interpretations made by DSP researchers should be seen in the context of a temporally extended research process in which they are subject to criticism and potential replication, and that Jahoda is himself guilty of over‐interpretation by inferring claims of universality when such an inference is not warranted by the data (i.e. the qualitative content of the sample of research papers considered by Jahoda). 相似文献
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Kirk D. Mochrie Mathew C. Whited Tony Cellucci Taylor Freeman Ansley Taylor Corson 《Journal of American college health : J of ACH》2020,68(1):6-10
AbstractObjective: This study examined differences in substance use, depression, and academic functioning among ADHD and non-ADHD college students. Participants: Included 1,748 students (ages 18–25; women 68.4%; Caucasian 71.3%) with and without history of ADHD. Methods: We assessed the relationship of ADHD to substance use variables, controlling for depressive symptoms and examined relationships with GPA. Results: ADHD students were more likely to have engaged in frequent alcohol use, binge drinking, regular marijuana use and to have used other drugs in the last year. They reported higher depression symptoms than non-ADHD students, although substance abuse risk remained high even when controlling for depressive symptoms. ADHD students had lower overall GPA than those without ADHD. However, this difference was no longer significant when controlling for depression and marijuana use. Conclusions: College campuses should consider programing aimed at identifying ADHD students at risk for developing substance abuse problems and emotional difficulties. 相似文献