Methods of collecting and analyzing primary sociological information. Methods for collecting sociological information

Methods of collecting sociological data, with the help of which the process of obtaining scientific information is organized:

• document analysis;
• sociological observation;
• survey(questioning, interviewing, expert survey);
• social experiment;
• some social psychological techniques ( group tests).

Collection of sociological information

Document analysis method is a systematic study of documents aimed at obtaining information relevant to the purposes of the study. Document in are called specially created by the author(communicator) tangible or virtual (computer files) object intended to be fixed, transmission and storage of information. Objects that are not specifically intended to convey information are not documents. Documentary in sociology is called any information recorded in printed or handwritten text, on a computer and any other storage medium.

The documents simultaneously contain two types of information:

• information about facts, events, performance results;
• the author's position, assessment of these facts, which is presented in the content of the document, as well as in its structure, style, and means of expression.

Main purpose method - extract contained in the document information about the object being studied, fix it in the form of signs (categories of analysis), determine its reliability, reliability, significance for the purposes of the study, and with its help develop objective and subjective-evaluative characteristics and indicators of the process under study. These tasks, solved in the process of document analysis, simultaneously give an idea of ​​the stages of its application.

There are certain rules for working with documents things a sociologist should know:

• facts should be separated from assessments in the document;
• it is necessary to check the reliability of the source and information from it;
• conclusions drawn from information collected through document analysis, using multiple sources of documentary information, or other methods of collecting sociological data should be verified.

Method of sociological observation- method collection of primary sociological information, carried out through direct perception and direct registration of events that are significant from the point of view of the objectives of the study. Such events are called units of observation. The key feature of the method is that it occurs direct recording of events by an eyewitness, and not interviewing witnesses to the event.

Depending on the position (position) of the observer distinguish the following varieties this method.

1. observations, during which the observer does not interact with group members, but records events as if from the outside. This simple observation;
2. the observer can partially participate in the communication and actions of the group, deliberately limiting contacts. This intermediate type of observation;
3. participant observation occurs when the observer is fully involved in the group’s actions, i.e. imitates entry into social environment, adapts to it and analyzes events from the inside. Participant observation can be carried out open method or incognita. Another option is possible - the so-called stimulating observation, during which the researcher creates some experimental setting in order to identify such states of the object that are not observed in a normal situation;
4. introspection- observer records the facts of his actions, states. It is usually practiced to study the behavior of people in completely new, unusual conditions.

Methodsurvey represents collection method social information about the object being studied during direct (in the case of an interview) or indirect (in the case of a questionnaire) socio-psychological communication between the sociologist (or interviewer) and the person being interviewed (called a respondent) by logging responsesrespondent to questions asked by a sociologist arising from goals and objectives. Thus, a survey is a method based on a question-answer situation.

Main purpose of the method- obtaining information about state of public, group, individual opinion, as well as information about facts and events reflected in the minds of the respondent.

The main area of ​​application of the survey is the study spheres of people's consciousness. The survey is also used in the study of such phenomena and processes that are less accessible to direct observation. As the object of research can be a social community, group, collective or individual. If a group, collective or individual acts as a given that a sociologist can select for study, then the social community is formed by the sociologist himself.

It must be taken into account that survey data Anyway express only Subjective opinion respondents. From this fact it follows limitations in the use of this method. Conclusions from the information obtained during the survey need to be compared with data obtained by other methods that characterize the objective state of the phenomena being studied. It is necessary to take into account the shifts associated with the peculiarities of the reflection of social life in the minds of individuals, social groups, acting as respondents.

Depending on the role positions of the one who interviews (the researcher) and the one who answers (the respondent), there are two types of survey-questionnaire And interview. The method stands somewhat apart expert survey. The basis for distinguishing this type is the quality of the respondents.

Questionnaire

When questionnaire the process of communication between the researcher and the respondent is mediated by a questionnaire. Conducts a survey questionnaire.Its function is that, having received instructions from a sociologist-researcher, he behaves in accordance with it, creating a positive motivation for the respondent in relation to the survey. There are special techniques for generating such motivation, for example, appealing to civic duty, personal motives, etc. The questionnaire also explains the rules for filling out the questionnaire and returning it.

There are different types surveys. According to the number of respondents allocate group and individual survey. Depending on the situation andaudience A distinction is made between surveys at the place of work, in a target audience (for example, in a library) or on the street. It is important delivery method questionnaires. The following varieties are distinguished here:

• distribution (courier) survey. Allows one questionnaire to interview many people at the same time by distributing questionnaires in the audience;
• postal survey, in which the questionnaire is delivered to the respondent by mail;
• press survey. In this case, the questionnaire is published in the media. This method has limited capabilities, since the sociologist does not form a sample population and is not able to predict who will answer the questionnaire. Used in journalism.

Each of the listed types of method has both advantages and disadvantages. For example, in the case of a postal survey, the problem of returning questionnaires arises, and in the case of a press survey, it is impossible to extend the research results to the entire population being studied (newspaper subscribers), since here only the respondent decides whether to take part in the survey or not.

The main survey tools - questionnaire. The quality of the questionnaire largely determines the reliability and reliability of the research results. Sociological questionnaire is a system of questions united by a single research plan aimed at identifying the characteristics of the object and subject of analysis. Exist certain rules and principles of questionnaire design. Note that there are different types of questions that perform different functions. Questions in the questionnaire are formed into blocks, for example a block of questions about the objective characteristics of respondents.

Interview

Interview involves a different type of contact between the sociologist and the respondent, mediated not by the questionnaire and the questionnaire, but by the interviewer. The role of the interviewer is not simply to distribute questionnaires and ensure that respondents fill them out, but at a minimum to voice the questions of the questionnaire. The functions of the interviewer depend on the type of interview. The interviewer's higher role in the study places greater demands on him. Therefore, the interviewer must undergo more advanced training than the questionnaire.

Interviews can be classified on the same basis as questionnaires. Besides important has a distinction between interview types by the degree of formalization of its procedures, which gives the most rigid distinction of cognitive capabilities. Possible options here range between informal and formalized types of interviews.

In a formal interview the interviewer here seems to be voicing the questionnaire; the design of the questions is similar to those in the questionnaire and therefore lends itself to a quantification process based on the principles of measuring social characteristics. Therefore, it is possible to apply quantitative processing of such information. The order of questions in this case is strictly fixed; their sequence cannot be changed. A formal interview assumes that the interviewer, when asking a question, monitors the psychological context of the interview and can explain something, repeat the question or speed up the pace. However, all this is done according to strict instructions. The higher the degree of formalization, the less mistakes related to the personality of the interviewers.

Informal interview represents the opposite type of interview. The most free, non-standardized interview is called clinical, narrative (narrative). The interviewer and the respondent here seem to change places. The interviewer himself must be a researcher, and not just support staff in KSI. Its function is to set the impetus for the conversation, and then it should only stimulate the stream of consciousness from the respondent. However, the role of the interviewer is very important. By setting a narrative impulse, the researcher sets the direction for the conversation. Sometimes the sociologist prepares questions in advance, but during the interview he does not read them out and does not interrupt the interlocutor during the story. After the interviewee has told everything, the sociologist can ask additional questions.

Between these two types of interviewing there are intermediate options. This is a free interview, an interview with open questions (with a guide), a focused interview, an interview with free answers. Each type has its own characteristics, scope of application and tools.

Another type of survey is expert survey. Its distinctive feature is that the respondents are experts - specialists in a certain field of activity. The procedure for obtaining information from experts is called expertise. It may include independent solution by experts of the tasks assigned to them during the QSI. It all depends on the type of expert survey chosen.

The main purpose of the expert survey method it should be recognized that the most significant, important aspects the problem under study, as well as increasing the reliability, reliability, validity of information through the use of knowledge and experience of experts.

Social-psychological methods V sociology. Along with the social community, the social group is the most common object of study in sociology. It often turns out that information about an object has to be obtained by analyzing data about the individuals that make it up. Summary information about individuals (their social orientations, opinions, thinking stereotypes, etc.) are essential characteristics of the social whole. Therefore, sociologists actively use methods developed in psychology. They can be divided into two groups: methods used to measure personal properties, and techniques that measure group properties Both are called tests.

Test- this is a short-term test with the help of which the level of development or degree of expression of some mental property (traits, characteristics), as well as the aggregate mental properties personality or mental states(relations, mutual perceptions) of groups and teams.

In sociology they use sociometric tests, which are aimed at quantitative measurement and analysis of the structure interpersonal relationships in small social groups by recording connections among group members and preferences in situations of choice. The main purpose of the sociometric test is to diagnose emotional connections, i.e. mutual sympathy and antipathies between group members. Sociometry does the following functions:

• allows you to measure the degree of cohesion-disunity of the group;
• reveals the relative authority of group members on the basis of sympathy and antipathy, where the informal leader of the group and the rejected one are at the extreme poles;
• exhibits intragroup subsystems (cohesive formations with their informal leaders).

In a sociometric test, the unit of analysis and measurement is choice- an individual’s attitude regarding interaction with members of his group in a certain situation.

In sociological research, three methods of collecting primary data are used: sociological survey, document analysis, observation. Let us consider the content of these methods, the possibilities and features of their application.

Sociological survey represents a written or oral, direct or indirect appeal to the person being interviewed (respondent) with questions, the content of the answers to which reveals the problem being studied. The researcher resorts to the survey method in cases where the source of the necessary information is people - direct participants in the phenomena or processes being studied. With the help of surveys, information is obtained both about events and facts, and about the opinions, assessments, and preferences of the respondents. A survey as a method of collecting information has various types.

There are surveys: written (questionnaire survey) and oral (interviews), correspondence (mail, telephone, press) and face-to-face, expert and mass, sample and continuous, sociometric, test, etc. All types of written surveys are conducted by questionnaire.

Let's look at the most commonly used group (classroom) survey - survey. Subject to conditions of anonymity, it provides an opportunity to obtain frank answers on issues of personal importance to the respondents, relating to morality and ethics; find out views on the style and methods of leadership, attitudes towards various events in the state and public life, the functioning of social institutions, the position in relation to individuals and their actions - in a word, something that many will not always express in a personal conversation or in communication.

During a group survey, it is not advisable for management and other stakeholders to be present;

The results of the survey should be communicated to management only in a generalized form, that is, total figures for each item in the questionnaire; the questionnaires themselves must be in the possession of the researcher or person conducting the survey;

It is not advisable to entrust the survey to representatives of the management in which the survey is being conducted;

Much depends on the introductory words of the person conducting the survey, his ability to establish contact with respondents and create a relaxed atmosphere (in some cases, the survey begins with a joke, a small funny story, in others - with a message about difficulties, problems and the conclusion that it is impossible to solve them without advice from respondents.

Questionnaire- a research document developed in accordance with established rules, containing a series of questions and statements ordered in content and form, often with possible answers to them.

As a rule, the questionnaire includes several components: an address to the interviewee, a list of questions and a so-called passport.

In the practice of sociological research, in addition to traditional questioning, other methods of collecting sociological information have increasingly begun to be used. One such method is interview. This method has good prospects for application. In its technique, it is close to traditional forms of work to study and understand the problem. And many people have been using interviews in their practice for a long time. However, when carrying it out, they rely more on intuition than on a proven methodology.

So, sociological interview- This special type targeted communication with a person or group of people, used as a method of obtaining the necessary sociological information. The interview is based on casual conversation. However, in contrast to it, the roles of the interlocutors are fixed, standardized, and the goals are determined by the plan (program and tasks) sociological research.

When conducting an interview, contact between the researcher and the person - the source of information - is carried out with the help of an interviewer - a specially trained specialist who asks questions provided for in the research program, organizes and directs a conversation with a serviceman (or group of servicemen) and records the answers received according to instructions. This creates certain advantages for the interview.

In the practice of sociological research, three types of interviews are used: formalized, focused and free. The most common type of interview is formalized (standardized) interview. At first glance, it resembles a questionnaire, since the interviewer communicates with military personnel using a questionnaire.

Focused interview- a more difficult type of interview to prepare. It is used to collect opinions, assessments about a specific situation, its causes and possible consequences. The difficulty with this type of interview is that the interviewers must be competent not only in sociology, but also in the issue on which the interview is being conducted. A free interview is characterized by minimal restrictions on the researcher’s actions to study the problem. Typically, this type of interview is used in cases where they begin to define a problem. During such an interview, its specific content is clarified, taking into account the conditions industrial practice. This type of interview is conducted without a pre-prepared questionnaire or a developed conversation plan.

Sociometric survey usually considered as a method social psychology. In sociological research, it is used to study small groups and work teams, the peculiarity of which is the presence of direct contacts between people. The essence of a sociometric survey is to collect information about the structure of interpersonal relationships in a small group, its informal leaders by studying the mutual choices made by group members in different situations. Situations (criteria for sociometric elections) are asked in the form of questions about the employee’s desire to jointly participate with someone in a certain type of activity. For example, eliminating a malfunction in a technical device, when the professional training of team members is assessed.

The following requirements apply to the criteria for a sociometric survey:

They must be significant for the entire team and interest all respondents;

Provide the opportunity to choose colleagues in a specific situation;

Limit your choice if necessary.

How is a sociometric survey conducted? First of all, the researcher must clearly define the boundaries of the group with which he is working. Then each respondent is given a list of the group, in which its individual member is assigned a certain number, and is asked to make a choice from the proposed list according to some criterion. Respondents mark the results of their choice with symbols next to their names (or corresponding numbers). For example, “+” is a positive choice, “-” is a negative choice, “O” is a neutral choice (no choice). Then the researcher collects the lists and transfers the election results into sociomatrices (I show the slide). Based on the matrix it is built sociogram - graphic image patterns of interpersonal relationships in a team. (I demonstrate on a PC educational and methodological program). The information obtained in this way, when used skillfully, can play a role positive role in the formation of primary labor.

Document analysis allows the researcher to see many important aspects of social life. It helps to identify the norms and values ​​characteristic of society in a certain historical period, provides information to describe certain social structures, the ability to trace the dynamics of interaction between different social groups and individuals and so on. Independent stages of document analysis - selection of information sources and identification sample population materials to be analyzed.

Methods for analyzing documentary sources are divided into two main groups: informal (traditional) and formalized (content analysis).

The results obtained from document analysis must meet the requirements of a certain level of generalization in order for the information obtained to have practical significance. This involves formulating conclusions and proposals to governing bodies based on the results of the analysis.

Observation- this is a purposeful, planned, fixed in a certain way perception of the object being studied. This differs from ordinary observation of an object or phenomenon that interests us.

As a method of sociological research observation,

Firstly, it is subordinated to certain practical or theoretical goals;

Secondly, it is carried out according to a pre-developed program; And,

Thirdly, its results are recorded, as a rule, immediately on the spot.

Observation as a method of sociological research can be carried out in different ways, has several varieties. It can be classified according to various signs(grounds), in particular: according to the degree of formalization of the procedure: structured (controlled) and unstructured (uncontrolled); by observer position: included and non-included observations; according to the conditions of the organization: field and laboratory; by regularity: systematic and random. To record observation results, the following are used:

- observation diary. It records information about the object, the situation and one’s actions during the observation. Typically, diaries record multiple observations;

- observation protocol. It differs fundamentally from a diary in that it records the results of a one-time observation;

TO observation card. In it, signs of observation are recorded in a strictly formalized, usually coded form;

Technical means: photo and film equipment, tape recorders and video recorders.

Information obtained during the observation process, as well as obtained by other methods, is summarized, interpreted, and based on its results, appropriate conclusions are drawn, recommendations are formulated for management, proposals are made to the interested official or organization.

Methods of collecting sociological information.

1) The most common method of collecting sociological information is a survey. There are several types of surveys, primarily questionnaires and interviews.

Questioning. It involves respondents filling out the questionnaire independently. Individual and group questioning, face-to-face and correspondence, is possible. An example of a correspondence survey is a postal survey or a survey through a newspaper. An important point in preparing research and collecting information is the development of tools: questionnaires, interview forms, registration cards, observation diaries, etc. Since questioning is the most common method of collecting sociological information, let us dwell on it in more detail. What is the questionnaire and what are the requirements for it?

A sociological questionnaire is a system of questions united by a single research plan aimed at identifying the quantitative and qualitative characteristics of the object of study. Compiling a questionnaire is a complex, labor-intensive task that requires certain professional skills. Only by observing certain requirements when compiling it is it possible to obtain objective quantitative and qualitative characteristics of the research object.

• 1) All questions in the questionnaire should be clearly formulated so that they are understandable to respondents, including the terms used. (For example, you cannot ask an ordinary city dweller: “What is your opinion on GMOs in baby food?”)
• 2) Questions should not exceed the memory capacity and competence of the respondents; cause negative emotions and hurt the pride of respondents. (For example: “Why can’t you cope with the task given to you?”)
• 3) The question should not impose the opinion of the sociologist (For example: “The majority of Kirov residents are against renaming the city of Kirov to Vyatka, how do you feel about this?”)
• 4) The question should not contain two questions. (For example: “Will you take out a loan from a bank and borrow from friends if you find out that there is an opportunity to buy good car at a very low price, but you don’t have any money right now?”)
• 5) If the questionnaire includes a significant number of questions, then they are grouped into thematic blocks. (For example, about feelings, about ordinary actions, about plans for the future)

Several groups of issues can be characterized.

1. Questions that vary in form:

closed questions (for which a list of answer options is given);

open (to which answer options are not attached. The respondent must formulate and enter the answer);

semi-open (which combine the ability to select suggested answer options with the ability to also freely formulate and enter an answer). The latter are used by the researcher when he is not sure of the completeness of the answer options known to him.

Closed questions can also be alternative or non-alternative.

Alternative closed questions allow the respondent to choose only one answer option. For example: yes, they participate; no, they don't participate.

Non-alternative closed questions require the choice of one or more answer options. For example: “From what sources do you get political information - television, radio, newspapers, work colleagues, friends?”

3. There are direct and indirect questions. Direct questions are those that require a critical attitude towards yourself and others.

In indirect questions, the need for a critical attitude towards oneself or loved ones is overcome. An example of a direct question: “What prevents you from studying well?” An example of an indirect question: “When you hear a reproach addressed to a student that he is a bad student, do you think that...”

4. Questions according to their functions are divided into basic and non-basic.

The main questions are aimed at collecting information about the content of the phenomenon under study.

Non-core questions are aimed at finding the addressee of the main questions. Non-core questions include filter questions and control questions. (trap questions)

Filter questions are used when you need to obtain data that characterizes not the entire population of respondents, but only a part of it. For example, it first finds out whether the respondent smokes, and then asks a series of questions only for those who smoke. The first question in in this case will be a filter question. Control questions Traps are used to check the sincerity of responses. (“Have you read this book?” - and the title of a non-existent book is given)

When conducting a survey, the compositional structure of the questionnaire is also of certain importance. The first part of the questionnaire contains an appeal to the respondent, which clearly outlines the goals and objectives of the study and explains the procedure for filling out the questionnaire. This part is called the header of the questionnaire. It should not be long - optimally - a few sentences, but it should explain to the respondent who is conducting the survey, the purpose of the survey, contain an explanation of the rules for filling out the questionnaire, emphasize the importance of the opinion of each respondent for solving the problem that is being studied in this survey. If the survey is anonymous, then the respondent must be informed about this in the header of the survey. The second part of the questionnaire contains questions. Moreover, at the beginning there are simpler questions, then more complex ones, and at the end again easy questions. This provides better sensitivity.

At the end of the questionnaire, as a rule, there is a “passport” and thanks to the respondent for his work in filling out the questionnaire.

Below is a version of the questionnaire. Despite its apparent simplicity, its correct composition is a difficult matter. The quality of the answers and the results obtained depends on this. Try creating a similar questionnaire yourself.

Dear student!

Laboratory "Means mass communications» VyatGU is conducting a survey to identify students’ ideas about their future. Such data are necessary to verify medium-term forecasts of the country's demographic development. The survey questions concern your ideas about yourself in the future, so when choosing an answer, we ask you to be guided by the most likely one, from your point of view. this moment, a variant of the development of events, taking into account your personal characteristics and the normal development of your future life situation.

THE QUESTIONNAIRE IS ANONYMOUS, the data will be used in aggregate form.

Imagine yourself about 40 years from now...in the 2050s...

1. What professions do you think will be the most profitable and profitable in the 2050s? (Choose no more than 3 professions)

• 2. Do you think that at the end of your working career you will work in the same specialty (not position, but specialty) as at the beginning of your career? (Choose one option)
• 1) In the same specialty
• 2) You will have to change your specialty
• 3) I find it difficult to answer
• 3. Where do you think you will live in 2050? (Choose one option)
• 1) In Russia in the same area
• 2) In Russia, but in a different region
• 3) Abroad
• 4) On the territory that now belongs to our country, but by 2050 it will no longer be Russia
• 5) I find it difficult to answer
• 6) Other (write)
• 4. In what direction will it develop? political life Russia in 2050? (Choose one option)
• 1) The emergence of authoritarianism, dictatorship
• 2) Growing chaos, anarchy, threat, state. coup
• 3) Development of democracy
• 4) Other (write)
• 5. How many children would you like to have? (Choose one option)
• 1) 1 child
• 2) 2 children
• 3) 3 children or more
• 4) I want to have children
• 5) I find it difficult to answer
• 6. Will you have a spouse when you are old? (Choose one option)
• 1) Yes, and alone all my life
• 2) Yes, but this will not be the first spouse
• 3) There will be a relationship, but not official
• 4) No, I will be alone (without a spouse)
• 5) I find it difficult to answer
• 7. How do you currently assess your health? Rate it on a 10-point scale (circle the number that best matches your level of health)

8. At what age, in your opinion, can a person be considered elderly? (Write)

Please, a few words about yourself

• 9. Your gender
• 1) Male
• 2) Female
• 10. Faculty ________________________________
• 11. Course ________________________________________

Thank you for participating!

Interviewing is a personal communication between a sociologist and a respondent, when he asks questions and records the respondent's answers.

There are several types of interviewing: direct (when a sociologist directly talks with the respondent); indirect (telephone conversation); formalized (a questionnaire is developed in advance); focused (the center of attention is placed specific phenomenon); free interview (free conversation without a predetermined topic, allows you to see the priorities in a person’s lifestyle, does not force him to answer).

2) An important type of information collection is sociological observation. This is a purposeful, systematized perception of a phenomenon with subsequent recording of the results on a form or in an observation diary using film, photo or voice recording equipment. Observation allows you to obtain a “slice” of knowledge about the observed phenomenon or process in its dynamics, allows you to “grab” living life. The result is interesting materials. Observation can be different: unstructured (when there is no detailed observation plan, only general features of the situation are defined); structured (there is a detailed observation plan, instructions, there is sufficient information about the object); systemic, non-systemic.

Interesting results can be obtained through participant observation, when the researcher works or lives with the group being studied. This is field work, where the research is carried out in natural conditions, as opposed to laboratory work (with the creation of certain conditions). In such cases, the sociologist acts as a “decoy”; he inserts himself into the life of the informants (work collective, family, group of homeless people, drug addicts, etc.) and observes the situation “as if from the inside.” At the same time, those whom he observes behave naturally and “give out” data that is difficult, and sometimes impossible, to obtain by other methods. Of course, this method is time-consuming and material resources(its necessity is determined by the customer, and is paid accordingly by him). In addition, it is often dangerous various points vision becomes the moment of “exiting the field.” It is desirable that it be natural for the informant and not traumatic for the researcher himself, since ethical problems arise here (to say or not to say that observation was carried out, or to disclose to the customer and the public this or that, sometimes shocking, information or secret).

3) Content analysis (English: content analysis; from content - content) - a formalized method of studying text and graphic information, which consists in translating the studied information into quantitative indicators and its statistical processing. Characterized by great rigor and systematicity.

The essence of the content analysis method is to record certain units of content that are being studied, as well as to quantify the data obtained. The object of content analysis can be the content of various printed publications, radio and television programs, films, advertising messages, documents, public speeches, and questionnaire materials.

Content analysis began to be used in social sciences since the 30s of the 20th century. in USA. This method was first used in journalism and literary criticism. The main procedures for content analysis were developed by American sociologists Harold Lasswell and B. Berelson.

G. Lasswell used it in the late 1930s for research in the field of politics and propaganda. Lasswell modernized content analysis, introduced new categories and procedures, and attached particular importance to data quantification.

The development of mass communications has caused an increase in content analytical research in this area. During World War II, content analysis was used by some government agencies USA and England to study the effectiveness of propaganda in different countries, as well as for intelligence purposes.

The accumulated experience of content analytical research was summarized in B. Berelson’s book “Content Analysis in Communication Research” (early 50s). The author defined the content analysis method itself, as well as its different types, criteria and units for quantitative research. B. Berelson's book is still a fundamental description that provides an understanding of the main provisions of content analysis.

Currently, the main content analysis procedures include:

• 1. Identification of semantic units of content analysis, which can be:
  • a) concepts expressed in individual terms;
  • b) topics expressed in entire semantic paragraphs, parts of texts, articles, radio broadcasts...
  • c) names and surnames of people;
  • d) events, facts, etc.;
  • e) the meaning of appeals to a potential addressee.

Units of content analysis are allocated depending on the content, goals, objectives and hypotheses specific research.

• 2. Identification of units of account, which may or may not coincide with the units of analysis. In the 1st case, the procedure comes down to counting the frequency of mention of the selected semantic unit, in the 2nd - the researcher based on the analyzed material and common sense he himself puts forward units of account, which can be:
  • a) physical length of texts;
  • b) the area of ​​the text filled with semantic units;
  • c) number of lines (paragraphs, characters, columns of text);
  • d) duration of broadcast on radio or TV;
  • e) length of film for audio and video recordings,
  • f) the number of drawings with a certain content, plot, etc.
• 3. The counting procedure is generally similar to standard methods of classification into selected groups. Compilation of special tables is used, application computer programs, special formulas (for example, “evaluation formula specific gravity semantic categories in total volume text"), statistical calculations of understandability and evoked reactions to the text.

The content analysis method is widely used as a method in sociology when analyzing responses to open questions questionnaires, observation materials, to analyze the results using the focus group method. Similar methods are also used in studies of the amount of attention to a problem of interest to the customer in the media, in marketing and many other studies. Content analysis can be used to examine most documentary sources, but it works best with relatively large amounts of single-order data.

The main areas of application of content analysis in social psychological research can be identified:

• - studying, through the content of messages, the socio-psychological characteristics of their authors (communicators);
• - studying, through the content of messages, the socio-psychological specifics of various means of communication, as well as the features of forms and methods of organizing content, in particular, propaganda;
• - study through the content of messages the impact of information on people who perceive it;
• - studying the success of communication through the content of messages.

Not all documents can become the object of content analysis. It is necessary that the content being studied allows one to set an unambiguous rule for reliably recording the necessary characteristics (the principle of formalization), and also that the content elements of interest to the researcher occur with sufficient frequency (the principle of statistical significance). Most often, the objects of content analysis research are press, radio, television messages, minutes of meetings, letters, orders, instructions, etc., as well as data from free interviews and open-ended questionnaire questions. The main areas of application of content analysis: identifying what existed before the text and what was reflected in it in one way or another (the text as an indicator of certain aspects of the object being studied - the surrounding reality, the author or the addressee); determination of what exists only in the text as such (various characteristics of the form - language, structure, genre of message, rhythm and tone of speech); identifying what will exist after the text, i.e. after its perception by the addressee (assessment of various effects of influence).

There are several stages in the development and practical application of content analysis. After the topic, objectives and hypotheses of the study are formulated, categories of analysis are determined - the most general, key concepts corresponding to the research tasks. The category system plays the role of questions in a questionnaire and indicates which answers should be found in the text. In the practice of domestic content analysis, a fairly stable system of categories has developed - sign, goals, values, theme, hero, author, genre, etc. Content analysis of media messages, based on a paradigmatic approach, according to which the studied features of texts (the content of the problem, the reasons for its occurrence, the problem-creating subject, the degree of intensity of the problem, ways to solve it, etc.) are considered as a certain organized structure that corresponds to the policy and mission of the publishing house/TV channel/radio station/website, etc. Once the categories are formulated, it is necessary to select the appropriate unit of analysis -- linguistic unit speech or element of content that serves in the text as an indicator of the phenomenon of interest to the researcher. In the practice of domestic content analytical research, the most commonly used units of analysis are the word, a simple sentence, a judgment, topic, author, character, social situation, message as a whole, etc. Complex species Content analysis usually operates not with one, but with several units of analysis. Units of analysis taken in isolation may not always be correctly interpreted, so they are considered against the background of broader linguistic or content structures that indicate the nature of the division of the text, within which the presence or absence of units of analysis - contextual units - is identified. For example, for the unit of analysis “word” the contextual unit is “sentence”. Finally, it is necessary to establish a unit of account - a quantitative measure of the relationship between textual and extra-textual phenomena. The most common units of calculation are time-space (number of lines, area in square centimeters, minutes, broadcast time, etc.), the appearance of features in the text, the frequency of their appearance (intensity).

The selection of the necessary sources subject to content analysis is important. The sampling problem involves choosing the source, the number of messages, the date of the message, and the content to be examined. All these sampling parameters are determined by the objectives and scope of the study. Most often, content analysis is carried out on a one-year sample: if this is a study of minutes of meetings, then 12 minutes are sufficient (according to the number of months), if the study of media reports is 12-16 issues of a newspaper or television and radio days. Typically, the sample of media messages is 200-600 texts.

A necessary condition is the development of a content analysis table - the main working document with the help of which the research is carried out. The type of table is determined by the stage of the study. For example, when developing a categorical apparatus, the analyst draws up a table, which is a system of coordinated and subordinated categories of analysis. Such a table superficially resembles a questionnaire: each category (question) presupposes a number of characteristics (answers) by which the content of the text is quantified. To register units of analysis, another table is compiled - a coding matrix. If the sample size is large enough (over 100 units), then the encoder, as a rule, works with a notebook of such matrix sheets. If the sample is small (up to 100 units), then bivariate or multivariate analysis can be performed. In this case, each text must have its own coding matrix. This work is labor-intensive and painstaking, therefore, with large sample sizes, the comparison of characteristics of interest to the researcher is carried out on a computer.

4) Focus group method. A focus group is a group interview conducted by a moderator in the form of a group discussion according to a pre-developed scenario with a small group of “typical” representatives of the population being studied, similar in basic social characteristics.

Distinctive features A focus group takes place in the form of a group discussion of an issue of interest to the researcher; During this discussion, group members, not constrained by a standard interview, can freely communicate with each other and express their feelings and emotions.

Technology. To participate in the focus group, 6-12 people are selected - the most “typical” representatives of the group of people of interest to the researcher, homogeneous in their demographic and socio-economic characteristics, as well as in life experience and interest in the issue being studied. For one and a half to three hours, a trained presenter (moderator) leads the conversation, which proceeds quite freely, but according to a specific scheme (topic guide, prepared before the start of the discussion). A focus group usually takes place in a specially equipped room with a one-way mirror (due to which the customer’s representatives can observe the progress of the focus group without revealing their presence), recruited participants and the moderator are located around a round table for full visual contact. Everything that happens is recorded on video and audio tape. The average duration of a focus group is 1 - 1.5 hours.

Once the discussion is complete, the audio and video recordings are analyzed and a report is compiled. As a rule, 3-4 focus groups are conducted within one study.

The focus group is conducted by a qualified specialist - he is called a group moderator, whose task is to understand the attitude of the focus group participants to the issues discussed. He must have team management skills, as well as general knowledge of psychology and marketing.

Application of the focus group method:

• - generation of new ideas (development of new products/services, packaging, advertising, etc.);
• - studying colloquial dictionary consumers and the characteristics of their perception (for drawing up questionnaires, developing advertising text);
• - assessment of new products, advertising, packaging, company image, etc.;
• - obtaining preliminary information on the topic of interest (before determining the specific goals of marketing research);
• - clarification of data obtained during quantitative research;
• - familiarization with consumer needs and motives for their behavior.

Advantages of focus groups include:

• - maximum opportunity for the free generation of new ideas;
• - variety of directions for using this method;
• - the ability to study respondents who in a more formal situation cannot be studied;
• - the opportunity for the customer to participate in all stages of the study.

Limitations when conducting focus groups:

• 1) In one focus group there should not be people who knew each other before.
• 2) Focus group respondents should be approximately the same standard of living and status.
• 3) Before the start of the focus group, when recruiting respondents, they are not told the specific topic of the conversation (participants’ statements should not be prepared in advance, people should “give” spontaneous answers).
• 4) The moderator does not allow one focus group participant to dominate, and forms the inclusion of everyone in the polylogue.
• 5) The moderator primarily sets the tone “ brainstorming", i.e. models the situation of avoiding heated debates and with different opinions, everyone has the same importance. The principle that applies is not “on the contrary, it is wrong,” but “such a position is still possible.”
• 6) Experiments in sociology are field work where research is carried out in laboratory conditions (certain parameters are set) in order to test any social hypothesis, test new project etc.

The most famous in sociology are the Stanford Prison Experiment and Stanley Milgram's experiments.

The Stanford experiment allowed scientists to answer several questions: can honest man to commit evil, what could make him do it, and does it depend on the situation in which he finds himself? Do situations determine human behavior? Can a person get used to a certain role if it is approved by authorities from above? The experiment was initiated in 1971 by the famous American social psychologist Philip Zimbardo. Initially, his goal was quite simple - it was necessary to understand where conflicts arise in correctional institutions when Marine Corps. The essence of the experiment was that 24 young people were selected (mostly college students) who were supposed to be completely immersed in prison life. Every day, each of them received $15 (today, taking into account inflation, this would be about $100). At the same time, not just young people were selected, but also those who were quite healthy physically and psychological point vision. Half were supposed to play the role of prisoners, and the other - overseers. The division into jailers and prisoners was carried out using a coin (depending on your luck). All participants in the experiment were people who are usually classified as middle class. None of them were real criminals. Simple people. Just like you and me.

The prison itself was installed right on the faculty of Stanford University.

Before the experiment began, a group of young people who were supposed to portray prisoners were simply sent home. They did not need to prepare for anything - just wait to be notified about the start of the experiment and invited to participate in it. But a whole briefing was held with the jailers, during which they were told what they would have to do - it was necessary to create a feeling of fear, melancholy in the prisoners, to make sure that they were completely at the mercy of the system. It was necessary to make them feel that they had no control over themselves. At the same time, the guards received a special uniform and dark glasses. Although resorting to outright violence was, of course, prohibited.

A few days after this, all participants in the experiment, posing as prisoners, were formally detained and taken to prison. They were given rather uncomfortable clothes, which made it difficult to move comfortably (this was one of the most important moments at the initial stage, which interfered with people's orientation). Naturally, this experiment would hardly have become famous if something unexpected had not happened - it quickly got out of control. Just a couple of days after the start, the “jailers” began to mock the “prisoners.” The prisoners even organized a kind of riot, which was quickly suppressed. What happened next was even more interesting - the “jailers” began to engage in outright sadism. They forced prisoners to clean toilets with their bare hands, locked them in a closet, and strained them physical exercise, they were practically not allowed to wash, they even tried to organize fights between prisoners. All this led to the fact that emotional condition"prisoners" began to deteriorate rapidly. Even Zimbardo did not expect that the “prisoners” (ordinary people, not some marginalized people) would behave this way.

In general, the “prisoners” were soon completely depressed psychologically. While every third guard had truly sadistic tendencies. What is especially interesting here is that they were especially noticeable at night. Why? It's difficult to answer, given that cameras monitored the experiment around the clock. Perhaps some darkness contributed to this.

The Stanford prison experiment was interrupted just 6 days after it began, although it was designed to last 2 weeks. At the same time, two prisoners were replaced even earlier, since their psychological state turned out to be simply depressing. Interestingly, many of the “jailers” were extremely upset that the experiment was completed.

What can we say in the end? This experiment showed how social roles affect people. The “jailers” behaved terribly, but none of them protested during the experiment, but continued to do their job.

Their role justified it. They had to behave this way. Moreover, it was supported from above. And people weren’t really worried about the situation. From the experiment, several conclusions that are important for management can be drawn:

People's behavior is often determined by the roles they play; - people will obediently fulfill the duties assigned to them if they have approval from above, for example, from society; - the power of authorities is strong. In this case, the professor who arranged the experiment;

It's the most important. Take a closer look at your daily life to find similar patterns. They are necessarily present to one degree or another. Perhaps by understanding them, you will be able to manage both your behavior and the people on your team much more effectively.

It makes sense to read about the influence of authority about another interesting experiment, which was carried out by Professor Stanley Milgram. The Stanley Milgram Experiment is a classic experiment first described in 1963 and later in the book Obedience to Authority: An Experimental Study in 1974.

In his experiment, Milgram tried to clarify the question: how much suffering are ordinary people willing to inflict on other, completely innocent people, if such infliction of pain is part of their job duties? It demonstrated the inability of subjects to openly resist a “boss” (in this case, a researcher wearing a lab coat) who ordered them to complete a task despite severe suffering inflicted on another participant in the experiment (in reality, a decoy). The results of the experiment showed that the need to obey authorities is so deeply rooted in our minds that the subjects continued to follow instructions despite moral suffering and strong internal conflict.

Background. In fact, Milgram began his research to clarify the question of how German citizens during the years of Nazi rule could participate in the extermination of millions of innocent people in concentration camps. “I found so much obedience,” said Milgram, “that I do not see the need to carry out this experiment in Germany.” Subsequently, Milgram's experiment was repeated in Holland, Germany, Spain, Italy, Austria and Jordan, and the results were the same as in America.

Description of the experiment. This experiment was presented to participants as a study of the effects of pain on memory. The experiment involved an experimenter, a subject, and an actor playing the role of another subject. It was stated that one of the participants (the “student”) must memorize pairs of words from long list until he remembers each pair, and the other (“teacher”) checks the memory of the first and punishes him for each mistake with an increasingly stronger electric discharge.

At the beginning of the experiment, the roles of teacher and student were distributed between the subject and the actor “by lot” using folded sheets of paper with the words “teacher” and “student”, and the subject always got the role of teacher. After this, the “student” was tied to a chair with electrodes. Both the “student” and the “teacher” received a “demonstration” shock of 45 V.

The “teacher” went into another room and started giving the “student” simple tasks to memorize and with each mistake of the “student” he pressed a button that supposedly punished the “student” with an electric shock (in fact, the actor playing the “student” only pretended to receive shocks). Starting with 45 V, the “teacher” had to increase the voltage by 15 V up to 450 V with each new error.

At “150 volts,” the “student” actor began to demand that the experiment be stopped, but the experimenter told the “teacher”: “The experiment must be continued. Please continue." As the tension increased, the actor acted out increasingly intense discomfort, then severe pain, and finally yelled for the experiment to be stopped. If the subject showed hesitation, the experimenter assured him that he took full responsibility for both the experiment and the safety of the “student” and that the experiment should continue. At the same time, however, the experimenter did not threaten the doubting “teachers” in any way and did not promise any reward for participating in this experiment.

The results obtained amazed everyone involved in the experiment, even Milgram himself. In one series of experiments, 26 out of 40 subjects, instead of taking pity on the victim, continued to increase the voltage (up to 450 V) until the researcher gave the order to end the experiment. Even more alarming was the fact that almost none of the 40 subjects participating in the experiment refused to play the role of teacher when the “student” just began to demand release. They did not do this later either, when the victim began to beg for mercy. Moreover, even when the “student” answered every electrical discharge With a desperate cry, the “teacher” subjects continued to press the button. One test subject stopped at a voltage of 300 V, when the victim began to scream in despair: “I can’t answer any more questions!”, and those who stopped after that were in a clear minority. The overall result was as follows: one subject stopped at 300 V, five refused to comply after this level, four after 315 V, two after 330 V, one after 345 V, one after 360 V and one after 375 V; the remaining 26 out of 40 reached the end of the scale, i.e. the actor had to play the death of the “student”.

Discussions and assumptions. A few days before the start of his experiment, Milgram asked several of his colleagues (graduate psychology students at Yale University, where the experiment was conducted) to review the research design and try to guess how many “teacher” subjects would be, no matter what, increase the discharge voltage until the experimenter stops them (at a voltage of 450 V). Most psychologists surveyed suggested that between one and two percent of all subjects would do this. 39 psychiatrists were also interviewed. They gave an even less accurate prediction, suggesting that no more than 20% of the subjects would continue the experiment to half the voltage (225 V) and only one in a thousand would increase the voltage to the limit. Consequently, no one expected the amazing results that were obtained - contrary to all forecasts, most of the subjects obeyed the instructions of the scientist in charge of the experiment and punished the “student” with electric shock even after he began to scream and kick the wall.

Several hypotheses have been put forward to explain the cruelty exhibited by the subjects.

All subjects were men, and therefore had a biological tendency to act aggressively.

The subjects did not understand how much harm, not to mention pain, such powerful electrical discharges could cause to the “students.”

The subjects simply had a sadistic streak and enjoyed the opportunity to inflict suffering.

Further experiments did not confirm all these assumptions.

Milgram repeated the experiment, renting space in Bridgeport, Connecticut under the banner of the Bridgeport Research Association and dispensing with any reference to Yale University. The Bridgeport Research Association presented itself as a for-profit organization. The results did not change much: 48% of the subjects agreed to reach the end of the scale.

The gender of the subject did not affect the results

Another experiment showed that the gender of the subject was not critical; The female “teachers” behaved exactly the same as the males in Milgram’s first experiment. This dispelled the myth that women are soft-hearted.

People realized the danger electric current for "student"

Another experiment examined the idea that subjects underestimated the potential physical harm they caused to the victim. Before starting the additional experiment, the “student” was given instructions to state that he had a heart condition and would not withstand strong electric shocks. However, the behavior of the “teachers” did not change; 65% of the subjects conscientiously performed their duties, bringing the tension to the maximum.

The assumption that the subjects had a disturbed psyche was also rejected as unfounded. People who responded to Milgram's ad and expressed a desire to take part in an experiment to study the effect of punishment on memory, according to age, profession and educational level were average citizens. Moreover, the test subjects' answers to questions on special personality tests showed that these people were quite normal and had a fairly stable psyche. In fact, they were no different from ordinary people or, as Milgram said, “they are you and me.”

The assumption that subjects derived pleasure from the victim's suffering was refuted by several experiments.

When the experimenter left and his “assistant” remained in the room, only 20% agreed to continue the experiment.

When instructions were given over the phone, obedience decreased greatly (down to 20%). At the same time, many subjects pretended to continue the experiments.

If the subject found himself in front of two researchers, one of whom ordered him to stop, and the other insisted on continuing the experiment, the subject stopped the experiment.

Additional experiments. In 2002, Thomas Blass of the University of Maryland published in Psychology Today the summary results of all repetitions of Milgram's experiment done in the United States and abroad. It turned out that from 61% to 66% reach the end of the scale, regardless of time and place.

If Milgram is right and the participants in the experiment are ordinary people like us, then the question is: “What could make people behave this way?” -- becomes personal: Milgram is confident that the need to obey authority is deeply ingrained in us. In his opinion, the decisive factor in the experiments he conducted was the inability of the subjects to openly resist the “boss” (in this case, the researcher dressed in a laboratory coat) who ordered the subjects to complete the task, despite the severe pain inflicted on the “student”.

Milgram makes a compelling case to support his assumption. It was obvious to him that if the researcher did not demand to continue the experiment, the subjects would quickly quit the game. They did not want to complete the task and were tormented by seeing the suffering of their victim. The subjects begged the experimenter to let them stop, and when he did not allow them to do so, they continued asking questions and pressing buttons. However, at the same time, the subjects became covered in sweat, trembled, muttered words of protest and again prayed for the release of the victim, grabbed their heads, clenched their fists so hard that their nails dug into their palms, bit their lips until they bled, and some began to laugh nervously. This is what a person who observed the experiment says.

I saw a respectable businessman enter the laboratory, smiling and confident. In 20 minutes he was brought to nervous breakdown. He trembled, stuttered, constantly tugged at his earlobe and wrung his hands. Once he punched himself on the forehead and muttered, "Oh God, let's stop this." And yet he continued to respond to every word of the experimenter and obeyed him unconditionally - Milgram, 1963. According to Milgram, the data obtained indicate the presence of an interesting phenomenon: “This study showed an extremely strong willingness of normal adults to go who knows how far, following the instructions of an authority." The government's ability to extract obedience from ordinary citizens now becomes clear. Authorities put a lot of pressure on us and control our behavior.

Later, Stanley Milgram carried out other less cruel experiments, proving the strong influence on an individual not only of authority, but also of collective opinion. Sometimes the results of such experiments went beyond common sense. In one experiment, a researcher asked 10 people to watch a video together and then answer each of them a few questions about what they saw. At the same time, a situation was created that out of 10 people viewing the video, 9 were actors, “decoy ducks” and only one person (he was the last person interviewed was an ordinary citizen, a test subject. The video ended with the image of a metal fence consisting of 7 identical even rods and a crossbar. First, Milgraham asked various questions to the actors, but always asked what they were now seeing on the screen. At the same time, it was impossible to say that they saw the same thing as the neighbor, they had to name words and describe objects, each time anew. During the interview, all participants viewing were together. The first 9 people (actors) consistently stated that they were now seeing 7 different crooked-oblique rods. After such statements, in more than 90% of cases, the tenth participant repeated the descriptions of the previous ones.

Don't believe your eyes. There are no objective truths in social norms, all our knowledge is “accepted” by the majority, based on conventional agreements.

Purpose of the lesson: Study methods of collecting sociological information

Keywords : analysis, sociological research, social control,

Plan:

1. Analysis of documents.

2. Methods of sociological research.

3. Sociological research program

Analysis of documents. In sociology, a document is a specially created human object intended for transmitting and storing information. According to the method of recording information, a distinction is made between handwritten and printed documents, recordings on film and photographic film, and magnetic tape. Depending on the status of the source, official and unofficial documents are distinguished.

Official documents: government materials, resolutions, statements, communiqués, transcripts of official meetings, state and departmental statistics, archives and current documents of various institutions and organizations, business correspondence, minutes of judicial authorities and prosecutors, financial statements and the like.

Unofficial documents - many personal materials, as well as impersonal messages left by individuals. Personal documents are: card files individual accounting(library forms, questionnaires, forms); characteristics issued to this person; letters, diaries, memoirs. Impersonal documents - statistical or event archives, press data, minutes of meetings, and so on.

Document analysis provides reliable social information and often acts as an additional method of collecting primary sociological information in order to clarify, enrich or compare the results of an observation or survey, and verify them.

All the variety of methods for analyzing documents comes down to two main groups: traditional and formalized. Under traditional analysis understands the whole variety of mental operations aimed at interpreting the information contained in the document. This method is used everywhere and consists in the fact that the researcher, as it were, extracts from the document the information he needs to solve a specific problem.

IN applied sociology A formalized method has been developed and is actively used: content analysis. Its essence lies in the translation of textual information (signs, traits, properties) into quantitative indicators that would necessarily reflect essential aspects their content. Such information is amenable to statistical processing and allows one to summarize many indicators contained in various documents, that is, “translate” the qualitative content of documents into quantitative.

An important method of empirical research is observation, which provides direct recording of events either “from the outside,” or by means of active inclusion in the communities and actions being studied (participant observation), or by directly initiating social actions (stimulating observation). When observing from the outside, the researcher records the phenomena or events provided for by the program without interfering with them. As a participant observer, he records the attitude to events not only of the participants in the activity, but also his own. The characteristic features of sociological observation are systematicity, planning and purposefulness.

The main advantage of observation is that this method allows you to directly study interactions, connections and relationships between people and make grounded empirical generalizations on the basis of this, however, in such generalizations it is more difficult to establish patterns of phenomena and distinguish between chance and necessity in social processes. Therefore, it is advisable to use sociological observation in combination with other methods.

Methods of sociological research. The most common method of sociological research is a survey, which is used in cases where the problem being studied is not sufficiently covered in documents and literature or observations. It is necessary when studying the state and level of development of public opinion and consciousness, socio-psychological factors. It can also be used to obtain information about people's needs, interests, motivations, moods, values ​​and beliefs.

There are two main forms of survey: interview and questionnaire. An interview is a conversation conducted according to a specific plan, which involves direct contact between the interviewer and the respondent. It is based on an ordinary conversation, but the goals are set “from the outside” by the program sociological research. The specificity of interviews is that the completeness and quality of the information received depend on the degree of mutual understanding and contact between the interviewer and the interviewee (respondent). When formulating questions and possible answers during an interview, you should follow certain rules: 1) formulate questions and answers as briefly as possible; 2) avoid polysemantic words; 3) do not combine different circumstances in one issue; 4) give preference simple forms presentation. The second survey method is questionnaire. This is the most common method of collecting information and involves the respondents recording their answers themselves. The survey is based on a questionnaire. Questionnaire - questionnaire. The survey questions should be formulated as clearly, accessiblely and unambiguously as possible. A series of survey questions provides information for one research question.

TO promising directions the use of questionnaires and interviews includes their use in combination with other methods: testing, with the help of which parameters such as level of intelligence, professional orientation, professional suitability, etc. are studied; linguo-sociological procedures, which are intended to analyze political culture and awareness; sociometric procedures, on the basis of which the informal structure of any social collective, problems of leadership, group cohesion, conflict situations and ways to resolve them.

The purposeful use of sociometric methods makes it possible to significantly deepen theoretical conclusions about the processes of development and functioning of social groups, and on the basis of the data obtained, to achieve practical results in staffing teams and increasing the efficiency of their labor and social activities.

Exist certain types experiments. Firstly, according to the nature of the objects, experiments are divided into economic, pedagogical, legal, aesthetic and others. Secondly, according to the specifics of the tasks, a distinction is made between scientific research and practical experiments. During a research experiment, a scientific hypothesis is tested that contains information that has not yet been proven. Thirdly, according to the nature of the experimental situation, experiments are divided into field (the object is in the natural conditions of its functioning) and laboratory (the object and situation are formed artificially). Fourthly, according to the logical structure of the proof of hypotheses, a linear and parallel experiment are distinguished.

Primary sociological information requires special knowledge and certain efforts to process and analyze it. To process sociological information means to present it in the form of tables, graphs, diagrams that allow you to interpret the data obtained, analyze them and identify dependencies, draw conclusions, and develop recommendations.

A sociological research program is one of the most important sociological documents, which contains the methodological, methodological and procedural foundations of the study social object. A sociological research program can be considered as a theory and methodology for a specific study of a separate empirical object or phenomenon, which represents the theoretical and methodological basis for the procedures at all stages of research, collection, processing and analysis of information.

It performs three functions: methodological, methodological and organizational.

The methodological function allows you to clearly define the problem under study, formulate the goals and objectives of the study, determine and conduct a preliminary analysis of the object and subject of the study, establish the relationship this study to previously carried out or parallel studies carried out on this issue, as well as to develop a general logical research plan, on the basis of which the research cycle is carried out: theory - facts - theory.

Organizational function ensures the development of a clear system of division of responsibilities between members of the research team, allowing for effective dynamics of the research process.

A sociological research program as a scientific document must meet a number of necessary requirements. It reflects a certain sequence and stage-by-stage nature of sociological research. Each stage, a relatively independent part of the cognitive process, is characterized by specific tasks, the solution of which is related to the general goal of the study. All components of the program are logically connected and subordinated general sense search. The principle of strict phasing puts forward special requirements for the structure and content of the program.

The sociological research program consists of two main parts: methodological and procedural. Ideally, the program contains the following sections: statement of the problem, goals and objectives of the research, object and subject of research, interpretation of basic concepts, research methods, research plan.

The relationship between the problem and problematic situation depends on the type of research, on the scale and depth of the sociological study of the object. Determining the object of empirical research involves obtaining spatio-temporal and qualitative-quantitative indicators. In a real-life object, a property is identified, defined as its side, which is determined by the nature of the problem, thereby denoting the subject of research. Subject means the boundaries within which specific object is studied in this case. Next, you need to set the goals and objectives of the study.

The goal is focused on the end result. Goals can be theoretical and applied. Theoretical – give a description or explanation social program. Implementation theoretical goal leads to an increase scientific knowledge. Applied goals are aimed at developing practical recommendations for further scientific development.

Tasks are individual parts, research steps that contribute to achieving the goal. Setting goals means, to some extent, a plan of action to achieve a goal. Objectives formulate questions that must be answered to achieve the goal. Tasks can be basic or private. Fundamentals are a means of addressing the main research questions. Particulars - for testing side hypotheses, solving some methodological issues.

In order to use a single conceptual apparatus in the sociological research program, basic concepts are defined, their empirical interpretation and operationalization, during which the elements of the basic concept are discovered according to strictly specified criteria that reflect the qualitative aspects of the research subjects.

The entire process of logical analysis comes down to the translation of theoretical, abstract concepts into operational ones, with the help of which tools for collecting empirical data are compiled.

Preliminary system analysis object is modeling the problem under study, dividing it into elements, detailing the problem situation. This allows you to more clearly present the subject of research.

An important place in the development of a research program is occupied by the formulation of hypotheses, which are specified as its main methodological tool.

A hypothesis is a probabilistic assumption about the causes of a phenomenon, the relationships between the studied social phenomena, the structure of the problem being studied, possible approaches to solving social problems.

The hypothesis gives the direction of the research, influences the choice of research methods and the formulation of questions.

The study must confirm, reject, or adjust the hypothesis.

Several types of hypotheses can be distinguished:

1) main and output;

2) basic and non-core;

3) primary and secondary;

4) descriptive (assumption about the properties of objects, about the nature of the connection between individual elements) and explanatory (assumption about the degree of closeness of connections and cause-and-effect dependencies in the social processes and phenomena being studied).

Basic requirements for the formulation of hypotheses. Hypothesis:

1) should not contain concepts that have not been received empirical interpretation, otherwise it is unverifiable;

2) should not contradict previously established scientific facts;

3) should be simple;

4) must be verifiable when this level theoretical knowledge, methodological equipment and practical research capabilities.

The main difficulty in formulating hypotheses lies in the need to match their goals and objectives of the study, which contain clear and precise concepts.

The procedural part of the sociological research program includes the research methodology and technique, i.e., a description of the method of collecting, processing and analyzing sociological research information.

Empirical research are carried out on a sample population.

The type and method of determining the sample directly depends on the type of study, its goals and hypotheses.

The main requirement for samples in analytical research is

i.e. – representativeness: the ability of a sample population to represent the main characteristics of the general population.

Sampling method is based on two principles: the relationship and interdependence of the qualitative characteristics of the object and the study and on the validity of the conclusions as a whole when considering its part, which in its structure is a micromodel of the whole, i.e. the general population.

Depending on the specifics of the object, the choice of methods for collecting sociological information is made. Description of information collection methods involves justifying the selected methods, fixing the main elements of the toolkit and techniques working with them. The description of methods for processing information involves indicating how this will be done using application computer programs.

After drawing up the research program, the organization of field research begins.

A sociological research program is a document that organizes and directs in a certain sequence research activities, outlining ways for its implementation. Preparing a sociological research program requires highly qualified and time consumption. The success of empirical sociological research largely depends on the quality of the program.

Questions for self-control:

1) Method of historical analysis?

2) Sociological sampling?

3) Sociological research program?

Main literature:

1. Kharcheva V. Fundamentals of sociology M. “Logos”, 2011 – 302 p.

2. Kazymbetova D.K. Introduction to Sociology: tutorial. - Almaty, 2014.-121 p.

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Specifics of the survey method in sociology. Advantages and disadvantages of observation. Questioning and interviewing as types of survey. Document analysis as a widely used collection method primary information. Sociological study of radio audiences.

test, added 06/03/2009


Cognitive capabilities of the survey and its classification. Sociological observation and experiment, expert assessments, document analysis, microsociological research and focus groups. Features of the application of methods for collecting primary social information.

test, added 11/17/2010


Sociological research: general concept, functions, types. Methods of collecting sociological information, their characteristics. Basic rules for working with documents that a sociologist should know. Essence, content, goals and objectives of a social experiment.

test, added 01/16/2015


Unified sociological knowledge of the science of society. Search, collection, synthesis, analysis of empirical data. Analysis of information and preparation of final documents of sociological research. The complex nature of methods for collecting sociological information.

presentation, added 10/19/2015


Characteristics and stages of implementation of the observation process as a way of obtaining sociological information, its goals and objectives, classification and varieties. Features of the organization preliminary preparation. Advantages and disadvantages of the observation method.

abstract, added 11/24/2009


Basic methods of collecting sociological information. Types of surveys: questionnaires, free, standardized and semi-standardized interviews. Analysis of official and unofficial documentation. Nonverbal behavior in group focused interviews.

course work, added 03/27/2011


Interviews are a common method of collecting information in sociology. Data collection using a formalized interview method is called a questionnaire. It implies the desire for maximum standardization and unification of procedures for data collection, processing and analysis.

test, added 12/29/2008