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Subjects

Social Science

Meaning, scope and relevance of Social Science

Examines what Social Science studies, the scope of its inquiry and its relevance to understanding society, the environment, the economy and governance in everyday life.

Expert · Level 1 · 25 questions

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25 questions

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  1. Employment outcomes cannot be compared between groups
  2. Volunteers may differ in motivation or prior skills from nonparticipants
  3. Every training programme necessarily reduces employment
  4. A higher employment rate proves that participants had identical starting conditions
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  1. Subgroup results must always equal overall results
  2. Attendance percentages cannot be calculated by season
  3. The overall result proves that every subgroup comparison was incorrect
  4. Different subgroup weights can reverse the pattern seen in each subgroup
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  1. An estimate of what the same village's income would have been without the centre
  2. Only the number of rooms inside the skills centre
  3. Only the income recorded after the centre opened
  4. The assumption that no other economic factor could change
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  1. Both questions necessarily produce identical responses
  2. The second question prevents negative responses
  3. The first question uses leading language that may influence responses
  4. Public-service satisfaction cannot be examined through questions
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  1. Digital skills cannot vary between individuals
  2. The generations may have had different opportunities to learn technology, alongside age-related influences
  3. Every person born in the same year has identical technological knowledge
  4. Digital payments have no relationship with social conditions
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  1. Ignoring settlement locations and using only alphabetical village names
  2. Assuming nearby settlements must have identical populations
  3. Concluding that proximity alone proves a common cause
  4. Mapping access levels and examining whether neighbouring places share infrastructure or other conditions
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  1. A one-time survey of unrelated students from several classes
  2. An analysis of school buildings without studying students
  3. A longitudinal study following the same students over several years
  4. A comparison based only on the students' current ages
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  1. Attrition bias because those remaining may differ systematically from those who left
  2. Perfect representativeness because fewer students remain
  3. The automatic elimination of all sampling errors
  4. Proof that moving households never affects education
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  1. Neighbourhood averages always measure the income growth of the same individuals
  2. Residents cannot move between neighbourhoods
  3. Income figures become meaningless whenever migration occurs
  4. Changes in who lives there can raise the average without increasing the incomes of original residents
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  1. Income can never be measured through surveys
  2. The measure omits other important dimensions of the concept it claims to assess
  3. All concepts must always be measured using exactly one question
  4. Well-being is necessarily identical to the number of people in a household
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  1. The questionnaire is necessarily both reliable and valid
  2. Repeated results prove that the intended concept was measured
  3. The questionnaire may be reliable without being valid
  4. Reliability and validity always mean exactly the same thing
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  1. Different infrastructure, communication access and local conditions may affect the programme's results
  2. The city results must be false because villages are different
  3. The same programme must produce identical outcomes everywhere
  4. Remote villages cannot benefit from information programmes
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  1. Counting applications guarantees fair treatment for every case
  2. Performance indicators cannot influence institutional behaviour
  3. Complex applications are necessarily less important than simple ones
  4. A narrowly defined performance target can encourage behaviour that neglects other goals
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  1. Population density alone
  2. Social capital arising from trust and networks
  3. The physical age of electrical equipment
  4. The assumption that cooperation requires no relationships
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  1. Complete absence of mutual expectations
  2. Permanent economic isolation
  3. Reciprocity in social relationships
  4. The replacement of all social relationships by formal contracts
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  1. Individuals might still be identified by combining the remaining details
  2. Removing names guarantees complete anonymity in every dataset
  3. Occupation and location can never reveal identifying information
  4. Privacy is irrelevant when research is educational
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  1. Only individual effort can influence educational outcomes
  2. Only school buildings determine students' performance
  3. Family circumstances must affect all students identically
  4. Educational outcomes may arise from interacting individual, household and institutional factors
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  1. The two towns must have identical outcomes after the change
  2. The staggered introduction may provide a comparison, if differences between towns and other changes are addressed
  3. A scheduled introduction automatically eliminates all possible bias
  4. Effects cannot be studied unless researchers personally operate the buses
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  1. At least one sample must have been deliberately falsified
  2. Random sampling guarantees identical estimates every time
  3. Sampling variation can produce different estimates even when both samples are properly selected
  4. Satisfaction cannot be estimated using random samples
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  1. Historical comparisons are never useful
  2. Migration can only occur for economic reasons
  3. Current migration cannot be studied using historical sources
  4. Similar outcomes can arise under different political, economic and environmental conditions
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  1. Reading skills may require sustained practice and sufficient time before measurable improvements appear
  2. Every educational programme guarantees immediate improvement
  3. Test scores cannot provide any information about learning
  4. A programme's effect must always appear within one week
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  1. Whether flood barriers can change the chemical composition of rainfall
  2. Whether all commercial areas have identical buildings
  3. How protection, remaining risks and public benefits are distributed across different communities
  4. Whether geographical location becomes irrelevant after construction
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  1. A river's flow stops at administrative boundaries
  2. The environmental problem crosses local boundaries and may require coordination across jurisdictions
  3. Only villages can regulate every industrial activity
  4. Upstream pollution cannot affect downstream communities
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  1. Geographical distance and disability can never influence one another
  2. Only one difficulty may be considered in any social investigation
  3. Every student with a disability has identical transport needs
  4. Combined barriers may create difficulties that are not fully understood by examining each separately
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  1. Assume that identical category names always have identical meanings
  2. Ignore all occupations that were common in the past
  3. Examine the definitions and construct comparable occupational categories where possible
  4. Treat classification changes as proof that historical data are fabricated

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