Graduate Programs and Careers in Consumer Psychology, Advertising, and Marketing Research

2000 ◽  
Author(s):  
Curtis P. Haugtvedt ◽  
Sharon Shavitt ◽  
Bonnie Sherman-William
Keyword(s):  
Graduate Programs ◽  
Marketing Research ◽  
Consumer Psychology

Tighter nets for smaller fishes: Mapping the development of statistical practices in consumer research between 2011 and 2018

2020 ◽  
Author(s):  
Antonia Krefeld-Schwalb ◽  
Benjamin Scheibehenne
Keyword(s):  
Social Science ◽  
Consumer Research ◽  
Marketing Research ◽  
Consumer Psychology ◽  
Effect Sizes ◽  
Sample Sizes ◽  
P Values ◽  
Central Hypothesis ◽  
Empirical Social Science ◽  
Over Time

Following vital discussion around the replicability of published findings, researchers demanded increased efforts to improve research practices in empirical social science. Consequentially, journals publishing consumer research implemented new measures to increase the replicability of published work. Nonetheless, no systematic empirical analysis on a large sample has investigated whether published consumer research has changed along with the discussion. To address this need, we surveyed three indicators for the replicability of published consumer research over time. We used text mining to quantify sample sizes, effect sizes, and the distribution of published p-values from a sample of N = 923 articles published between 2011 and 2018 in the Journal of Marketing Research, the Journal of Consumer Psychology, and the Journal of Consumer Research. To test the developments over time, we focused on a subsample of hand-coded articles and identified central hypothesis tests herein. Results show a trend toward increased sample sizes and decreased effect sizes across all three journals in the subset as well as the entire set of articles.

scholarly journals A Discussão Epistemológica em Marketing 1990-2010

2014 ◽  
Vol 13 (1) ◽  
pp. 133-143 ◽  
Author(s):  
Mauricio Pozzebon De Lima ◽  
Fernanda Kraemer ◽  
Carlos Alberto Vargas Rossi
Keyword(s):  
Consumer Research ◽  
Marketing Research ◽  
Consumer Psychology ◽  
Marketing Theory ◽  
Research Journal

O presente estudo investiga o quanto a discusso epistemolgica em marketing tem estado presente nos peridicos da disciplina nos ltimos 20 anos. Com este objetivo, foi realizada uma anlise bibliomtrica nos 5 principais journals da rea (Journal of Marketing, Journal of Retailing, Journal of Consumer Research, Journal of Marketing Research, Journal of Consumer Psychology) e em mais duas publicaes escolhidas por seu perfil editorial (Marketing Theory e Marketing Science). Foram analisados artigos, comentrios e editoriais publicados entre 1990 e 2010. Igualmente foram buscados livros editados sobre a disciplina e que pudessem conter discusses acerca da epistemologia em marketing. A anlise dos dados revelou uma inconstncia na quantidade de publicaes sobre o tema, bem como o destaque de dois peridicos (Marketing Theory e Marketing Science) identificados como aqueles que capitanearam o debate no perodo. A quantidade proporcional de artigos encontrados revela que os momentos de discusso sobre epistemologia aconteceram por esforos isolados de peridicos ou de uma editora (Sage), e no por um debate fomentado por diversos acadmicos. Por ltimo, a grande quantidade de publicaes encontradas sobre metodologia, e no sobre epistemologia, pode estar evidenciando uma tendncia instrumentalizao da disciplina. O trabalho dividido como segue: Introduo; (1) Os primrdios do estudo de marketing, onde buscamos entender a histria da disciplina; (2) O surgimento do marketing como disciplina, em que descrevemos como o marketing foi formalmente aceito como rea de estudo; (3) Marketing e cincia, uma rpida retomada do debate sobre cientificidade em marketing; (4) Mtodo; (5) Resultados; Discusso e concluso.DOI: 10.5585/remark.v13i1.2378

Student Experience Applying to Graduate School for Speech-Language Pathology

2020 ◽  
Vol 5 (1) ◽  
pp. 192-205
Author(s):  
Lesley Sylvan ◽  
Andrea Perkins ◽  
Carly Truglio
Keyword(s):  
Graduate School ◽  
Master's Degree ◽  
Graduate Programs ◽  
Student Experience ◽  
Degree Programs ◽  
Speech Language Pathology ◽  
Application Process ◽  
Master's Degree Programs ◽  
Language Pathology ◽  
Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

A Proposal to Establish Standardized Learning Outcomes for Resonance Across Graduate Programs in Speech-Language Pathology

2014 ◽  
Vol 24 (1) ◽  
pp. 21-26
Author(s):  
Helen M. Sharp ◽  
Mary O'Gara
Keyword(s):  
Learning Outcomes ◽  
Training Programs ◽  
Graduate Training ◽  
Graduate Programs ◽  
Core Knowledge ◽  
Speech Language Pathology ◽  
Entry Level ◽  
The Public ◽  
Language Pathology ◽  
Graduate Training Programs

The Council for Clinical Certification in Audiology and Speech-Language Pathology (CCFC) sets accreditation standards and these standards list broad domains of knowledge with specific coverage of “the appropriate etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and linguistic and cultural correlates” and assessment, intervention, and methods of prevention for each domain” (CCFC, 2013, “Standard IV-C”). One domain in the 2014 standards is “voice and resonance.” Studies of graduate training programs suggest that fewer programs require coursework in cleft palate, the course in which resonance was traditionally taught. The purpose of this paper is to propose a standardized learning outcomes specific to resonance that would achieve the minimum knowledge required for all entry-level professionals in speech-language pathology. Graduate programs and faculty should retain flexibility and creativity in how these learning outcomes are achieved. Shared learning objectives across programs would serve programs, faculty, students, accreditation site visitors, and the public in assuring that a consistent, minimum core knowledge is achieved across graduate training programs. Proficiency in the management of individuals with resonance disorders would require additional knowledge and skills.

D-test: A New Test for Analyzing Scale Invariance Using Symbolic Dynamics and Symbolic Entropy

Methodology ◽  
2011 ◽  
Vol 7 (3) ◽  
pp. 88-95 ◽  
Author(s):  
Jose A. Martínez ◽  
Manuel Ruiz Marín
Keyword(s):  
Symbolic Dynamics ◽  
Scale Invariance ◽  
Rating Scales ◽  
Rating Scale ◽  
Marketing Research ◽  
Response Patterns ◽  
Measurement Scales ◽  
Improve Measurement ◽  
Entropy Measures ◽  
The Difference

The aim of this study is to improve measurement in marketing research by constructing a new, simple, nonparametric, consistent, and powerful test to study scale invariance. The test is called D-test. D-test is constructed using symbolic dynamics and symbolic entropy as a measure of the difference between the response patterns which comes from two measurement scales. We also give a standard asymptotic distribution of our statistic. Given that the test is based on entropy measures, it avoids smoothed nonparametric estimation. We applied D-test to a real marketing research to study if scale invariance holds when measuring service quality in a sports service. We considered a free-scale as a reference scale and then we compared it with three widely used rating scales: Likert-type scale from 1 to 5 and from 1 to 7, and semantic-differential scale from −3 to +3. Scale invariance holds for the two latter scales. This test overcomes the shortcomings of other procedures for analyzing scale invariance; and it provides researchers a tool to decide the appropriate rating scale to study specific marketing problems, and how the results of prior studies can be questioned.

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