Cognition in Surveys 2 |
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| Coordinator 1 | Dr Naomi Kamoen (Tilburg University) |
| Coordinator 2 | Dr Bregje Holleman (Utrecht University) |
| Coordinator 3 | Dr Timo Lenzner (GESIS - Leibniz Institute for the Social Sciences) |
In recent years, various models describing the cognitive processes underlying question answering in standardized surveys have been proposed, such as the model by Tourangeau, Rips and Rasinski (2000). This model distinguishes four stages in question answering: (1) comprehension of the question, (2) retrieval of information, (3) deriving a judgement, and (4) formulating a response. In addition, there are dual-process models, such as the satisficing model proposed by Krosnick (1991). In this model, two groups of respondents are distinguished: those who satisfice, and try to do just enough to give a plausible answer versus those who optimize, and do their best to give a good answer.
Cognitive models such as the two described above, have many applications. For example, they help in understanding what is measured when administering surveys, and they provide a point of departure in explaining the wide range of method effects survey researchers observe. Also, cognitive theory in surveys is used by psychologists, linguists and other scholars to obtain a deeper understanding of, for example, language processing, the nature of attitudes, and memory.
In this session, many different methodologies are used to assess the effects of various survey design characteristics and to unravel the underlying cognitive mechanisms causing these effects.