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Este Caderno contém 05 questões discursivas referentes à Prova da Língua Estrangeira escolhida
pelo candidato. Não destaque nenhuma folha.
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Assinatura do Candidato: _________________________________________________
As questões de 01 a 05, cujas respostas deverão ser redigidas EM PORTUGUÊS, referem -se
ao texto abaixo.
Conceptual issues of research methodology for the behavioural, life and
social sciences
Gideon J. Mellenbergh, Herman J. Ader, F, Davis Baird, Martijn P.F. Berger, John E. Cornell,
Jacques A.P. Hagenaars Tilburg and Peter C.M. Molenaar
Research methodology (RM) is an essential part of research and teaching in the behavioural, life
and social sciences. RM is closely connected to, on one side, substantive fields such as
medicine, psychology, education, sociology and economics, and, on the other side, statistics and
computer science, and the philosophy of science yields an important conce ptual framework.
However, RM must be clearly separated from all these fields. RM starts from substantive research
problems and uses statistical knowledge and insights from other fields, but it goes its own way in
developing and applying new methods, concep ts and insights.
Several main phases of empirical research can be distinguished. The first phase consists of the
definition of the research problem. The relevant literature is studied and the research problem is
framed to a theoretical or practical context. The second phase is the planning of the study. The
research problem is operationally defined in terms of a concrete design and measurement
procedure. The third phase contains the implementation of the study. The study is actually carried
out and the empirical data are collected. The fourth phase consists of the analysis of the data.
The raw data are processed such that they yield information on the research problem. The final
phase is the reporting of the study. The research problem and the study are de scribed, and the
results are interpreted.
RM is engaged in all these phases. Research problems are frequently defined too loosely, and
RM must help to redefine problems such that they are open to empirical study. The planning
phase must result in an adequate design, which correctly and efficiently answers the research
problem. The design must avoid confounding factors and pitfalls, it must make efficient use of
available means and it must produce efficient parameter estimates. Moreover, RM must assist in
the specification of precise and valid measurement procedures. A measurement instrument is
precise when the error variance of measurements is within an acceptable range; and the
instrument is valid when it measures the theoretical constructs that it purpor ts to measure. In the
implementation phase, RM must be active in the search for data collection methods, which are not
biased by, for example, selective non-response, unintended reactions of human subjects to the
research situation or other artefactual fac tors. In the data analysis phase, RM must guide
researchers to find the right path through the overwhelmingly large forest of data analysis
methods. RM has also an important task in the final phase of reporting the study. It must draw the
researcher's attention to limits of the study, and it must assist the researcher in finding a correct
and understandable wording of the methodological and statistical issues. RM is a broad and
autonomous field, which is not second place or auxiliary to substantive fields; nor is it an
extension of statistics. RM has its own agenda of research topics. Various RM topics were
discussed in Ader and Mellenbergh (1999), which was supplemented by an RM colloquium of the
Royal Netherlands Academy of Arts and Sciences (Amsterdam, Ja nuary 12th-14th, 2000). In the
present paper examples of typical RM issues are discussed. The list is far from exhaustive, but it
demonstrates the broad range of RM topics. These topics are not discussed from a sta -tistical or
philosophical point of view. In contrast, the discussion is from a typical RM position and it is
addressed to statisticians who are involved in RM of the behavioural, life and social sciences.
Disponível em: <http://www.jstor.org.ez18.periodicos.capes.gov.br/stable/pdfplus/4128246.p df?acceptTC=true>.
Acesso em: 23 mar. 2011.
UFRN – Exame de Proficiência 2011_1 – Inglês – Ciências Humanas e Sociais
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Questão 1
De acordo com o texto, o processo de pesquisa pode ser dividido em várias fases. Explicite quais
são elas e em que consiste cada uma delas.
Espaço para Resposta
Questão 2
Por que, segundo o autor, a metodologia de pesquisa precisa ser separada de outros campos do
saber?
Espaço para Resposta
UFRN – Exame de Proficiência 2011_1 – Inglês – Ciências Humanas e Sociais
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Questão 3
Qual importante tarefa a metodologia de pesquisa tem na fase final do relato de um estudo e o
que isso deve prever?
Espaço para Resposta
Questão 4
Explicite quais assuntos são discutidos no artigo segundo os autores.
Espaço para Resposta
UFRN – Exame de Proficiência 2011_1 – Inglês – Ciências Humanas e Sociais
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Questão 5
 Traduza o fragmento textual abaixo no espaço reservado para isso.
 Seu texto deverá apresentar clareza e estar bem articulado tanto em termos estruturais
quanto de sentido.
Moreover, RM must assist in the specification of precise and valid measurement
procedures. A measurement instrument is precise when the error variance of
measurements is within an acceptable range; and the instrum ent is valid when it
measures the theoretical constructs that it purports to measure.
ESPAÇO DESTINADO AO TEXTO DEFINITIVO
UFRN – Exame de Proficiência 2011_1 – Inglês – Ciências Humanas e Sociais
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