MKTG 400 Week 4 Assignment.docx MKTG400 Week 4 Homework Assignment American Public University MKTG400: Marketing Research Week 4 Homework Assignment Compare and contrast the semantic differential, Stapel scale, and
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MKTG 400 Week 4 Assignment.docx MKTG400 Week 4 Homework Assignment American Public University MKTG400: Marketing Research Week 4 Homework Assignment Compare and contrast the semantic differential, Stapel scale, and Likert scale. Under what conditions would a researcher use each one? The semantic differential scale measures the connotative meaning of things (Glen, 2016). For instance, the English word “heart†is the organ in the human body that pumps the blood flow throughout your body. Yet its connotative meaning is love or heartache (Glen, 2016). The semantic differential scale is used to measure peoples feelings toward a certain subject. For example, I want to measure my teams attitude to the word “work†using a 1 thru 5 scale, 1 being boring and 5 being interesting. A Stapel scale is a rating scale that is close ended with a single adjective (unipolar), developed to gather respondent insights about a particular subject or event (QuestionPro, n.d.). The survey question if comprised of an even number of response options without a neutral point (QuestionPro, n.d.). The Stapel scale can be described as a unipolar 10-point nonverbal rating scale ranging from +5 to -5 which measures direction and intensity simultaneously (Hawkins, 1974). An example of the Stapel scale questions in a survey is the competency level of a respondents supervisor on some basic skills. Rating their ability to operate technology, interpersonal skills, and/or organization skills. The scale would read +2 be. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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