3: Foundations of Quantitative Measurement Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

In the social sciences, quantitative and qualitative approaches are typically associated with what?

A

Deep philosophical differences in epistemology.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is the classical test theory measurement model? What concepts does it underpin?

A

Observed score = true score + error.

Underpins concepts of reliability and validity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Levels of specificity in variables are predicated on constructs, operational definitions, and measures. Define each.

A

Construct: a psychological concept that is not directly observable. No tangible existence outside person’s mind.

Operational definition: clear, measurable definition of a construct based on theory. May capture only a portion of entire construct.

Measures: clearly defined set of procedures for obtaining a measure of the construct of interest. Must be clear and precise enough to be replicated by other scientists.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is construct validity?

A

How well you translated/transformed construct into a functioning, operating reality - measuring what you wish to measure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

In what way is it useful to think of construct validity?

A

As an umbrella variable that encompasses all other forms of validity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is content validity? Provide an example. What can improve it?

A

Does measure cover all aspects of underlying construct?

E.g., measure missing some of depression DSM-5 components may lack content validity.

Multiple measurements of construct can improve content validity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is face validity? Provide an example.

A

Extent measure ‘appears’ to measure underlying construct.

E.g., item “nervous” has face validity for measuring anxiety, item “jealous” does not.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

When studying older adults, some items for personality disorders may have poor _____ due to developmental changes.

A

Face validity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is criterion validity?

A

How well measure correlates with established “gold standard” measures of the same construct.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

List the two subtypes of criterion validity. Provide examples.

A

Concurrent validity: “at the same time”(e.g., correlate questionnaire with a clinical interview).

Predictive validity: “predicting the future”(e.g., does your anorexia measure predict future weight loss).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Two concepts are specific to criterion validity for clinical psychology and medical diagnosis. What are they?

A

Sensitivity: how well it picks out people with the disorder (i.e., few false negatives).

Specificity: how well it avoids diagnosing healthy people with a disorder (i.e., few false positives).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

How does one calculate sensitivity and specificity using signal detection theory?

A

Sensitivity: hit / (hit + miss)

Specificity: correct rejection / (false alarm + correct rejection)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

When finding optimal cut-off score to use to get the best balance of sensitivity and specificity via an ROC curve, what indicates such?

A

Larger values on the y-axis indicate better sensitivity (% of hits). Smaller values on the x-axis indicate better specificity (% of correct rejections).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

As sensitivity increases, what happens to specificity?

A

Decreases.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Define convergent and discriminant validity.

A

Convergent validity: correlate with other measures that it should be related to.

Discriminant: not correlate with measures that it should not correlate with.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Unreliability is the amount of _____ in the measurement.

A

Error.

17
Q

What is test-retest reliability? When is it generally more useful?

A

Is the measure consistent over time - do scores stay more or less the same when repeatedly measured?

Useful for constructs which are theorized to be stable (i.e., personality) rather than transient states (e.g., fear).

18
Q

Test-retest reliability is often assessed with what? What do higher values indicate?

A

Correlation coefficient. Higher values indicate higher test-retest reliability.

19
Q

Describe the concept of internal consistency.

A

Used to assess a questionnaire with multiple items. Do all the items in the questionnaire more or less measure the same thing?

20
Q

The statistic most commonly used to measure internal consistency is Chronbach’s Alpha α. Conceptually, it’s calculated as a function of what two things? How can you increase it?

A

Number of items, the average intercorrelation among all the items.

Increase number of items or remove items that are very weakly correlated with other items.

21
Q

Describe the concept of inter-rater reliability. When is it used?

A

Two or more trained coders independently review data, provide their ratings. Ideally, ratings from all coders are similar.

Used when scores are derived from a trained coder looking at raw data.

22
Q

What are the two nominal scales used to determine inter-rater reliability?

A

% agreement.

Cohen’s Kappa: more conservative, controls for agreement which occurs by chance alone.

23
Q

What are the two ordinal, ratio, or interval scales used to determine inter-rater reliability?

A

Pearson correlation.

Intraclass correlation: more conservative, more complex calculations for different situations.

24
Q

What are the rules of thumb when evaluating reliability and validity stats that determine whether stats are:

  • good
  • acceptable
  • marginal
  • poor
A

Good: 0.80 (reliability); 0.50 (validity)

Acceptable: 0.70 (reliability), 0.30 (validity)

Marginal: 0.60 (reliability), 0.20 (validity)

Poor: 0.50 (reliability), 0.10 (validity)

25
Q

What are the four types of basic hypotheses?

A

Descriptive: what is X like?

Descriptive/comparison: does group 1 differ from group 2?

Correlation: do X and Y covary?

Psychometric: is a measurement reliable and valid?

26
Q

What are the three most common hypotheses in published psychology research?

A

Mediation: X leads to M (mediator), which in turn leads to Y.

Moderation: relationship between X and Y varies depending on the value of the moderator, M.

Incremental validity: X1 predicts Y over and above another known predictor (X2).