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Research Methods PSYC 310 > Defining and Measuring Variables: Chapter 3 > Flashcards

Defining and Measuring Variables: Chapter 3 Flashcards

1
Q

why measure variables

A
  • comparison
  • classification
  • decision-making
  • diagnosis
  • prediction
  • program evaluation
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2
Q

variables types

A
  • directly observable
    height, weight
  • inferred states
    emotions
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3
Q

construct

A
  • presumed unobserved internal mechanism that account for externally observed behaviour
  • abstract to concrete
  • example:
    anxiety, self esteem, motivation, aggression, intelligence
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4
Q

operational definitions

A
  • precise description of what you will measure, how and when
  • defines operations that allow us to confidently link the unobservable construct with the observable behaviour
  • transforms abstract into concrete variable
  • they are clear, precise and
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5
Q

measurement procedures of operational definitions must meet this criteria:

A
  • reliablity
  • validity
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6
Q

types of validity

A
  • face validity
  • predictive validity
  • concurrent validity
  • construct validity
  • convergent and divergent validity
  • internal validity
  • external validity
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7
Q

face validity

A

extent to which the measurement appears at first glance to be a plausible measure of the variable

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8
Q

predictive validity

A
  • strength of the relationship between 2 variables
  • can you use one to predict the other?
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9
Q

concurrent validity

A
  • the more studies use the same measurement and obtain similar results, the more valid it becomes
  • old vs new
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10
Q

construct validity

A
  • extent to which scores obtained from a measure behave exactly the same as the variable itself
  • grows with the accumulation of evidence from the studies using the same measurement with similar results
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11
Q

convergent and divergent validity

A
  • using multiple measures in study
  • some scores will converge, others will diverge
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12
Q

internal validity

A
  • can say the changes in X have caused observed changes in Y
  • depends on appropriate control of other variables (confounding factors)
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13
Q

external validity

A
  • extent to which your results can generalize to other settings and populations
  • if the effect remains, then the test has good external validity
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14
Q

reliability

A
  • consistency of a measure over repeated applications under the same conditions
  • measurement is always varying
  • measured score = true score + error
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15
Q

types of reliability

A
  • test-retest reliability
  • inter-rater reliability
  • split-half reliability
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16
Q

test-retest reliability

A

repeat same measurement and calculate correlation between scores

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17
Q

inter-rater reliability

A
  • compare the scores from the two raters and calculate correlation
  • two people should rate similarly in a given behavioural study
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18
Q

split-half reliability

A
  • usually for clinical scales and questionnaires
  • take half of scores from half the items and correlate them with the scores
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19
Q

measurement error

A

observed scores may not be a reflection of the variable/construct being measured

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20
Q

sources of error

A
  • participant
  • instrument and apparatus
  • testing
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21
Q

participant errors

A
  • mood
  • motivation
  • fatigue
  • health
  • memory
  • practice
  • knowledge
  • ability
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22
Q

instrumental/apparatus errors

A
  • sensitivity
  • length
  • vocabulary
  • clarity of instructions
  • appropriateness
  • intrusiveness
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23
Q

testing errors

A
  • comfort
  • presence of others
  • distractions
24
Q

reducing error through standardization

A
  • participants
  • test protocol
  • environment
  • scoring procedures
25
Q

score guidelines

A
  • clear and easy to follow
  • complex
  • experience required
  • individual differences
26
Q

standardizing participants

A

inclusion and exclusion criteria
- age
- gender
- education level
- health status
- ethnicity

27
Q

standardizing test protocols

A
  • must remain consistent
  • instructions to participants
  • treatment of participants
  • administration of tests and measures
  • order of tests and measures
28
Q

standardizing the environment

A

most conducive to testing and is repeatable
- time of the day
- day of the week
- time of year
- temperature
- noise level
- accessibility

29
Q

standardizing scoring procedures

A
  • marking criteria should be as clear and precise as possible
  • allow participants some practice prior to recording scores
30
Q

reliability coefficient

A
  • ratio of true score variance to observed score variance
    r^2= s^2 true/s^2 observed
    acceptable score > 80%
    reflects the degree to which the measurement = free of error variance
31
Q

types of measurement

A
  • qualitative
  • quantitative
32
Q

quantitative measurement

A
  • nominal
  • ordinal
  • interval
  • ratio scale
33
Q

interval data

A
  • variables have order and magnitude
  • have equal intervals
  • no true zero point
34
Q

ratio scale data

A
  • variables have order and magnitude
  • have equal intervals
  • have a true zero point
  • examples: distance, length, reaction time
35
Q

modalities of measurement

A
  • self-report measures
  • physiological measures
  • behavioural measures
  • multiple measures
36
Q

self-report measures

A
  • direct, but subjective
  • social desirability
37
Q

physiological measures

A
  • objective but invasive
  • costly and time consuming
38
Q

behavioural measures

A
  • interpretation
  • clusters better
39
Q

multiple measures

A
  • increase in confidence in validity of measurement
  • can require complex statistical procedures
  • interpretation can be challenging
40
Q

range effect

A

measurement is not sensitive enough to detect a difference

41
Q

ceiling effect

A
  • clustering of scores at high end scale
  • little possibility of increase in scores
42
Q

floor effect

A
  • clustering of scores at low end of scale
  • little possibility of decrease in scores
43
Q

experimenter bias includes…

A
  • artifact
  • bias
  • limiting
44
Q

artifact

A

non-natural feature introduced to the study accidentally

45
Q

bias

A

measurement influenced by experimenter’s expectations regarding the outcome of the study

46
Q

limiting

A
  • standardize or automate the experiment
  • single blind vs double blind
47
Q

single-blind

A

researcher is not aware of the expected results

48
Q

double-blind

A

neither the researcher nor the participant know the expected results

49
Q

demand characteristics

A

any features of the experiment that:
- suggests the purpose and hypothesis of the study
- influence the participants to respond or behave in a certain way
can lead to reactivity:
- participants modify their natural behaviour knowing they are still in a study

50
Q

participant reactivity

A
  • good subject role
  • negativistic subject role
  • apprehensive subject role
  • faithful subject role
51
Q

good subject role

A

support the hypothesis

52
Q

negativistic subject role

A

acts contrary to the hypothesis (sabotage)

53
Q

apprehensive subject role

A

act and answer in socially desirable manner (fake good)

54
Q

theories

A

statements about the mechanisms underlying a particular behavior

55
Q

constructs can influence external behaviour

A
  1. external stimulus
  2. construct
  3. external behaviour
56
Q

issues with operational definitions

A
  • may leave out internal elements of a construct, as some symptoms are cognitive or affective
  • does not include extra components, such as hearing, developed vocabulary, etc

Research Methods PSYC 310 (9 decks)

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