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Psyc3302 > Week 1-2 Psychometrics > Flashcards

Week 1-2 Psychometrics Flashcards

1
Q

Psychometric soundness

A

the reliability and validity of a test

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2
Q

Reliability

A

Consistency of measurement, Precision with which the test measures and the extent to which error is present in the measurement

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3
Q

Validity

A

The ability of a test to measure what it is intended to measure

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4
Q

Cronbach’s definition of psychological test (3 criteria)

A
  1. Test involves behavioural samples
  2. The behavioural samples are collected in a systematic way
  3. The purpose of the test is to compare the behaviour of two or more people
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5
Q

Scaling

A

how numerical values are assigned to psychological attributes

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6
Q

3 key properties of numbers

A

The property of identity
The property of order
Th property of quantity

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7
Q

Norm-referenced tests

A

Norm referenced tests are used to compare a person’s test score with scores from a representative reference sample
e.g intelligence tests

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8
Q

Criterion referenced tests

A

Criterion referenced tests are used to evaluate an

individual’s test score with reference to a set standard

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9
Q

mastery tasks

A

Criterion referenced tests are typically used to gauge
achievement or mastery, so they are sometimes called
mastery tasks

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10
Q

inter-individual differences

A

comparing the behaviour of different people

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11
Q

intra-individual differences

A

comparing the behaviour of the same people at different times in different contexts

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12
Q

4 factors that can negatively affect the

interpretation of test scores as valid

A
  • demand characteristics
  • social desirability effects
  • malingering
  • experimenter bias
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13
Q

The property of identity

A

Represents “sameness” vs. “differentness” by sorting people into categories based on similarity of psychological features

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14
Q

The property of identity: 3 rules

A

1 must satisfy the property of “identity”
2 the categories must be mutually exclusive
3 the categories must be exhaustive

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15
Q

The property of order

A
  • represents information about the relative amount of an attribute people possess
  • When numerals have this property, they indicate the rank order of individuals on some psychological attribute
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16
Q

The property of quantity

A

-conveys information about the magnitude of differences between individuals
-Real numbers can be used to represent the quantity of an attribute
-cases can be compared with each other in a
meaningful and informative way

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17
Q

absolute zero

A

Absence of an attribute

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18
Q

arbitrary zero

A

does not indicate the absence of an attribute

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19
Q

Additivity

A

Unit size should remain constant—all units being counted should be equal

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20
Q

Intelligence, aptitude, and personality test scores are ordinal in nature because

A

they indicate not the amount of intelligence, aptitude,

and personality traits, but rather the rank order of individuals

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21
Q

In psychological measurement is additivty satisfied?

A

rarely, for example, in tests each question does not have equal difficulty

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22
Q

Counting is a __________ but not _____________ condition for measurement

A

necessary, sufficient

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23
Q

Is counting construed as measurement?

A

Simply counting various things is not necessarily construed as measurement.

The total sum needs to be construed to represent some sort of attribute (e.g., knowledge or competence)

24
Q

Steven’s (1946) four scales of measurement

A

Nominal
Ordinal
Interval
Ratio

25
Q

nominal

A

-categorising based on one or more attribute into mutually exclusive and exhaustive categories

26
Q

Ordinal

A
  • allows classification
  • rank ordering is possible
  • does not indicate how greater one ranking is to another
  • numbers do not indicate units of measurement
  • no absolute zero point
27
Q

interval

A
  • scales contain equal intervals between numbers
  • averaging possible
  • no absolute zero
28
Q

Ratio

A
  • has absolute zero point

- all mathematical operations can be performed

29
Q

Psychologists prefer to think of their data as interval because

A

it gives them more flexibility to manipulate and analyse the data and use more powerful operations such as ANOVA which can only be used on interval or ratio data

30
Q

what levels of measurement can you compute the average for?

A

interval- or ratio-level
but not if they are
ordinal- or nominal-level

31
Q

Correlation coefficients are bounded within a range of

A

-1 and +1

32
Q

Two distributions can have the same _______ but very different dispersion of _______

A

Mean, Scores.

33
Q

Three meaningful ways to describe distributions

A

1 central tendency
2 variability
3 shape

34
Q

variability

A

The degree of variance in scores in a single distribution

35
Q

Various ways we can represent variability in a distribution of scores

A

range, interquartile and semi-interquartile ranges, average deviation

36
Q

variance and standard deviation reflect

A

variability, as the degree to which scores in a distribution deviate (differ) from the mean of the distribution.

37
Q

Variance

A

the mean of the squared deviations between scores on a distribution and their mean.

38
Q

Calculating variance

A
  1. Subtract each score from the mean
  2. Square every deviation
  3. Sum the squared deviations and divide by the total number of scores in the distribution.
39
Q

The SD is equal to

A

To the squared root of the “average of the squared deviations about the mean”,
hence the SD is the square root of the variance.

40
Q

SD reflects variability in terms of the ____ ______________ _________, whereas variance reflects variability in terms of _______ _________ ______.

A

raw deviation scores, squared deviation scores.

41
Q

Covariability

A

The degree to which variability in scores in one distribution co vary with scores in another distribution

42
Q

simple frequency distribution

A

A table in which scores are listed according to the frequency they occur.

43
Q

Grouped frequency distribution

A

A table in which test scores are grouped into intervals/bins known as class intervals e.g 70-78

44
Q

Central tendency

A

Tells us about the typical response e.g median, mode or mean

45
Q

shape

A

e.g positively skewed or negatively skewed

46
Q

Approximately what percentage of scores occur between the mean and +1 standard deviation?

A

34%

47
Q

the variance of a composite variable is determined by:

A

1 the variance of each item within the composite

2 the correlations among the items

48
Q

Approximately what percentage of scores occur between the mean and -1 standard deviation?

A

34%

49
Q

A standard score is a

A

raw score that has been converted from one scale to another scale

50
Q

Approximately what percentage of scores occur between ±1 standard deviations

A

68%

51
Q

The scale used for computing T scores ranges from __ standard deviations below the mean to __ standard deviations above the mean

A

5, 5

52
Q

Approximately what percentage of scores occur between ±2 standard deviations

A

95%

53
Q

The convariance only provides information about:

a) the magnitude
b) the direction

A

b) the direction

54
Q

Calculate percentile rank with access to the entire distribution of scores

A

An individual’s percentile rank is the number of scores in the distribution that are lower than the individual’s score divided by the total number of scores times 100

55
Q

The size of the covariance is influenced by the strength of the association between

A

the metrics of the two variables, such that between two variables that produce large scores (“large-scale” variables) will tend to be larger than a covariance that involves one or more variables that produce small scores (“small-scale” variables

56
Q

The correlation coefficient provides a clear representation of both

A

the direction and the magnitude of an association between two variables

Psyc3302 (3 decks)

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