Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Researching Diverse Populations > Week 5 > Flashcards

Week 5 Flashcards

1
Q

The process of quantifying a set of observations of a phenomenon

A

Measurement

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

The working definition a researcher uses for a concept

A

Conceptual definition

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

The process of defining the exact way you plan to measure the concept

A

Operationalization

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

Any factor, trait, quality, or condition that can be measured

A

Variable

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

Those defined by their attributes or characteristics. These attributes or characteristics are categorized into two categories: exhaustive and mutually exclusive

A

Nominal level of measurement

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

The process of assigning a variable measured at the nominal level a numeric value

A

Coding

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

Those defined by their attributes or characteristics that are categorized into two: exhaustive and mutually exclusive; however, the numeric value assigned to them by the researcher can be logically ranked, but the intervals between categories may not be equal

A

Ordinal level of measurement

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

Also have to meet the criteria of being exhaustive and mutually exclusive. The numeric value assigned to the categories by the researcher can be logically ranked, which is similar to variables, measured on the ordinal level of measurement. Variables measured on this level, unlike variables measured on the ordinal level, have intervals between the categories that are equal.

A

Interval level of measurement

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

Have all the characteristics of variables measured at the interval level, in addition to a true zero value. In other words, the zero does mean the absence of a construct or whatever is being measured; zero value has real meaning.

A

Ratio level of measurement

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

Occurs when the data collected do not accurately reflects the construct we are attempting to measure.

A

Measurement error

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

Occurs when there is a pattern to the error

A

Systematic error

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

Providing the same response to all or most of the items on a measure

A

Response set

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

The tendency of a person to respond in a positive manner to a question regardless of the question being asked

A

Acquiescent response set

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

Occurs when the participants respond in a way that conveys a favorable impression of themselves or in a manner they believe will be more consistent with the researchers views

A

Social desirability bias

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

Occurs when one group of study participants is more likely to recall the information requested than other groups of participants

A

Recall bias

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

Occurs when study participants improve or change their behavior simply because they know they’re being studied

A

Hawthorne effect

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Occurs when there is no consistent pattern of measurement error

A

Random error

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

A diminished ability to reject the null hypothesis

A

Bias towards the null

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

The degree to which a measure is consistent or dependable

A

Reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Defined as the degree of agreement between the raters

A

Inter-rater reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

The degree of agreement between the observers

A

Inter-observer reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

A statistic that is used to quantify the degree to which two raters or observers are in agreement

A

Cohen’s Kappa

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Ranges from zero, which indicates no agreement between the raters, to one, which indicates perfect agreement between the raters

A

Fleiss’ kappa

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Assesses the stability or consistency of a measure over time

A

Test-retest reliability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

A coefficient that can be used to assess the test-retest reliability of two administrations of a measure

A

Pearson product-moment correlation

26
Q

Used to assess the test-retest reliability, and those situations involving more than two administrations of a measure

A

Intraclass correlation coefficient

27
Q

Used to determine the consistency of items on a scale

A

Split-half reliability

28
Q

Achieved when the items on a scale are consistent with each other

A

Internal consistency

29
Q

Used to assess the degree of internal consistency of the scales items

A

Cronbach’s alpha

30
Q

The degree to which the measure actually measures what it was designed to measure

A

Validity

31
Q

Based simply on whether the measure appears to be valid “on its face”

A

Face validity

32
Q

Assessed by asking experts on the topic to evaluate whether the items on the measure cover the full range of the concept

A

Content validity

33
Q

Based on how the measure compares to a criterion

A

Criterion validity

34
Q

Indicates how well the measure corresponds with the criterion that is measured at the same time

A

Concurrent validity

35
Q

A type of concurrent validity that assesses whether a measure can differentiate between groups known to differ on the variable being measured

A

Known groups validity

36
Q

Assesses the ability of the measure to predict a criterion that occurs in the future

A

Predictive validity

37
Q

An assessment of how well the concept of the variable was translated into a measure

A

Construct validity

38
Q

A measure has__________ when it is correlated with measures that it should be related to, based on theory or empirical evidence

A

Convergent validity

39
Q

A measure has__________ when it is not correlated with other measures to which it should not be related to

A

Divergent validity

40
Q

Measures that have established reliability, and validity

A

Standardized measures

41
Q

Established scores that are used to determine if someone meets or does not meet a specific criterion

A

Cut-off scores

42
Q

The literal translation of the words

A

Denotative meaning

43
Q

Captures the weight or intensity of the words

A

Connotative meaning

44
Q

One person translates from the original language to the second language

A

One-way translation

45
Q

One person translates from the original language into the second language, and another person, then translates back into the original language

A

Back translation

46
Q

A process in which the original items are translated. After comparing the original and translated items, the original items may be revised, and then another translation is produced. This process continues until equivalent items are obtained in both languages.

A

Decentering

47
Q

A measure where the respondents complete the question

A

Self administered measure/questionnaire

48
Q

A measure where an interviewer reads the questions to the respondents

A

Interview schedule

49
Q

Questions in which the respondents are asked to provide their own answers to

A

Open-ended questions

50
Q

Questions in which the respondent is asked to select an option provided by the researcher

A

Closed-ended questions

51
Q

Usually contain the word no or not, and can reduce the reliability of the measure

A

Negatively worded items

52
Q

Usually contains more than one issue or topic yet allows for only one response

A

Double-barreled questions

53
Q

Questions that contain an assumption

A

Loaded questions

54
Q

Questions that encourage the respondents to respond in a particular way

A

Biased questions

55
Q

The presentation of items on a survey, where the respondents are asked to write the responses using a specified scale

A

Likert scale format

56
Q

Items on a scaled survey

A

Likert items

57
Q

The sum of responses of the Likert items

A

Likert scale

58
Q

Focuses on establishing equivalence by examining how items function across groups

A

Measurement equivalence

59
Q

The extent to which a measure is compatible with the language and culture to which it will be adapted

A

Linguistic equivalence

60
Q

The extent to which the concepts represented by the items making up the measure are understood to have the same meaning across cultural groups

A

Conceptual equivalence

61
Q

Equivalence in item or question difficulty across groups

A

Metric equivalence

Researching Diverse Populations (9 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions