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The concept we want to measure.
(1) “a person’s age”, (2) “biological sex” |
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The measurements we take e.g., (1) number of years, (2) male or female |
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This definition of variables explains how we define the concepts we want to study |
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This definition of variables explains: “rules” you create for identifying when something is present or not |
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In this level of measurement a variable whose values are unordered categories, with no mathematical meaning |
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In this level of measurement a variable whose values are categories, with no mathematical meaning, but have an order |
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Strongly Disagree > Disagree > Undecided > Agree > Strongly Agree |
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In this level of measurement a variable’s values have mathematical meaning. No zero value so we cannot talk about proportions |
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In this level of measurement a variable’s values have mathematical meaning. There IS a Zero value, so we can talk about proportions |
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When a variable is measured using one set of values it is ______ |
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When a variable is measured using multiple sets of values it is ______ |
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This variable is the thing you are really interested in |
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This variable is what you think might change the DV |
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These examine the relationship between IVs & DVs. We ask these when we do not know what to expect. |
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These test the relationship between IVs & DVs. We state these when we know what to expect. |
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In this type of hypothesis the relationship between the IV & DV does not exist |
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_____ is shown by how much our measurement scheme consistently produces the same results |
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This type of reliability test uses the same measurement scheme on the same people twice, at different times |
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This type of reliability test compares your measurement scheme to a different scheme designed to measure the same thing |
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This type of reliability test compares one half of your sample to the other half |
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The minimum acceptable reliability finding for most statistical tests is ____ |
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Spearman’s Correlation = r |
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This reliability statistic test is the most common |
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This reliability statistic test is the most flexible & conservative |
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Our measurement scheme accurately measures what it intends to measure |
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With this type of validity our measurement just seems to make sense |
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An example of this type of validity is 30% of my survey respondents had a college degree |
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An example of this type of validity is two survey questions asking the same thing, in different ways |
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A measurement scheme has to be reliable to be valid. But not all reliable measurement schemes are always valid. |
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Validity is the more important than reliability because? |
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History, Maturity, & Testing all do |
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What Hurts Reliability & Validity? |
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How much the reader believes the researcher |
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Obtaining feedback on research from representatives under study |
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Whether or not you have the proper background to “speak for” the participants in your study |
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