Ch9 Correlational Research And Questionnaire Construction

Front 1

Maximize the power of the correlation coefficient by__

Back 1

minimizing error variance, avoiding restricted range, testing a large N, and computing parametric, linear statistics when appropriate.

Front 2

Three ways a correlation coefficient is used to sow reliability

Back 2

1. inter-rater reliability
2. test-retest reliability
3. split-half reliability

Front 3

inter-rater reliability

Back 3

To demonstrate that the behavior is judged reliably, which means that we have highly consistent ratings.

Front 4

test-retest reliability

Back 4

It indicates that participants tend to obtain the same score when tested at different times.

Front 5

split-half reliability

Back 5

It indicates that participants' scores on some trials consistently match their scores on other trials. Ex. split a test in half by comparing the odd-numbered trials to the even-numbered trials.

Front 6

Test-retest reliability is the correlation between repeated testings, and split-half is the correlation between different trials within one test.

Back 6

A coefficient of +.80 or higher is usually required for the procedure to be considered reliable.

Front 7

face validity

Back 7

is the extent to which a measurement procedure appears to measure what it's intended to measure.

Front 8

Convergent validity

Back 8

is the extent to which the scores obtained from one procedure are positively correlated with scores obtained from another procedure that is already accepted as valid.

Front 9

Discriminant validity

Back 9

Is the extent to which the scores obtained from one procedure are not correlated with scores from another procedure that measure other variables or constructs.

Front 10

With convergent validity, a procedure correlates with another procedure that is valid. With discriminant validity, a procedure does not correlate with other, unintended measures.

Back 10

n/a

Front 11

Criterion validity

Back 11

Is the extent to which a procedure can distinguish between participants on the basis of some behavior.

Front 12

Two types of criterion validity

Back 12

1. concurrent validity
2. predictive validity

Front 13

Concurrent validity

Back 13

is the extent to which a procedure correlates with an individual's present behavior.

Front 14

predictive validity

Back 14

is the extent to which a procedure correlates with an individual's future behavior.

Front 15

criterion validity is the extent to which a procedure relates to a specific behavior, either distinguishing the behavior concurrently or predicting future behavior.

Back 15

n/a

Front 16

closed-ended question

Back 16

the researcher provides the alternatives from which the participant selects. (may include, multiple-choice, true-false, yes-no, and rating-scale questions)

Front 17

open-ended question

Back 17

the participant determines both the alternatives to choose from and the response. (written question, essay question)

Front 18

projective test

Back 18

the participant describes or interprets and ambiguous stimulus.

Front 19

Rorschach test

Back 19

in which participants interpret ambiguous inkblots

Front 20

Thematic Apperception test

Back 20

in which they interpret ambiguous picture

Front 21

content analysis

Back 21

we score a participant's written or spoken answer by counting specified types of responses.

Front 22

structured interview

Back 22

participants are asked specific, predetermined questions in a controlled manner.

Front 23

unstructured interview

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in which the researcher has a general idea of the open-ended questions that will be asked, but there is freedom of discussion and interaction between participant and interviewer.

Front 24

interviews are preferred when the researcher must react to a participant's responses, but questionnaires are more reliable and less susceptible to demand characteristics.

Back 24

The goal of question construction is to reliably and validly discriminate between participants on the variable being studied.

Front 25

Avoiding three types of questions

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1. double-barreled question
2. leading questions
3. Barnum statements

Front 26

double-barreled question

Back 26

these are questions that have more than one component

Front 27

leading questions

Back 27

these are questions that communicate social desirability or experiment expectancies so that there is only one obvious response.

Front 28

Barnum statements

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These are questions that are so global and vague that everyone would agree with them or select the same response for them.

Front 29

A question should be a clear, precise, and unbiased statement of a single idea, to which different participants are likely to respond differently

Back 29

n/a

Front 30

response scale

Back 30

which is the number and type of choices to provide for each question.

Front 31

likert-type questions

Back 31

when measuring responses that fall along a continuum. These consist of a declarative statement accompanied by a rating scale.

Front 32

Techniques for dealing with order effects

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1. provide practice questions
2. use funnel questions
3. use filter questions
4. counterbalance order effects
5. prevent response sets
6. use alternate forms

Front 33

funnel questions

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are general questions that lead to more specific questions. Order questions from general to specific.

Front 34

filter questions

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are general questions that determine whether participants should answer additional, detailed questions.

Front 35

counterbalance order effects

Back 35

balance the effects of one particular order by creating different orders of questions for different participants so that questions that appear early in some questionnaires appear later in others and vice versa

Front 36

Prevent response sets

Back 36

To prevent rote responding, vary the question format to try to force participants to read and think about each question.

Front 37

alternate forms

Back 37

are different versions of the same questionnaire give to different participants.