Part 1: Answer these questions in a couple sentences.  1. What is the difference between reliability and validity? 2. Describe different types of measures (e.g. self report, etc.). What are the pros and cons of each? Abstract 1: Vandell et al., 2010 Relations between nonrelative child care (birth to 4 ½ years) and functioning at age 15 were examined ( N = 1364). Both quality and quantity of child care were linked to adolescent cognitive and social functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive-academic achievement at age 15. Higher quality early child care also predicted youth reports of less externalizing social behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15. Summary: Abstract 2: Love et al., 2005 Early Head Start, a federal program begun in 1995 for low-income pregnant women and families with infants and toddlers, was evaluated through a randomized trial of 3,001 families in 17 programs. Interviews with primary caregivers, child assessments, and observations of parent-child interactions were completed when children were 3 years old. Caregivers were diverse in race-ethnicity, language, and other characteristics. Regression analyses showed that 3-year-old program children performed better than did control children in cognitive and language development, displayed higher emotional engagement of the parent and sustained attention with play objects, and were lower in aggressive behavior. Compared with controls, Early Head Start parents were more emotionally supportive, provided more language and learning stimulation, read to their children more, and spanked less. The strongest and most numerous impacts were for programs that offered a mix of home-visiting and center-based services and that fully implemented the performance standards early. .

1. Part 1:
Answer these questions in a couple sentences.
1. What is the difference between reliability and validity?
2. Describe different types of measures (e.g. self report, etc.).
What are the pros and cons of each?
Abstract 1: Vandell et al., 2010
Relations between nonrelative child care (birth to 4 ½ years)
and functioning at age 15 were examined (
N
= 1364). Both quality and quantity of child care were linked to
adolescent cognitive and social functioning. Effects were
similar in size as those observed at younger ages. Higher quality
care predicted higher cognitive-academic achievement at age
15. Higher quality early child care also predicted youth reports
of less externalizing social behavior. More hours of nonrelative
care predicted greater risk taking and impulsivity at age 15.
Summary:
Abstract 2: Love et al., 2005
Early Head Start, a federal program begun in 1995 for low-
income pregnant women and families with infants and toddlers,
was evaluated through a randomized trial of 3,001 families in
17 programs. Interviews with primary caregivers, child
assessments, and observations of parent-child interactions were
completed when children were 3 years old. Caregivers were
diverse in race-ethnicity, language, and other characteristics.
Regression analyses showed that 3-year-old program children
performed better than did control children in cognitive and

2. language development, displayed higher emotional engagement
of the parent and sustained attention with play objects, and were
lower in aggressive behavior. Compared with controls, Early
Head Start parents were more emotionally supportive, provided
more language and learning stimulation, read to their children
more, and spanked less. The strongest and most numerous
impacts were for programs that offered a mix of home-visiting
and center-based services and that fully implemented the
performance standards early.