This document discusses validity and reliability in measuring athleticism. It defines reliability as the consistency of a measure, and identifies different types of reliability including inter-rater, test-retest, and internal consistency. Validity refers to how well a measure assesses what it intends to, and the document outlines various aspects of validity such as content validity and criterion-related validity. Threats to reliability and validity are also reviewed, such as subject error, researcher error, and maturation effects. The goal is to establish reliable and valid ways to quantify athletic abilities.
This document provides an overview of the key concepts in the study of psychopathology and abnormal psychology. It discusses challenges in defining and classifying psychological disorders, as well as factors like impairment, distress, and cultural norms. The document also reviews the Diagnostic and Statistical Manual of Mental Disorders (DSM) system for categorizing disorders. It then briefly outlines the history of ideas about the causes and treatment of mental illness from ancient to modern times.
Albert Bandura developed social learning theory, which posits that personality is shaped through observational learning from the environment and other people. He argued that behavior is learned both through reinforcement and by observing models. Key aspects of Bandura's theory include observational learning processes, reciprocal determinism, and self-regulation through self-observation, judgment, and response. Bandura's social learning theory has been influential in personality theory and influenced therapeutic approaches like self-control therapy and modeling therapy.
1. Standardization of research conditions and obtaining detailed information about participants and procedures can help minimize threats to internal validity from various sources like history, instrumentation, selection, and mortality.
2. Choosing an appropriate research design like using a control group or avoiding pretests can further help control threats from history, maturation, testing, instrumentation, and regression.
3. Both internal and external validity are important to making accurate and confident interpretations and generalizations from research results. Various threats need to be addressed through study design and methodology.
This document discusses data collection procedures for research. It identifies the key steps as determining what data to collect by operationalizing variables, selecting appropriate collection methods, and establishing parameters. Qualitative research often uses interviews, observations, record reviews and diaries simultaneously. Common instruments are observations, interviews, verbal reports, questionnaires and tests. Reliability and validity must be established to ensure quality and accuracy in measuring intended constructs. Researchers may use, adapt, or develop new procedures when collecting data.
This document provides an overview of qualitative data analysis techniques. It discusses how qualitative analysis differs from quantitative analysis in that the data is textual rather than numerical. Qualitative analysis is inductive and focuses on understanding participants' perspectives through an emic lens. The analysis is iterative and progressive, with the researcher continually refining their focus based on initial interpretations of the data. There is no single correct way to analyze qualitative data, as it involves both science and art. Techniques include coding, categorizing, examining relationships, and using computer assistance programs, while ensuring reflexivity and getting critical feedback.
Industrial-organizational psychology is a branch of psychology that studies how human behavior and psychology affect the work environment and how the work environment affects humans. It has four main contexts: academia, government, consulting firms, and business. I-O psychology focuses on selecting and evaluating employees through tasks like creating job analyses, candidate testing and interviews, training, and performance assessment. It also examines how workplace design and the social aspects of organizations impact employees.
Projective techniques are unstructured methods used in research where respondents interpret incomplete stimuli like words, sentences, or stories. There are two main types - association techniques that use words to elicit responses, and completion techniques that present incomplete sentences or paragraphs to be finished. While projective techniques can reveal underlying motivations and attitudes, they require trained interviewers, skilled interpretation, and there is a risk of incorrect interpretation. They work best for exploratory research when direct questions won't elicit accurate responses.
Project Memory XL http://memoryxl.blogspot.it/
Presentation for the workshop on autobiographical method in Rome.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
This document provides an overview of the key concepts in the study of psychopathology and abnormal psychology. It discusses challenges in defining and classifying psychological disorders, as well as factors like impairment, distress, and cultural norms. The document also reviews the Diagnostic and Statistical Manual of Mental Disorders (DSM) system for categorizing disorders. It then briefly outlines the history of ideas about the causes and treatment of mental illness from ancient to modern times.
Albert Bandura developed social learning theory, which posits that personality is shaped through observational learning from the environment and other people. He argued that behavior is learned both through reinforcement and by observing models. Key aspects of Bandura's theory include observational learning processes, reciprocal determinism, and self-regulation through self-observation, judgment, and response. Bandura's social learning theory has been influential in personality theory and influenced therapeutic approaches like self-control therapy and modeling therapy.
1. Standardization of research conditions and obtaining detailed information about participants and procedures can help minimize threats to internal validity from various sources like history, instrumentation, selection, and mortality.
2. Choosing an appropriate research design like using a control group or avoiding pretests can further help control threats from history, maturation, testing, instrumentation, and regression.
3. Both internal and external validity are important to making accurate and confident interpretations and generalizations from research results. Various threats need to be addressed through study design and methodology.
This document discusses data collection procedures for research. It identifies the key steps as determining what data to collect by operationalizing variables, selecting appropriate collection methods, and establishing parameters. Qualitative research often uses interviews, observations, record reviews and diaries simultaneously. Common instruments are observations, interviews, verbal reports, questionnaires and tests. Reliability and validity must be established to ensure quality and accuracy in measuring intended constructs. Researchers may use, adapt, or develop new procedures when collecting data.
This document provides an overview of qualitative data analysis techniques. It discusses how qualitative analysis differs from quantitative analysis in that the data is textual rather than numerical. Qualitative analysis is inductive and focuses on understanding participants' perspectives through an emic lens. The analysis is iterative and progressive, with the researcher continually refining their focus based on initial interpretations of the data. There is no single correct way to analyze qualitative data, as it involves both science and art. Techniques include coding, categorizing, examining relationships, and using computer assistance programs, while ensuring reflexivity and getting critical feedback.
Industrial-organizational psychology is a branch of psychology that studies how human behavior and psychology affect the work environment and how the work environment affects humans. It has four main contexts: academia, government, consulting firms, and business. I-O psychology focuses on selecting and evaluating employees through tasks like creating job analyses, candidate testing and interviews, training, and performance assessment. It also examines how workplace design and the social aspects of organizations impact employees.
Projective techniques are unstructured methods used in research where respondents interpret incomplete stimuli like words, sentences, or stories. There are two main types - association techniques that use words to elicit responses, and completion techniques that present incomplete sentences or paragraphs to be finished. While projective techniques can reveal underlying motivations and attitudes, they require trained interviewers, skilled interpretation, and there is a risk of incorrect interpretation. They work best for exploratory research when direct questions won't elicit accurate responses.
Project Memory XL http://memoryxl.blogspot.it/
Presentation for the workshop on autobiographical method in Rome.
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Qualitative Research Method - an Introduction (updated jan 2011)Hora Tjitra
This document provides an introduction to qualitative research methodology. It discusses key aspects of qualitative research such as what qualitative research refers to, common qualitative research paradigms, and differences between qualitative and quantitative research. The document also outlines the qualitative research process from developing research topics and questions to data collection and analysis. It provides examples of common qualitative research designs including field research, case studies, and action research. Data collection techniques in qualitative research like interviews and observation are also examined.
A brief description of the different types of psychotherapy and counselingAyesha Yaqoob
The document provides brief descriptions of 26 different types of psychotherapy and counseling, including Acceptance and Commitment Therapy, Adlerian Therapy, Behavioral Analysis, Body-Centered Therapy, Cognitive-Behavioral Therapy, Dialectical Behavioral Therapy, Emotion Focused Therapy, Family Systems Therapy, and Gestalt Therapy. It outlines the key concepts and approaches used in each type of therapy.
The cognitive perspective assumes that:
- Individuals with mental disorders have distorted and irrational thinking that can cause maladaptive behavior.
- It is one's thoughts about a problem, not the problem itself, that causes the mental disorder.
- People can overcome mental disorders by learning to use more rational and adaptive cognitions.
This chapter discusses theories and research on helping behavior and prosocial behavior. It defines key concepts like altruism and prosocial behavior. It outlines four main theoretical perspectives on helping: evolutionary, sociocultural, learning, and decision-making perspectives. It also discusses who helps including the influence of mood, empathy, personality, gender, and environmental factors. Finally, it covers bystander intervention, volunteerism, caregiving, and perspectives on receiving help.
This document discusses personality from a dispositional or trait perspective. It covers major themes like the stability of personality, individual differences in traits, and the debate around whether personality or situations have a greater influence on behavior. Several major theories of traits are examined, including types, the Big Five model, and interactionism between traits and situations. Both strengths and limitations of the dispositional approach are considered.
This document outlines the stages of translating and adapting instruments across cultures and languages. It discusses:
1) Having documents translated independently by 2 translators and synthesizing the translations.
2) Evaluating the synthesized version with experts and the target population for comprehension.
3) Conducting back translations to check for consistency with the original.
4) Pilot testing the adapted instrument.
5) Validating the adapted instrument through statistical analyses like confirmatory factor analysis to ensure it measures the same constructs as reliably as the original. Cross-cultural validation is important for meaningful comparisons between groups.
Exposure therapy is a psychological treatment that helps people confront their fears by directly facing feared objects, situations, or activities in real life (in vivo exposure), imagining them vividly (imaginal exposure), experiencing them through virtual reality technology, or deliberately inducing physical sensations associated with them (interoceptive exposure). It has been shown to be effective for treating anxiety disorders like panic disorder, social anxiety disorder, OCD, PTSD, and GAD. Different variations of exposure therapy involve real-life, imagined, virtual reality, or physical sensation-based confrontations with feared stimuli.
This document discusses the psychology of pain. It explains that pain is both a sensory and emotional experience that serves as an important survival mechanism but can become chronic. The brain's primary function is to make meaning of events and determine if they are threatening or rewarding in order to ensure survival. When pain persists beyond healing, it can rewire the brain's sensory systems and cause increased sensitivity. Cognitive behavioral therapy aims to invoke neuroplasticity and retrain thoughts to decrease pain sensitivity and create a more accurate perception of the body.
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
The document discusses the concepts of validity and reliability in testing. It defines different types of validity including content validity, face validity, criterion-oriented validity, concurrent validity, and construct validity. It also defines internal validity and external validity in research studies. The document then defines reliability and lists different types of reliability such as test-retest reliability, parallel forms reliability, inter-rater reliability, and internal consistency reliability.
This document discusses research methodology and design. It covers topics such as research design, research locale, sampling, data collection, validity, reliability, and threats to validity. For sampling, it describes probability sampling methods like simple random sampling, stratified random sampling, and cluster sampling. It also describes non-probability sampling methods like convenience sampling and snowball sampling. Experimental, quasi-experimental, and non-experimental research designs are explained as well as threats to internal and external validity.
The document discusses the concepts of validity and reliability in testing. Validity refers to how well a test measures what it intends to measure, while reliability concerns consistency of measurement. Several types of validity are described, including face validity, construct validity, content validity, and criterion validity. Reliability can be estimated through test-retest methods or assessing internal consistency. Threats to validity such as history effects, maturation, testing, instrumentation and mortality are also outlined. Both validity and reliability are important indicators of quality and are interrelated concepts in evaluating psychological and educational tests.
Reliability refers to the consistency of test scores. A reliable test will produce similar results over multiple test administrations. There are several methods for determining reliability, including internal consistency, test-retest reliability, inter-rater reliability, and split-half reliability. Validity refers to how well a test measures what it intends to measure. Validity can be established through face validity, construct validity, content validity, and criterion validity. Both reliability and validity are important for a high quality test, as a test can be reliable without being valid.
This document discusses different types of variables and research designs. It defines constructs, indicators, and operational definitions. It also describes different types of variables like independent, dependent, attribute and extraneous variables. Finally, it explains quasi-experimental designs like non-equivalent groups, interrupted time series, and regression discontinuity designs. It also covers single-case designs like A-B-A, multiple baseline, and changing criterion designs. The document provides examples and diagrams to illustrate these research concepts and designs.
The document discusses various types of validity in psychometrics and research. It defines validity as the degree to which a test measures what it claims to measure. The main types of validity discussed are content validity, criterion-related validity (including concurrent and predictive validity), construct validity, and face validity. Content validity refers to how well a test represents the domain it is intended to measure. Criterion-related validity compares test scores to external outcomes. Construct validity examines if a test aligns with theoretical constructs. Face validity is simply whether a test appears valid at face value.
The document discusses validity and reliability in research. It defines validity as the appropriateness and meaningfulness of inferences made from an instrument, and reliability as the consistency of scores from one administration to another. There are three main types of validity evidence: content, criterion, and construct validity. Reliability can be measured through test-retest, parallel forms, and internal consistency methods. Researchers must ensure the inferences they draw from data are valid and supported by evidence to minimize threats to internal validity.
This document discusses validity and reliability in research. It defines validity as the extent to which a test measures what it claims to measure. Reliability is defined as the extent to which a test shows consistent results on repeated trials. The document then discusses various types of validity including content, face, criterion-related, construct, and ecological validity. It also discusses types of reliability including equivalency, stability, internal consistency, inter-rater, and intra-rater reliability. Factors affecting validity and reliability are presented along with how validity and reliability are related concepts in research.
This document discusses different types of data validity including face validity, content validity, criterion validity (predictive validity, concurrent validity, discriminant validity), external validity, internal validity, ecological validity, and population validity. It provides examples and definitions for each type of validity. Additionally, it outlines factors that can affect data validity such as history, maturation, testing, instrumentation, and selection bias. Validity is determined through empirical evidence over multiple studies and is not an all-or-none concept but rather exists on a continuum.
A test is valid if the inferences made from it are appropriate and useful. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion-related validity measures how well test scores correlate with outcomes, and construct validity pertains to tests measuring complex psychological attributes. A valid test accurately classifies individuals and has appropriate convergent and discriminant validity based on correlations with other related and unrelated tests. Validity is an overall judgment of how well a test serves its intended purpose.
Qualitative Research Method - an Introduction (updated jan 2011)Hora Tjitra
This document provides an introduction to qualitative research methodology. It discusses key aspects of qualitative research such as what qualitative research refers to, common qualitative research paradigms, and differences between qualitative and quantitative research. The document also outlines the qualitative research process from developing research topics and questions to data collection and analysis. It provides examples of common qualitative research designs including field research, case studies, and action research. Data collection techniques in qualitative research like interviews and observation are also examined.
A brief description of the different types of psychotherapy and counselingAyesha Yaqoob
The document provides brief descriptions of 26 different types of psychotherapy and counseling, including Acceptance and Commitment Therapy, Adlerian Therapy, Behavioral Analysis, Body-Centered Therapy, Cognitive-Behavioral Therapy, Dialectical Behavioral Therapy, Emotion Focused Therapy, Family Systems Therapy, and Gestalt Therapy. It outlines the key concepts and approaches used in each type of therapy.
The cognitive perspective assumes that:
- Individuals with mental disorders have distorted and irrational thinking that can cause maladaptive behavior.
- It is one's thoughts about a problem, not the problem itself, that causes the mental disorder.
- People can overcome mental disorders by learning to use more rational and adaptive cognitions.
This chapter discusses theories and research on helping behavior and prosocial behavior. It defines key concepts like altruism and prosocial behavior. It outlines four main theoretical perspectives on helping: evolutionary, sociocultural, learning, and decision-making perspectives. It also discusses who helps including the influence of mood, empathy, personality, gender, and environmental factors. Finally, it covers bystander intervention, volunteerism, caregiving, and perspectives on receiving help.
This document discusses personality from a dispositional or trait perspective. It covers major themes like the stability of personality, individual differences in traits, and the debate around whether personality or situations have a greater influence on behavior. Several major theories of traits are examined, including types, the Big Five model, and interactionism between traits and situations. Both strengths and limitations of the dispositional approach are considered.
This document outlines the stages of translating and adapting instruments across cultures and languages. It discusses:
1) Having documents translated independently by 2 translators and synthesizing the translations.
2) Evaluating the synthesized version with experts and the target population for comprehension.
3) Conducting back translations to check for consistency with the original.
4) Pilot testing the adapted instrument.
5) Validating the adapted instrument through statistical analyses like confirmatory factor analysis to ensure it measures the same constructs as reliably as the original. Cross-cultural validation is important for meaningful comparisons between groups.
Exposure therapy is a psychological treatment that helps people confront their fears by directly facing feared objects, situations, or activities in real life (in vivo exposure), imagining them vividly (imaginal exposure), experiencing them through virtual reality technology, or deliberately inducing physical sensations associated with them (interoceptive exposure). It has been shown to be effective for treating anxiety disorders like panic disorder, social anxiety disorder, OCD, PTSD, and GAD. Different variations of exposure therapy involve real-life, imagined, virtual reality, or physical sensation-based confrontations with feared stimuli.
This document discusses the psychology of pain. It explains that pain is both a sensory and emotional experience that serves as an important survival mechanism but can become chronic. The brain's primary function is to make meaning of events and determine if they are threatening or rewarding in order to ensure survival. When pain persists beyond healing, it can rewire the brain's sensory systems and cause increased sensitivity. Cognitive behavioral therapy aims to invoke neuroplasticity and retrain thoughts to decrease pain sensitivity and create a more accurate perception of the body.
Experimental and Quasi-Experimental DesignsChapter 5.docxelbanglis
Experimental and Quasi-Experimental Designs
Chapter 5
*
Introduction
Experiments are best suited for explanation and evaluation research
Experiments involve:
Taking action
Observing the consequences of that action
Especially suited for hypothesis testing
Often occur in the field
The Classical Experiment Classical experiment: a specific way of structuring researchInvolves three major components:
Independent variable and dependent variable
Pretesting and posttesting
Experimental group and control group
Independent and Dependent Variables
The independent variable takes the form of a dichotomous stimulus that is either present or absent
It varies (i.e., is independent) in our experimental process
The dependent variable is the outcome, the effect we expect to see
Might be physical conditions, social behavior, attitudes, feelings, or beliefs
Pretesting and Posttesting
Subjects are initially measured in terms of the DV prior to association with the IV (pretested)
Then, they are exposed to the IV
Then, they are remeasured in terms of the DV (posttested)
Differences noted between the measurements on the DV are attributed to influence of IV
Experimental and Control Groups
Experimental group: exposed to whatever treatment, policy, initiative we are testing
Control group: very similar to experimental group, except that they are NOT exposed
Can involve more than one experimental or control group
If we see a difference, we want to make sure it is due to the IV, and not to a difference between the two groups
Placebo
We often don’t want people to know if they are receiving treatment or not
We expose our control group to a “dummy” independent variable just so we are treating everyone the same
Medical research: participants don’t know what they are taking
Ensures that changes in DV actually result from IV and are not psychologically based
Double-Blind Experiment
Experimenters may be more likely to “observe” improvements among those who received drug
In a double-blind experiment, neither the subjects nor the experimenters know which is the experimental group and which is the control group
Selecting Subjects
First, must decide on target population – the group to which the results of your experiment will apply
Second, must decide how to select particular members from that group for your experiment
Cardinal rule – ensure that experimental and control groups are as similar as possible
RandomizationRandomization: produces an experimental and control group that are statistically equivalentEssential feature of experimentsEliminates systematic bias
Experiments and Causal Inference
Experimental design ensures:
Cause precedes effect via taking posttest
Empirical correlation exists via comparing pretest to posttest
No spurious 3rd variable influencing correlation via posttest comparison between experimental and control groups, and via randomization
Example of Research Using an Experimental Design
Researchers at the University of Marylan ...
The document discusses the concepts of validity and reliability in testing. It defines different types of validity including content validity, face validity, criterion-oriented validity, concurrent validity, and construct validity. It also defines internal validity and external validity in research studies. The document then defines reliability and lists different types of reliability such as test-retest reliability, parallel forms reliability, inter-rater reliability, and internal consistency reliability.
This document discusses research methodology and design. It covers topics such as research design, research locale, sampling, data collection, validity, reliability, and threats to validity. For sampling, it describes probability sampling methods like simple random sampling, stratified random sampling, and cluster sampling. It also describes non-probability sampling methods like convenience sampling and snowball sampling. Experimental, quasi-experimental, and non-experimental research designs are explained as well as threats to internal and external validity.
The document discusses the concepts of validity and reliability in testing. Validity refers to how well a test measures what it intends to measure, while reliability concerns consistency of measurement. Several types of validity are described, including face validity, construct validity, content validity, and criterion validity. Reliability can be estimated through test-retest methods or assessing internal consistency. Threats to validity such as history effects, maturation, testing, instrumentation and mortality are also outlined. Both validity and reliability are important indicators of quality and are interrelated concepts in evaluating psychological and educational tests.
Reliability refers to the consistency of test scores. A reliable test will produce similar results over multiple test administrations. There are several methods for determining reliability, including internal consistency, test-retest reliability, inter-rater reliability, and split-half reliability. Validity refers to how well a test measures what it intends to measure. Validity can be established through face validity, construct validity, content validity, and criterion validity. Both reliability and validity are important for a high quality test, as a test can be reliable without being valid.
This document discusses different types of variables and research designs. It defines constructs, indicators, and operational definitions. It also describes different types of variables like independent, dependent, attribute and extraneous variables. Finally, it explains quasi-experimental designs like non-equivalent groups, interrupted time series, and regression discontinuity designs. It also covers single-case designs like A-B-A, multiple baseline, and changing criterion designs. The document provides examples and diagrams to illustrate these research concepts and designs.
The document discusses various types of validity in psychometrics and research. It defines validity as the degree to which a test measures what it claims to measure. The main types of validity discussed are content validity, criterion-related validity (including concurrent and predictive validity), construct validity, and face validity. Content validity refers to how well a test represents the domain it is intended to measure. Criterion-related validity compares test scores to external outcomes. Construct validity examines if a test aligns with theoretical constructs. Face validity is simply whether a test appears valid at face value.
The document discusses validity and reliability in research. It defines validity as the appropriateness and meaningfulness of inferences made from an instrument, and reliability as the consistency of scores from one administration to another. There are three main types of validity evidence: content, criterion, and construct validity. Reliability can be measured through test-retest, parallel forms, and internal consistency methods. Researchers must ensure the inferences they draw from data are valid and supported by evidence to minimize threats to internal validity.
This document discusses validity and reliability in research. It defines validity as the extent to which a test measures what it claims to measure. Reliability is defined as the extent to which a test shows consistent results on repeated trials. The document then discusses various types of validity including content, face, criterion-related, construct, and ecological validity. It also discusses types of reliability including equivalency, stability, internal consistency, inter-rater, and intra-rater reliability. Factors affecting validity and reliability are presented along with how validity and reliability are related concepts in research.
This document discusses different types of data validity including face validity, content validity, criterion validity (predictive validity, concurrent validity, discriminant validity), external validity, internal validity, ecological validity, and population validity. It provides examples and definitions for each type of validity. Additionally, it outlines factors that can affect data validity such as history, maturation, testing, instrumentation, and selection bias. Validity is determined through empirical evidence over multiple studies and is not an all-or-none concept but rather exists on a continuum.
A test is valid if the inferences made from it are appropriate and useful. There are three main types of validity: content validity measures how representative test items are of the domain being tested, criterion-related validity measures how well test scores correlate with outcomes, and construct validity pertains to tests measuring complex psychological attributes. A valid test accurately classifies individuals and has appropriate convergent and discriminant validity based on correlations with other related and unrelated tests. Validity is an overall judgment of how well a test serves its intended purpose.
Goniometry is the measurement of joint range of motion using a goniometer. There are several types of validity and reliability that are important when assessing measurement tools like goniometry. Validity refers to how well a test measures what it intends to, including face validity, construct validity, and criterion-related validity. Reliability is the degree to which repeated measurements provide consistent results and includes test-retest reliability, parallel forms reliability, and internal consistency reliability. Goniometry involves aligning a goniometer's arms according to bony landmarks and measuring active or passive range of motion in degrees. Several factors can affect range of motion measurements and different joints have characteristic capsular patterns when soft tissues are impaired.
A" Research Methods Reliability and validityJill Jan
This document discusses the importance of validity and reliability in research. It addresses whether research tests truly measure what they aim to measure (validity) and whether the results are consistent (reliability). Specifically, it covers the concepts of internal validity, external validity, content validity, face validity, test-retest reliability, inter-rater reliability, and split-half reliability. The document emphasizes that research must demonstrate both validity and reliability to ensure the findings can be generalized and the measuring tools are sound.
This document discusses quantitative research methods, including its characteristics, strengths, weaknesses, and different design types. It notes that quantitative research uses numerical data and statistical analysis to make generalizations about problems. It identifies some key characteristics as using standardized instruments, objective measurement scales, and statistical analysis of relationships between variables. The document also outlines strengths like reliability and validity, and weaknesses such as being time-consuming and difficult. Finally, it describes different quantitative research design types, including experimental designs like true experiments and quasi-experiments, and non-experimental descriptive designs like surveys and correlational studies.
This document discusses reliability and validity in testing. It defines reliability as the consistency of test measures and discusses various methods to assess reliability including test-retest, equivalent forms, internal consistency using split-half and alpha coefficient methods. The document also defines validity as the appropriateness of test inferences and discusses three types of validity evidence: content, criterion, and construct validity. It further explains threats to internal validity such as subject characteristics, location effects, and data collector bias that can influence test outcomes.
This document discusses validity and reliability in assessment instruments. It defines validity as the ability of an instrument to measure what it intends to measure, and reliability as an instrument's ability to provide consistent results. There are several types of validity discussed, including content validity, construct validity, and criterion validity. Establishing validity involves defining the domain and components being measured, developing items, and expert review. Reliability can be determined through stability, alternate forms, and internal consistency. Statistical analysis is used to calculate reliability coefficients, with 0.80 or higher generally indicating adequate reliability. For an assessment to be useful, it must demonstrate both validity and reliability.
The document discusses various aspects of reliability and validity in psychological research. It defines reliability as consistency or repeatability of a measure. Several methods of assessing reliability are described, including test-retest reliability, internal consistency reliability (using split-half, Kuder-Richardson, and Cronbach's alpha tests), and parallel-forms reliability. Validity refers to how well a test measures what it is intended to measure. Different types of validity are covered, such as face validity, content validity, criterion-related (predictive and concurrent) validity, and construct validity.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
5. Reliability
The degree to which a measure is consistent or dependable;
the degree to which it would give you the same result over
and over again, assuming the underlying phenomenon is
not changing.
True score theory
Every measurement is an additive composite of two components:
the true ability of the respondent and random error.
6. Reliability
Random Error
Random error is caused by any
factors that randomly affect
measurement across the sample
(e.g. mood)
No consistent effects across the
sample; no effect on the average
score.
random error is sometimes
considered noise.
7. Reliability
Systematic Error
Systematic error is caused by any
factors that systematically affect
measurement of the variable across
the sample (e.g. cheating)
Systematic errors tend to be
consistently either positive or
negative
systematic error is sometimes
considered to be bias in
measurement.
10. Reliability
Inter-Rater or Inter-Observer Reliability
Used to assess the degree to which different raters/observers give
consistent estimates of the same phenomenon.
12. Reliability
Internal Consistency Reliability
Used to assess the consistency of results across items within a test.
Average Inter-item Correlation
The average inter-item correlation uses all of the items on our instrument that are
designed to measure the same construct.
13. Reliability
Internal Consistency Reliability
Used to assess the consistency of results across items within a test.
Average Item-total Correlation
The item total correlation is the correlation between an individual item and the total
score without that item.
14. Reliability
Internal Consistency Reliability
Used to assess the consistency of results across items within a test.
Split-Half Reliability
In split-half reliability we randomly divide all items that purport to measure the same
construct into two sets.
15. Reliability
Internal Consistency Reliability
Used to assess the consistency of results across items within a test.
Cronbach's Alpha (a)
Cronbach's Alpha is mathematically equivalent to the average of all possible split-
half estimates.
most frequently used
estimate of internal
consistency.
16. Threats to Reliability
Subject Error
The subject may respond differently depending upon when they are asked
Example: time to survey sport fans (before or after the game?)
Researcher Error
Different researchers may take different approaches in data collection
Example: online vs. in person
Subject Bias
Participants may give the responses they think the researcher wants or the
perceived “correct” answer
17. Validity
“How do I know that the method I am using is really
measuring what I want it to measure”
Validity is the best available approximation of the truth of a
given proposition.
18. Construct Validity
Translation validity
the degree to which you accurately translated your construct into the
operationalization
Face validity
Content validity
Criterion-related validity
Check the performance of operationalization against some criterion
Predictive validity
Concurrent validity
Convergent validity
Discriminant validity
19. Translation Validity
Face Validity
Does the method appear appropriate to
measure what you want it to measure at first
glance?
Whether on its face it seems like a good
operationalization of the construct
We can improve the quality of face validity
assessment considerably by making it more
systematic
20. Translation Validity
Content Validity
In content validity, you essentially check the
operationalization against the relevant content domain
for the construct.
Often based on assessment by experts in relevant
content domain
21. Criterion-related Validity
Predictive Validity
In predictive validity, we assess the operationalization's ability to predict
something it should theoretically be able to predict.
Example: a measure of math ability should be able to predict how well a person
will do in an engineering-based profession.
Concurrent Validity
In concurrent validity, we assess the operationalization's ability to distinguish
between groups that it should theoretically be able to distinguish between.
Example: fans with high team ID will be more resilient against poor team
performance than those with low team ID
22. Criterion-related Validity
Convergent Validity
In convergent validity, we examine the degree to
which the operationalization is similar to
(converges on) other operationalization that it
theoretically should be similar to.
Discriminant Validity
In discriminant validity, we examine the degree
to which the operationalization is not similar to
(diverges from) other operationalization that it
theoretically should be not be similar to.
Example: tests on self-esteem and depression
should be negatively correlated— discriminant
validity
25. Threats to External Validity
Types of Threats to External
Validity
Description of Threat
In Response, Actions the
Researcher Can Take
Interaction of selection and
treatment
Because of the narrow characteristics
of participants in the experiment, the
researcher cannot generalize to
individuals who do not have the
characteristics of participants.
The researcher restricts claims about
groups to which the results cannot be
generalized. The researcher conducts
additional experiments with groups
with different characteristics.
Interaction of setting and treatment
Because of the characteristics of the
setting of participants in an
experiment, a researcher cannot
generalize to individuals in other
settings.
The researcher needs to conduct
additional experiments in new settings
to see if the same results occur as in
the initial setting.
Interaction of history and
treatment
Because results of an experiment are
time-bound, a researcher cannot
generalize the results to past or future
situations.
The researcher needs to replicate the
study at later times to determine if the
same results occur as in the earlier
time.
26. Internal Validity
Internal Validity (causality)
whether the effects observed in a study are due to the
manipulation of the independent variable and not some other
factor – changes in the study of DV can be attributed to IV.
27. Threats to Internal Validity
Type of Threat to Internal
Validity
Description of Threat
In Response, Actions the
Researcher Can Take
History
Because time passes during an experiment, events
can occur that unduly influence the outcome beyond
the experimental treatment.
The researcher can have both the experimental and
control groups experience the same external events.
Maturation
Participants in an experiment may mature or change
during the experiment, thus influencing the results.
The researcher can select participants who mature or
change at the same rate (e.g., same age) during the
experiment.
Regression to the mean
Participants with extreme scores are selected for the
experiment. Naturally, their scores will probably
change during the experiment. Scores, over time,
regress toward the mean.
A researcher can select participants who do not have
extreme scores as entering characteristics for the
experiment.
Selection
Participants can be selected who have certain
characteristics that predispose them to have certain
outcomes (e.g., they are brighter).
The researcher can select participants randomly so
that characteristics have the probability of being
equally distributed among the experimental groups.
Mortality (also called study
attrition)
Participants drop out during an experiment due to
many possible reasons. The outcomes are thus
unknown for these individuals.
A researcher can recruit a large sample to account
for dropouts or compare those who drop out with
those who continue—in terms of the outcome.
28. Threats to Internal Validity
Diffusion of treatment (also
called cross contamination of
groups)
Participants in the control and experimental groups
communicate with each other. This communication
can influence how both groups score on the
outcomes.
The researcher can keep the two groups as separate
as possible during the experiment.
Compensatory/resentful
demoralization
The benefits of an experiment may be unequal or
resented when only the experimental group receives
the treatment (e.g., experimental group receives
therapy and the control group receives nothing).
The researcher can provide benefits to both groups,
such as giving the control group the treatment after
the experiment ends or giving the control group
some different type of treatment during the
experiment.
Compensatory rivalry
Participants in the control group feel that they are
being devalued, as compared to the experimental
group, because they do not experience the
treatment.
The researcher can take steps to create equality
between the two groups, such as reducing the
expectations of the control group or clearly
explaining the value of the control group.
Testing
Participants become familiar with the outcome
measure and remember responses for later testing.
The researcher can have a longer time interval
between administrations of the outcome or use
different items on a later test than were used in an
earlier test.
Instrumentation
The instrument changes between a pretest and
posttest, thus impacting the scores on the outcome.
The researcher can use the same instrument for the
pretest and posttest measures.
Type of Threat to Internal
Validity
Description of Threat
In Response, Actions the
Researcher Can Take
NOTE:
To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image.
Push-up, deadlift, squat. Running dash, jump
Use scale to measure my weight. 150, 160 180, not reliable
What if the error is not random
The level of awesomeness of XXX
For example, if we have six items we will have 15 different item pairings (i.e., 15 correlations). The average interitem correlation is simply the average or mean of all these correlations
For example, if we have six items we will have 15 different item pairings (i.e., 15 correlations). The average interitem correlation is simply the average or mean of all these correlations.
The level of awesomeness of XXX
64+88=86=87=83=92/6
The level of awesomeness of XXX
For example, if we have six items we will have 15 different item pairings (i.e., 15 correlations). The average interitem correlation is simply the average or mean of all these correlations
Think of the center of the target as the concept that you are trying to measure. Imagine that for each person you are measuring, you are taking a shot at the target. If you measure the concept perfectly for a person, you are hitting the center of the target. If you don't, you are missing the center. The more you are off for that person, the further you are from the center.