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Psychological Research Methods: Validity, Reliability, and Experimental Designs, Exams of Public Health

Walter Sisulu University for Technology and SciencePublic Health

A comprehensive overview of key concepts in psychological research methodology. it delves into the distinctions between reliability types (test-retest, inter-rater), validity types (content, predictive, construct), and internal vs. External validity. furthermore, it explores stevens' model of measurement scales, the scientific method's six steps, and contrasts experimental and quasi-experimental approaches. the document also touches upon sampling methods, ethical considerations in research (deception), and the structure of a research report. it includes examples and explanations to enhance understanding.

Typology: Exams

2024/2025

Available from 05/26/2025

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PSY 550 MIDTERM REAL EXAM 2 LATEST VERSION
WITH COMPLETE QUESTIONS AND ACCURATE
VERIFIED ANSWERS/ 100% PASS/ ALREADY GRADED
A+
Compare and contrast the following terms: (a) test-retest reliability with inter-
rater reliability, (b) content validity with both predictive validity and construct
validity, and (c) internal validity with external validity.
Test-retest reliability and Inter-rater reliability:
Test-retest reliability measures the reliability of a test overtime and measures its
consistency. For example, if we gave the same test twice to the same people, but at
a different time, we could see if the scores are the same. We could test someone on
a Tuesday and give the same test again on a Thursday. From there, we could
correlate the test scores to one another. Inter-rater reliability is when we are
looking at similarities in rating behaviors. This is when two or more raters view
the same exact behavior and are in agreement with what the viewed. Both test-
retest reliability and inter-rater reliability are forms of reliability. They both
measure how stable a measure is over a period of time.
Content validity and both Predictive validity and Construct validity:
Content validity is when we determine is the correct item or test was used. For
example, we are looking at if the test properly measures what we intended it to
measure. This is different than both construct validity and predictive validity.
Construct validity is whether the scale that was used in the test measures the
construct correctly. While predictive validity is determining which scores obtained
by a certain measurement predict the outcome that it should be predicting. Content
validity, predictive validity, and construct validity are all measuring the validity of
a particular measurement.
Internal validity and External validity:
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Download Psychological Research Methods: Validity, Reliability, and Experimental Designs and more Exams Public Health in PDF only on Docsity!

PSY 550 MIDTERM REAL EXAM 2 LATEST VERSION

WITH COMPLETE QUESTIONS AND ACCURATE

VERIFIED ANSWERS/ 100% PASS/ ALREADY GRADED

A+

Compare and contrast the following terms: (a) test-retest reliability with inter- rater reliability, (b) content validity with both predictive validity and construct validity, and (c) internal validity with external validity. Test-retest reliability and Inter-rater reliability: Test-retest reliability measures the reliability of a test overtime and measures its consistency. For example, if we gave the same test twice to the same people, but at a different time, we could see if the scores are the same. We could test someone on a Tuesday and give the same test again on a Thursday. From there, we could correlate the test scores to one another. Inter-rater reliability is when we are looking at similarities in rating behaviors. This is when two or more raters view the same exact behavior and are in agreement with what the viewed. Both test- retest reliability and inter-rater reliability are forms of reliability. They both measure how stable a measure is over a period of time. Content validity and both Predictive validity and Construct validity: Content validity is when we determine is the correct item or test was used. For example, we are looking at if the test properly measures what we intended it to measure. This is different than both construct validity and predictive validity. Construct validity is whether the scale that was used in the test measures the construct correctly. While predictive validity is determining which scores obtained by a certain measurement predict the outcome that it should be predicting. Content validity, predictive validity, and construct validity are all measuring the validity of a particular measurement. Internal validity and External validity:

Internal validity is the extent that we can manipulate a variable and cause a change to a dependent measure. If we have more control over a study, we have more internal validity. Internal validity also refers to the extent of where the experiment or study is free from errors. If any differences occur within the experiments, they are due to the independent variable and nothing else within the study. External validity is when an experiment or study can be related back to the world. External validity is applying the results outside the context of the study. It is when we can generalize results of the study to other people, times, and/or situations. Use Stevens’ model of measurement scales to answer these questions:

  1. What type of scale is used when the variable is social class? Explain.
  2. What type of scale is used when the variable studied is a Top 40 list of popular songs? Explain.
  3. What type of scale is used when the variable studied is intelligence scores (for example, on the Stanford-Binet-R)? Explain.
  4. What type of scale is used when the variables studied are low and normal birth weights of newborns? Explain. The scale used to explain social class would be nominal. When talking about social classes, the different classes are categorized, "upper class", "middle class", "lower middle class", and "working class". While they are categorized, the categories do not imply that one is better than the other. The scale to explain the top 40 list of popular songs would be on the ordinal scale. This is because the songs are being ranked in order and a number is being assigned to it. By looking at this data, we would be able to see that #32 is higher than #45. For studying intelligence scores, we would use an interval scale. This is because there are equal differences among the numbers on the scale. They represent equal differences in the intelligence score. In this scale, there is no fixed zero point.

Contrast experimental with quasi-experimental methods; generally speaking, which methods are most useful? There are many differences between true experiments and quasi-experiments. In a true experiment, participants are randomly assigned to a group. This group is either a control groups or a treatment group. In a quasi-experiment, participants are not randomly assigned. Also, in a quasi-experiment, control and treatment participants may differ in other ways. Because of this, the researchers that are conducting the experiments have to try to statistically control for many different differences. The experimental method is preferred over quasi-experiments due to the lack of control that quasi-experiments have. The experimental method is more reliable and can be replicated. Researcher Sandy Beach found a correlation coefficient of +2.3 between variables X and Y. She is thrilled because that correlation is “like, way high.” She also feels that this answer “proves that X is like, causing Y.” What are three problems with Sandy’s conclusions? There are many problems with Sandy's conclusion. The first problem with Sandy's conclusion is that correlation coefficients are between - 1 and +1. Also, correlation does not prove causation. Just because the correlate with one another, does not mean that X is causing Y. Correlations are also not "like way high". Correlations are either positive or negative. Finally, she "feels" that X is causing Y. The relationship between the variables is not based on what Sandy "feels" but what the data shows. List the main sections (and subsections) of a research report. The main sections (and subsections) or a research report: Title Page Abstract Introduction

Opening Literature Review Closing Methods Results Conclusion/Discussion Summary of the research, limitations, implications (theoretical and practical), and suggestions for future research References Tables, Figures, and Appendixes Contrast probability and nonprobability sampling methods; generally speaking, which methods are most useful? There is a main difference between probability and non probability sampling methods. Nonprobability sampling does not include random sampling, while probability does. Generally speaking, I think that probability sampling methods are most useful. They are considered more accurate when compared to nonprobability sampling. When is it appropriate for a researcher to use deception in a study? When is it not appropriate? How can the negative effects of deception be minimized? Deception is often necessary when conducting a study. If many participants knew what researchers were testing, they may alter or change their behavior. This technique is necessary when non-deceptive alternatives are not possible. Deception should also not cause any emotional distress or physical pain. After the use of deception, participants should be debriefed and informed of the use of deception. During this time, participants should be told the true nature of the study.

a. Many individuals may not answer to survey questions. They may think it is too time consuming or not important enough to complete. It is important to emphasize the importance of answering all questions. b. Position preference can be controlled by randomizing alternatives. This means that if it is a multiple choice survey, respondents may favor the middle. Changing the layout of the survey questions or switching the orders of the answers can help control for this. c. Yea-or nay-saying can be controlled for by using bi directional responses or a method of matching pairs.