Measurement Concepts Complete Test Bank Chapter.5 14e

Chapter 05

Test Bank

1. ________ refers to the consistency or stability of a measure of behavior.A. ValidityB. ReliabilityC. ReactivityD. VariabilityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Reliability2. True score and measurement error are the two important components of the reliability of a(n)A. measure.B. interval.C. retest.D. coefficient.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Measurement ErrorTopic: True Score3. For a measure of intelligence to be reliable, it must contain relatively lowA. coefficient.B. validity.C. true score.D. measurement error.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Measurement Error4. In the context of the reliability of a measure, a test containing high ________ is associated with greater variability.A. validityB. reliabilityC. measurement errorD. true scoreAPA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Measurement Error5. Mike takes his temperature with a thermometer three times over a 20-minute period and observes the following measurements: 98, 106, and 89 degrees. In this context, Mike concludes that the ________ of the thermometer is ________.A. reliability; lowB. reactivity; highC. variability; lowD. validity; highAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Reliability6. A researcher can increase the number of appropriate test items in a questionnaire to increase the ________ of the study.A. reactivityB. reliabilityC. predictivityD. variabilityAPA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Reliability7. According to the Pearson product-moment correlation coefficient, a correlation of 0.00 shows that the two variables areA. negatively related.B. not related.C. positively related.D. strongly related.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient8. The correlation coefficient most commonly referred to when discussing reliability is the ________ product-moment correlation coefficient.A. PearsonB. CronbachC. ZimbardoD. BortnikAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient9. In the context of the Pearson product-moment correlation coefficient, the closer a correlation is to 1.00, the ________ is the relationship between the two variables.A. strongerB. more subtleC. weakerD. more indirectAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient10. The positive and negative signs in the Pearson product-moment correlation coefficient provide information about theA. direction of a relationship.B. true score of a measure.C. strength of a relationship.D. measurement error of a measure.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient11. A researcher conducts an experiment to establish a relationship between a chess player's mental stability and her performance in a game. He finds that the two have a Pearson product-moment correlation coefficient value of +1.00. This means the two variables—mental stability and performance—have a ________ relationship.A. nonlinearB. positive linearC. negative linearD. curvilinearAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient12. In the context of reliability, the reliability coefficient shows the ________ between two variables.A. construct validityB. correlationC. reactivity strengthD. randomizationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Reliability13. A drawback of alternate forms reliability is thatA. the reliability of the test is low because the same test is given to different individuals.B. it employs different raters to assess the performance of an individual in different tests.C. creating a second equivalent measure may take considerable time and effort.D. it assesses reliability by measuring individuals at only one point in time.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Test-Retest Reliability14. If a measure is reliable, then a researcher should find aA. correlation coefficient of zero.B. negative linear relationship between the two variables being studied.C. high positive correlation coefficient between scores on the measure.D. low amount of true score.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Pearson Correlation Coefficient15. To assess the reliability of a measure, Julie administers different versions of the same test to the same individuals at two points in time. This procedure is an example ofA. split-half reliability.B. alternate forms reliability.C. test-retest reliability.D. interrater reliability.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Test-Retest Reliability16. ________ is assessed by measuring the same individuals at two points in time.A. Alternate forms reliabilityB. Test-retest reliabilityC. Interrater reliabilityD. Split-half reliabilityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Test-Retest Reliability17. ________ is the assessment of reliability using responses at only one point in time.A. Internal consistency reliabilityB. Alternate forms reliabilityC. Interrater reliabilityD. Test-retest reliabilityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Internal Consistency Reliability18. Split-half reliability is an indicator ofA. a curvilinear relationship.B. internal consistency.C. convergent validity.D. discriminant validity.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Internal Consistency ReliabilityTopic: Split-Half Reliability19. ________ is the extent to which raters agree in their observations.A. Split-half reliabilityB. Alternate forms reliabilityC. Rater-based reliabilityD. Interrater reliabilityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Interrater Reliability20. Which of the following is true of split-half reliability?A. It is relatively straightforward and easy to calculate.B. It is assessed by measuring the same individuals at two points in time.C. It is otherwise known as Cohen's kappa.D. It is a commonly used indicator of interrater reliability.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Split-Half Reliability21. In the context of the measures of reliability, correlating the total score of the first 20 questions on a test with the total score of the last 20 questions on a test is an example ofA. alternate forms reliability.B. item-total reliability.C. split-half reliability.D. test-retest reliability.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Split-Half Reliability22. ________ is an indicator of reliability based on internal consistency that provides a researcher with the average of all possible split-half reliability coefficients.A. Henderson's scoreB. Item-total correlationC. Cronbach's alphaD. Cohen's kappaAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Cronbach's Alpha23. The value of Cronbach's alpha is based on an average ofA. the correlation between scores on a shortened version and a longer version of a measure.B. all inter-item correlation coefficients and the number of items in the measure.C. the values obtained for test-retest and reactivity scores.D. all items of the tests given to different individuals.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Cronbach's Alpha24. Two researchers observe aggressive behaviors displayed by preschool children. The first researcher records a large number of aggressive acts displayed within a one-hour period. The second researcher also records many aggressive acts during the same period. Since both researchers agree in their observations, it can be inferred that the research hasA. item-total reliability.B. consistency reliability.C. interrater reliability.D. test-retest reliability.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Interrater Reliability25. Alfred and Frida are movie reviewers for a local newspaper. After watching the same movie, they both rate 5 stars for the movie. Based on their ratings, it can be concluded that there isA. low reactivity.B. high test-retest reliability.C. high interrater reliability.D. low convergent validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Interrater Reliability26. Cohen's kappa is a commonly used indicator ofA. test-retest reliability.B. interrater reliability.C. item-total reliability.D. split-half reliability.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability.Topic: Interrater Reliability27. Which of the following refers to the adequacy of the operational definition of variables?A. reactive validityB. interrater reliabilityC. construct validityD. split-half reliabilityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Discuss ways to establish construct validity.Topic: Construct Validity28. ________ validity is the simplest indicator of the construct validity of a measure.A. DiscriminantB. ConvergentC. FaceD. PredictiveAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Discuss ways to establish construct validity; including face validity; content validity; predictive validity; concurrent validity; convergent validity; and discriminant validity.Topic: Face Validity29. Which of the following statements is true of face validity?A. It is also known as content validity.B. It is not very sophisticated.C. It is sufficient to conclude that a measure is valid.D. It is based on future behavior or outcomes.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Face Validity30. Henry, a teacher, is constructing a test of knowledge of research methods. In doing so, Henry uses the prescribed textbook for his class to devise 100 true/false questions on various aspects of research methods. Without conducting any research, Henry can be most certain of the ________ validity of this test.A. predictiveB. constructC. concurrentD. faceAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Face Validity31. Face validity refers to whether or not a measureA. correlates negatively with other measures of the same variable.B. yields the same score for the same participant across different circumstances.C. predicts some future behavior or outcomes.D. appears to measure what it is supposed to measure.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Face Validity32. Juan, a professor of psychology, is developing a measure of skills needed for successful performance at a job. Juan includes items the job supervisor feels are relevant for the job. What type of validity would this procedure best represent?A. concurrent validityB. convergent validityC. discriminant validityD. face validityAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Face Validity33. Janice is interested in knowing how extraversion affects an individual's behavior in different situations. She develops a test to measure an individual's extraversion in novel situations. Items on the test constitute all possible constructs that define and determine all the variables associated with extraversion. In this case, the test most likely hasA. content validity.B. alternate forms reliability.C. concurrent validity.D. interrater reliability.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Content Validity34. Which statement accurately differentiates face validity and discriminant validity?A. In face validity, scores on the measure are related to other measures of the same construct, whereas in discriminant validity, the content of the measure is linked to the universe of content that defines the construct.B. In face validity, the content of the measure appears to measure what it is supposed to measure, whereas in discriminant validity, the measure is not related to variables with which it should not be related.C. In face validity, scores on the measure predict behavior on a criterion measured at a future time, whereas in discriminant validity, scores on the measure are related to a criterion measured at the same time concurrently.D. In face validity, scores on the measure have no correlation with the construct, whereas in discriminant validity, scores on the measure are related to other measures of a different construct.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Discriminant ValidityTopic: Face Validity35. In the context of the construct validity of measures, if research finds that candidates who score high on a medical college admissions test do better in medical school than those who score low on the test, it can be inferred that the test hasA. predictive validity.B. discriminative validity.C. concurrent validity.D. convergent validity.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Predictive Validity36. In ________, scores on the measure indicate behavior on a criterion measured at a future time.A. divergent validityB. face validityC. concurrent validityD. predictive validityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Predictive Validity37. In ________, scores on the measure are related to a criterion behavior measured at the same time.A. divergent validityB. predictive validityC. face validityD. concurrent validityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Concurrent Validity38. In ________, scores on the measure are related to other measures of the same construct or similar constructs.A. predictive validityB. convergent validityC. concurrent validityD. face validityAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Convergent Validity39. Rudolph, a cognitive psychologist, is interested in knowing how well people can handle their emotions. He conducts a test to measure an individual's emotional intelligence. The results of the test indicate the scores of emotional intelligence do not have any relationship with conceptually unrelated variables such as the ability of being ambidextrous. Which of the following statements is true about the test?A. The test has high alternate forms reliability.B. The test has interrater reliability.C. The test has discriminant validity.D. The test has low face validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Discriminant Validity40. In the context of the construct validity of measures, tests that are developed to evaluate future performance of students are based onA. divergent validity.B. discriminant validity.C. convergent validity.D. predictive validity.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Predictive Validity41. Identify a similarity between content validity and face validity.A. Both are important when studying measures that are designed to improve researchers' ability to make predictions.B. Both focus on assessing whether the content of a measure reflects the meaning of the construct being measured.C. Both focus on scores on the measures that are related to other measures of the same construct.D. Both focus on scores on the measures that are not related to other measures that are theoretically different.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Content ValidityTopic: Face Validity42. A human resources manager believes that people whose job currently requires converting values from the standard system to the metric system will have higher math test scores than people who do not have to make these conversions. The human resources manager would be most concerned withA. divergent validity.B. general validity.C. face validity.D. concurrent validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Concurrent Validity43. Exercise is a measure of physical fitness. However, exercise also correlates with good health, which is also a measure of physical fitness. This type of correlation between two measures of the same construct is an example ofA. divergent validity.B. face validity.C. convergent validity.D. internal validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Convergent Validity44. Toby, a researcher, finds that his score on honesty has a high correlation with his score on integrity, which are both measures of character. In the context of the construct validity of measures, this finding is an example ofA. convergent validity.B. predictive validity.C. face validity.D. discriminant validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Convergent Validity45. Ciara finds a high correlation between her scores on intimacy and self-disclosure, which are both measures of her emotional quotient. In the context of the indicators of construct validity of a measure, Ciara's scores indicateA. predictive validity.B. discriminant validity.C. convergent validity.D. face validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Convergent Validity46. A researcher has developed a measure of a person's ability to detect colors. He finds the measure is not related to a person's spelling ability, which is an unrelated construct. This finding is an example ofA. face validity.B. concurrent validity.C. discriminant validity.D. convergent validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Discriminant Validity47. Edgar finds his measure of intelligence, his intelligence quotient, is not related to his maximum sprinting speed. Which type of validity does this finding illustrate?A. face validityB. predictive validityC. convergent validityD. discriminant validityAPA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity.Topic: Discriminant Validity48. A measure is said to be ________ if the awareness of being measured changes an individual's behavior.A. convergentB. concurrentC. reactiveD. reliableAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.Topic: Reactivity49. The reactivity of a measure can be reduced byA. allowing participants to get accustomed to being observed.B. devising lengthy measures that require a long time for evaluation.C. recording variables directly.D. evaluating a participant rapidly.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.Topic: Reactivity50. Alan is attentive to customers when a researcher is present to observe behaviors in the store where he works, but he is inattentive when the researcher is absent. In this scenario, Alan's behavior exemplifiesA. reliability.B. consistency.C. reactivity.D. validity.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.Topic: Reactivity51. In the context of the reactivity of measures, ________ measures involve clever ways of indirectly recording a variable to reduce reactivity.A. unobtrusiveB. concurrentC. divergentD. nominalAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.Topic: Reactivity52. To find out the most popular health drinks among consumers, a researcher indirectly measures the frequency at which a supermarket purchases a particular health drink, doing so in a way that customers are unaware of the researcher's presence. The measurement is based on the idea that the most popular health drinks are the ones more frequently bought by the supermarket. In this context, the researcher is using a(n) ________ measure to reduce reactivity.A. nominalB. divergentC. concurrentD. unobtrusiveAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.Topic: Reactivity53. In the context of variables and measurement scales, categorizing automobiles as American-made or foreign-made is an example of the use of a(n) ________ scale.A. ratioB. nominalC. intervalD. ordinalAPA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Nominal Scales54. Which of the following statements is true regarding nominal scales?A. They have no numerical or quantitative properties.B. They assume equal interval between values on a scale.C. They are best exemplified through the use of rating systems.D. They allow researchers to rank order the levels of the variables being studied.APA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Nominal Scales55. A food critic rates restaurants according to the quality of food, service, and atmosphere. She rates 4 stars for excellent, 3 for good, 2 for fair, and 1 for poor. In the context of scales of measurement, this is an example of a(n) ________ scale.A. ratioB. nominalC. ordinalD. intervalAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Ordinal Scales56. Which of the following statements is true regarding interval scales?A. They do not provide any information about the distance between rank-ordered categories.B. They generally have five or more quantitative levels.C. They have an absolute zero point that indicates the absence of a variable being measured.D. They are commonly referred to as categorical scales.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Interval Scales57. In the context of scales of measurement, ________ scales have an absolute zero point that indicates the absence of variables being measured.A. ordinalB. nominalC. ratioD. intervalAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Ratio Scales58. In the context of scales of measurement, the Celsius measure on a household thermometer scale is an example of a(n) ________ scale.A. ordinalB. nominalC. intervalD. ratioAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Interval Scales59. A researcher concludes that "athletes in an experimental group ran three times faster than those in a control group." This conclusion can be best explained with a(n) ________ scale of measurement.A. ordinalB. ratioC. nominalD. categoricalAPA Outcome: 1.2: Develop a working knowledge of psychology’s content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio.Topic: Ratio Scales

Category # of Questions

Accessibility: Keyboard Navigation 59

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 28

APA Outcome: 1.2: Develop a working knowledge of psychology’s content domains 15

APA Outcome: 1.3: Describe applications of psychology 16

Blooms: Apply 16

Blooms: Remember 26

Blooms: Understand 17

Difficulty Level: Easy 26

Difficulty Level: Hard 16

Difficulty Level: Medium 17

Learning Objective: Define reliability of a measure of behavior and describe the difference between test-retest, internal consistency, and interrater reliability. 26

Learning Objective: Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity. 5

Learning Objective: Describe the properties of the four scales of measurement: nominal, ordinal, interval, and ratio. 7

Learning Objective: Discuss ways to establish construct validity. 1

Learning Objective: Discuss ways to establish construct validity; including face validity; content validity; predictive validity; concurrent validity; convergent validity; and discriminant validity. 1

Learning Objective: Distinguish between face validity, content validity, predictive validity, concurrent validity, convergent validity, and discriminant validity. 19

Topic: Concurrent Validity 2

Topic: Construct Validity 1

Topic: Content Validity 2

Topic: Convergent Validity 4

Topic: Cronbach's Alpha 2

Topic: Discriminant Validity 4

Topic: Face Validity 7

Topic: Internal Consistency Reliability 2

Topic: Interrater Reliability 4

Topic: Interval Scales 2

Topic: Measurement Error 3

Topic: Nominal Scales 2

Topic: Ordinal Scales 1

Topic: Pearson Correlation Coefficient 6

Topic: Predictive Validity 3

Topic: Ratio Scales 2

Topic: Reactivity 5

Topic: Reliability 4

Topic: Split-Half Reliability 3

Topic: Test-Retest Reliability 3

Topic: True Score 1