measures ch3 sp12

7/29/2019 Measures Ch3 SP12

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MeasuresChapters 3

Dr. Mara Aruguete

An earlyintelligence test


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Objectives

1. Describe and be able to give examples of operationaldefinitions. Explain the advantages of converging

operations.

2. Distinguish nominal and quantitative (ordinal, interval,

& ratio) scales of measurement.

3. Describe self-report measures.

4. Explain the general guidelines for writing self-report

items.5. Describe the problem of reactivity and how to minimize

it.

6. Describe behavioral and psychophysiological measures.


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Objective 1

Describe and be able to give examples of

operational definitions. Explain the

advantages of converging operations.


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Variables

Anything that varies (e.g.,intelligence, gender,classroom size)

Variables in hypotheses

are conceptual (abstract)

E.g., Children ofresponsive

parents will have secure

romantic relationships as

adults.


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Operational Definitions Operational definitions show exactly how to measure

variables

Each variable has many potential operational definitions

E.g., Students performance is compromised by levelof personal stress

Researcher must operationally define student performanceand stress

Go for it. How can these be measured?


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Converging Operations

Using multiple operational definitions of thesame construct

Allows for thorough examination of construct

Also, correction of weak operational definitions


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In pairs: Develop at least two

operational definitions for each of

the following variables: Depression

Aggression

Student achievement

Shyness

Self-esteem

Happiness
http://www.falster-vuc.dk/eratosthenes-september-2000/shadow-measurement-nykoebing.jpghttp://www.falster-vuc.dk/eratosthenes-september-2000/shadow-measurement-nykoebing.jpg


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Objective 2

Distinguish nominal and quantitative (ordinal,

interval, & ratio) scales of measurement.


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Measurement Scales

Two types of variables:

1. Nominal varies in kind (e.g., gender,ethnicity)

No numerical properties No mathematical operations can be done

only frequency count

2. Quantitative varies in amount (e.g., age,weight, test score)

3 types: ordinal, interval, ratio


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Quantitative Scales

Ordinal scale

Rank-ordered data; e.g., ranking the most helpful

teachers at LU: 1) Dr. King 2) Ms. Violet 3) Dr. Brown

Quantity between ranks is unknown.

Interval Scale

Quantity between levels is equal, e.g.,temperature (Fahrenheit)

Difference between 50-60 degrees is the same as diff.

bet. 70-80

No true zero (e.g., absence of temperature)


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Quantitative Scales Ratio scale

All of the properties of the previouswith a true zero (absence of quantity)

E.g., age, # of seconds, number of cars

owned

Able to do many mathematical

calculations

Scales are arranged from worst to

best in mathematical flexibility Nominal, ordinal, interval, ratio

Always use the highest scale possible

when choosing measures


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What is the best way to measure

age?

1) Age (check one)

____0- 10 years

____11-20 years

____30-30 years

2) Age __________ years

What scales of measurement are used?


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What is the operational definition of rich?

What scale of measurement?


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Objective 3

Describe self-report measures.


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Self-report Measures

Asking people to report attitudes, feelings orbehaviors in a:

Self-administered survey or face-to-face interview

Advantages Lots of data, fast

Can measure behaviors, thoughts, attitudes

Many quality self-report measures exist and are

available free

Disadvantages

Accuracy of data


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Open-Ended Self-Report Measures

1) Open-ended items

Participants are free to respondin their own words

Allows for unexpectedresponses

Can also find out whatrespondents actually know

about a topic Biggest difficulty is scoring the

data (content analysis)


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Closed-ended Self-Report

Measures

2) Closed-ended items - Multiple-choice E.g., Always __ __ __ __ __ __ __ Never

Advantage easy to code

Disadvantage poorly written items can confuseparticipants


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Closed-ended Self-report measures

Likert scale

Statement with response

options

Strongly agree (scored as 5),agree (4), undecided (3),

disagree (2), and strongly

disagree (1)

Gives respondents freedom to

be neutral, or to feel strongly

Usually several items which

measure the same variable; sum

up the scores


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E.g., a Likert scale measuring professors

sympathy to students:

1. ____I like college students

2. ____College is stressful for students

3. ____Colleges need to spend more time on students'

emotional development4. ____Colleges need to spend more time on students' physical

development

5. ____College students should be allowed to postpone testswhen they are sick

6. ____College students work hard

you could add up the scores to get a sympathy toward studentscore, and you could compare math teachers with English teachers;or male teachers with female teachers

(5) Strongly Agree (4) Agree (3) Neutral (2) Disagree (1) Strongly Disagree


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Closed-ended Self-report Measures

Forced-choice scale

No neutral option

E.g.,

I approve of legalized abortion in cases of rape.Strongly agree Agree Disagree Strongly disagree

Semantic Differential Scale

Uses adjectives to rate concepts

Brittany Spears

Strong __ __ __ __ __ __ __ Weak

Active __ __ __ __ __ __ __ Passive

Good __ __ __ __ __ __ __ Bad


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Objective 4

Explain the general guidelines for writing self-

report items.


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Tips for writing self-report items

1) Keep it simple

Use words a third-grader would understand

Your task is to be sure that people understand you

Make questions short

2) Use words and terms that will not be misinterpreted

e.g., what is an interracial relationship?

3) Avoid personal questions unless you really need the

information They tend to arouse suspicion and resistance


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Tips, Cont.

4) Make sure respondents have the knowledge toanswer

Avoid questions like "how many cigarettes do your childrensmoke per month?; or at least give the option of "don't

know"

5) Avoid biased items

Aim is to get accuracy (Do you approve or disapprove oftelevision's portrayal of violence)

not conformity (You disapprove of the horrible way thattelevision depicts graphic violence, don't you?)

e.g., Do you consider yourself to be dishonest?


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Tips, Cont.

6) Avoid double-barreled questions More than one question packed into one

e.g., High schools need to spend more time on students'emotional and physical development.

You don't know whether the respondent is answering oneor both questions

"ands", "ors", "nors", and "buts" are a tip off that you mayhave a double-barreled question


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Tips, cont.

7) Choose response items carefully

Response items should be exhaustive (cover all possible

responses) and mutually-exclusive (not overlap with one

another)

8) Avoid the term not

it increases the possibility of misinterpretation

The professor was disorganized vs. The professor wasnot organized.


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Tips, cont.

9) Reverse-score some questions.

If all questions have the same response options, peoplesometimes get locked into one answer (e.g., yea saying).

Phrase the question in alternate ways

Students should have more free time during the school day and Students should spend the majority of the day occupied with

assignments

10) Add demographic questions - age, gender, education level-this will help to verify the representativeness of your sample

and are important for your Methods section.


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Group Project

Keeping in mind all of the tips, write three

Likert-type items measuring approval of

President Obama.


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Objective 5

Describe the problem of reactivity and how to

minimize it.


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Objective 6

Describe behavioral and psychophysiological

measures.


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Behavioral Measures

Watching and recording actual behavior Can record frequency, intensity, duration, and/or

latency

Advantage Less reactivity (esp. if they dont realize you are

recording)

Disadvantage

Must develop a coding system for behaviors

Make sure the coding system is used consistently

(interrater reliability)


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Example of Behavioral Measure

Selliz (1955) studied restaurant discrimination

against African-Americans. He arranged for White

and Black couples to go to restaurants and compared

where they were seated (frequency), and how long ittook to be served (duration)

found out-of-the-way seating, and delays in

serving.

Is reactivity a problem here?

What questions would you ask about their coding

system?


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measures ch3 sp12

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