more validity and some reliability. today’s class check in validity in class exercise reliability
TRANSCRIPT
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More Validity
And some reliability
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Today’s class
• Check in
• Validity
• In class exercise
• Reliability
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Check in
• Quiz
• 15 questions
• Highest score was 14 (2 of those) so all scores are out of 14
• I added one point to all quizzes to adjust for difficulty
• E.g. if you had 9/15 in raw points your quiz score would be 10/14
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• Article 2/Review exercises due Thursday October 13th
• Midterm exam Tuesday October 18th
– Multiple choice– Short answer– Abstract exercise
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More validity
• Construct validity
• Content validity
• Face validity
• Concurrent validity
• Predictive validity
• Discriminant validity
• Convergent validity
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Construct validity gone awry
• Homosexuality– Classified as a mental disorder by APA until
1973– Freud believed it was an immature stage in
sexual development (not an illness)• Due to overidentification with the mother
– Other psychoanalysts argued it was an illness due to overinvolved mother and rejecting father behavior
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More validity
• Content validity– Does the test or measure have the content
that represents the construct– Does it have content that doesn’t represent
the construct
• Content validity of a measure of autism?– What should it include?
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Concurrent validity
• Is the measure associated with other related qualities or events that would occur simultaneously
• Concurrent validity of the SAT?– What would you expect it to be related to?
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Predictive Validity
• Does the measure predict, at a later date, to something that should be related?
• Your SAT scores and…?
• What are your college grades a measure of?
• What sort of predictive validity will they have?
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Convergent Validity
• Is the measure correlated with other similar measures?
• If it’s a measure of racism, will it be correlated with other measures of prejudice and discrimination?
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Discriminant Validity
• Does the measure NOT correlate with things it should NOT correlate with?
• Not correlate is not the same as negatively correlated
• Can be hard to establish• E.g. a measure of math skills should be
uncorrelated with a measure of verbal skills– If we believe these are unrelated constructs
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Face Validity
• Does it seem to measure what it is measuring
• This can be good or bad– Good if it helps people zero in on the
questions– Bad if measuring something people don’t
want to be honest about-like racist attitudes
• Good face validity does not mean a measure is good
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In Class exercise
• Come up with a research idea for the topic area you have been given—anything you want!!
• Identify two variables or more
• Say how you might measure them
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Reliability
• Is a measure or instrument consistent?– Across time– Across observers/raters– Across questions
• Without reliability there is no validity
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Test-Retest Reliability
• Is it consistent over time?
• Does NOT mean scores should be “identical” over time
• Means relative rank order of each person in a group should be similar across time points
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Test-retest reliability• E.g.
• The Hare Psychopathy checklist– A group of people takes it twice– We see if their scores are related over time
• The Beck depression inventory– A group of people takes it twice– We see if their scores are related over time
• How long a time?– Depends on the construct
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Test-retest reliability
• Measured with the correlation coefficient R
• R is a measure of the relationship between two continuous (or rank ordered) quantitative variables– E.g. Height and weight
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The correlation coefficient R
• A number between -1 and +1
• Closer to 1 or -1 is stronger relationship
• Positive correlation: if one variable has high scores, the other also tends to have high scores– And if it has low scores, the other also does
• Negative correlation: when one has high scores, the other has low scores
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Positive Correlation
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Negative Correlation
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No correlation
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Test –retest reliability
• Is calculated using the correlation coefficient R
• If someone has high scores on a depression inventory one week, we expect the same thing again two weeks later– Relative to other people who took it– If the measure has reliability over time
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Test-retest reliability
• Key for most surveys of mental illness, personality traits, intelligence, etc.
• We expect some stability in these qualities
• If we don’t expect stability, test retest reliability not necessary or useful
• But if we expect stability and don’t have it– Then our measure is bad
• How much stability?– Usually at least .70 or higher, depending on
time length