Methods in Behavioral Research 13Th Edition By Paul - Test Bank

Methods in Behavioral Research 13Th Edition By Paul – Test Bank

 

Instant Download – Complete Test Bank With Answers

 

 

Sample Questions Are Posted Below

 

Chapter 05

Test Bank

 

1. _____ refers to the consistency or stability of a measure of behavior.
2. Validity
3. B. Reliability
4. Reactivity
5. Variability

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Reliability

2. True score and measurement error are the two important components of a(n)
3. retest.
4. coefficient.
5. interval.
6. D.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Measurement Error

Topic: True Score

3. In the context of the components of a measure, a reliable measure of intelligence must contain relatively low
4. validity.
5. coefficient.
6. true score.
7. D. measurement error.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Measurement Error

4. In the context of the components of a measure, a test containing high _____ is associated with greater variability.
5. true score
6. B. measurement error
7. reliability
8. validity

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Measurement Error

5. 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 _____.
6. validity; high
7. variability; low
8. C. reliability; low
9. reactivity; high

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Reliability

6. A researcher can increase the number of appropriate test items in a questionnaire to increase the _____ of the study.
7. predictivity
8. B. reliability
9. reactivity
10. variability

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Reliability

7. According to the Pearson product-moment correlation coefficient, a correlation of 0.00 shows that the two variables are
8. A. not related.
9. positively related.
10. negatively related.
11. strongly related.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Pearson Correlation Coefficient

8. The correlation coefficient most commonly referred to when discussing reliability is the _____ product-moment correlation coefficient.
9. Bortnik
10. Zimbardo
11. Cronbach
12. D. Pearson

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Pearson Correlation Coefficient

9. 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.
10. more indirect
11. weaker
12. more subtle
13. D. stronger

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Pearson Correlation Coefficient

10. The positive and negative signs in the Pearson product-moment correlation coefficient provide information about the
11. strength of a relationship.
12. true score of a measure.
13. C. direction of a relationship.
14. measurement error of a measure.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Pearson Correlation Coefficient

11. A researcher conducts an experiment to establish a relationship between a chess player’s mental stability and his 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.
12. negative linear
13. curvilinear
14. nonlinear
15. D. positive linear

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Pearson Correlation Coefficient

12. In the context of reliability, reliability coefficient shows the _____ between two variables.
13. A. correlation
14. randomization
15. reactivity strength
16. construct validity

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Reliability

13. A drawback of alternate forms reliability is that
14. the reliability of the test is low because the same test is given to different individuals.
15. it employs different raters to assess the performance of an individual in different tests.
16. it assesses reliability by measuring individuals at only one point in time.
17. D. creating a second equivalent measure may take considerable time and effort.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Test-Retest Reliability

14. If a measure is reliable, then a researcher must find a
15. A. high positive correlation coefficient between scores on the measure.
16. negative linear relationship between the two variables being studied.
17. correlation coefficient of zero.
18. low amount of true score.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Pearson Correlation Coefficient

15. 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 of
16. test-retest reliability.
17. interrater reliability.
18. C. alternate forms reliability.
19. split-half reliability.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Test-Retest Reliability

16. _____ is assessed by measuring the same individuals at two points in time.
17. A. Test-retest reliability
18. Interrater reliability
19. Alternate forms reliability
20. Split-half reliability

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Test-Retest Reliability

17. _____ is the assessment of reliability using responses at only one point in time.
18. Interrater reliability
19. Test-retest reliability
20. Alternate forms reliability
21. D. Internal consistency reliability

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Internal Consistency Reliability

18. Split-half reliability is an indicator of
19. curvilinear relationship.
20. discriminant validity.
21. C. internal consistency.
22. convergent validity.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Internal Consistency Reliability

Topic: Split-Half Reliability

19. _____ is the extent to which raters agree in their observations.
20. Split-half reliability
21. Alternate forms reliability
22. C. Interrater reliability
23. Rater-based reliability

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Interrater Reliability

20. Which of the following is true of split-half reliability?
21. A. It is relatively straightforward and easy to calculate.
22. It is otherwise known as Cohen’s kappa.
23. It is assessed by measuring the same individuals at two points in time.
24. It is a commonly used indicator of interrater reliability.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Split-Half Reliability

21. 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 of
22. test-retest reliability.
23. alternate forms reliability.
24. item-total reliability.
25. D. split-half reliability.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Split-Half Reliability

22. _____ is an indicator of reliability based on internal consistency that provides a researcher with the average of all possible split-half reliability coefficients.
23. Cohen’s kappa
24. Item-total correlation
25. C. Cronbach’s alpha
26. Henderson’s score

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Cronbach’s Alpha

23. The value of Cronbach’s alpha is based on an average of
24. the values obtained for test-retest and reactivity scores.
25. B. all inter-item correlation coefficients and the number of items in the measure.
26. all items of the tests given to different individuals.
27. the correlation between scores on a shortened version and a longer version of a measure.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Cronbach’s Alpha

24. 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 has
25. test-retest reliability.
26. B. interrater reliability.
27. item-total reliability.
28. consistency reliability.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Interrater Reliability

25. 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 is
26. high test-retest reliability.
27. B. high interrater reliability.
28. low reactivity.
29. low convergent validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Interrater Reliability

26. Cohen’s kappa is a commonly used indicator of
27. test-retest reliability.
28. B. interrater reliability.
29. item-total reliability.
30. split-half reliability.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Interrater Reliability

27. What refers to the adequacy of the operational definition of variables?
28. reactive validity
29. split-half reliability
30. C. construct validity
31. interrater reliability

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

Blooms: Remember

Difficulty Level: Easy

Learning Objective: Discuss ways to establish construct validity.

Topic: Construct Validity

28. _____ validity is the simplest indicator of the construct validity of a measure.
29. Predictive
30. Discriminant
31. Convergent
32. D. Face

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Face Validity

29. Which of the following statements is true of face validity?
30. It is based on future behavior or outcomes.
31. B. It is not very sophisticated.
32. It is sufficient to conclude that a measure is valid.
33. It is also known as content validity.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Face Validity

30. 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.
31. construct
32. B. face
33. criterion
34. divergent

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Face Validity

31. Face validity refers to whether or not a measure
32. yields the same score for the same participant across different circumstances.
33. predicts some future behavior or outcomes.
34. correlates negatively with other measures of the same variable.
35. D. appears to accurately assess the intended variable.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Face Validity

32. 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?
33. A. face validity
34. convergent validity
35. discriminant validity
36. concurrent validity

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Face Validity

33. 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 has
34. concurrent validity.
35. interrater reliability.
36. alternate forms reliability.
37. D. content validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Content Validity

34. Which statement accurately differentiates face validity and discriminant validity?
35. A. In face validity, the content of the measure appears to reflect the construct being measured, whereas in discriminant validity, scores on the measure are not related to other measures that are theoretically different.
36. 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.
37. 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.
38. In face validity, scores on the measure have no correlation with construct, whereas in discriminant validity, scores on the measure are related to other measures of a different construct.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Discriminant Validity

Topic: Face Validity

35. 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 has
36. concurrent validity.
37. convergent validity.
38. discriminative validity.
39. D. predictive validity.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Predictive Validity

36. In _____, scores on the measure indicate behavior on a criterion measured at a future time.
37. face validity
38. divergent validity
39. concurrent validity
40. D. predictive validity

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Predictive Validity

37. In _____, scores on the measure are related to a criterion measured at the same time.
38. face validity
39. divergent validity
40. C. concurrent validity
41. predictive validity

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Concurrent Validity

38. In _____, scores on the measure are related to other measures of the same construct.
39. A. convergent validity
40. face validity
41. concurrent validity
42. predictive validity

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Convergent Validity

39. 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?
40. The test has high alternate forms reliability.
41. The test has low face validity.
42. The test has interrater reliability.
43. D. The test has discriminant validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Discriminant Validity

40. In the context of the construct validity of measures, tests that are developed to evaluate future performance of students are based on
41. convergent validity.
42. divergent validity.
43. C. predictive validity.
44. discriminant validity.

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Predictive Validity

41. Identify a similarity between content validity and face validity.
42. Both focus on scores on the measures that are not related to other measures that are theoretically different.
43. Both focus on scores on the measures that are related to other measures of the same construct.
44. C. Both focus on assessing whether the content of a measure reflects the meaning of the construct being measured.
45. Both are important when studying measures that are designed to improve researchers’ ability to make predictions.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Content Validity

Topic: Face Validity

42. A human resources manager believes that people whose job requires converting values from the standard 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 with
43. face validity.
44. general validity.
45. divergent validity.
46. D. concurrent validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Concurrent Validity

43. 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 of
44. A. convergent validity.
45. divergent validity.
46. face validity.
47. internal validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Convergent Validity

44. 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 of
45. A. convergent validity.
46. discriminant validity.
47. face validity.
48. predictive validity.

Accessibility: Keyboard Navigation

APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Convergent Validity

45. Ciara finds a high correlation between her scores on intimacy and self-disclosure, which are both measures of emotional quotient. In the context of the indicators of construct validity of a measure, Ciara’s scores indicate
46. face validity.
47. B. convergent validity.
48. predictive validity.
49. discriminant validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Convergent Validity

46. 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 a different type of measure. This finding is an example of
47. convergent validity.
48. B. discriminant validity.
49. face validity.
50. concurrent validity.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Discriminant Validity

47. Edgar finds his measure of intelligence quotient is not related to his language skills. Which type of validity does this finding illustrate?
48. predictive validity
49. face validity
50. C. discriminant validity
51. convergent validity

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Discriminant Validity

48. A measure is said to be _____ if the awareness of being measured changes an individual’s behavior.
49. convergent
50. B. reactive
51. concurrent
52. reliable

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Reactivity

49. The reactivity of a measure can be reduced by
50. evaluating a participant rapidly.
51. B. allowing participants to get accustomed to being observed.
52. devising lengthy measures that require a long time for evaluation.
53. recording variables directly.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Reactivity

50. Alan is attentive to customers when his supervisor is present but inattentive when his supervisor is absent. In this scenario, Alan’s behavior exemplifies
51. consistency.
52. reliability.
53. validity.
54. D.

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Reactivity

51. In the context of the reactivity of measures, _____ measures involve clever ways of indirectly recording a variable to reduce reactivity.
52. A. unobtrusive
53. concurrent
54. divergent
55. nominal

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Reactivity

52. 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. 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.
53. nominal
54. concurrent
55. divergent
56. D. unobtrusive

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APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Reactivity

53. In the context of variables and measurement scales, categorizing automobiles as American-made or foreign-made is an example of a(n) _____ scale.
54. ratio
55. ordinal
56. interval
57. D. nominal

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Nominal Scales

54. Which of the following statements is true about nominal scales?
55. They are best exemplified through the use of rating systems.
56. They allow researchers to rank order the levels of the variables being studied.
57. C. They have no numerical or quantitative properties.
58. They assume equal interval between values on a scale.

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Nominal Scales

55. 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 star for poor. In the context of the scales of measurement, this is an example of a(n) _____ scale.
56. nominal
57. B. ordinal
58. interval
59. ratio

Accessibility: Keyboard Navigation

APA Outcome: 1.3: Describe applications of psychology

Blooms: Apply

Difficulty Level: Hard

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

Topic: Ordinal Scales

56. Which of the following statements is true about interval scales?
57. They are commonly referred to as categorical scales.
58. They do not provide any information about the distance between rank-ordered categories.
59. C. They generally have five or more quantitative levels.
60. They have an absolute zero point that indicates the absence of a variable being measured.

Accessibility: Keyboard Navigation

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

Blooms: Understand

Difficulty Level: Medium

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

Topic: Interval Scales

57. In the context of the scales of measurement, _____ scales have an absolute zero point that indicates the absence of variables being measured.
58. nominal
59. ordinal
60. interval
61. D. ratio

Accessibility: Keyboard Navigation

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Ratio Scales

58. In the context of the scales of measurement, the Celsius measure on a household thermometer scale is an example of a(n) _____ scale.
59. nominal
60. B. interval
61. ordinal
62. ratio

Accessibility: Keyboard Navigation

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

Blooms: Remember

Difficulty Level: Easy

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

Topic: Interval Scales

59. A researcher concludes that “athletes in an experimental group ran 3 times faster than those in a control group.” This conclusion can be best explained with a(n) _____ scale of measurement.
60. ordinal
61. categorical
62. C. ratio
63. nominal

Accessibility: Keyboard Navigation

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

Blooms: Understand

Difficulty Level: Medium

Learning 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