Deck 7: Qualitative and Quantitative Measurement

Question 1

Professor DeGrassi found that a large majority of people who tried weight training had previously tried bicycling, swimming, and jogging. At the same time, joggers usually tried swimming and bicycling, but had not tried weight lifting. Also, many of those who bicycle have never tried any other form of exercise listed. What type of scaling technique should Professor DeGrassi utilize to organize the information?

A) Guttman Scaling
B) Thurstone Scale
C) Semantic Differential
D) Likert Scale

Answer 1

A

Question 2

Identify the statement that characterizes equivalence reliability.

A) It can be measured with test-retest techniques.
B) It looks at consistency across different indicators.
C) If you have it you have construct validity as well.
D) It examines one measure at multiple time points.

Answer 2

B

Question 3

A researcher seeks to validate a measure by comparing it with a "tried and true" preexisting measure. This researcher is using a type of validity called

A) concurrent.
B) predictive.
C) face.
D) criterion.

Answer 3

A

Question 4

Professor Su Mae Lee created a measure student efficacy. He identified many subjective dimensions and labeled each with polar extremes. The extremes referred to general evaluative adverbs and adjectives. Subjects marked answers on one of nine spaces between the two extremes. Dr. Lee used a

A) Bogardus social distance scale.
B) semantic differential.
C) Thurstone scale.
D) Guttman scale.

Question 5

When a research study is said to be generalizable to a diverse range of social settings, it is said that this study has good:

A) convergence validity.
B) external validity.
C) equivalence validity.
D) internal validity.

Question 6

Which sequence illustrates the progression of quantitative measurement steps?

A) conceptualization, operationalization, conceptual definition, and empirical world measurement
B) operational definition, conceptualization, conceptual definition, and measurement in the empirical world
C) conceptual definition, operationalization, conceptualization, and empirical world measurement
D) conceptualization, conceptual definition, operational definition, and measurement in the empirical world

Question 7

Which of the following is measured at the ordinal level?

A) Martha is ten years older than Ruth.
B) Mary is older than Janet.
C) Sam is twice the age of his son.
D) George and Harry are the same age.

Question 8

Most social scientists do not accept the color of a person's hair as a measure of her or his intelligence because it lacks

A) precision.
B) reliability.
C) validity.
D) accuracy.

Question 9

Safrina developed a way to measure sexist attitudes. It worked such that a person with a sexist attitude score of zero truly had neutral attitude. A person who had a score of 50 had exactly double the score of someone with a score of 25. She created an)

A) nominal variable.
B) interval variable.
C) ordinal variable.
D) ratio variable.

Question 10

The measurement of a student's class standing as measured by: freshman, sophomore, junior, senior or grad is measured at what level of measurement?

A) interval
B) nominal
C) ratio
D) ordinal

Question 11

Why would Professor Lopez conduct a "subpopulation analysis"?

A) to test the study's representative reliability
B) to test the study's equivalent reliability
C) to test the study's concurrent validity
D) to test the study's construct validity

Question 12

Terance "the tower" Thomas weighed himself three times this morning. At 7:00 a.m. "the tower" weighed 295 pounds, at 7:02 he weighed 200 pounds, and finally at 7:04 he weighed 499 pounds. The scale "the tower" is using has issues of

A) reliability.
B) triangulation.
C) conceptualization.
D) induction.

Question 13

Refer to the following paragraph to answer the questions below.
Maria Valencia developed a new test to measure intelligence or I.Q. She claimed that using her test, someone with an I.Q. of 180 would be considered twice as intelligent as someone with an I.Q. of 90. Someone with a score of 0, had absolutely no intelligence. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing I.Q. tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person's I.Q. score did not change across the three times it was measured during the semester.
What is the level of measurement of her new test?

A) ratio variable
B) nominal variable
C) ordinal variable
D) interval variable

Question 14

You read an article on a study that mentions the "test-retest method." What is the author trying to demonstrate by using it?

A) equivalence reliability
B) representative reliability
C) inter-coder reliability
D) stability reliability

Question 15

Which of the following is a measurement at the nominal level?

A) personal income in a year
B) student grades
C) the color of a person's hair blond, brunette, redhead)
D) temperature

Question 16

Janice wanted to test the validity of a new measure of intelligence. She found that those who scored low on OLD tests of intelligence usually scored low on her NEW test; those who scored very high on OLD tests usually scored HIGH on the new test. What type of validity was Janice concerned with?

A) construct validity
B) face validity
C) internal validity
D) concurrent validity

Question 17

The process of an individual taking a systematic conceptual definition and creating a measurement tool to represent this conceptual definition is

A) androtempration.
B) replication.
C) operationalization.
D) conceptualization.

Question 18

Dr. Arizona said that her measure of filial identity was unidimensional. Dr. Arizona is arguing that the indicators of the filial identity measure

A) something across different time periods.
B) one and only one construct of the filial identity.
C) many different aspects of the filial identity.
D) the unit of analysis of the study.

Question 19

Refer to the following paragraph to answer the questions below.
Maria Valencia developed a new test to measure intelligence or I.Q. She claimed that using her test, someone with an I.Q. of 180 would be considered twice as intelligent as someone with an I.Q. of 90. Someone with a score of 0, had absolutely no intelligence. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing I.Q. tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person's I.Q. score did not change across the three times it was measured during the semester.
By comparing it with an old test, she has shown the new measure to have

A) internal validity.
B) concurrent validity.
C) construct validity.
D) face validity.

Question 20

What level of measurement is being used in the statement: "A fox terrier is smaller than a Russian wolfhound, but bigger than a chinchilla"?

A) nominal
B) ratio
C) ordinal
D) internal

Question 21

List three types of measurement reliability. What is the difference between these three types of reliability? How does each form of reliability contribute to the overall measurement reliability?

Question 22

How do you improve measurement reliability? Discuss three methods of improving measurement reliability.

Question 23

Refer to the following paragraph to answer the questions below.
Maria Valencia developed a new test to measure intelligence or I.Q. She claimed that using her test, someone with an I.Q. of 180 would be considered twice as intelligent as someone with an I.Q. of 90. Someone with a score of 0, had absolutely no intelligence. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing I.Q. tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person's I.Q. score did not change across the three times it was measured during the semester.
Dr. Horse developed a measure of "quality of city life." He included measures of many factors, including: tax rate, quality of school system, cultural and recreational opportunities, pollution, traffic congestion, crime rate, and health care availability for 100 U.S. cities to get a score for each. Dr. Horse created an)

A) index.
B) scale.
C) statistic.
D) measure of central tendency.

Question 24

How do qualitative and quantitative ideas about validity differ?

Question 25

List the levels of measurement. Explain how each higher level of measurement builds on lower levels of measurement. Give two examples of each level of measurement.

Question 26

How do reliability and validity differ? How do they complement each other? Can a measure be reliable but invalid? Can a measure be unreliable but valid? How?

Question 27

How can a measure have unidimensionality but also use multiple indicators which capture all parts of the content of a construct?

Question 28

While scale and index are used interchangeably, there is a distinct difference between them. Explain the difference between a scale and an index.

Question 29

Think of all of the ways you could measure temperature. How could you measure temperature at the nominal, ordinal, interval, and ratio levels of measurement?

Question 30

Refer to the following paragraph to answer the questions below.
Maria Valencia developed a new test to measure intelligence or I.Q. She claimed that using her test, someone with an I.Q. of 180 would be considered twice as intelligent as someone with an I.Q. of 90. Someone with a score of 0, had absolutely no intelligence. In order to see how good it was, she tested two groups of students with her new test during the first week of the semester. One group scored low on existing I.Q. tests. The other scored very high. She found that those who scored low on old tests usually scored low on her new test, while those who scored very high on old tests usually scored high on the new test. In addition, she had the group of people who took the new test retake it at the midterm and again at the end of the semester. She found that a person's I.Q. score did not change across the three times it was measured during the semester.
What is the problem with this measure of college student age? Please indicate your age: i) 17 to 18 years of age
Ii) 19 to 20 years of age
Iii) 21 to 22 years of age

A) Its attributes are mutually exclusive.
B) Its attributes are at a nominal level of measurement.
C) Its attributes are not exhaustive.
D) Its attributes are double-barreled.

Question 31

Convergent validity and discriminant validity are both components of construct validity. What makes convergent and discriminant validity components of construct validity? What distinguishes the difference between convergent and discriminant validity?

Question 32

How does a researcher use the conceptual definition of a construct in operationalization and conceptualization?

Question 33

What are the differences between face, content, and criterion validly? How does each form of validity add to a measure's overall measurement validity?