Class Notes Flashcards
if one level of IV is assigned via randomization
considered experimental – as consumer be keenly aware of which level is randomized – e.g., randomized on tx but not gender – 2 x 2 factorial design
any time you adminster the same measure to the same participants (to collect data on DV) at a later date (at any point – could be 5 minutes apart)
Repeated measures design
subsumed within repeated measures – generally speaking, typically more than 20 observations (e.g., clinical trials) no longer need 20 for statisical methods to hold (so need at least 10) – tend to occur in fixed intervals depends on what you’re collecting data on – logorythmic data collection - time period continues to get bigger (exponentially) between observations
Time-series design
Time-series design
subsumed within repeated measures – generally speaking, typically more than 20 observations (e.g., clinical trials) no longer need 20 for statisical methods to hold (so need at least 10) – tend to occur in fixed intervals depends on what you’re collecting data on – logorythmic data collection - time period continues to get bigger (exponentially) between observations
Difference between repeated measures and time series design
number of observations (collected data on DVs)
In non-equivalent group design one should
control with pre-test
Threats that concern ______ relate to statistical conclusion validity
integrity of treatment itself
Threats that concern ______ relate to internal validity
making comparisons between tx groups
What does randomization do?
“Ensure” that participant groups are equal prior to treatment
What does randomization not do?
Ensure anything that happens after treatment – possibility of history effects
Important issues to look for in time series designs
- change in intercept (level)
- slope
- stability of effect (continuous or discontinuous effect)
- delayed vs immediate effect (instantaneous vs delayed – when you see effects taking place)
Standard error is based on
sample of samples
What type of research is meta-analysis?
Ex-post facto
Assessment is defined as
- Overarching, sampling behavior
* In contrast to research when we assess people
Measurement is defined as
- Establishing quantitative rules for assigning numbers to represent attributes of persons
- Attributes of people, not to people
- Distinction between observations and inferences
- Must think: How representative is this of behaviors outside of this context?
Test, scales, and measures are defined as
Objective, quantitative measurement using standardized procedures; psychometric properties of scores essential
What are Rating protocols?
Taxonomies, classification and rating systems done by an observer (usually)
What is Evaluation?
Assessing the congruency between what is expected and actually occurs (formal to informal, may be quantitative) Chen, 1990
What is Clinical assessment?
Less formal, typically not fully standardized or quantitative
What is a Scale?
- often used interchangeably (not always) with measure, questionnaire or test
- Some say questionnaire is less formal
- Assumed to be assessing a single construct or domain
What is a construct?
Trait, domain, ability, latent variable, theta 0
What is theta?
Item Response Theory (IRT) uses this to talk about the construct itself – latent variable
What are the differing types of item responses?
- Dichotomous
- Polytomuos
- Graded responses
What are dichotomous item responses?
Two levels (true or false, yes or no, etc.)
What are polytomous item responses?
Three or more levels, often ordered but not always
What are graded item responses?
More than 2 ordered response options
All graded responses are polytomous but not all polytomous items are graded items
What is Classical Test Theory (CTT)?
- Total sums of squares partitioned into true score variance vs error score variance
- Partitioning variance
What is Modern Test Theory = Item Response Theory (IRT)?
Has to do with probability
- What’s the probability that someone will respond in a certain way?
- Not only assigning where the individual is on the construct
