Podcast
Questions and Answers
Why might a researcher choose to use a shorter measure instead of a longer and more comprehensive one?
Why might a researcher choose to use a shorter measure instead of a longer and more comprehensive one?
- Testing time is severely limited (correct)
- The shorter measure is free to use
- The shorter measure is proprietary
- The shorter measure is more reliable and valid
What is typically the case when an existing measure was created primarily for use in scientific research?
What is typically the case when an existing measure was created primarily for use in scientific research?
- It is described in detail in a published research article and is free to use (correct)
- It is only briefly described by later researchers
- It is proprietary and must be purchased
- It is included in the Directory of Unpublished Experimental Measures
Where can you find details about proprietary measures and how to obtain them?
Where can you find details about proprietary measures and how to obtain them?
- In the text provided
- In your university library
- In the Mental Measurements Yearbook (correct)
- In the Directory of Unpublished Experimental Measures
What is the purpose of the American Psychological Association's Directory of Unpublished Experimental Measures and PsycTESTS?
What is the purpose of the American Psychological Association's Directory of Unpublished Experimental Measures and PsycTESTS?
What is the main difference between using an existing measure and creating your own measure?
What is the main difference between using an existing measure and creating your own measure?
Which of the following is NOT a reason a researcher might choose to use a shorter measure instead of a longer one?
Which of the following is NOT a reason a researcher might choose to use a shorter measure instead of a longer one?
What is a characteristic of multidimensional scales with correlated dimensions?
What is a characteristic of multidimensional scales with correlated dimensions?
In scales with higher-order factors, what do the subscales assess?
In scales with higher-order factors, what do the subscales assess?
What distinguishes scales with uncorrelated dimensions from scales with higher-order factors?
What distinguishes scales with uncorrelated dimensions from scales with higher-order factors?
What does the NASA-TLX measure using its 6 subscales?
What does the NASA-TLX measure using its 6 subscales?
Which type of scale should not compute a total score across subscales?
Which type of scale should not compute a total score across subscales?
In multidimensional scales, what does it mean when dimensions are uncorrelated?
In multidimensional scales, what does it mean when dimensions are uncorrelated?
What might agreeable participants do when being measured?
What might agreeable participants do when being measured?
How can participant reactivity affect the reliability and validity of scores?
How can participant reactivity affect the reliability and validity of scores?
What are demand characteristics in research studies?
What are demand characteristics in research studies?
How might a participant react if they perceive subtle cues indicating how the researcher expects them to behave?
How might a participant react if they perceive subtle cues indicating how the researcher expects them to behave?
What impact can a researcher's own expectations have on participants' behaviors?
What impact can a researcher's own expectations have on participants' behaviors?
How might agreeable participants with low self-esteem respond when asked about their self-worth?
How might agreeable participants with low self-esteem respond when asked about their self-worth?
What was the primary factor in determining the total number of items and item types for the test?
What was the primary factor in determining the total number of items and item types for the test?
How did the teacher determine the percentage of class time for each learning objective?
How did the teacher determine the percentage of class time for each learning objective?
What was the purpose of determining the percentage of time spent in class on each objective?
What was the purpose of determining the percentage of time spent in class on each objective?
How did the teacher determine the number of items needed to measure each objective?
How did the teacher determine the number of items needed to measure each objective?
What did the teacher do in instances where the calculated number of items for an objective was not a whole number?
What did the teacher do in instances where the calculated number of items for an objective was not a whole number?
Why did the teacher not include any test items for Objective 4?
Why did the teacher not include any test items for Objective 4?
What is the primary purpose of measuring 'workload' as described in the text?
What is the primary purpose of measuring 'workload' as described in the text?
Which of the following is an example of a 'bad' survey question?
Which of the following is an example of a 'bad' survey question?
Which of the following is an example of a 'good' survey question, as described in the text?
Which of the following is an example of a 'good' survey question, as described in the text?
