1. Content: Refers to whether a test or measure adequately samples or captures relevant material. Show
2. Criterion: the degree to which a test correlates with some concrete criteria in the real world 3. Construct: refers to the extent an instrument or test measures what it is supposed to measure (most relevant) 4. Internal: rule out other possible explanations for correlation between X and Y; Internal validity is concerned with the logic of the relationship between
the IV and DV Recommended textbook solutions Social Psychology10th EditionElliot Aronson, Robin M. Akert, Samuel R. Sommers, Timothy D. Wilson 525 solutions Myers' Psychology for AP2nd EditionDavid G Myers 900 solutions Myers' Psychology for the AP Course3rd EditionC. Nathan DeWall, David G Myers 955 solutions Experience Psychology4th EditionLaura King 320 solutions
Terms in this set (26)Causation Question of cause and effect, explain why things are the way they are, some things are caused by other things, foundation of explanatory research, why is something occurring Criteria for Causality 1. There is
a causal relationship between two variables when the cause precedes the effect in time Necessary Cause Condition that must be present for the effect to follow EX: It is necessary to be charged with a crime if you are to be convicted Sufficient Cause Condition that more or less guarantees an effect EX: Pleading guilty to a crime is sufficient cause for being convicted. You could also be convicted by going to trial, but pleading guilty is also a sufficient cause for being convicted Most causal relationships are probabilistic and partial, able to partly explain cause and effect in some percentage of cases we observe Validity Threats Reasons we might be incorrect in stating some cause produced some effect Statistical Conclusion Validity Our ability to determine whether a change in the suspected cause is statistically associated with a change in the suspected effects, basing conclusions on a small sample size is a common threat to statistical conclusion validity, statistically significant Construct Validity Concerned with how well an observed relationship between variables represents the underlying causal process, generalizing from what we observe and measure to the real world things in which we are interested EX: Is what you are observing and measuring really what is critical to the process you are studying, police supervision, is it just a matter of keeping officers in view or are there other ways of supervising that have not been observed or measured that will affect the outcome of study External Validity Concerned with whether research findings from one study can be reproduced in another study, are separate findings similar, often under different conditions, in federally funded research projects or evaluation projects this is a great concern, programs that can be replicated with equal success are considered best practices and have exceptional external validity Internal Validity Challenge causal statements that are based on some observed relationship, an observed association between two variables has internal validity if the relationship is causal and not due to the effects of one or more other variables, 3rd requirement for causality, occurs when some other variable is responsible for observed effect Units of Analysis Who or what is studied, appropriate unit of analysis for a given project is not always clear, often up for debate, lack of clarity about units of analysis in CJ results in part from difficulties in directly measuring the concepts we want to study, importance of specific and clear goals and objectives 1. Individuals Individuals Social science suggests that scientific findings are most valuable when they apply to all kinds of people, CJ research focuses on specific people because of characteristics or memberships that they have (gang members*, victims, police officers), descriptive studies that have individuals as their units of analysis typically aim to describe the population that comprises those individuals EX: Probationers, burglars Groups Social groups (juvenile gangs, police beats, cities, households), if we want to know why teenagers join gangs the teenager (individual) is the unit of analysis, if we want to compare gangs who deal drugs to gangs that steal cars the gang (group) is the unit of analysis EX: Study police beats to determine if those containing schools report more drug incidents, cities Organizations Social or political organizations (correctional facilities, police departments, probation departments, victim service agencies) EX: Studying federal prisons vs. state prisons to determine types of crime in each, comparing victim service agencies to determine which agency has better service provision to sexual assault victims, states Social Artifacts Product of social beings and their behavior, critical to action research, require information about individuals but there recorded social interaction between people is the unit of analysis EX: Newspaper articles, police reports, criminal histories, meeting minutes, court cases, files, fatal crash incident reports Combining Units of Analysis Community policing evaluation: Concerns about Units of Analysis Ecological fallacy, individualistic fallacy, reductionism Ecological Fallacy Danger of making assertions about individuals as the unit of analysis based on the examination of groups or other aggregations EX: Can't study robberies by police precinct and then use results to draw conclusions about individual residents or people who were in the precinct at the time of the robbery Individualistic Fallacy Opposite of ^, making assertions about the whole based on findings about an individual EX: Media reports tourist attacked in NY does not mean that all tourists are in danger in NY, media messages may distort how people initially approach research problems in CJ Reductionism Overly strict limitation on the kinds of concepts and variables to be considered as causes in explaining the broad range of human behavior represented by crime and CJ policy, suggests particular units of analysis are more relevant than others, can lead to choosing inappropriate units of analysis EX: Economists will consider only economic variables, sociologists will consider only sociological variables, economic reductionism, psychological reductionism The Time Dimension Time order is a requirement for causal inferences so the time dimension of a design requires careful planning 1. Cross-Sectional Studies Cross-Sectional Studies Examining a cross section at one time, exploratory and descriptive studies are often cross-sectional, aim is to understand causal processes that occur over time, but their conclusions are based on observations made at only one time, don't know what happened before or after EX: US Census or a community survey Longitudinal Studies Observations over a long period of time, three types: EX: NCVS, once chosen for the sample the household stays in the sample set for three years and is questioned every six months Problems: Costly, long time to complete, difficult to implement and maintain, panel attrition Retrospective Studies Asks about the past, another way of approximating observations over time EX: Analyzing offenders' criminal histories, what percentage of abuse victims have parents who were abused? Problems: Surveys- people forget or lie, data- records may be unavailable, incomplete, or inaccurate Prospective Studies Requires an examination or approximation of the future EX: What percentage of abuse victims later abuse their children? Retrospective vs. Prospective Commonly done in applied research, specifically evaluation studies, goal is to analyze/measure what occurred prior to a program/policy change and then analyze/measure the same thing again after the program/policy implementation in order to show change Research Design Defining your problem (conceptualization), identifying units of analysis, identifying time dimensions, choosing a research method (surveys, interviews, observation, data analysis) Sets with similar termsChapter 4 - General Issues in Research Design35 terms yoojin221 Research Methods 1 Chapter 421 terms abbiethomas6 Research methods test 147 terms Epiphany_Moore3 Quiz #430 terms christin_rost
Other sets by this creatorExam 113 terms bethany_kane Exam 181 terms bethany_kane Exam 3 - Osteoporosis17 terms bethany_kane Exam 3 - AIDS46 terms bethany_kane Verified questionsPSYCHOLOGY A psychologist work with children whose parents are divorcing. She helps them develop skills they need to cop with the situation. Which of the following psychologist is most likely to be helping this children? a. Industrial-Organizational b. Social c. Research d. Counseling e. Community Verified answer QUESTION Who conducted a famous study of high IQ children? a. Lewis Terman. b. David Wechsler. c. Robert Sternberg. d. Howard Gardner. e. Alfred Binet. Verified answer
QUESTION The study of our human potential for personal growth has been a focus of which psychological perspective? a. Behavioral. b. Functionalist. c. Humanistic. d. Psychodynamic. e. Structuralist. Verified answer QUESTION Name and describe two specific types of group therapy. Verified answer Recommended textbook solutions
Consumer Behavior: Buying, Having, Being13th EditionMichael R Solomon 449 solutions HDEV56th EditionSpencer A. Rathus 380 solutions Social Psychology10th EditionElliot Aronson, Robin M. Akert, Samuel R. Sommers, Timothy D. Wilson 525 solutions Myers' Psychology for the AP Course3rd EditionC. Nathan DeWall, David G Myers 955 solutions Other Quizlet setsChapter 20: Managing Costs and Budget25 terms nathandborja PharmSci Signal Transduction45 terms LukeMaroki Test Review #2 (Intermediate Accounting/ACC 317)30 terms DevinF1y Exam 4 Early Adulthood47 terms lizzye3 What type of validity is most concerned with whether there is a causal relationship?Internal validity addresses whether or not it is reasonable to make a causal inference from the observed covariation between two variables, a presumed cause and its effect.
What type of validity is most concerned with whether the results can be generalized to other persons places and times?External validity is the extent to which you can generalize the findings of a study to other situations, people, settings and measures. In other words, can you apply the findings of your study to a broader context? The aim of scientific research is to produce generalizable knowledge about the real world.
Which type of validity represents the extent to which the results of a study can be generalized?External validity examines whether the findings of a study can be generalized to other contexts. [4] Studies are conducted on samples, and if sampling was random, the sample is representative of the population, and so the results of a study can validly be generalized to the population from which the sample was drawn.
Which term describes the degree to which the researcher measures what it should be measuring?Validity -- the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. A method can be reliable, consistently measuring the same thing, but not valid.
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