Methods in Behavioral Research 12th Edition Cozby Test Bank 1

Chapter 05 - Measurement Concepts
Solution Manual for Methods in Behavioral Research

12th Edition Cozby Bates 0077861892 9780077861896
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Chapter 05
Measurement Concepts
Multiple Choice Questions
1. _____ refers to the consistency or stability of a measure of behavior.

A. Validity
B. Reliability
C. Reactivity
D. Variability
APA Outcome: 5.1 Describe key concepts, principles, and overarching themes in psychology
Accessibility: Keyboard Navigation
Blooms: Remember
Difficulty Level: Easy
Learning Objective: 05-01 Define reliability of a measure of behavior and describe the difference between test-retest; internal consistency;
and interrater reliability.
Topic: Reactivity of Measures
5-1
2015 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of McGraw-Hill
Education.
2. True score and measurement error are two important components of a(n) _____.
A. retest
B. coefficient
C. interval
D. measure
Blooms: Remember
5-2
Education.
3. In the context of components of a measure, a reliable measure of intelligence must contain

relatively low _____.
A. validity
B. coefficient
C. true score
D. measurement error
Blooms: Remember
4. In the context of components of a measure, a test containing high _____ is associated with
greater variability.
A. true score
B. measurement error
C. reliability
D. validity
APA Outcome: 5.2 Develop a working knowledge of the content domains of psychology
Blooms: Understand
Difficulty Level: Medium
5-3
Education.
5. In the context of components of a measure, the more _____ in a test, the smaller the
variability of scores in the test.
A. true score
B. measurement error
C. reactivity
D. discrepancy
Blooms: Understand
6. 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 _____.
A. validity; high
B. variability; low
C. reliability; low
D. reactivity; high
APA Outcome: 5.3 Describe applications that employ discipline-based problem solving
Blooms: Apply
Difficulty Level: Hard
5-4
Education.
7. A researcher can increase the number of test items in a questionnaire to increase _____ of
the study.
A. predictivity
B. reliability
C. reactivity
D. variability
Blooms: Understand
8. According to Pearson product-movement correlation coefficient, a correlation of 0.00

shows that the two variables are:
A. not related.
B. positively related.
C. negatively related.
D. strongly related.
Blooms: Remember
5-5
Education.
9. The most common correlation coefficient when discussing reliability is the _____ product-
moment correlation coefficient.
A. Bortnik
B. Zimbardo
C. Cronbach
D. Pearson
APA Outcome: 1.2 Demonstrate psychology information literacy

Blooms: Remember
10. In the context of Pearson product-moment correlation coefficient, the closer a correlation
is to 1.00, the _____ is the relationship between two variables.
A. more indirect
B. weaker
C. more subtle
D. stronger
Blooms: Remember
5-6
Education.
11. The positive and negative signs in the Pearson product-moment correlation coefficient
provide information about the:
A. strength of a relationship.
B. true score of a measure.
C. direction of a relationship.
D. measurement error of a measure.
Blooms: Remember
12. A researcher conducts an experiment to establish a relationship between a chess player's

mental stability and his performance in the 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.
A. negative linear
B. curvilinear
C. nonlinear
D. positive linear
Blooms: Apply
5-7
Education.
13. In the context of reliability, reliability coefficient shows _____ between two variables.
A. correlation
B. randomization
C. reactivity strength
D. construct validity

Blooms: Remember
14. To assess the reliability of a measure, one should _____ the measure.
A. directly observe the amount of true score in
B. manipulate the amount of measurement error in
C. systematically study the variables of
D. calculate the correlation coefficient of the scores of
Blooms: Understand
15. If a measure is reliable, then a researcher must find a:

A. high positive correlation coefficient between scores on the measure.
B. negative linear relationship between the two variables being studied.
C. correlation coefficient of zero.
D. low amount of true score.
Blooms: Understand
5-8
Education.
16. 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 _____
reliability.
A. test-retest
B. interrater
C. alternate forms
D. split-half
Blooms: Understand
17. _____ reliability is assessed by measuring the same individuals at two points in time.
A. Test-retest
B. Interrater
C. Alternate forms
D. Split-half
Blooms: Remember
18. _____ reliability is the assessment of reliability using responses at only one point in time.
A. Interrater
B. Test-retest
C. Alternate forms
D. Internal consistency
Blooms: Remember
5-9
Education.
19. Split-half reliability is as an indicator of _____.

A. curvilinear relationship
B. discriminant validity
C. internal consistency
D. convergent validity
Blooms: Remember
20. _____ reliability is the extent to which raters agree in their observations.
A. Split-half
B. Alternate forms
C. Interrater
D. Rater-based
Blooms: Remember
21. Which of the following is true of split-half reliability?

A. It is relatively straightforward and easy to calculate.
B. It is otherwise known as Cohen's kappa.
C. It is assessed by measuring the same individuals at two points in time.
D. It is a commonly used indicator of interrater reliability.
Blooms: Understand
5-10
Education.
22. In the context of measures of reliability, correlating the total score of the first twenty
questions on a test with the total score of the last twenty questions on a test is an example of
_____ reliability.
A. test-retest
B. alternate forms
C. item-total
D. split-half
Blooms: Remember
23. _____ is an indicator of reliability based on internal consistency that provides a researcher
with the average of all possible split-half reliability coefficients.
A. Cohen's kappa
B. Item-total correlation
C. Cronbach's alpha
D. Henderson's score
Blooms: Remember
5-11
Education.
24. The value of Cronbach's alpha is based on an average of:

A. the values obtained for test-retest and reactivity scores.
B. all inter-item correlations coefficients and the number of items in the measure.
C. all items of the tests given to different individuals.
D. the correlation between scores on a shortened version and a longer version of the measure.
Blooms: Understand
25. 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 _____
reliability.
A. test-retest
B. interrater
C. item-total
D. consistency
Blooms: Apply
5-12
Education.
26. Alfred and Frida are movie reviewers for the local newspaper. After watching the same
movie, they both assign 5 stars for the movie. Based on their ratings, it can be concluded that
there is _____.
A. high test-retest reliability
B. high interrater reliability
C. low reactivity
D. low convergent validity
Blooms: Apply
27. Cohen's kappa is a commonly used indicator of _____ reliability.

A. test-retest
B. interrater
C. item-total
D. split-half
Blooms: Remember
28. What refers to the adequacy of the operational definition of variables?

A. Reactive validity
B. Split-half reliability
C. Construct validity
D. Interrater reliability
Blooms: Remember
Learning Objective: 05-02 Discuss ways to establish construct validity; including face validity; content validity; predictive validity;
concurrent validity; convergent validity; and discriminant validity.
Topic: Construct Validity of Measures
5-13
Education.
29. _____ validity is the simplest indicator of construct validity of a measure.

A. Predictive
B. Discriminant
C. Convergent
D. Face
Blooms: Remember
30. Which of the following statements is true of face validity?

A. It is based on future behavior or outcomes.
B. It is not very sophisticated.
C. It is sufficient to conclude that a measure is valid.
D. It is also known as content validity.

Blooms: Understand
5-14
Education.
31. 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.
A. construct
B. face
C. criterion
D. divergent
Blooms: Apply
32. Face validity refers to whether or not the measure:

A. yields the same score for the same participant across different circumstances.
B. predicts some future behavior or outcomes.
C. correlates negatively with other measures of the same variable.
D. appears to accurately assess the intended variable.

Blooms: Remember
5-15
Education.
33. 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?
A. Face validity
B. Convergent validity
C. Discriminant validity
D. Concurrent validity
Blooms: Apply
34. Alfredo is developing a test to measure an individual's anxiety in new situations. If the
items on the measure represent the symptoms that define the anxiety construct, the measure is
said to have _____ validity.
A. concurrent
B. correlational
C. convergent
D. content
Blooms: Remember
5-16
Education.
35. Which statement accurately differentiates face validity and discriminant validity?
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.
B. 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.
C. 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.
D. 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.

Blooms: Understand
36. In the context of 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 this test, it can be inferred that the test has _____ validity.
A. concurrent
B. convergent
C. discriminative
D. predictive
Blooms: Understand
5-17
Education.
37. In _____ validity, scores on the measure indicate behavior on a criterion measured at a
future time.
A. face
B. divergent
C. concurrent
D. predictive
Blooms: Remember
38. In _____ validity, scores on the measure are related to a criterion measured at the same
time.
A. face
B. divergent
C. concurrent
D. predictive
Blooms: Remember
5-18
Education.
39. In _____ validity, scores on the measure are related to other measures of the same
construct.
A. convergent
B. face
C. concurrent
D. predictive
Blooms: Remember
40. In _____ validity, scores on the measure are not related to other measures that are
theoretically different.
A. convergent
B. divergent
C. concurrent
D. discriminant
Blooms: Remember
5-19
Education.
41. In the context of construct validity of measures, tests that are developed to evaluate future
performance of students are based on _____ validity.
A. convergent
B. divergent
C. predictive
D. discriminant
Blooms: Remember
42. Identify a similarity between content validity and face validity.

A. Both focus on scores on the measures that are not related to other measures that are
theoretically different.
B. Both focus on scores on the measures that are related to other measures of the same
construct.
C. Both focus on assessing whether the content of a measure reflects the meaning of the
construct being measured.
D. Both are important when studying measures that are designed to improve researchers'
ability to make predictions.
Blooms: Understand
5-20
Education.
43. 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 resource manager would be most concerned
with _____ validity.
A. face
B. general
C. divergent
D. concurrent
Blooms: Apply
44. 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 _____ validity.
A. convergent
B. divergent
C. face
D. internal
Blooms: Apply
5-21
Education.
45. 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 construct validity of
measures, this finding is an example of _____ validity.
A. convergent
B. discriminant
C. face
D. predictive
Blooms: Apply
46. Ciara finds a high correlation between her scores on intimacy and self-disclosure, which
are both measures of emotional quotient. In the context of indicators of construct validity of a
measure, Ciara's scores indicate _____ validity.
A. face
B. convergent
C. predictive
D. discriminant

Blooms: Apply
5-22
Education.
47. 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 _____ validity.
A. convergent
B. discriminant
C. face
D. concurrent
Blooms: Understand
48. Edgar finds his measure of intelligence quotient is not related to his language skills.
Which type of validity does this finding illustrate?
A. Predictive validity
B. Face validity
C. Discriminant validity
D. Convergent validity
Blooms: Understand
5-23
Education.
49. _____ is a potential problem when measuring behavior which causes changes in an
individual's behavior when he or she is aware of being measured.
A. Convergence
B. Reactivity
C. Validity
D. Reliability
Blooms: Remember
Learning Objective: 05-03 Describe the problem of reactivity of a measure of behavior and discuss ways to minimize reactivity.
50. The reactivity of a measure can be reduced by:

A. evaluating the participant rapidly.
B. allowing participants to get accustomed to being observed.
C. devising lengthy measures that require a long time for evaluation.
D. recording variables directly.
Blooms: Understand
51. In the context of reactivity of measures, a measure is said to be reactive if:

A. the measurement is unobtrusive.
B. same individuals are measured at two points in time during a research.
C. awareness of being measured changes an individual's behavior.
D. the measurement is unreliable.
Blooms: Understand
5-24
Education.
52. Alan is attentive to customers when his supervisor is present but inattentive when his
supervisor is absent. In this scenario, Alan's behavior exemplifies _____.
A. consistency
B. reliability
C. validity
D. reactivity
Blooms: Understand
53. In the context of reactivity of measures, _____ measures involve clever ways of indirectly
recording a variable to reduce reactivity.
A. unobtrusive
B. concurrent
C. divergent
D. nominal
Blooms: Remember
5-25
Education.
54. 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.
A. nominal
B. concurrent
C. divergent
D. unobtrusive
Blooms: Apply
55. In the context of variables and measurement scales, categorizing automobiles as

American-made or foreign-made is an example of a(n) _____ scale.
A. ratio
B. ordinal
C. interval
D. nominal
Blooms: Understand
Learning Objective: 05-04 Describe the properties of the four scales of measurement: nominal; ordinal; interval; and ratio.
Topic: Variables and Measurement Scales
5-26
Education.
56. A food critic rates restaurants according to the quality of food, service, and atmosphere.
She assigns 4 stars for excellent, 3 for good, 2 for fair, and 1 star for poor. In the context of
scales of measurement, this is an example of a(n) _____ scale.
A. nominal
B. ordinal
C. interval
D. ratio
Blooms: Apply
57. In the context of variables and measurement scales, the difference between the numbers
on the scale is meaningful in a(n) _____ scale.
A. nominal
B. ordinal
C. interval
D. cardinal
Blooms: Remember
58. In the context of scales of measurement, _____ scales have an absolute zero point that
indicates absence of the variable being measured.
A. nominal
B. ordinal
C. interval
D. ratio
Blooms: Remember
5-27
Education.
59. In the context of scales of measurement, the Celsius measure on a household thermometer
scale is an example of a(n) _____ scale.
A. nominal
B. interval
C. ordinal
D. ratio
Blooms: Remember
60. Which of the following statement is true of the four scales of measurement?
A. Ratio scales have no numerical or quantitative properties.
B. Nominal scales allow researchers to rank order the levels of a variable being studied.
C. In an interval scale, the intervals between the numbers are equal in size.
D. In an ordinal scale, the categories cannot be ordered from first to last.
Blooms: Understand
5-28
Education.

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Chapter 05 - Measurement Concepts

Solution Manual for Methods in Behavioral Research

Multiple Choice Questions

1. _____ refers to the consistency or stability of a measure of behavior.

3. In the context of components of a measure, a reliable measure of intelligence must contain

8. According to Pearson product-movement correlation coefficient, a correlation of 0.00

APA Outcome: 1.2 Demonstrate psychology information literacy

12. A researcher conducts an experiment to establish a relationship between a chess player's

APA Outcome: 1.2 Demonstrate psychology information literacy

15. If a measure is reliable, then a researcher must find a:

19. Split-half reliability is as an indicator of _____.

21. Which of the following is true of split-half reliability?

24. The value of Cronbach's alpha is based on an average of:

27. Cohen's kappa is a commonly used indicator of _____ reliability.

28. What refers to the adequacy of the operational definition of variables?

29. _____ validity is the simplest indicator of construct validity of a measure.

30. Which of the following statements is true of face validity?

APA Outcome: 1.2 Demonstrate psychology information literacy

32. Face validity refers to whether or not the measure:

APA Outcome: 1.2 Demonstrate psychology information literacy

APA Outcome: 1.2 Demonstrate psychology information literacy

42. Identify a similarity between content validity and face validity.

APA Outcome: 1.2 Demonstrate psychology information literacy

50. The reactivity of a measure can be reduced by:

51. In the context of reactivity of measures, a measure is said to be reactive if:

55. In the context of variables and measurement scales, categorizing automobiles as

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