S-data:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Self-reports<\/p>\n

\n
• Questionnaires<\/li>\n<\/ul>\n

  Benefits:<\/p>\n

  \n
  • Easy to get large subject group<\/li>\n
  • Time-efficient<\/li>\n
  • Interview: allows thorough exploration<\/li>\n
  • Some information only known by individual<\/li>\n<\/ul>\n

    A Likert-rating scale should be used to nuance the research results.<\/p>\n

    General disadvantages:<\/p>\n

    \n
    • Alexithymia (Alexithymie)<\/li>\n
    • No self-knowledge or introspection<\/li>\n
    • Dependent on motivation, capacity of person Bias:<\/li>\n
    • Social desirability<\/li>\n
    • Memory biases<\/li>\n<\/ul>\n

      O-data:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Others-reports<\/p>\n

      \n
      • Professional observers<\/li>\n
      • Acquaintances<\/li>\n<\/ul>\n

        Benefits:<\/p>\n

        \n
        • Some biases less frequent<\/li>\n
        • Access to other kinds of information<\/li>\n
        • Multiple observers: interrater reliability<\/li>\n<\/ul>\n

          \uf0e8 No idiosyncratic elements<\/p>\n

          T-data:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Reactions to certain stimuli<\/p>\n

          \n
          • Standardized tests<\/li>\n<\/ul>\n

            Experimentdl methods <\/em>Disadvantages:<\/p>\n

            \n
            • Risk for faking<\/li>\n
            • Ecological validity<\/li>\n
            • Effects of tester on participant<\/li>\n<\/ul>\n

              Implicit tests\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em>Developed in the 1990 by Greenwald et al.<\/p>\n

              \n
              • The (I)mplicit (A)ssociation (T)est.<\/li>\n
              • Reason: The assessment of attitudes is often influenced by social desirability, selfrepresentation, etc. and the IAT convents these problems.<\/li>\n<\/ul>\n

                Measurement of associations between concepts (reaction time)! e.g., racism, attitudes regarding elderly, political standpoints, etc.<\/p>\n

                \n
                • This circumvents self-representation – Is successful, often used in research.<\/li>\n<\/ul>\n

                  Mechdnicdl registrdtion equipment<\/em><\/p>\n

                  \n
                  • g. an actometer<\/li>\n<\/ul>\n

                    Physiologicdl ddtd<\/em><\/p>\n

                    \n
                    • The autonomic nervous system is used.<\/li>\n
                    • g. difference between psychopaths and control group when confronted with scary pictures.<\/li>\n<\/ul>\n

                      Projective techniques<\/em><\/p>\n

                      \n
                      • Ambiguous stimulus is described.<\/li>\n
                      • Often the \u2018own\u2019 structure, the inner features and the conflicts on the stimulus are projected.<\/li>\n
                      • Rorschdch-test <\/em><\/li>\n<\/ul>\n

                        L-data:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Data about an individual\u2019s life<\/p>\n

                        \n
                        • g. education, work, accidents, marriage, internet usage. – S- and O-data are used to predict L-data.<\/li>\n<\/ul>\n

                          Convergence of data<\/h1>\n

                          It is of great importance that the different types of data are converged.<\/p>\n

                          Low convergence:<\/p>\n

                          –\u00a0\u00a0\u00a0\u00a0 Sources measure other phenomena\/contexts<\/p>\n

                          Solution = triangulation:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Averaging specificity of the source e.g., conflicts in the family.<\/p>\n

                          Evaluation and Buality of a study<\/h1>\n

                          Reliability<\/em><\/h2>\n

                          = Sensitivity of medsurements for unwdnted fluctudtions or vdridtions in medsurement results in the sdme individudl (medsurement errors).<\/em><\/p>\n

                          Danger of response tendencies<\/p>\n

                          \n
                          • Acquiescence = reversed coding<\/li>\n
                          • Social desirability<\/li>\n
                          • Extreme answers<\/li>\n<\/ul>\n

                            Test-retest relidbility<\/em><\/p>\n

                            \n
                            • If you do the same test several times, will the results be the same?<\/li>\n<\/ul>\n

                              Interndl consistency<\/em><\/p>\n

                              \n
                              • Calculated using coefficient alpha<\/li>\n<\/ul>\n

                                Inter-rdter relidbility<\/em><\/p>\n

                                \n
                                • The degree of agreement among raters<\/li>\n<\/ul>\n

                                  Validity<\/em><\/h2>\n

                                  = The extent to which d study is well-founded dnd corresponds dccurdtely to the redl world. <\/em>A study can be reliable, but not valid. A study can\u2019t be valid but not reliable.<\/p>\n

                                  Fdce vdlidity<\/em><\/p>\n

                                  \n
                                  • Does, at first sight, the test measure what it is supposed to measure?<\/li>\n<\/ul>\n

                                    Content vdlidity<\/em><\/p>\n

                                    \n
                                    • Are the essential elements from the phenomenon you want to measure present?<\/li>\n<\/ul>\n

                                      Predictive vdlidity<\/em><\/p>\n

                                      \n
                                      • Can the test predict an external criterion?<\/li>\n<\/ul>\n

                                        Convergent vdlidity<\/em><\/p>\n

                                        \n
                                        • Does the test correlate with other tests that aim to assess the same phenomenon?<\/li>\n<\/ul>\n

                                          Discrimindnt vdlidity<\/em><\/p>\n

                                          \n
                                          • Does the test also measure things you do not intent to measure?<\/li>\n<\/ul>\n

                                            Construct vdlidity<\/em><\/p>\n

                                            \n
                                            • Does the test measure the theoretical construct that it is supposed to measure?<\/li>\n<\/ul>\n

                                              Generalizability<\/em><\/strong><\/p>\n

                                              = The degree in which d test remdins vdlid dcross different circumstdnces.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

                                              S-data:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Self-reports Questionnaires Benefits: Easy to get large subject group Time-efficient Interview: allows thorough exploration Some information only known by individual A Likert-rating scale should be used to nuance… Continue Reading Assessment, Management and Research Design<\/span><\/a><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[111],"tags":[],"_links":{"self":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4407"}],"collection":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/comments?post=4407"}],"version-history":[{"count":0,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/posts\/4407\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/media?parent=4407"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/categories?post=4407"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.amyork.ca\/academic\/zz\/wp-json\/wp\/v2\/tags?post=4407"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}