Direction: answer two questions that are posted (“answer posts”; Below are the

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Direction: answer two questions that are posted (“answer posts”;
Below are the two bolded questions I have chosen:
Chapter 7
1. Provide an example (not mentioned in the text or in the notes) for each of the scales of measurement: Nominal, ordinal, interval, and ratio. Explain the difference between each of the scales.
2. In the notes, Paul stated that “generalizability does not equal universality.” Explain what is meant by this, and provide an example related to your particular field demonstrating the importance of this statement.
3. Imagine you are creating an assessment for creativity. How would you empirically measure this construct? How would you demonstrate the reliability of your assessment? How would you demonstrate its validity?
4. What are some ethical considerations you should keep in mind when giving and interpreting tests, assessments, and/or evaluations. How might you manage these issues?
Chapter 8
1. Imagine you are creating a questionnaire about college success (this topic is purposefully vague – feel free to make it more specific and relate it to your particular field). a) What are three items you might present to participants on a questionnaire? b) For each item, provide a rationale for why collecting this data is important to understanding the research topic. c) Which of the principles of questionnaire construction (Table 8.2) were most important to consider as you developed these items?
2. Provide an example from your own experience (not mentioned in the notes or text) of a questionnaire that you took that clearly violated one or more of the principles of questionnaire construction. How did this violation affect the validity of the questionnaire? How did you feel taking it? What might you do to improve it?
Chapter 10
1. Imagine you are a poor grad student with limited resources (a stretch of the imagination, I know). a) Create a simple quantitative research question (that is within your means to study – No MRI machines, or limitless access to confidential databases). b) Identify: The population; a reasonable sampling frame; and an appropriate method for selecting a sample of 350 or fewer participants. c) Explain why you have chosen this sampling method.
2. I want to do a study about American attitudes towards sexuality. I decide that the easiest way to get data is to give a survey to a large (500+ students) introduction to psychology class at Kansas-State University. In what ways is my generalizability limited (in other words, how does the sample differ from the population)? What should I do about this?
3. Why is random selection the gold standard for sampling in quantitative research (define and explain it)? What are limitations that would prevent researchers from using a random selection process? Is it possible to ever have a truly random selection? How, or why not?

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