Class Notes (839,398)
Australia (1,845)
Psychology (25)
PYB210 (11)
Unknown (11)
Lecture 3

PYB210 Lecture 3 Notes.docx

3 Pages

Course Code

This preview shows page 1. Sign up to view the full 3 pages of the document.
PYB210 Lecture Three Notes Reliability and Validity  Construct validity is the extent to which the operational IV and DV accurately reflect the factors (concept of the experiment) they are intended to represent. o For example, in Doug’s computer anxiety experiment, the concept was to explore the effect of social learning on computer anxiety. Doug operationalised the social learning IV in the form of either a positive of negative attitude instructor. However, there is a problem – does a positive or negative attitude instructor equate to a computer anxious or non-anxious instructor? No, it doesn’t. Therefore, the operationalisation of the experiment lacked construct validity. o Tests of construct validity are best conducted in a pilot study before commencing the actual experiment. Method of measuring the construct validity in the Independent Variable:  Manipulation check – one way to check construct validity within the IV is a manipulation check. This could, for example, involve asking the participants after the experiment how they felt about or rated the IV. This will tell us if the IV was behaving as it should have been during the experiment. Method of measuring the construct validity in the Dependent Variable:  Convergent validity – this is where we may test to see if there is a correlation between the DV and a conceptually similar construct. A successful determination of convergent validity would show high levels of correlation.  Divergent validity – this essentially works in the opposite way that convergent validity is tests. Here, we measure the direction of our DV against the direction of a construct which is conceptually different. A successful determination of divergent validity would show no correlation between the two. Reliability  In order to establish the reliability of our DV we need to ensure that the same results can be obtained again and again. A good way of doing this is to utilise a repeated measures design in which the DV is measured on several different occasions over time to determine consistency and thus reliability.  Hint: Epstein (1979) could possibly be a good reference for the reliability of an experiment. Extraneous Variables  Extraneous variables are essentially anything other than the IV which is capable of causing a change in the DV. When conducting an experiment, we want to ensure that these potential extraneous variables do not interrupt or in any way affect our experiment.  If these extraneous variables vary systemically with the IV then there is no way of saying whether it was the IV or the extraneous variable which caused the change in the DV.  In this case, the EV is called a confounding variable because it literally confounds us. This confounding variable needs to thus be controlled.  Often we may have extraneous variables which do not actually confound the IV. While this is good, it does not necessarily mean that the EV has no effect on the experiment. This is because even though it is not confounding, it still may affect the external validity of the experiment.  Remember – all confounding variables ARE extraneous variables, however not all extraneous variables become confounding. Types of Extraneous Variables to Look Out For:  History variables – this refers to the variation in the events experienced by different groups between repeated measurements. th o E.g. women are asked about attitudes towards terrorism on the 10 of September 2001 and men are asked on the 12 September 2001. We cannot attribute the difference to gender because of the event – September 11 – that happened in between.  Maturation – this refers to the natural changes that occur in a person across their lifespan in between repeated measurements. o E.g. in a study to see if certain lenses helped dyslexic first-graders read better, the study found that six months later they indeed had better reading ability however a later study with a control group found no difference. Here, maturation is a likely extraneous variable which accounts for the increased reading ability.  Instrumentation variables – this refers to the systematic changes in apparatus between conditions. o For example, in Doug’s font size experiment, the 10pt font could be shown first whilst the projector is still dimmed. The 12pt is then show afterwards, when the
More Less
Unlock Document

Only page 1 are available for preview. Some parts have been intentionally blurred.

Unlock Document
You're Reading a Preview

Unlock to view full version

Unlock Document

Log In


Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.