Upon completion of this chapter, the student should be able to:
- Restate the argument that anything that exists can be measured.
- Define measurement and differentiate it from observation.
- Link and define conceptions, conceptualization and concepts.
- Differentiate among the following terms: direct observables, indirect observables, constructs, and concepts.
- Illustrate reification and explain why it is an error.
- Show how indicators and dimensions contribute to the conceptualization process.
- Outline the logic behind the interchangeability of indicators.
- Describe and compare real definitions, nominal definitions, and operational definitions.
- Select three concepts and develop both nominal and operational definitions for each.
- Explain why definitions are more problematic for descriptive research than for explanatory research.
- Distinguish conceptualization from operationalization.
- Restate the advice on establishing a range of variation in the operationalization process.
- List three dimensions for each of two concepts of your choice.
- Explain why attributes should be exhaustive and mutually exclusive and give examples of each.
- Differentiate the following four levels of measurement and give an example of each: nominal, ordinal, interval, and ratio.
- Explain why it is important to know the level of measurement for the variables in a study.
- Explain when single or multiple indicators should be used to reflect a concept.
- Differentiate precision from accuracy by definition and example.
- Define reliability and list four strategies for improving the reliability of measures.
- Define validity and compare the four types of validity.
- Describe the tension between reliability and validity.
- Explain why measurement decisions can sometimes be judged by ethical standards.
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 Updating... Rubin-1974-MeasurementofRomanticLove.PDF (1075k) K. B. Pok-Carabalona, Mar 8, 2011, 12:56 PM
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