Chapter 5: Conceptualization, Operationalization, and Measurement

 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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Rubin-1974-MeasurementofRomanticLove.PDF
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K. B. Pok-Carabalona,
Mar 8, 2011, 12:56 PM