That gives you content validity. So that's real easy.

If a construct is, is truly valid and has strong, a lot of support for it, then it will demonstrate all of these different types of validity.

So it's necessary to have both convergence, and divergence to establish, construct validity.

And there's another in joke among statisticians, and that's,

This test should be, correlated to a lesser degree with tests of spacial reasoning than it is, with a test of reading comprehension.

The first is death is a big problem.

That's the inter item method and one of the most common ways we, we estimate reliability in psychology.

General Statistics

Now, to make this more concrete,

(Laughter)

A statistical edge?

So to recap this segment.

Is it just about a lack of education?

What do you want?

That way we've shown some, convergent validity.

Now let's look at the different forms of validity.

And finally, up to 50 to 70 of software development effort is spent on validation and debugging.

It could simply be, motivation or the children's ability to take tests in general or, how happy they are in the school environment.

Appropriate?

Does the test consist of words that children should know?

And then we'll use the ideas we just discussed in, in the section on validity to make sure we have valid instruments and valid constructs.

So I will spend a lot of time in this course talking about things like reliability and validity that you don't typically see in an introductory Statistics textbook or in a first course.

That meaning, it should converge with that other measure of that same construct.

And that's indeed the case.

learning vocabulary, should show, lower scores or depressed scores on this test to show some nomological validity.

normal, adequate, borderline, mildly.

What's fair?

Now the computer knows as much about Kimble as you do.

Yes, statistical... So he...

The first content validity is the easiest, and there's no statistics involved in evaluating content validity.

So the, the mantra still applies, correlation does not imply causation. Um, and I like to put in here in my graduate level class.

valid

25, Patty.

So that's what we're going to focus on.

First we'll talk about reliability and validity in individual variables and individual, individual measures of psychological constructs, and then we'll talk about the idea of sampling.

Import Statistics

Usage Statistics

Statistics...

Stats

Statistics

Statistical

Then we would be demonstrating convergent validity.

It's not enough though to just show convergent validity.

If you are, you're now able to test based on data hypothesis and accept or rejection.

And one of the reasons we're not quite ready to jump into inferential statistics is you saw that the, the validity of correlation based arguments depends on the reliability and validity of the measures that go into the correlational analysis.