A researcher wanted to test the psychometric properties of a new intelligence test for children. She administered the test twice, two months apart, to children in a fourth-grade classroom. On the second administration, she noticed that the children who performed well were not the same children who performed well on the first administration and that there appeared to be no relationship between student performance on the first and second administration of the test. Based on this scenario, the psychological construct missing from this intelligence test is test-retest reliability, because the researcher is administering the same test twice test-retest reliability, because the researcher is administering the same test twice A test-retest reliability, because the researcher is administering equivalent forms of the test twice test-retest reliability, because the researcher is administering equivalent forms of the test twice B split-half reliability, because the researcher is administering the same test twice split-half reliability, because the researcher is administering the same test twice C split-half reliability, because the researcher is administering equivalent forms of the same test twice split-half reliability, because the researcher is administering equivalent forms of the same test twice D internal-consistency reliability, because the researcher is administering the same test twice

Ciccarelli: Psychology_5 (5th Edition)

5th Edition

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:Saundra K. Ciccarelli, J. Noland White

Chapter1: The Science Of Psychology

Section: Chapter Questions

Problem 1TY

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Question

A researcher wanted to test the psychometric properties of a new intelligence test for children. She administered the test twice, two months apart, to children in a fourth-grade classroom. On the second administration, she noticed that the children who performed well were not the same children who performed well on the first administration and that there appeared to be no relationship between student performance on the first and second administration of the test. Based on this scenario, the psychological construct missing from this intelligence test is

test-retest reliability, because the researcher is administering the same test twice

test-retest reliability, because the researcher is administering the same test twice

A
test-retest reliability, because the researcher is administering equivalent forms of the test twice

test-retest reliability, because the researcher is administering equivalent forms of the test twice

B
split-half reliability, because the researcher is administering the same test twice

split-half reliability, because the researcher is administering the same test twice

C
split-half reliability, because the researcher is administering equivalent forms of the same test twice

split-half reliability, because the researcher is administering equivalent forms of the same test twice

D
internal-consistency reliability, because the researcher is administering the same test twice