Intelligence Assignment

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    Intelligence Assignment

    Intelligence Assignment Provide an operational definition of intelligence. What is the role of operational definitions within quantitative research? What are the strengths and weaknesses of operational definitions within psychology research? In some quantitative studies the terms “external validity” and “generalizability” are portrayed as synonymous. In contrast, Reichardt (2011) makes the claim that external validity and generalizability should be considered distinct concepts. What is external validity? What are the merits of distinguishing between external validity and generalizability of quantitative results? Consider the following  resources on Intelligence Assignment Resources 1. Criticisms of and an Alternative to the Shadish, Cook, and Campbell Validity Typology Reichardt, C. S. (2011). Criticisms of and an alternative to the Shadish, Cook, and Campbell validity typology. New Directions for Evaluation, (130), 43-53. DOI:10.1002/ev.364 https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=60975808&site=ehost-live&scope=site 2. Preliminary

    Intelligence Assignment

    Provide an operational definition of intelligence. What is the role of operational definitions within quantitative research? What are the strengths and weaknesses of operational definitions within psychology research?

    In some quantitative studies the terms “external validity” and “generalizability” are portrayed as synonymous. In contrast, Reichardt (2011) makes the claim that external validity and generalizability should be considered distinct concepts. What is external validity? What are the merits of distinguishing between external validity and generalizability of quantitative results?

    Consider the following  resources on Intelligence Assignment

    Intelligence AssignmentResources

    1. Criticisms of and an Alternative to the Shadish, Cook, and Campbell Validity Typology

    Reichardt, C. S. (2011). Criticisms of and an alternative to the Shadish, Cook, and Campbell validity typology. New Directions for Evaluation, (130), 43-53. DOI:10.1002/ev.364

    https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=ehh&AN=60975808&site=ehost-live&scope=site

    2. Preliminary Concepts in Inference

    McGrath, R. E. (2011). Preliminary concepts in inference. In Quantitative models in psychology (pp. 13-33). Washington, DC: American Psychological Association. DOI:10.1037/12316-001

    https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=psyh&AN=2010-19907-001&site=ehost-live&scope=site

    3. Reflections on the Status and Direction of Psychology: An External Historical Perspective

    Giorgi, A. (2013). Reflections on the status and direction of psychology: An external historical perspective. Journal of Phenomenological Psychology, 44(2), 244-261. DOI:10.1163/15691624-12341257

    https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lopes.idm.oclc.org/login.aspx?direct=true&db=a9h&AN=93356310&site=ehost-live&scope=site

    4. Threats to the Validity of Research

    Parker, R. M. (1993). Threats to the validity of the research. Rehabilitation Counseling Bulletin, 36(3), 130-138.

    https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9608306758&site=ehost-live&scope=site.

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