What is the reliability of a measure and how the concept of reliability to different types of measure?
Reliability of any measure entails the ability to consistently produce similar results when provided with the same measurements that are provided under the same circumstances or conditions (Csikszentmihalyi and Larson 2014). Additionally, a measure has high reliability if it consistently produces identical results repeatedly when provided with consistent circumstances. The concept of reliability will only differ from the measure if and only if the same measurements will produce different results that are not consistent. On the other hand, the reliability will be affected when the unit of measure change even under the same circumstances.
What is the validity of measure and what are the ways you can assess the validity of a measure?
The validity of the measure is the actual or final result that the measurement produces which corresponds to the test given with an intended outcome observation. In an example, the determination of the housing of a person’s brain can be measured by tapping his or her head to find the circumference of the skull, through this the results produced will correspond and determine the size of a person’s brain.
What is the relationship between the reliability and validity of a measure?
Reliability of any measure entails the production of similar results under the same circumstances while the validity of measure involves the production of valid results despite the change in size. In addition to the above, the valid results produced by the same measurement determine a particular set of results. Through the consistency, the reliability of results is achieved (Coolican 2014).
How do the reliability and accuracy of a measure affect the generality of the results of a study?
To begin with, the reliability of results will depend on the results from the measurements carried out, for instance, the basic assumption of people with big skulls will produce a consistency of individuals with big size of brains (Greenwald and Nosek 2016). However, this is not a measure of intelligence as results have determined that the accuracy of these results might differ from the theory and believe that the bigger the brain, the more an individual has a room for intelligence.
Reference
Coolican, H. (2014). Research methods and statistics in psychology. Psychology Press.
Csikszentmihalyi, M., " Larson, R. (2014). Validity and reliability of the experience-sampling method. In Flow and the foundations of positive psychology (pp. 35-54). Springer Netherlands.
Greenwald, A. G., " Nosek, B. A. (2016). Health of the Implicit Association Test at age 3.
