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| Pregunta | Respuesta |
| Which type of validity is this? (pg 496) the degree to which the observed differences on the dependent variable are the direct result of manipulating the independent variable and not some other variable. | INTERNAL validity. |
| Which type of validity is this? (pg 496) The degree to which the results are generalizable to the general population and environmental settings outside the experimental study. | EXTERNAL validity. |
| Which type of validity is this? (pg 496) Is the instrument a reasonable measurement of a variable? | Face validity |
| Which type of validity is this? (pg 496) The degree to which an instrument measures an intended content area. | Content validity. |
| Two sub-categories of content validity | 1. item validity 2. sampling validity |
| Which type of validity is this? (pg 496) Can the score on one test relate to score on a criterion test? (comparison with gold standard.) | Concurrent validity |
| Which type of validity is this? (pg 496) Is the test able to predict future performance? | Predictive validity |
| Which type of validity is this? (pg 496) Can the test measure the intended hypothetical abstract? (non-observable) | construct validity |
| Which type of reliability is this? (pg 497) Whether the first half tested alone is reliable compared to the second half. | Split-half reliability |
| What threats to validity is in the scenario? (pg 497) The researcher introduces a convenient sample of all his students. | Sampling bias. (systemic sampling error) |
| What threats to validity is in the scenario? (pg 497) In a longitudinal pediatric study, there is no control of the development of the kids. | Failure to exert rigid control over subjects and conditions. |
| What threats to validity is in the scenario? (pg 497) The participants does better on post-test after pre-test. | administer of pre-test influences score on post-test |
| What threats to validity is in the scenario? (pg 497) The subjects respond differently to the treatment because of pretest. | pretest-treatment interference |
| What threats to validity is in the scenario? (pg 497) In a study of ultrasound, subject received heat pack prior to treatment. | Multiple treatment interference |
| What threats to validity is in the scenario? (pg 497) The knowledge of the tested area influenced performance of a subject. | Hawthorne effect |
| What threats to validity is in the scenario? (pg 497) the subject feels much better after a sham surgery | Placebo effect |
| Sensitivity tests for true _______. | Positive |
| Specificity tests for true ________. | Negative. |
| T/F: Cohort study is always retrospective. | F. Always prospective. |
| T/F: Case-control study is always retrospective. | T. |
| In the grades of recommendation, ___ is the highest level and ____ is the lowest. | A is highest (at least 1 level one study), F is the lowest (expert opinion). |
| Which level of evidence requires high-quality systemic reviews/RCTs and prospective studies? | Level I. |
| In a normal distribution, __% of scores fall within +/-1 SD, ___% fall within 2 SD and ___% fall within 3 SD. | 68% 1 SD 95% 2 SD 99% 3 SD |
| Type I error occurs when the null hypothesis is rejected when it is ______. | True. (the difference is actually due to chance). |
| Alpha level is a _______-ed level of statistical significance. | Pre-determined. |
| Which scenario can t-test be used? A. Compare the difference between two independent groups. B. To compare the effect of three modes of exercise on blood sugar level control. C. To compare the difference between two matched samples. | A and C. (T test only used when there are 2 groups to compare) |
| What type of ANOVA test is used for: (p 501) A. to compare multiple groups on a single independent variable. B. to compare multiple groups on two or more independent variables. | A: one-way ANOVA B: factorial ANOVA. |
| When a researcher wants to control for the effects of intervening variables, he/she should use ______ for statistical analysis. | ANCOVA |
| _________ is used as a nonparametric test of significance to compare data in the form of frequency counts in two or more MUTUALLY EXCLUSIVE categories. | Chi square test. |
| Assign an appropriate correlation coefficient to the following scenarios (p502): A. The relationship between distal and proximal development in infants. B. The relationship of verbal and reading comprehension scores. C. The relationship between elbow flexor spasticity and side of stroke. D. The relationship between gender and functional ability. | A. Pearson's r (used to correlate continuous data with underlying normal distribution on interval or ratio scales) B. Spearman's rho (used to correlate ordinal data) C. Point biserial correlation (one variable is dichotomous, another is ratio/interval) D.Rank biserial correlation (one is dichotomous, another is ordinal) |
| The ___________ is a reliability coefficient based on analysis of variance. | Intraclass correlation coefficient (ICC) |
| ___ ---> good reliability. ___ --> moderate reliability. ___ --> poor reliability. | >0.75 is good. 0.5 - 0.75 is moderate. <0.5 is poor. |
| Effect size between groups is shared as ____, or ____ ratio. | Cohen's D. or Odds ratio. (risk ratio) |
| Likelihood ratio ____ rules in the diagnosis, while likelihood ratio of _____ rules out the diagnosis. | >10 rules in. <0.1 rules out. |
| Assign a level of evidence for the following studies: A. Case series study B. expert opinion C. Systematic reviews of low quality RCTs or low quality prospective studies D. Case-control studies or retrospective studies E. High quality SRs, diagnostic, or prospective studies. | A. Level IV B. Level V C. Level II D. Level III E. Level I |
| Assign a grade of recommendation for the following situations: 1. A single high-quality RCT or a number of level II studies. 2. Best practice on clinical experience from a guideline development team 3. A preponderance of level I and II studies (at least 1 level I) 4. Higher-quality studies conducted on this topic disagree. 5. Evidence from animal/cadaver studies, conceptual models, basic science researches. 6. One level II study or a preponderance of level III-IV studies. | 1. Grade B (moderate) 2. Grade F (expert opinion) 3. Grade A ( strong evidence) 4. Grade D (conflicting evidence) 5. Level E (theoretical/foundational evidence) 6. Level C (weak evidence) |
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