Assignment: Reliability And Validity Matrix

Assignment: Reliability And Validity Matrix

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For each of the tests of reliability and validity listed on the matrix, prepare a 50- to 100-word description of the test’s application. Describe what conditions these reliability types would be used for as well as when they would be inappropriate. Then, for each test, prepare a 50- to 100-word description of the strengths and a 50- to 100-word description of the weaknesses.

Castel, A. D., Benjamin, A. S., Craik, F. I. M., & Watkins, M. J. (2002). The effects of aging on selectivity and control in short-term recall. Memory & Cognition, 30, 1078–1085. http://dx.doi.org/10.3758/ BF03194325.

Castel, A. D., Lee, S. S., Humphreys, K. L., & Moore, A. N. (2011). Memory capacity, selective control, and value-directed remembering in children with and without attention- deficit/hyperactivity disorder (ADHD). Neuropsychology, 25, 15–24. http://dx.doi.org/10.1037/ a0020298.

Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self- regulated learning. Psychology and Aging, 28, 232–242. http://dx.doi.org/10.1037/a0030678.

Dudukovic, N. M., & Knowlton, B. J. (2006). Remember-know judgments and retrieval of contextual details. Acta Psychologica, 122, 160–173. http://dx.doi.org/10.1016/j.actpsy.2005.11.002.

Dunn, J. C. (2004). Remember-Know: A matter of confidence. Psychological Review, 111, 524–542. http://dx.doi.org/10.1037/0033- 295X.111.2.524.

Eldridge, L. L., Knowlton, B. J., Furmanski, C. S., Bookheimer, S. Y., & Engel, S. A. (2000). Remembering episodes: A selective role for the

hippocampus during retrieval. Nature Neuroscience, 3, 1149–1152. http://dx.doi.org/10.1038/80671.

Fawcett, J. M., Lawrence, M. A., & Taylor, T. L. (2016). The representational consequences of intentional forgetting: Impairments to both the probability and fidelity of long-term memory. Journal of Experimental Psychology: General, 145(1), 56–81. http://dx.doi.org/10.1037/ xge0000128.

Gardiner, J. M., Gawlik, B., & Richardson-Klavehn, A. (1994). Maintenance rehearsal affects knowing, not remembering; elaborative rehearsal affects remembering, not knowing. Psychonomic Bulletin & Review, 1, 107–110. http://dx.doi.org/10.3758/BF03200764.