Communicative Adaptability Conceptualization and Measurement Paper

This online activity focuses on information found in Chapter 5
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specified due date on the syllabus.
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. Identify the four nominal variables on the attached Communicative Adaptability Scale questionnaire on the
last page of the document.
a.b.c.d.2
. Based on your answers in question 1, how would you assess the categories of these variables according to the
criteria of exhaustive, mutually exclusive, and equivalent? Does it meet all the criteria, yes or no? If no, how
would you change it to meet the criteria?
a.b.c.d.3
. Identify the continuous level variable.
4
. Are the data in #3 ordinal, interval, or ratio level?

5.
Describe how the researcher would create a communicative adaptability score for each participant.
6.
What are the minimum and maximum scores any participant could have if he or she responded to all of the
items?
7.
Describe how would you assess the validity of the Communicative Adaptability Scale
8.
Describe how would you assess the reliability of the Communicative Adaptability Scale.

5. Describe how the researcher would create a communicative adaptability score for each participant.6. What are the minimum and maximum scores any participant could have if he or she responded to all of theitems?7. Describe how would you assess the validity of the Communicative Adaptability ScaleCommunicative Adaptability Scale

Instructions:
The following are statements about communication behaviors. Answer each item as it relates to your general style of
communication (the type of communicator you are most often) in social situations. Please indicate the degree to which each statement
applies to you by circling the appropriate number (according to the scale below) for each item.
5Almost always true of me
4Often true of me
3Sometimes true of me
2Rarely true of me
1Never true of me
1.
I feel nervous in social situations.
5 4 3 2 12.
People think I am witty.
5 4 3 2 13. When speaking I have problems with grammar.
5 4 3 2 14. I enjoy meeting new people.
5 4 3 2 15.
In most social situations I feel tense and constrained.
5 4 3 2 16.
When someone makes a negative comment about me, I respond with a witty comeback.
5 4 3 2 17.
When I embarrass myself, I often make a joke about it.
5 4 3 2 18.
I enjoy socializing with various groups of people.
5 4 3 2 19. I try to make the other person feel important.
5 4 3 2 110.
At times I don’t use appropriate verb tense.
5 4 3 2 111.
I often make jokes when in tense situations.
5 4 3 2 112.
While I’m talking I think about how the other person feels.
5 4 3 2 113. When [I am] talking, my posture seems awkward and tense.
5 4 3 2 114. I disclose at the same level that others disclose to me.
5 4 3 2 115. I find it easy to get along with new people.
5 4 3 2 116. I sometimes use words incorrectly. 5 4 3 2 117. When I self-disclose I know what I am revealing.
5 4 3 2 118. I try to be warm when communicating with another.
5 4 3 2 119. I am relaxed when talking with others.
5 4 3 2 120.
When I am anxious, I often make jokes.
5 4 3 2 121.
I sometimes use one word when I mean to use another.
5 4 3 2 122.
I do not
mix
well at social functions.
5 4 3 2 123.
I am aware of how intimate the disclosures of others are.
5 4 3 2 124.
I am verbally and nonverbally supportive of other people.
5 4 3 2 125.
I sometimes use words incorrectly. 5 4 3 2 126.
I have difficulty pronouncing some words.
5 4 3 2 127.
I like to be active in different social groups.
5 4 3 2 128.
I am aware of how intimate my disclosures are.
5 4 3 2 129.
My voice sounds nervous when I talk with others.
5 4 3 2 130.
I try to make the other person feel good.
5 4 3 2 1Circle the appropriate response for each of the following items:
31.
I am a college:
freshman
sophomore
junior
senior
32.
I currently attend college:
full time
part time
33.
I am: a Communication major
Not a Communication major
34.
I am: female maleSource: “Communicative Adaptability: A Review of Conceptualization and Measurement,”
Communication Quarterly, 40,
253–268.
Used by permission of Eastern Communication Association.Once accepted will give you login info so u can read chapter 5

Measurement
Chapter 5
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The use of numbers as a tool for
identifying and presenting
information
Measurement
The process that links the
conceptual to the empirical
Necessary to conduct quantitative
research
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Numbers measure value, intensity,
degree, depth, length, width, and
distance
Descriptive and evaluative device
Measurement
Principles
 Numbers have no value until we provide
meaning
 Measurement includes everything the
researcher does to arrive at a number
 Measurement provides the
operationalization of the variable
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Data are discrete or continuous
Levels
of
Measurement
 Each produces a different kind of data
 How data are collected determines
how they can be used in statistical
analyses
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The presence or absence of some
characteristic
 Also known as nominal or categorical
data
Discrete
Data
Categories
 Reflect different types, not differing
amounts
 Have no inherent value
 Must be mutually exclusive,
exhaustive, and equivalent
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5
Reveals quantity, intensity, or magnitude
Continuous
Levels
of
Measurement
 Values that differ in degree, amount, or
frequency can be ordered on a continuum
Three types

Ordinal data

Interval data

Ratio data
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6
Rank elements in logical numerical order
 1st, 2nd, 3rd, and 4th
 Sequence suggests value of data
Ordinal
Data
Ranking positions are relative
Distance between ranks is unknown
Zero does not exist
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Identify highest, next highest, and so on
 4, 8, 10, 14, 22, 25, 29, 31, 32, 37, 41, 42
Interval
Data
Identify exact difference between and
among scores
Acknowledge zero
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Likert-type scales
Types
of Interval
Scales, 1
Strongly
disagree
Disagree
Undecided
Agree
Strongly
agree
1
2
3
4
5
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9
Semantic scale
 Participants are asked to locate the
meaning they ascribe to a stimulus,
using a stimulus statement
Types
of Interval
Scales, 2
 The response scale is anchored by two
opposites, usually bipolar adjectives
 Can be used singly, or a series of
semantic differential scales can
represent a variable
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Have all of the characteristics of interval
data
Ratio
Data
Zero is absolute
 Indicates a complete lack of the variable
measured
Provide a measure of the degree to which
something actually exists
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Measurement has validity to the extent that
it measures what you want it to measure
and not something else
Validity is a matter of degree
Validity
 Internal validity
 Face validity
 Content validity
 Criterion-related validity
 Concurrent or predictive
 Construct validity
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12
Degree of consistency among similar items
Reliability coefficient: 0.0 to 1.0
Reliability
 Closer to 1.00 indicates a greater degree of
reliability
 Generally, above 0.70 is acceptable
Internal reliability
 Multiple items invoke similar responses
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A measurement should be both valid and
reliable
The
Relationship
between
Validity
and
Reliability
Validity and reliability are connected in
fundamental ways
 Reliable measurements can be obtained
without validity
 When validity is achieved, reliability is
presumed
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Issues of data collection
 Internal validity
Threats
to
Validity
and
Reliability
 Reliability over time
Issues of sample representativeness
 External validity
 Ecological validity
Do alternative explanations exist?
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Researchers are responsible for:
 Collecting data accurately and ethically
Issues
of
Data
Representation
 Interpreting and reporting data responsibly
Quality of data interpretation cannot be
better than quality of data collected
 Measurement is central to the quality of
outcomes and links to theory
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