title: Restricted sample variance reduces generalizability.
abstract: One factor that affects the reliability of observed scores is restriction of range on the construct measured for a particular group of study participants. This study illustrates how researchers can use generalizability theory to evaluate the impact of restriction of range in particular sample characteristics on the generalizability of test scores and to estimate how changes in measurement design could improve the generalizability of the test scores. An observer-rated measure of child self-regulation (Response to Challenge Scale; Lakes, 2011) is used to examine scores for 198 children (Grades K through 5) within the generalizability theory (GT) framework. The generalizability of ratings within relatively developmentally homogeneous samples is examined and illustrates the effect of reduced variance among ratees on generalizability. Forecasts for g coefficients of various D study designs demonstrate how higher generalizability could be achieved by increasing the number of raters or items. In summary, the research presented illustrates the importance of and procedures for evaluating the generalizability of a set of scores in a particular research context.
authors.affiliation: Division of Development and Behavior, Department of Pediatrics, 101 Academy Way, Suite 150, University of California, Irvine, Irvine, CA 92617, USA. klakes@uci.edu
authors.forename: Kimberley D
authors.initials: KD
authors.lastname: Lakes
mesh_terms: D002648:Child; D002652:Child Behavior / Q000523:psychology; D002675:Child, Preschool; D005260:Female; D006801:Humans; D008297:Male; D011582:Psychological Theory; D011594:Psychometrics / Q000592:standards*; D012107:Research Design / Q000592:standards*; D018401:Sample Size