And children the baseline condition selected her the trials
Explain whether the study meets all of the three validities beside construct validity (i.e., we will detail construct validity in the subsequent question!). For each of the three non-construct validities, please note whether you think each validity is fully met or only partially met. Please be sure to note BOTH the specific details in the reported work that support each validity, and be sure to note what omissions from this short report make it difficult to evaluate each validity (3 sentences max)
Evaluate construct validity in greater detail. (Note: Each of the sub-items in #6 can be answered in less than 1 sentence) To be clear, for sections a-f, I would like you to speak about operationalizations in the paper. For sections g and h, I would like you to speak about possible operationalizations that you could imagine adding but that are not currently in the reported research.
e. Identify a portion of the construct that this operationalization does not cover—that is, what parts of the construct might be left unrepresented. (1 sentence max)
f. Identify a surplus meaning of the operationalization (1 sentence max)
Forty-eight preschoolers (age range = 3 years 6 months to 4 years 5 months; 24 boys, 24 girls) watched a video featuring two female actors seated side by side. On each of four trials, one actor announced her intention to hide a ball under one of four cups; the other agreed, covered her eyes, and turned around to face the back wall. The hider placed a small barrier in front of the cups so that the children could watch as she hid the ball but could not see the particular cup she baited. She announced that she had finished and removed the barrier. Both actors faced the camera throughout the rest of the trial. The children were randomly assigned to three conditions. In the point condition (n = 16; mean age = 3 years 11 months), the two actors simultaneously pointed to different cups. In the grasp condition (n = 16; mean age = 4 years 0 months), they simultaneously grasped the tops of different cups. We used grasping as a comparison gesture because young children understand that it, like pointing, is intentional and object-directed (Woodward, 1999). However, it is not often used communicatively, and so may not be as likely as pointing to lead to the misattribution of knowledge. In the baseline condition (n = 16; mean age = 3 years 11 months), the two actors simply sat with their hands in their laps. After the actors gestured (or not), the experimenter paused the video and asked, “Who knows where the ball is?” One actor hid the ball on the first and fourth trials; the other actor did so on the middle two trials.
Results: