The operational definition of an empirical term ..
It affects the central nervous system and causes birth defects such as mental retardation, poor motor skills, poor eye-hand coordination, behavioral and learning problems.
AvatarPapers | Operationally define the terms -used in …
Example: Love [Term being defined operationally] ISWHEN [Description of the people/objects/events relevant tothe term being defined].
Available evidence from ethnographic work affirms that this definition of hunger is well understood and is reported in similar terms in the United States (Radimer et al., 1992; Wolfe, Frongillo, and Valois, 2003) and Québec (Hamelin, Beaudry, and Habicht, 2002). There is consensus in U.S. society, supported by this empirical research, that an individual’s report that he or she has experienced hunger because of lack of food provides a straightforward indication that the individual has, indeed, experienced hunger in the sense of the third definition (i.e., discomfort, illness, weakness, or
How would you operationally define your variables for …
Redefining a variable in terms of specific, measurable terms is called operationalizing a variable. The operationally defined variable for strength could be maximal torque generated isometrically on an isokinetic dynamometer by the quadriceps muscles.
How would you operationally define your variables ..
 Greene, Brian
The Elegant Universe
Vintage Books, Random House, Inc. New York, 2000
The most meaningful definitions in physics are those that areoperational—thatis, definitions that provide a means, at least in principle, formeasuringwhatever is being defined. After all, no matter how abstract a conceptis,having an operational definition allows us to boil down its meaning toanexperimental procedure for measuring its value.
5.1 Define operationally the main variables only as ..
If a person cannot provide a description by means of theobservation(s)/measurement(s) of the people/objects/events relatedto a term he wishes to define/use in a discusssion, then there is anexcellent chance that (A) the people/objects/events he is tryingto define/discuss do not exist or (B) he does not know what he istalking about.
There are two ways by which we can operationally define a variable
Positive reinforcement programs should begin at the level at which children can succeed and be positively reinforced. All too often, teachers set up wonderful behavioral programs but set initial criteria for success too high. The child with ADHD in this system rarely reaches success. Problem behavior must be defined operationally and then a level of baseline occurrence must be obtained. At first, provide reinforcement when the child is at or slightly better than baseline. For example, in first grade, Jeremy was out of his seat 10 times during a work period, so his teacher provided reinforcement when he was out of his seat no more than eight times. As the child succeeds, the necessary criteria for reinforcement can be gradually increased, requiring fewer out-of-seat behaviors during a given time period.
Operationally define both the independent and dependent variables
You may also want to determine the amount of time a student exhibits on- and off-task behavior. One simple behavioral observation method is called because it allows you to record a discrepancy between the target student and a typical class peer (Rhode, Jenson, & Reavis, 1992). Figure 4.5 presents a form to use for this system. To begin, match the target student with a same-sex peer who exhibits typical classroom behavior. Next, check off the type of activity: class, small-group activity or independent activity. The observation period lasts 15 minutes, and behavior is recorded at 10-second intervals (for a total of 90 intervals). The left side of the box is used for the target student and the right side is used for the classroom peer. At the end of each 10-second interval, record a + for on-task activities or – for off-task activities for each student. Ignore behaviors between the recording points. At the end of the 15-minute observation period, compute the percentage of on-task behavior for each student. This may be accomplished using the formula provided in Figure 4.6 (Rhode et al., 1992).