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GRE Psychology: Measurement And Methodology

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
  • If you are not ready to take this test, you can study here.
  • Match each statement with the correct term.
  • Don't refresh. All questions and answers are randomly picked and ordered every time you load a test.

This is a study tool. The 3 wrong answers for each question are randomly chosen from answers to other questions. So, you might find at times the answers obvious, but you will see it re-enforces your understanding as you take the test each time.
1. Mean of Americans is standardized to 100 - with SD 15 or 16 depending on test; correlates most with IQ of biological parents and socioeconomic status






2. Knowing how to do something






3. Has plotted points connected by lines - used to plot variables that are continuous (categories without clear boundaries)






4. Whether test items look like they measure the construct






5. Tests the same person at multiple time points and looks at changes within that person






6. Measures the extent to which items in a measure 'hang together' and test the same thing






7. 34.13% - 13.59% - 2.02% - 0.26% and - +3 99.74% - +2 97.72% - +1 84.13% - 0 50.00% - -1 15.87% - -2 2.28% - -3 0.26%






8. Created multitrait-multimethod technique to determine validity of tests






9. Similar to T-test - but can measure more than 2 groups






10. When people agree with opposing statements; giving tacit agreement






11. Mathematically combines and summarizes overall effects or findings for a topic; best known for consolidating effectiveness of psychotherapy - can calculate overall effect size or conclusion drawn from a collection of studies; needed when conflicting






12. Personality measure for 'normal' / less clinical groups than MMPI - by Harrison Gough






13. When subject behave differently just because they thing that they have received the treatment substance or condition






14. Might show how often different variables appear; nominal - ordinal - interval - ratio (real zero)






15. Created to determine whether a person feels responsible for things that happen (internal) or no control over events in life (external)






16. Naturalistic setting - less control over environment than in lab; generates more hypotheses than able to prove






17. 31 cards (1 blank and 30 pictures) with interpersonal scenes (2 people facing each other); subject tells story about each which reveals aspects of personality; often measure need for achievement; interpreting terms include needs - press - personology






18. Combines longitudinal and cross-sectional approach






19. Aims to match demographic characteristics to population (i.e. 50% female - etc)






20. Give descriptive names - No order or relationship among the variables other than to separate them into groups - ex: male-female






21. Originally used with free association techniques; word called out - subject says next word in mind






22. Takes place in controlled setting must be able to control for: independent variable - dependent variable - and confounding variable






23. Number of SD a score is from the mean - For normal distribution - (-3 to +3)






24. Assess extent interests and strengths match those found by professionals in a particular job field






25. How the score are spread out overall






26. Used when equivalent one cannot be isolated






27. The degree to which the result from an experiment can be applied to the population and the real world






28. The hypothesis that no real differences or pattern exist






29. Not simple and linear - looks like a curved line - ex: arousal and perfomance - high A --> low P - Low A --> low P - medium A --> high P






30. Similar to word association - finish incomplete sentences






31. Anything that is measured such as height or depression score on a depression scale






32. The age level of a person'S functioning according to the IQ test






33. Analyses how a large group responded to each item on the measure; weeds out problematic questions with low discriminatory value; increases internal consistency






34. Rosenthal effect; researchers see what they want to see; minimized in double-blind






35. A level of <0.05or <0.01 means that chance that seemingly significant errors are due to random variation rather than to true systematic variance is less than 5% or 1%






36. Population --> sample/subgroup --> representative and unbiased --> achieved through random sampling --> if it'S not feasible - use convenience sampling instead or stratified sampling






37. When subjects act in ways they think experimenter wants or expects






38. Originally to determine mental illness - now for personality; more clinical than CPI; 550 T/F/unsure questions (e.g. 'I would like to ride a horse'); discriminates between disorders; high validity because highly discriminatory items and 3 validity sc






39. Tests the effects of two independent variables or treatment conditions at once






40. Subjects alter behaviour because they are being observed






41. Not intelligence tests; measure sensory and motor development of infants to identify mental retardation; poor predictors of later intelligence






42. Organize data by showing it in a meaningful way; do not allow conclusions to be drawn beyond the sample; percentiles - frequency distributions - graphs - measures of central tendency - variability






43. Used when an experiment involves more than one independent variable - can separate the effects of different levels of different variables - can isolate main effects - can identify interaction effects - ex: studying effect of brain lesion on problem s






44. Compares 2 groups of people like an experiment - but this is used when it is not feasible or ethical to use random assignment ex: smoker vs. cancer






45. Internal-External Locus of Control Scale






46. Measure the extent to which test measures what it intends to; concurrent - construct - content - face






47. How much variation there is among n number of scores in a distribution






48. Birth order vs. intelligence; the older - the more intelligent; the more children - the less intelligent; the greater spacing - the more intelligent






49. Calculates how off the mean might be in either direction






50. Allows own answer: expression of conflicts - needs - impulses; content interpreted by administrator - some more objective than others; Rorschach Inkblot Test - Thematic Apperception Test - Rosenzweig Picture-Frustration (P-F) Study - Word Association