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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. Whether test really taps abstract concept being measured






2. Compares 2 groups of people at the same time point






3. Interest in the effect of independent variable on the dependent variable - often manipulated by applying it in experimental or treatment condition and withholding it from control condition






4. The hypothesis that no real differences or pattern exist






5. 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






6. Measure innate ability to learn (debatable) - to predict later performance






7. The approach to construct assessment instruments - involves selection of items that can discriminate between various groups; responses determine if he is like a particular group or not; e.g. Strong-Campbell Interest Inventory






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






9. Knowing how to do something






10. 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






11. 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%






12. compares means of 2 different groups to see if the two groups are truly different - analyze differences between means on continuous data - particularly useful with small n - cannot test for difference between more than 2 groups






13. Step beyond correlations; allows not only identification of relationship between 2 variables - also make predictions






14. Does not control - but examines how independent variable affects it






15. 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






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






17. Data that has been counted rather than measured - usually limited to whole or positive values - ex: group size - number of hospital visit - number of symptoms






18. Subjects alter behaviour because they are being observed






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






20. Sorting cards into a normal distribution; each has a different statement on it about personality; to one end is 'least like self' - other is 'most like self' - and middle is neutral; factor analysis to reduce viewpoints into a few factors






21. Fluid intelligence declines with old age while crystallized intelligence does not






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






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






24. When subjects do and say what they think puts them in a favorable light -ex: reporting they are not racist even if they really are






25. 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%






26. When relationship inferred when there is none - ex: many people think there is a relationship between physical and personality characteristics - when evidence show there is none






27. Attitude change in response to feeling that options are limited; e.g. dislike experiment and intentionally behaving unnaturally - or being set on a certain flavour of ice cream as soon as told it is sold out






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






29. Revised Binet'S version - used with children - organized by age level - Best known predictor of future academic achievement






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






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






32. Notable for cross-cultural application and simple directions - to make the best picture of a man - scored based on detail and accuracy - not artistic talent






33. Every member of the population has an equal chance of being chosen for the sample






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






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






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






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






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






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






40. Like a histogram except that the vertical bars do not touch - various columns are separated by space






41. Empirical-keying or criterion-keying approach; to determine of subject is like a particular group or not






42. Intelligence in relation to performance; pioneered development of psychometrics - 'no intelligence is culture-free'






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






44. For even number of values in the set - take the average of the two middle value






45. Attempt to measure less-defined properties (e.g. intelligence) - check for reliability and validity






46. Bell curve; larger the sample - greater chance of having a normal distribution






47. Whether content covers a good sample of construct being measured






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






49. Comparing an individual'S performance on 2 halves of the same test to reveal internal consistency; internal consistency can be increased by item analysis






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