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GRE Psychology: Measurement And Methodology

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. Population --> sample/subgroup --> representative and unbiased --> achieved through random sampling --> if it'S not feasible - use convenience sampling instead or stratified sampling






2. When subjects that drop out are different than those that remain; no longer random






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






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






5. For ranks; determining the line that describes a linear relationship






6. Includes: testable hypothesis - reproducible experiment - operationalized definition (observable and measurable)






7. 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






8. I when incorrectly reject null - thought significant but chance; II when incorrectly accept null - thought chance but significant






9. Have order - equal intervals and a real zero ex: age






10. The degree to which an independent variable can predict a dependent variable






11. 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






12. figure out how much each score differs (deviates) from the mean by subtracting the mean from each score - square each of these deviation values (to get rid of negative value) - add all these squared deviations to get the sum of square - divide sum by






13. How well a test measures a construct; multitrait-multimethod technique determines validity; internal - external: concurrent - construct - content - face






14. Measure mastery in a particular area (e.g. final exam)






15. Normal curve - negatively skewed distribution - positively sknewed distribution - bimodal distribution - platykuric distribution






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






17. Used when n-cases in a sample are classified into categories or cells - tell us whether the groups are significantly different in size - look at the pattern or distributions - not difference between mean - ex:intro psych class categorized into race -






18. Transformation of a z-score - mean is 50 and the SD is 10 - T=10(Z)+50






19. For children 4-6






20. Mean is 0 - and SD=1 - This with Z-score allow you to compare one person'S score on two different distributions






21. Consist of vertical bars in which the sides of the vertical bars touch - useful for discrete variables that have clear boundaries - interval variables in which there is some order






22. Not to diagnose depression but assess severity of depressive symptoms; used by researcher or clinician to track course of depressive symptoms






23. Draw a person of each sex and tell a story about them






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






25. 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






26. 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






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






28. Frequency polygon (continuous variables) - histogram/ bar graph (discrete)






29. There is a general factor in intelligence 'g'






30. How the score are spread out overall






31. Different subjects of different ages are compared - faster - easier






32. 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






33. Experimenter bias; researchers see what they want to see; minimized in double-blind






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






35. Critical of personality trait-theory and personality tests; felt situations (not traits) decide actions






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






37. Cartoons in which one person is frustrating another; asked to describe how the frustrated person responds






38. Combines longitudinal and cross-sectional approach






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






40. How stable measure is; test-retest - split-half






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






42. 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%






43. 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






44. 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%






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






46. Process in testing concurrent validity






47. Used most commonly on standardized test






48. Use correlation coefficients in order to predict one variable y from another variable x - let you define a line on graph that describes the relationship between x and y - when the least-square line or regression line is fit to the data - basically: u






49. 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






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







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