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






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






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






4. Not IQ - It is unlikely IQ captures all facets of it






5. 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






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






7. Measure how well you know a subject - measure past learning






8. Revised Binet scale to Stanford-Binet Intelligence Scale; also studied gifted children - those with higher IQs better adjusted






9. 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






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






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






12. The effect that might result when a group is born and raised in a particular time period






13. Measure of fascism or authoritarian personality






14. 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






15. Used most commonly on standardized test






16. 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 -






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






18. 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






19. 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






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






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






22. The process of representing or analyzing numerical data






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






24. 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






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






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






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






28. 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






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






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






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






32. Tell you the average extent to which scores were different from the mean - if average standard deviation is large - then scores were highly dispersed






33. How a researcher attempts to examine a hypothesis - different questions call for different approaches - some approaches are more scientific than others






34. Neither the subject nor the experimenter know whether the subject is assigned to the treatment or the control group






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






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






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






38. Tests whether at least 2 groups co-vary - can adjust for preexisting differences between groups






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






40. Numerically calculating and expressing correlation - r range -1 to +1 - 0 = no relationship






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






42. Whether test items look like they measure the construct






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






44. Knowing how to do something






45. Internal-External Locus of Control Scale






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






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






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






49. Process in testing concurrent validity






50. 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%