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






2. Inactive substance or condition disguised as a treatment substance or condition - used to form control group






3. Describe what is seen in each of 10 inkblots; scoring is complex; validity questionable






4. Capable of showing order and pacing because equal spaces lie between the values - do not include real zero - ex: temperature






5. Combines longitudinal and cross-sectional approach






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






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






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






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






10. 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






11. 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






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






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






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






15. 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






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






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






18. Internal-External Locus of Control Scale






19. 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






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






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






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






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






24. Used most commonly on standardized test






25. The hypothesis that no real differences or pattern exist






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






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






28. Developed concept of IQ and first intelligence test (Binet Scale)






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






30. Allow generalization from sample to population - statistics (sample) - parameters (population): use statistics to estimate parameters






31. 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






32. Used when equivalent one cannot be isolated






33. 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






34. Similar to word association - finish incomplete sentences






35. Measure of fascism or authoritarian personality






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






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






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






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






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






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






42. 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






43. 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 -






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






45. Measured by the same individual taking the same test more than once






46. 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






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






48. Studying the same objects at different points in the lifespan and provides better - more valid results than most other methods - costly - time commitment






49. 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






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







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