Test your basic knowledge |

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. 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






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






3. Subjects alter behaviour because they are being observed






4. Whether test items look like they measure the construct






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






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






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






8. Measure of fascism or authoritarian personality






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






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






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






12. Internal-External Locus of Control Scale






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






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






15. 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






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






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






18. Structured - do not allow own answers; more objective than projective tests; not completely objective because most self-reported; Q-sort - Minnesota Multiphasic Personality Inventory (MMPI) - California Personality Inventory (CPI) - Myers-Brigg Type






19. Knowing a fact






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






21. 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






22. 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






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






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






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






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






27. 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






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






29. Whether scores on a new measure correlate with other measures known to test the same construct; cross validation process






30. The hypothesis that no real differences or pattern exist






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






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






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






34. 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






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






36. 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%






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






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






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






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






41. Similar to word association - finish incomplete sentences






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






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






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






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






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






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






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






49. Mean (standard error of mean) - median mode; normal and platykuric: equal; positively skewed: mode - med - mean; negatively skewed: mean - med - mode; bimodal: equal mean and med - 2 modes






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







Sorry!:) No result found.

Can you answer 50 questions in 15 minutes?


Let me suggest you:

Browse all subjects

Browse all tests

Most popular tests



Major Subjects

Tests & Exams


AP
CLEP
DSST
GRE
SAT
GMAT

Browse all subjects

Browse all tests

Most popular tests