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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. If it is significant - same finding can be generalized to the population - use test of significant to reject null hypothesis






2. 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






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






4. 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






5. Neither purely descriptive nor purely inferential - can only show relationship - not causality - positive and negative correlation






6. Combines longitudinal and cross-sectional approach






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






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






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






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






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






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






13. 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 -






14. 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






15. Used when an experiment involves more than one independent variable - can separate the effects of different levels of different variables - can isolate main effects - can identify interaction effects - ex: studying effect of brain lesion on problem s






16. 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






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






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






19. Knowing how to do something






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






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






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






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






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






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






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






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






29. The process of representing or analyzing numerical data






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






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






32. Tests whether the means on one outcome or dependent variable are significantly different across groups - height or level of anxiety from anxiety scale






33. 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






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






35. 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






36. Most commonly used for adults 16+ - organized by subtests with subscales and identify problem areas; current is WAIS-IV






37. Whether test items look like they measure the construct






38. Mathematically combines and summarizes overall effects or findings for a topic; best known for consolidating effectiveness of psychotherapy - can calculate overall effect size or conclusion drawn from a collection of studies; needed when conflicting






39. 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






40. 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






41. 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






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






43. Population --> sample/subgroup --> representative and unbiased --> achieved through random sampling --> if it'S not feasible - use convenience sampling instead or stratified sampling






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






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






46. 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






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






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. Attempts to eliminate/minimize these - variables in the environment that might also effect the dependent variable and blue the effect of independent variable on the dependent variable






50. The hypothesis that no real differences or pattern exist