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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. 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






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






3. Takes place in controlled setting must be able to control for: independent variable - dependent variable - and confounding variable






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






5. 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






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






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






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






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






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






11. Used when equivalent one cannot be isolated






12. 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






13. 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






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






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






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






17. 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






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






19. Anything that is measured such as height or depression score on a depression scale






20. 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






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






22. Overall range or spread - most basic measure of variability - subtracts the lowest value from the highest value in a data set






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






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






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






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






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






28. Subjects alter behaviour because they are being observed






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






30. Knowing how to do something






31. 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%






32. 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






33. The hypothesis that no real differences or pattern exist






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






35. The process of representing or analyzing numerical data






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






37. When subjects act in ways they think experimenter wants or expects






38. The most frequently occurring value






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






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






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






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






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






44. Measure arousal of sympathetic nervous system - stimulated by lying and anxiety






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






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






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






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






49. Revised Binet'S version - used with children - organized by age level - Best known predictor of future academic achievement






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