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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. Cartoons in which one person is frustrating another; asked to describe how the frustrated person responds






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






3. 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






4. Similar to word association - finish incomplete sentences






5. Whether test really taps abstract concept being measured






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






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






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






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






10. Knowing a fact






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






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






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






14. 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%






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






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






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






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






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






21. 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






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






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






24. 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 -






25. Combines longitudinal and cross-sectional approach






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






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






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






29. 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






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






31. Knowing how to do something






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






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






34. 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






35. Created multitrait-multimethod technique to determine validity of tests






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






37. Use correlation coefficients in order to predict one variable y from another variable x - let you define a line on graph that describes the relationship between x and y - when the least-square line or regression line is fit to the data - basically: u






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






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






40. Internal-External Locus of Control Scale






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






42. The most frequently occurring value






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






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






45. For children 4-6






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






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






48. When people agree with opposing statements; giving tacit agreement






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






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