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






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






3. 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






4. 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






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






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






7. Whether test really taps abstract concept being measured






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






9. Personality test from Jung'S theory; 93 questions 2 answers each; 4-letter personality type - each letter 1 of 2 possible opposing characteristics: Introverted vs. Extraverted - Sensing vs. Intuition - Feeling vs. Thinking - and - Judgment vs. Percep






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






11. Measure mastery in a particular area (e.g. final exam)






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






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






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






15. 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






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






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






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






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






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






21. 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%






22. 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%






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






24. When relationship inferred when there is none - ex: many people think there is a relationship between physical and personality characteristics - when evidence show there is none






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






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






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






28. 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






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






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






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






32. Combines longitudinal and cross-sectional approach






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






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






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






36. 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






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






38. Order - variables need to be arranged by order (not necessarily equally spaced) - ex: maranthon finishers






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






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






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






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






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






44. Internal-External Locus of Control Scale






45. 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 -






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






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






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






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






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