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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. 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






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






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






4. 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






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






6. 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






7. Process in testing concurrent validity






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






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






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






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






12. Knowing how to do something






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






14. Allow generalization from sample to population - statistics (sample) - parameters (population): use statistics to estimate parameters






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






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






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






18. 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






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






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






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






23. Used most commonly on standardized test






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






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






26. For children 4-6






27. 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






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






29. Have order - equal intervals and a real zero ex: age






30. 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






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






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






33. Internal-External Locus of Control Scale






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






35. Normal curve - negatively skewed distribution - positively sknewed distribution - bimodal distribution - platykuric distribution






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






37. 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%






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






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






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






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






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






43. 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 -






44. 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






45. 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






46. 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






47. 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






48. When subjects do and say what they think puts them in a favorable light -ex: reporting they are not racist even if they really are






49. 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






50. 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