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






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






3. 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






4. 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






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






6. (Mental age/chronological age)/100 - Highest age = 16

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7. 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






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






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






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






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






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






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






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






15. Combines longitudinal and cross-sectional approach






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






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






18. Intelligence in relation to performance; pioneered development of psychometrics - 'no intelligence is culture-free'






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






20. The process of representing or analyzing numerical data






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






22. The most frequently occurring value






23. 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






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






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






26. Whether test really taps abstract concept being measured






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






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






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






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






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






32. Capable of showing order and pacing because equal spaces lie between the values - do not include real zero - ex: temperature






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






35. 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






36. 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






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






38. Used most commonly on standardized test






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






40. 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






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






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






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






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






45. Used when equivalent one cannot be isolated






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






47. Whether test items look like they measure the construct






48. 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






49. 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






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