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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. For children 4-6






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






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






4. 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






5. 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






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






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






8. 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






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






10. The process of representing or analyzing numerical data






11. Whether test really taps abstract concept being measured






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






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






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






15. Knowing a fact






16. Similar to word association - finish incomplete sentences






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






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






19. 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






20. The most frequently occurring value






21. The hypothesis that no real differences or pattern exist






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






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






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






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






26. Consist of vertical bars in which the sides of the vertical bars touch - useful for discrete variables that have clear boundaries - interval variables in which there is some order






27. For children 6-16






28. 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%






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






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






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






32. Not IQ - It is unlikely IQ captures all facets of it






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






34. 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%






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






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






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






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






39. 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






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






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






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






43. 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






44. 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






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






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






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






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






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






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