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






2. For children 6-16






3. 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 -






4. Knowing how to do something






5. For even number of values in the set - take the average of the two middle value






6. Empirical-keying or criterion-keying approach; to determine of subject is like a particular group or not






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






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






9. 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






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






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

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12. 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






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






14. Used most commonly on standardized test






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






16. Measures the extent to which items in a measure 'hang together' and test the same thing






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






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






19. 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%






20. How the score are spread out overall






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






22. 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






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






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






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






26. Subjects alter behaviour because they are being observed






27. 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






28. Not to diagnose depression but assess severity of depressive symptoms; used by researcher or clinician to track course of depressive symptoms






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






30. 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






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






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






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






34. 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






35. Knowing a fact






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






37. Process in testing concurrent validity






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






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






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






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






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






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






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






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






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






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






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






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






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