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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. Originally used with free association techniques; word called out - subject says next word in mind






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






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






4. Whether test items look like they measure the construct






5. 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






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






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






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






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






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






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






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






13. Used when equivalent one cannot be isolated






14. Used most commonly on standardized test






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






16. 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






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






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






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






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






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






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






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






24. 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






25. 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






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






27. How the score are spread out overall






28. Knowing a fact






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






30. Whether test really taps abstract concept being measured






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






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






33. 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%






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






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






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






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






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






39. Measure of fascism or authoritarian personality






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






41. 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






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






43. 31 cards (1 blank and 30 pictures) with interpersonal scenes (2 people facing each other); subject tells story about each which reveals aspects of personality; often measure need for achievement; interpreting terms include needs - press - personology






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






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






46. How stable measure is; test-retest - split-half






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






48. 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






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






50. Combines longitudinal and cross-sectional approach