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






2. 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






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






4. 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






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






6. 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






7. Step beyond correlations; allows not only identification of relationship between 2 variables - also make predictions






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






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






10. 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






11. For children 4-6






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






13. For children 6-16






14. The approach to construct assessment instruments - involves selection of items that can discriminate between various groups; responses determine if he is like a particular group or not; e.g. Strong-Campbell Interest Inventory






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






16. 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






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






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






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






20. Similar to word association - finish incomplete sentences






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






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






23. Notable for cross-cultural application and simple directions - to make the best picture of a man - scored based on detail and accuracy - not artistic talent






24. Personality measure for 'normal' / less clinical groups than MMPI - by Harrison Gough






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. Aims to match demographic characteristics to population (i.e. 50% female - etc)






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






28. Knowing a fact






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






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






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






32. 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






33. Combines longitudinal and cross-sectional approach






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






35. 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






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






37. Measure of fascism or authoritarian personality






38. Subjects alter behaviour because they are being observed






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






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






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






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






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






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






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






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






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






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






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






50. 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