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






2. Mean (standard error of mean) - median mode; normal and platykuric: equal; positively skewed: mode - med - mean; negatively skewed: mean - med - mode; bimodal: equal mean and med - 2 modes






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






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






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






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






7. 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






8. Used when equivalent one cannot be isolated






9. Combines longitudinal and cross-sectional approach






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






11. Internal-External Locus of Control Scale






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






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






14. Developed concept of IQ and first intelligence test (Binet Scale)






15. Numerically calculating and expressing correlation - r range -1 to +1 - 0 = no relationship






16. 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






17. Interest in the effect of independent variable on the dependent variable - often manipulated by applying it in experimental or treatment condition and withholding it from control condition






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






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






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






21. Every member of the population has an equal chance of being chosen for the sample






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






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






24. 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






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






26. 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






27. 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%






28. 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






29. Measured by the same individual taking the same test more than once






30. 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 -






31. Whether test really taps abstract concept being measured






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






33. For children 6-16






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






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






36. Measure of fascism or authoritarian personality






37. For ranks; determining the line that describes a linear relationship






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






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






40. 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






41. 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






42. 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






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






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






45. Knowing a fact






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






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






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






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






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