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






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






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






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






5. Structured - do not allow own answers; more objective than projective tests; not completely objective because most self-reported; Q-sort - Minnesota Multiphasic Personality Inventory (MMPI) - California Personality Inventory (CPI) - Myers-Brigg Type






6. 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






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






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






9. Normal curve - negatively skewed distribution - positively sknewed distribution - bimodal distribution - platykuric distribution






10. 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






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






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






13. 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






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






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






16. 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






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






18. 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%






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






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






21. Similar to word association - finish incomplete sentences






22. For children 4-6






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






24. Internal-External Locus of Control Scale






25. 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






26. Measure of fascism or authoritarian personality






27. Allows own answer: expression of conflicts - needs - impulses; content interpreted by administrator - some more objective than others; Rorschach Inkblot Test - Thematic Apperception Test - Rosenzweig Picture-Frustration (P-F) Study - Word Association






28. 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






29. 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






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






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






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






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

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34. Personality test from Jung'S theory; 93 questions 2 answers each; 4-letter personality type - each letter 1 of 2 possible opposing characteristics: Introverted vs. Extraverted - Sensing vs. Intuition - Feeling vs. Thinking - and - Judgment vs. Percep






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






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






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






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






39. 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






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






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






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






43. 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






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






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






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






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






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






49. Used most commonly on standardized test






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







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