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






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






3. 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%






4. 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






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






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

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7. Subjects alter behaviour because they are being observed






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






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






10. 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






11. 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






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. Combines longitudinal and cross-sectional approach






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






15. Naturalistic setting - less control over environment than in lab; generates more hypotheses than able to prove






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






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






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






20. The hypothesis that no real differences or pattern exist






21. Knowing a fact






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






23. Whether test items look like they measure the construct






24. 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






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






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






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






28. 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






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






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






31. figure out how much each score differs (deviates) from the mean by subtracting the mean from each score - square each of these deviation values (to get rid of negative value) - add all these squared deviations to get the sum of square - divide sum by






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






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






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






35. Originally to determine mental illness - now for personality; more clinical than CPI; 550 T/F/unsure questions (e.g. 'I would like to ride a horse'); discriminates between disorders; high validity because highly discriminatory items and 3 validity sc






36. 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






37. The process of representing or analyzing numerical data






38. 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%






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






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






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






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






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






44. 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






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






46. 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






47. 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






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






49. Measure of fascism or authoritarian personality






50. For children 4-6