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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. Internal-External Locus of Control Scale






2. The degree to which an independent variable can predict a dependent variable






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






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






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






6. 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






7. 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






8. Combines longitudinal and cross-sectional approach






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






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






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






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






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






14. 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






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






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






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






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






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






21. 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






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






23. 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






24. For children 6-16






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






26. 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






27. Includes: testable hypothesis - reproducible experiment - operationalized definition (observable and measurable)






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






29. 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






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






31. 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






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. 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






34. 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






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






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






37. Process in testing concurrent validity






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






39. Knowing a fact






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






41. Anything that is measured such as height or depression score on a depression scale






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






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






44. Attempt to measure less-defined properties (e.g. intelligence) - check for reliability and validity






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






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

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






48. 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






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






50. For children 4-6