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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. 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






2. 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






3. 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






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






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






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. Compares 2 groups of people at the same time point






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






9. 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






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






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






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






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






14. The process of representing or analyzing numerical data






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






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






17. 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






18. Combines longitudinal and cross-sectional approach






19. 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






20. 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






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






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






23. For children 4-6






24. 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 -






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






26. Might show how often different variables appear; nominal - ordinal - interval - ratio (real zero)






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






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






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






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






31. 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






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






33. 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






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






35. 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






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






37. For children 6-16






38. 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






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






40. Allow generalization from sample to population - statistics (sample) - parameters (population): use statistics to estimate parameters






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






42. Measure how well you know a subject - measure past learning






43. 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






44. Whether test really taps abstract concept being measured






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






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






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






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






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






50. Internal-External Locus of Control Scale