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






2. 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%






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






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






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






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






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






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






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






10. 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






11. 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






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






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






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






15. Inactive substance or condition disguised as a treatment substance or condition - used to form control group






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






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






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






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






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






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






22. Combines longitudinal and cross-sectional approach






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






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






25. 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






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






27. 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






28. 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






29. Neither the subject nor the experimenter know whether the subject is assigned to the treatment or the control group






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






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






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






33. The most frequently occurring value






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






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






36. The hypothesis that no real differences or pattern exist






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






38. Whether test items look like they measure the construct






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






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






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






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






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






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






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






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






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






48. 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






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






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