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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. 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






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






3. 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 -






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






5. Tell you the average extent to which scores were different from the mean - if average standard deviation is large - then scores were highly dispersed






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






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






8. Measure arousal of sympathetic nervous system - stimulated by lying and anxiety






9. Measure of fascism or authoritarian personality






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






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






12. 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






13. Comparing an individual'S performance on 2 halves of the same test to reveal internal consistency; internal consistency can be increased by item analysis






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






15. For even number of values in the set - take the average of the two middle value






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






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






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






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






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






21. 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






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






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






24. 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






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






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






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






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






29. How the score are spread out overall






30. Whether test really taps abstract concept being measured






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






32. Whether content covers a good sample of construct being measured






33. Numerically calculating and expressing correlation - r range -1 to +1 - 0 = no relationship






34. Tests the same person at multiple time points and looks at changes within that person






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






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






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






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






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






40. Process in testing concurrent validity






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






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






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






44. Has plotted points connected by lines - used to plot variables that are continuous (categories without clear boundaries)






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






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






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






48. For children 6-16






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






50. Knowing how to do something