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






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






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






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






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






7. Subjects alter behaviour because they are being observed






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






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






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






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






12. 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






13. For children 4-6






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






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






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






17. Similar to word association - finish incomplete sentences






18. Most commonly used for adults 16+ - organized by subtests with subscales and identify problem areas; current is WAIS-IV






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






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






21. 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






22. 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






23. 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






24. Combines longitudinal and cross-sectional approach






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. Whether content covers a good sample of construct being measured






27. How stable measure is; test-retest - split-half






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






29. The age level of a person'S functioning according to the IQ test






30. 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






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






32. 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






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






34. 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 -






35. Knowing a fact






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






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






38. Knowing how to do something






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






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






41. Measure of fascism or authoritarian personality






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






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






44. 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%






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






46. Whether test really taps abstract concept being measured






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






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. Not to diagnose depression but assess severity of depressive symptoms; used by researcher or clinician to track course of depressive symptoms






50. When subjects act in ways they think experimenter wants or expects