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GRE Psychology: Measurement And Methodology

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • 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. The most frequently occurring value






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






3. For children 6-16






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






5. Subjects alter behaviour because they are being observed






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






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






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






9. Compares 2 groups of people like an experiment - but this is used when it is not feasible or ethical to use random assignment ex: smoker vs. cancer






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






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






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






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






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






15. 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






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






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






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






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






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






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






22. 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






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






24. 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






25. 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






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






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






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






29. 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






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






31. 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






32. Internal-External Locus of Control Scale






33. The process of representing or analyzing numerical data






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






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






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






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






38. 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






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






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






41. 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






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






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






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






45. 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%






46. 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






47. 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






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






49. How the score are spread out overall






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







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