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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. 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






2. 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






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






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






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






6. 31 cards (1 blank and 30 pictures) with interpersonal scenes (2 people facing each other); subject tells story about each which reveals aspects of personality; often measure need for achievement; interpreting terms include needs - press - personology






7. Internal-External Locus of Control Scale






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






9. 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






10. 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






11. Combines longitudinal and cross-sectional approach






12. Knowing how to do something






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. 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






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






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






17. 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






18. 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%






19. 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






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






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






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






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






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






25. Used when equivalent one cannot be isolated






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






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






28. 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






29. Knowing a fact






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






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






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






33. 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






34. 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






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






36. Intelligence in relation to performance; pioneered development of psychometrics - 'no intelligence is culture-free'






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






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






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






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






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






42. How the score are spread out overall






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






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






45. Includes: testable hypothesis - reproducible experiment - operationalized definition (observable and measurable)






46. 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






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






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






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






50. Transformation of a z-score - mean is 50 and the SD is 10 - T=10(Z)+50