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






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






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






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






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






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






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






8. For children 4-6






9. Originally to determine mental illness - now for personality; more clinical than CPI; 550 T/F/unsure questions (e.g. 'I would like to ride a horse'); discriminates between disorders; high validity because highly discriminatory items and 3 validity sc






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






11. Measure of fascism or authoritarian personality






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






13. Created to determine whether a person feels responsible for things that happen (internal) or no control over events in life (external)






14. Used when equivalent one cannot be isolated






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






16. Combines longitudinal and cross-sectional approach






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. 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






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






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






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






22. Tests the effects of two independent variables or treatment conditions at once






23. Internal-External Locus of Control Scale






24. The hypothesis that no real differences or pattern exist






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






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






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






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






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






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






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






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






33. 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






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






35. The degree to which the result from an experiment can be applied to the population and the real world






36. Used most commonly on standardized test






37. Knowing a fact






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






39. Mathematically combines and summarizes overall effects or findings for a topic; best known for consolidating effectiveness of psychotherapy - can calculate overall effect size or conclusion drawn from a collection of studies; needed when conflicting






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






41. How the score are spread out overall






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






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






44. Subjects alter behaviour because they are being observed






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






46. Anything that is measured such as height or depression score on a depression scale






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






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






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






50. Whether test really taps abstract concept being measured