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






2. Like a histogram except that the vertical bars do not touch - various columns are separated by space






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






4. 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






5. Measure of fascism or authoritarian personality






6. 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%






7. Used most commonly on standardized test






8. 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






9. Have order - equal intervals and a real zero ex: age






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






11. Whether test really taps abstract concept being measured






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






13. The most frequently occurring value






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






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






16. 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






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






18. 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






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






20. The hypothesis that no real differences or pattern exist






21. 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






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






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






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






25. Similar to word association - finish incomplete sentences






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






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






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






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






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






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






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. 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






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






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






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






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






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






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






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






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






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






44. For children 4-6






45. Data that has been counted rather than measured - usually limited to whole or positive values - ex: group size - number of hospital visit - number of symptoms






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






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






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. 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






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