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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. 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






2. Measure the extent to which test measures what it intends to; concurrent - construct - content - face






3. 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






4. 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






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






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






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






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






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






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






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






12. 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






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






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






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






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






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






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






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






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






21. 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






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






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






24. 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






25. Used when equivalent one cannot be isolated






26. 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






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






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






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






30. Assess extent interests and strengths match those found by professionals in a particular job field






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






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






33. Personality test from Jung'S theory; 93 questions 2 answers each; 4-letter personality type - each letter 1 of 2 possible opposing characteristics: Introverted vs. Extraverted - Sensing vs. Intuition - Feeling vs. Thinking - and - Judgment vs. Percep






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






35. Number of SD a score is from the mean - For normal distribution - (-3 to +3)






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






37. Whether test really taps abstract concept being measured






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






39. 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






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






41. Used most commonly on standardized test






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






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






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






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






46. 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%






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






48. 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






49. When people agree with opposing statements; giving tacit agreement






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