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






2. Knowing a fact






3. How the score are spread out overall






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






6. 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






7. How stable measure is; test-retest - split-half






8. Order - variables need to be arranged by order (not necessarily equally spaced) - ex: maranthon finishers






9. Whether test items look like they measure the construct






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






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






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






13. 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






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






15. Process in testing concurrent validity






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






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






18. 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






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






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






21. 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






22. Measure of fascism or authoritarian personality






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






24. 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






25. Used most commonly on standardized test






26. Measure mastery in a particular area (e.g. final exam)






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






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






29. Whether test really taps abstract concept being measured






30. 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






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






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






33. Combines longitudinal and cross-sectional approach






34. 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






35. Measure arousal of sympathetic nervous system - stimulated by lying and anxiety






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






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






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






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






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






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






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






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






44. Used when n-cases in a sample are classified into categories or cells - tell us whether the groups are significantly different in size - look at the pattern or distributions - not difference between mean - ex:intro psych class categorized into race -






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






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






47. The hypothesis that no real differences or pattern exist






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






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






50. 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