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GRE Psychology: Measurement And Methodology

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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. 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






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






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






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






5. 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






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






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






8. 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






9. 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%






10. Analyses how a large group responded to each item on the measure; weeds out problematic questions with low discriminatory value; increases internal consistency






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






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






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






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






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






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






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






18. 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






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






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






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






22. 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 -






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






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






25. 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






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






27. Subjects alter behaviour because they are being observed






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






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






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






31. The process of representing or analyzing numerical data






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






33. Bell curve; larger the sample - greater chance of having a normal distribution






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






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






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






37. Knowing how to do something






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






39. Normal curve - negatively skewed distribution - positively sknewed distribution - bimodal distribution - platykuric distribution






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






41. 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






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






43. 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






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






45. (Mental age/chronological age)/100 - Highest age = 16

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46. The most frequently occurring value






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






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






49. 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%






50. 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







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