Test your basic knowledge |

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. 31 cards (1 blank and 30 pictures) with interpersonal scenes (2 people facing each other); subject tells story about each which reveals aspects of personality; often measure need for achievement; interpreting terms include needs - press - personology






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






3. 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






4. I when incorrectly reject null - thought significant but chance; II when incorrectly accept null - thought chance but significant






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






6. Process in testing concurrent validity






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






8. 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






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






10. How a researcher attempts to examine a hypothesis - different questions call for different approaches - some approaches are more scientific than others






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






12. 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






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






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






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






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






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






18. Used most commonly on standardized test






19. How the score are spread out overall






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






21. Knowing a fact






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






23. Capable of showing order and pacing because equal spaces lie between the values - do not include real zero - ex: temperature






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






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






26. 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






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






28. 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






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






30. 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






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






32. Similar to word association - finish incomplete sentences






33. 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






34. 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






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






36. 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






37. 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






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






39. For even number of values in the set - take the average of the two middle value






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






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






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






43. Tests whether the means on one outcome or dependent variable are significantly different across groups - height or level of anxiety from anxiety scale






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






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






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






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






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






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






50. 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%