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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. For children 6-16






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






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






4. Knowing a fact






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






6. When subject behave differently just because they thing that they have received the treatment substance or condition






7. The process of representing or analyzing numerical data






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






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






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






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






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






13. Has plotted points connected by lines - used to plot variables that are continuous (categories without clear boundaries)






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






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






16. Similar to word association - finish incomplete sentences






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






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. Calculates how off the mean might be in either direction






20. 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






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






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






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






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






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






26. Whether test really taps abstract concept being measured






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






28. For children 4-6






29. 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






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






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






32. The most frequently occurring value






33. 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






34. How the score are spread out overall






35. 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






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






37. Combines longitudinal and cross-sectional approach






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






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






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






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






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






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






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






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






46. 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






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






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






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






50. 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%