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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. Process in testing concurrent validity






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






3. For children 6-16






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






5. The hypothesis that no real differences or pattern exist






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






7. When subjects do and say what they think puts them in a favorable light -ex: reporting they are not racist even if they really are






8. 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






9. How the score are spread out overall






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






11. Measure of fascism or authoritarian personality






12. 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






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






14. Comparing an individual'S performance on 2 halves of the same test to reveal internal consistency; internal consistency can be increased by item analysis






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






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






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






18. Whether test items look like they measure the construct






19. 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%






20. Revised Binet scale to Stanford-Binet Intelligence Scale; also studied gifted children - those with higher IQs better adjusted






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






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






23. Combines longitudinal and cross-sectional approach






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






25. Compares 2 groups of people like an experiment - but this is used when it is not feasible or ethical to use random assignment ex: smoker vs. cancer






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






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






28. Whether test really taps abstract concept being measured






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






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






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






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






33. Calculates how off the mean might be in either direction






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






35. The effect that might result when a group is born and raised in a particular time period






36. 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 -






37. 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






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






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






40. Population --> sample/subgroup --> representative and unbiased --> achieved through random sampling --> if it'S not feasible - use convenience sampling instead or stratified sampling






41. For children 4-6






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






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






44. Knowing how to do something






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






46. 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






47. 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






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






49. The process of representing or analyzing numerical data






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