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






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






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






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






5. Whether content covers a good sample of construct being measured






6. 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%






7. 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






8. 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






9. Similar to word association - finish incomplete sentences






10. 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






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






12. Combines longitudinal and cross-sectional approach






13. Data that has been counted rather than measured - usually limited to whole or positive values - ex: group size - number of hospital visit - number of symptoms






14. Used when equivalent one cannot be isolated






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






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






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






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






19. Measure of fascism or authoritarian personality






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






21. 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






22. 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






23. 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






24. How much variation there is among n number of scores in a distribution






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






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






27. 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






28. 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






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






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






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






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






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






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






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






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

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37. 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






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






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






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






41. 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






42. Fluid intelligence declines with old age while crystallized intelligence does not






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






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






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






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






47. 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






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






49. Whether test really taps abstract concept being measured






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