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






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






3. 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






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






5. 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






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






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






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






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






10. Subjects alter behaviour because they are being observed






11. Internal-External Locus of Control Scale






12. 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






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






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






15. Give descriptive names - No order or relationship among the variables other than to separate them into groups - ex: male-female






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






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






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






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






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






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






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






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






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






25. Combines longitudinal and cross-sectional approach






26. Similar to word association - finish incomplete sentences






27. 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






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






29. Used when equivalent one cannot be isolated






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






31. 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






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






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






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






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






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






37. 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%






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






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






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






41. Whether test really taps abstract concept being measured






42. Measure of fascism or authoritarian personality






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






44. 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






45. The hypothesis that no real differences or pattern exist






46. 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






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






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






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. Created multitrait-multimethod technique to determine validity of tests