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GRE Psychology: Measurement And Methodology

Subjects : gre, psychology
Instructions:
  • Answer 50 questions in 15 minutes.
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  • Match each statement with the correct term.
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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 even number of values in the set - take the average of the two middle value






2. The process of representing or analyzing numerical data






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






4. 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






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






6. Attempts to eliminate/minimize these - variables in the environment that might also effect the dependent variable and blue the effect of independent variable on the dependent variable






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






8. 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






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






10. Knowing how to do something






11. Measure how well you know a subject - measure past learning






12. For children 6-16






13. Originally to determine mental illness - now for personality; more clinical than CPI; 550 T/F/unsure questions (e.g. 'I would like to ride a horse'); discriminates between disorders; high validity because highly discriminatory items and 3 validity sc






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






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






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






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






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

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19. 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






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






21. How the score are spread out overall






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






23. 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






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






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






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






27. 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






28. For children 4-6






29. 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






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






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






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






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






34. 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






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






36. 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






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






38. Whether test really taps abstract concept being measured






39. 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






40. The hypothesis that no real differences or pattern exist






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






42. 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






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






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






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. 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%






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






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






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






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







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