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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. Compares 2 groups of people at the same time point






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






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






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






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






6. 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






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






8. 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






9. Knowing how to do something






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






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






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






13. 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






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






15. Knowing a fact






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






17. Similar to word association - finish incomplete sentences






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






19. How well a test measures a construct; multitrait-multimethod technique determines validity; internal - external: concurrent - construct - content - face






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






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






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






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






24. 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






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






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






27. Process in testing concurrent validity






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






29. 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






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






31. Originally used with free association techniques; word called out - subject says next word in mind






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






33. Whether test items look like they measure the construct






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






35. 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






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






37. 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






38. The hypothesis that no real differences or pattern exist






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






40. Analyses how a large group responded to each item on the measure; weeds out problematic questions with low discriminatory value; increases internal consistency






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






42. Combines longitudinal and cross-sectional approach






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






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






45. Have order - equal intervals and a real zero ex: age






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






47. 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






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






49. 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 -






50. Cartoons in which one person is frustrating another; asked to describe how the frustrated person responds