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






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






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






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






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






6. Measures the extent to which items in a measure 'hang together' and test the same thing






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






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






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






10. 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%






11. The most frequently occurring value






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






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






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






15. Mean of Americans is standardized to 100 - with SD 15 or 16 depending on test; correlates most with IQ of biological parents and socioeconomic status






16. Created to determine whether a person feels responsible for things that happen (internal) or no control over events in life (external)






17. 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






18. 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






19. 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






20. Process in testing concurrent validity






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






22. Like a histogram except that the vertical bars do not touch - various columns are separated by space






23. How the score are spread out overall






24. Measure of fascism or authoritarian personality






25. Takes place in controlled setting must be able to control for: independent variable - dependent variable - and confounding variable






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






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






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






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






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






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






32. The process of representing or analyzing numerical data






33. Knowing a fact






34. 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






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






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






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






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






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






40. 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






41. There is a general factor in intelligence 'g'






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






43. 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






44. 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






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






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






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






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






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






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