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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. Tests whether at least 2 groups co-vary - can adjust for preexisting differences between groups






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






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






4. Process in testing concurrent validity






5. Knowing how to do something






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






7. 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%






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






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






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






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






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






13. 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






14. Similar to word association - finish incomplete sentences






15. 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






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






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






18. 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






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






20. Combines longitudinal and cross-sectional approach






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






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






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






24. 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






25. For children 4-6






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






27. 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






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






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






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






31. The hypothesis that no real differences or pattern exist






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






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






34. Includes: testable hypothesis - reproducible experiment - operationalized definition (observable and measurable)






35. The effect that might result when a group is born and raised in a particular time period






36. 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






37. 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






38. 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






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






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






42. 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






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






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






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






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






47. 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%






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






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






50. Whether test really taps abstract concept being measured