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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. Internal-External Locus of Control Scale






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






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






4. The most frequently occurring value






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






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






7. For children 6-16






8. Knowing a fact






9. For children 4-6






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






11. 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






12. Tests the effects of two independent variables or treatment conditions at once






13. Whether content covers a good sample of construct being measured






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






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






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






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






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






19. Has plotted points connected by lines - used to plot variables that are continuous (categories without clear boundaries)






20. Numerically calculating and expressing correlation - r range -1 to +1 - 0 = no relationship






21. compares means of 2 different groups to see if the two groups are truly different - analyze differences between means on continuous data - particularly useful with small n - cannot test for difference between more than 2 groups






22. 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






23. 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






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






25. 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






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






27. 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






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

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






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






31. 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






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






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






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






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






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






37. 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






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






39. 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 -






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






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






42. 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






43. 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






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






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






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






47. Measure of fascism or authoritarian personality






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






49. Subjects alter behaviour because they are being observed






50. 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







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