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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. The most frequently occurring value






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






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






4. 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






5. The process of representing or analyzing numerical data






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






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






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






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






10. 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






11. Used when equivalent one cannot be isolated






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






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






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






15. Mean is 0 - and SD=1 - This with Z-score allow you to compare one person'S score on two different distributions






16. Neither the subject nor the experimenter know whether the subject is assigned to the treatment or the control group






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






18. 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






19. Used most commonly on standardized test






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






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






22. Inactive substance or condition disguised as a treatment substance or condition - used to form control group






23. Similar to word association - finish incomplete sentences






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






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






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






27. 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%






28. 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






29. Measure of fascism or authoritarian personality






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






31. 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






32. Revised Binet'S version - used with children - organized by age level - Best known predictor of future academic achievement






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






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






35. 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






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






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






38. 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 -






39. 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






40. 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






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






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






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






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






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






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






47. 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






48. Whether test really taps abstract concept being measured






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






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