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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. Empirical-keying or criterion-keying approach; to determine of subject is like a particular group or not






2. Internal-External Locus of Control Scale






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






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. Compares 2 groups of people at the same time point






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






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






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






9. 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






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






11. Used most commonly on standardized test






12. Used when equivalent one cannot be isolated






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






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






15. Whether test really taps abstract concept being measured






16. 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






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






18. Order - variables need to be arranged by order (not necessarily equally spaced) - ex: maranthon finishers






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






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






21. Process in testing concurrent validity






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






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






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






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






26. When subjects act in ways they think experimenter wants or expects






27. Intelligence in relation to performance; pioneered development of psychometrics - 'no intelligence is culture-free'






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






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






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






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






32. Knowing how to do something






33. 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






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






35. When relationship inferred when there is none - ex: many people think there is a relationship between physical and personality characteristics - when evidence show there is none






36. For children 4-6






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






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






39. 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






40. 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






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






42. 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






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






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






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






46. Similar to word association - finish incomplete sentences






47. Draw a person of each sex and tell a story about them






48. How the score are spread out overall






49. 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






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