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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. Fluid intelligence declines with old age while crystallized intelligence does not






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






3. 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






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






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






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






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






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






9. 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






10. 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






11. Whether test items look like they measure the construct






12. 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






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






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






15. The most frequently occurring value






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






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






18. 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






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






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






21. For children 4-6






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






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






24. Does not control - but examines how independent variable affects it






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






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






27. 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






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






29. Whether test really taps abstract concept being measured






30. 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






31. Process in testing concurrent validity






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






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






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






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






36. 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






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






38. 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






39. 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%






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






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






42. 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






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






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






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






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






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






48. 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 -






49. Internal-External Locus of Control Scale






50. The hypothesis that no real differences or pattern exist