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






2. Not to diagnose depression but assess severity of depressive symptoms; used by researcher or clinician to track course of depressive symptoms






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






4. How well a test measures a construct; multitrait-multimethod technique determines validity; internal - external: concurrent - construct - content - face






5. Internal-External Locus of Control Scale






6. Measure mastery in a particular area (e.g. final exam)






7. Combines longitudinal and cross-sectional approach






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






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






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






11. Calculates how off the mean might be in either direction






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






13. For children 6-16






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






15. The process of representing or analyzing numerical data






16. For children 4-6






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






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






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






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






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






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






23. 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






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






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






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






27. 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






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






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






30. Mathematically combines and summarizes overall effects or findings for a topic; best known for consolidating effectiveness of psychotherapy - can calculate overall effect size or conclusion drawn from a collection of studies; needed when conflicting






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






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






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






34. 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






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






36. Knowing a fact






37. Used when equivalent one cannot be isolated






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






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






40. Measure of fascism or authoritarian personality






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






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






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






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






45. 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






46. Whether test really taps abstract concept being measured






47. Originally used with free association techniques; word called out - subject says next word in mind






48. Personality test from Jung'S theory; 93 questions 2 answers each; 4-letter personality type - each letter 1 of 2 possible opposing characteristics: Introverted vs. Extraverted - Sensing vs. Intuition - Feeling vs. Thinking - and - Judgment vs. Percep






49. 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






50. 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