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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. 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






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






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






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






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






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

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






8. How the score are spread out overall






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






10. 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






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






12. 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






13. Personality measure for 'normal' / less clinical groups than MMPI - by Harrison Gough






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






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






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






17. Similar to word association - finish incomplete sentences






18. Subjects alter behaviour because they are being observed






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






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






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






22. 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






23. 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%






24. 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






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






26. 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






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






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






29. Created multitrait-multimethod technique to determine validity of tests






30. Knowing how to do something






31. Give descriptive names - No order or relationship among the variables other than to separate them into groups - ex: male-female






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






33. 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






34. Internal-External Locus of Control Scale






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






36. 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






37. Whether test items look like they measure the construct






38. Assess extent interests and strengths match those found by professionals in a particular job field






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






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






41. Used when equivalent one cannot be isolated






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






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






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






45. 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






46. 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






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






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






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






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