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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 subjects act in ways they think experimenter wants or expects






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






3. 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






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






5. 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%






6. Used most commonly on standardized test






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






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


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






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






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






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






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






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






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






16. Compares 2 groups of people at the same time point






17. 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






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






19. 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 -






20. For children 6-16






21. 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






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






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






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






25. The hypothesis that no real differences or pattern exist






26. 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






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






28. 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






29. Knowing a fact






30. Knowing how to do something






31. Whether test items look like they measure the construct






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






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






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






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






36. Whether test really taps abstract concept being measured






37. 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






38. 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






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. Interest in the effect of independent variable on the dependent variable - often manipulated by applying it in experimental or treatment condition and withholding it from control condition






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






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






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






44. Combines longitudinal and cross-sectional approach






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






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






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






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






49. When subjects do and say what they think puts them in a favorable light -ex: reporting they are not racist even if they really are






50. Comparing an individual'S performance on 2 halves of the same test to reveal internal consistency; internal consistency can be increased by item analysis