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Exam 2 - psych testing > Exam 2 > Flashcards

Exam 2 Flashcards

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1
Q

What is psychometrics?

A

the study of measurement in psychology

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2
Q

what is the only constant identified from the text?

A

how we measure pi

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3
Q

if something is a variable, what does that mean?

A

we can measure it in multiple ways

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4
Q

If i were to do a coin toss, what kind of variable would it be?
(hint: dichotomous or polytomous?)

A

dichotomous - discrete variable

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5
Q

If I were to mention the birth order in your family, is this dichotomous or polytomous?

A

polytomous - discrete variable

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6
Q

are dichotomous and polytomous variables known as discrete or continuous?

A

discrete

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7
Q

What are the 3 continuous variables?
(hint: TDT)

A

time, distance, temperature (TDT)

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8
Q

What does NOIR stand for?

A

Nominal, ordinal, Interval, Ratio

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9
Q

what does MEA stand for?

A

Magnitude, Equal intervals, Absolute zero

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10
Q

If I present you with the colors in a skittle packet - for example, 1 for red, 2 for blue, etc.
Is there magnitude in those numbers? Which part of NOIR is this?

A

No magnitude (nominal)

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11
Q

Think of finishing positions in a race - 1st, 2nd, 3rd, 4th.
Is there magnitude to the way we finish in a race? Are there equal intervals between each of those? Which part of NOIR is this?

A

Yes, there is magnitude.
No equal intervals.
Ordinal (think order).

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12
Q

Think of the temperature in which you bake cookies. Is there magnitude; is 200 hotter than 100 degrees? Is there equal intervals? Is there an absolute zero? Which part of NOIR is this?

A

Yes, there is magnitude.
Yes, there are equal intervals.
No absolute zero - only for Kelvin temp.
Interval.

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13
Q

Think of the distance that I bike to school. Is there a magnitude to that? Are there equal intervals in mile markers? Is there an absolute zero in mile markers? Which part of NOIR is this?

A

Yes, 5 miles is much different than 1 for sure.
Yes.
Yes, you could have 0 miles.
Ratio.

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14
Q

Identify the correlations between NOIR and MEA.
a) no to M.E.A.
b) YES magnitude, NO equal intervals, NO absolute zero
c) YES to M.E.A.
d) YES magnitude, YES equal intervals, NO absolute zero

A

a) nominal
b) ordinal
c) ratio
d) interval

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15
Q

Identify the scales of measurement correctly. - MEA
a) difference between any two adjacent numbers is equal
b) “Moreness”. A higher score refers to more of something.
c) Does the scale have a zero point that refers to having none of that attribute?

A

a) equal intervals
b) magnitude
c) absolute zero

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16
Q

Identify the scales of measurement correctly. - NOIR
a) ratio
b) name something
c) intervals
d) ranking individuals

A

a) ratio
b) nominal
c) interval
d) ordinal

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17
Q

What is the difference between inferential and descriptive statistics?

A

inferential - spoken in a general sense
descriptive - spoken in a specific sense

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18
Q

What are some keywords to look out for when attempting to identify an inferential variable? (hint: inferencing)

A

generally, usually, typically

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19
Q

My 9 am class passed Exam 2. Is this descriptive or inferential statistics?

A

descriptive

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20
Q

My students generally failed Exam 2. Is this descriptive or inferential statistics?

A

inferential

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21
Q

What are we looking for in identifying the mean, median, and mode?

A

mean - average of the data
median - the middle one of the range from L to H
mode - most often present in the data

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22
Q

Class A has a mean score of 80 on the exam. Class B has a mean score of 80 on the exam.
Class A had a standard deviation of 5. Class B had a standard deviation of 2.
(1 - Did both classes perform similarly on the exam?
2 - Who had the bigger standard deviation?)
Identify the statement that best reflects how the classes did.

A

Yes, they performed similarly.
Class A had the bigger SD.
Therefore, class A had a wider range of scores than class B because the standard deviation is better.

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23
Q

When we look at standard deviation - if someone has a bigger SD than another, what does this mean? Likewise, if someone has a smaller SD than another, what does that mean?

A

A bigger SD means a wider range.
A smaller SD means a smaller range.

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24
Q

If I am looking at a graph where the hill is on the left and the tail is on the right, is this a positive or negative skew?

A

positive; think of how it starts with an increase, also Proper beginning and Positive are both p’s

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25
Q

If I am looking at a graph where the hill is on the right and the tail is on the left, is this a positive or negative skew?

A

negative; think of how it is off to a slow/gradual start

26
Q

If we look at a graph and see two humps, what distribution would that be?
a) positive skew
b) negative skew
c) bimodal
d) normal (no skew)

A

c) bimodal - 2 modes, this could infer maybe a lot of high scores and a lot of low scores

27
Q

If there is no curve and just one hump in the center of a graph, what distribution would that be?
a) positive skew
b) negative skew
c) bimodal
d) normal (no skew)

A

d) normal (no skew) - it does not skew to one side or the other

28
Q

The more coffee I drink, the more alert I feel. Is this a positive or negative correlation?

A

positive

29
Q

The less coffee I drink, the less alert I feel. Is this a positive or negative correlation?

A

positive

30
Q

The more coffee I drink, the less drowsy I feel. Is this a positive or negative correlation?

A

negative

31
Q

How do we differ from a positive correlation vs a negative correlation?

A

Positive means they are both going in the same direction or showing the same trend, whether good or bad/positive or negative, etc.
Negative means they are going in opposite directions or not correlating.

32
Q

What would a perfect positive correlation look like? (hint: r = +1.00)

A

The graph is slanted steadily going upwards.

33
Q

What would a perfect negative correlation look like? (hint: r = -1.00)

A

The graph is slanted steadily going downwards.

34
Q

What is range restriction?

A

the range of something that is relative to the population, representing a specific portion

35
Q

If I am only looking at gifted students.
If I am only looking at individuals with clinical depression.
If I am only looking at someone with ADHD.
What is this representing?

A

range restriction

36
Q

I am a professor at UNF, and I want to collect data on the standard score of the stress of UNF students. What kind of norm reference is this?
a) Normative Sample
b) Representative
c) Convenience norms
d) Local norms

A

Convenience norm - you are not looking at representative students necessarily, you are looking at students convenient to you

37
Q

How do we convert a raw score to a standard score?

A

by using norms or criterion

38
Q

If I want to measure cooking skills or driving skills, what type of scores would these bring?

A

criterion based

39
Q

What are the 3 ways to go from a raw score to a standard score?

A

norm reference, criterion-based, performance-based

40
Q

What was one example of a theory-based norm talked about in class?

A

Piaget

41
Q

If we want to see the way a student is performing compared to other children, what reference is this?

A

performance-based

42
Q

When we look at Z-scores, what is average? What is considered above and below average?

A

Anything between -1 and +1. If it is higher than +1, it is above average. If it is lower than -1, it is below average.

43
Q

Susie’s teacher was concerned that Susie may not be reading at grade level. She administered a standardized reading test and found that her reading score was 105 (the deviation IQ averages from 85 to 115 to align with the Z-scores). Is this below, at, or above average? What should be done for Susie as a result?

A

This is average. Susie can stay in her current level of the mainstream classroom.

44
Q

When we look at T-scores, what is average? What does a lower score mean vs a higher score?

A

Align them to the -1 and +1 of the Z-score to find the average. A lower score is less indicative of a problem, whereas a higher score is more indicative of a problem.

45
Q

Nancy was experiencing depression. She took a depression scale and her T-score came to 65 (40 to 60 is the T-score average). Does Nancy show depressive symptomatology? Should Nancy do nothing or seek therapy/support?

A

Yes, her score is above average. Nancy should seek therapy/support.

46
Q

The majority of the chemistry students passed their final exam with a 95 or higher. Is this the floor or ceiling effect?

A

ceiling effect; the results are at the higher end

47
Q

The majority of the chemistry students failed their final exam with a 65 or lower. Is this the floor or ceiling effect?

A

floor effect; the results are at the lower end

48
Q

In terms of test revisions, when we look at co-norming, what are we doing?

A

we are testing 2 things together (think of IQ & achievement)

49
Q

What are 3 reasons we revise tests? (hint: TFP)

A

Theory - evolves over time
Function - our knowledge changes on the construct
Practice/Practicality - practicality, it is easier to administer/score

50
Q

What is the difference between selected item types vs constructed item types?

A

selected response items - test taker SELECTS from a series of options
constructed items - test taker CONSTRUCTS their responses

51
Q

Match the 2 examples of test item types to their proper category - selected or constructed.
a) How are you feeling today?
b) I feel sad today (agree - disagree)

A

a) constructed
b) selected

52
Q

What is the difference between polytomous and dichotomous items?

A

Polytomous items give 3+ options, whereas dichotomous items only have 2 options.

53
Q

In selected-response, which approaches are used for polytomous items and dichotomous items?
a) intraindividual (comparing me to me)
b) interindividual (comparing me to others)

A

a) dichotomous
b) interindividual

54
Q

Is a personality test going to adopt a dichotomous or polytomous approach?

A

dichotomous (they want the test taker to endorse 1 of 2 traits)

55
Q

What is intraindividual vs interindividual?

A

intra - me to me
inter - me to others

56
Q

Identify which of the following is a pro vs a con of constructed response.
a) Time-consuming and complex to score
b) response length
c) Rich sample of behavior
d) Must check the reliability of scoring
e) Creative approach to testing
f) Test length is shorter b/c of complexity in scoring=less reliability

A

a) con
b) con
c) pro
d) con
e) pro
f) con

57
Q

When is item difficulty important?

A

When I want to specifically select a particular cohort.

58
Q

If I only want to interview the top 10% of those who take the test for a job, I can automatically select out those who do not suit it. This is why I would utilize —? (hint: 2 words)

A

item difficulty

59
Q

Is item difficulty important in all psych testing? (hint: personality & projective tests)

A

No - we are not concerned at all about item difficulty with the hinted tests

60
Q

What is the focal point of a speeded test? Also, are they difficult?

A

they are intended to attack a specific, underlying skill. the items themselves are not difficult, but the time limit may bring pressure.

61
Q

Which of the following is a quality of what a distractor SHOULD be? (the remaining choices represent what they should NOT be!)
a) obviously wrong
b) much shorter or longer than the correct alternative
c) poorly worded
d) provide clues that savvy examinees who do not know the answer may use to narrow their choices and select the correct answer
e) equally plausible

A

e) equally plausible

Exam 2 - psych testing (1 decks)

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