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Psychological Measurements > FINAL > Flashcards

FINAL Flashcards

1
Q
  • a measurement device or technique used to quantify behavior or aid in the understanding and prediction of behavior
  • devices we use to translate observations into numbers
A

test

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2
Q

a specific stimulus to which a person responds overtly; this response can be scored or evaluated

A

item

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3
Q

a set of items designed to measure characteristics of human beings that pertain to behavior

A

psychological test

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4
Q

overt behavior

A

observable activity

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5
Q

covert behavior

A

occurs within a person and cannot be directly observed (thoughts and feelings)

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6
Q

relate raw scores on test items to some defined theoretical or empirical distribution

A

scales

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7
Q

traits

A

enduring characteristics or tendencies

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8
Q

states

A

specific conditions or status

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9
Q

scores on tests may be related to

A

traits and states

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10
Q

individual tests

A

given to one person at a time

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11
Q

group tests

A

can be administered to more than one person at a time by a single test administrator

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12
Q

test administrator

A

person who gives the test

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13
Q

scored in terms of speed, accuracy, or both

A

ability test

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14
Q

measures previous learning

A

achievement test

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15
Q

measures potential for learning or acquiring a specific skill

A

aptitude

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16
Q

measures a person’s general potential to solve problems, adapt to changes in circumstances, think abstractly, and profit from experience

A

intelligence

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17
Q

measures typical behavior related to overt and covert dispositions of an in

A

personality

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18
Q

provide a statement and require the subject to choose between two or more alternative responses

  • self-report
  • true false
A

structured/objective tests

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19
Q

the stimulus, the response, or both are ambiguous

  • Rorschach
  • TAT
A

projective tests

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20
Q

all possible uses, applications, and underlying concepts of psychological and educational tests

A

psychological testing

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21
Q

Main uses

A

evaluate differences or variations among individuals

  • abilities
  • personality
  • assume actual differences
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22
Q
  • accuracy, dependability, consistency, or repeatability of test results
  • greater reliability = less error
A

reliability

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23
Q

meaning or usefulness of test results

degree to which a certain inference or interpretation based on the test is appropriate

A

validity

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24
Q

method of gathering information through verbal interaction

A

interview

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25
Q

who “invented” standardized testing, when, and what for?

A

Chinese
4,000 years ago
Proficiency - reading, writing, math, etc.

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26
Q

two or more tests used in conjunction

A

test batteries

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27
Q

Individual differences

A

Darwin

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28
Q

experimented to show difference in sensory and motor functioning

A

Galton

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29
Q
  • coined the term ‘mental test’
  • established first psychology lab in U.S.
  • individual differences and reaction time
A

James McKeen Cattell

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30
Q

used math models as a basis for educational theories

A

Herbart

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31
Q

attempted to demonstrate the existence of a psychological threshold; minimum stimulus needed for sensory activation

A

Weber

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32
Q

devised law that strength of a sensation grows as the log of stimulus intensity

A

Fechner

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33
Q
  • founded the first psychology lab
  • believe that people are more the same than different
  • trained the first experimental psychologists
A

Wundt

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34
Q

Why did tests become necessary?

A

need to identify and classify mentally and emotionally handicapped people

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35
Q

Binet-Simon

A
  • first intelligence test

- based on cognitive processes

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36
Q

Binet-Simon was supposed to differentiate between

A

capable, mentally limited, those who were capable but still didn’t learn

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37
Q

sample with individuals similar to those for whom the test is to be used

A

representative sample

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38
Q

a measurement of a child’s performance on a test relative to other children in the same age group

A

mental age

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39
Q

standardized the Binet-Simon and created a test manual

A

Lewis Terman

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40
Q
  • created a nonverbal intelligence test for incoming immigrants
  • eugenics
  • controversial
  • didn’t account for SES or education
A

Goddard at Ellis Island

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41
Q

World War I

A

Schools, colleges, industries, the military

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42
Q

multiple choice questions that are standardized on a large sample

A

achievement tests

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43
Q

measure presumably stable characteristics or traits that, theoretically, underlie behavior

A

personality tests

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44
Q

-developed during WWI to screen recruits

A

First-Woodworth Personal Data Sheet

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45
Q

method of finding the minimum number of dimensions, called factors, to account for a large number of variables

A

factor analysis

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46
Q
  • personality test
  • Cattell
  • well-structured
  • uses factor analysis
A

16PF

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47
Q

methods used to provide a concise description of a collection of quantitative information

A

descriptive

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48
Q

methods used to make inferences from observations of a sample to the population

A

inferential

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49
Q

application of rules for assigning numbers to objects

A

measurement

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50
Q

specific procedures used to transform qualities of attributes into numbers

A

rules

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51
Q

“moreness”; when a particular instance of the attribute represents more, less, or equal amounts of the given quantity than does another instance

A

magnitude

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52
Q

when the difference between two points at any place on the scale has the same meaning as the difference between two other points that differ by the same number of scale units

A

equal intervals

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53
Q

when nothing of the property being measured exists

A

absolute zero

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54
Q

to name objects; for qualitative info

A

nominal

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55
Q

has magnitude; allows for rank, but does not have equal intervals

A

ordinal

56
Q

magnitude and equal intervals - no true zero

A

interval

57
Q

magnitude, equal intervals, and absolute zero

A

ratio

58
Q

summarizes scores for a group of individuals

A

distribution

59
Q
  • displays scores on a variable or a measure to reflect how frequently each value was obtained
  • defines all possible scores
A

frequency distribution

60
Q

-mean 50, SD 10

A

McCall’s T

61
Q

interquartile range

A

Q3-Q1

62
Q
  • any set of numbers into a transformed scale

- range from 1-9

A

stanine system

63
Q

the performances of defined groups on particular tests

-used to give information about performance relative to what has been observed in a standardization sample

A

norms

64
Q

ways to express norms

A
  • z-scores
  • percentiles
  • means
65
Q

compares each person with a norm

A

norm-referenced test

66
Q

describes the specific types of skills, tasks, or knowledge the test taker can demonstrate

A

criterion-referenced test

67
Q

two scores for each individual

A

bivariate distribution

68
Q

visual display of the relationships between variables

A

scatter diagram

69
Q

determining whether two variables covary

A

correlation

70
Q

mathematical index that describes the direction and magnitude of the relationship

A

correlational coefficient

71
Q

technique used to make prediction about scores on one variable based on knowledge of scores on another variable

A

regression

72
Q
  • the best-fitting straight line through a set of points in a scatter diagram; the running mean or line of least squares, which minimizes the squared deviation around the regression line
  • the mean will always be the point of least squares
A

regression line

73
Q

shows the best linear relationship between X and Y

A

regression equation (slope formula)

74
Q

the difference between the observed and the predicted Y values

A

residual

75
Q

ratio used to determine the degree of variation in one variable that can be estimated from knowledge about variation in the other variable

A

Pearson product moment correlation coefficient

76
Q

pictures showing the relationship between variables

A

regression plots

77
Q

using information gained from representative groups and making an educated guess about an individual, typically that they will be at lease average

A

normative

78
Q
  • method for finding the association between two sets of ranks; coefficient (r)
  • rank but not actual scores
A

Spearman’s rho

79
Q

expresses the relationship between a continuous variable and an artificial dichotomous variable

A

biserial correlation

80
Q

reflect an underlying continuous scale forced into a dichotomy

A

artificial dichotomous

81
Q

one true dichotomous variable is used

A

point biserial correlatoin

82
Q

both dichotomous, one true

A

phi coefficient

83
Q

both artificially dichotomous

A

tetrachoric correlation

84
Q
  • squared correlation coefficient; tells us the proportion of the total variation in Y that is a function of X
  • determines how much fo the variance in Y is a function of X
A

coefficient of determination

85
Q
  • measure of nonassociation between two variables

- determines how much variance is left over that is not accounted for by X

A

coefficient of alienation

86
Q
  • the amount of decrease observed when a regression equation is created for one population and then applied to another
  • tend to overestimate the relationship in small samples
A

shrinkage

87
Q

a process to ensure proper references are being made

  • use regression equation to predict performance in one sample, other than the one the equation was applied to
  • standard error of estimate can then be calculated for the relationship between the values predicted by the equation and the observed values
A

cross validation

88
Q

correlation and regression use variability for explanations and predictions; if variability is restricted, significant correlations will be hard to find

A

restricted range

89
Q

considers the relationship among combinations of three or more variables and one possible outcome

A

multivariate analysis

90
Q

a weight composite of the original variables

A

linear combinations

91
Q

goal is to find the linear combination of the three variables that provides the best prediction for the outcome

A

multiple regression

92
Q

the correlation between the original items and the factors

A

factor loadings

93
Q

put the ideas of sampling error and Pearson’s r together

A

Reliability theory

94
Q

uses computer technology to advance psychological measurement

A

Item response theory

95
Q

-on average, how much a score varies from the true score

-

A

Standard Error of Measurement

96
Q
  • using a limited number of items to test a larger construct

- more items = greater reliability

A

domain sampling

97
Q

focuses on range of item difficulty that assesses an individual’s ability (test gets harder if you get more questions right)

A

item response theory

98
Q

the will always be some inaccuracy in measurement

A

error

99
Q

Standard Error of the difference

A

Tells you if two scores are significantly different enough

100
Q

ratio of variance of the true scores on a test to the variance of observed scores

A

reliability coefficient

101
Q

-test administered on two different occaisions

A

test-retest/stability

102
Q

first testing session influences the second

A

carryover/practice effects

103
Q

two equivalent forms of a test measure the same attribute

A

parallel/alternate forms/equivalent

104
Q

item/scale homogeneity
do all the items measure the same thing?
best reliability estimate

A

internal consistency

105
Q

tells you how many items are needed to reach a certain power

A

Spearman Brown

106
Q

used for dichotomous scoring (true/false, multi, y or n)

A

Kudan-Richardson KR20

107
Q

used for tests that are not dichotomous

A

Coefficient alpha

108
Q

the agreement between a test score measure and the quality it is believed to measure

A

validity

109
Q

judgement of items sampling intended domain

A

content validity

110
Q

compare test in question to already established standard

A

criterion related validity

  • concurrent
  • predictive
111
Q

tests administered at the same time

A

concurrent validity

112
Q

test is being evaluated on how well it can predict scores on the criterion

A

predictive validity

113
Q

give test to different groups and compare

-EFA and CFA

A

construct validity

114
Q

a statistical analysis to predict a categorical dependent variable (called a grouping variable) by one or more continuous or binary independent variables (called predictor variables).

A

discriminant function analysis

115
Q

comparison of true positive rate to false positive rate

A

Receiver-Operator-Characteristic (ROC curve)

116
Q

Test development is made up of..(5)

A
  • conceptualization
  • construction
  • tryout
  • analysis
  • revision
117
Q

-who? what? why? of testing

A

conceptualization

118
Q

scaling, scoring, adminstration

A

construction

119
Q

pilot study

A

tryout

120
Q

the capacity to find and maintain a definite direction or purpose, to make necessary strategy adjustments to achieve that purpose, and to engage in self-criticism

A

intelligence

121
Q

Binet’s principles of intelligence

A

age differentiation & general mental ability

122
Q

differentiating older children from younger children by their differing abilities

A

age differentiation

123
Q

the total product of the various separate and distinct elements of intelligence

A

general mental ability

124
Q

intelligence consists of one general factor (g) plus a large number of specific factors

A

Spearman’s Model of General Mental Ability

125
Q

when a set of diverse ability tests are administered to large unbiased samples, almost all correlations are positive

A

positive manifold

126
Q

ratio score of a subject’s mental age in conjunction with chronological age (IQ = MA/CA x 100)

A

Intelligence quotient (IQ)

127
Q

standard score with M=100 and SD=15

A

deviation IQ

128
Q

reflects learning and realization of original potential through experience

A

crystallized abilities

129
Q

original potential, or basic capabilities that an individual uses to acquire crystallized abilities

A

fluid-analytic abilities

130
Q

Wechsler vs. Binet

A

W had point scale - B had age scale

W had non-verbal performance scale

131
Q

individual receives a specific amount of credit for each item passed, making it easy to group items of a particular content together

A

point scale

132
Q

scale that provides a measure of nonverbal intelligence

A

performance scale

133
Q

the relatively stable and distinct patterns of behavior that characterize an individual and his/her reactions to the environment

A

personality

134
Q

nonintellective aspects of human behavior, typically distinguished from mental abilities

A

personality characteristics

135
Q

relatively enduring dispositions; tendencies to act think or feel in a certain manner in any given circumstance and that distinguished one person from another

A

personality traits

136
Q

general descriptions of people

A

personality type

Psychological Measurements (4 decks)

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