Research Design, Statistics, Tests, and Measurements Flashcards

Question

Measures of central tendency

Answer 1

Mode, median, mean

Answer 2

Range, standard deviation (average distance from mean), variance (Standard deviation squared)

Answer 3

Tells how many standard deviations a particular score is from the mean. Subtract the mean of the distribution from your score and divide by standard dev Negative z-score --\> falls below mean Positive z-score --\> fall above mean

Answer 4

Mean is always 0, standard deviation is always 1

Answer 5

T-score distribution has a mean of 50 and standard deviation of 10. Commonly used in test score interpretation

Answer 6

Scores are not centered around mean/median. Mean/median are not the same Skewness is interpreted by tail

Answer 7

Descriptive statistic used to measure how related two variables are Direction and degree Can't show cause/effect Visualized on scatter plot, draw line of best-fit, coefficient is the slope of the line.

Answer 8

Attempts to account for the interrelationships amoung variables by seeing how they hang together Ex. Variables A, B, C are highly correlated to one another but not to D, E, F AND D, E, F are highly correlated but not to A, B, C

Answer 9

Sample mean is the same as the population mean

Answer 10

Reject the null

Answer 11

Criterion of significance selected by the researchers

Answer 12

1. Formulate null and alt hyp. based on research hyp. 2. Decide on an alpha level (0.05) 3. Collect data 4. Perform significance test on data to obtain sig. level. Significance level tells us how likely our difference is due to chance. Large level --\> more likey due to chance. Smaller level --\> more likely caused by hypothesized effect. 5. Compare obtained level of sig. to alpha. If sig. is less than alpha --\> statistically sig. If level is greater than alpha --\> stat. insignificant. 6. Significant --\> reject null. Insignificant --\> accept null.

Answer 13

t-test, ANOVA, and chi-square

Answer 14

used to compare the means of two groups

Answer 15

Used to estimate how much group means differ from one another by comparing the between-group variance to the within-group variance using the F ratio. F ratio= Between-Group Variance Estimate OVER Within-Group Variance Estimate Factorial design: each level of IV occurs with each level of the other IVs Interaction: when effects of one IV are not consistent with all levels of he other IVs

Answer 16

For categorical rather than numerical data When summarizing cat. data --\> frequencies or proportions

Answer 17

Statistical procedure used to make conclusions on the basis of data from different studies

Answer 18

Norm-referenced: assesses an ind.'s performance in terms of how they perform in comparison to others Problem: is specific on the population tested, which can (and often does) change Domain-Referenced: (criterion-referenced testing) concerned with what the ind. knows about a specific content domain; does not compare to peers, concerned only with ind. mastery

Answer 19

Consistency with which a test measures whatever it is that it is intended to measure High reliability --\> test produces dependable, reproducible, and consistent measures

Answer 20

Index of how much, on average, we expect a person's score to vary from the score the person is really capable of (by ability) Desirable SEM = 0 but not possible in reality Speaks to the test's reliaiblity

Answer 21

test-retest, alternate-form, split-half reliability

Answer 22

consistent when administered to same people more than once

Answer 23

consistency when examinees are given two different forms of the test at two different times

Answer 24

test-takers have only one test, but it is divided into two equal halves Strong correlation coefficient between pairs? --\> high reliability

Answer 25

Extent to which a test actually measures what it is supposed to measure (concerned with accuracy rather than consistency) Content, face, criterion concurrent, predictive, construct convergent, discriminate

Answer 26

Test's coverage of the particular think it seeks to measure ex. If a test is supposed to measure knowledge about a particular topic, test items should include questions about that topic.

Answer 27

Does the test APPEAR to measure what it is supposed to measure

Answer 28

How well does the test predict an individual's performance on an established test designed to measure the same thing Cross validation: involves testing the criterion validity on a second sample

Answer 29

Refers to how well performance on a test fits into the theoretical framework related to what you want to measure Ex. If a relationship between sociability and intelligence is well supported by research, then your test measuring sociability should also show high scores among people with high intelligence.

Answer 30

Shows construct validity

Answer 31

performance on the test is not correlated with other variables that it should not be related to Ex. test-taking experience

Answer 32

Validity. But the oposite is not possible.

Answer 33

NOMINAL (categorical) ORDINAL (rank) INTERVAL (actual number, like number correct on a test) RATIO (includes a true zero point that indicates absence of quality measured, like income)

Answer 34

Aptitude: predict what an ind. can accomplish through training; predict future performance (like IQ) Achievement: assess what one knows/can do *now *

Answer 35

Two broad subscales: verbal and performance Verbal: based on information, vocabulary Performance: Tests of manipulative skill, eye-hand coordination, and speed Three major tests of intelligence: Wechsler Preschool and Primary Scale of Intelligence (WPPSI; preschool), Wechsler Intelligence Scale for Children (WISC; age 5-16), and Wechsler Adult Intelligence Scale (WAIS; 16+) Have all been revised: WPPSI-R, WISC-R, and WAIS-R WAIS-III is currently used for adult IQ testing

Answer 36

Self-rating device (consisting of 100-500 statements)

Answer 37

550 statements to which subjects resond T, F, or "cannot say" Yields ten clinical scales Used to aid in the assessment of various clinical disorders

Answer 38

used by Hathaway and McKinley to develop the MMPI Tested thousands of questions and retained those that differentiated between patient and nonpatient populations

Answer 39

Added content scales; formed using derived theoretical concerns To form each content scale, test authors selected items that "ought" to be related to self-esteem (by theory)

Answer 40

personality inventory, based on MMPI Developed to be used in normal populations, age 13 and up (esp. high school and college students Consists of 20 scales, including 3 validity scales ~460 T/F items, measures personality traits (like sociability)

Answer 41

Stimuli are ambiguous, and responses are not limited Test taker is asked to interpret ambiguous stimuli Scoring is subjective

Answer 42

Inkblot test 10 cards presented to subject in specific order with specific instructions; clinician then interprets results based on what they saw and the spontaneous remarks the person made

Answer 43

Morgan and Murray 20 pictures depicting scenes with ambiguous meanings Subject is asked to tell what is happening, describe what led to the event, and give an ending No standardized scoring

Answer 44

projective test devised for children 12 cartoonlike pictures that feature a small dog (Blacky) Developed depicting Blacky in situations designed to correspond to particular stage of psychosexual developement Subject is asked to tell stories about the pictures shown

Answer 45

Sentence completion task; projective technique used by clinicians and researchers

Answer 46

Tendency people have to accept and approve of the interpretation of personality you give to them Form of pseudovalidation

Answer 47

Assesses an ind's interest in different lines of work Strong-Campbell Interest Inventory

Answer 48

Developed using an empirical criterion-keying approach Test takers are given list of interests; asked to indicate whether they like/dislike the interest listed A second section asks test-takers to indicate preference for one of two paired items Divides interests into 6 types: realistic, investigative, artistic, social, enterprising, and conventional (also called RIASEC)