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GRE Psychology > Research Design, Statistics, Tests, and Measurements > Flashcards

Research Design, Statistics, Tests, and Measurements Flashcards

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0
Q

Hermann Ebbinghaus

A

Showed that higher mental processes could be studied empirically using experimental methodology By studying memory using nonsense syllables.

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1
Q

Wilhelm Wundt

A

Founded the first psychology laboratory in 1879 Believed that methodology couldn’t be used to study higher mental processes like memory, thinking, language Also believed that there could be no thought without mental image

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2
Q

Oswald Kulpe

A

Found that there could be imageless thought

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3
Q

James McKeen Cattell

A

Studied under Wundt; introduced mental testing to the U.S.

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4
Q

Binet & Simon

A

Collaborated to publish the Stanford-Binet test, first intelligence test. Also introduced the the concept of mental age (based on intellect)

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5
Q

William Stern

A

Developed IQ: equation to compare mental age to actual age as a measure of intelligence/aptitude

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6
Q

Terman

A

Revised the Binet-Simon test for use in the U.S. Became known as the Stanford-Binet Intelligence Test

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7
Q

Operational Definition

A

States how the researcher defines the variables so that they are measurable

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8
Q

True experiments, quasi-experiments, and correlational studies

A

True: random assignment, manipulate IV Quasi: no random assignment, no sufficient control on variables Correlational: do not manipulate the IV

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9
Q

Naturalistic observation

A

Researcher doesn’t intervene; measure natural behavior

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10
Q

Representative sample

A

Sample is a miniature version of the population

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11
Q

Random sample

A

Every population member has an equal chance of being selected

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12
Q

Stratified random sample

A

Relevant subgroups of the population are randomly sampled in proportion to size

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13
Q

Three common research designs

A

Between-subjects design, matched-subjects design, within-subjects design

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14
Q

Between-subjects design

A

Each subject exposed to one level of each IV P’s randomly assigned to groups

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15
Q

Matched-subjects design

A

Split subjects into groups while controlling for a given variable. Ex. Take the two students with the two top IQs and randomly assign each into the two groups. Then the next two highest IQs, and so on.

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16
Q

Within-subjects design

A

Also called repeated-measures; each subject is exposed to all conditions, removing individual difference as a confound

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17
Q

Control group design

A

A control and experimental group; one receives treatment and one does not

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18
Q

Nonequivalent group design

A

Doesn’t use random assignment; ex. Using one class for one teaching method and another class for another teaching method

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19
Q

Demand characteristics

A

Any cues given to subjects suggesting what the researcher expects of them; May influence he subjects’ behavior and skew results Ex. Placebo effect

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20
Q

Hawthorne effect

A

Tendency to behave differently when they know they’re being observed. Using a control group that is also observed can control for the Hawthorne effect.

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21
Q

External validity

A

Stronger external validity –> more generalizable to the general population

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22
Q

Descriptive v. Inferential statistics

A

Descriptive: organize, describe, quantify, and summarize data Inferential: generalize; estimate population characteristics

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23
Q

Frequency distribution

A

Characteristic is graphed along the X axis and frequency along the line

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24
Q

Measures of central tendency

A

Mode, median, mean

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25
Q

Measures of variability

A

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

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26
Q

Normal Distribution

A
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27
Q

z-score

A

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

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28
Q

Converting every score to z-scores

A

Mean is always 0, standard deviation is always 1

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29
Q

T-scores

A

T-score distribution has a mean of 50 and standard deviation of 10.

Commonly used in test score interpretation

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30
Q

Skewed Distributions

A

Scores are not centered around mean/median.

Mean/median are not the same

Skewness is interpreted by tail

31
Q

Correlation Coefficient

A

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.

32
Q

Factor analysis

A

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

33
Q

Null hypothesis

A

Sample mean is the same as the population mean

34
Q

If the observed difference is STATISTICALLY SIGNIFICANT…

A

Reject the null

35
Q

Alpha level

A

Criterion of significance selected by the researchers

36
Q

Errors in Testing Significance

A
37
Q

Significance Testing Process

A
  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.
38
Q

Types of Significance Tests

A

t-test, ANOVA, and chi-square

39
Q

t-test

A

used to compare the means of two groups

40
Q

ANOVA

A

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

41
Q

Chi-square tests

A

For categorical rather than numerical data

When summarizing cat. data –> frequencies or proportions

42
Q

Meta-analysis

A

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

43
Q

Norm-referenced Testing v. Domain-referenced Testing

A

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

44
Q

Reliability

A

Consistency with which a test measures whatever it is that it is intended to measure

High reliability –> test produces dependable, reproducible, and consistent measures

45
Q

Standard Error of Measurement (SEM)

A

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

46
Q

Three methods used to establish the reliability of a test

A

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

47
Q

test-retest method

A

consistent when administered to same people more than once

48
Q

alternate-form method

A

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

49
Q

split-half reliability

A

test-takers have only one test, but it is divided into two equal halves

Strong correlation coefficient between pairs? –> high reliability

50
Q

Validity and the 6 subtypes

A

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

51
Q

Content Validity

A

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.

52
Q

Face validity

A

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

53
Q

Criterion Validity

A

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

54
Q

Construct Validity

A

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.

55
Q

Convergent Validity

A

Shows construct validity

56
Q

Discriminant validity

A

performance on the test is not correlated with other variables that it should not be related to

Ex. test-taking experience

57
Q

A test can show perfect reliability and very little…

A

Validity. But the oposite is not possible.

58
Q

Four Types of Measurement Scales

A

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)

59
Q

Ability Tests

A

Aptitude: predict what an ind. can accomplish through training; predict future performance (like IQ)

Achievement: assess what one knows/can do *now *

60
Q

Wechsler tests

A

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

61
Q

Personality Inventory

A

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

62
Q

Minnesota Multiphasic Personality Inventory, MMPI

A

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

63
Q

Validity Summary Image

A
64
Q

empirical criterion-keying approach

A

used by Hathaway and McKinley to develop the MMPI

Tested thousands of questions and retained those that differentiated between patient and nonpatient populations

65
Q

MMPI-2

A

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)

66
Q

California Psychological Inventory (CPI)

A

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)

67
Q

Projective Tests

A

Stimuli are ambiguous, and responses are not limited

Test taker is asked to interpret ambiguous stimuli

Scoring is subjective

68
Q

Rorschach

A

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

69
Q

Thematic Apperception Test (TAT)

A

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

70
Q

Blacky pictures

A

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

71
Q

Rotter Incomplete Sentences Blank

A

Sentence completion task; projective technique used by clinicians and researchers

72
Q

Barnum effect

A

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

Form of pseudovalidation

73
Q

Interest Testing

A

Assesses an ind’s interest in different lines of work

Strong-Campbell Interest Inventory

74
Q

Strong-Campbell Interest Inventory

A

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)

75
Q
A

GRE Psychology (32 decks)

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