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

Research Design, Statistics, Tests, and Measurements Flashcards

1
Q

tentative and testable explanation of the relationship between two or more variables

A

Hypothesis

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2
Q

characteristic or property that varies in amount or kind, and can be measured

A

Variable

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3
Q

state how the researcher will measure the variables

A

Operational definitions

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4
Q

Independent variable

A

variable whose effect is being studied and the variable that the experimenter manipulates

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5
Q

Dependent variable

A

the response that is expected to vary with differences in the independent variable

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6
Q

Correlational study

A

IV is not manipulated

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7
Q

Naturalistic observation

A

researcher does not intervene; measures behavior as it naturally occurs

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8
Q

Quasi-experiment

A

IV manipulated but subjects not randomly assigned to groups

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9
Q

True experiment

A

IV manipulated and subjects randomly assigned to groups

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10
Q

the group to which the researcher wishes to generalize their results

A

Population

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11
Q

subset of the population

A

Sample

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12
Q

Random selection

A

each member of the population has an equal chance of being selected for the sample

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13
Q

Stratified random sampling

A

each subgroup of the population is randomly sampled in proportion to its size

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14
Q

Representative sample

A

the sample matches as many characteristics as possible of the population as a whole

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15
Q

each subject is exposed to only one level of each independent variable

A

Between-sample design

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16
Q

match subjects on the basis of the variable that they want to control

A

Matched-subjects design

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17
Q

using the same subjects in both groups

A

Within-subjects (repeated-measures) design

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18
Q

all subjects will experience both levels, just in different orders

A

Counterbalancing

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19
Q

Confounding variables

A

unintended independent variables that could differently affect the dependent variable

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20
Q

treating both groups equally in all respects except for one variable

A

Control group design

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21
Q

control group is not necessarily similar to the experimental group since the researcher doesn’t use random assignment

A

Nonequivalent-group design

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22
Q

due to their expectations, the experimenter might inadvertently treat groups of subjects differently

A

Experimenter bias

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23
Q

neither the researcher who interacts with the subjects nor the subjects themselves know which groups received the IV or which level of the IV

A

Double-blinding

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24
Q

Demand characteristics

A

any cues that suggest to subjects what the researcher expects from them

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25
Q

Hawthorne effect

A

tendency of people to behave differently if they know that they are being observed

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26
Q

External validity

A

how generalizable the results are

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27
Q

Descriptive Statistics

A

Organizing, describing, quantifying, and summarizing a collection of actual observations

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28
Q

Frequency Distributions

A

Graphic representation of how often each value occurs

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29
Q

value of the most frequent observation in a set of scores

A

Mode

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30
Q

two values are tied for being the most frequently occurring observation

A

Bimodal

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31
Q

middle value when observations are ordered from least to greatest, or from greatest to least

A

Median

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32
Q

arithmetic average

A

Mean

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33
Q

Outliers

A

extreme scores; mean is most sensitive

34
Q

Range

A

smallest number in the distribution subtracted from the largest number

35
Q

Standard deviation

A

typical distance of scores from the mean

36
Q

Variance

A

square of the SD and is a description of how much each score varies from the mean

37
Q

tells us the percentage of scores that fall at or below that particular score

A

Percentile

38
Q

indicates the number of standard deviations a score is away from the mean

39
Q

Normal distribution

A

about 68 percent of scores fall within 1 SD of the mean; about 96 percent of scores fall within 2 SD of the mean

40
Q

t-Scores

A

distribution has a mean of 50 and a SD of 10

41
Q

Correlation Coefficients

A

Measure to what extent, if any, two variables are related

42
Q

change in value of one variable tends to be associated with a change in the same direction of the value of the other variable

A

Positive correlation

43
Q

a change in value of one variable tends to be associated with a change in the opposite direction of the other variable

A

Negative correlation

44
Q

graphical representation of correlational data

A

Scatterplot

45
Q

attempts to account for the interrelationships found among various variables by seeing how groups of variables “hang together”

A

Factor analysis

46
Q

Inferential Statistics

A

Use a relatively small batch of actual observations to make conclusions about the entire population of interest

47
Q

Draw conclusions about population based upon research conducted on samples

A

Significance Testing

48
Q

mistakenly reject the null hypothesis

A

Type I error

49
Q

accept the null hypothesis when it is, in fact, false

A

Type II error

50
Q

Beta

A

probability of making a Type II error

51
Q

t-Tests

A

used to compare the means of two groups

52
Q

ANOVA

A

estimate how much group means differ from each other by comparing the between-groups variance to the within-group variance using a ratio (F ratio)

53
Q

Factorial design

A

each level of a given IV occurs with each level of the other IV

54
Q

Interaction

A

when the effects of one IV are not consistent for all levels of the other IV

55
Q

Chi-square test

A

used when individual observations are names or categories

56
Q

Meta-Analysis

A

Used to make conclusions on the basis of data from different studies

57
Q

assessing an individual’s performance in terms of how that individual performs in comparison to others

A

Norm-referenced testing

58
Q

concerned with the question of what the test taker knows about a specified content domain

A

Domain-referenced (criterion-referenced) testing

59
Q

Consistency with which a test measures whatever it is that the test measures

A

Reliability

60
Q

Test-retest method

A

same test is administered to the same group of people twice

61
Q

Alternate-form method

A

examinees are given two different forms of a test that are taken at two different times

62
Q

Split-half reliability

A

test takers take only one test that is divided into equal halves

63
Q

Extent to which a test actually measures what it purports to measure

64
Q

test’s coverage of the particular skill or knowledge area that it is supposed to measure

A

Content validity

65
Q

whether or not the test items appear to measure what they are supposed to measure

A

Face validity

66
Q

how well the test can predict an individual’s performance on an established test of the same skill or knowledge area

A

Criterion validity

67
Q

when a test is used to predict future performance

A

Predictive validity

68
Q

when a test is given at the same time as the criterion measure

A

Concurrent validity

69
Q

testing the criterion validity of a test on a second sample, after you demonstrated validity using an initial sample

A

Cross validation

70
Q

how well performance on the test fits into the theoretical framework related to what it is you want the test to measure

A

Construct validity

71
Q

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

A

Discriminant validity

72
Q

Nominal (categorical) scale

A

labels observations so that observations can be categorized

73
Q

Ordinal scale

A

observations are ranked in terms of size or magnitude

74
Q

Interval scale

A

actual numbers

75
Q

Ratio scale

A

there is a true zero point that indicates the total absence of the quantity being measured

76
Q

Aptitude tests

A

used to predict what one can accomplish through training; predict future performance

77
Q

Achievement tests

A

attempt to assess what one knows or can do now

78
Q

Adaptive test

A

computerized achievement test that adapts to the test taker’s ability by assessing the accuracy of previously answered questions

79
Q

how far away a person’s score is from the average score for the particular age group the subject is a member of

A

Deviation IQ

80
Q

self-rating device usually consisting of somewhere between 100-500 statements where there is a limited number of ways to respond; MMPI

A

Personality inventory

81
Q

test taker is presented with stimuli and asked to interpret what they see; Rorschach, TAT

A

Projective tests

82
Q

Barnum effect

A

tendency of people to accept and approve of the interpretation of their personality that you give them

GRE Psych (9 decks)

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