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

Research Design, Statistics, Tests, and Measurements Flashcards

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1
Q

Mean

A

Sum of observations/number of observations

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2
Q

Median

A

The number that divides the data in half

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3
Q

Mode

A

The number with the highest frequency

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4
Q

Range

A

Highest score minus lowest score

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5
Q

Standard Deviation

A

The square root of variance

Average scatter away from the mean. 34% between mean and SD, 14% between 1 SD and 2 SDs, 2% beyond 2 SDs

68% within +/-1 SD, 96% within +/- 2 SDs, 100% within +/- 3 SDs

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6
Q

Variance

A

Standard deviation squared

How much each score varies from the mean

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7
Q

Z-Score

A

Your score minus (mean/standard deviation)

Indicates the number of standard deviations your score is from the mean

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8
Q

Binet and Simon

A

Developed the Binet-Simon intelligence test

Introduced the concept of mental age

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9
Q

Holland

A

Developed RIASEC model of occupational themes

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10
Q

Jensen

A

Suggested that there were genetically based radical differences in IQ (this suggestion has been much criticized)

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11
Q

Morgan and Murray

A

Developed the Thematic Apperception Test (TAT), a projective test designed to measure personality

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12
Q

Rorschach

A

Developed the Rorschach inkblot test, a projective test designed to measure personality

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13
Q

Rotter

A

Developed a sentence completion test, a projective test designed to measure personality

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14
Q

Stern

A

Developed the concept of the radio IQ

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15
Q

Strong and Campbell

A

Developed the Strong-Campbell Interest Inventory used to assess interest in different lines of work (they did not work together, Campbell revised earlier test of Strong’s)

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16
Q

Terman

A

Revised the Binet-Simon intelligence test - revision became known as the Stanford-Binet IQ Test

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17
Q

Weschler

A

Developed several intelligence tests for use with different ages (WPPSI, WISC, and WAIS). These tests yield three deviation IQs: a verbal IQ, a performance IQ, and a full-scale IQ

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18
Q

Hypothesis

A

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

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19
Q

Variable

A

A factor that varies in amount or kind and can be measured

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20
Q

Operation Definitions

A

States how the researcher will measure the variables

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21
Q

Independent Variable

A

The variable whose effect on another variable is being studied (is manipulated)

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22
Q

Dependent Variable

A

The variable expected to change due to variations in the independent variable (is measured)

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23
Q

Three Basic Types of Research

A
  1. True experiments (random assignment and manipulation)
  2. Quasi-experiments (no random assignment or not full control over IV)
  3. Correlational studies
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24
Q

Naturalistic Observation

A

Researcher does not intervene; measures behavior as it occurs naturally

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25
Q

Population

A

The group the researchers wishes to generalize their results to

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26
Q

Representative Sample

A

Sample is a miniature version of the population

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27
Q

Random Sampling

A

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

28
Q

Stratified Random Sampling

A

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

29
Q

Between-Subjects Design

A

Subject is only exposed to one level of the IV

30
Q

Matched-Subjects Design

A

Pairing participants to ensure that both groups are approximately equal on the matched variable

31
Q

Within-Subjects Design

A

Using same subjects in both groups. AKA Repeated-measures design. Need to counterbalance

32
Q

Nonequivalent Group Design

A

Where a control group is not necessarily similar to the experimental group - when the researcher cannot use random assignment

33
Q

Experimenter Bias

A

Experimenter’s expectations or attitudes that can affect results. Remedy = double blinding

34
Q

Demand Characteristics

A

Cues in a research situation that suggest to the subject what is expected, which changes the subject’s behavior. Possible remedy = deception

35
Q

Hawthorne Effect

A

The effect that being observed has on behavior. remedy = control groups

36
Q

T-Scores

A

Distribution has a mean of 50 and a standard deviation of 10

37
Q

Factor Analysis

A

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

38
Q

Factor

A

A cluster of variables highly correlated with each other is assumed to be measuring the same thing

39
Q

Type I Error

A

Rejecting the null when the null is true (hypothesis is not really correct, but we say that it is)

40
Q

Type II Error

A

Accepting the null when the null is false (hypothesis is correct, but we say that it isn’t)

Probability of making a type II error is beta

41
Q

T-Test

A

Comparing two means

42
Q

ANOVA

A

Compare more than two means

43
Q

Chi-Square

A

Compare differences between groups when data is categorical. Also compares observed frequencies to expected frequencies

44
Q

Norm-Referenced Testing

A

Assessing performance in terms of comparison to others. Norms are derived from standardized samples

45
Q

Domain-Rederenced Testing

A

AKA Criterion-referenced testing

Performance assessed in terms of what the test taker knows or can do

46
Q

Reliability

A

Consistency

47
Q

Test-Retest Reliability

A

Same test administered to same group at a later time

48
Q

Alternate-Form Method of Reliability

A

Different tests given to same group at a two different times

49
Q

Split-Half Reliability

A

Halves of one test given to same people. Halves are correlated.

50
Q

Validity

A

Accuracy

51
Q

Content Validity

A

The estimate of how much a measure represents every single element of a construct

52
Q

Face Validity

A

Whether the test appears (at face value) to measure what it claims to.

53
Q

Criterion Validity

A

Assesses whether a test reflects a certain set of abilities (includes concurrent and predictive validity)

54
Q

Construct Validity

A

The extent to which a test captures a specific theoretical construct or trait (includes convergent and discriminant validity)

55
Q

Scales of Measurement

A
  1. Nominal/categorical
  2. Ordinal
  3. Interval
  4. Ratio
56
Q

Nominal Scale

A

Data that can be categorized but not ordered (i.e. sex)

57
Q

Ordinal Scale

A

Data that can be ordered (i.e. order of finish in a race)

58
Q

Interval Scale

A

Data that can be ordered and that has meaningful, equal intervals between numbers (i.e. temperature)

59
Q

Ratio Scale

A

Data that can be ordered, has meaningful intervals, and a true zero point (i.e. income)

60
Q

Aptitude Tests

A

A type of ability test that are used to predict what one can accomplish through training. Used to predict performance (i.e. intelligence tests)

61
Q

Achievement Tests

A

A type of ability test that assesses what one knows or can do at the moment - they test adequacy of learning content and skill

62
Q

Deviation IQ

A

Indicates how well a person performed on an IQ test relative to his/her same age peers (i.e. Stanford-Binet)

63
Q

Wechsler Tests

A

Two broad subscales: verbal and performance.

Three major IQ tests:

  1. WPPSI (preschool)
  2. WISC (children)
  3. WAIS (adults)
64
Q

Two Major Personality Tests

A
  1. Minnesota Multiphasic Personality Inventory (MPPI)

2. California Psychological Inventory (CPI)

65
Q

Projective Tests

A
  1. Rorschach inkblot test
  2. Thematic Apperception Test (pictures with ambiguous meanings)
  3. Blacky pictures (for children: cartoon pictures with a dog named Blacky. Meant to correspond to stages of psychosexual development)
  4. Rotter Incomplete Sentences Blank (sentence completion)
66
Q

Interest Testing

A

Strong-Campbell Interest Inventory measures interest in different lines of work. Interpretation based on Holland’s model of occupational themes (RIASEC):

  1. realistic
  2. investigative
  3. artistic
  4. social
  5. enterprising
  6. conventional

Psychology GRE (10 decks)

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