Research Desing, Statistics, Tests, And Measurements

Front 1

Psychology is a science using the____of ___and ___; Statistics are essential for ___and ___psych tests.

Back 1

Scientific methods of research design and stats; designing and evaluating psych tests.

Front 2

Historical perspective of experimental psych; most significatn historical momen in psychology research was the first ____; cite the year this first took place in research psych.

Back 2

Psychology lab founded by William Wundt in 1879.

Front 3

Wundt brought together ____in ____, ___, and _____to create_____; What was Wundt's psychology like; prior beliefs before the past 25 yrs.

Back 3

Earlier work in philosophy, physiology, psychophysics; psychology as a science; Used to think of Wundtian psych as being rather steril and narrow, not interesting.

Front 4

Before last 25 years in relation to Wundt and perceptions/thoughts of his first experimental psych/research, thought of as sterile, narown and not interesting; related to introspection his methods and subject matter were considered____.

Back 4

Unscientific (method of introspection), and too unscientific the subject matter of reducing consciousness to its elements; structuralist, reductionistic; Titchner was his student and brought structrualism and the instropection method to the US.

Front 5

Recently, in the past 25 years, thought related to Wundt's psychology and understanding of his ideas has changed dramatically, why?

Back 5

Wundt believed that experimental psyh has a very limited use; that methodlogy could not be used to study the higher mental processes such as memory, thinking and language.

Front 6

Wundt believed that in order to study higher mental processes, this study could be accomplished through____ and could not be accomplished in an _____.

Back 6

Cultural psychology; and not in an experimental setting or within the experimental psych field.

Front 7

A contemporary of Wundt's was ____; who showed that _____could be studied using _____; Which _____did he study ____using good ____.

Back 7

Hermann Ebbinghaus; higher mental processes could be studied using experimental methodology; He studied the higher mental process of memory using nonsense syllables and by utilizing good experimental methodology.

Front 8

Name another contemporary of Wundt's____, who disagreed w/Wundt fundamentally; Describe Wundt's belief disputed by Kulpe related to thought and mental images.

Back 8

Oswald Kulpe; Wundt beleived that whenever a person thought of something, an image of that thing formed in the person's mind, that is; there could be no thought w/o a mental image.

Front 9

In contrast to Wundt's belief that thought of a something, an image formed in my mind; no thought could occur w/o a mental image; Kulpe strongly believed to the contrary____.

Back 9

Kulpe believed that there could be imageless thought; and he performed experiments to prove his hypothesis.

Front 10

And yet another of Wundt's contemporaries who studied ____, introduced ____to the ___.

Back 10

James McKeen Cattell; under Wundt; mental testing, U.S.

Front 11

Name the contemporaries of Wundt's; First, describe ideas.

Back 11

Ebbinghause, higher mental processes could be studied in an experimental setting w/systematic control and good methods.

Front 12

Name the contemporaries of Wundt's; Second, describe ideas.

Back 12

Kolpe, opposed Wundt thought must accompany an image and purported there could be imageless thought, which could be studied experimentally.

Front 13

Name the contemporaries of Wundt's; Third describe ideas.

Back 13

Titchner, studied under Wundt and exported structuralism and method of introspection to the U.S. though the school and methods looked somewhat different than Wundt's.

Front 14

Name the contemporaries of Wundt's; Fourth describe ideas.

Back 14

James Cattell, studied under Wundt and introduced mental testing to the U.S.

Front 15

Much later (year) came___with ____to publishe the first _____; Purpose of the test was to _____.

Back 15

Binet in a collaboration w/Simon to publish the first Intelligence test (1905), the Binet-Simon test; Assess the inteligence of French schoolchildren to ascertain which children were too mentally rearded to benefit from ordinary schooling.

Front 16

Binet also introduced the concept of ___or the ____, regardless of his _______.

Back 16

Mental age, the age level at which a person functions intellectually, regardless of actual chronological age.

Front 17

After Binet devised the Binet-Simon Intelligence test this person ___developed an _____to compare ____to ____; this came to be known as _____ or ___.

Back 17

William Stern; equation to compare mental age to chronological age, known as the intelligence quotient, IQ.

Front 18

Who revised the Binet-Simon test; for use where ____ and in which year, and was known as ___.

Back 18

Lewis Terman, 1916; for use in the U.S; the Stanford-Binet Intelligence test.

Front 19

Research Design: First step in research design involves _____and ____ or a ______and ___of the relations btw_____.

Back 19

Step one, identifying a problem to study and formulating a hypothesis, or a tentative and testable explanation of the relationship btw two or more variables.

Front 20

Hypothesis is a ___and ____of this ____.

Back 20

Tentative and testable explanation of the relationship btw two or more variables.

Front 21

A variable is a _____or ____that _____and can be ____; example.

Back 21

Characteristic or property that varies in amount or kind, and can be measured, ie. ht, wt, mental abilities, physical abilities, personality character.

Front 22

If a researcher is interested in the ___of ____, like breakfast on ____, academic performance, give an example of the hypothesis.

Back 22

The effect of one variable , breakfast, on another variable, academic performance, hypothesis could look like, "If you have a good breakfast, you will perform better academically than if you do not have a good breakfast.

Front 23

However, what does the researcher mean by a good breakfast? Or by, perform better academically; In other words what are the ____ which allows the researcher to_____.

Back 23

Operational definitions; Defines the variables in the experiment so that the variables are measureable.

Front 24

Operationally define, a good breakfast; and academic performance.

Back 24

Good break, breakfast high in proteing; academic perf. number of correct responses on a spelling test.

Front 25

Hypothesis; key concepts; definitions, concepts, hypothesis, variable, operational definitions.

Back 25

A tentative and testable explanation of the relationship btw two orr more variables; a factor that varies in amount or kind and can be measured; state how the researcher will measure the variables.

Front 26

Once an operationally defined variable is in place, the researcher can refine ____. New _____may be stated as___/

Back 26

Hypothesis; New hypothesis, "Those who have a high-proteing breakfast will do better on a spelling test than those who have a low protein breakfast.

Front 27

By creating an operational definition of the variables and through refining the hypothesis we now have a more ______: which is referred to as a ___.

Back 27

Specific definition of hypothesis: Tentative and testable explanation of the relationship btw one or more IV and one or more DV.

Front 28

IV and DV in this example. IV is the ___ on the _____.

Back 28

Variable whose effect is being studied and is the variable that the experimenter manipulates; studying the effect of protein content in breakfast food on spelling performance; proteing content is the IV.

Front 29

The DV is the___; DV is said to ___on the ____.

Back 29

Response that is expected to vary w/differences in the IV; interested in how performance on the spelling exam, the DV, varies w/different levels of protein; DV depends on the action.

Front 30

IV's number of IV in study and number of levels in the IV; explain the difference btw these concepts.

Back 30

Levels of the IV are the values the IV has in a study; one IV, breakfast protein content, which may have multiple levels of protein content.

Front 31

Concerning the levels of IV in proteing content; if one group of subjects has a low-protein break and another has a high protein break; there wold be _____; If one group is given a no-protein break, lower and high protein there are ___.

Back 31

2 levels of IV, low and high; 3 levels of IV, none, low and high.

Front 32

Independent and dependent variables; definition, example, type, IV, DV.

Back 32

IV- the variable whose effect is being studied; breakfast type; DV the variable expected to change due to variations in the IV, spelling test performance.

Front 33

Research types; Three basic types of research, name these.

Back 33

True experiment, quasi-experiments and correlational studies.

Front 34

To test the hypothesis in the breakfast example on academic performance, one strategy would be to go into an elementary school class and ____ and ____; this is done via a ____.

Back 34

Give a spelling test, and ask each member of the class exactly what they had for break; from self reports figure out the proteing levels of the breakfasts.

Front 35

In this example the researcher is not _____; therefore the study a a ____.

Back 35

Manipulating the IV; b/c the researcher is not manipulating the IV and utilizing the self reports of the students related to protein break and then assign numbers to different levels to quantify, this is a correlational study.

Front 36

Another experimental design the research could use w/the same class of children; is instead of allowing students to eat break at hom, research could have___.

Back 36

Fed the students breakfst in the classroom.

Front 37

Randomly assign the ___into___; which could consist of these levels of IV or experimental conditions; then following the manipulation of the IV in the groups give ____.

Back 37

Students in the class into groups; half of the class to a break containg 3 grams of protein; the other half to a break that contains 10 grams of protein; then give the children a spelling test.

Front 38

In this example of the children eating breakfast in the class along w/random assignment the researcher ___or ___the ____.

Back 38

Controls or manipulates the levels in the IV.

Front 39

True experiment

Back 39

When the researcher uses random assignment and manipulates the IV as in the researcher giving break to the students and manipulating the protein level that each child receives.

Front 40

Quasiexperimental design reearchers do not use ___and ____over the ___and therefore ____cannot be made.

Back 40

Random assignment and lack sufficient control over the variables; definitive statements on causal factors.

Front 41

Does the researcher maniipulate the IV, in which type of research designs___; are subjects randomly assigned to groups in which type of research designs___.

Back 41

Manipulate IV yes in True and Quasi experiments, no in correlational study; Randomly assign to groups, Yes in True experiment, no in both correlational study and quasi-experiment.

Front 42

So a quasi experimental design, which does not make use of random assignment lacks____whereby definitive statement on ____.

Back 42

Sufficient control over the variables; causal factors cannot be made.

Front 43

In the three types of research, correlational, true and quasi experiment, the researcher is interested in looking at the ____btw____.

Back 43

Relationship btw at least two variables, IV and DV at minimum (one of each).

Front 44

Naturalistic observation also known as a ___., what is the role of the researcher and restriction does not occur that does take place in correlational, quasi and true experiments.

Back 44

Field study; the researcher does not intervene at all in what is being studied; the research is not restricted to the relationship that occurs btw at minimum two variables; Rather, the researcher is oberving what occurs naturally.

Front 45

Types of research; characteristic, type, naturalistic observation, correlational, quasi-experiment, true experiment.

Back 45

Nat., reearcher doesn not intervene; measures behavior as it naturally occurs; correlat., Iv not manipulated; Quasi, Iv manipulated, subjects not randolmly assigned to groups; True, IV manipulated, subjects randomly assigned to groups.

Front 46

Populations and Samples; Theory of subjects to be studied compared to reality of who is utilized in research studies.

Back 46

In theory researchers have many decision related to the ideal subject to study; reality is they use who is most convienent to study, usually students of intro psych class.

Front 47

Before selecting subjects, researcers have to determine what ____; does the researcher hope to draw conclusion about __ or ___ or __ or ____/.

Back 47

population the researcher wants to generalize the results to; All people, all elementary school children; all second graders; all second graders in NY City schools.

Front 48

If a researcher is interested in studying a ____, for example ____; the researcher can run every_____.

Back 48

Small enough group; all second grade students in a particular classroom; member of the population through the experiment.

Front 49

However, if the population is larger, all second graders in the US, then this would be ___and ___ to run every____.

Back 49

Too expensive and in reality not possible; member of the population of second graders through the experiment.

Front 50

Sample

Back 50

The only alternative to not testing every member of a given population is to run the experiment on a subset of the population.

Front 51

How do researchers select samples from the population that they are interested in studying, through these two sampling techniques

Back 51

Random selection and stratified random sampling

Front 52

Random selection a technique that allows researcher to select a sample that is representative of the population of interestmeans that___

Back 52

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

Front 53

Stratified random sampling to aid reearcher in the selection of a sample that is representative of the population of interest is a tecnique of assuring that ___.

Back 53

Each subroup of the population is randomly sampled in proportion to its size.

Front 54

Populations and samples, explanation and concept, population, representative sample, random sample, stratified random sample.

Back 54

Pop., the group the reearcher wishes to generalize results to; represen., sample is a nimitrue version of the populations; random, every population membr has an equal chance to be selected for the sample; stratified, relevant subgroups of the population are randomly sampled in proportion to size.

Front 55

Researchers also have to decide which subjects will receive the different levels of the IV; name the three options.

Back 55

Btw-subjects design, matched-subjects design, and within-subjects design.

Front 56

Between-subjects desing allows for each___to be ___to ____; Subjects are ____to ___and subjects in a given ____do not ____ of ____.

Back 56

Subject, exposed, only one level, each independent variable; assigned randomly, groups, subjects,group, receive the same level of the IV as members, another group.

Front 57

Example of a between subjects design to assign randomly each subjects to groups w/a condition or level of the IV tx.

Back 57

Some subjects assigned to the high proteing, other the low protein.

Front 58

In a btw subjects desing of random subject group assignment for the IV condition we cold reasonably assume that the groups are ___that might ____, such as ___or ____.

Back 58

Equal in terms of any subject variables that might affect our DV, intelligence, motivation.

Front 59

However, statistical theory tells me that even w/____, it is possible that the ___might ____merely due___.

Back 59

Random assignment, groups, differe on these variables (intelligence, motivation), specifically subject variables, due to chance.

Front 60

Matched-subjects Design to assign the subjects w/differnt levels of the IV.

Back 60

When experimenter matches subjects on the basis of the variable the the researcher wants to control.

Front 61

Ex. of matced subjects design in relation to a strong relationship that exists pre experiment btw spelling test performance and intelligence.

Back 61

Resercher may want to make sure that both groups have, on average, roughly the same level of intelligence; then the experiment matches subjects on the basis of the variable to be controlled; in this case, intelligence.

Front 62

Matching of sujects on the basis of the variable that is necesary to contorl, intelligence, b/c there is a stron relationship btw spelling test perform and intelligence; give example of protein experiment.

Back 62

Assume there are 12 subjects in the experiment, 6 subjects per group; subjects in one group are given high protein break, while the other group is given low-protein break.

Front 63

Based on IQ scores of 12 subjects and the two conditions, low and high protein break, to isolate the effects of the protein break on academic perform, control for intelligence through matched-subjects design; explain the matching process of subjects to condition, low vs. high protein.

Back 63

To match subjects, take the 2 top IQ's and randomly assign each one into the 2 groups high vs. low; the next two highest IQ would also be randomly asigned to the 2 groupls and so on.

Front 64

The pairing ensures in the matched subjects desing that__

Back 64

Both groups are approximately equal on the maching variable of intelligence.

Front 65

Within subjects design also known as this___,

Back 65

Repeated measures desing; Pair subject w/himself or herself by using the same subjects in both

Front 66

By paring each subject w/him or herself by using the same subjects in both groups, the subject's own ____is the _____.

Back 66

Performance is the basis of comparison.

Front 67

Within subjects design the subjects own performance is the basis of comparison, demonstrate this process in the high vs. low protien ex.

Back 67

Give all subjects a low break on day 1 and then give all a spelling tes; Then give all subjects a high break on day 2 and give all a spelling test.

Front 68

What is the crucial thing to denote in a within subjects design or repeated mesures desing.

Back 68

That each subject is exposed to more than one condition/

Front 69

Concerning a within subjects or repeated measures design, ensuring that each subject is expose to more than one condition allows the researcher to ____of ____in ____from the ____, the level of ____.

Back 69

Seperate the effects, individual difference, intelligence, effects of the IV, protein in the breakfast.

Front 70

What is a problem that exists with the within subjects design in this example?

Back 70

People may just do better on the second test b/c they are more familiar w/the test format

Front 71

If all subjects have the highprotein break on the second day, the ___in ____may be due to _____rather than due to their ____; or they may do ____b/c of ____.

Back 71

Improvement, performance, due to increased familiarity, the eam, breakfast; worse, boredom.

Front 72

To eliminate the problem of test effects or boredom the experimenter can use ___ to ____.

Back 72

Counterbalancing; counteract these order effects.

Front 73

How is counterbalancing utilized in this example to counteract order effects of test experience or boredom that may occur on the second day, resulting in an increase/decrease of overall scores on day two.

Back 73

Assign half of the subjects to experience the low break first, and the other half to experience the hig break first; All subjects will still ex both levels just in different orders.

Front 74

Experimental designs; ex condition 1, experimental condition 2, one to one pairing; type; btw, matched, within.

Back 74

Btw, ex 1 group 1, ex 2 group 2; one to one pair no; matched, ex 1 group 1, ex 2 group 2, one to one pair yes; within, ex 1 group 1, ex 2 group 1, one to one pairing not applicable there is only one group--group one is divided in half and first half receives low on day 1 and second half receives high on day 1; day two this is reversed to control for order effects.

Front 75

Confounding variables; major goal of research is to figure out is there is a ____

Back 75

Causal relationship btw the IV and DV; in other words, to find out if changes in the IV cause changes in the DV

Front 76

In order to reasonably infer that a causal relationship exists, researchers need to be able to discount _____that could _____; these are called___.

Back 76

Any other vraibles that could differentially effect the DV; Confounding variables.

Front 77

Counding variables are defined as___.

Back 77

Unintended independent variables.

Front 78

Despite attempts to create a well-designed experiment, experiments can contain___

Back 78

Counfounding variables.

Front 79

Examples of potential confounds in the protein effects on academic performance; Bring subjects into lab and randomly assign to one of two conditions; subjects in group 1 given a high protein break; subjects in group 2 are given a low proteing break; give all the subjects a spelling test and subjects in the high protein group do better on spelling test than subjects in low group, is this a true experiment?

Back 79

Yes, since we have manipulated the IV and randomly asigned subjects to groups.

Front 80

In light of the fact that this is a true experiment can we infer a causal relationship btw amount of breakfast protein and spelling test performance? What needs to take place.

Back 80

To answer that question, I need to be able to discount any other possible causes of the differences in spelling test performance btw the two groups.

Front 81

What are potential confounds or other IV that are contributing to the effect of improved spelling scores?

Back 81

Calorie difference btw the two groups? This could be a possible confound.

Front 82

Control group design

Back 82

This is a research design that uses a control group by treating both groups equally in all respects.

Front 83

Control group design uses a control group by treating both groups equally in all respects except that the ___contains ____;

Back 83

Cereal for one group (the control group) contains no protein.

Front 84

Experimental group, what does the ceral contain for this group?

Back 84

10 grams of protein.

Front 85

Differences btw the control and experimental group.

Back 85

Control is the group that does not receive the tx; the experimental group is the group that receives the tx.

Front 86

If I run this experiment and find a significant difference btw the two groups what can be concluded; how were confounding variables controlled for?

Back 86

Differnce btw the two groups cannot be due to differences in calories, b/c number of calories were held constant

Front 87

The purpose of an experimental and control group is to___; which leads to more confidence in light of significant differences that occur btw the two groups, which we can conclude or report that the findings suggest___.

Back 87

Control for confounding variables; other unknown IV's that would significantly effect the outcome of the DV; that it is the difference in protein content that is causing the difference in spelling test performance.

Front 88

Non equivalent group design

Back 88

The control group is not necessarily similar to the experimental group since the reseracher doesn't use random assignment.

Front 89

What type of research is nonequivalent group design common___ and for what reason?

Back 89

Educational research b/c can't randomly assign subjects to different classes.

Front 90

Nonequivalent group desing means that the control group is not necessarily similar to the ex group due to lack of random assignment; ex in education; If a researcher wants to see if a new method for teaching reading is ____;researcher might assign the ____and measure_____from_____of study.

Back 90

Better than the usual method; new method to one class and the usual method to another class; each subjects increase in reading skill from the beginning to the end.

Front 91

Potential problems in research design name 4.

Back 91

Experimenter bias, demand characteristics, placebo effect, Hawthorne effect.

Front 92

Experimenter bias

Back 92

The fact that due to his or her expectations, the experimenter might inadvertently treat groups of subjects differntly, may influence the results of the experiment.

Front 93

Experimenter bias is the researcher infuencing the results w/expectations and unequivelant group tx; on the other hand, the experimenter might also let his/her ____.

Back 93

Affect how the results of the experiment are interpreted.

Front 94

Double-blinding

Back 94

Is one way to control for researcher bias.

Front 95

In a double blind experiment to control for researcher bias neither the ____nor the ____which____or which____.

Back 95

Researcher who interacts with the subjects; subjects themselves, know which groups received the IV or which level of the IV.

Front 96

Single blind experiment

Back 96

If the subjects do not know whether they are in the tx or control group, but the researchers know.

Front 97

Demand characteristics refer to any ____what the ____

Back 97

Cues that suggest to subjects what the researcher expects from them.

Front 98

These are overall effects of the ____on a ____ which equals _____.

Back 98

Situation, subject's behavior; demand characteristics.

Front 99

Assumption of demand characteristics is that if subjects have ____what the _____, they will ____; give ex.

Back 99

An idea, researcher expects, perform as expected; researcher is studying problem solving skills; experimenter gets a baseline measurement of skill level.

Front 100

Demand characteristics and example of studying problem solving skills w/the experimenter taking a baseline measurement of skill level then what takes place next.

Back 100

After baseline measure, gives one group training on problem solving skills and allows the other group to watch TV; Subjects receiving the training

Front 101

In light of this hypothetical experiment on study problem solving skills what are the potential demand characterisitcs?

Back 101

Subjects receiving training might realize that the researcher expects them to do bettwer on the second test and may try to do well on the second test as a result.

Front 102

Placebo effect is a special kind of ___; ex., testing a drug to see if it will reduce anxiety what is the result of people who are given a drug they___the drug ____; subjects who are given a ____and tell them that it ____, the subjects ____.

Back 102

Demand characteristic; expect that the drug will be effective; sugar pill, that it will reduce anxiety, subjects anxiety wil usually decrease.

Front 103

Hawthorne effect refers to the tendency of people to ____

Back 103

Behave dfferently if they know that they are being observed.

Front 104

How is the Hawthorne effect controlled for in experimental studies____?

Back 104

Researchers use a control group design and observe both the control group and the experimental group.

Front 105

External validity has to do w/how ____of an ____.

Back 105

Generalizable the results, experiment are.

Front 106

Concerning external validity, if the results of a lab experiment on helping behavior using college sophomores as research subjects cannot be _____and to____then the ___.

Back 106

Generalized to people in general, behavior outside of the lab, study lacks external validity.

Front 107

Potential problems in research design; explanation, possible remedy, problem, experimenter bias, demand characteristics.

Back 107

Experiementer's expectations or attitudes that can affect results, double-blinding; Cues in research sitation that suggest to the subject what is expected, deception.

Front 108

Potential problems in research design; explanation, possible remedy, problem, placebo effect, hawthorne effect.

Back 108

A type of demand characteristic where a placebo has a beneficial effect on the subjects, control groups; The effect that being observed has on behavior, control groups.

Front 109

Descriptive stats; name the two basic types.

Back 109

Descriptive stats and inferential stats.

Front 110

Descriptive stats is concerned w/ these four components in relation to these____.

Back 110

orgainizing, describing, quantifying, and summarizing; a collection of actual observations.

Front 111

Inferential stats researchers _____; That is inferential stats is concerned w/making____from _____to the____and providing ____>

Back 111

Generalize beyond actual observations; making an inference, sample involved, research, population of interest, an estimate of popular characteristics.

Front 112

Frequency distributions____and can be demonstrated through _____.

Back 112

Graphs and charts to summarize the data collected.

Front 113

Frequency distributions area ____of how ____; on the vertical axis is___and the horizontal axis is ___.

Back 113

Graphic representation, often each value occurs; Frequency, weight or variable measured.

Front 114

Measures of central tendency are also used in ____, to include these three measures, which each of these measures provide___.

Back 114

Descriptive stats;include mode, median, mean; estimates of the average score.

Front 115

Mode is the value of the most___in a set; If two values are tied or equal in being the most frequently occurring observation, the data has ___or is ____; can a distribution have more than two modes;

Back 115

Frequent observation in a set of scores; two modes, bimodal; yes can have three, four or more modes frequency of observations that are equal;

Front 116

What makes the mode different from the other two measures of central tendency?

Back 116

Having more than one potential observation related to central tendency only can happen w/the mode, most frequently occuring observation/score.

Front 117

What if all the values in a distribution occur w/equal frequency then the distribution is said to have____.

Back 117

No mode.

Front 118

Median is the middle value when observations are ordered from ____; the median is not the ____; the median is the number that ____.

Back 118

From least to most or from most to least; halfway point btw the numerical value of the highest score and the numerical vale of the lowest score; the number that divides the distribution in half.

Front 119

In other words, once the data is ranked in numberical order, the median should be the ____.

Back 119

The number in the middle of the ranking.

Front 120

If a data set contains an even number of data points, then to determine the median _____; mneumonic to remember med.

Back 120

Must add the two middle most numbers and divide by two; the median on thehighway, divides the lanes in half; median of a data set divides the data set into two equal halves after ranked and order.

Front 121

Mean is the

Back 121

Numerical halfway point btw the highest score and the lowest score; or the arithmetic average.

Front 122

How will extremem scores effect these measures of central tendency? Outliers affect the___.

Back 122

Extreme scores; mean, median and mode differently.

Front 123

In a data set w/outliers or extreme scores the median and mode____; the mean is the measure of central tendency most___;

Back 123

Stay the same and often not affected drastically by outliers; that is the most sensitive to extreme scores.

Front 124

If I have extreme scores in my data set and am interested in a ____any individual, then it makes more sense to use the ___instead of the___as my measure of ____.

Back 124

A representative score; the median instead of the mean, measure of central tendency.

Front 125

Measures of variability name three.

Back 125

Range, standard deviation and variance

Front 126

Measures of variablity is also known as the ____ of ___.

Back 126

Dispersion of scores.

Front 127

If the scores in the distributioon are all the same then there is___and if the scores are very spread out, the _____.

Back 127

No variability; variability is high.

Front 128

Range

Back 128

The smallest number in the distribution subtracted from the largest number.

Front 129

Standard Deviation provides a measure of the

Back 129

Typical distance of scores from the mean

Front 130

Variance is the ____of the ____and is a description of how much ____from ____.

Back 130

The square of the standard deviation and is a descrtiption of how much each score varies from the mean.

Front 131

If the SD is 5 the variance is ___; if the variance is 36 the SD would be ___. Both the SD and the variance must be either ___or a ____, since there can be no ____to these___.

Back 131

25; 6; either 0 or a positive number, negative values, measures of distance.

Front 132

Meaures of dispersion, description; measure, range, SD, variance.

Back 132

Highest score minus lowest score; Average scatter away from the mean also the square root of the variance; the square of the SD.

Front 133

Distributions, Percentiles and z-Scores; Knowing the SD of a distribution can actually be ____, especially if the_____forms a ____.

Back 133

Quite useful, distribution of scores forms a normal distribution.

Front 134

Normal distribution

Back 134

Forms a symmetrical bell-shaped curve and is similar to the frequency distribution.

Front 135

The normal distribution is similar to the frequency distribution, the ____gives the ___and the ____give____.

Back 135

Horizontal axis, values (standard deviations; vertical axis, the frequency of the values.

Front 136

If scores form a ___ and I know how many ____away from the ____, I can also determine what ____is at.

Back 136

Normal distribution, standard deviations away, mean my score is, I can also determine what percentile my score is at.

Front 137

Percentile, what does this tell me about a particular score.

Back 137

Tells me the percentage of scores that fall AT or below that particular score.

Front 138

If I score on the GRE Psych test at the 90th percentile, then

Back 138

90% of test takers obtained scores at or below my score.

Front 139

In the normal curve, the percentages at 1, 2, 3, SD above or below the mean are

Back 139

68% will fall within 1 SD; 96% will fall within 2 SD and 4% will fall beyond 2 SD.

Front 140

z-Score is another way of calculating how many____my score is.

Back 140

SD above or below the mean my score is

Front 141

To determine a z-score; state the formula

Back 141

Subract the mean of the disribution from my score and divide the difference by the SD.

Front 142

Negative z scores fall ___and positive z scores fall ___; example if the mean of a set of scores was 20, the SD 15, and my score was 50.

Back 142

Below the mean; above the mean; my Z score would = 2 which is 2 standard deviations above the mean; 50-20/15 = 2.

Front 143

To find percentiles for normal distributions, I need to figure out what percentage of scores occurs below the score in question; ex z = +1.0, what is the associated percentile.

Back 143

The scores that occur below z scores of +1 can be divided into two groups.

Front 144

What are the two groups that a z score of +1 can be divided into.

Back 144

Those scores that occur btw the mean and a z score of +1 = 34%, and those that occur below the mean = 50%

Front 145

The total % of scores below a z-score of +1 is___. Thus in a normal distribution, _____will fall____.

Back 145

50% + 34% = 84%; normal distribution, 84% of scores will fall below a score w/a z-score of +1.

Front 146

Finding the percentile occurring below a z score of -1; I know that ____of scores fall___.

Back 146

I know that 50% of the scores fall below a z-score of 0 (which is equal to the mean);.

Front 147

I also know that ____of scores fall ____of __ and __; then subract and figure out the percentage of scores.

Back 147

34% of scores fall btw z scores of 0 and -1; subtract 50%-34% = 16%.

Front 148

What would happen if I converted every score in a distribution to a z-score; calculating the mean of the z score distribution would equal ___and the SD of a distribution of z-scores would equal ___.

Back 148

If I have a distribution of z-scores and clculate the mean and SD, the mean of the distribution of z-scores will always be zero and the SD will always be 1.

Front 149

The fact that a distribution of z-scores that are used to calculate a mean and SD of the z-score distribution is ___in this case and in these cases.

Back 149

Mean of the distribution of zscores will ALWAYS be zero and the SD will ALWAYS be 1; This is true regardless of whether the distribution is normal or not and regarless of the mean and the SD of the original distribution.

Front 150

Percentiles and z-scores; key concepts; explanation; concept; percentile,

Back 150

Indicates the percentage of scores that fall at or below a given score; if my score is at the 90th percentile, 90 percent of the scores fall at or below my score.

Front 151

Percentiles and z-scores; key concepts; explanation; concept; z-score, normal distribution

Back 151

Indicates the number of standard deviations my score is away from the mean; about 68% of the scores w/in 1 SD of the mean; 96% of the scores fall w/in 2 SD of the mean.

Front 152

Scores can also be converted into____

Back 152

T-scores.

Front 153

The T-score distribution has a mean of ____and a SD of ___; ex a Tscore of 60 is ____.

Back 153

Mean = 50; SD = 10; 1 SD above the mean.

Front 154

T-scores are often used in ___b/c of their____.

Back 154

Test score interpretation; nice round numbers.

Front 155

In a normal distribution the measures of central tendency are____; explain why this is the case; in a skewed distribution the measures of central tendency are ____/

Back 155

B/c the normal distribution is symmetrical and has its greatest frequency of scores in the middle the mean, median, mode are all equal; when the distributions of scores are not identical, mean, median, mode will not be equal.

Front 156

Correlation Coefficients are anther type of _____that measure_____.

Back 156

Descriptive statistics; to what extent, if any, two variables are related.

Front 157

Two variables are related if knowing the value of ____helps me to_____; Correlations help me to understand the ___and degree of _____.

Back 157

One variable helps me to predict the value of the other variable;Understand the relationship and degree of association btw two variables.

Front 158

The correlation coefficient allows me to ____how well I can ___give the corresponding ____;The correlation coefficients ranges from ____.

Back 158

Mathematically specify how well I can predict the value of the second varible given the corresponding value of the first variable; -1.0 to +1.0.

Front 159

Positive correlation means that a _____tends to be associated with a ____. As the ___the ____.

Back 159

Change in value of one of the variables, with a change in the same direction of the value of the other variable; value of one variable increase, the value of the second tens to increase.

Front 160

Positive correlations demonstrate that a change in one variable in a given direction is associated w/ a change in the other variable in the same direction and this occurs in what fashion?

Back 160

Linear.

Front 161

Negative correlation is a change in ____tends to be associated w/ a change in the _____.So as the value of one variable ____, the value of second variable tens to___.

Back 161

Value of one variables, in the opposite direction of the other variable; increases, decreases.

Front 162

When the statement is made that two variables are correlated what is not being inferred.

Back 162

A cause and effect relationship.

Front 163

The correlation suggests this not this.

Back 163

Relationship not a causal relationship.

Front 164

Correlation coefficient tells me how _____. The closer a correlation coefficient is to ____the more sure____. If I have a perfect correlation either ____, then given a value of one variable, I can ___with___the _____.

Back 164

Strong the relationship is; +1, -1, I can be of my prediction, certainty increases with the strength of the correlation coefficient; +1 or -1, with absolute 100% certainty predict the value of the second variable.

Front 165

As the correlation coefficient moves closer to zero, the ____. If two variables have a correlation of zero, knowing the value of the first variable does_____.

Back 165

Less sure I become about my prediction; not at all help me predict the value of the second variable.

Front 166

Scatterplot

Back 166

Is the graphical representation of correlational data.

Front 167

Relationship btw college GPA and high school GPA; On a scatterplot the highschool GPA is represented on the ____; and college GPA iis represented on the ____

Back 167

Horizontal axis (highschool GPA); vertical axis (college GPA)

Front 168

So on the horizontal axis is the____ and on the vertical axis is the _______

Back 168

Predictor variable; outcome variable or second variable.

Front 169

Best-fitting straight line.

Back 169

Once we have a scatterplot, we can draw this line through the dots.

Front 170

What is the most important info to get from the scatterplot?

Back 170

Direction or the slope or the line:)

Front 171

Correlation is also the cornerstone of this technique

Back 171

Factor analysis.

Front 172

Factor analysis attempts to account for the ____found among____by seeing how ___.

Back 172

Interrelationships, varous variables,groups of variables hang together.

Front 173

In factor analysis related to correlation coefficients the correlation btw a variable and itself is___; to the extent that two varibles measure the ___the correlation btw the two variables___.

Back 173

Correlation btw variable and itself is +1; same thing, correlation btw the two, will be high

Front 174

In a correlation matrix of ____; look for variables that are____; a cluster of variables ____is assumed to be measuring the ___; this is call a ____.

Back 174

Factor analysis; highly correlated with each other; highly correlated with each other is assumed to be measuring the same thing; the same thing measured btw two variables is a factor.

Front 175

Factor

Back 175

A cluster of variables highly correlated w/each other is assumed to be measuring the same thing; the thing = factor.

Front 176

So in the correlation matrix to determine factors find the variables correlated w/another and then see how many other variables are related; the totality___

Back 176

The total of all related variables is a factor.

Front 177

Inferential stats allow us to use a ______to make____about the____.

Back 177

Relatively small batch of actual observations, conclusions about the entire population of interest

Front 178

We make these kinds of conclusion in ___for instance we conclude that an entire batch of soup doesn't have enough___, based on tasting___.

Back 178

Real life; entire batch of soup (population), pepper. Generalize this variable of pepper to the entire batch base on only a sample taste w/one small spoon full..

Front 179

Inferential stats is concerned w/____from___. These stats give ____for _____about____based only upon_____.

Back 179

Making inferences, or generalizations, from samples to populations; powerful tools for making conclusions, populations based only upone data obtained from sample,

Front 180

Inferential stats makes inferences or generalizations from sample to population and allows for conclusions to be drawn about a populations based upon data obtained from samples, while taking into account___

Back 180

The possibility for error.

Front 181

Significance test

Back 181

One tool researchers use to draw condlusions about populations based upon reserach conducted on samples.

Front 182

In a significance test to draw conclusions about populations bbased upon research conducted on samples; the researcher is trying to show that ____(give both terms) is ____other___, are.

Back 182

One hypothesis (the research hypothesis or the alternative hypothesis; supported by the data by showing that the other possible hypotheses (the null) are inconsistent w/the data collected.

Front 183

How are experimental hypetheses confirmed?

Back 183

By disconfirming the null hypothesis

Front 184

By disconfirming the null this means that date___.

Back 184

Do not support the null and this is demonstrated by disconfirming;

Front 185

The null states that___

Back 185

The population mean is the same as the sample mean.

Front 186

Example of significance testing in the effect of gender on problem solving skills; subjects are 25 men and 25 women, task measuring problem solving skills is a list of 15 logic problems; the DV___; the IV is ____.

Back 186

DV is the number of problems solved; IV is gender;

Front 187

The research hypothesis in the problem solving example states ___; the null hypothesis is_____

Back 187

That gender has an effect on problem solving skills; null states that there is no difference btw the mean problem solving score for the population of mean and the mean problem solving score for the population of women.

Front 188

In significance testing, we test our ____against the _____.

Back 188

Null hypothesis against the data we obtained from our sample.

Front 189

In testing the null hypothesis against the data obtained from my sample if the two groups in my experiment differ on the ____what could this difference reflect, three potential outcomes?

Back 189

Dependent variable measured; a real difference or a difference due to chance or randon error.

Front 190

Differences in the DV measured could reflect a real difference, difference due to chand or random error; If the mean score of the women is 8 and the mean score of the mean is 10, difference btw means is ___. Significance tests can help to determine this___.

Back 190

Difference btw DV means of gender is 2; Determine if a 2 pt difference is a real difference, or due to chance.

Front 191

A significance test can tell me the ____that my ____; that is the ____.

Back 191

Probability, observed difference is due to chance; probability that I could have obtained such a difference if my null that there is o difference btw the 2 groups, was true.

Front 192

If it was unlikely that the 2-point difference was due to chance, then I can ____;I can then conclude that ____ as compared to____.

Back 192

Reject the null hypothesis and accept the alternative or the research hypothesis; that men are better on problem solving taskes when compared to women's ability in problem solving tasks.

Front 193

If the significance tells me that the probability my observed difference is due to___, I can _____.ex. if I found that there was a 97% probabilty that the observed difference btw the 2 groups was ___, I would conclude that_____.

Back 193

Chance is high; accept the null and reject the alternative/research hypo; due to chance, I would conclude that the difference observed does not reflect a true difference btw the m/f populat

Front 194

A low probability in sig. test. means that it is ____that the observed difference is ____; then, I would strongly suspect that my ____was at least____; I could then____.

Back 194

Unlikely, due only to chance;that my IV, pratially responsible for my observed difference; reject the null and acceetp the research.

Front 195

If I reject the null, the observed difference is____

Back 195

Statistically significant.

Front 196

Statistical significance is decided on, probability represented in to determine statistically significance of the study is decided_____by establishing a _____/

Back 196

Collecting data; criterion of significance.

Front 197

Crterion of significance to establish prior to collecting data what probability represents statistically significance; psychologists by convention usually use ____as their_____.

Back 197

5%; criterion of significance.

Front 198

By establishing a criterion of significance at 5% demonstrates that most psychologists are ____

Back 198

Willing to reject the null only if assured that observed differences are not due solely to chance;

Front 199

Obtain a significance level equal to or less than 5% (the criterion of significance), the results are said to be____; more than the 5% criterion of significance in differences observed btw two DV's then_____.

Back 199

significance level at 5% or lower, results are statistically sign, reject the null; results are not staistically significant and must accept the null.

Front 200

Alpha level is known as the___>

Back 200

Criterion of significance.

Front 201

Significance testing process; 6 steps; name 1-4.

Back 201

1) formulate alternative and null based on my research hypothesis; 2) Decide on an alpha level (criterion of sign, typically 5%); 3) Collect data; 4) Perform significance test on my data in order to obtain the significance level.

Front 202

Significance testing process; 5 & 6.

Back 202

5) Compare the obtained sign. level to the crterion of sign (alpha level). if the sign level is less that the criterion of sign, the results are stat. sign; otherwise the results are stat. insignificant; 6) If the results are stat. sign., reject the null; if results are stat. insign. accept the null.

Front 203

Errors in significance testing

Back 203

In the process of testing the statistical sign. of research results, ther possibilities of error.

Front 204

Two types of errors in sign. testing a researcher could make:

Back 204

Type I or Type II errors.

Front 205

Type I error takes place when the researcher

Back 205

Rejects the null, thus accepting the research hypo; but in the actual situation the null is true.

Front 206

Type II error takes place when the researcher

Back 206

Accepts the null and in the actual situation the null is false and the alternative or research hypo is true.

Front 207

In a type I error where the null is rejected and the alternative accepted; in the actual situation there is no difference btw

Back 207

The population values mentioned in the null hypothesis and a stat sign result was obtained just by chance.

Front 208

Type I error states that a significant result was obtained by chance and that the

Back 208

Null should not have been rejected; meaning that a true null was rejected.

Front 209

Likelyhood of making a Type I error is the same as this___.

Back 209

Criterion of significance the researcher chooses; or the alpha level the reseracher chooses.

Front 210

Ex. of criterion of sign. at 5% and chance of committing a Type I error

Back 210

Researcher chooses a criterion of 5%, then ther is a 5% chance of making a Type I erro.

Front 211

With a 5% criterion, if the null hypo is rejected, there are ___.

Back 211

5 chances out of 100 that the decision is wrong.

Front 212

Type II error indicates that a ____and the ____even though the ___was___.

Back 212

Statistically insignificant result was obtained and the null was accepted; null was false.

Front 213

What is the probability of making a Type II error.

Back 213

Probability of making Type II error is called beta.

Front 214

Purpose of significance testing is to____

Back 214

Make an inference about a population on the basis of sample data.

Front 215

Statistical sign cannot tell me anything about whether or not the ____; or whether or not the ____.

Back 215

Research is poorly desinged; results are trivial or meaningless.

Front 216

Sample size is related to___; the larger the ____the ___the _____in order to be____/

Back 216

Significance levels; the larger the size of the sample, the smaller the difference btw the groups has to be in order to be sign.

Front 217

If I use a larger samples size and get a ____, what is the difference in the DV's; would the results be robust or meaningless?

Back 217

Large sample size and a statistically sign result means that the difference btw the groups on the DV measure might be so small as to make the results trivial.

Front 218

Types of significance tests; three kinds of sign tests may appear on the GRE.

Back 218

T-test, ANOVA and chi-square test.

Front 219

T-test are used to ____.

Back 219

Compare the means of two groups.

Front 220

For more than two groups, this is used.

Back 220

ANOVA

Front 221

A chi-square test tests the ___.

Back 221

Equality of two frequencies or proportions.

Front 222

ANOVAs estimate how much ____by comparing the ____to the _____using a ration, called the___.

Back 222

Group means differe from each other, between-group variance, within-group variance; F ratio.

Front 223

Show the F ratio

Back 223

F ratio = Btw group variance estimate/within group variance estimate.

Front 224

In the breakfast protein ex.; establish groups receiving high proteing, medium protein and low protein diets; if the protein level doesn't make a defference on___, I can expect an ___near___.

Back 224

Spelling test scores; F ratio near 1.

Front 225

In other words, the ___on ___are about the ____and should therefore be about the ____, regardless of the ____.

Back 225

Mean scores, spelling test scores, same for each group, the same as the difference btw individuals within each group, level of protein in the breakfast

Front 226

Another ex., the variance within the groups is low; children receiving low-protein break all score___; children receiving medium protein all socre in the ___; children receiving hig protein all score relatively __.

Back 226

Low protein = low score; medium protein = medium score; high protein = high score.

Front 227

Variance within the groups is low related to protein condition and scores; however variance among the ____is ____; the low protein is ___ as compared to the ____; the medium protein group scores ___as compared to the ____.

Back 227

Means of the groups is compratively high; mean score of low = low as compared to the medium; medium mean score = low as compared to the high.

Front 228

When within group differences are minimal and btw group mean differences are large, I would expect the value of __to be___and more likely to be___.

Back 228

F, larger, be statistically significant.

Front 229

ANOVAs can also be used to determine if ther is any _____.

Back 229

Interaction btw two or more IV's.

Front 230

Interaction and the ANOVA; in the break ex gender can be added as a second IV; F do better on tests on average if given a___. M actually did better when given a ____.

Back 230

High protein breakfast; low protein breakfast.

Front 231

In light of the data, if I was asked whether it was good to have a high proteing break b4 taking a spelling test, my answer would state that___.

Back 231

It depends on whether you're female or male.

Front 232

Why does eating a high protein breakfast and the effect on spelling test performance depend on whether I am M or F.

Back 232

B/c there is an interaction btw the two independent variables.

Front 233

An interraction occurs whenever the ___of one ____are not _____.

Back 233

Effects, one IV, not consistent for all levels of the second IV; example IV M not consistent for high level (IV); F not consistent w/low level (IV).

Front 234

ANOVAs can asess___ and this tecnique helps ascertain if the ____.

Back 234

Interactions; IV influenced the DV.

Front 235

Chi-square tests are ___that work w/___, rather than____.

Back 235

Significance tests; categorical data; numerical data.

Front 236

Most often the DV is usually associated or measured by___, ex. spelling test; when data collected are not___but ____, such as____and I am making ___, I can use the___.

Back 236

A numerical score; # of correct answers on spell test; numbers, names or categories, male or female, inferences about the data of this type, a chi-square test.

Front 237

Nominal

Back 237

Categorized measurement

Front 238

Categorized measurement or nominal measurement involves___.

Back 238

Clasifying or naming not scoring or obtaining a numerical outcome.

Front 239

Types of sign tests; use/explanation; type, t-test; Anova (2 types), chi-square test

Back 239

T, use when I have 2 groups; ANOVA, use for more than 2 groups, 2 types 1) Factorial design, each level of a given IV occurs w/each level of the other IVs; 2) Interaction, when theeffects of on IV are not consitent for all levels of the other IVs; chi, use when individual obeservations are names/categories.

Front 240

Meta analysis

Back 240

Is a statistical procedure that can be used to make conclusions on the basis of data from different studies.

Front 241

Ex. of meta-analysis; if researcher A publishes a study on therapy outcomes and researcher B publishes similar study using ___, we can use ___to ___the ___and come up w/____.

Back 241

B publishes study using different methodology from A but similar study; use meta-analysis to combine the results of these studies, a more general conclusion.

Front 242

Tests and measurements; score interpretation; stats not only help in the analysis of data after collection, but also when we _____used to___.

Back 242

Design and evaluate the psychological tests that we use to collect data.

Front 243

Standardized tests and measurements measure human

Back 243

Attitudes, motivation, personality traits, or abilites.

Front 244

Norm reference testing (2 ways)

Back 244

Two ways that test results can be interpreted: norm referenced and domain referenced.

Front 245

Norm referenced testing involves assessing an ____in terms of how____.

Back 245

Individual's performance in terms of how that individual performs in comparison to others.

Front 246

Ex. of norm referenced test in individual performance in terms of how the individual performs in comparison to others; Erika did better in ___

Back 246

Spelling than 99% of second greaders tested; Erik'as performance as an individual test taker are compared to the test norms.

Front 247

Test norms are derived from ____; the ___s/b ___and____of the ____to whom the ____.

Back 247

Standardized samples;samples, large, representative, population, the particular test will be administered.

Front 248

A problem w/ norm referenced testing is that the ___. If the ____then the _____.

Back 248

Population to whom the tests will be administered can, and often does, change; Population of interest changes, original standardization sample would no longer be representative of the population.

Front 249

Two ways that test results can be interpreted

Back 249

Norm referenced and domain referenced in the interpretation of test results.

Front 250

Domain referenced testing also known as___; is concerned w/the question of what the test taker ____.Performance on such a test is decribed in terms of what the tes taker ____.

Back 250

Criterion-referenced testing;knows about a specified content domain; what the test taker knows or can do.

Front 251

An example of crtierion referenced or domain reference testing is___; what is important on this specific test is not how I ____, but whether I have ______.

Back 251

The written test for a driver's license; how i score in relation to my peers as with norm referenced testing, but whether I have mastery of the rules of the road.

Front 252

Reliability

Back 252

Is the consistency w/which a test measures whatever it is that the test measures.

Front 253

High reliability means that the test___; Individual would score___; however in practice no test is ____.

Back 253

Test measures are dependable, reproducible and consistent; an individual to score about the same when retested on the same test or a comparable form; perfectly reliable.

Front 254

What makes a good test? One way to deetermine whether a test is good is to thing about ____.

Back 254

How close a person's scores is to his or her true score.

Front 255

Standard error of measurement (SEM) is an indes of how much

Back 255

How much on average we expect a persons observed score to vary from the score the person is capable of receiving based on actual ability.

Front 256

The best SEM would be___; but since no test is ___this is not___. Therefore, the smaller the tests____the ___.

Back 256

Zero, perfect, possible; SEM, better.

Front 257

Essentially, SEM or standard error of the measurement provides info

Back 257

Regarding a test reliability.

Front 258

Three basic method used to establish the reliability of a test

Back 258

Test-retest; alternate form method; split half reliability.

Front 259

Test retest, what does this method estimate?

Back 259

Administered to the same group of people twice; the inter-individual stability of test scores over time.

Front 260

Alternate form method

Back 260

Given two different forms of a test that are taken at two different times

Front 261

Split half reliability

Back 261

Test takers take one test, the one test is divided into equal halves.

Front 262

Equal halves of tests in split half reliebility are ___

Back 262

Scores on one half are correlated w/the scores on the other half.

Front 263

In all of these methods, a correlation coefficient is ____using the ____; A _____indicates a____.

Back 263

Then clculated using the pairs of scores; A high poitive correlation +.80, a high level of reliability.

Front 264

Methods of assessing reliability; correlation between first score and second score; type of reliability, test retest, alternate form, split half

Back 264

Test-re, 1 score = test 1, 2 score = test 1 (same test given to same person 2nd time), correlate; alternate, 1 score = test 1, 2 score = test 2, correlate; split-half, one test w/ score on one-half of test 1 correlated w/ score ont the other half of test 1.

Front 265

Validity is concerned w/ the extent to which a test actually

Back 265

Measures what it is purports to measure.

Front 266

All types of validity assessment examine the relations btw

Back 266

Performance on the test in question and other independent and objective sources of info about the knowledge or behaviors or interest.

Front 267

The evidence used to determine validity depends on

Back 267

The nature of the test itself and more specifically, what the test is used for.

Front 268

Types of validity name 4.

Back 268

Content, face, criterion, construct.

Front 269

Content validity

Back 269

Referes to the tests coverage of the particular skill or knnowledge area that it is supposed to measure.

Front 270

Thus content validity refers to the notion that if a test is supposed to measure ___the test should include questions about___.

Back 270

Knowledge of 20th C american history; include questions about 20th century American history.

Front 271

Face validity refers to whether or not the test items

Back 271

Appear to measure what they are supposed to measure

Front 272

If I am interested in measuring knowledge of 20th c American history, but I give subjects a test on 20th century European history

Back 272

Test will lack face validity.

Front 273

Criterion validity has to do w/how well the test can

Back 273

Predict an individual's performance on an established test of the same skill or knowledge area.

Front 274

Cross validation in association w/ criterion validity involves testing the

Back 274

Criterion Validity of a test on a second sample, after validity was demonstrated in the intial sample.

Front 275

Construct validity also includes two additional types of validity

Back 275

Convergent and discriminant

Front 276

Construct validity referes to how well performance on the test fits into the

Back 276

Theoretical framework related to what it is I want the test to measure.

Front 277

Ex of construct of social adeptness and its relationship to intelligence, then in order for my test of social adeptness to have construct validity,

Back 277

People who score high on ymy test of social adeptness should also score high on tests of intelligence; convergent validity

Front 278

Convergent validity demostrates the w/an associated construct of the measure tested, an individual should____.

Back 278

Score high on similar tests that assess constructs that are related to the construct of the test under validation.

Front 279

Discriminant validity is the second component of construct validity that demonstrates that performance on the test is not___

Back 279

Correlated w/other variables that the theory predicts that test performance (or the construct) should not be related to.

Front 280

What we want to know; 1) Does the test measure various facets of American History? 2) Does the test look like it measures knowledge of American history? 3) Does test performance indicate number of pervious American history courses taken? 4) Does test performance predict future success as history major.

Back 280

Type of validity were concerned; 1) content; 2) face; 3) criterion, concurrent; 4) predictive

Front 281

What we want to know; 5) Is test performance related to, interest in history; 6) Is test performance not related to test taking experience.

Back 281

Type of Validity Were concerned; 5) construct, convergent; 6) discriminate

Front 282

A test w/ zero reliability will have ___; however a test can have perfect __-and ___.

Back 282

Zero validty; perfect reliability and very little validity.

Front 283

Therefore, reliability is a ___, but the ___;

Back 283

Precondition for validity, but the opposite is not necessarily true.

Front 284

Ex of precondition of reliabilty for validity meaning that reliabilty is necessary for validity but not sufficient; I want to measure creativity by asking chil to swim as far as they could. This test would have ___, that is ___ the child wold probably ___; however my test would ___.

Back 284

High reliability; b/c if repeated the child would swim about the same distance each time; however, test is not a valid measure of creativity; reliability is necessary for validity to occur but not sufficient.

Front 285

Scales of measurement four types of measurement scales

Back 285

Nominal, ordinal, interval, and ratio.

Front 286

Nominal also called a ___;

Back 286

Categorical scale; labels observations so that observations can be categorized, demo repub, M, F.

Front 287

ordinal scale

Back 287

Observations are ranked in terms of siz or magnitude; highest score on spelling test, second highest score and so on; rank and order.

Front 288

Interval scale

Back 288

uses actual numbers (not ranks) such as the number correct on a spelling test, not as in ordinal who scored highest, 2nd highest and so on.

Front 289

Ratio scaling,

Back 289

Unlike interval scales, there is a true zero point that indicates the total absence of the quantity being measured; temperature of 0 doesn not mean there is not temp and is not considered a ratio scale.

Front 290

Multiplication and division are meningful only on measurements made using

Back 290

Ratio scales

Front 291

Subtraction and addition are meaningful on

Back 291

Both ration and interval scales; b/c it makes sense, to say that at temp. of 30 is 60 less than a temp of 90; related to multiplication and divison it makes no sense tosay that 90 is 3X as hot as 30.

Front 292

Scales of measurement; characteristic; example; arithmetic operations; scale type, nominal/categorical, ordinal, interval, ratio.

Back 292

Nom, names, political affiliation no arithmetic operat; ordinal, ranks, rder of finish in horse race, no arithmetic oper; interval, equal intervals, temp, addition/subtraction; ratio, equal intervals + true zero point, income, all arithmetic operations add/sub/mult/div

Front 293

Ability tests two types

Back 293

Aptitude tests and achievement tests

Front 294

Aptitude tests are used to

Back 294

Predict what one can accomplish through training

Front 295

In other words aptitude tests are used to__; aptitude tests include these types of tests___.

Back 295

Predict future performane; intelligence tests

Front 296

Achievement test in contrast to apptitude tests attempt to

Back 296

Assess what one knows or can do now; they can test adequacy of learning content and skill.

Front 297

IQ is a well known measure of ___using an equation ___.; define the formula to attain an IQ score.

Back 297

Intelligence aptitude, uses an equation comparing mental age to chronological age; mental age/chronological age, multiplied by 100.

Front 298

Ration IQ, problem with based on age; what age increases and what age does not.

Back 298

After a certain age, chronological age increases while mental age does not; therfore, even if my mental age remains constant, my IQ will decrease w/age.

Front 299

Deviation quotients; developed to get around the problem of mental age remaing constant while chronicological age increases; though mental age may remain constant, IQ decreases w/age; which intelligence measure uses the deviation quotients and what yr

Back 299

The 1960 revision of the Standord Binet used deviation quotients

Front 300

Essentially, a deviation IQ score tells me how___for the ____; thus, deviation IQ represents the _____.

Back 300

Far away a person's score is from the average score for the particular age group the subject is a member of; Individual's standing among his or her same aged cohort.

Front 301

The Intelligence Quotient; Definition; type of IQ, ratio IQ, deviation IQ

Back 301

Mental Age/Chronological Age X100; Indicates how well a person performed on an IQ test relative to her/his same age peers.

Front 302

Wechsler tests compaired to Stanford-binet.

Back 302

W tests have all items of a given type grouped into subtests; Stan, is organized by age levels

Front 303

Weschler items of a given type are grouped into subtests and theses items are arranged ____within___.

Back 303

In order of increasing difficulty w/in each subtest

Front 304

name the two broad subscales of the Weschler Intelligience tests.

Back 304

Verbal and performance scale

Front 305

Verbal scale is based on____; performance scale which is derived from ___.

Back 305

V, information, vocabulary and similar skills; p, from tests of manipulateive skill,, eye hand coordination and speed.

Front 306

All of the Weschler IQ tests,3, can be used on these age groups

Back 306

WPPSI, preschool; WISC, 5-16; WAIS-IV, 16 and older.

Front 307

Personality Tests; personality inventories

Back 307

Self rating device usually consisting of 100-150 statments

Front 308

In presonality inventories the subject is asked to ____; these are __tools and are ___, however the ____.

Back 308

Determine if the given statements apply; structured tools are quite reliable, the veracity of responses is not guaranteed.

Front 309

What affects a subjects response style and impedes an honest assessment of the persons current functioning.

Back 309

Social acceptability/desirability.

Front 310

Ex of social acceptability/desirabilty response style; an item that states, I occasionally steal how do most people answer this question?

Back 310

Most people would tend to anwer no regardless of whether or not they occasionally steal.

Front 311

Magjor personality inventories is the MMPI which consists of ____to which subjects respond in three ways

Back 311

550 statements; true, false or cannot say.

Front 312

The MMPI yelds scores on ___, measuring things such as____; It has scales that can indicate whether the person is _________and whether it is being done_____.

Back 312

On 10 clinical scales, depression, schizophrenia, and mas/fem; can indicate, careless, faking, misrepresentation, distoring responses; intentionally or unintentionally.

Front 313

High scores on one of the scale can lead to___; the purpose of the MMPI is to aid in the ___.

Back 313

The rejection of the test record; assessment of various clinical disorders.

Front 314

Hathaway and McKinley in the development of the MMPI, used the____

Back 314

Empirical criterion keying approach.

Front 315

Empirical criterion keying approach involved Hathaway and McKinley to test___

Back 315

Thousands of questions and retained those that differentiated btw pt and nonpt populations;

Front 316

Hathaway and McKinley's approch to differentiate btw a clinical and nonclincial population by testing thousand of questions and retaining the questions that differentiated even if the item didn't appear to____; authors also examined the ____.

Back 316

Kept the item if it differentiated btw clinical/nonclinical pop, even if the item didn't seem to have anything to do with abnormality;exained the responses of patient groups w/differentdiagnoses.

Front 317

After the authors examined the responses of pt groups w/different diagnoses, each____formed the _____

Back 317

Each criterion groups responses formed the basis of a particular clinical scale.

Front 318

Differentiated btw clinical/nonclinical; kept questions that were answered from clinical; examined pt groups w/differential diagnosis;criterion group responses basis of clinical scale so that if a____

Back 318

so that if a new pt answered questions in the same way that a depressive criterion group did, that pt would receive a high depression score.

Front 319

Content scaled added to the MMPI when? Scales were formed using items ____..

Back 319

A revision of the MMPI to the MMPI 2 (1989); using items derived from theoretical concerns

Front 320

Content scales were formed w/items derived from theoretical concerns rather than from ____; ex. to form low self esteem content scale, the test authors selcted _____.

Back 320

Empirical criterion keying approach; low self, selected items that ought to be related to low self esteem.

Front 321

Thus with the new content scales not based on empirical criterion keying as in the original test construction develped by Hathaway and McKinley; the theoretical influence of constructed test items has allowed for the original_____.

Back 321

Clinical scales have been supplemented w/content scales that were develope using a more theorectical approach vs a clinical, empirical criterion keying approach.

Front 322

CPI; California Psychological Inventory is another personality inventory that is based on ___; in contrast to the ___it was developed to be used ______; it is especially oriented to these groups.

Back 322

MMPI; MMPI, w/normal population from age 13 and up; high school and college students

Front 323

The CPI consists of ___scales, including ____used to_____. PO measures such ________; Like the MMPI, all scores are expressed as_____.

Back 323

20 scales, including three validity scales, used to assess test taking attitudes; 462 true/false items; measures personality traits like dominance, sociability, self control and femininity; All scores are expressed as standard scores w/ a mean and SD derived from standardization samples.

Front 324

Projective tests are different from personality inventories in two basic ways;

Back 324

1) the simuli in a projective test are relatively ambiguous; 2) the test taker is not limited to a small number of possile response

Front 325

In projective tests a test taker is given the stimuli and asked to ___; this means that the scoring of a projective test is ___,whereas the scoring of ____.

Back 325

Interpret what he/she sees; subjective; scoring personality inventories is objective.

Front 326

Rorschach inkblot test most famous projective test created by ____; test is made up of _____; cards are presented to the subject in a _____.

Back 326

Hermann Rorschach; 10 cards that are reporductions of inkblots; in a specifc order w/very specific instructions to describe what it is the blots remind the subject of

Front 327

The clinician then interprets the results based upon what the person ____.

Back 327

Saw in the inkblots and tthe spontaneous remarks that the person may have made.

Front 328

TAT; developed by___; consists of _____; test taker is told to ____; associated w/___.

Back 328

Morgan and Murray; 20 simple pics depicting scenes that have ambiguous meanins; tell a story about what is happening, give the events prior to event and provide an ending; achievment.

Front 329

Like the Rorschach ther is no_____.

Back 329

Standardized scoring method for the TAT; scoring is qualitative and the clinician has to rely on his/her clinical skills.

Front 330

Progjective test devised especially for children

Back 330

Blacky pictures

Front 331

Blacky pictures a projective test devised for children consists of__;

Back 331

12 cartoonlike pictures that feature a little dog name Blacky.

Front 332

The blacky picutres projective test was developed according to____, each pic depicts Blacky______; test taker is asked to tell_____.

Back 332

Psychoanalytic theory; in a situation desighned to correspond to a praticular stage of psychosexual development; stories about the pics he/she is shown

Front 333

Rotter incomplete sentences Blank; is an example of a_____, and is a _____that both ____use.Test taker is provided w/____; The theory is that the test taker will_____.

Back 333

Sentence completion test; projective technique used by researchers and clinicians; 40 sentence stems and is asked to complet them; fill in the blanks w/whatever is on his/her mind.

Front 334

Barnum effect

Back 334

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

Front 335

The barnum effect refers to the tendency of people to accept and approve of an inter of their own personality that another gives to them and it is relatively simple to_____; these____

Back 335

Generate a report from stereotyped statements; reports are readily accepted as accurate.

Front 336

The Barnum effect is a ____.

Back 336

Form of pseudovalidation.

Front 337

Personality tests; definition; type of test and examples; personality inventories such as.

Back 337

MMPI, CPI, selfireating device consisting of statements that can be answered by the person taking the test; the test taker is gien a limited number of ways to respond to the statements; yes, no, uncertain

Front 338

Personality tests; definition; type of test and examples; projective tests such as

Back 338

Rorschach inkblot test, TAT, Rotter incomplete sentences, Blacky pictures; relatively ambiguous stimuli are presented to the test taker; the test taker is asked to interpret the stimuli

Front 339

Interest testingis usually used to assess an individuals____

Back 339

Interest in different lines or work.

Front 340

The best known test of this kind is the

Back 340

Strong Campbell Interest Inventory

Front 341

The strong Cambell Interest Inventory used to assess an individual's interest in defferent lines of work is organized like a _____, and like the ___, was developed using an ____.

Back 341

Personality inventory, MMPI, empirical criterion keying approach

Front 342

On the strong campbell interest inventory, the test takers are given _____and asked to _____; in other sections of the test, the testaker is asked to indicate his or her _____.

Back 342

Indicate whether they like or dislike the interest listed;indicate his/her preference for one of two paired items.

Front 343

The interpretation of the results from the Strong Cambell interest inventory is based in part on _____

Back 343

Holland's model of occupational themes.

Front 344

Holland's model of occuptional themes, in part the basis for the interpretation of the results on the Strong Campbell interest inventory; In Holland's model he divided ___into ___; based on these divided interests Hollland's model is sometimes referred to as the ____.

Back 344

Holland's model of occupational themes are divided into interests types. There are 6 interest types in Hollands modle; realistic, investigative, artistic, social, enterprising, and conventional; based on these 6 types of interest Hollands model is sometimes called the RIASEC system.

Front 345

Imprtant formulas in stats; mean, median, mode, range, SD, variance, z-score.

Back 345

M = sum of observations/numberof observations; Med = rank order, the number that divides data in half, if even # of data, then take the two middlemost #'s/2; Mode = number w/highest frequency; r = highest score minus lowest score; SD, square root of the variance; variance SD squared or the SDXSD; z-score, my score minus the mean/sd.

Front 346

Important names in tests and measurements
Binet, A. and Simon, T.

Back 346

Developed the Binet Simon intelligence test; Binet introduced the concept of mental age

Front 347

Holland, J.

Back 347

Developed the RIASEC model of occupational themes

Front 348

Jensen, A.

Back 348

Suggested that there were genetically based racial difference in IQ; this suggestion has been much criticized

Front 349

Morgan, C. and Murray, H.

Back 349

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

Front 350

Rorschach, H.

Back 350

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

Front 351

Rotter, J.

Back 351

Sentence completion test; a projective test designed to measure personality

Front 352

Stern, W.

Back 352

Developed the concept of the ration IQ

Front 353

Strong, E. and Campbell, D.

Back 353

Developed the Strong Campbell Interest Inventory; used to assess interest in different lines of work; they didn't work to devise this test together, Campbell revised an earlier test of Strong's

Front 354

Terman, L.

Back 354

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

Front 355

Wechsler, D.

Back 355

Developed several intelligence tests for use w/different ages; these test yield three deviation IQs, a verbal IQ, a performance IQ and a full scale IQ.

Front 356

Psychological tests are assessments of

Back 356

Behvior, attitudes, mental constructs, personality and mental health.

Front 357

Intelligence and intelligence testing; Inteligence is a ___that ___; many psychologists have ____

Back 357

Mental construct that cannot be specifically defined; different ideas about what intelligence actually is.

Front 358

Intelligence is a mental construct that cannot be specifically defined; Intelligence is/is not__; __is related to intelligence via a____; It is unlikely that _____.

Back 358

Is not IQ; IQ is the score one receives on an intelligence test; unlikely that IQ captures all facets of intelligence.

Front 359

Alfred Binet developed both the ___ and the first ____.

Back 359

Concept of IQ and the first intelligence test known as the Binet Scale

Front 360

Binet developed an equation ____for ___; that is still the most commonly____

Back 360

Mental Age/Chronicological Age times 100; IQ is still most commonly computed by Binet's equation.

Front 361

According to Binet mental age is ____The highest chronological age used in Binet's computation ___; after this age ____; therefore, to use ______ would create this deflationary effect related to true IQ.

Back 361

The aage level of a person's functioning according to the IQ test; high chrono is 16; IQ seems to stop developing after age 16; to use adult ages would deflate the IQ ratio

Front 362

Why does the IQ ration deflate if adult ages are used?

Back 362

B/c even if mental age stays constant w/o decline it cannot increase past the chrono age of 16; as such, chrono age continues to increase while mental age stops developing, this creates a deflationary effect on true adult IQ ratio.

Front 363

The Mean IQ of Americans is ___, with a stadard deviation of ___depending on ____.

Back 363

100, SD is 15 or 16 depending on the test.

Front 364

Stanford Binet Intelligence Scales used with___and organized by ___;Compared w/ other intelligence tests, the Stanford-Binet is the ____

Back 364

Children; organized by age level; out of all of the intelligence tests, the Stanford-Binet is the best known predictor of future academic acheivement.

Front 365

Besides revising the Binet intelligence test into the Stanford Binet Intelligence Scale, Lewis Terman of Stanford U is also known for ____and for the finding that____.

Back 365

Terman is famous for his studes w/gifted children and for the finding that children w/higher IQs are better adjusted.

Front 366

WAIS is the most commonly used intelligence test for___; organized by___that____and____.

Back 366

Adults; organized by subsets, provide subscales and identify problem areas.

Front 367

WISC-R, children aged ____; WPPSI, children aged ____.

Back 367

6-16 and 4-6.

Front 368

Goodenough Draw A Man Test for ____is notable for its___.

Back 368

Children; relatively cross-cultural application and simple directions.

Front 369

In the Goodenough Draw a man test; the test is notable for its cross cultural application and simple directions: Make a__; Make the ___; Children are scored based on___.

Back 369

Make a picture of a man; make the very best pic that you can; scored based on detail and accuracy, not artistic talent.

Front 370

IQ correlates most positively w/this and not that and also ___which is related directly to parents, not child.

Back 370

IQ of biological parents; not adoptive parents and socioeconomic status of parents (SES), which is measured by either income or job type.

Front 371

John Horn and Raymond Cattell founded two types of intelligence known as

Back 371

Fluid and crystallized intelligence.

Front 372

Horn and Cattell demonstrated that fluid intelligence, which is____, is/is not related to age; while crystallized intelligence, which is ____is/isnot related to age.

Back 372

Fluid, knowing how to do something, declines w/old age, therefore fluid IS related to old age; whereas crystallized, which is knowing a fact, does not; thus crystallized IS NOT related to age effects;

Front 373

Robert Zajonc studied intelligence in relation to siblings; specifically in relation to___;Zajonc found that ___were ___ and so on.

Back 373

Birth and intelligence; firstborns were slightly more intelligent than secondborns and so on.

Front 374

In his studies on the effect of birth order on intelligence, Zajonc found that first slightly more intelligent than second; Zajonc also found that the _______; the ensuing relationship seems to also be affected by the ____, with_____.

Back 374

More children present in a family the less intelligent they were likely to be; relationship seems to also be affected by the spacing of the children, with greater spaces btw children leading to higher intelligence of siblings.

Front 375

Charles Spearmen believe there was a _____, which he termed___; for example, someone that is good at logic and reasoning will probably score___on both the math and verbal sections of the SAT

Back 375

General factor in human intelligence, g; score well on both matha and verbal.

Front 376

g in Charles Spearmen general factor in human intelligence theory demostrates that a person that is good at logic and reasoning will score well on both the math/verbal sections of the SAT is___; related to, but the person may

Back 376

Indicitive of g, the general factor theory of human intelligience; related to logic and reasoning and math/verbal outcome on SAT, person will score well, but may do better in one than the other

Front 377

Academic tests, name 2 types.

Back 377

Achievement and aptitude.

Front 378

Contrast achievement tests w/aptitude tests; each measures a different type of performance/learning

Back 378

Achievement tests measure how well I know a particular subject and measures past learning; aptitude is purported to measure my innate ability to learn, though regularly debated, and are intended to predict later performance.

Front 379

In a nutshell, Acheivement is a test that measures__and aptitude is a test that ___

Back 379

Acheivement, past learning; aptitude, innate ability to learn, and predict future performance.

Front 380

Objective personality inventories; these do not allow subjects to ____, so these tests are ____

Back 380

Make up their own anwer, relatively structured.

Front 381

Structured tests are often seen as ____; most objective tests use this type of methodology___;

Back 381

More objectively scored than projective tests; self-report, the subject records her own responses.

Front 382

However, self report methods to assess personality are not completely objective b/c ______

Back 382

Any self-report measure allows for the suject to bias her answers as in a response set or response tendancy.

Front 383

Qsort or Q measure technique is the precess of ____; Each of these has ______.

Back 383

Sorting cards into a normal distribution; each card has a different statement on it pertaining to personality.

Front 384

Qsort or Qmeasure is the process of sorting cards into a normal distribution; subject places the cards that he is ____at the ____;

Back 384

The process of sorting the cards into a normal distribution is the role of the subject; who places at the hump of the curve the cards that is felt neutrally related to the diff. statements on each cared pertaining to personality.

Front 385

Further in Q sort the client places toward one end cards deemed ____of himself and toward the ____he places the _____.

Back 385

Very characteristic of self; places the not characteristic cards

Front 386

MMPI was originally created to determine ___, but is now used as a____; items such as, I would like to ride a horse were found to____that subjects_____.

Back 386

Determine mental illnes; personality measure; arbitrary items like the horse, were found to discriminate btw different disorders and that the subjects could not second guess.

Front 387

The MMPI has high ___primarily b/c it was constructed w/_____and b/c it has ____.

Back 387

Validity; it was constructed w/highly discriminatory items; it has three validity scales.

Front 388

MMPI Validity Scales how many___contain questions that assess these 3 areas.

Back 388

3 validity scales, questions that assess lying, carelessness, and faking.

Front 389

CPI is a personality measure generally used for ____and ____than the ____; developed by___.

Back 389

More normal and less clinical groups then the MMPI; Harrison Gough at UC Berkeley.

Front 390

Jungian typology test; which is a ___derived from Carl Jung's ____;

Back 390

Myers Brigg Type Indicator (MBTI); personality test, personality theory

Front 391

after responding to 93 questions, which each have 2 answers, a score is derived in the form of a_____whereby each _____represents_____; name eight characteristics.

Back 391

4-letter "personality type" with each letter representing 1 of 2 possible opposing characteristics; Intro vs extr, sensing vs. intuition, feeling vs. thinking, and judgment vs. perception.

Front 392

Julian Rotter created the

Back 392

Internal-Extrenal Locus of Control Scale

Front 393

The internal external locus of control scale by Julian Rotter is used to determine_____

Back 393

Whether a person feels responsible for the theings that happen (internal) or that he has no control over the events in life (external).

Front 394

Objective personality tests (5) name.

Back 394

MMPI; CPI; MBTI; Internal/external locus of control scale; Qsort/Qmeasure.

Front 395

Projective personalitiy tests (6), name.

Back 395

Rorschach ink blot; TAT; Draw a person test; Totter incomplete sentence blank; word association test; rosenzweig piture frustration (P-F) study.

Front 396

Projective tests allow the _____, thus faciitating the _____; The content of the response is interpreted by ____; some projective tests are scored ____.

Back 396

Subject to create his own answer; expression of conflicts, needs, and impulses;the test administrator; more objectively than others.

Front 397

Rorschach scoring is ___and validity is ___.

Back 397

Complex; questionable.

Front 398

TAT is made up of ___; picks show ____w/____; Subject tells a story about each of the cards, which reveals ____;

Back 398

31 cards w/1 that is blank; various interpersonal scenes,two people facing each other;aspects of her personality.

Front 399

TAT is often used to measure this concept; terms that go along w/interpreting the test are ___,___ and ____.

Back 399

To measure need for achievement; needs, press, and personology terms as part of test interpretation.

Front 400

Rosenzweig, identify the rest of the test name.

Back 400

Picture-Frustration (P-F) Study

Front 401

Rosenzweig picture frustration (P-F) study consists of _____in which___; subject is asked to _____.

Back 401

Cartoons; one person is frustrating another person; describe how the frustrated person responds.

Front 402

Word Association Test was origninally used in ____; a word is ___by a ____, and the _____

Back 402

Conjunction with free association techniques; called out, psychologist, subject says the next word that comes to mind.

Front 403

Rotter Incomplete Sentence Blank is similar to ____; Subjects finish ____.

Back 403

The word association test originally used in conjunction w/free association techniques; incomplete sentences.

Front 404

Draw A Person Test asks the subject to ____.

Back 404

Draw a person of each sex and to tell a story about them.

Front 405

Beck Depression Inventory (BDI) is not used for this purpose, but rather for these reasons___

Back 405

BDI is not used to diagnose depression; rather it is used to assess the severity of depressive sx and can be used by a researcher or clinician to track the course of depressive sx.

Front 406

Summary of the BDI it is not used to diagnose depression, meaning that the depression inventory is not a diagnostic test; however, it is used for this__ and can be used in a clinical/research setting to___.

Back 406

Assess sx severity; to track the course of depressive sx.

Front 407

Empirical keying or also known by this term, to ____involves the _______. An individual's ____; name an example of this.

Back 407

Criterion-keying approach to constructing assessment instruments, selection of items that can discriminate btw various groups; responses to the items determine if he is like a particular group or not; The Strong-Campbell Interest Inventory.

Front 408

Vocational tests assess to what extent an _____ and ____ match____.

Back 408

Individual's interests, strengths, match those already found by professionals in a particular job field.

Front 409

Lie detector test measure the ___of the ____, which _____.

Back 409

Arousal, sympathetic nervous system, beomes stimulated by lying and anxiety.

Front 410

Walter Mischel was extremely ___of ____and of ____in general. Mischel felt that ______.

Back 410

Critical of personality trait-theory and of personality tests; situations, not traits, decisde actions.

Front 411

Anne Anastasi researched the effects of this on ____.

Back 411

Anne Anastasi researche intelligence in relation to performance.

Front 412

F-scale or F-ration is a measurement of ____

Back 412

Fascism or authoritarian personality.

Front 413

Fascism or authoritarian personality are measured by___

Back 413

F-scale or F-ratio

Front 414

Bayley Scales of Infant Development are/are not ____;

Back 414

Bayley scales are not intelligence tests.

Front 415

The Bayley scales of infant development are not intelligence tests; they measure the ___and ____of ____in order to ____.

Back 415

Sensory, motor development of infants, identify mentally retarded children.

Front 416

Concering later intelligience, is their a relationship btw the Bayley scales of infant develop.

Back 416

No, the Bayley scales are poor predictors of later intelligence.

Front 417

Research design refers to how a researcher attempts to _____; Different ____call for ____, and some ____are more ____.

Back 417

Examine a hypothesis; questions, different approaches; approaches, scientific than others.

Front 418

A scientific approach to the study of psychology involves three necessary requirements/components.

Back 418

1) A testable hypothesis; 2) A reproducible experiment that can be replicated by other sceintists in the field; 3) An operationalized definition that makes the concept under study observable and measureable.

Front 419

A field study is an experiment that takes place in a ____; as a result, field studies generally have much ____compared to these type of experiments____For this reason the ______than it is__.

Back 419

A naturalistic setting; musch less control over the environment than lab experiments do; the field generates more hyotheses than tield studies (experiments are able to prove.

Front 420

Experimental design means that a study will ____, which is often___;

Back 420

Takes place in a controlled setting, a lab.

Front 421

The purpose of experimental design and the need for a controlled setting is that in order to ____the researcher bust be ______/

Back 421

Draw causal conclusions from an experiment, able to control certain aspects of the environment.

Front 422

The experimental or treatment condition and by____the experimental/treatment are the tools the reseacher uses to ____the ___; these are ____ applied to the ____.

Back 422

Witholding it from the control condition; manipulate; IV;

Front 423

Dependent variable the researcher does/does not____how the___the____/

Back 423

Control the DV but rather examines how the IV affects the DV.

Front 424

Confounding variable, researcher attempts to ___or ____; These are variables in the ___that might also _____and would ____of the_____.

Back 424

Minimize, eliminate confounding variables;environment, affect the DV, blur the efect, IV on the DV.

Front 425

Example of an experimental design; researcher is exploring the relationship btw eating and sleeping; Specifically the researcher hypothesizes that eating within an hour of going to bed causes a person to sleep unsoundly; The ____ will ____, but the ____ will____.

Back 425

Experimental group, eat just before bed; control group, eat four hours before bed.

Front 426

Along w/an experimental group who will eat immediately b4 bed and the control group who will eat four hours b4 bed, all subjects will ______; The IV is ____; the DV is ____.

Back 426

Eat and sleep in the lab, which will control for the IV and differences in eating time btw the experimental and control group. IV is eating B4 bed; DV is quality of sleep.

Front 427

Name a potential confounding variable____.

Back 427

Is the possibility that simply sleeping in the lab could affect the sleep of some subjects.

Front 428

Desing consideratons, researchers are generally interested in how an ____in a _____, which is a ___, such as _____.

Back 428

An IV affects a DV in a population; a large group of people, such as women, college students, stockbrokers, or depressed pts

Front 429

In a population it is ____, thus a _____.

Back 429

It is usually impossible to include all members of a population in a study, a sample or subgroup is drawn from the population.

Front 430

To make ____about a___from a ___, the ____of the ____and ___.

Back 430

Inferences, population, sample, sample must be representative, pululation, unbiased.

Front 431

Inferences made from a sample to a population, must have in the study a sample that is representative of the population and unbiased; How is the above parameters best acheived?

Back 431

Through random sampling

Front 432

Random sampling assumes that

Back 432

every member of the population has an equal chance of being chosen for the sample.

Front 433

At times random sampling may not be feasible so how can the parameters related to inference from a sample to population as representative and unbiased be acheived?

Back 433

Through convenience sampling.

Front 434

Convenience sampling give example___.

Back 434

Freshman students at a university or students in an intro psych course;

Front 435

When a convenience sample is used instead of random sampling, to make results more ____researchers may use___.

Back 435

Generalizable; stratified sampling

Front 436

Stratified sampling aims to ____of the _____; give example.

Back 436

To match the demographic characteristics of the sample to the demographics of the populaton; sample that is 50% female, like the general pop.

Front 437

Other considerations in research design; Longitudinal design this type of design is particularly usefule in tthis type of research

Back 437

Developmental research when psychologists need to study people at different ages.

Front 438

Longitudinal design involves studying the same ____and provides _____;

Back 438

SAme objects at different points in the lifespan and provides better, more valid results than most other methods.

Front 439

Name two drawbacks related to the use of longitudinal design.

Back 439

Longtudinal designs are 1) costly and 2) require an enormous time commitment.

Front 440

Cross-sectional design and cohort-sequential design.

Back 440

Cross, in which different subjects of defferent ages are compared at the same time and only once; combines longitudinal and cross sectional approaches.

Front 441

In cross sectional design in comparison to longitudinal design what are the benefits to implementing the cross design.

Back 441

Faster and easier.

Front 442

Within subject design tests the___at____and____.

Back 442

Same person, multiple time points, looks at changes within that person.

Front 443

Between subjects design compares _____.

Back 443

Compares two groups of people at the same time point.

Front 444

Example of study, if reserachers wanted to see if a new drug decreased depressive sx, the researcher could use ___

Back 444

Either design; within subject or between subjects.

Front 445

Related to the study of a new drug in the reductiion of depressive sx; in the within subjects design, the researchers would _____at ___then ____ and ____.

Back 445

Measure the each participants depression at baseline; administer the drug; measure depression again

Front 446

After the second measure of depression and the applicaton of the tx condition (depression drug), if the participants were ___the ___, researchers would ______.

Back 446

Less depressed the second time depression was measured and after the tx, can conclude that the drug worked.

Front 447

Key to the within subjects design

Back 447

Every participant is treated to every condition; the control or comparison group is the participants themselves; baseline measure of depression and then measure of depression after application of drug tx.

Front 448

Use of the btw subjects design in the depression drug study; researchers would give ____and ____and then ____.

Back 448

One group of depressed people the drug tx and the other group of depressed people the placebo.

Front 449

In the btw subjects design what types of groups help to ensure control of confounds; if the group that received the drug was ___than the group that received the placebo, then

Back 449

Experimental is the tx; control group is the placebo, but neither group knows who is getting the actual drug tx; less depressed tx group than placebo; researchers would conclude that the drug was effective.

Front 450

Quasi experimental design compares ____, however this design is used when it is not___or ____to use ____.

Back 450

Compares two groups of people like an experiment, feasible or ethical, random assignment.

Front 451

An example of researcher chosing to use quasi experimental design is in this not ethical situation; unethical to assign one group of people to ___; thus, studies that have shown that ____are ____.

Back 451

Smoke for 20 yrs; smoking causes cancer, quasi-experimental.

Front 452

In smoking study why are these quasi-experimental?

Back 452

B/c subjects cannot be asked to smoke for 20 yrs, which is unethical, there was no random assignment to determine if people were smokers or not.

Front 453

Placebo is used to form the ___and is a ____as___.

Back 453

Control group; condition disguised as a tx substance or condition.

Front 454

Predictive value

Back 454

Is the degree to which an IV can predict a DV.

Front 455

Generalizability

Back 455

Is the degree to which the results from an experiment can be applied to the population and the real world.

Front 456

Research problems name 11 of these potential experimental issues.

Back 456

Acquiescence, cohort effects, demand characteristic, experimenter bias also known as the Rosenthal effect, hawthorn effect, nonequivalent control group, placebo effect, reactance, selective attrition, social desirability, illusory correlation.

Front 457

Acquiescence

Back 457

When people agree w/opposing statements.

Front 458

Cohort effects

Back 458

The effects that might result when a group is born and reaised in a particular time period.

Front 459

Demand characteristic

Back 459

When subjects act in ways they think the experimenter wants or expects.

Front 460

Rosenthal effect also known as ___; and how is this effect minimized in the ____research design.

Back 460

Experimental bias, when researchers see what they want to see; this bias is minimized in a double-blind experimental design.

Front 461

Hawthorne effect; this was first observed in a ____ and is an applicable effect in research.

Back 461

When subjects alter their behavior b/c they are being observed; factory setting where workers were found to alter behavior based on being observed.

Front 462

Nonequivalent control group

Back 462

This problematic type of control group is used when an equivalent one cannot be isolated.

Front 463

So in the event that an equivalent control group cannot be isolated, then ___may be put in place, though it is ____.

Back 463

Nonequivalent control group, which is a problematic type of control group.

Front 464

Placebo effect

Back 464

Subjects behave differently b/c they think that they have received the tx substance or condition.

Front 465

Reactance, ex.,

Back 465

An attitude change in response to feeling that options are limited; ex., when subjects react neg. to being in an experiment by intentionally behaving unnaturally or when an individual becomes se on a certain flavor of ice cream as soon as he is told it is soldout

Front 466

Selective attrition; before selective attrition took place the group was equivalent through___; once _____affected the group, the group is no longer considered___.

Back 466

When the subjects that drop out of an experiment are different from those that remain; random assignment; selective attrition took place, the remainign sample is no longer random; b/c those that left did so based on different reasons than remaining sampl

Front 467

Social desirability is when subjects do and say

Back 467

What they think puts them in a fav light (reporting they are not racist even if they really are).

Front 468

Illusory correlation; ex.,many insist a relation exists btw physical/person characteristics, what does the evidence suggest

Back 468

When a relation is inferred when there actually is none; despite evidence that no such relationship exist.

Front 469

Meta analysis is ____that ________the_____for a particular___.

Back 469

Method of study that mathematically combines and summarizes the overall effects or research findings for a particular topic.

Front 470

Meta analysis is best known for ____of the ____, metaanalysis can calculate ____or ____from a ___.

Back 470

Consolidating varous studies, effectiveness of psychotherapy, one overall effect size, conclusion drawn, collection of different studies.

Front 471

When is the meta analysis method needed____.

Back 471

When conflicting results are found and when different studies use different methods.

Front 472

All studies in psychology are ___by an___, which makes sure that the ____and do not ____.

Back 472

Approved, Institutional Review Board (IRB) as the ethical concerns are important in research and ethical standards in psych research are high.

Front 473

B4 participation in a study, all subjects must be provided w/_____and then sign____.

Back 473

Information about the risks and benefits of being in the study, sign a consent form indicating that they are award of the risks involved.

Front 474

Milgram experiment was a catalyst for-____; why was the Milgram experiment unethical.

Back 474

Higher ethical standards in psychological research; deemed unethical b/c of the lasting psy distress experienced by the participants.

Front 475

Statistics is the process of

Back 475

Representing or analyzing numerical data.

Front 476

Descriptive statistics organize__

Back 476

Organize data from a sample by showing it in a meaningful way.

Front 477

Unlike w/inferential stats, descriptive stats_____

Back 477

Don't allow conclusions to be drawn beyond the sample; cannot generalize to the population or infer from a sample to population w/descriptive stats.

Front 478

The five most common forms of descriptive statistics are____

Back 478

Percentiles; Frequency distributions; Graphs; measures of central tendency; variability

Front 479

Descriptive, percentiles are used most commonly on ____; if I receive a percentile ranking of 97%, this demonstrates my position ____

Back 479

Standardized tests; inthe wole group by saying that I scored higher than 97% of the group.

Front 480

Frequency distributions explain how the ___; The distributions might show how often ____; what are the common types of variables?

Back 480

Data in a study looked; How often different variables appeared; nominal, ordinal, interval, ratio also known as levels of measurement.

Front 481

Nominal comes from the latin word for ____so these varibles are given____no order amongst variables except to ____.

Back 481

Name; descriptive names; separate them into groups.

Front 482

Ordinal implies___nothing else can be known about these variables b/c they are not ___; only that they need to be ___.

Back 482

Order; equally paced; arranged by order that is it.

Front 483

Interval varibles are capable of showing both____; temp has an ____.

Back 483

Order and spacing b/c equal spaces lie btw the values; temp has an arbitrary zero as there is no point that signifies the absence of temp.

Front 484

Ratio variables; these have all three components of measurement; real zero is exampled in ___, why?

Back 484

Order, equal intervals, and a real zero; age, after an absolute zero of not being born, age increases in euqal intervals of years.

Front 485

Graphs are used in descriptive stats to ___; name the three types of graphs

Back 485

Plot data; frequency polygon, histogram, bar graph.

Front 486

Frequency polygon, this graph has ____often used to plot variables that are ____.

Back 486

Plotted points connected by lines; continuous.

Front 487

In a frequency polygon which has potted points connected by lines to plot variables that are continuous, variables that are continuous refers to___

Back 487

Categories w/out clear boundaries.

Front 488

Histogram, this graph consists of ___in which the ___.

Back 488

Vertical bars, sides of the vertical bars touch.

Front 489

Histograms are useful for these type of variables___, which have ____and also for ____.

Back 489

Discrete variables, clear boundaries; interval variables in which there is some order.

Front 490

Why is order related to inteval variables, why is some order necessary in order to display in a histograpm?

Back 490

B/c the bars are lined up in order.

Front 491

Bar graph is like a histogram ecept that the ____; the various vertical columns are ___.

Back 491

Vertical bars do not touch;separated by spaces.

Front 492

Measures of central tendency indicate where on a ____.

Back 492

Number line the data set falls in general.

Front 493

Mean or average are highly affected by___; the Standard error of the mean calculates how _____.

Back 493

Mean is highly affected by extreme scores; SEM calculates how "off" the mean might be in either direction.

Front 494

Variability provides additional info to ____; tells me how the _____.

Back 494

Central tendency; scores are spread out overall.

Front 495

Range is the most basic measure of variability; the overall range is also known as the ___.

Back 495

Spread.

Front 496

Variance and SD, tells me how much ____there is among ___.

Back 496

Variation; n number of scores in a distribution.

Front 497

To calculate variance, figure out how much ____; Then need to ___ to get rid of neg values that result when the scores fall below the mean; now _____which gives me the ____.

Back 497

Each score differs or deviates from the mean by subtracting the mean from each score; Square each deviation value; add all of the squared deviations to get the SS

Front 498

After the SS is obtained to get the variance of the sample, SS/n, remember that all of these values were ___, so to find the ___. take the ___of the _____.

Back 498

Squared; average deviation from the mean or SD; square root, variance.

Front 499

SD tells me the _____to which ____; If the average SD is large, then ____; if the SD is small then ___.

Back 499

Extent to which scores were different from the mean; large = scores are highly dispersed; small = scores were very close together.

Front 500

Different standard _____make it difficult to _____on ____.

Back 500

Distributions;compare scores, two different tests.

Front 501

Normal distribution, the larger my sample, the greater chance of having a

Back 501

Normal distribution of values.

Front 502

Normal distributions are ____with the _____in this range; fewer scores ____; All measures of central tendency fall at the ___and all have an SD of____.

Back 502

Unimodal; the majority of scores falling w/in the middle range or 68%; are at the extremes; fall at the 50.00; SD of zero.

Front 503

Z scores refer to___

Back 503

How many SD a given score is from the mean.

Front 504

T scores are ____, formula for calculating T___.

Back 504

Transformation of a z-score; T = 10(Z) + 50.

Front 505

To combat problems of _____and ____with ____, normal distributions can be ___;

Back 505

Comparing scores and distributions of scores w/different SD; standardized

Front 506

A standardized normal distribution used for the comparing of scores and distribution of scores that have w/the same SD are known as

Back 506

Standard normal distributions, which is the same thing as a normal distribution.

Front 507

Thour a standard normal distribution is the same thing as a normal distri; the standard normal distri has been___so that the ______and the _____.

Back 507

Standardized so that the mean for every such distribution is ) and the SD is 1.

Front 508

Standard normal distributions and ___allow me to ______on____.

Back 508

Z scores; compare one persons scores on two different distributons.

Front 509

Example of how the Standard normal distribution and z scores allow for the comparison of scores on two different distributions; if a person's intellect matches hi/her achievment on the Gre, we would expect t____on an ___and on the ____.

Back 509

Expect someone to receive the same zscore on an IQ test and on the GRE ie a z score of +2

Front 510

The standard normal distribution allows for a score received on an IQ test and GRE to be the same in the form of a___, even though both tests____

Back 510

Zscore of +2; even though both tests use different scoring systems.

Front 511

If IQ and GRE are correlated than that is why I would expect the person to receive the _____

Back 511

Z score on both measures.

Front 512

If we saw tht a person's IQ score was 130 or a z of +2 and their GRE score was a 570, right at the mean; I would hypothesize that _____

Back 512

For some reason this individual was not performing to his/her potential.

Front 513

Cumalative percentile distribution for each standard z score; standard z scores are on the ____; while frequency is on the ____.

Back 513

Horizontal axis = standard z; Vertical axis = frequency; +3 = 99.74% cumalative % rank; +2 = 97.72%; +1 = 84.13%; 0 = 50.00%; - 1 = 15.87%; -2 = 2.28%; - 3 = .26% which is the cumulatvie percentil distribution and the cum % rank.

Front 514

Know all the numbers on the standard normal distribution and how they map ont a normal distribution; ex, john scores an 88 where the mean is 80 and SD is 4; if this normal distribution of scores were standardized to have a mean of 0 and a SD of 1, then Johns score ___.

Back 514

John lies +2 standard deviations above the mean; if converted to a standardized distribution his score of 88 would be meaningless

Front 515

Why would John's score of 88 become meaningless in a standardized distribution

Back 515

B/c it would be comparing apples and oranges; raw scores are not utilized on a standarized normal distribution.

Front 516

Since John's raw score of 88 would provide us w/no info; then what can we do with his raw score to determine his percentile ranking in the distribution?

Back 516

Transform a raw score into a z score; we know that he has a z of +2, which would tell me that John lies in the 97th percentile.

Front 517

In order to memorize the percentage under the standard normal distribution associated w/standard z scores use this nmeumonic

Back 517

34:14:2, which applies to both sides of the mean.

Front 518

A negatively skewed distribution hump is to the__while the tail is to the ___; a positively skewed distribution the hump and tail are in which directons

Back 518

Neg; hump is right and tail is left; pos; hump is left and tail is right.

Front 519

In a neg skewed distribution; describe the relative position of the measures of central tendency

Back 519

Neg; hump is right, mean is closest to tail, median is near the top of the hump; mode is at the center of the hump, the hump indicates the most frequent score = mode.

Front 520

Positive skew; platykuric; bimodal describe the relative position of the measures of central tendency

Back 520

Pos. hump is to the left so position of central tendency is opposite neg skew; mean is closest to tail to the right, median is near the top of the hump and mode is at the center of the hump.

Front 521

Platykuric; bimodal describe the relative position of the measures of central tendency

Back 521

Platykuric, mean, median and mode are all in the same position, centered on this flat distribution, which is the same for normal curve.

Front 522

Bimodal describe the relative position of the measures of central tendency

Back 522

Bimodal the mean and median are in the same position, centered, which is the same position these two measures can be found on the normal and platykuric distributions; though concerning the mode, bi means there are two modes, each at polarized ends of the distribution.

Front 523

Correlational statistice are neither purely _____; correlation can only show ___not causality btw variables.

Back 523

Neither purly descriptive nor purely inferential; can only show relationships that exist btw variables.

Front 524

Types of correlations

Back 524

Positive; negative; curvilinear; zero correlaton.

Front 525

Positive and neg correlations are examples of

Back 525

Simple linear correlations..

Front 526

Curvilinear relationship is not ___; it looks like a___

Back 526

Not simple and linear; looks like a curved line.

Front 527

Pearson r correlation coefficient is a way of____; A value of -1 indicates a _____; a value of + 1 indicates a _____; the strenth of the relationship is indicated by___

Back 527

Numerically calculating and expressing correlation; -1 indicates a perfect neg. correlation; while +1 indicates a perfect positive correlation; how far away the correlation coefficient is away from zero (weaker) and how close it is to -1 or +1 (stronger).

Front 528

A Spearman r correlation coefficient is another correlation used only when the data is in the form of ___; it is the procedure for _____.

Back 528

Ranks; determining the line that describes a linear relationship.

Front 529

Regression is

Back 529

The step beyond simple correlations.

Front 530

A statistical regression allows for me to go beyond ___to make____.

Back 530

The identification of a relationship btw two variables; to make predictions about one variable based on another variable.

Front 531

Inferential stats the generalization of findings from a sample to a po. which is the larger group from which the ___

Back 531

Larger group from which the sample was drawn.

Front 532

Statistics refers to___and parameters ____.

Back 532

Numbers that describe a sample; refer to numbers that describe populations.

Front 533

When a researcher uses a stats test and the ___are significant; this means that the ____rather than just, this ____give sample ex.

Back 533

Sample stats are significant; numbers that describe the sample are describing real differences or pattern vs. random variation. ie, men are taller on average than women or that tx groups in therapy trials perform better than control groups;

Front 534

Null states that

Back 534

No real differences or patterns exist.

Front 535

Statistical significance demonstrates that the results

Back 535

Were not likely causeed by chance; reject the null.

Front 536

Can researchers be certain that their findings are correct? How can a researcher be reasonably sure.

Back 536

Cannot know for certain; but certain standards are accepted.

Front 537

Standards of acceptance to reasonably ensure that findings are correct make use of the alpha level set at ____,

Back 537

An alpha level of <.05 or <.01;

Front 538

An alpha level set at the standards of the field, means that the chance that seemingly significant errors are

Back 538

Due to random variaton rather than to true, systematic variance is less tha 5/100 or less than 1/100.

Front 539

True systematic variance is the effect of the

Back 539

IV on the DV.

Front 540

Type I and Type II errors

Back 540

Type 1 occurs when I reject the null, however I falsley rejected it and the signficant findings were caused by change; Type II, I accepted the null when in fact I should have rejected b/c my findings are significant.

Front 541

Which tests of significance I use depends on the and of my___

Back 541

Characteristics of my sample and the caracteristics of my DV.

Front 542

T-tests compare___to determine if two groups are ____; if the groups truly are different then this would mean that the _______rather than___.

Back 542

T, compare means of two different groups; exhibit true differences, which is demonstrated with a means that is large enough to be considered statistically significant, due to chance variation.

Front 543

Continuous data; discreet data

Back 543

Continuous is anything that is measured such as ht or depression score on a depression scale; discrete data include things that are counted such as group size, number of hospital visits, number of sx.

Front 544

Discreet data are particularly useful w/____(data that is not measureable and refers to things that are counted)

Back 544

Samples that have small "n" meaning few subjects.

Front 545

T-tests analyze____on ____; T-tests cannot test for differences___

Back 545

Differences btw means on continuous data (anything that is measured); btw more than two groups.

Front 546

Chi square tests are used when the ____are classified into___otherwise known as ___.

Back 546

n-cases in a sample are, categories or cells

Front 547

Results of the chi-square test tell me whether the

Back 547

Groups are significantly different in size.

Front 548

The results of a chi-square test which show that groups are significantly different in size relates to the chi-square's purpose, which is to___

Back 548

Chi-squares look at patterns or distributions.

Front 549

The difference in the significance testing of a Chi-square test compared to other significance tests is that .

Back 549

The patterns or distributions detected in Chi-square do not test for differences btw means as do the other statistical significance tests.

Front 550

Why does the Chi square not test for differences btw the means?

Back 550

B/c data obtained are at the nominal or ordinal level; thus there is not a normal distrubution nor are there measures of central tendency.

Front 551

Example of how the Chi-squares look at patters or distributons; imagine that 100 members of an intro to psych class are _____

Back 551

Catagorized based on race; caucasian, african amerian, asian, hispanic, native american.

Front 552

An insignificant result of a chi square test of the race categorical data would show that

Back 552

No one race tended to be enrolled in Intro to Psych significantly more than any other race.

Front 553

Chi-square tests analyze ____ and can be used on ____.

Back 553

Categorical or descrete data; data that has been counted rather than measured and so usually is limited to positive and whole values; small samples.

Front 554

Chi-square tests can also assess this cliched term or whether the___.

Back 554

The goodness of fit of distributions, the pattern is what would be expected.

Front 555

Categorical or discrete data is data that has been counted rather than measured; this type of data is usually limited to

Back 555

Positive and whole values (no fractions or negative numbers)

Front 556

ANOVA is similar to ___in this way____; but it is more ____b/c it can_____.

Back 556

T-test as they both analyze the differences among means of continuous variables; flexible than the t-test, analyze difference among more than two groups.

Front 557

With an ANOVA the ability of this test to analyze the difference of means among more than two groups can/cannot occur w/varying group sample sizes.

Back 557

Can take place, differences in group sizes do not affect the statistical application of ANOVA to determine mean difference btw groups.

Front 558

One way ANOVA, tests whether the means on one outcome or DV are____

Back 558

Significantly different across groups.

Front 559

The difference between a one way ANOVA and t test is only that the ___

Back 559

One way ANOVA can test for mean differences btw more than 2 groups.

Front 560

Two-way ANOVA can test the effects of___

Back 560

Two IVs or treatment conditions at the same time

Front 561

Two way ANOVA is a more powerful test than the one way ANOVA b/c the one way can only test for_____while the two way can test for____

Back 561

One way, btw group mean differences; two way, can also test btw group mean differences but in addition can test the effects of two IVs.

Front 562

Factor analysis of variance is used when an experiment involves more than one __; This analysis can ____.

Back 562

One IV; seperate the effects of different levels of different variables.

Front 563

FA can seperate the ____

Back 563

Effecs of different levels of different varibles.

Front 564

Ex of FA and the seperation of effects of diff levels of diff variables; If I was studying the effect of brain lesions on prblem solving, I could have two IV___and one DV.

Back 564

The two IV are lesion and type of problem and the DV is success w/problems

Front 565

Give each IV two levels______

Back 565

The two levels of the IV would include IV lesions, w/wo lesions; IV type of problem, simple/complex tasks

Front 566

Two IVs each having two levels is this type of a factor design___which would yield ______.

Back 566

2X2 design, which yields four different combinations for evaluation.

Front 567

A factor analysis can ____the ___which are the ____

Back 567

Isolate, main effects; effect of lesions on problem solving and the effect of type of task on problem solving.

Front 568

More importantly a factor analysis can identify ____; which combines the _____; ex.

Back 568

Interaction effects; combine IVs; do people w/leasions do better on simple tasks than people w/o lesions do on complex tasks.

Front 569

ANCOVA, Analysis of Covariance tests whether ____; and importantly, can adjust for___

Back 569

At least two groups co-vary; the ANCOVA can adjust for preexisting differences btw groups.

Front 570

Linear regression allows me to use ____in order____.

Back 570

Correlation coefficients in order to predict one variable y from another variable x.

Front 571

The predictor variable in linear regression is ___and the outcome variable is __

Back 571

Predict from y to determine outcome of x.

Front 572

Correlations measure the ____, but they do not ____; ex., let's say that a correlation btw extraversion and number of friends is .73; with this info what is possible?

Back 572

Linear relationship btw two varibles, describe the relationship; the relationship btw extra and friends is not descriptive and only demonstrates that a relationship btw the 2 does exist, but the direction is unknown; thus, cannot predict from an extraversion score how many friends someone would probably have.

Front 573

Linear regression allows us to define a _____that DESCRIBES the realtionship btw ___; In general the same datat I used to ____is now____.

Back 573

Line on a graph that DESCRIBES the relationship btw x and y; used to calculate a correlation, plotted on a graph.

Front 574

Extraversion score is the x and number of friends on the y axis; dots on the graph are ____

Back 574

The dots on the graft are the data from the individual subjects.

Front 575

Lineaer regression is when the ______is ___.

Back 575

Least-quares line or regression line is fit to the data.

Front 576

The least squares line or regression line would be situation so that the _____and the line is ____.

Back 576

Distance btw each point of data and the line is as small as possible.

Front 577

Finding the point where each point of data and the line and the distance between is as small as possible is found by finding __

Back 577

Line of best fit; regression line is determine by finding the difference btw each data point and the line, squaring these difference to get rid of negative numbers and then summing all the difference values.

Front 578

Summing up linear regression; regressions use _____to ____based on a _______.

Back 578

Correlational data, to make predictions based on a line fit w/the least squares method.

Front 579

Commonly used tests of significance for inferential statistics.(6).

Back 579

T-tests; chi-square; ANOVA; Factorial analysis of variance; Analysis of Covariance (ANCOVA), Linear regression.

Front 580

Distinguish btw the Goodenough draw a man test and the Draw a person test contrast measures outline

Back 580

Goodenough draw a man test is an intelligence measure used w/children, it has cross cultural application and is based on simple directions; the draw a person test is a projective personality test which aska a subject to draw a person of each sex and tell a story about them.

Front 581

Creating measures; tests are standardized

Back 581

or tried out on huge groups of people in order to create norms.

Front 582

Criterion-reinforced tests

Back 582

measure mastery in a particular area or subject, criteria is tested; for example, the final exam of a course.

Front 583

Domain referenced tests attemp to measure; these types of tests need to be checked for ____

Back 583

Less defined properties like intelligence or other constructs devised to make objective and allow for the testing of a mental or internal process; need to be checked for reliability and validity.

Front 584

Reliability means how___

Back 584

Stable the measure is.

Front 585

Types of reliability measures are test retest reliability; when correlations btw subjects same form tests taken at different times if the correlation is high then

Back 585

The person would get approximately the same score each time.

Front 586

Split half reliability is measured by _____; method of doing so.

Back 586

By comparing an individual's performance on two halves of the same test (odd vs. even questons for example).

Front 587

Split half reliability reveals the ____of a test; another way to increase internal consitency of a test is to perform an ____

Back 587

Internal consistency; item analysis.

Front 588

An item analysis as a method of increasing the internal consistency of a test, is the ____; this process weeds out ____so they can be ____; questions that replace the prblematic questions have ___, which increases ____.

Back 588

Analysis of a large group responses to each item on the measure; problematic questions, so that they can be replaced w/ better questions, questions that have discriminatory value; which increase internal consistency.

Front 589

Validity means

Back 589

How well the test measures a construct.

Front 590

Types a validity

Back 590

Concurrent, construct (covergent; divergent), content, face.

Front 591

Concurrent validity and cross validation

Back 591

Is whether scores on a new measure positively correlate w/other measures known to test the same construct; the concurrent validity process is cross validation.

Front 592

Construct validity is whether the test

Back 592

Really taps the abstract concept being measured.

Front 593

Content validity is whether the

Back 593

Content of the test covers a good sample of the construct being measured not just part of it.

Front 594

Back to construct validity it is comprised of two additional subcomponents of validation

Back 594

Convergent and divergent

Front 595

Convergent validity is the idea that a construct overlaps or has a relationship in part to other___; if the known overlap btw constructs is ____then the test has ____

Back 595

Constructs, such as self-efficacy, postive life outlook; is highly correlated btw measures then the test is shown to be a valid measure of positive life outlook (measure of the abstract, with the construct adequately being tapped into via the test)

Front 596

Divergent validity the second component of construct validity which is correlated with measures that ___ for instance, positive life outlook and a history test.

Back 596

do not purport to measure the construct being tested

Front 597

Face validity is whether the test items

Back 597

simply look like they measure the construct.

Front 598

Donald Campbell and Danald Fiske created the ___

Back 598

Campbell and Fiske created the multitrait-multimethod technique to determine the validity of tests.

Front 599

Validity means how well the test measures a given construct and is also broken down into two types of validity

Back 599

Internal and external validity

Front 600

Internal validity measures the extent to which the

Back 600

Different items within a measure ang together and test the same thing (does the test measure what was intended to measure).

Front 601

External validity is the extent to which a test meassures

Back 601

What it intends to measure.

Front 602

External validity encompasses 4 aspects.

Back 602

Concurret, construct, content and face.