Term
| Three ways of representing variablity |
|
Definition
|
|
Term
| A correlation is a standardized representation of association between ______ variables. |
|
Definition
|
|
Term
| What is a test score based on the sum of two or more variables? |
|
Definition
|
|
Term
| Variance of a composite score is a function of the variance associated with the individual items and the ____________. |
|
Definition
| Correlations amongst the items |
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Term
| An item in which responses range from 0 -1 (correct or incorrect) is? |
|
Definition
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|
Term
| Is the variance of a dichotomously scored item maximised when half of the people score 1 and the other half score 0? |
|
Definition
|
|
Term
| The two most common psychological test score interpretations are: |
|
Definition
| Relative & Abstract interpretations |
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|
Term
| Relative interpretations make reference to _____ and _____, which requires knowledge of ___ and ___? |
|
Definition
| An entire population; where the individual falls; mean; SD |
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|
Term
| What is the most commonly used standardized score? |
|
Definition
|
|
Term
| z-scores have a mean of __ and a SD of __. |
|
Definition
|
|
Term
| ______ can be used to compare scores across tests that are on different sized units |
|
Definition
|
|
Term
| T-scores have a mean of ____ and a SD of ___ |
|
Definition
|
|
Term
| ________ ________ indicate the percentage of scores below a specific test score |
|
Definition
|
|
Term
| A _______ sample provides "benchmarks" for evaluations compared to other people |
|
Definition
|
|
Term
| The quality of the reference sample depends on how much it represents the ________ of interest. |
|
Definition
|
|
Term
| Due to random sampling rarely occurring in practice, many test norms are based on __________ samples |
|
Definition
|
|
Term
| In addition to having a normative sample that is "representative', is must also have sufficient ____. |
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Definition
|
|
Term
| What is a question with a fixed set of response alternatives? |
|
Definition
|
|
Term
| What question type lets respondents answer in their own words? |
|
Definition
|
|
Term
| The commonly used scale in which respondents provide how strongly they feel positively or negatively on an issue is called the |
|
Definition
|
|
Term
| True or false: most respondents have experience with likert scales |
|
Definition
|
|
Term
| A 6-point likert scale is better than a 5-point one because... |
|
Definition
| It forces the respondent to make a decision |
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|
Term
| By including ________ keyed items, you are ensuring that respondents don't get into a response set (e.g., acquiescence) |
|
Definition
|
|
Term
| An item with two or more questions in it is known as a _________ item. |
|
Definition
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|
Term
| Ultimately, items should use ______ language and be _______ in length. |
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Definition
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|
Term
| Reliability is pertinent to the ________ of measurement |
|
Definition
|
|
Term
| If nurse Barbara measured a baby at time 1 and a day later measured it at time 2, and found a discrepancy in the length, this must be due to ________ error. |
|
Definition
|
|
Term
| Reliability and measurement error are essentially _________ |
|
Definition
|
|
Term
| ________ ________ ________ is a measurement theory that defines the conceptual basis of reliability |
|
Definition
| Classical Test Theory (CTT) |
|
|
Term
| A _____ score, is a score devoid from measurement error |
|
Definition
|
|
Term
| True scores can be perfect from an _____ standpoint, but absolutely terrible from a valid representation of a _______ standpoint. |
|
Definition
|
|
Term
| All other things equal, we want the observed scores to be as ____ to their corresponding true scores as possible |
|
Definition
|
|
Term
| Reliability reflects the degree of correspondence between _______ scores and ______ scores |
|
Definition
|
|
Term
| State the formula for CTT in words: |
|
Definition
| Observed score as a function to true score plus error. |
|
|
Term
| True or false: if Timmy wants good reliability, the observed scores and error scores should be uncorrelated. |
|
Definition
|
|
Term
|
Definition
- have a mean of zero - be a random process - be uncorrelated with true scores |
|
|
Term
| When you _____ the reliability index, you get a conceptual estimation for reliability |
|
Definition
|
|
Term
| Tests which are psychometrically identical but differ in item make-up are called |
|
Definition
|
|
Term
| The assumption that true scores associated with each test represent the same construct is called: |
|
Definition
|
|
Term
| Without ______ you have no hope for ______ |
|
Definition
|
|
Term
| ________ is a necessary but not sufficient condition for _______ |
|
Definition
|
|
Term
| If Jimbo did test 1 on Monday and then felt like he lost his confidence for test 2 on Tuesday, this would be an example of: |
|
Definition
|
|
Term
| The administration of one test over two different occasions is known as: |
|
Definition
|
|
Term
| Most test-retest studies use a _ to _ week interval |
|
Definition
|
|
Term
| The reliability correlation from test-retest is also known as the |
|
Definition
|
|
Term
| What reliability measurement is constructed to treat different items or groups of a test as different forms of the test |
|
Definition
| Internal consistence reliability |
|
|
Term
| What are the two factors that affect internal consistency reliability? |
|
Definition
1. The degree of consistency between the parts/items of the test 2. The length of the test |
|
|
Term
| What reliability estimate represents the reliability in all possible split-halves? |
|
Definition
|
|
Term
| Cronbach's Alpha formulae: |
|
Definition
| the product of the number of items squared and mean inter-item covariance over the sum of square variance/covariance matrix. |
|
|
Term
| Tau-equivalence is one of the assumptions of ________ |
|
Definition
|
|
Term
| Name the 4 assumptions of cronbachs alpha: |
|
Definition
1. Tau-equivalence 2. Each items error term is uncorrelated with every other items error term 3. Error scores are uncorrelated with true scores 4. Items used to generate a composite score should measure only one construct or attribute |
|
|
Term
| All you have to remember with standardized coefficient alpha is that... |
|
Definition
| it is applied to standardized scores |
|
|
Term
| What does the essentially tau-equivalent assumption model consist of: |
|
Definition
| Equal true score variance, unequal means, unequal error variance |
|
|
Term
| What reliability assumption model has equal true score variance, equal means, but unequal error variance? |
|
Definition
|
|
Term
| True or false: Technically speaking, Cronbachs alpha only measures on attribute of interest |
|
Definition
|
|
Term
| A homogenous sample will yield lower reliability estimates than a ____________ sample |
|
Definition
|
|
Term
| A ________ __________ reflects a range of values that is often interpreted as a range in which the true score is likely to fall |
|
Definition
|
|
Term
| _________ ________ ________ _________ represents the amount of error around a point-estimate |
|
Definition
| standard error of measurement |
|
|
Term
| To calculate a confidence interval you add or subtract the _______ ______ _______ ______ from the ______ _______ |
|
Definition
| Standard error of the estimate; point estimate |
|
|
Term
| To get the smallest confidence interval, one would need to increase _______ and decrease _______ |
|
Definition
|
|
Term
| Although high levels of reliability are desired, they are not the only ________ |
|
Definition
|
|
Term
| Which correlation uses the data you have and is affected by the degree of measurement error in your data. |
|
Definition
| Observed score correlation |
|
|
Term
| Explain what a true score correlation is |
|
Definition
A hypothetical correlation you can estimate, if you know the reliabilities associated with the scores. It also not compromised by measurement error |
|
|
Term
|
Definition
| The maximum possible correlation between two variables is the square root of the product of their reliabilities. |
|
|
Term
| Correction for attenuation formula is the: |
|
Definition
| ratio of observed score correlation to the square root of the product reliabilities |
|
|
Term
| An observed score correlation should be _______ _______ before being subjected to the correction for attenuation formula |
|
Definition
| statistically significant |
|
|
Term
| ________ is the degree to which a test measures what it is supposed to measure |
|
Definition
|
|
Term
| People (including researchers) no not tend to refer to a test as valid because: |
|
Definition
They don't know any better They get lazy |
|
|
Term
| True or false: Validity is not a matter of degree |
|
Definition
|
|
Term
| Name the two types of validity relevant to test content: |
|
Definition
1. content validity 2. face validity |
|
|
Term
|
Definition
| When the items cover the entire breadth of the construct |
|
|
Term
| Constructs like personality make content validity assessment very ____. |
|
Definition
|
|
Term
| Face validity appearance is in the judgement of _________. |
|
Definition
|
|
Term
| Name the 5 NEO-PI R dimensions |
|
Definition
1. Neuroticism 2. Openness 3. Extraversion 4. Agreeableness 5. Consciousness |
|
|
Term
| What do researchers use to evaluate factorial validity? |
|
Definition
|
|
Term
| When the way in which individuals respond to the way they are meant to respond is known as: |
|
Definition
|
|
Term
| The relation between test scores and tests of related constructs is known as: |
|
Definition
|
|
Term
| The use of seeing whether test scores are uncorrelated with tests of unrelated constructs is known as: |
|
Definition
|
|
Term
| Constructs should not correlate with everything under the sun, and if they do, it means their boundaries are overly ________. |
|
Definition
|
|
Term
| When scores from one measure correlate in a theoretical meaningful way with the scores of another measure which is considered the "gold standard' we call this: |
|
Definition
| Concurrent Validity Evidence |
|
|
Term
| In the cases of concurrent validity evidence, there can be no _______ _______ measure to refer to |
|
Definition
|
|
Term
| When we compare the test scores to the relevant variables in a future point we call this: |
|
Definition
| Predictive validity evidence |
|
|
Term
| When the test possesses items that could have social/personal consequences we call this: |
|
Definition
|
|
Term
| Reliability is a property of test scores, while validity is a property of test score ________ |
|
Definition
|
|
Term
| The definition of dimensions are defined by which items ____ onto which dimension |
|
Definition
|
|
Term
| Three types of dimensional tests: |
|
Definition
1. Unidimensional 2. Multidimensional (uncorrelated) 3. Multidimensional (correlated) |
|
|
Term
| Multidimensional correlated tests produce a variety of scores: |
|
Definition
Subtest scores Area scores Total scores |
|
|
Term
| Most ability tests have correlated dimensions, however personality tests usually have __________ dimensions |
|
Definition
|
|
Term
| When inter-item correlations cluster together we can form a hypothetical basis on what ________ they are loading on |
|
Definition
|
|
Term
| what are the threshold values for communalities in reference to items and sub-scales |
|
Definition
items: more than .04 sub-scales: more than .09 |
|
|
Term
| Minimum values for component loadings for sub-scales and items? |
|
Definition
Items: 0.2 Sub-scales: 0.3 |
|
|
Term
| To help achieve simple structure we: |
|
Definition
|
|
Term
| If you are only extracting one component there is no need to |
|
Definition
|
|
Term
| Before conducting convergent or discriminant validity you should: |
|
Definition
| Make sure we have evaluated internal consistency and factorial validity issues |
|
|
Term
| The interconnections between one construct and other related constructs is known as the: |
|
Definition
|
|
Term
| A measure of predictive validity is also known as the: |
|
Definition
|
|
Term
| What are validity generalizations |
|
Definition
| Evaluating tests validity coefficient over a large set of studies |
|
|
Term
| Subjective judgement of a nomological network and its patterns can help us merit ______ |
|
Definition
|
|
Term
| The MTMM overcomes the problem of correlations between two scores may conflate two sources of variance: |
|
Definition
Trait Variance Method Variance |
|
|
Term
| In the MTMM we want _____________ correlations to be meaningfully larger than the _____________ correlations |
|
Definition
| monotrait-heteromethod; heterotrait-monomethod |
|
|
Term
| What predicts the magnitude of a correlation between the measure of interest and its selected criteria? |
|
Definition
| quantifying construct validity |
|
|
Term
| Validity coefficients are typically: |
|
Definition
|
|
Term
| There are two realistic cases where the amount of variability is lower than it should or could be: |
|
Definition
The measure is not sensitive enough to distinguish people The Sample is more homogenous than the populations of interest |
|
|
Term
| Personality tests can be used for: |
|
Definition
- Research - Clinical and Counseling - Personnel management |
|
|
Term
| A test measuring an individuals personality using ambiguous stimuli is known as: |
|
Definition
|
|
Term
| Which reliability measures have high outcomes in the Rorschach test? |
|
Definition
|
|
Term
| What is a hopeful measure of validity in the Rorschach test? |
|
Definition
|
|
Term
| True or false: The Rorchach test has high reliability for many scores, and high factorial and predictive validity |
|
Definition
|
|
Term
| Oi bro, name me the two personality theories |
|
Definition
|
|
Term
| Trait theory measures are very typically __________ in nature |
|
Definition
|
|
Term
| Self-report questionnaires are also referred to as |
|
Definition
| "objective personality tests" |
|
|
Term
| Name the three main personality trait theory tests: |
|
Definition
Five-factor model (NEO PI-R) HEXACO THE BIG FIVE (HEHEHEHE) |
|
|
Term
| We measure the validity of task-based personality tests through: |
|
Definition
| correlating the task-based scores with self-report scores |
|
|
Term
| a bias that obscure or cause differences among groups of respondent test scores unjustifiably is known as: |
|
Definition
|
|
Term
|
Definition
Construct Bias Predictive Bias |
|
|
Term
| What occurs when a tests use has different implications for two (or more) groups: |
|
Definition
|
|
Term
| The two methods for identifying the two types of test score biases: |
|
Definition
Internal methods = construct bias External methods = predictive bias |
|
|
Term
| In reference to internal methods of identifying construct bias we can see if it is bias if: |
|
Definition
1. People belonging to different groups responded in different ways to an item 2. it can be shown that these differing responses were not related to group difference associated with the psychological attribute |
|
|
Term
| A test item is considered bias if you take two people (i.e. Tony Abbott & Kevin Rudd) who have the same level of an attribute (being a terrible PM) but tend to respond _________ to that particular item |
|
Definition
|
|
Term
| The item discrimination index is a method which is |
|
Definition
| more of historical importance |
|
|
Term
| The correlation between factor loadings is known as the: |
|
Definition
| factor congruence coefficient |
|
|
Term
| What analysis measures construct validity through using the test data by determining whether the trait levels and item responses match up in the same way for both groups |
|
Definition
| Differential Item Functioning (DIF) analysis |
|
|
Term
| Rank-order consistency consists of: |
|
Definition
| calculating means for each item separately for each group and then calculate a spearman correlation between them |
|
|
Term
| The two steps towards analysing predictive bias: |
|
Definition
1. determine whether test scores predict the dependent variable to start with 2. determine whether these scores predict well across groups |
|
|
Term
| What do you need to conduct to perform an analysis for predictive validity: |
|
Definition
|
|
Term
| Describe the intercept and the slop of a regression analysis |
|
Definition
Intercept (B0) - Expected value of Y when X is 0, point where it crosses the y-axis Slope (B1) - Increase of decrease in dependent variable, Y as a function of X |
|
|
Term
|
Definition
|
|
Term
| If the common regression equation and the group-level regression do not match we can conclude by saying there is |
|
Definition
|
|
Term
| In the context of predictive bias, if the intercepts of two groups do not match up we call this: |
|
Definition
|
|
Term
| As well as having predictive bias in a regression analysis, you can also get _______ bias |
|
Definition
|
|
Term
| There are occasions where one group will have less reliable scores than the other groups, this can cause difference in the slopes and intercepts. The differences in this reliability are a form of _______ bias which can an effect on ________ bias. |
|
Definition
|
|
Term
| In the terms of test bias we also need to keep in mind that the lack of difference between two means might be caused by _______ bias |
|
Definition
|
|
Term
| Modern test theory is also known as |
|
Definition
| Item Response Theory (IRT) |
|
|
Term
| The IRT operates under the pretence that any item response if influenced by two factors: |
|
Definition
1. Qualities of the individual 2. Qualities of the item |
|
|
Term
| Trait level and item difficulty are intrinsically connected concepts in the _____. |
|
Definition
|
|
Term
| Trait levels and item difficulties are usually have a M=___ and SD=___ |
|
Definition
|
|
Term
| If an item has a difficulty level of -1.5, then a person with a trait level of 1.0 would have a |
|
Definition
| much greater than 50% chance of answer the question correctly |
|
|
Term
| In the context of IRT the degree to which an item indicates the relevance of the trait being measured by the test is known as |
|
Definition
|
|
Term
| The main difference between the one-parameter model and the two-parameter model is: |
|
Definition
| the addition of the description of an item (parameter 2) |
|
|
Term
| What is the third parameter in the three-parameter logistic model |
|
Definition
| 3. the probability with which the question can be answered by guessing |
|
|
Term
| the graph which is made to evaluate the quality of an item is known as the: |
|
Definition
| Item Characteristic Curve (ICC) |
|
|
Term
|
Definition
Test development and improvement Differential item functioning Person fit Computer-Adaptive testing |
|
|
Term
| The test that increases item difficulty as the respondent answers correctly is known as: |
|
Definition
| Computer adaptive testing (CAT) |
|
|
Term
| Across time the CAT will _______ a persons latent trait variable |
|
Definition
|
|
Term
| The CAT will stop once the |
|
Definition
| Standard error of estimate confidence interval has narrowed sufficiently |
|
|
Term
| Describe 2 + and 2 - of CAT: |
|
Definition
+ = 50% less time to test respondents are tested more in their area of difficulty
- = more time/money to develop participants don't trust it |
|
|
Term
| a bias that obscure or cause differences among groups of respondent test scores unjustifiably is known as: |
|
Definition
|
|
Term
|
Definition
Construct Bias Predictive Bias |
|
|
Term
| What occurs when a tests use has different implications for two (or more) groups: |
|
Definition
|
|
Term
| The two methods for identifying the two types of test score biases: |
|
Definition
Internal methods = construct bias External methods = predictive bias |
|
|
Term
| In reference to internal methods of identifying construct bias we can see if it is bias if: |
|
Definition
1. People belonging to different groups responded in different ways to an item 2. it can be shown that these differing responses were not related to group difference associated with the psychological attribute |
|
|
Term
| A test item is considered bias if you take two people (i.e. Tony Abbott & Kevin Rudd) who have the same level of an attribute (being a terrible PM) but tend to respond _________ to that particular item |
|
Definition
|
|
Term
| The item discrimination index is a method which is |
|
Definition
| more of historical importance |
|
|
Term
| The correlation between factor loadings is known as the: |
|
Definition
| factor congruence coefficient |
|
|
Term
| What analysis measures construct validity through using the test data by determining whether the trait levels and item responses match up in the same way for both groups |
|
Definition
| Differential Item Functioning (DIF) analysis |
|
|
Term
| Rank-order consistency consists of: |
|
Definition
| calculating means for each item separately for each group and then calculate a spearman correlation between them |
|
|
Term
| The two steps towards analysing predictive bias: |
|
Definition
1. determine whether test scores predict the dependent variable to start with 2. determine whether these scores predict well across groups |
|
|
Term
| What do you need to conduct to perform an analysis for predictive validity: |
|
Definition
|
|
Term
| Describe the intercept and the slop of a regression analysis |
|
Definition
Intercept (B0) - Expected value of Y when X is 0, point where it crosses the y-axis Slope (B1) - Increase of decrease in dependent variable, Y as a function of X |
|
|
Term
|
Definition
|
|
Term
| If the common regression equation and the group-level regression do not match we can conclude by saying there is |
|
Definition
|
|
Term
| In the context of predictive bias, if the intercepts of two groups do not match up we call this: |
|
Definition
|
|
Term
| As well as having predictive bias in a regression analysis, you can also get _______ bias |
|
Definition
|
|
Term
| There are occasions where one group will have less reliable scores than the other groups, this can cause difference in the slopes and intercepts. The differences in this reliability are a form of _______ bias which can an effect on ________ bias. |
|
Definition
|
|
Term
| In the terms of test bias we also need to keep in mind that the lack of difference between two means might be caused by _______ bias |
|
Definition
|
|
Term
| Modern test theory is also known as |
|
Definition
| Item Response Theory (IRT) |
|
|
Term
| The IRT operates under the pretence that any item response if influenced by two factors: |
|
Definition
1. Qualities of the individual 2. Qualities of the item |
|
|
Term
| Trait level and item difficulty are intrinsically connected concepts in the _____. |
|
Definition
|
|
Term
| Trait levels and item difficulties are usually have a M=___ and SD=___ |
|
Definition
|
|
Term
| If an item has a difficulty level of -1.5, then a person with a trait level of 1.0 would have a |
|
Definition
| much greater than 50% chance of answer the question correctly |
|
|
Term
| In the context of IRT the degree to which an item indicates the relevance of the trait being measured by the test is known as |
|
Definition
|
|
Term
| The main difference between the one-parameter model and the two-parameter model is: |
|
Definition
| the addition of the description of an item (parameter 2) |
|
|
Term
| What is the third parameter in the three-parameter logistic model |
|
Definition
| 3. the probability with which the question can be answered by guessing |
|
|
Term
| the graph which is made to evaluate the quality of an item is known as the: |
|
Definition
| Item Characteristic Curve (ICC) |
|
|
Term
|
Definition
Test development and improvement Differential item functioning Person fit Computer-Adaptive testing |
|
|
Term
| The test that increases item difficulty as the respondent answers correctly is known as: |
|
Definition
| Computer adaptive testing (CAT) |
|
|
Term
| Across time the CAT will _______ a persons latent trait variable |
|
Definition
|
|
Term
| The CAT will stop once the |
|
Definition
| Standard error of estimate confidence interval has narrowed sufficiently |
|
|
Term
| Describe 2 + and 2 - of CAT: |
|
Definition
+ = 50% less time to test respondents are tested more in their area of difficulty
- = more time/money to develop participants don't trust it |
|
|
Term
| Response biases are affected by: |
|
Definition
1. Test content 2. Test context 3. Test format |
|
|
Term
| The type of respond bias where an individual agrees with statements without actually regarding their meaning is: |
|
Definition
|
|
Term
| In practice it is impossible to know how much of the correlation is due simple to acquiescence rather than truly shared construct variance. This type of correlation is know as a |
|
Definition
|
|
Term
| "Nay-sayers" are individuals who constantly respond to _______ items |
|
Definition
|
|
Term
| Factors that increase acquiescence: |
|
Definition
1. Ambiguity of the question 2. Length of the question 3. Large number of items |
|
|
Term
| Which is one method of measuring acquiescence bias? |
|
Definition
|
|
Term
| Explain extreme and moderate responding: |
|
Definition
Extreme: Difference in the tendency to use or avoid extreme response options Moderate: Some people respond more in the middle to avoid making strong claims |
|
|
Term
| True or false: there is a way to measure extreme responding |
|
Definition
|
|
Term
| The response bias in which individuals respond in a way that seems socially appealing to them is known as: |
|
Definition
|
|
Term
| Social desirability affects: |
|
Definition
|
|
Term
| A person with high autonomy would be less likely to respond in a _________ ________ way |
|
Definition
|
|
Term
| The two processes of measuring social desirability responding is: |
|
Definition
| impression management & self-deceptive enhancement |
|
|
Term
| A lot of research has ______ to find support for socially desirability responding |
|
Definition
|
|
Term
| Tharen and Henry are on the hunt for some dexies. They decide they will pretend to act as if they have ADHD. As they take the test, they purposely perform "poorly" to gain use of these plumcious beauties. This type of response bias is known as: |
|
Definition
|
|
Term
| Ture or false: Malingering occurs in a lot of psychological and forensic evaluations |
|
Definition
|
|
Term
| Damo, the lazy bloke responds to all the questions the same way without even reading them. This response bias is known as: |
|
Definition
| Careless or random responding |
|
|
Term
| Tharen was a naughty boy and didn't study for his statistic multiple choice exam. He went into the exam and simply took a guess on each question, and in turn got a HD. This type of response bias is known as: |
|
Definition
|
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Term
| 3 methods of managing with response biases: |
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Definition
1. Manage test context 2. Manage test content 3. Use specially designed bias tests |
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| Some examples of managing text context to cope with response biases: |
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Definition
- Make it anonymous - Create a test situation that minimizes respondent fatigue, stress, distraction and frustration (i.e. a test for less than an hour) - Bogus pipeline technique (telling the respondents that faking or lies can be detected, respondents believe this) |
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| One of the major downfalls of force-choice formats in the context of coping with response biases is that: |
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Definition
| It is very hard to calculate internal consistency realiablity |
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| Ultimately, in reality it is very difficult to _______ the existence of responses bias. |
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| Instead of trying to eliminate response bias, we try to ______ it. |
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Definition
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| One way to manage guessing is to: |
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Definition
| Inform the person that they will be penalized if they guess |
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| Such inventories like the MMPI incorporate ______ _______ to measure the degree of response bias |
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Definition
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| What are the three scales in a validity scale? |
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Definition
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| Two most popular tests that measure SDR: |
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Definition
Marlowe-Crowne Social Desirability Scale Balanced Inventory for Desirable Responding |
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| What specialized test is used to measure malingering? |
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| Acquiescence Dedicated tests have thus far: |
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Definition
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Definition
| what a person does when they don't know what to do |
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| digit span _______ is a better indicator of intellectual functioning than digit span ______ |
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| True or false: working memory is a fundamental basis of intelligence |
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Definition
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| Raven's is ____ a pure measure of general intelligence |
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Definition
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Term
| Processing speed can be broken into: |
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Definition
Reaction time Inspection time |
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Term
| The measure of processing speed in which participants must choose between two alternatives on a screen as fast as they can is known as: |
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Definition
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| Movement time is mostly a _______ process while reaction time is mostly a _______ process |
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| Clinicians don't use reaction time and inspection time as a measure of processing speed, instead they use ______ or ______ _ and _ |
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Term
| What is positive manifold? |
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Definition
| The positive correlations between cognitive abilities |
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| One of the first researched to observe the positive manifold was |
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| Fluid intelligence peaks around __ years, while crystallised around __ years old |
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| Gignac & Vernon found a correlation of ____ between self-report IQ and self-report questionnaire |
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Definition
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Term
| True or false: personality and intelligence research use mostly self-reports |
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Definition
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Term
| Two overall dimensions to blooms taxonomy: |
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Definition
Knowledge dimensions The cognitive processing dimension |
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Term
| With blooms new taxonomy he added "______" at the top of the model |
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| Mathematics reports tend to be associated with much _______ marking score reliability than English type essays |
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Definition
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| Simple strategies to improve reliability of essay marks: |
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Definition
- Have all candidates write on the same topic - Remove names from the essay - Have a detailed marking key - Train markers on the marking key - Mark essays by at least two different raters |
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Term
| Two attributes of psychological tests: |
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Definition
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Term
| 2 purposes of a psychological test: |
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Definition
Measure between people - inter-individual differences Measure |
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Term
| What are the 5 principles of a test: |
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Definition
1. content 2. administration 3. intended purpose 4. type of responses 5. time constraints |
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Term
| What is a criterion test? |
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Definition
| A test where a cut off point is made |
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Term
| what is a norm-based test? |
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Definition
| Comparing individual to the average of the population |
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Term
| In the context of scaling, what the 3 properties? |
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Definition
1. properties of identity 2. properties of order 3. properties of quanitity |
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Term
| ________ implies unit size of measurement doesn't change as units increase |
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Definition
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