Test Bank for Psychological Testing;Principles, Applications and Issues 9th Edition by Robert Kaplan & Dennis Saccuzzo - Complete Elaborated & Latest Test Bank. ALL Chapters (1-21) Included & Updated
Test Bank for Psych
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Test Bank for Psychological Testing;Principles, Applications and Issues 9th Edition by Robert Kaplan & Dennis Saccuzzo - Complete Elaborated & Latest Test Bank. ALL Chapters (1-21) Included & Updated
Test Bank for Psychological Testing;Principles, Applications and Issues 9th Edition by Robert Kaplan & Dennis Saccuzzo - Complete Elaborated & Latest Test Bank. ALL Chapters (1-21) Included & Updated
Test Bank for Psychological Testing;Principles, Applications and Issues 9th Edition by Robert Kaplan & Dennis Saccuzzo - Complete Elaborated & Latest Test Bank. ALL Chapters (1-21) Included & Updated
Test Bank for Psychological Testing;Principles, Applications and Issues 9th Edition by Robert Kaplan & Dennis Saccuzzo - Complete Elaborated & Latest Test Bank. ALL Chapters (1-21) Included & Updated
TABLE OF CONTENTS
Part I: Principles
Chapter 1: Introduction
Basic Concepts
What A Test Is
Types Of Tests
Overview Of The Book
Principles Of Psychological Testing
Applications Of Psychological Testing
Issues Of Psychological Testing
Historical Perspective
Early Antecedents
Charles Darwin And Individual Differences
Experimental Psychology And Psychophysical Measurement
The Evolution Of Intelligence And Standardized Achievement Tests
Personality Tests: 1920–1940
The Emergence Of New Approaches To Personality Testing
The Period Of Rapid Changes In The Status Of Testing
The Current Environment
Summary
Chapter 2: Norms And Basic Statistics For Testing
Why We Need Statistics
Scales Of Measurement
Properties Of Scales
Types Of Scales
Permissible Operations
Frequency Distributions
Percentile Ranks
Percentiles
Describing Distributions
Mean
Standard Deviation
Z Score
Standard Normal Distribution
Mccall’s T
Quartiles And Deciles
Norms
Age-related Norms
Tracking
Criterion-referenced Tests
Summary
Chapter 3: Correlation And Regression
Prof.Exams
The Scatter Diagram
Correlation
Regression
The Regression Line
The Best-fitting Line
Testing The Statistical Significance Of A Correlation Coefficient
How To Interpret A Regression Plot
Other Correlation Coefficients
Terms And Issues In The Use Of Correlation
Residual
Standard Error Of Estimate
Coefficient Of Determination
Coefficient Of Alienation
Shrinkage
Cross Validation
The Correlation-causation Problem
Third Variable Explanation
Restricted Range
Multivariate Analysis (optional
General Approach
An Example Using Multiple Regression
Discriminant Analysis
Factor Analysis
Summary
Appendix 3.1: Calculation Of A Regression Equation And A Correlation Coefficient
Calculation Of A Regression Equation (data From Table 3.5)
Chapter 4: Reliability
History And Theory Of Reliability
Conceptualization Of Error
Spearman’s Early Studies
Basics Of Test Score Theory
The Domain Sampling Model
Item Response Theory
Models Of Reliability
Sources Of Error
Time Sampling: The Test–retest Method
Item Sampling: Parallel Forms Method
Split-half Method
Kr20 Formula
Coefficient Alpha
Reliability Of A Difference Score
Reliability In Behavioral Observation Studies
Prof.Exams
Connecting Sources Of Error With Reliability Assessment Method
Using Reliability Information
Standard Errors Of Measurement And The Rubber Yardstick
How Reliable Is Reliable
What To Do About Low Reliability
Summary
Appendix 4.1: Using Coefficient Alpha To Estimate Split-half Reliability When The Variances For The
Appendix 4.2: The Calculation Of Reliability Using Kr20
Chapter 5: Validity
Defining Validity
Aspects Of Validity
Face Validity
Content-related Evidence For Validity
Criterion-related Evidence For Validity
Construct-related Evidence For Validity
Relationship Between Reliability And Validity
Summary
Chapter 6: Writing And Evaluating Test Items
Item Writing
Item Formats
Guessing
Other Possibilities
Item Analysis
Item Difficulty
Discriminability
Pictures Of Item Characteristics
Linking Uncommon Measures
Items For Criterion-referenced Tests
Limitations Of Item Analysis
Summary
Chapter 7: Test Administration
Why We Changed Our Minds
The Examiner And The Subject
The Relationship Between Examiner And Test Taker
The Race Of The Tester
Stereotype Threat
How Stereotype Threat Does Damage
Remedies For Stereotype Threat
Language Of Test Taker
Training Of Test Administrators
Expectancy Effects
Effects Of Reinforcing Responses
Prof.Exams
Computer-assisted Test Administration
Mode Of Administration
Subject Variables
Summary
Part II: Applications
Chapter 8: Interviewing Techniques
The Interview As A Test
Reciprocal Nature Of Interviewing
Principles Of Effective Interviewing
The Proper Attitudes
Responses To Avoid
Effective Responses
Responses To Keep The Interaction Flowing
Measuring Understanding
Mental Status Examination
Developing Interviewing Skills
Sources Of Error In The Interview
Interview Validity
Interview Reliability
Summary
Chapter 9: Theories Of Intelligence And The Binet Scales
The Problem Of Defining Intelligence
Binet’s Principles Of Test Construction
Principle 1: Age Differentiation
Principle 2: General Mental Ability
Spearman’s Model Of General Mental Ability
Implications Of General Mental Intelligence (g
The Gf-gc Theory Of Intelligence
The Early Binet Scales
The 1905 Binet-simon Scale
The 1908 Scale
Terman’s Stanford-binet Intelligence Scale
The 1916 Stanford-binet Intelligence Scale
The Intelligence Quotient (iq
The 1937 Scale
The 1960 Stanford-binet Revision And Deviation Iq (sb -lm
The Modern Binet Scale
Model For The Fourth And Fifth Editions Of The Binet Scale
Characteristics Of The 1986 Revision
Characteristics Of The 2003 Fifth Edition
Psychometric Properties Of The 2003 Fifth Edition
Median Validity
Prof.Exams
Summary
Chapter 10: The Wechsler Intelligence Scales: Wais-iv, Wisc-v, And Wppsi-iv
The Wechsler Intelligence Scales
Point And Performance Scale Concepts
From The Wechsler–bellevue Intelligence Scale To The Wais-iv
Scales, Subtests, And Indexes
A Closer Look At Subtests
From Raw Scores To Scaled And Index Scale Scores
Index Scores
Fsiqs
Interpretive Features Of The Wechsler Tests
Index Comparisons
Pattern Analysis
Hypothetical Case Studies
Psychometric Properties Of The Wechsler Adult Scale
Standardization
Reliability
Validity
Evaluation Of The Wechsler Adult Scales
Downward Extensions Of The Wais-iv: The Wisc-v And The Wppsi-iv
The Wisc -v
The Wppsi -iv
Summary
Chapter 11: Tests For Infants, Disabilities, And Special Populations
Alternative Individual Ability Tests Compared With The Binet And Wechsler Scales
Alternatives Compared With One Another
Early Tests
Infant Scales
Major Tests For Young Children
General Individual Ability Tests For Handicapped And Special Populations
Testing Learning Disabilities
Visiographic Tests
Creativity: Torrance Tests Of Creative Thinking (ttct
Individual Achievement Tests: Wide Range Achievement Test-4 (wrat -4
Summary
Chapter 12: Standardized Tests In Education, Civil Service, And The Military
Comparison Of Group And Individual Ability Tests
Advantages Of Individual Tests
Advantages Of Group Tests
Overview Of Group Tests
Characteristics Of Group Tests
Selecting Group Tests
Prof.Exams
Using Group Tests
Group Tests In The Schools: Kindergarten Through 12th Grade
Achievement Tests Versus Aptitude Tests
Group Achievement Tests
Group Tests Of Mental Abilities (intelligence
College Entrance Tests
The New (2016) Sat
The American College Test
Graduate And Professional School Entrance Tests
Graduate Record Examination Aptitude Test
Miller Analogies Test
The Law School Admission Test
Nonverbal Group Ability Tests
Raven Progressive Matrices
Goodenough-harris Drawing Test (g-hdt
The Culture Fair Intelligence Test
Standardized Tests Used In The U.s. Civil Service System
Standardized Tests In The U.s. Military: The Armed Services Vocational Aptitude Battery
Summary
Chapter 13: Applications In Clinical And Counseling Settings
Strategies Of Structured Personality Test Construction
Deductive Strategies
Empirical Strategies
Criteria Used In Selecting Tests For Discussion
The Logical-content Strategy
Woodworth Personal Data Sheet
Early Multidimensional Logical-content Scales
Mooney Problem Checklist
Criticisms Of The Logical-content Approach
The Criterion-group Strategy
Minnesota Multiphasic Personality Inventory
California Psychological Inventory (cpi )–third Edition
The Factor Analytic Strategy
Guilford’s Pioneer Efforts
Cattell’s Contribution
Problems With The Factor Analytic Strategy
The Theoretical Strategy
Edwards Personal Preference Schedule (epps
Personality Research Form, Third Edition (prf-iii ) And Jackson Personality Inventory Revised (jpi
Self-concept
Combination Strategies
Positive Personality Measurement And The Neo Personality Inventory–three (neo-pi -3
Prof.Exams
The Neo Personality Inventory–three (neo Pi -r
Frequently Used Measures Of Positive Personality Traits
Rosenberg Self-esteem Scale
General Self-efficacy Scale (gse
Ego Resiliency Scale Revised
Dispositional Resilience Scale (drs
Hope Scale
Life Orientation Test-revised (lot -r
Satisfaction With Life Scale (swls
Positive And Negative Affect Schedule (pa Nas
Coping Intervention For Stressful Situations (ciss
Core Self-evaluations
Future Of Positive Personality Research
Summary
Chapter 14: Projective Personality Tests
The Projective Hypothesis
The Rorschach Inkblot Test
Historical Antecedents
Stimuli, Administration, And Interpretation
Psychometric Properties
An Alternative Inkblot Test: The Holtzman
The Thematic Apperception Test
Stimuli, Administration, And Interpretation
Psychometric Properties
Alternative Apperception Procedures
Nonpictorial Projective Procedures
Word Association Test
Sentence Completion Tasks
Figure Drawing Tests
Summary
Chapter 15: Computers And Basic Psychological Science In Testing
Cognitive-behavioral Assessment Procedures Versus The Medical Model Of Assessment
The Rationale For Cognitive-behavioral Assessment
Early Procedures Based On Operant Conditioning
Self-report Techniques
The Dysfunctional Attitude Scale
Irrational Beliefs Test
Irrational Beliefs Inventory (ibi
Cognitive Functional Analysis
Psychophysiological Procedures
Physiological Variables With Treatment Implications
Evaluation Of Psychophysiological Techniques
Prof.Exams
Computers And Psychological Testing
Computer-assisted Interview
Computer-administered Tests
Computer Diagnosis, Scoring, And Reporting Of Results
Internet Usage For Psychological Testing
The Computerization Of Cognitive-behavioral Assessment
Tests Possible Only By Computer
Computer-adaptive Testing
Summary
Chapter 16: Testing In Counseling Psychology
Measuring Interests
The Strong Vocational Interest Blank
The Evolution Of The Strong Measures
The Campbell Interest And Skill Survey
The Reemergence Of The Strong Interest Inventory
The Kuder Occupational Interest Survey
The Career Assessment Inventory
The Self-directed Search
Eliminating Gender Bias In Interest Measurement
Aptitudes And Interests
Measuring Personal Characteristics For Job Placement
Are There Stable Personality Traits
Other Uses Of Interest Matching Methods: The Case Of Internet Dating
Summary
Chapter 17: Testing In Health Psychology And Health Care
Neuropsychological Assessment
Clinical Neuropsychology
Developmental Neuropsychology
Adult Neuropsychology
California Verbal Learning Test (cvlt
Automated Neuropsychological Testing
Anxiety And Stress Assessment
Stress And Anxiety
The State-trait Anxiety Inventory
Measures Of Coping
Ecological Momentary Assessment
Depression
Nih Toolbox
Quality-of-life Assessment
What Is Health-related Quality Of Life
Common Methods For Measuring Quality Of Life
Mhealth And New Mobile Technologies
Prof.Exams
The 2015 Medical College Admissions Test (mcat
Summary
Chapter 18: Testing In Industrial And Business Settings
Personnel Psychology—the Selection Of Employees
Employment Interview
Base Rates And Hit Rates
Taylor-russell Tables
Utility Theory And Decision Analysis
Value-added Employee Assessments
Incremental Validity
Personnel Psychology From The Employee’s Perspective: Fitting People To Jobs
The Myers-briggs Type Indicator
Tests For Use In Industry: Wonderlic Personnel Test (wpt
Measuring Characteristics Of The Work Setting
Classifying Environments
Job Analysis
Measuring The Person–situation Interaction
Summary
Part III: Issues
Chapter 19: Test Bias
Why Is Test Bias Controversial
The Traditional Defense Of Testing
Content-related Evidence For Validity
Criterion-related Sources Of Bias
Other Approaches To Testing Minority Group Members
Ignorance Versus Stupidity
Suggestions For Solutions
Ethical Concerns And The Definition Of Test Bias
Thinking Differently: Finding New Interpretations Of Data
Developing Different Criteria
When Tests Harm
Does It Matter? More Testing And Less Testing
Changing The Social Environment
Summary
Chapter 20: Testing And The Law
Laws Governing The Use Of Tests
Federal Authorities
Specific Laws
Federal Initiatives In Education
The Common Core
Major Lawsuits That Have Affected Psychological Testing
Early Desegregation Cases
Prof.Exams
Stell V. Savannah-chatham County Board Of Education
Hobson V. Hansen
Diana V. State Board Of Education
Larry P. V. Wilson Riles
Parents In Action On Special Education V. Hannon
Crawford Et Al. V. Honig Et Al
Marchall V. Georgia
Debra P. V. Turlington
Regents Of The University Of California V. Bakke
Golden Rule Insurance Company Et Al. V. Washburn Et Al
Adarand Constructors, Inc. V. Peña, Secretary Of Transportation, Et Al
Affirmative Action In Higher Education
Grutter V. Bollinger And Gratz V. Bollinger
Parents V. Seattle
Meredith V. Jefferson County Board Of Education
Fisher V. University Of Texas
Personnel Cases
Cases Relevant To The Americans With Disabilities Act (ada
A Critical Look At Lawsuits
Summary
Chapter 21: The Future Of Psychological Testing
Issues Shaping The Field Of Testing
Professional Issues
Moral Issues
Social Issues
Current Trends
The Proliferation Of New Tests
Higher Standards, Improved Technology, And Increasing Objectivity
Greater Public Awareness And Influence
The Computerization Of Tests
Testing On The Internet
Future Trends
Future Prospects For Testing Are As Promising As Ever Before
Controversy, Disagreement, And Change Will Continue
The Integration Of Cognitive Science And Computer Science Will Lead
1. According to recent research, growing numbers of four-year colleges are not relying on the SAT test partly because
of
a. budget constraints.
b. diversity concerns.
c. reliability issues.
d. quality control.
ANSWER: b
2. Psychological tests
a. pertain only to overt behavior.
b. always have right or wrong answers.
c. do not attempt to measure traits.
d. measure characteristics of human behavior.
ANSWER: d
3. The specific stimulus on a test to which a person responds overtly is called a(n)
a. overt event.
b. answer.
c. item.
d. scale.
ANSWER: c
4. An individual test
a. involves a single examiner for two or more subjects.
b. involves only tests of human ability.
c. can be given to only one person at a time.
d. involves more than one examiner for a single subject.
ANSWER: c
5. A group test
a. can be given to multiple people by one examiner.
b. can be given to only three people at a time.
c. involves a group of examiners for a single subject.
d. involves only tests of human ability.
ANSWER: a
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Chapter 01: Introduction
6. Previous learning can best be described as
a. achievement.
b. aptitude.
c. intelligence.
d. ability.
ANSWER: a
7. The potential for learning a specific skill can best be described as
a. achievement.
b. aptitude.
c. intelligence.
d. ability.
ANSWER: b
8. One’s general potential, independent of prior learning, can best be described as
a. achievement.
b. aptitude.
c. intelligence.
d. ability.
ANSWER: c
9. Achievement, aptitude, and intelligence can be encompassed by the term
a. human potential.
b. human traits.
c. human personality.
d. human ability.
ANSWER: d
10. Structured personality tests
a. require you to produce something spontaneously.
b. require you to choose between two or more alternative responses.
c. involve an ambiguous test stimulus about which the response is structured.
d. involve an ambiguous test response.
ANSWER: b
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Chapter 01: Introduction
11. The main purpose of psychological testing is to evaluate
a. covert behavior.
b. individual differences.
c. personality traits.
d. overt behavior.
ANSWER: b
12. Projective personality tests
a. provide a statement, usually of the self-report variety.
b. require the subject to choose between two or more alternative responses.
c. are unstructured.
d. are structured.
ANSWER: c
13. Tests that measure an individual’s typical behavior are called
a. ability tests.
b. personality tests.
c. intelligence tests.
d. group tests.
ANSWER: b
14. Tests that provide a statement, usually of the self-report variety, and require the subject to choose between two or
more alternative responses, are called
a. group tests.
b. individual tests.
c. structured personality tests.
d. projective personality tests.
ANSWER: c
15. Personality tests in which the test stimulus and/or required response are ambiguous are called
a. projective personality tests.
b. structured personality tests.
c. individual personality tests.
d. achievement personality tests.
ANSWER: a
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Chapter 01: Introduction
16. Which of the following is true of tests?
a. Tests produce explicit data that are subject to scientific study.
b. Tests are successful in separating prior learning from potential for learning.
c. Very few tests can actually predict behavior.
d. Tests can provide insight into overt but not covert behavior.
ANSWER: a
17. Which of the following relates raw test scores to theoretical or empirical distributions?
a. Transforms
b. Reliability
c. Scales
d. Theories
ANSWER: c
18. The general potential to solve problems, adapt, and profit from experience is called
a. ability.
b. achievement.
c. prediction.
d. intelligence.
ANSWER: d
19. Which of the following is the most important function of testing?
a. To determine what sort of treatment or other intervention is appropriate
b. To develop accurate portraits of individuals
c. To discriminate among related constructs
d. To differentiate among individuals taking the test
ANSWER: d
20. When you gather information through verbal interaction, you are using a(n)
a. individual test.
b. interview.
c. group test.
d. brainstorming.
ANSWER: b
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Chapter 01: Introduction
21. If one can depend upon the results of a particular test to be consistently accurate, the test can be said to be
a. valid.
b. structured.
c. unambiguous.
d. reliable.
ANSWER: d
22. A test that yields dependable and consistent results is ____.
a. meaningful
b. objective
c. reliable
d. valid
ANSWER: c
23. The validity of a psychological test refers to its
a. dependability.
b. meaning.
c. objectivity.
d. fairness.
ANSWER: b
24. If a particular test “X” is designed to measure success in a particular job, and it is accurate and useful for that
purpose, then the test is said to be
a. valid.
b. structured.
c. ambiguous.
d. reliable.
ANSWER: a
25. Test administration refers to the
a. construction of the test.
b. validation of the test.
c. act of taking a test.
d. act of giving a test.
ANSWER: d
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Chapter 01: Introduction
26. What evolutionary constructs did Galton apply in his book Hereditary Genius?
a. Genetics and epigenetics
b. Survival of the fittest and individual differences
c. Random differences and population variation
d. Evolution and selective breeding
ANSWER: b
27. The origins of testing can be traced to
a. Egypt.
b. England.
c. China.
d. Russia.
ANSWER: c
28. The use of test batteries was common by the time of the
a. Ling Dynasty.
b. Han Dynasty.
c. Tam Dynasty.
d. Nam Dynasty.
ANSWER: b
29. Two or more tests that are given together and relate seemingly diverse topics are called
a. structured.
b. unstructured.
c. batteries.
d. portfolios.
ANSWER: c
30. Sir Francis Galton set out to show
a. that some humans possessed characteristics that made them more fit than other humans.
b. that humans did not differ significantly from each other.
c. that life evolved on this planet partially because of individual differences among individual forms of life within a
species or type of animal.
d. that the concept of survival of the fittest was essentially incorrect.
ANSWER: a
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Chapter 01: Introduction
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