Chapter 1

Question 1

INFERENCE

Answer 1

learning about something you can’t measure directly by means of things you can measure directly.

Question 2

theoretically vs empirically

Answer 2

you are not comparing your results with a larger sample

Question 3

valid

Answer 3

that they actually predict what they say they do

Question 4

test

Answer 4

is a measurement device or technique used to quantify behavior or aid in the understanding or prediction of behavior.”

Question 5

item

Answer 5

is a specific stimulus to which a person responds overtly; this response can be scored or evaluated.”

Question 6

psychological test

Answer 6

is a set of items that are designed to measure characteristics of human beings that pertain to behavior.”

Question 7

Scales

Answer 7

relate raw scores on test items to some defined theoretical or empirical distribution.

Question 8

Tests:

Answer 8

Measure current behavior
Predict future behavior
Infer hidden behavior

Question 9

Achievement tests

Answer 9

measure previous learning (the product of a course of training)

Question 10

Aptitude tests

Answer 10

measure potential for acquiring a particular skill

Question 11

Intelligence tests

Answer 11

predict future academic performance

Question 12

Intelligence

Answer 12

refers to a person’s general ability to solve problems, adapt to changing circumstances, think abstractly, and profit from experience.”

Question 13

Null def of intelligence

Answer 13

I think intelligence is an individual’s ability to acquire and utilize the culture in which they exist, and all that includes.
Intelligence is believed to = potential, not achievement

Question 14

Personality tests are related to

Answer 14

the overt and covert dispositions of the individual:
Structured: there is a statement and the testee chooses a response to it from a limited set of possibilities
Projective: The stimulus and/or the response are ambiguous

Question 15

Psychological testing

Answer 15

refers to all the possible uses, applications, and underlying concepts of educational and psychological tests.”

Question 16

Principles of Psychological Testing

Answer 16

Reliability,Validity,test administration.

Question 17

Reliability

Answer 17

refers to the accuracy, dependability, consistency, or repeatability of test results

Question 18

Validity

Answer 18

refers to the meaning and usefulness of tests.

Question 19

test administration.

Answer 19

The act of giving a test is known

Question 20

American Civil Service Commission

Answer 20

The idea was that the smarter you were and the more knowledge you had, the more likely you were to be able to do your job effectively

Question 21

Binet and Simon to develop a way to identify mentally subnormal individuals

Answer 21

• Intelligence develops
• It develops in the same pattern in both bright and dull, just at a different rate
• You can measure it by observing how people solve problems.
• invented mental age

Question 22

norms:

Answer 22

a sample against which an individual’s score can be compared.-A normative sample should be representative of the group to which one wants to compare the individual

Question 23

1912–Stern (in Germany)

Answer 23

ratio: MA/CA = IQ

Question 24

Stanford Binet”

Answer 24

1916—Terman, at Stanford, translated the Binet-Simon test into English, changing it because he discovered that many of the items were culture-specific

Question 25

“Genius Study”

Answer 25

In 1925 he embarked on the “Genius Study” which followed 1527 kids with IQ scores of 135 or higher from an average age of 11—for the rest of their lives. A very few are still living, and the study is in the hands of the 4th or 5th generation of his students

Question 26

schools began using IQ tests—

Answer 26

objective and reliable

Question 27

deviation IQ

Answer 27

1930s– David Wechsler developed the Wechsler-Bellvue (because there was too much variation in the deviations of scores of Binet IQ scales between age groups).

Question 28

Performance scales

Answer 28

which measured nonverbal ability, and therefore were valid for many people who didn’t speak English as their first language

Question 29

Woodworth Personal Data Sheet

Answer 29

developed to weed out army recruits who were likely to develop “shell shock”)

Question 30

Rorschach

Answer 30

“the Royal Road to the Unconscious”

• Exner Comprehensive Scoring System—but even it doesn’t stand up to rigorous experimental study
• the Rorschach is still one of the most used tests, despite a huge, overwhelming amount of research evidence that it can’t be used accurately for the purposes for which it’s being used.

Question 31

Thematic Apperception Test

Answer 31

1935 by Christina Morgan & Henry A. Murray to measure Murray’s theory about “Needs” and “Presses” (such as “N-Ach”—Need for Achievement)

Question 32

MMPI,

Answer 32

1937—the first empirically developed personality test

Question 33

MMPI-2—and now, the MMPI-RF

Answer 33

(shorter, and with a different normative sample, different scales supposed to be more clinically relevant)

Question 34

new approaches to personality test

Answer 34

MMPI-2—and now, the MMPI-RF, factor analysis and scales such as the 16-PF

Question 35

“Shakow Report”

Answer 35

1947—the “Boulder Conference” led to a report which is the foundation of formal clinical training standards in psychology

• psychological testing was a unique function of clinical psychologists
• taught only bydoctoral-level psychology students

Question 36

“scientist-professional”

Answer 36

originated—clinical psychology doctoral students should be taught both how to do clinical work and how to do research appropriate to it.

Question 37

Psychologists

Answer 37

uniquely trained in scientific methods and the foundations of psychological functions- just as good at doing psychotherapy as the doctors