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PSYCH ASSESMENT > CHPTER 9 MEASURING INTELLIGENCE > Flashcards

CHPTER 9 MEASURING INTELLIGENCE Flashcards

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1
Q

At what stage does the SENSORIMOTOR DEVELOPMENT is measure?

a. child
b. adult
c. 18 months
d. at birth

A

c. 18 months
d. birth

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2
Q

ENUMERATE THE 2 techniques of sensorimotor development

A
  1. Testing Orienting Response
  2. Testing Alerting Response

“OA”

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3
Q

MODIFIED TRUE OR FALSE

Testing Alerting Response foccuses in assessing responsiveness . It also uses bell for ringging to asses the hearing of the infant.

a. 1st t, 2nd f
b. 2nd f, 1st true
c. both true
d. false both

A

a and b
b. 2nd f, 1st true

2nd( orienting response)

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4
Q

**TRUE OR FALSE **
Focusing a light to the eyes of the infant and asseng the ability in turning in direction of stimulus is where the orienting responses focusses on.

A

FALSE

Light is for alerting not orient

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5
Q

Measuring of VERBAL and PERFORMANCE ABILITIES

a. adult
b. infant
c. fetus
d. 5 yrs old

A

d. 5 yrs old
children kasi beh

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6
Q

According to _ adult has certain abilities such as retention of general information, quantitative reasoning, expressive language and memory, and social judgment

a. LEWIS
b. STANFORD- BINET
c. David Wechsler
d. WOODWORTH
e. none of the choices

A

c. David Wechsler

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7
Q

The first American test to employ the concept of IQ. And it was the first test to introduce the concept of an alternate item, an item to be substituted for a regular item under specified condition

A.Stanford-Binet Intelligence Scales: Fifth Edition
(SB6)
B.Stanford-Binet Intelligence Scales: Fifth Edition
(SB3)
C.Stanford-Binet Intelligence Scales: Fifth Edition
(SB5)
D.Stanford-Binet Intelligence Scales: Fifth Edition
(SB5) 1st edition

A

D.Stanford-Binet Intelligence Scales: Fifth Edition
(SB5) 1st edition

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8
Q

CRITICISMS: lack of representativeness of the standardization sample

a. Stanford-Binet Intelligence Scales: Fifth Edition (SB5) 1st Edition
b. Stanford-Binet Intelligence Scales: REVISION 1935
c. . Stanford-Binet Intelligence Scales: REVISION 1960
d.. Stanford-Binet Intelligence Scales: REVISION 1973

A

a. Stanford-Binet Intelligence Scales: Fifth Edition (SB5) 1st Edition

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9
Q

IDENTIFY WHAT EDITION OF STANFORD- BINET

Included the development of two equivalent forms, labeled L (for Lewis) and M (for Maud)
A. REVSION 1937
B. REVISION 1960
C. REVISION 1987
D. REVISION 1972

A

A. REVSION 1937

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10
Q

Stanford-Binet Intelligence Scales: Fifth Edition

(SB5)

ALL are true and revised in 1937 except
1. New types of tasks for use with preschool-level and adult-level testtakers
2. Adequate standardization sample
3. CRITICISM: Enormous representations of minority groups during the test’s development
4. The use of the deviation IQ tables in place of the ratio IQ tables

a. 1,2,3,4,5
b. 3,4
c. 2,3
d.4,5

A

b. 3,4

(3: CRITICISM: lack of representation, 4: 1960 revision)

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11
Q

ALL are true and revised in 1960 except
1. Consisted of only a single form (labeled M) and included the items considered to be the best from the two forms of the 1937 test, with no new items added to the test
2. The use of the deviation IQ tables in place of the ratio IQ tables
3. Quality of the standardization sample was criticized.
4.A test organized into subtests by category

A. 1,2,3,4,5
B. 1,3,5
C. 1,3,4
D. 1,4
E. NONE OF THE CHOICES

A

C. 1,3,4

1: LABELED L- M
3: 1972
4: 4th Edition - Stanford-Binet: Fourth Edition (SB:FE) - 1986

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12
Q

ALL are false and revised in 1986 except

1.The quality of the standardization sample was criticized
2.Norms may also have overrepresented the West, as well as large urban communities

a. 1 and 2
b. 2
c. 1
d. none

A

d. none
( 1972 revision)

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13
Q

Previous versions used AGE SCALE, but the 4th edition uses Point scale

a. 4th Edition - Stanford-Binet 1986
b. 3th Edition - Stanford-Binet1987
c. 4th Edition - Stanford-Binet 1988
d.4th Edition - Stanford-Binet 1983

A

a. 4th Edition - Stanford-Binet 1986

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14
Q

TRUE OR FALSE
4th Edition - Stanford-Binet 1986 is composed of point scale and test composite.

A

true

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15
Q

A test organized into subtests by category of
item, not by age at which most testtakers are presumed capable of responding in the way that is keyed as correct.

A. TEST COMPOSITE
B. POINT SCALE
C. SUBSET SCALE
D. WAIS-R (1981)

A

B. POINT SCALE

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16
Q

A test score or index derived from the
combination of, and/or a mathematical transformation of, one or more subtest scores

A. Point Scale
B. Test Composite
C. Subtest Scores
D. Composite Scores

A

B. Test Composite

17
Q

Designed for administration to assessees as young as 2 and as old as 85 (or older)

A. 5th Edition – SB5 – 2003
B. 5th Edition – SB5 – 2002
C.5th Edition – SB5 – 1993
D. 4th Edition - Stanford-Binet

A

A. 5th Edition – SB5 – 2003

18
Q

TRUE OR FALSE IN 5th Edition – SB5 – 2002

Yields a number of composite scores, including a Full Scale IQ derived from the administration of ten subtests

A

FALSE 2003 DAPAT HAHAHA

19
Q

5th Edition – SB5 – 2003

FILL IN THE BLANKS
Subtest Scores (mean = 10; sd =_ )
Composite Scores (mean = 100; sd =__ )

A. SUBSET sd: 5
CS, sd: 15
B.SUBSET sd: 3
CS, sd: 15
C. SUBSET sd: 15
CS, sd: 5
D. SUBSET sd: 10
CS, sd: 100

A

B.SUBSET sd: 3
CS, sd: 15

19
Q

5th Edition – SB5 – 2003

FILL IN THE BLANKS
Subtest Scores (mean = 10; sd =_ )
Composite Scores (mean = 100; sd =__ )

A. SUBSET sd: 5
CS, sd: 15
B.SUBSET sd: 3
CS, sd: 15
C. SUBSET sd: 15
CS, sd: 5
D. SUBSET sd: 10
CS, sd: 100

A

B.SUBSET sd: 3
CS, sd: 15

20
Q

It was based on CATTELL-HORN-CARROLL THEORY of
intellectual abilities

A. 5th Edition – SB5 – 2003
B. 4th Edition – SB4 – 1986
c.5th Edition – SB5 – 2003
d. 4th Edition – SB4 – 1989

A

A. 5th Edition – SB5 – 2003

21
Q

test yields five Factor Index scores
corresponding to each of the five factors that the test is presumed to measure

a.5th Edition – SB5 – 2003
b. Revisions 1937
c. 1960 revision
d. 1st Edition

A

a.5th Edition – SB5 – 2003

22
Q

NOVEL problem solvin, understanding of rs that are NOT CULTURALLY BOUND

A. FR
B. KN
C. QR
D. VS
E. WM

A

A. FR

FRFRFRSHEESSSHHH

23
Q

SKILLS AND KNOWLEDGE acquired by formal and informal education

A. Gf
B. KN
C. QR
D. VS

A

B. KN

24
Q

KNOWLEDGE OF mathemathical thinking including no. concepts, estimation, problem solving and measurement

A. vs
B. gr
c. g factor
d. qr

A

d. qr

25
Q

ABILITY TO SEE PATTERNS, relationship, spatial orientation as well as the gestalt among diverse visual stimuli.

a. qr
b wm
c. vs
d. g factor

A

c. vs

26
Q

COGNITIVE PROCESS OF TEMPORARILY STORING and then transforming or sorting information in memory

a.wm
b. vs
c. vm
d.qr

A

a.wm

27
Q

Teaching items are designed to illustrate the task required and assure the examiner that the examinee understands.It also used to direct or route the examinee to particular level of questions.

a. 1st t, 2nd f
b. 2nd t, 1st t
c. neither
d. both true

A

a. 1st t, 2nd f

2nd: routing testing

28
Q

Direct an examinee to test items that have a high probability of being at an optimal level of difficulty

a. teaching items
b. routing test
c. Testing the Limit
d. Extra-test

A

b. routing test

29
Q

TRUE OR FALSE
Ceilling is the lowest level of the items on a subtest while the flooring is considered the highest level of the items on a subtest.

A

false MAGKABALIKTAD

30
Q

A stage in a test achieved by a testtaker by
meeting some preset criterion to continue to be tested.

A

BASAL LEVEL

31
Q

A stage in a test achieved by a testtaker as a
result of meeting some preset criterion to discontinue testing

A

Ceiling Level

32
Q

Responding incorrectly to two
consecutive items on an ability test that contains increasingly difficult items

A. CEILLING LEVEL
B. FLOOR LEVEL
C. BASAL LEVEL
D. TESTING THE LIMIT

A

A. CEILLING LEVEL

33
Q

Responding correctly to two consecutive items on an ability test that contains increasingly difficult items.

A. CEILING
B. TESTING THE LIMIT
C. EXTRA TEST
D. BASAL
E. NONE

A

D. BASAL

34
Q

Procedure that involves administering test items beyond the level at which the test manual dictates discontinuance.

A. ADAPTIVE
B. TESTING THE LIMIT
C. BASAL
D. WAIS-R (1981)

A

B. TESTING THE LIMIT

35
Q

FILL IN THE BLANK
SB5 has a test administration protocol that could be characterized as _ in nature ?

A

ADAPTIVE

36
Q

Observations made by an examiner regarding what the examinee does and how the examinee reacts during the course of testing.

A. Wechsler Adult Intelligence Scale (WAIS) – 1955
B. Teaching Items
C. WAIS-III (1997)
D. Extra-test Behavior

A

D. Extra-test Behavior

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