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Psychological Test

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TEST ITEM FILE

Psychological Testing
An Introduction
SECOND EDITION
George Domino
University of Arizona

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cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, So Paulo
Cambridge University Press
32 Avenue of the Americas, New York, NY 10013-2473, USA

C Cambridge University Press 2007

This publication is in copyright. Users may print out all or parts of the work for private or research or
educational use in conjunction with the textbook Psychological Testing: An Introduction by George and
Marla L. Domino (Cambridge University Press, 2006), but may not reproduce it for any other purpose,
nor disseminate it beyond an immediate classroom context, without the written permission of Cambridge
University Press.

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Contents

Foreword . . . . . . . . . . . . . . . . . . . . . . . . .

page vii

1 The Nature of Tests . . . . . . . . . . . . . . . . . . . . . .

2 Test Construction, Administration, and Interpretation . . . . . . . . .

3 Reliability and Validity . . . . . . . . . . . . . . . . . . . .

4 Personality . . . . . . . . . . . . . . . . . . . . . . . . .

5 Cognition . . . . . . . . . . . . . . . . . . . . . . . . .

6 Attitudes, Values, and Interests . . . . . . . . . . . . . . . . .

7 Psychopathology . . . . . . . . . . . . . . . . . . . . . .

8 Normal Positive Functioning . . . . . . . . . . . . . . . . . .

9 Special Children . . . . . . . . . . . . . . . . . . . . . . .

10 Older Persons . . . . . . . . . . . . . . . . . . . . . . . .

11 Testing in a Cross-Cultural Context . . . . . . . . . . . . . . . .

12 Disability and Rehabilitation . . . . . . . . . . . . . . . . . . 110

13 Testing in the Schools . . . . . . . . . . . . . . . . . . . .

120

14 Occupational Settings . . . . . . . . . . . . . . . . . . . .

132

15 Clinical and Forensic Settings . . . . . . . . . . . . . . . . .

144

16 The Issue of Faking . . . . . . . . . . . . . . . . . . . . .

154

17 The Role of Computers . . . . . . . . . . . . . . . . . . . .

166

18 Testing Behavior and Environments . . . . . . . . . . . . . . .

174

19 The History of Psychological Testing . . . . . . . . . . . . . . .

186

iii

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Foreword

This instructors manual contains multiple-choice items for Psychological Testing: An

Introduction. With a few exceptions, the items are listed in order as they occur in the textbook, and the correct answer is marked for each.
In preparing an exam using these items, two cautions need to be made:
A) some of the items may well provide clues to each other, particularly if they are presented in
the same sequence as in this manual.
B) when taken out of their context, a few items may need to be revised in the stem portion to
make clear to the student what is being asked.

vii

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1 The Nature of Tests

1. In defining a test, the term objectivity refers to:

*A) objective criteria used in scoring and interpretation
B) an ideal rarely achieved
C) the degree of competence shown by the examiner
D) uniformity of procedure
2. The term objectivity refers to:
A) uniformity of procedure
B) the use of multiple choice items
*C) objective rather than subjective criteria
D) assessment rather than testing
3. The metaphor of a test as an experiment focuses on:
*A) keeping all extraneous variables in check
B) the subject rather than the experimenter
C) sampling accurately among potential subjects
D) the ease of testing many subjects at one sitting
4. Standardization means:
A) objectivity of scoring
B) the use of standard scores
C) experimental control over extraneous variables
*D) uniformity of procedure
5. Thinking of a test as an interview focuses on:
A) the standardization that interviews lack
B) the fact that interviews cannot be faked
*C) the necessity and objectivity of the interview
D) the advantages of a one-on-one approach
6. Domino uses the term psychological test
A) in a very narrow sense to refer to personality tests only
B) as a synonym for intelligence tests only
*C) in a very broad sense
D) to refer to any type of measurement
7. A battery consists of:
A) tests used only for clinical assessment
B) tests that are not standardized
C) standardized tests like the Stanford-Binet
*D) a group of tests

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8. The Oakland and Hu (1991) survey of who uses tests found that:
A) only psychologists used tests
B) locally developed tests were the most common
C) testing is strictly an American phenomenon
*D) a variety of professional groups use tests
9. Placing a student in introductory rather than advanced German on the basis of test scores
involves:
*A) classification
B) self-understanding
C) program evaluation
D) scientific inquiry
10. Departing from standard administrative procedures in giving a test:
*A) may influence the obtained results
B) does not influence the obtained results
C) always results in incorrect findings
D) is entirely up to the examiner
11. An example of a situational variable that can influence test results:
A) an aloof examiner
*B) administering the test right after lunch
C) how attractive the examinee is
D) instructions to fake the test
12. Which is most correct? The race of the examiner:
*A) is not as powerful an influence as one might think
B) plays a major role in the obtained test results
C) must match the race of the subject for valid results
D) is important only with male examiners
13. Departures from standard administration procedures are more likely to affect:
A) college students
B) normal adults
*C) children
D) none of these
14. In decision making, such as college admissions most psychologists would argue that:
A) only objective test results be used
*B) decisions be based on empirical evidence
C) test scores are typically not useful
D) decisions be based on individual merits
15. The items in a test must directly cover the behavior of interest.
A) True
*B) False
C) only if the test is standardized
D) only if a classification decision is to be made
16. A proprietary test is one that is:
*A) commercially published
B) objective and standardized
C) used for scientific inquiry only
D) aimed at self-understanding
17. Major tests like the Stanford-Binet:
*A) are available for purchase by qualified users
B) are available for purchase by anyone
C) are not proprietary tests
D) are all criterion-referenced

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18. A specimen set refers to:

A) physiological tests such as those used for drug usage
B) a free sample supplied by a test publisher
*C) a sample that can be obtained for a fee
D) a sample that can be checked out from the library
19. Tests that are not commercially published:
A) can be photocopied and reproduced without permission
B) are usually not valid
C) are typically reviewed in the MMY
*D) can usually be obtained from the author
20. The Mental Measurements Yearbook:
*A) provides reviews and other information for many commercially available tests
B) is published yearly as its name indicates
C) gives specimen questions for most intelligence tests
D) covers only tests published in a particular year
21. By definition, a group test:
A) cannot be an individual test
B) can sometimes be administered to small groups
*C) can usually if not always be administered to one person
D) is longer and more standardized than an individual test
22. If there is a time limit on a power test, the time limit is set so that about
applicants can attempt all the items.
A) 10
B) 50
*C) 90
D) 100
23. As far as medium is concerned, most tests are
A) performance
B) invasive
C) power
*D) paper-and-pencil

tests.

24. The term screening usually refers to:

A) tests used for placement purposes
B) tests related to a legal standard
*C) a rapid and somewhat rough procedure
D) the issue of certification
25. Norm reference refers to:
*A) the interpretation of scores using norms
B) the studies by Norm and his colleagues
C) an examination like a drivers license test
D) only norms that are expressed in z scores
26. The same test
*A) could be both norm-referenced and criterion-referenced
B) cannot be both norm-referenced and criterion-referenced
C) has to be criterion-referenced if it involves placement
D) must be norm-referenced if used for screening
27. if the scores on a scale sum to a constant then the test is:
A) a power test
B) an invasive procedure
C) based on rankings
*D) an ipsative measure

% of the

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28. Impressionistic and psychometric interpretations of a test score:

A) cannot be combined
*B) can sometimes be combined
C) apply only to power tests
D) are applicable only to ipsative measurement
29. A personality test would ordinarily be considered:
A) a screening procedure
B) an ipsative measure
*C) a typical performance test
D) a proprietary test
30. A free response test might be illustrated by:
A) an ipsative measure that involves ranking
B) a personality test used for placement purposes
*C) the Rorschach Inkblot technique
D) an interval scale of multiple choice items
31. The numbers on basketball players uniforms represent a(n)
*A) nominal
B) ordinal
C) interval
D) ratio

scale.

32. Ordinal scales

*A) involve ranks
B) have a true zero
C) have equal intervals
D) have an arbitrary zero
33. Strictly speaking, a typical true-false personality scale is an example of a(n)
A) nominal
*B) ordinal
C) ratio
D) interval

scale.

34. A typical multiple-choice vocabulary test

A) uses items all of equal difficulty
B) gives fewer points to easier items
*C) assumes that we have an interval scale
D) is, for scoring purposes, treated as a nominal scale
35. Temperature as measured by the Fahrenheit scale is a good example of a(n)
A) ratio
*B) interval
C) ordinal
D) nominal

scale.

36. A psychologist who claims that Test X can predict a behavior with 100% accuracy, most
likely is breaking the ethical principle of:
A) competence
*B) integrity
C) respect of privacy
D) concern for others welfare
37. The ethical standards do not cover:
A) the use of obsolete tests
B) familiarity with psychometric issues
*C) the market value of tests
D) the security of tests

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38. Typically, informed consent means that the client

A) must have a clear understanding of the technical information
*B) must be told in general terms what the purpose and use of a test are
C) must have completed a basic course in psychological testing
D) all of the above
39. In considering ethical issues, three areas are most important:
A) qualifications of the examiner, privacy, and feedback
*B) informed consent, confidentiality, and privacy
C) feedback, rapport, and informed consent
D) validity, reliability, and norms
40. Ethical standards that govern tests were developed by:
A) individual psychologists
*B) professional organizations
C) the American Psychological Association
D) the courts as a result of civil suits
41. According to the APA scheme, level A tests
*A) require minimal training
B) are available only to Ph.D. level clinical psychologists
C) are given excellent reviews in the MMY
D) can only be scored from an ipsative framework
42. The Social Sciences Citation Index
*A) lists references cited in various journal articles
B) gives detailed reviews of most major tests
C) tells which tests are cited as most popular
D) all of the above
43. Tests in Microfiche
*A) can be useful to obtain information about tests
B) are only available from Educational Testing Service
C) are simply a computerized version of the MMY
D) is a journal that routinely publishes test reviews

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2 Test Construction, Administration,

and Interpretation
1. In constructing a test, the first step is to
*A) identify a need
B) develop a theoretical framework
C) construct a pool of items
D) generate a table of specifications
2. Domino argues that
*A) most tests are influenced by theory
B) most tests lack a specific theoretical framework
C) a test developer is better off without a theory
D) theoretical frameworks impose limitations on tests
3. A table of specifications refers to
A) how long the test will be
*B) a blueprint of the structure of the finished test
C) the practical decisions that need to be made
D) the degree to which theory dictates content
4. In general, an initial pool of items needs to be
actually needed.
A) twice
*B) four or five times
C) ten times
D) depends upon the nature of the test

as large as the number of items

5. Commercially developed tests often

A) start out with a small pool of items
B) have a weak or nonexistent theory
*C) involve a number of experts
D) do not use a table of specifications
6. Professor Smith who teaches an American history course, is putting together a 100 item
exam. You would advise him to initially write
A) 110 items
B) 200 items
*C) 400 to 500 items
D) only the items he will actually use
7. Administering a preliminary test form to a group of subjects:
A) content analysis
B) table of specifications
C) standardization
*D) pilot testing

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8. I am developing a test to measure attitudes toward suicide. I have a pool of some 3000
potential items. A good technique at this point would be:
*A) content analysis
B) pilot testing
C) item analysis
D) standardization
9. Reliability basically means:
A) the test measures accurately
*B) the test measures consistently
C) the test scores are standardized
D) norms are available
10. In regards to sample size of test norms:
A) raw scores are most meaningful
B) larger is always better
C) groups differing in age should always be used
*D) representativeness is important
11. A test developer should always
A) use derived scores rather than raw scores
B) use normative samples defined by income and occupation
*C) clearly define the nature of the normative sample
D) use children as normative samples
12. As a general rule
*A) the shorter the test the less reliable and valid it is
B) the shorter the test the more reliable it is
C) tests revised by factor analysis are more valid
D) multivariate tests are better
13. A multivariate test is one that
A) yields several types of scores
B) has different forms for different age ranges
*C) is composed of many scales
D) can be analyzed statistically
14. An essay exam represents a
*A) constructed response item
B) selected response item
C) distractor
D) keyed response
15. A selected response item is best illustrated by:
A) vignettes
*B) multiple choice items
C) essay exams
D) multivariate tests
16. This part of a multiple choice question is called the:
A) response option
B) keyed response
*C) stem
D) distractor
17. Distractors should be
*A) equally attractive to the test taker
B) clearly correct or incorrect
C) substantially shorter than the stem
D) more confusing to those who know the correct answer

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18. Multiple choice items have been criticized because

*A) they promote rote learning rather than problem solving
B) poorer students often do better on them
C) they can be scored quickly
D) they are less valid than constructed response tasks
19. From a psychometric point of view factual true-false items:
*A) are not very useful
B) are extremely useful
C) cannot be easily scored
D) involve too many options
20. An odd-man-out type of item
*A) refers to a set where one component does not belong
B) a sequence of items, with the last item blank
C) a matching set of items of unequal length
D) an extra item that cannot be scored
21. One problem with matching items is that
A) the distractors are too obvious
B) they can be used only with analogies
C) the keyed response cannot be determined
*D) the components are not independent
22. A variant of the completion item:
A) odd-man-out
B) vignettes
*C) fill in the blank
D) analogies
23. From a psychometric point of view, the best items are
*A) multiple choice
B) constructed response
C) ipsative
D) rearrangement
24. To statistically analyze the results of a test, we need
A) as few individual differences as possible
B) a very small range of scores
*C) variation in raw scores
D) for the raw scores to be changed to derived scores
25. The spiral omnibus format involves test items
*A) listed from easy to difficult, with several such sequences
B) listed from easy to difficult in one sequence only
C) that are not counted for scoring purposes
D) that are criterion-keyed
26. Filler items are used
A) to make the test longer
B) to offset fatigue
*C) to disguise the purpose of the test
D) as distractors
27. Authentic measurement refers to:
A) the assessment of faking on a test
B) whether a test has been copyrighted or not
C) whether a test is the original or a revised form
*D) performance that can be measured directly

items.

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56. To minimize the effects of guessing we can use

A) delta scores to assess the difficulty of items
*B) instructions that specify what to do
C) instructions that forbid guessing
D) items whose difficulty level is normally distributed
57. Item discrimination refers to the ability of a test item to identify
*A) those who are higher from those who are lower on the tested dimension
B) those who obtain a perfect score from all others
C) those who score above the median versus below the median
D) those who are being discriminated against
58. In computing item discrimination indices, the best strategy from a statistical point of view
is to compare
A) those above the median versus those below
B) A students versus failing students
*C) upper 27% versus the lower 27%
D) those with delta scores of above 50 versus below 50
59. The index of discrimination is typically expressed as a
A) z score
*B) percentage difference
C) percentile
D) score with mean of 500 and SD of 100
60. In computing the index of discrimination, the extreme groups are identified on the
basis of
*A) total test score and/or outside criterion
B) total test score only
C) outside criterion only
D) none of these
61. Given the same pool of items, Dr. A attempts to develop a scale of depression through
factor analysis, while Dr. B develops it through empiricism. They will
A) come up with essentially the same scale
*B) come up with different scales
C) both fail to develop useful scales
D) both develop scales with equal means and SDs
62. Item Response Theory assumes that
A) a test score is the sum of a true score and an error component
B) responding to an item represents a reflex
*C) performance on a test is a function of an unobservable proficiency variable
D) both low scorers and high scorers can do equally well if given the opportunity
63. A stratified sample is typically chosen on the basis of
A) high z scores
*B) census information
C) convenience
D) theoretical reasons
64. In general, norms based upon samples of convenience
A) are totally worthless
B) are very misleading
C) are acceptable if expressed as T scores
*D) can be useful

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65. Adult age norms would be most useful on a test to measure

A) vocabulary level
*B) attitudes towards suicide
C) physical height
D) interest in oceanography
66. To compute an expectancy table we need to have
A) one set of scores that are independent of the other variable
B) all the scores expressed as percentiles
*C) two sets of scores that show some correlation
D) both delta scores and z scores
67. Local norms
A) are always better than national norms
B) are always less useful than national norms
C) are only applicable to school grade children
*D) can be especially useful in some situations
68. Psychometric is to edumetric, as
is to
A) stanine; z score
B) item difficulty; item discrimination
*C) norm referenced; criterion referenced
D) unit weighting; differential weighting

69. We administer to Bill five different tests of depression. We now wish to obtain an overall
test score. The most correct way would be to:
A) simply add Bills five raw scores into a total
*B) change each of Bills five raw scores into z scores and add these
C) multiply each of Bills raw scores by the length of the test, so longer tests receive greater
weight
D) compute Bills mean score, and change that mean score into a T score
70. I have a 20 item vocabulary test. If I use differential weighting to obtain a total score I would
*A) score each item according to its difficulty
B) award 1 point per correct item
C) score each item according to its position (e.g., item 1 gets 1 point, item 8 gets 8 points)
D) have an ipsative measure
71. Multiple cutoff procedures
A) allow poor performance to be compensated by good performance
*B) do not allow superior performance on one variable to compensate for poor
performance on another
C) require that all variables be expressed in T scores
D) can be applied only to dichotomous decisions
72. A multiple regression
*A) is a compensatory model
B) can only handle four or fewer variables
C) does not take into account how variables correlate with each other
D) cannot be used to predict a particular outcome
73. The variables that enter a regression equation are those that correlate the
among themselves.
criterion and the
A) highest; highest
*B) highest; lowest
C) lowest; lowest
D) lowest; highest

with the

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74. Discriminant analysis differs from multiple regression in that

A) the predicted variable is continuous
*B) the predicted variable is nominal
C) the variables that enter the discriminant analysis are uncorrelated
D) we need to know the item discrimination index for each variable

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3 Reliability and Validity

1. Reliability can be simply defined as

A) accuracy
*B) consistency
C) truthfulness
D) variation
2. Lack of reliability equals
*A) error variance
B) true variance
C) interitem consistency
D) degree of homogeneity
3. Test-retest reliability involves
A) one; two different tests
B) two; two different tests
*C) one; one test
D) two; one test

group(s) of individuals assessed with

4. It is expected that reliability coefficients be at least

A) .30
B) .50
*C) .70
D) .90
5. A very short test-retest interval may yield a(n)
A) spuriously low coefficient
*B) spuriously high coefficient
C) unreliable coefficient
D) very valid coefficient
6. A long test-retest interval may reflect
A) lack of validity in a test
B) the degree of interitem consistency
C) the standard error of measurement
*D) real changes that have taken place
7. Usually, test-retest reliability is assessed
*A) over a short period of time
B) over a long period of time
C) by the degree of interitem consistency
D) through the use of alternate forms

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Reliability and Validity

8. Several of the problems associated with test-retest reliability reflect the fact that
*A) people are different
B) males are more stable than females
C) individuals are likely to cheat when bored
D) contrasted groups are difficult to locate
9. In reporting test-retest reliability we should also report
A) the size of the Spearman-Brown coefficient
B) the standard error of measurement
C) the standard error of differences
*D) the length of the interval
10. Item sampling can lower
*A) alternate form
B) test-retest
C) primary
D) interitem consistency

reliability.

11. The major problem with alternate form reliability:

A) motivation on the part of the subject
B) lack of interitem consistency
*C) developing an alternate form
D) degree of bandwidth and fidelity
12. The focus of both
and
reliability is on internal consistency.
A) test-retest; split-half
*B) split-half; interitem consistency
C) equivalent forms; interitem consistency
D) alternate forms; test-retest
13. There are many ways to split a test in two, but in general the
well.
*A) odd versus even
B) first half versus second half
C) easy versus difficult
D) homogeneous versus heterogeneous

method usually works

14. Test A is composed of 200 items, while Test B is composed of 50 items. Both tests have a
split-half reliability of .68. Using the Spearman-Brown formula, which test will be more
reliable?
A) Test A
B) Test B
*C) both will be equal
D) need additional information to tell
15. A test has a reliability of .62. If I increase the length of the test with similar items, I will
A) decrease its reliability
*B) increase its reliability
C) decrease its validity
D) increase its validity
16. A basic assumption of the Spearman-Brown formula is that
A) all the test items are of comparable difficulty
*B) items that are added or eliminated are of equal reliability
C) the variance of scores is always zero
D) criterion contamination is held in check

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17. The Rulon formula can be used to assess

*A) split-half reliability
B) concurrent validity
C) alternate forms reliability
D) the degree of specificity
18. In effect, reliability is a function of the
A) inconsistency
B) differential validity
*C) variability
D) sensitivity

of the scores.

19. From a logical point of view, interitem consistency is closest to:

A) test-retest
B) Kappa coefficient
C) pattern matching
*D) split-half
20. As a general rule, the
in test scores, the better off we are psychometrically.
*A) greater the variability
B) lesser the variability
C) smaller the individual differences
D) larger the standard error of measurement
21. An interitem consistency reliability coefficient of .40 may indicate that the test is
A) completely useless
B) totally invalid
*C) made up of heterogeneous items
D) made up of homogeneous items
22. Interitem consistency can be assessed by the
A) Spearman-Brown
*B) Kuder-Richardson
C) Rulon
D) generalizability

formula.

23. Generalizability theory differs from classical reliability theory in that

*A) sources of error are seen as something to be studied
B) reliability is assumed to reflect only true scores
C) sensitivity is seen as more important than specificity
D) bandwidth is assumed to be error
24. In assessing scorer or rater reliability, we need to take into account
A) whether the raters are all of the same gender
*B) agreement above that due to chance
C) alternate forms reliability
D) pattern matching
25. The
is used to assess rater reliability.
A) Spearman-Brown formula
B) Rulon formula
C) coefficient alpha
*D) Kappa coefficient
26. The correction for attenuation involves assuming
A) perfect validity
B) above chance agreement
*C) perfect reliability
D) a zero standard error of differences

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27. The
assesses reliability from the individual point of view.
*A) standard error of measurement
B) standard error of estimate
C) Kappa coefficient
D) coefficient alpha
28. Given a test with standard error of measurement equal to 2; if Rebecca obtains a score of
60, we can say that the probability of her true score being between
and
is
94%.
A) 58, 62
B) 54, 66
*C) 56, 64
D) 40, 80
29. The standard error of differences is
A) equivalent to the Kappa coefficient
B) applied only when we use the Spearman-Brown formula
*C) basically the sum of two standard errors of measurement
D) computed when one of the two tests is not reliable
30. The reliability of difference scores is
A) equal to
*B) not equal to
C) always smaller than
D) always larger than
31. A perfectly reliable test
*A) may be
B) is always
C) is never
D) none of these
32.

the sum of the reliability of the two scores.

valid.

validity refers to the question of whether a test adequately covers a particular

domain.
A) Concurrent
B) Face
*C) Content
D) Criterion

33.
*A)
B)
C)
D)

validity is not considered true validity by some experts.

Content
Construct
Criterion
Concurrent

34. Smith postulates that happiness is composed of four dimensions, and her test of happiness
in fact has four factors. This might be seen as evidence for:
A) concurrent validity
*B) content validity
C) high fidelity
D) high sensitivity
35. A taxonomy or blueprint can be useful in developing
*A) content
B) concurrent
C) primary
D) secondary

validity.

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36.
A)
B)
*C)
D)

validity involves comparing test scores with some standard.

Construct
Pattern matching
Criterion
Discriminant

37. The main purpose of

or expensive procedure.
A) test-retest reliability
*B) concurrent validity
C) coefficient Kappa
D) meta analysis

is to develop a test as a substitute for a more time consuming

38. All workers at plant X are given an IQ test and the results made available to their supervisors.
We now administer a new intelligence test to all the workers, and validate the results against
supervisors ratings. We might be concerned with:
A) the construct validity of the original test
*B) criterion contamination
C) cross-validation
D) convergent validity
39.

is an umbrella term that encompasses information about a particular test as long

as it is theory driven.
*A) Construct validity
B) Discriminant validity
C) The multitrait-multimethod matrix
D) Meta analysis

40.
A)
B)
C)
*D)

involves correspondence between theory and observed data.

Convergent validity
Criterion contamination
Predictive validity
Pattern matching

41. Which of these statements is true?

A) The approaches of content and criterion validity ask different questions, but the results
are identical.
*B) The approaches of content and criterion validity ask different questions, and the results
may be quite different.
C) The multitrait-multimethod matrix is to validity as criterion contamination is to reliability.
D) Coefficient kappa is used when we wish to estimate the internal consistency of a multiple
choice test.
42. Which of these methods does not belong as a way to assess construct validity?
A) correlation
B) group differences
C) change over occasions
*D) criterion contamination
43. We administer two tests of depression and two tests of ego-strength to a sample. A low
or zero correlation between the measures of depression and the measures of ego-strength
could be considered evidence for
validity.
*A) discriminant
B) convergent
C) concurrent
D) secondary

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44. A test without face validity

A) cannot be valid
*B) can be valid
C) also lacks construct validity
D) cannot be reliable
45. A test predicts well the academic achievement of high school students but not of college
students. The test is said to have
A) face validity
B) poor construct validity
*C) differential validity
D) inadequate reliability
46. We are interested in the validity of the Jones test of mechanical aptitude. We discover that
there are 45 published studies that used the test. To come to an overall conclusion about
the validity of this test we would use
A) tertiary validity
B) the multitrait-multimethod matrix
C) an expectancy table
*D) meta analysis
47. I have developed a test of anxiety which contains 560 T-F items. We could characterize
this test as having
A) homogeneity of items
*B) high fidelity
C) extremely high internal consistency
D) low discriminant validity
48. Screening tests designed to assess the presence or absence of signs of mental illness most
likely have
A) poor primary validity
B) high discriminant validity
*C) broad bandwidth
D) low standard errors of measurement
49. All other things being equal,
and criterion.
A) greater variability
*B) lesser variability
C) criterion contamination
D) a large standard error

results in a lowered correlation between test scores

50. Tests with low validity

*A) may be useful under some circumstances
B) cannot have adequate reliability
C) should not be used
D) can be used only if their SE of estimate is large
51. A potential problem with expectancy tables is that
A) very large samples need to be studied
*B) a specific prediction may be based on few cases
C) they do not take into account the validity of the test
D) they result in too many false positives

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52. We use the SAT to decide whether John should be admitted to Cucamonga University.
His score of 650 indicates he can do excellent work, but in fact he flunks out. In decision
theory terminology, John is considered
A) false positive
*B) false negative
C) false success
D) true positive
53. If we wish to decrease the number of false positives in a situation like college admission to
a community college, we would
*A) lower our admission standards
B) increase our admission standards
C) admit only the top 10% of applicants
D) none of these
54. The Yale test of schizophrenia is quite accurate in identifying schizophrenics. The test is
said to have high
A) specificity
B) false negatives
*C) sensitivity
D) false positives
55. The Harvard test of schizophrenia has a very high rate of true negatives; therefore it would
*A) diagnose as schizophrenics very few normals
B) diagnose as schizophrenics most schizophrenics
C) diagnose as normal most schizophrenics
D) yield a large number of false positives
56. Ideally, we would want a test to have
*A) high; high
B) high; low
C) low; low
D) low; high

specificity and

sensitivity.

57. In the example discussed in the text in which a large sample of psychiatric patients were
studied for five years to determine whether suicide could be predicted, the results indicated
A) high sensitivity but very low specificity
B) very high predictive value but low sensitivity
*C) good sensitivity and specificity, but low predictive value
D) very low sensitivity, specificity, and predictive value
58. How can we reduce decision errors?
A) by using more valid procedures
B) by using multiple sources of data
C) by using sequential strategies
*D) all of these
59. Students who take the Spanish test and obtain a raw score of 108 or above are placed in
intermediate Spanish. The raw score of 108 is called a
A) placement score
B) false positive score
*C) cutoff score
D) selection score
60. The number of individuals we need to select from a pool of applicants:
*A) selection ratio
B) base rate
C) sensitivity
D) differential validity

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61. Despite the newspaper headlines, very few individuals attempt suicide in jail. If I were to
screen all inmates with the Rorschach to identify potential suicide attempters, I would
commit a lot of errors. This is because of:
A) selection ratio
*B) base rate
C) poor specificity
D) low primary validity
62. In regards to sample size and correlation coefficient: the
*A) larger, smaller a coefficient need be to be significant
B) smaller, greater the selection ratio
C) larger, larger a coefficient need be to be significant
D) smaller, higher the base rate
63. In Goughs model, primary validity is basically similar to
A) construct
B) concurrent
*C) criterion
D) differential

the sample, the

validity.

64. Test X is presented by its authors as a measure of self-esteem. The fact that all of the test
items are written in a positive manner (e.g., I am a happy person; I like myself) would be
considered
A) primary validity
*B) secondary validity
C) tertiary validity
D) none of these
65. Test X, a measure of self-esteem, is based on the theoretical writings of Carl Rogers.
A) primary validity
*B) secondary validity
C) tertiary validity
D) none of these
66. Test X is a measure of self-esteem. Women who experience post-partum depression score
higher on test X.
A) primary validity
B) secondary validity
*C) tertiary validity
D) none of these
67. Which of these does not belong?
A) reviewing the theory and procedures of how a test was developed
B) a logical analysis of the item content
*C) applying factor analysis to a test
D) correlating test scores with important variables
68. The College Prediction Scale is a new test designed to compete with the SAT as to predicting
who will do well academically in college. As part of primary validity we would consider:
A) test-retest reliability
B) the theoretical rationale for the test
C) whether the test shows gender differences
*D) the correlation between test scores and GPA

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4 Personality

1. A typical definition of personality would contain the words:

*A) variety and unique organization
B) extraversion and introversion
C) social desirability and uniqueness
D) interpersonal style and orientation
2. Mischel (1968) in his textbook argued that one should pay attention to
A) the factor structure of personality
B) how many basic types of personality exist
C) both genetic and developmental aspects
*D) the interaction of person and situation
3. Mischels (1968) argument:
A) was totally disregarded by psychologists
*B) had been made by others as well
C) resulted in the construction of the 16PF
D) gave rise to a whole generation of tests
4. The psychodynamic model of personality assumes that
*A) early experiences affect later development
B) situations are the main source of behavioral differences
C) introspection and subjective experiences are most important
D) personality develops because of the self-concept
5. The situational model assumes that
A) if you change the situation, the behavior stays the same
B) early experiences affect later development
*C) situations are the main source of behavioral differences
D) traits are extremely stable
6. Are self-ratings more valid than questionnaires?
A) questionnaires are more valid
*B) self-ratings are more valid
C) both are equally valid
D) only for males
7. Self-report measures assume that the respondent
*A) is probably the best observer of his/her own behavior
B) will fake if given the opportunity
C) answers in a highly truthful manner
D) will give responses that deviate from the norm

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8. To identify the extent to which the respondent presents a biased picture on a personality
test, we can use
A) reliability scales
B) factor analysis
C) folk concepts
*D) validity scales
9. Projective techniques typically involve
A) a set of inkblots
*B) an ambiguous set of stimuli
C) true-false statements
D) multiple choice items
10. The labels attached to a rating scale (such as above average) are called:
A) rating values
B) folk concepts
*C) anchor points
D) desirability ratings
11. Observing a group of managers in a leaderless group discussion:
*A) situational method
B) protective technique
C) rating scale
D) phenomenological assessment
12. Behavioral assessment
A) sees the content of self-report as irrelevant
*B) does not assume the existence of traits
C) is based on the use of projective techniques
D) assumes the presence of a basic personality core
13. The trait approach assumes that
A) personality traits do not predict behavior accurately
B) major changes in personality occur as people get older
*C) personality is marked by stability and regularity
D) all of these
14. A(n)
*A)
B)
C)
D)

is a category of individuals all of whom presumably share a combination of

.
type; traits
body humor; body fluids
trait; folk concepts
ipsative scale; responses

15. A phlegmatic individual can be described as:

A) depressed
B) irritable
C) happy
*D) apathetic
16. The method of internal consistency, as a way of developing personality tests, focuses on:
A) reliability
*B) factor analysis
C) the use of theory
D) folk concepts
17. The
was developed using the internal consistency approach.
A) California Psychological Inventory
B) Myers-Briggs Type Indicator
*C) 16 Personality Factors Inventory
D) Inventory of Psychosocial Balance

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18. From the point of test construction, which of these does NOT belong?
A) Myers-Briggs Type Indicator
B) Edwards Personal Preference Schedule
*C) California Psychological Inventory
D) Personality Research Form
19. The method of criterion keying
A) always uses contrasted groups
B) focuses on theory
*C) is marked by validity-in-use
D) is also known as the rational approach
20. The fiat method focuses on
A) the results of factor analyses
B) the empirical correlation with a criterion
C) the degree of internal consistency
*D) the authors judgment and expertise
21. From a personality point of view, language is important because:
A) as the person matures, language becomes more important
*B) language encodes important experiences
C) personality test items use language
D) it is the only way to describe traits
22. Much of the focus of personality is on psychopathology because:
A) pathology is easier to assess than normality
B) of the impact of the phenomenological approach
C) the MMPI has dominated the field
*D) many personality theories were developed in the context of clinical patients
23. These tests are partly based on Murrays theory:
*A) Edwards Personal Preference Schedule; Personality Research Form
B) Personality Research Form; California Psychological Inventory
C) Myers-Briggs Type Indicator; Boredom Proneness Scale
D) Inventory of Psychosocial Balance; Color Pyramid Test
24. Murrays concept of presses is most akin to:
A) Freuds focus on early developmental stages
B) Goughs notion of folk concepts
C) Cattells primary traits
*D) Mischels focus on situations
25. The 16 PF is based on the notion that:
*A) there are 16 basic personality dimensions scaled through factor analysis
B) personality is pretty much established once a person reaches age 16
C) there are 16 traits of pathology
D) there are 16 basic personality types
26. Which of these is not correct in regards to the 16 PF?
A) the 16 PF has been revised a number of times
*B) test items typically are scored for several scales
C) there are several forms of the test
D) the 16 dimensions are said to be independent
27. The 16 PF
*A) is basically a self-administered test
B) requires a skilled examiner to administer
C) yields scores on three vector scales
D) is based on the theory of E. Erikson

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28. A sten is a standard score

A) with a mean of 10
B) that can range from 0 to 100
C) with a mean of 50 and a SD of 10
*D) with a mean of 5.5
29. Which of these does NOT apply to the 16 PF:
A) the test can be hand scored or machine scored
*B) the raw scores are changed to T scores
C) the items are forced choice items
D) good descriptions are given for low and high scorers
30. Computer scoring services for the 16 PF:
A) are not available at this point
B) are available, but not for all the scales
C) are not available, except for research purposes
*D) are available, some geared for specific purposes
31. In regards to the reliability of the 16 PF:
A) alternate form reliability is extremely high
B) test-retest reliability is not reported
*C) internal consistency is on the low side
D) alternate form reliability cannot be computed
32. The test manual of the 16 PF gives considerable evidence as to
*A) factorial
B) concurrent
C) divergent
D) predictive
33. The norms on the 16 PF can be described as:
A) basically samples of convenience
B) local norms only
C) based on small, atypical samples like football players
*D) extensive and stratified according to census data
34. The scales on Cattells Sixteen Personality Factor Questionnaire:
*A) do correlate with each other, some rather substantially
B) do correlate with each other, but minimally
C) do not correlate with each other since factor analysis was used
D) are statistically independent of each other
35. Secondary traits are the result of
A) the application of secondary validity
*B) factor analysis of the primary traits
C) gender differences on the original traits
D) the use of regression equations
36. A criticism of the 16 PF:
A) little validity information is available
B) it has not been revised since its inception
*C) regression equations have not been replicated
D) little research on the test is available
37. The Myers-Briggs Type Indicator
A) was developed by the criterion keying method
*B) is based on Jungian theory
C) clearly reflects a situational model
D) is based on Murrays theory of needs

validity.

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38.
A)
B)
*C)
D)

is the process of coming to conclusions.

Perception
Introversion
Judgment
Sensing

39. The two aspects of perception are:

A) thinking and feeling
B) thinking and sensing
C) feeling and intuition
*D) sensing and intuition
40. Jungian types are presumed to be
*A) fairly stable
B) quite unstable
C) a function of the situation
D) biochemically based
41. Both the Cattell 16 PF and the MBTI:
A) used contrasted groups in their development
*B) use forced choice items
C) are based on factor analysis
D) use true-false inventory items
42. The MBTI is applicable to:
A) developmentally disabled children
B) older mature adults only
*C) high school through adult respondents
D) normal school children only
43. A result on the MBTI might look like this:
A) a T score of 68 on introversion
B) a sten of 8 on thinking-feeling
C) higher on judging than intuition
*D) ESFP
44. In regards to the reliability of the MBTI:
*A) adequate and similar to that of other personality inventories
B) clearly marginal at best
C) much higher alternate forms reliability
D) poor test-retest but adequate split-half
45. In regards to the validity of the MBTI:
A) has not been investigated
*B) basically supportive of the construct validity
C) has face validity but little else
D) based primarily on the multitrait-multimethod approach
46. Which of these applies to the MBTI?
A) a good example of the criterion-keying method
B) has three vector scales
*C) basically an ipsative instrument
D) can be scored for both primary and secondary factors
47. Which of these types tend to go together?
A) extraversion and judging
B) thinking and intuition
C) sensation and judging
*D) intuition and perceiving

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48. A criticism of the MBTI:

*A) how well does it mirror Jungian theory
B) how stable is its factor structure
C) poor test-retest reliability
D) inadequate norms
49. Social desirability influenced the development of the
*A) EPPS
B) MBTI
C) CPI
D) 16 PF
50. The scales of the EPPS reflect:
A) types from Jungian theory
*B) needs from Murrays theory
C) folk concepts
D) Eriksonian stages of life
51. Both the EPPS and the MBTI
A) assess Jungian types
B) have time limits
*C) are ipsative measures
D) have poor internal consistency
52. In regards to the EPPS:
A) there is voluminous evidence supportive of its validity
B) the test appears to have low reliability
C) norms are not available
*D) there is little direct evidence of its validity
53. The initial normative sample on the EPPS:
*A) male and female college students
B) community adults chosen on the basis of U.S. census
C) various samples of convenience, like police officers
D) no normative samples were used
54. On the EPPS, a consistency score can be determined by
A) a set of questions that focus on consistency
B) a test-retest procedure
C) assessing the split-half reliability
*D) comparing the responses to 15 items that are repeated
55. On the EPPS, the index of profile stability
A) is essentially a test-retest reliability coefficient
*B) is essentially a split-half correlation coefficient
C) can be read directly from a table
D) is based on 15 items that are repeated
56. If one were to use the consistency score on the EPPS to determine invalid profiles, approximately
% of the normative protocols would be deemed invalid.
A) 5
*B) 25
C) 50
D) 75
57. Items used in the EPPS:
A) all reflect Jungian theory
B) are primarily true-false
C) were retained because of factorial validity
*D) were equated in social desirability

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58. Both the EPPS and the Personality Research Form:

*A) are based on the need theory of Murray
B) are ipsative instruments
C) use forced choice items
D) require a skilled examiner to administer
59. Which one of these is NOT a basic principle that guided the construction of the Personality
Research Form?
*A) items were retained that conformed to the authors theory
B) each of the traits was explicitly and theoretically defined
C) there was a large item pool
D) social desirability was controlled for
60. The scales on the Personality Research Form
A) have generally low test-retest reliability
*B) have high internal consistency
C) assess such traits as intuition and extraversion
D) are highly susceptible to social desirability
61. Alternate form reliability could be computed on all of these except the:
A) MBTI
*B) CPI
C) 16 PF
D) PRF
62. If we were looking for a test that presumably measures the same variables as the EPPS, we
would select the
A) MBTI
B) 16 PF
*C) PRF
D) CPI
63. If we were looking for a scale of social desirability we might select the
A) CPI
B) Color Pyramid Test
C) EPPS
*D) PRF
64. The infrequency scale of the PRF is composed of items
*A) for which there is a clear typical answer
B) for which there is no clear typical answer
C) that are repeated throughout the test
D) that are rarely answered as true by anyone
65. Most of the validity data presented by the author of the PRF reflects
*A) convergent
B) discriminant
C) factorial
D) predictive
66. The PRF is characterized as:
A) having excellent validity but poor reliability
*B) highly sophisticated in its development
C) providing substantial norms based on national samples
D) having a rather unique theoretical rationale

validity.

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A) focus on mathematical abilities
B) study patients that have brain lesions
*C) use the computer as a model of the brain
D) look at the philosophical underpinnings
7. The theory of Jean Piaget would fall under which metaphor of intelligence?
A) anthropological
*B) epistemological
C) sociological
D) computational

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A) yield only ratio IQs rather than deviation IQs
*B) allow for observation of many intellectual processes
C) are excellent for prediction but not for understanding
D) have substantial face validity but little construct validity
29. Sensitivity represents the proportion of
A) true positives
*B) low performers on the criterion that are accurately identified
C) high performers on the criterion that are accurately identified
D) true positives to true negatives
30. The Binet-Simon scales were developed as a way to identify:
A) gifted children
B) suicide prone adolescents
*C) retarded children
D) incompetent adults
31. The 1905 Binet-Simon Scale
A) yielded a deviation IQ
B) required a skilled examiner
C) consisted of 30 multiple-choice items
*D) was more like a structured interview
32. In comparison to the 1905 Binet-Simon, the 1908 scale allowed the childs score to be
expressed as a(n):
*A) mental age
B) IQ
C) deviation IQ
D) verbal and performance IQ
33. As compared to the two previous versions, the 1911 Binet-Simon scale
A) had a substantially larger normative sample
B) introduced the concept of deviation IQ
*C) had only some minor changes
D) consisted of two parallel forms
34. The Stanford-Binet differed from the Binet-Simon scales;
A) in language only
*B) in several aspects, including the nature of the examiner
C) in being shorter and more streamlined
D) in focusing on secondary validity
35. The 1937 Stanford-Binet was criticized because the standardization sample
*A) was not truly representative
B) was quite small
C) consisted of California children only
D) consisted of gifted children only
36. The 1960 Stanford-Binet
A) had two separate forms, L & M
*B) collapsed two parallel forms into one
C) used the ratio IQ
D) was applicable only to 12 year olds and younger
37. Increases in intelligence on the 1972 Stanford-Binet were apparently due to
*A) cultural changes and the impact of television
B) lowered alternate form reliability
C) inadequate standardization samples
D) the inclusion of too many easy items

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38. In comparison to earlier versions, the 1986 Stanford-Binet

A) is essentially identical to earlier versions
*B) might as well be considered a new test
C) introduced the concept of deviation IQ
D) was criticized for being atheoretical
39. The theory that subsumes the 1986 Stanford-Binet
A) sees intelligence as a global ability
B) sees intelligence as composed of five abilities
*C) is a hierarchical theory
D) does not consider short-term memory
40. Fluid-analytic abilities:
A) are highly verbal, such as verbal reasoning
B) are basically academic skills
C) are not considered part of intelligence
*D) are non-verbal and involve spatial thinking
41. The 15 subtests of the 1986 Stanford-Binet cover these areas, except for:
A) verbal reasoning
*B) long-term memory
C) abstract/visual reasoning
D) quantitative reasoning
42. The 1986 Stanford-Binet yields
*A) 20
B) 15
C) 4
D) 1

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scores.

43. Administration of the 1986 Stanford-Binet

A) is a simple matter and requires no special training
B) can be learned in a 1 hour training session
*C) requires a highly trained examiner
D) requires a good knowledge of statistics
44. The 1986 Stanford-Binet is an adaptive test. This means that
A) the test can be given to handicapped children
B) the examiner needs to be very flexible
C) testing is discontinued when the basal level is reached
*D) not all items are administered to all subjects
45. The 15 subtests of the 1986 Stanford-Binet are administered
A) with the Vocabulary test last
*B) in a specific sequence
C) with short-term memory test first
D) as the examiner deems appropriate
46. The basal level on the 1986 Stanford-Binet
A) is exactly the same as on other intelligence tests
*B) is defined as passing 4 consecutive items
C) is defined as 4 consecutive failures
D) applies only to the Vocabulary subtest
47. The basal and ceiling levels are used
A) in order to be able to calculate a deviation IQ
B) so as to determine the range of ability
*C) to minimize discouragement and maximize information obtained
D) because test-retest reliability requires this

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48. Standard age scores on the Stanford-Binet have a mean of

A) 100; 16
B) 50; 10
C) 15; 3
*D) 50; 8

and a SD of

49. The test composite score on the Stanford-Binet

*A) is really a deviation IQ
B) is the difference between basal and ceiling level
C) has a mean of 50 and SD of 8
D) has a mean of 500 and SD of 100
50. In regards to the reliability of the Stanford-Binet IV:
A) much of it is based on the Spearman-Brown formula
B) the test seems to have marginal reliability
C) inter-rater reliability has been thoroughly investigated
*D) most is of the internal consistency type
51. In regards to the reliability of the Stanford-Binet IV:
A) the test composite score is reliable but the area scores are not
B) test-retest reliability has not been assessed
*C) most subtests as well as area scores are quite reliable
D) the area scores are reliable but the test composite score is not
52. The validity of the Stanford-Binet IV can best be understood from the aspect of
validity:
A) factorial
*B) construct
C) primary
D) content
53. The results of factor analyses of the Stanford-Binet IV indicate that
*A) there is a general factor
B) the factor structure does not vary by age
C) there are 15 basic factors that match the 15 subtests
D) there are 4 primary factors that match the 4 major areas
54. The results of factor analyses of the Stanford-Binet IV
A) do not support the concept of crystallized abilities
*B) do not fully support its theoretical model
C) fully support Binets theory of faculties
D) have been obtained only in samples of adults
55. Correlations between total Stanford-Binet scores and similar scores on other tests are
typically in the
range.
A) .20 to .30
B) .40 to .50
C) .60 to .70
*D) .80 to .90
56. Criticism of the Stanford-Binet IV:
A) items too heavily reflect school experience
B) only few intellectual abilities are tested
*C) standardization sample is not fully representative
D) has no theoretical framework
57. The Wechsler-Bellevue was developed
A) to replace the WAIS
*B) as an adult test of intelligence
C) to directly compete with the Stanford-Binet IV
D) as a test of intelligence for children

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58. The initial selection of items for the WAIS was based on:
A) Spearmans two factor theory
B) then current hierarchical theories
*C) Wechslers theory of intelligence
D) the structure of intellect model
59. The WAIS-R subtests are divided into:
*A) Verbal and Performance
B) Crystallized and Fluid
C) short-term and long-term
D) Vocabulary and Quantitative Reasoning
60. On the WAIS raw scores on each subtest are changed into standard scores with a mean of
and a SD of
.
A) 15; 2
B) 50, 8
C) 100; 16
*D) 10; 3
61. The WAIS-R
*A) requires a trained examiner to administer
B) is easy to administer but difficult to score
C) can be administered and scored by computer
D) is basically a quickie screening instrument
62. On the WAIS-R, IQs of 70 to 79 are labelled as:
A) superior
B) high average
*C) borderline
D) mentally retarded
63. The Digit Span subtest of the WAIS-R measures
*A) immediate memory and the disruptive effects of anxiety
B) common sense and practical judgment
C) the ability to plan
D) the ability to perceive part-whole relationships
64. Alertness to details is assessed by the WAIS-R subtest of:
A) digit symbol
*B) picture completion
C) information
D) arithmetic
65. Which subtest does NOT belong?
A) Arithmetic
B) Vocabulary
C) Comprehension
*D) Block Design
66. Which subtest does NOT belong?
*A) Picture completion
B) Picture arrangement
C) Block Design
D) Object assembly
67. In general, the reliability of the WAIS-R
*A) is excellent
B) has not been studied extensively
C) is marginal at best
D) is inadequate for the individual subtests

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68. Wechsler argued that the WAIS

A) is valid because it is empirical
*B) has content and construct validity
C) is valid because it correlates with GPA
D) has face validity and hence primary validity
69. We would expect a typical correlation of about
in college:
A) .20
*B) .40
C) .60
D) .90

between WAIS-R scores and GPA

70. The normative sample for the WAIS-R consisted of:

A) children and adults representing ages 5 to 85
B) both normal and psychiatrically impaired adults
*C) basically normal adults
D) samples of convenience
71. How stable is intelligence over time? According to studies with the WAIS:
A) generally unstable after age 30
B) generally stable but only between ages 20 and 50
*C) highly stable for short time periods, and quite stable for longer periods
D) stability cannot be separated from validity
72. The Deterioration Quotient
*A) is based on WAIS subtests where performance changes with age
B) is a special score obtained on the K-ABC
C) is fully supported by the research literature
D) is essentially a deviation IQ
73. Pattern analysis on the Wechsler scales:
A) is based on the Arithmetic and Comprehension subtests as diagnostic indicators
*B) may reflect diagnostic status, low reliability, or other aspects
C) is related to cerebral impairment
D) is fully supported by the research literature
74. Verbal and Performance IQs on the Wechsler tests correlate about:
A) .10
B) .30
*C) .80
D) .95
75. Some factor analytic studies suggest one general factor on the WAIS typically called:
A) short-term memory
B) performance
*C) general reasoning
D) arithmetic reasoning
76. In regards to the factor structure of the Wechsler tests, the literature
*A) gives equivocal results
B) almost unanimously supports one factor
C) suggests at least five separate factors
D) fully supports the distinction between verbal and performance

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77. The subtest reduction method results in an abbreviated or short form of the test, which
has
A) an equal number of subtests as the original
B) as many items as the original
*C) fewer subtests than the original
D) additional items that are more reliable
78. The literature on the Wechsler short forms suggests that:
*A) the abbreviated forms are useful as screening instruments
B) the abbreviated forms are valid IQ measures, but their reliability is poor
C) subtest-reduction forms are more valid than item-reduction forms
D) in some circumstances the abbreviated forms are more valid than the original
79. The criterion in determining the validity of a short form is
A) its factor structure
*B) its correlation with the full scale score
C) its degree of reliability as compared with the original
D) based on contrasted groups
80. We would expect a short form of the WAIS to correlate with the Full Scale IQ at about:
A) .10 to .30
B) .30 to .50
C) .50 to .60
*D) .80 to .90
81. Vocabulary subtest scores on the WAIS-R typically correlate in the
IQ.
A) .30s
B) .60s
C) .80s
*D) .90s

with Full Scale

82. Since short forms on the Wechsler tests correlate substantially with the original test, why
not use short forms? Short forms
.
*A) do not provide as extensive observational information
B) have very low reliability because of their shortness
C) do not allow the calculation of T scores
D) should in fact be used whenever possible
83. In regards to examiner error on the Wechsler scales:
A) does not occur because the manual is explicit and well written
B) can occur but has not been studied
*C) occurs because of several reasons, including carelessness
D) happens only when there is inadequate training
84. A major criticism of the WAIS-R:
A) highly biased against minority members
*B) not in line with current views of intelligence
C) has not been revised since its inception
D) has poor primary validity
85. The WISC
A) contains far fewer subtests than the WAIS
*B) is basically a downward extension of the Wechsler-Bellevue
C) was modeled on the Stanford-Binet
D) has a different theoretical framework than the WAIS

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86. A national survey of school psychologists indicated that:

*A) the WISC-R was judged the most valid measure of intelligence
B) the K-ABC was preferred over the WISC-R
C) school psychologists preferred the WAIS over the WISC
D) there were regional differences as to preference
87. The subtests on the WISC-R:
A) are highly similar to those of the WAIS
B) are divided into Verbal and Performance subtests
C) include Vocabulary and Information subtests
*D) all of these
88. In regards to the administration of the WISC-R:
A) it is relatively easy and requires little training
*B) the starting point on some subtests depends on the childs age
C) involves administering all items to every child
D) the sequence can be altered to fit the situation
89. On a test like the WISC-R we would generally expect the
A) split-half reliability to be low
*B) reliability of the individual subtests to be lower than that of the total scores
C) reliability of the short forms to be substantially lower than that of the original
D) test-retest reliability to increase as the time interval gets longer
90. The SE of measurement for the Full Scale IQ on the WISC-R is about
*A) 3
B) 5
C) 10
D) 15
91. WISC-R scores typically correlate in the
such as grades.
A) 0 to .20
*B) .50s.60s
C) .60s.80s
D) above .80

range with measures of school achievement

92. Of the various types of validity, fewer studies have looked at the
WISC-R.
A) concurrent
B) construct
*C) predictive
D) criterion
93. In general, factor analytic studies of the WISC-R
*A) support the verbal and performance division
B) point to freedom from distractibility as the major factor
C) show a distinct factor structure from the WAIS
D) show more factors than subtests
94. Abbreviated scales on the WISC
A) seem to work better than the original
*B) are useful as screening devices
C) have not been developed as they have with the WAIS
D) correlate rather poorly with the full scale

validity of the

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95. The WPPSI covers the ages of:

A) birth to 4 years
*B) 4 years to 61/2 years
C) 4 years to 10 years
D) 5 years to 8 years
96. On the Wechsler tests, raw scores on each subtest are changed to normalized standard
scores that have a mean of
and SD of
.
A) 50; 10
B) 100; 15
*C) 10; 3
D) 8; 5
97. Full Scale IQ scores on the WPPSI typically correlate in the .50 to .70 range with scores
on other tests. Such correlations should however be
because the samples tested are
typically
.
A) lower; homogeneous
*B) higher; homogeneous
C) higher; heterogeneous
D) lower; heterogeneous
98. The WPPSI and the Stanford-Binet correlate so highly with each other; we can therefore
conclude that:
A) IQs from one test are interchangeable with the other
B) subtests from one can be used with the other
C) the vocabulary subtest on both is identical
*D) none of these
99. The study that monozygotic twins are closer in intelligence than are dizygotic twins, can
be seen as
of the WPPSI.
*A) supportive of the construct validity
B) not supportive of the primary validity
C) incongruent with the factor structure
D) supportive of the internal consistency
100. We would expect the correlation between Verbal and Performance IQs to be:
A) lower on the WPPSI than on the WAIS
*B) higher on the WPPSI than on the WAIS
C) basically identical on the WPPSI as on the WAIS
D) to be of the same magnitude on the WPPSI as on the K-ABC
101. The primary purpose of the WPPSI-R is to:
A) assess normality of intellectual functioning
B) compare fluid and crystallized intelligence
*C) diagnose exceptionality
D) measure sequential and simultaneous processing
102. A major criticism of the WPPSI-R:
A) little reliability evidence is available
*B) works well but does not advance our understanding of intelligence
C) too new to have been studied thoroughly
D) does not have construct validity
103. In The United States, the British Ability Scales became the
A) American Ability Scales
B) K-ABC
C) Kohlberg BAS
*D) Differential Ability Scales

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104. The British Ability Scales is unusual because

*A) different subtests have different theories
B) it does not require a trained examiner
C) its reliability is poor, but it has high validity
D) it covers the entire age range from cradle to grave
105. One aim of the Differential Ability Scales is to:
*A) produce homogeneous subtests
B) measure sequential and simultaneous processing
C) yield an overall global composite score
D) develop a test that could be administered in pantomime
106. In regards to the Differential Ability Scale,
A) diagnostic subtests
B) only information processing subtests
*C) core subtests
D) all subtests

have high loadings on g.

107. Specificity in the DAS can be defined as:

A) the amount of variability for the entire test
*B) the unique assessment contribution of a subtest
C) the abilities measured by a specific subtest
D) how subtests correlate with g
108.
A)
B)
C)
*D)

processing involve stimuli that are primarily

Sequential; performance
Fluid; mathematical
Simultaneous; verbal
Simultaneous; spatial

109. The K-ABC was designed to specifically assess the dimensions of:
A) fluid and crystallized intelligence
*B) sequential and simultaneous processing
C) primary and secondary processes
D) verbal and nonverbal intelligence
110. The Achievement scale of the K-ABC
A) is part of the Mental Processing Composite scale
B) assesses intelligence of children with speech disorders
*C) assesses what a child has learned in school
D) determines how motivated a child is
111. The reliability of the K-ABC:
A) does not seem adequate
B) has not been studied
*C) increases with increasing age
D) excellent alternate forms reliability
112. The validity of the K-ABC:
A) only normal samples have been studied
*B) seems quite substantial
C) is excellent for retarded children only
D) is limited to concurrent studies
113. A new program to identify gifted children is to be started in your local school, with a
special effort to identify minority gifted children. You would recommend use of the:
*A) K-ABC
B) WPPSI-R
C) Stanford-Binet IV
D) Differential Ability Scales

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114. The SOI-LA differs from other tests like the Wechsler series and the Stanford-Binet in that:
*A) it can be administered in a group format
B) it lacks a theoretical rationale
C) all of its subtests assess sequential processing
D) all of its items reflect divergent thinking
115. One of the major criticisms of the SOI-LA:
A) its high reliabilities yield small SE of measurement
B) the factor structure does not match Guilfords theory
*C) its low reliabilities yield large SE of measurement
D) pays little attention to construct validity
116. The SCAT III is designed to assess
A) academic learning in the high school years
B) vocabulary, especially street vocabulary
C) primary and secondary thinking in a Freudian framework
*D) the accumulation of learning throughout a persons life
117. Unlike the Stanford-Binet and the Wechsler series, the SCAT III is:
A) a measure of intellectual competence
*B) a group test
C) well normed
D) free of criticism
118. A major criticism of the SCAT III:
A) requires a trained and skilled examiner
B) has poor reliability
C) cannot be used with elementary school children
*D) lack of information about validity
119. The Otis-Lennon or OLSAT is based on:
*A) hierarchical theory of intelligence
B) Guilfords structure of intellect model
C) Cattells theory of primary factors
D) Spearmans two factor theory
120. In regards to the reliability of the Otis-Lennon:
A) has low internal consistency
B) has poor test-retest reliability
*C) has high internal consistency
D) has not been investigated
121. In regards to the validity of the OLSAT:
A) has poor content validity
B) has inadequate primary validity
*C) construct validity is largely absent
D) has excellent tertiary validity
122. The Slosson Intelligence Test
*A) is a brief screening instrument
B) requires a well trained examiner
C) has a scoring procedure comparable to the WAIS
D) takes approximately 60 minutes to administer
123. The Speed of Thinking Test measures
*A) cognitive speed
B) verbal intelligence
C) short-term memory
D) part-whole relationships

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6 Attitudes, Values, and Interests

1. Traditionally, attitudes are seen as having three components:

A) primary, secondary, tertiary
*B) emotional, behavioral, and cognitive
C) attitudes, values, and interests
D) direct observation, self-report, and behavior
2. Attitudes are central because they
A) are more important than values
B) can be measured directly
*C) are presumed to reflect behavior
D) are highly reliable over time
3. The most obvious way to learn a persons attitudes is to:
*A) ask the person
B) observe their behavior
C) use an attitude scale
D) use a sociometric procedure
4. Observation to study attitudes should be used when
A) the subject may not provide accurate information
B) the focus is directly on observable behavior
C) the evidence suggests that observation is more objective
*D) all of these
5. In the peer rating method, the respondent
A) rates each of the children in a classroom
*B) indicates the name of the child that fits a description
C) indicates which child they prefer
D) rates friends on intelligence, friendliness, etc.
6. In the
the median values for each item are computed.
A) method of summated ratings
B) Bogardus method
C) Guttman scaling
*D) method of equal appearing intervals
7. The method of equal appearing intervals ordinarily asks judges to sort items into
categories.
A) 5
B) 7
*C) 11
D) 15

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8. In the Thurstone method the judges are usually

A) legal experts
*B) experts on the target being assessed
C) any captive volunteers
D) psychologists knowledgeable about scaling
9. In the Thurstone method, the
A) standard deviation
*B) interquartile range
C) average deviation
D) pile number

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47. From a factor analytic point of view, on the Rokeach:

A) there seems to be one general factor similar to g
*B) the factors on the Rokeach are not very powerful
C) the Rokeach seems like a very strong instrument
D) most of the items are included in one of the factors
48. In the normative value rankings presented by Rokeach:
A) there were no significant gender differences
B) the ranks given by children are substantially different from adults
C) scores on the leadership scale correlate significantly with the total
*D) the gender differences support the construct validity
49. On the Rokeach, gender differences:
*A) males endorse more achievement, materialism, and pleasure seeking
B) females endorse more intellectually oriented values
C) females rank personal happiness lower than males
D) do not match how men and women are socialized in Western cultures
50. In the formula for the rank order correlation coefficient, N stands for:
A) the number of subjects in ones experiment
B) how much longer one scale is than another
*C) the number of items being ranked
D) how many items are needed to achieve .70
51. The Rokeach is a(n)
A) nominal
*B) ordinal
C) interval
D) ratio

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94. Racial differences on the Strong:

A) are pronounced especially with Hispanics
*B) have not been studied extensively
C) occur primarily on the Basic Interest scales
D) are present on the General Occupational Themes only
95. The item response distribution on the Strong
*A) is simply the endorsement of an item given by different groups
B) assesses the reliability of individual items
C) can be computed only for the Basic Interest Scales
D) tells how a particular subject responded
96. In regards to the Strong, from a longitudinal aspect:
A) scales developed in the 1930s are no longer valid
*B) revised Strong scales are usually fairly close to the original
C) an occupational scale will only be valid for about 5 years
D) all of these
97. The Kuder was originally developed on the basis of:
A) criterion group scaling
*B) homogeneous scaling
C) criterion-keying
D) longitudinal studies
98. Unlike the Strong, the Kuder Occupational Interest Survey also has:
A) administrative indices
B) occupational scales
*C) college major scales
D) a social desirability scale
99. The scoring procedure on the Kuder:
*A) reflects most and least preferred choices
B) is basically identical to that of the Strong
C) gives equal weights to true and to false
D) is rather simple and can be done by hand
100. Although the Strong and the Kuder use different scoring procedures, the end result is that
both:
A) use Hollands theory to generate Basic Interest Scales
B) are excellent predictors of success in an occupation
C) show relatively poor predictive validity
*D) focus on the similarity of interest between a person and a criterion group
101. Interest inventories for disadvantaged clients:
A) use identical items as on the Strong
B) have excellent reliability and validity
*C) often use drawings of people or activities
D) cover only occupations that require a college degree
102. Most career interest inventories are designed for occupations
A) that would be labelled as blue collar
*B) entered by middle-class individuals
C) that are of interest primarily to females
D) that involve the military and government service

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103. If you were counseling normal individuals most likely to enter nonprofessional occupations, you might want to use the:
A) Strong Vocational Interest Blank for Men
B) Strong Interest Inventory
C) Geist Picture Interest Inventory
*D) Career Assessment Inventory
104. One criticism of the field of career interest measurement:
A) most instruments do not work well
*B) dominated by an empirical approach
C) too biologically and genetically oriented
D) strongly focused on theory and construct validity
105. Should we continue to develop new occupational scales?
A) Yes; new occupations are developing all the time
B) Yes; the old scales are becoming rapidly outdated
*C) No; any new occupation can be located in current theoretical frameworks
D) No; the whole approach does not work very well

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7 Psychopathology

1. Physical illness is to mental illness as:

A) the MMPI is to the Mental Status Exam
*B) International Classification of Diseases is to the DSM
C) MMY is to the Diagnostic and Statistical Manual
D) MMPI-2 is to the STAI
2. The DSM is basically
*A) a guide intended to assist in making diagnoses
B) like a cookbook where a collection of symptoms equals a disease
C) a dictionary of mental illness terms and types
D) a listing of all known physical and mental illnesses
3. A mental status exam would typically cover all of these except:
A) intellectual functioning
B) thought processes
*C) family background
D) appearance
4. The mental status exam:
A) has very poor reliability
B) consists of multiple choice items
C) used primarily for differential diagnosis
*D) is not well standardized
5. The SCID can be described as a
*A) semistructured interview to assess psychopathology
B) newer version of the Diagnostic and Statistical Manual
C) revision of the MMPI
D) a scoring procedure for the MCMI
6. A self-report screening inventory for psychopathology:
A) SCID
B) STAI
C) MCMI
*D) SCL-90R
7. The nine basic dimensions of the SCL-90R were originally developed using:
A) factor analysis exclusively
B) criterion-keying
*C) both factor analysis and rational judgement
D) contrasted groups

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8. On the SCL-90R the Global Severity Index:

A) is a measure of intensity of checked symptoms
*B) reflects both the number of symptoms and their intensity
C) is simply the number of items checked
D) is equivalent to the K scale of the MMPI
9. In general, the reliability of the SCL-90R:
*A) is quite adequate
B) is only of the internal consistency type
C) does not apply to checklists
D) has not been investigated
10. We would expect concurrent validity of the SCL-90R to include correlations with:
A) the Beck Depression Inventory
*B) scales on the MMPI
C) the State-Trait Anxiety Inventory
D) future suicide attempts
11. Factorial invariance means:
A) do the factors show a narrow range of scores
B) is there substantial variation in scores from group to group
*C) is the factor structure the same in different groups
D) do such tests as the MMPI and the SCL-90R have the same factors
12. The Alienation scale of the PSI attempts to identify:
*A) those who respond like hospitalized psychiatric patients
B) individuals who feel alienated from society
C) people who are potentially at risk for suicide
D) those who respond to the PSI in a socially undesirable manner
13. The social non-conformity scale of the PSI was developed by comparing the responses of
A) normals versus schizophrenics
B) conforming and nonconforming college students
*C) normals versus reformatory inmates
D) the same individuals tested twice
14. The Expression Scale of the PSI is essentially a measure of:
*A) extroversion and control
B) psychotic thinking
C) defensiveness
D) sociopathy
15. On most instruments like the MMPI, scores that are within
A) twenty points of the mean
*B) two SDs from the mean
C) T scores of 50 and 80
D) one SD above or below the mean

are considered normal.

16. The reliability of the PSI suggests that:

A) the test is stable over time but has little internal consistency
B) the test has excellent internal consistency
*C) great care should be used in making decisions about individuals
D) alternate forms reliability is marginal
17. In the validational study of the PSI where suicidal versus non-suicidal students were
assessed:
A) suicidal students scored lower on most PSI scales
*B) suicidal students scored higher on most PSI scales
C) there were no significant differences between the two groups
D) the results supported the discriminant validity of the PSI

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18. In the Overall (1974) study of the PSI comparing the original scales versus those obtained
from factor analysis:
*A) the original scales worked somewhat better
B) the factor scales were significantly better
C) both sets of scales worked equally well
D) both sets of scales were criticized as invalid
19. Among the criticisms of the PSI:
A) scales intercorrelate
B) may be affected by social desirability
C) the names of the scales are not the best
*D) all of these
20. Prior to the MMPI most personality inventories were developed using:
*A) the logical keying approach
B) the empirical keying approach
C) contrasted groups
D) factor analysis
21. MMPI scales were formed by identifying subgroups of items that differentiated between:
A) mentally ill and normals
*B) a specific diagnostic group, normal subjects, and other diagnostic groups
C) psychiatric patients with and without a diagnosis
D) homogeneous samples of hospital visitors
22. The standard MMPI profile includes eight psychiatric scales and a(n)
*A) MF scale and a Social Introversion scale
B) Masculinity scale and a Femininity scale
C) Hypomania scale and a Depression scale
D) Depression scale and an Anxiety scale
23. The Lie scale on the MMPI is composed of items that:
A) have high correlations with social desirability
B) are quite heterogeneous but cover poor physical health
C) showed a significant response shift between lie and honest instructions
*D) most people, if answering honestly, would not endorse
24. The K scale of the MMPI was developed by comparing psychiatric patients and
normals:
A) both with abnormal profiles
B) both told to lie
*C) both with normal profiles
D) who were related by marriage
25. The F scale on the MMPI is composed of items that:
A) most honest people endorse as true
*B) fewer than 10% of the normative samples endorsed in a particular way
C) showed a significant response shift under instructions to lie
D) differentiated normal from psychiatric samples
26. Originally, the MMPI was validated against the criterion of:
*A) psychiatric nosology
B) DSM-III
C) normality
D) medical illness

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75. The concurrent validity of the STAI was shown with:

*A) other measures of anxiety
B) psychiatric patients
C) factor analysis of the state portion
D) comparisons with the MMPI
76. STAI scores and academic achievement:
A) are correlated substantially
B) show a significant correlation but only for state scores
C) are significantly related in males but not in females
*D) seem to be unrelated in college students
77. The factor analytic results on the Beck Anxiety Inventory indicate that:
A) anxiety is made up of two primary factors
*B) the structure of anxiety differs in psychiatric patients and normals
C) the homogeneity of the factors is poor
D) the factor structure differs for males and females
78. To assess the discriminant validity of the Beck Anxiety Inventory, it would be natural to
use:
A) the MMPI scale of anxiety
B) several of the scales of the MCMI
*C) measures of depression
D) measures of intelligence
79. One of the unusual aspects of the Beck Depression Inventory is that it was developed:
*A) by fiat
B) on college students
C) as part of the MMPI
D) originally as an anxiety scale
80. The items on the Beck Depression Inventory represent
A) somatic
B) affective
C) subtle
*D) cognitive

symptoms of depression.

81. Initially the Beck Depression Inventory could be considered as a(n):

*A) structured interview
B) mental status exam
C) projective technique
D) depression checklist
82. Scores on the BDI are:
*A) raw scores
B) T scores
C) z scores
D) percentiles
83. The Beck Depression Inventory has a floor effect. This means that:
A) high scores do not indicate happiness
B) the range of high scores is limited
*C) low scores do not necessarily indicate happiness
D) the scale measures both depression and happiness
84. This type of reliability is somewhat problematic for instruments like the Beck Depression
Inventory.
A) internal consistency
*B) test-retest
C) alternate forms
D) split-half

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85. We would expect the test-retest reliability of the Beck Depression Inventory to be lower in
than in
.
A) normals; psychiatric patients
B) males; females
C) adults; adolescents
*D) psychiatric samples; normals
86. The internal consistency of the BDI is typically in the:
A) .90s
*B) .80s
C) .70s
D) .60s
87. In general, the construct validity of the BDI
A) has not been investigated to any degree
B) seems rather marginal
*C) has been supported in a variety of studies
D) is definitely inadequate
88. The secondary validity of the BDI:
A) includes a significant negative correlation with age
*B) seems to be supported by a number of findings
C) suggests that there are no gender differences
D) has not been investigated to any extent
89. One criticism of the Beck Depression Inventory is that the response format
A) requires the subject to carefully consider all alternatives
B) is too time consuming for most clients
*C) is highly susceptible to a position response
D) uses forced choice and is therefore not user friendly
90. The Center for Epidemiologic Studies Depression scale was included in the text to
illustrate how:
*A) a scale can be constructed from the best items of other scales
B) a screening inventory can be most useful
C) a scale can be developed to assess DSM criteria
D) the reliability of a test can be increased
91. The test-retest reliability of the Center for Epidemiologic Studies Depression scale is:
A) unexpectedly high for a brief instrument
*B) on the low side
C) substantially higher than that of the Beck
D) higher than its internal consistency reliability
92. In regards to a core battery of tests that could be used by practitioners to assess psychopathology, there is:
*A) disagreement as to which tests might be included
B) agreement that the Zung belongs in such a battery
C) empirical evidence to suggest that the BDI should not be included
D) evidence that such uniformity would be highly desirable
93. Focal assessment involves the use of :
A) broad based instruments like the MMPI
B) a broad based battery to be given to all patients
C) focus groups to discuss specific issues
*D) specialized instruments, such as a measure of depression

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94. The base rate affects:

A) sensitivity
B) specificity
*C) predictive power
D) reliability
95. In order to deal with base rates and how they affect the error rate, we need to:
*A) calculate local base rates and pay attention to them
B) calculate the specificity and sensitivity rates
C) select a sample with equal numbers of males and females
D) use instruments like the CES-Depression scale
96. Loss of appetite, sleep disturbance, and pessimism would likely be categories or items of
the:
A) Schizotypal Personality Questionnaire
*B) Beck Depression Inventory
C) Ego strength scale of the MMPI
D) Hostility scale of the SCL-90 R

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8 Normal Positive Functioning

1. Items on the Tennessee Self Concept Scale:

A) true-false
*B) 5 response options from completely false to completely true
C) multiple choice with one correct answer
D) forced choice triads
2. The two basic dimensions by which items on the Tennessee Self Concept Scale were initially
selected and classified:
*A) internal versus external aspects
B) identity versus self-satisfaction
C) private self versus public self
D) self esteem versus self efficacy
3. The final items retained on the Tennessee Self Concept Scale were retained based on:
A) factor analysis
B) high test-retest reliability
*C) psychologists judgment
D) substantial item-total correlations
4. The Tennessee Self Concept Scale also contains items from the:
A) SCL-90
B) Kaufmans Self Concept Scale
C) Mental status exam
*D) MMPI Lie Scale
5. The Tennessee Self Concept Scale might be described as:
*A) self-administered, group test, with no time limit
B) requires an experienced examiner, has a time limit
C) extremely long to administer, individual test
D) individual timed test requiring college level reading skills
6. What is unusual about the two forms of the Tennessee Self Concept Scale?
A) one form is for the real self, the other for the ideal self
*B) the two forms are identical
C) the instructions on the two forms differ
D) one form is for males, the other for females
7. Hand scoring of the Tennessee Self Concept Scale
A) is not possible and must be machine scored
B) can be easily carried out by the client
*C) can be quite time consuming
D) is easy since only a total score is involved

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8. The original items on the Tennessee Self Concept Scale showed interjudge agreement. This
is incorrectly interpreted by the test author as:
A) construct validity
B) test-retest reliability
C) inter-rater reliability
*D) content validity
9. The criterion validity data presented for the Tennessee Self Concept Scale:
A) supports its validity as a measure of self-concept
B) does not support its validity
C) is limited to studies of captive college students
*D) supports its validity as a measure of a global variable like adjustment
10. In regards to norms, the Tennessee Self Concept Scale:
*A) appears to be based on a sample of convenience
B) has excellent norms listed by age, gender, and other aspects
C) no explicit norms are given other than results of studies
D) because it is an ipsative measure, norms are not needed
11. In general, the Tennessee Self Concept Scale can be characterized as:
A) the best available measure of self-concept
*B) a weak instrument
C) having excellent reliability and validity
D) useful for both research and counseling purposes
12. The Self-Esteem Questionnaire:
A) shows excellent reliability
*B) has somewhat low internal consistency
C) shows poor test-retest reliability
D) is particularly useful because of its alternate forms
13. Primary validity on the Self-Esteem Questionnaire was shown by:
A) the items coming from a humanistic framework
B) no significant gender differences
*C) significant mean differences on six student groups
D) Q sort descriptions that were internally consistent
14. An example of tertiary validity for the Self-Esteem Questionnaire:
A) a factor analysis suggested one major factor
*B) students who produced creative achievements scored higher
C) scores on the test correlated significantly with other self-concept measures
D) ACL descriptions characterized high scorers as confident and productive
15. Internal control means:
A) the person is rigid and opinionated
B) the person has low self-esteem
C) the perception that ones behavior is controlled by powerful others
*D) the perception that rewards are contingent upon one s behavior
16. The items on the Internal-External Locus of Control scale are presented in forced choice
pairs:
*A) one internal and one external
B) matched in social desirability
C) one masculine and one feminine
D) matched for level of control

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17. Levenson (1973) suggested that locus of control was a multidimensional concept composed
of:
A) externality, internality, and chance
*B) internality, powerful others, and chance
C) self-concept, self-esteem, and self-competence
D) esteem, depression, and preoccupation
18. Furnham (1987) administered seven scales of locus of control and found:
A) high alpha coefficients but low scale intercorrelations
B) a stable factor structure, high alpha coefficients, and five factors
C) factorial invariance and little item overlap among scales
*D) little item overlap, significant correlations, and low alphas
19. The Sexuality Scale was developed to:
A) assess whether couples are compatible or not
*B) measure what people think about their sexuality
C) identify sexual disturbances in psychiatric patients
D) assess such aspects as homosexuality and virginity
20. Is the sexual depression scale a measure of more global depression?
*A) The very limited evidence suggests no.
B) The extensive available evidence suggests no.
C) The very limited evidence suggests yes.
D) The extensive available evidence suggests yes.
21. The intimacy permissiveness scale
*A) is a good example of a Guttman scale
B) is one of the subscales of the Sexuality Scale
C) measures locus of control as applied to sexual behavior
D) has very low coefficients of reproducibility
22. Intelligence tests are to
as creativity tests are to
A) divergent thinking; convergent thinking
B) internal locus of control; external locus of control
*C) convergent thinking; divergent thinking
D) factorial validity; tertiary validity

23. The second stage of the creative process:

A) preparation
B) illumination
C) verification
*D) incubation
24. Creative press involves:
A) the aha experience when solutions emerge
*B) both the inner psychological environment and the physical environment
C) creative writing, particularly poetry
D) making up stories as a way of measuring fantasy
25. Most of the available measures of creativity have:
A) high reliability and low validity
B) poor reliability and poor validity
C) excellent reliability and good validity
*D) unknown reliability and validity
26. The Torrance Test of Creative Thinking:
A) is a true-false inventory designed to self-assess creativity
*B) is actually a battery of verbal and figural subtests
C) measures to what degree a person possesses a creative personality
D) was originally developed for adults but is also used for children

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27. The subtests of the Torrance can be scored along the dimensions of:
*A) fluency, flexibility, originality, and elaboration
B) divergent thinking and convergent thinking
C) preparation, incubation, illumination, and verification
D) identity, self-satisfaction, and behavior
28. In regards to the relationship between Torrance test scores and intelligence test scores:
A) there is a pattern of very high correlations
B) the relationship is substantial but only in children
*C) there is a pattern of low correlations
D) there is a significant relationship but only in the elderly
29. The norms on the Torrance:
A) were selected on the basis of U.S. census data
*B) seem to be samples of convenience, heterogeneous, and small
C) represent several thousand children from California
D) are quite extensive and comprised of large samples
30. Scores on the various subtests of the Torrance:
A) are highly reliable
B) are easily obtained by hand-scoring
*C) intercorrelate substantially
D) are based on a scale of 100
31. In Guilfords model, the operation of
A) convergent thinking
B) memory
C) evaluation
*D) divergent production

is most closely related to creativity.

32. What would happen if people had three legs? illustrates:

*A) consequences test
B) making objects
C) transformations
D) convergent thinking
33. The Alternate Uses Test asks the subject to:
A) define how common objects are used
*B) indicate how a common object might be used
C) solve problems that are made up of matchsticks
D) think of objects that can be used in different ways
34. Guilfords tests are typically characterized by:
A) highly creative instructions
B) one correct answer per item
*C) very brief time periods
D) lack of a theoretical framework
35. The Alternate Uses Test presumably measures:
A) the creative process
B) creative personality traits
C) the ability to transform common into creative
*D) flexibility of thinking
36. For the Alternate Uses Test a particularly crucial question concerns
*A) inter-rater
B) test-retest
C) alternate forms
D) internal consistency

reliability.

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37. The Alternate Uses Test is scored for:

A) creativity
*B) fluency
C) flexibility
D) originality
38. In general, the reliability of Guilfords tests of divergent thinking is:
A) very low
*B) marginal
C) about .70 as expected
D) very high
39. Guilford is particularly concerned about
A) tertiary
B) discriminant
C) concurrent
*D) factorial

validity.

40. In regards to validity, tests like the Alternate Uses Test:

A) have excellent validity
B) have good stability but low internal consistency
*C) leave much to be desired
D) have low stability and high internal consistency
41. The Domino Creativity scale on the ACL was developed by having:
A) faculty members indicate which items are characteristic of creativity
*B) faculty members check ACL items to describe students differing in creativity
C) highly creative subjects describe themselves
D) experts in creativity indicate which items should be included
42. The items that were selected for the ACL creativity scale:
*A) are consonant with both empirical findings and theoretical expectations
B) did not match the theoretical expectations of the author
C) are clearly in line with Guilfords structure of intellect model
D) all have substantial face validity
43. In the study of 800 high school students who had filled out a self-descriptive ACL, the
Creativity scale:
A) differentiated between creative males and creative females
B) showed significant differences between science and art students
*C) differentiated between creatives and controls regardless of field
D) seemed valid for male students but less so for female students
44. In regards to the reliability of the ACL Creativity scale:
*A) internal stability seems high
B) test-retest over long time periods is low
C) has not been determined
D) lots of evidence to indicate it is highly reliable
45. On the Myers-Briggs Type Indicator, the higher one scores on
creative.
A) judging-perceiving
B) extraversion-introversion
*C) sensation-intuition
D) thinking-feeling

presumably the more

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46. The regression equation used to calculate the creativity index on the MBTI gives the
greatest weight to
and the least weight to
.
*A) SN; TF
B) JP; EJ
C) EI; TF
D) TF; SN
47. On the regression equation used to calculate the creativity index on the MBTI, two variables
are given negative weights; they are:
A) SN & TF
*B) EI & TF
C) SN & JP
D) JP & EI
48. On the regression equation used to calculate the creativity index on the MBTI, two variables
are given negative weights. This means that the
one scores on these variables, the
.
A) lower; less creative
B) higher; more valid is the regression equation
C) lower; lower one scores on all variables
*D) higher; less creative
49. The Chinese Tangrams
*A) is equally applicable to children and adults, and does not require extensive verbal skills
B) requires extensive verbal skills such as those found in college students
C) does not seem to be particularly valid with children
D) requires the child to solve problems with Chinese characters
50. The directions on the Chinese Tangrams task:
A) ask the client to reproduce a given completed figure
*B) present the test as a game
C) require the subject to solve combinatorial problems
D) present the task as a measure of intelligence
51. The responses on the Chinese Tangrams test are scored for:
A) creativity, originality, and imagination
B) both convergent and divergent thinking
*C) fluency, flexibility, and originality
D) productivity and technical competence
52. For most tests of creativity
A) test-retest
B) factorial
*C) interscorer
D) internal consistency

reliability seems more than adequate.

9 Special Children

1. The Education for all Handicapped Children Act specified

A) that screening and diagnosis be kept separate
*B) that linguistic differences should not interfere with the assessment of intelligence
C) all children be screened for neurological disorders
D) which tests of cognitive functioning were to be used
2. One of the problems of testing special children is that
A) tests do not mirror the school curriculum
B) there are few if any criterion-referenced tests
C) appropriate tests are not revised often enough
*D) diagnostic criteria are not well formulated
3. The textbook argues that as far as testing exceptional children:
*A) psychometrically valid instruments given by a trained professional can be quite useful
B) the majority of available tests are rather useless
C) impressionistic scoring is a far better procedure than standard psychometric approaches
D) there is clear-cut agreement as to what needs to be done
4. Although the area of
would seem to be of particular importance with special
children, it is one that is relatively neglected.
A) cognitive
B) language
*C) personal-social
D) school readiness
5. The very procedure of testing a young child can be harmful and traumatic.
A) Most school psychologists would agree.
*B) There is little evidence to support this.
C) There is considerable evidence that this is so.
D) Various studies of multiple choice tests support this.
6. Infant intelligence tests are often assessed from the viewpoint of
*A) content
B) construct
C) criterion
D) face
7. The predictive validity of infant intelligence tests is low in part because:
A) infant intelligence is heavily influenced by verbal skills
*B) infant intelligence is exhibited primarily through motor behavior
C) such tests do not measure fine motor skills
D) most test items do not measure general maturation

validity.

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8. The Gesell Developmental Schedules basically are a(n):

*A) timetable of expected behaviors
B) infant intelligence test
C) checklist to be filled out by parents
D) way of assessing social-emotional behavior
9. Most tests of preschool intellectual functioning use items based on the work of Gesell,
even though
A) such items appear to have rather low validity
*B) Gesell did not believe that intelligence could be assessed
C) their test-retest reliability is low because of normal development
D) the Gesell Developmental Schedules are not strictly a test
10. The items on the Gesell Developmental Schedules are organized in terms of three maturity
zones:
A) birth to one year, one year to 3 years, and 3 years and above
B) cognitive, motor, and social-emotional
*C) supine, sitting, and locomotion
D) mental scale, motor scale, and infant behavior record
11. The Gesell Developmental Schedules yields
A) a ratio IQ
B) scores on seven dimensions
C) a mental IQ and a motor IQ
*D) five developmental quotients

12. The Infant Behavior Record is actually part of the:

*A) Bayley Scales of Infant Development
B) Gesell Developmental Schedules
C) Personality Inventory for Children
D) Vineland Adaptive Behavior Scale
13. The Infant Behavior Record is a(n)
*A) rating scale completed by the examiner at the end of testing
B) assessment of both gross and fine motor skills
C) checklist of items filled out by the parents
D) form of the Vineland Adaptive Behavior Scale
14. Visual tracking and auditory localization are part of which Bayley subscale?
*A) mental scale
B) motor scale
C) Infant Behavior Record
D) preschool affect scale
15. The administration of the Bayley Scales of Infant Development:
A) should be done by a pediatrician
B) can be carried out at home by parents
*C) requires a well trained examiner
D) is basically a structured interview of the parents
16. In administering the Bayley, the examiner
A) administers all items regardless of infants age
B) starts with the ceiling level and works backwards
*C) usually starts at 1 month below the infants CA
D) usually begins with the childs mental age

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54. This test consists of line drawings to which the child points to match a drawing to a word.
A) Illinois Tests of Psycholinguistic Abilities
B) Hiskey-Nebraska tests
*C) Peabody Picture Vocabulary Test
D) Vineland
55. A special aspect of the Peabody Picture Vocabulary Test:
A) has a brief time limit
B) all the items are administered to every child
C) requires a well trained examiner
*D) has two forms
56. The items on the Peabody were originally selected
A) from an analysis of popular childrens books
*B) by the author to represent common words
C) by asking parents what words their children knew
D) by tape recording actual conversation with children
57. Raw scores on the peabody are converted to:
A) a ratio of correct to incorrect responses
B) T scores with a mean of 50 and SD of 10
C) decision scores to determine whether a child is a false negative
*D) standard scores with mean of 100 and SD of 15
58. As far as the items on the Peabody, research shows that:
*A) potentially biased items have been eliminated
B) many of the items show racial or cultural bias
C) one needs to be very cautious when testing minority children
D) at least 20% of the items show a gender bias
59. On the Peabody, the standard error of measurement:
A) is a reflection of the high reliability of the test
*B) is about twice the size of those on standard tests of intelligence
C) is substantially smaller than expected suggesting low validity
D) is a good measure of the alternate form reliability
60. As a very general conclusion, we can say that the Peabody correlates
intelligence.
A) .05 to .25
B) in the low .20s
*C) .70s and low .80s
D) about .90
61. The evidence indicates that the Peabody:
A) is a better alternative than the Vineland
B) tends to yield higher average scores than the WISC-R
C) has poor concurrent validity
*D) should not be substituted for a more comprehensive measure
62. in regards to adult clients, the Peabody:
A) is very valid but only with the mentally retarded
B) is quite useful with both normal and retarded adults
*C) the results are mixed, and caution should be used
D) is simply not appropriate with clients older than 15
63. Norms for the revised Peabody:
*A) are quite extensive and based on census data
B) are based only on samples of children
C) seem to be samples of convenience, small and atypical
D) are not available at this time

with tests of

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64. The study by Hayes and Martin (1986) using the Peabody versus the Stanford-Binet to
identify gifted children concluded that:
A) the Peabody was an excellent measure
*B) using the Peabody was questionable
C) the Stanford-Binet was much more useful
D) both measures could be used
65. The literature suggests that the Peabody
A) yields a reliable and valid verbal IQ
B) can substitute for the Stanford-Binet when time is of the essence
*C) is most useful as a screening instrument
D) has very low reliability and hence limited validity
66. Speaking is considered
A) receptive; expressive
B) both are receptive
C) both are expressive
*D) expressive; receptive

language, while reading is considered

language.

67. Early identification of language delay in children is very important because language
delay
A) is a good indicator of the presence of cerebral palsy
*B) can result in academic and social difficulties
C) if not corrected results in autism
D) results in hearing impairments
68. The Boehm Test of Basic Concepts assesses a childs
*A) mastery of concepts like left and right
B) basic vocabulary like shirt and pie
C) ability to follow directions correctly
D) cognitive deficits
69. There is a version of the Boehm available for:
*A) blind children
B) Chinese speaking children
C) children with spina bifida
D) normal adults
70. The two alternate forms of the Boehm use
A) different; same
*B) same; different
C) different; different
D) same; same

concepts and

71. Which of these accurately characterizes the Boehm?

A) its black and white drawings are very ambiguous
B) the examiner needs to be extremely well trained
C) the questions are answered by the parent of the child
*D) can be administered to a small group of children
72. A problem with the scoring of the Boehm:
A) requires expertise in basic statistics, like z scores
B) can only be machine scored by the publisher
*C) time consuming if many protocols are to be scored
D) scoring is quite complicated with complex directions

illustrations.

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73. The reliability of the Boehm is low for second grade and older children. The reason for
this:
A) the test is very difficult for second graders
B) the test is very short and hence unreliable
C) the distribution of scores has a high positive skew
*D) a ceiling effect
74. Test items on the Boehm were chosen on the basis of:
*A) frequency of use in school
B) substantial criterion-related validity
C) high test-retest reliability
D) expert judgment
75. The norms for the Boehm:
A) are only available for small, atypical samples
*B) are fairly substantial and reflect census data
C) range from age 1 to age 21
D) are excellent for such special children as the retarded
76. The categories of hard of hearing and deaf differ as to whether
A) the impairment resulted before or after language development
*B) hearing level can be enhanced
C) the person is congenitally or adventitiously deaf
D) the person had a viral infection
77. A person who is adventitiously deaf
*A) became deaf later in life
B) was born deaf
C) can be helped with a hearing aid
D) is deaf because of trauma
78. Of children enrolled in special ed programs
A) most are adventitiously deaf
*B) 2 out of 3 have a serious hearing loss
C) 2 out of 3 are postlingually deaf
D) 1 out of 10 have a profound or severe hearing loss
79. Rapport is especially important in testing hearing impaired children because
A) they can only understand through lip reading
*B) they are often socially withdrawn and shy
C) rapport enhances the reliability of a test
D) verbal tests are particularly sensitive to rapport
80. McQuaid and Alovisetti (1981) in their survey of services for hearing impaired found that
the
was commonly used.
A) verbal scale of the WAIS-R
B) vocabulary items from the Stanford-Binet IV
C) Picture completion subtest from the WISC
*D) Performance scale of the WISC-R
81. Originally, the Hiskey-Nebraska Tests of Learning Aptitude were standardized on:
A) adventitiously deaf children
*B) hearing children
C) hearing-impaired children
D) carefully defined institutional samples

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82. The Hiskey-Nebraska is applicable to:

A) both children and adults
B) children younger than 5
*C) ages 21/2 to 171/2 years
D) any age for hearing impaired
83. The deaf children that were tested with the Hiskey-Nebraska for its subsequent standardization:
A) were carefully chosen on the basis of census data
*B) were likely samples of convenience
C) contained equal numbers of pre- and post-lingual children
D) were well defined clinical groups
84. On the Hiskey-Nebraska
A) all items are presented to all children
*B) which items are presented is a function of the childs age
C) which items are presented reflect the childs vocabulary score
D) all items are presented in pantomime
85. We would expect the administration of the Hiskey-Nebraska to last about:
*A) 1 hour
B) 2 hours
C) 10 to 15 minutes
D) over 4 hours
86. Median scores are used on the Hiskey-Nebraska subtests because:
A) the reliability of the subtests is marginal
*B) the authors belief that deaf children score poorly on initial items
C) the median should be used with skewed distributions
D) deaf children often score below the median
87. As a general comment, we can characterize the Hiskey-Nebraska as an:
A) alternate form of the WISC
B) adaptation of the Wechsler series
C) comparable form of the Peabody
*D) adaptation of the Stanford-Binet
88. Test experts generally feel that the Hiskey-Nebraska
A) is an excellent instrument for hearing-impaired children
*B) is psychometrically inadequate
C) should be used with adults but not with children
D) has excellent reliability as well as validity
89. The Snellen chart measures
*A) visual acuity
B) cognitive impairment
C) degree of hearing loss
D) motor incoordination
90. Most of the tests used with the visually handicapped have:
A) well chosen representative norms
B) excellent reliability and validity
*C) been standardized on normal samples
D) small standard errors of measurement
91. The most frequently used cognitive test with visually impaired clients:
*A) Wechsler scales
B) Hayes-Binet
C) Grassi Basic Cognition Evaluation
D) Hiskey-Nebraska

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92. A major criticism of the procedures used for the identification of the gifted or talented:
A) based on teachers ratings
B) lack reliability and validity
C) are biased against female children
*D) focus on convergent rather than divergent thinking
93. Checklists of behaviors related to giftedness
A) are very useful as screening instruments
B) typically have high interscorer reliability
*C) often lack reliability and validity
D) are not readily available
94. In regards to the readability of self-report tests:
A) the available indices of readability have poor reliability
B) the readability level is typically appropriate
*C) it is quite high for many measures
D) it is higher on tests like the Peabody
95. Testing the limits can be used as a strategy to
*A) assess learning potential
B) measure visual acuity
C) determine whether a child is autistic
D) assess test-retest reliability
96. Test-retest stability of preschool measures is typically
*A) low because behaviors are unstable at those ages
B) low because most measures have low reliability
C) high because most measures have adequate validity
D) high because young children are consistent
97. The two major approaches to neuropsychological assessment of children are to either use
a standardized battery like the Luria-Nebraska or to use
A) medical procedures like brain scans
*B) a combination of traditional tests like the K-ABC plus others
C) the Reitan battery
D) multivariate instruments like the MMPI
98. The tasks used in the Luria-Nebraska Childrens battery are
A) identical to the ones in the adult battery
B) downward extensions of adult items
*C) modeled on an adult version
D) totally unrelated to the adult version
99. The initial assignment of items to a specific subscale of the Luria-Nebraska Childrens
battery was done on the basis of:
A) consensus among a panel of experts
B) factor analysis
C) content analysis
*D) authors clinical judgment
100. Each of the 11 scales in the Luria-Nebraska Childrens battery is:
A) a pure measure of a specific brain function
*B) a multifactorial measure of a set of related skills
C) comparable to a measure of g in intelligence
D) a measure of a specific neurological syndrome

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101. Items on the Luria-Nebraska Childrens battery are scored to reflect:

A) how far above the mean the childs performance is
B) the degree of personality disturbance
*C) how far below the mean the response is
D) how much agreement the child expresses
102. Q-factor analysis involves:
A) factor analysis of primary factors
*B) identifying subgroups of subjects with similar test profiles
C) matching a factor structure to a hypothesized theory
D) predicting which type of child has a learning disability
103. The construct validity of the Luria-Nebraska Childrens battery is:
*A) judged to be poor
B) excellent, because of Lurias theory
C) well supported by studies both in Russia and the US
D) yet to be determined
104. Drawing techniques were initially developed as measures of:
A) personality
B) social skills
*C) cognitive functioning
D) fantasy
105. In regards to drawing techniques, we can say as a very general conclusion that:
*A) such tests have little value in assessing personality
B) drawing skills do not affect performance
C) they have poor reliability but good validity
D) in the hands of an expert they are as valid as the K-ABC
106. The Developmental Test of Visual-Motor Integration measures
A) a childs proficiency in communication skills
B) the presence and location of minor brain damage
C) learning ability of deaf children
*D) problems in visual-motor or visual-spatial abilities
107. In general, the predictive validity of tests like the VMI is better with:
A) older children than younger children
B) adults than children
*C) younger children than older children
D) males than females
108. One of the major limitations of behavior rating scales:
*A) low interrater agreement
B) require substantial training
C) do not provide information on infrequent behaviors
D) are less reliable than unstructured interviews
109. The various forms of the Child Behavior Checklist differ
*A) as to who the rater is and the age of the child
B) in the type of variables that are scaled
C) only as to which informant is the scale intended for
D) as to whether they measure overcontrol or undercontrol
110. In regards to the validity of the Child Behavior Checklist:
A) generally poor and not supportive of the theoretical framework
B) the manual does not give sufficient detail
C) literature results are inconsistent
*D) generally good and supportive of the construct validity

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111. Both the Conners rating scales and the Child Behavior Checklist:
A) have unknown validities
B) were developed for research purposes only
*C) provide separate scales for parents and for teachers
D) are basically measures of hyperactivity
112. On the Conners Parent and Teacher forms:
A) the items are identical
*B) the areas covered are different
C) the factor structure is the same
D) the response options are different
113. A criticism of the Conners scales:
*A) the response choices are ambiguous and ill defined
B) the true-false format does not yield sufficient variability
C) they are strongly affected by social desirability
D) alpha coefficients are low
114. A somewhat unusual feature of the McCarthy Scales of Childrens Abilities:
A) the 18 subtests maximize the childs anxiety
B) it does not require a well trained examiner
*C) test materials and procedure are designed to maximize a childs performance
D) contains significant gender differences
115. There seem to be three major factors in the McCarthy Scales:
A) verbal, quantitative, and perceptual-performance
B) block building, word knowledge, and leg coordination
C) antisocial, psychosomatic, and anxious-inhibited
*D) general cognitive, memory, and motor
116. The norms on the McCarthy Scales were based on:
A) normal children, primarily samples of convenience
*B) normal children selected according to census characteristics
C) institutionalized children, especially mentally retarded
D) children with various deficiencies

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10 Older Persons

1. The concept of functional age refers to:

A) the age at which a child learns a task like walking
B) how a person functions in a stressful situation
*C) a persons ability to be involved in various activities
D) the rate at which intellectual functions deteriorate
2. Many measures used with older persons were originally developed using younger
samples:
*A) but most show equivalence in reliability and validity
B) with equivalence in factor structure but not reliability
C) who were then retested when they were older
D) and were therefore not concerned with social desirability
3. Face validity in testing older persons is important because:
*A) the client needs to feel that the test is appropriate and useful
B) older persons are, as a group, highly suspicious
C) face validity is equivalent to tertiary validity
D) face validity lessens fatigue and other problems
4. Which of these is NOT a procedure to be implemented when testing older persons?
A) give practice items
B) make sure the testing room is free of distractions
C) give lots of encouragement
*D) shorten the time limits so the client doesnt get tired
5. Performance assessment differs from self-assessment in that performance assessment
A) involves the performance scale of a test like the WAIS
B) is psychometrically superior to self-assessment
C) is more acceptable to the participants
*D) involves observing behavior directly
6. Myers et al. (1993) compared performance assessment and self assessment in a sample of
elderly adults and found that:
A) most subjects preferred to carry out tasks than to answer questionnaires
*B) only about 1/2 of the subjects attempted the performance tasks
C) the performance method was clearly superior to the self-assessment
D) both methods were unreliable
7. MMPI results with older persons indicate that:
A) mean scores on all scales increase by about one SD
B) mean scores on all scales decrease in varying amounts
*C) mean scores increase on some scales and decrease on others
D) mean scores on all scales essentially stay the same

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26. As part of the development of the Marital Satisfaction Questionnaire for Older Persons,
it was correlated with the:
*A) Locke-Wallace Marital Adjustment Test
B) Life Satisfaction Index B
C) Philadelphia Geriatric Center Morale Scale
D) Death Images Scale
27. In general, the Marital Satisfaction Questionnaire for Older Persons seems to have:
A) no gender differences
*B) good construct validity
C) a factor structure of five major factors
D) poor internal consistency
28. Scales of morale can be generally criticized as:
A) too short and therefore not reliable
*B) lacking conceptual clarity and adequate reliability
C) heavily influenced by Freudian notions of conscience
D) not easily translated from one language to another
29. The 22 items for the Philadelphia Geriatric Center Morale Scale were retained from a larger
pool of items
A) on the basis of construct validity
B) since they showed significant loadings on a factor of morale
*C) because they correlated with rankings of two professionals
D) based on a content analysis
30. The Philadelphia Morale Scale is purposely short
*A) so as not to fatigue the respondent
B) because few items survived the statistical analyses
C) as a way of enhancing reliability
D) because the initial pool of items was quite small
31. In regards to the factor structure of the Philadelphia Morale Scale:
A) a factor of dissatisfaction seems to be primary
*B) different studies and versions of the scale yield different factors
C) a five factor solution seems the best
D) the results seem to be a function of age
32. In regards to the reliability of the Philadelphia Morale Scale, we can conclude that:
A) it is a reliable instrument with solid split-half reliability
B) the computed Cronbach alphas are rather low
*C) it is on the low side, in part because the scale is brief
D) reliability is problematic because of poor construct validity
33. In regards to the validity of the Philadelphia Morale scale, we can question whether
A) the use of Q sorts was appropriate
B) the scale correlates with other measures of morale
C) there is invariance of factor structure
*D) the scale measures morale
34. About half of the items for the Geriatric Scale of Recent Life Events
A) were taken from the MMPI depression scale
B) show substantial correlations with measures of morale
C) load on a factor of depression
*D) came from the Holmes and Rahe scale

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35. The items on the Geriatric Scale of Recent Life Events

A) are true-false depression type items
B) require the respondent to indicate how satisfied they are
*C) represent everyday stresses or major life crises
D) involve logical memory and visual reproduction
36. The authors of the Geriatric Scale of Recent Life Events report substantial correlations
between the stress weights in their study and those reported by Holmes and Rahe. They
label this reliability; assuming they are correct what type of reliability might this be:
A) test-retest
*B) alternate forms
C) split-half
D) internal consistency
37. Marshall (1982) reviewed 32 instruments having to do with death and dying, and found
the largest category to be measures of:
*A) death anxiety
B) the experience of death
C) death images
D) attitudes towards dying
38. The death images scale developed by Back (1971) uses as items:
A) vignettes
B) true-false
C) multiple choice
*D) metaphors
39. The most commonly used measure of memory functioning is the:
A) Mattis Dementia Rating Scale
*B) Wechsler
C) Halstead-Reitan
D) Social Readjustment Rating Scale
40. There are two basic questions relevant to the validity of measures of neuropsychological
assessment of older persons. One is whether the test scores differentiate older persons with
brain-damage from older persons with functional disorders. The other is:
*A) brain-damaged older persons vs. non-brain damaged older persons
B) brain-damaged older persons vs. middle-aged brain-damaged
C) well adjusted older persons vs. brain-damaged older persons
D) older persons with and without Alzheimers
41. Dementia refers to:
A) a disease due to stroke
B) the condition also known as Alzheimers
*C) progressive decline in intellectual functions
D) a condition characterized by depression and hallucinations
42. In general questionnaires that assess subjective memory failures in older adults have
*A) poor test-retest reliability
B) excellent internal consistency
C) been around since the days of William James
D) adequate reliability
43. The relationship between subjective reports of memory difficulty and actual performance
on verbal memory tests is
A) substantial in all older persons
*B) a function of diagnostic status
C) positive, but only for Alzheimers patients
D) positive, but only in depressed patients

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44. Herrmann (1982) reviewed 14 memory questionnaires and concluded that

your text concludes that
.
*A) they were reliable; reliability data was either absent or marginal
B) they were not reliable; they were reliable
C) reliability data was absent; their reliability is an open issue
D) their reliability was poor; their reliability was not proven

, while

45. One of the limitations of memory tests is that they:

A) use everyday tasks rather than laboratory procedures
B) are heavily influenced by theoretical models
*C) bear little resemblance to the tasks of everyday life
D) are too brief and hence unreliable
46. The Wechsler Memory Scale:
*A) contains subtests that are combined into two summary scores
B) yields a profile of seven components of memory
C) is essentially a version of the WAIS for older persons
D) yields both an orientation score and a logical memory score
47. When the Wechsler Memory Scale was revised, the new version
A) was essentially an alternate form for the original
B) seemed to be less valid than the original
*C) was a much improved and different scale
D) simply reflected some minor cosmetic changes
48. The Memory Assessment Clinics Self-Rating Scale differs from the Wechsler Memory Scale
in that:
A) the first is much longer than the second
B) the first yields one global memory index
*C) the first measures complaints, the second performance
D) the first is not affected by social desirability as is the second
49. The most common functional psychiatric disorder among older persons:
A) anxiety about death
B) Alzheimers
C) senile dementia
*D) depression
50. A potential confounding aspect of depression scales when used with older persons:
A) older persons experience more sleeping difficulties
*B) items that reflect somatic symptoms
C) their depression may be a realistic response to old age
D) older persons are more likely to give negative responses

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11 Testing in a Cross-Cultural Context

1. Most concerns about test bias are related to tests of:

A) attitudes
B) aptitudes
C) personality
*D) intelligence
2. On a test like the WAIS or other intelligence test, we would expect the average performance
of blacks to be about
points below the average of whites.
A) 3
B) 10
*C) 15
D) 25
3. Bias can be potentially involved at three different stages. Which one is not one of these:
A) the test itself as a measuring instrument
*B) the computing of reliability and validity indices
C) the decisions made on the basis of test scores
D) in such aspects as racial discrimination
4. One of the reasons that minority children may do less well on tests of cognitive abilities
may involve irrelevant difficulty on the test, such as:
A) marginal test-retest reliability
*B) an answer sheet that is confusing
C) poor norms
D) lack of construct validity
5. The cultural test bias hypothesis:
*A) group differences reflect artifacts of the tests
B) differences in performance are due to differences in culture
C) the bias resides in cultural aspects like poverty
D) we need to test the entire culture to assess bias
6. To the argument that tests are biased and should not be used with blacks, experts responded
that:
*A) decisions still need to be made
B) the argument did not make any sense
C) tests are not biased
D) the evidence supports such an argument
7. To the argument that cognitive tests mirror middle class values, experts responded that:
A) minorities needed to be better represented in the norms
*B) there was no evidence that cognitive tests are biased
C) middle class values are indeed related to achievement
D) the argument was wrong and biased
99

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8. To the argument that most examiners are white and this pushes down minority childrens
scores, we can respond that:
*A) the literature does not support such an argument
B) the same applies to white children tested by a black examiner
C) this simply mirrors a black childs inability to cope
D) the literature does support such an argument
9. Lam (1993) indicates that test developers make five assumptions such as children, whatever
their race, can follow test directions. Such an issue:
A) has been neglected until now
B) proves that test developers are biased
C) is actually part of construct validity
*D) is incorporated in the test Standards
10. Matluck and Mace (1973) made a number of recommendations regarding tests to be used
with Mexican-American children. In regards to drawings:
*A) sketchy line drawings should not be used
B) sketchy line drawings are excellent for young children
C) actual objects or photographs are always better
D) Mexican-American children are better at drawing
11. When bias is defined in terms of validity:
A) internal criteria involves item difficulty
*B) external criteria involves predictive validity
C) external criteria involves construct validity
D) internal criteria involves predictive validity
12. From an internal point of view, a test is unbiased if it:
A) loads on g
B) has equivalent regression equations
C) shows significant mean differences
*D) behaves the same way for different groups
13. Differential validity means that:
A) a test is free of bias
*B) a test works one way in a sample, but differently in another sample
C) both internal and external criteria are equally valid
D) one type of validity is high but another is low
14. In regards to differential validity, we can conclude that
*A) it does not seem to exist
B) such validity is really part of construct validity
C) it is a problem when external criteria are used
D) can be easily eliminated through factor analysis
15. In developing a test
A) we need not be concerned with bias at that stage
*B) there are several steps that can be taken to eliminate bias
C) there is very little to be done to control bias
D) bias is not usually a problem at this stage
16. A test item that has different difficulty rates in different racial groups
A) is definitely a biased item
B) is biased if the item-criterion correlation is low
*C) is not necessarily a biased item
D) is precisely the type of item needed for cognitive tests

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101

17. The APA Committees definition of bias emphasizes

A) slope rather than intercept bias
B) examiner and language bias
*C) predictive validity
D) test-retest reliability
18. In terms of a regression line, bias is present when:
A) neither slope bias nor intercept bias are present
*B) predicted criterion scores are consistently too high or low for members of a subgroup
C) a test is not valid for the majority group, but appears to be valid for the minority sample
D) bias is due to the client or the situation
19. When we take a broad view of test bias, test bias can be defined as:
A) intercept bias
*B) lack of validity
C) differential validity
D) unfair advantage for one group
20. From a narrow perspective, bias is evident when:
A) the notion that all people are created equal is rejected
B) a test is unduly influenced by social desirability
*C) a minority group has a lower test mean
D) slope bias occurs
21. An example of slope bias:
A) on test X the mean for whites is 50 and for Hispanics 42
B) for a sample of Hispanics the reliability on Test X is .85
*C) the SAT correlates .58 with GPA in whites but only .13 for blacks
D) scores on the K-ABC do not correlate with scores on Test X
22. When slope bias occurs, the literature suggests that
*A) it is the result of poor experimental procedure
B) the particular test should be restandardized
C) both minority and majority groups will do well on the criterion
D) the chosen criterion is simply not appropriate
23. An example of under prediction on a regression equation:
A) whites score 500 while Orientals score 620
B) the number of false negatives does not equal false positives
C) the predicted GPA correlates .86 with the actual GPA
*D) the actual GPA is 2.98 while the predicted gpa is 1.59
24. Intercept bias means that
*A) the majority group has a higher mean, but both groups do equally well on the criterion
B) the minority group has a higher mean
C) the majority group does better on the criterion
D) the test and the criterion do not correlate above .30
25. In intercept bias, the predictive validity coefficients
A) are significantly different in one sample than the other
B) are either very low or very high
*C) are approximately equal in each sample
D) are of the same magnitude as construct validity
26. Studies of intercept bias have shown that
A) intercept bias can be nullified by using regression equations
*B) if there is a bias, it may be in favor of the minority group
C) such bias is present with Hispanics but not blacks
D) such bias can be eliminated by using difficult items

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27. In regards to selection strategy, the

lines.
A) constant ratio
B) conditional probability
C) equal probability
*D) regression

model defines fairness as identical regression

28. If we were to
, this would be an example of using the regression model as a selection
strategy.
A) admit the same proportion of minority as majority
*B) admit highest scoring on SAT regardless of race
C) use a test only if it has a high degree of sensitivity
D) focus on predictive value as our criterion
29. If we looked at not only the regression equation, but also at the proportion of applicants
to be admitted from majority and minority groups, we would be using the
model
as a selection strategy.
*A) constant ratio
B) conditional probability
C) equal probability
D) regression
30. In regards to nature or nurture, the text suggests that
A) this is a central question in eliminating bias
*B) this is not a good question to ask
C) the evidence clearly indicates that intelligence is hereditary
D) environmental and family aspects have been neglected
31. The Coleman report showed that differences in mean test scores between minority and
majority members were due to:
*A) socioeconomic status
B) differences in school curricula
C) the bias present in cognitive tests
D) hereditary aspects of intelligence
32. In regards to the argument that more minority children are placed in special education
classes, the evidence shows that
*A) black and low socioeconomic class children are less likely to be placed in such classes
B) indeed more minority children are placed in such classes, primarily due to their low
intelligence
C) such placements are due to tests that show intercept bias
D) such placements occur in areas of the US where there is substantial racial prejudice
33. In the study by Poteat et al. (1988) of black and white children referred for special education
evaluations and tested with the WISC-R:
*A) there was no evidence of differential validity of the WISC-R
B) white children did substantially better on the WISC-R but not on GPA
C) there were significant differences in the regression line
D) WISC-R scores did not correlate with GPA
34. The approach called differential item functioning focuses on:
A) how the items relate to the construct validity of the test
*B) computing item difficulty separately for minority and majority groups
C) how slope bias and intercept bias are confounded
D) having expert minority group members review test items

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103

35. Using minority group members as experts to judge which test items are biased:
A) seems a very useful procedure since their judgments are valid
B) yields valid judgments but the interrater reliability is low
C) appears useful in personality tests but not cognitive measures
*D) such judgments show little relationship to actual empirical findings
36. Cultural bias in test items is usually related to
*A) the specificity of item content
B) intercept bias rather than slope bias
C) the use of the constant ratio model
D) the degree of acculturation
37. The textbook argues that racial norming
A) is based on the assumption that minority members score lower on the test
*B) assumes that the minority group will do less well on the criterion
C) should be used in most situations to offset bias
D) is a limited solution to a complex problem
38. As a general conclusion:
*A) studies of intelligence tests do not show minority bias
B) even well designed cognitive tests are somewhat biased
C) Mexican-American children do better on verbal than performance items
D) tests like the WISC-R predict less accurately minority childrens scores on standardized
achievement tests
39. Culture-fair tests tend to use
A) abstract reasoning
B) unfamiliar
*C) non-verbal
D) pantomime

items.

40. Establishing the validity of culture-fair tests is problematic because:

A) bilingual children are not that available
*B) most criteria are not culture-free
C) most culture-fair tests have poor reliability
D) psychological constructs are not equivalent in different cultures
41. In the back translation method we would at a minimum require:
A) one bilingual examiner
B) two people from different cultures but each monolingual
C) a bilingual client and a bilingual examiner
*D) two bilingual persons
42. Decentering differs from the back translation method:
A) as intercept bias differs from slope bias
*B) as a two way street differs from a one way street
C) in that it requires only one bilingual translator
D) in that it is a complex procedure to show cultural invariance
43. Etic studies
A) compare different variables within one culture
B) compare different variables but disregard cultural differences
*C) compare the same variable across cultures
D) use the back translation method but not decentering
44. The study by Laosa (1993) of school readiness in Chicano children
*A) was given as an example of an etic study
B) found that school readiness was not related to parental characteristics
C) gave good evidence that tests like the WISC-R are racially based
D) illustrates the flaws of the emic approach

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45. A finding of the Hu and Oakland (1991) survey of test experts:

*A) the least developed nations used the fewest tests while socialist nations used the most
B) personality measures were the most common type of test
C) reliability and validity studies were available for most measures
D) the majority of tests were of American origin
46. A finding of the Hu and Oakland (1991) survey of test experts:
A) achievement tests were used only in industrialized countries
B) most achievement tests were of American origin
C) most achievement tests had low reliability
*D) achievement tests tended to be developed locally
47.

refers to changes in behavior and values that occur in minority individuals as they
are exposed to the mainstream cultural patterns.
*A) Acculturation
B) Back translation
C) Decentering
D) Culture-fair

48. The major dimension underlying acculturation:

A) cultural achievement
B) preference for ethnic food
*C) language use
D) time spent in majority culture
49. A third generation Mexican-American is one born in the U.S. with:
*A) parents born in the U.S.
B) both parents and grandparents U.S. born
C) both parents and grandparents born outside the U.S.
D) parents born outside the U.S.
50. Acculturation scales typically use one or more of three types of items:
A) values, attitudes, and language
B) language use, proficiency, and preference
*C) linguistic, psychological, and sociocultural
D) true-false, multiple choice, and Likert
51. An example of a sociocultural item as used in an acculturation scale might be:
*A) how many brothers and sisters do you have?
B) do you prefer to speak Spanish at home?
C) what is celebrated on May 5th?
D) do you think it is important to honor the elderly?
52. Originally, the items of the Marin acculturation scale
A) were selected from a larger pool of items through statistical analysis
*B) came from other acculturation scales
C) were the result of a factor analysis
D) were written by the author with consultation of experts
53. The Marin acculturation scale was factor analyzed and the results
*A) showed a similar factor structure in Hispanics and Anglos
B) indicated one major factor of language preference
C) indicated one major factor of generational distance
D) showed a different factor structure for Hispanics than for Anglos

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54. If we wanted to validate an acculturation scale, we might validate it against the criterion
of :
A) intelligence test scores
*B) generational distance
C) educational attainment
D) scores on a test like the D-48
55. The Olmedo et al. (1978) Acculturation scale differs from the Marin scale:
*A) the Olmedo scale was originally longer
B) the Marin scale basically measures language
C) the Olmedo scale is designed for children
D) the Marin scale has been factor analyzed
56. The ARSMA differs from most other acculturation scales in that:
A) its major factor is not language preference
B) it has not been cross-validated
C) it is quite long and comprehensive
*D) it attempts to measure biculturalism
57. The SL-ASIA developed for Asians
*A) is modeled on the ARSMA
B) is not really an acculturation scale
C) seems to have low internal consistency
D) is a good example of the back translation method
58. The major factor on the SL-ASIA:
*A) language preference
B) generational identity
C) ethnic pride
D) food preference
59. Scores on the SL-ASIA correlate significantly with such variables as:
A) preference for speaking Spanish at home
B) GPA in college classes
*C) total years living in the U.S.
D) religious preference for Buddhism
60. The Cattell Culture-Fair Intelligence Test was
A) a measure of crystallized intelligence only
B) developed through the back-translation method
C) heavily verbal in content
*D) presumed to be a measure of g
61. In developing a culture fair test we would want to emphasize:
*A) fluid intelligence
B) crystallized intelligence
C) both fluid and crystallized
D) neither fluid nor crystallized
62. In the Smith, Hays, and Solway (1977) study of the Cattell Culture Fair Test with juvenile
delinquents:
*A) whites scored higher on both the Cattell and the WISC-R
B) minority delinquents scored higher on the Cattell
C) the Cattell and the WISC-R did not correlate with each other
D) the Cattell was a better predictor of school achievement

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63. The Ravens Progressive Matrices is based on:

A) Cattells theory of fluid and crystallized intelligence
B) Guilfords structure of intellect model
C) Vernons hierarchical model
*D) Spearmans two factor theory
64. The Ravens Progressive Matrices yields a(n):
*A) total score
B) Verbal and Performance IQ
C) index of estimated learning potential
D) ratio IQ
65. In regards to gender differences on the Ravens:
A) gender differences on the Standard form only
B) gender differences in adolescents but not adults
*C) no gender differences on any of the three
D) gender differences on all three forms
66. The Raven seems particularly useful with groups where
A) visual acuity is impaired
B) fatigue is a major testing problem
C) social desirability may be a concern
*D) language processing needs to be at a minimum
67. In England, the Standard Progressive Matrices is often administered with the:
*A) Mill Hill Vocabulary Scale
B) Differential Aptitude Test
C) K-ABC
D) SOMPA
68. The Standard Progressive Matrices can be characterized as:
A) an individual test with a 20 minute time limit
B) requiring a skilled administrator
*C) untimed and group administered
D) a group test for children ages 5 to 12
69. In regards to norms on the Standard Progressive Matrices:
A) extensive but only for children
*B) extensive, for a variety of groups in different cultures
C) rather limited, primarily British samples
D) based on samples of convenience, primarily Canadian
70. We would expect scores on the Standard Progressive Matrices to correlate with scores on
the Stanford-Binet or WISC in the range:
A) .00 to .10
B) .10 to .30
C) .30 to .50
*D) .50 to .80
71. The Standard Progressive Matrices is said to have a restricted ceiling. This means that:
A) very high scores are impossible to obtain
B) the decision to discontinue testing after 3 failures is too harsh
*C) the test may be too easy for a number of subjects
D) the test is composed of too many difficult items
72. The Coloured Progressive Matrices is:
A) specifically designed for minority groups
B) an easy form for use with retarded subjects
*C) similar to the Standard but with colored items
D) intended for use with gifted children

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73. The Advanced Progressive Matrices

*A) consists of two sets of items, one of which can be administered with or without time
limit
B) is a more difficult version of the Standard PM but with no time limit
C) was developed as an alternate form to the Coloured PM
D) has excellent norms especially for U.S. children
74. The items on the D-48 consist of
A) verbal analogies
B) geometric designs
*C) sequences of dominoes
D) symbol completion items
75. The relative difficulty level of D-48 items is:
A) a function of the age of the subject and language spoken
*B) constant for different age groups in different countries
C) about .80, as expected of a difficult test
D) good evidence that the test is biased against minorities
76. Most of the validity information for the D-48 is of the
*A) concurrent
B) predictive
C) construct
D) discriminant

type.

77. The D-48 was discussed in the textbook because:

A) unlike the Raven, the D-48 was developed in the U.S.
B) it is an excellent example of Guilfords theory
C) like the SOMPA, it reflects a pluralistic perspective
*D) it is widely known, except in the U.S.
78. Gough and Domino (1963) list five reasons why professionals should pay attention to the
D-48. Which is NOT a reason:
A) the D-48 is almost entirely nonverbal
*B) uses novel stimuli unknown in most cultures
C) more highly loaded on g than the Ravens
D) easy to administer and score
79. The SOMPA is a:
A) structured interview
B) theoretical model
*C) battery of tests
D) statistical analysis
80. The SOMPA reflects a tripartite model of three perspectives:
A) psychological, social, and physical
B) verbal, performance, and pluralistic
C) minority, majority, and integrative
*D) medical, social system, and pluralistic
81. As part of the medical perspective, the SOMPA utilizes the
*A) Bender Visual Motor Gestalt Test
B) Luria-Nebraska Childrens Neuropsychological Test Battery
C) Adaptive Behavior Inventory for Children
D) WISC-R

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82. The purpose of the Adaptive Behavior Inventory for Children is to:
A) observe how a child behaves in the classroom
*B) evaluate a childs competence, from parental information
C) assess a childs classroom skills, from teacher observations
D) obtain a brief medical/health history of the child
83. In the SOMPA, the aim of the pluralistic perspective is basically to:
*A) determine how a childs world differs from the Anglo culture
B) estimate how the child meets specific cultural demands
C) integrate the various sources of information into one
D) identify the proportion of variance attributable to culture
84. In using the WISC-R, the SOMPA
A) uses national norms
B) disregards ethnic background
C) uses only the Performance subtests
*D) uses racial norming
85. As far as the SOMPA is concerned, we can conclude that:
*A) there are simply too many problems to make it work
B) this is an exciting new approach with solid validity
C) the criticisms are few and can be easily corrected
D) in a few years it should be as popular as the Stanford-Binet
86. The Black Intelligence Test of Cultural Homogeneity was standardized on:
A) both white and black police department applicants
B) a random sample based on census characteristics
*C) a sample of black high school students
D) black children and adolescents
87. We can conclude that the BITCH-100 is
A) a valid measure of intelligence especially with blacks
B) a valid measure of cultural perspective
C) a valid predictor of college GPA for blacks
*D) is not a valid measure of intelligence even for blacks
88. The Johnson and McGowan (1984) study of the school performance of low income
Mexican-American children showed:
A) that the role of the father as a model is highly important
*B) a modest relationship between intellectual functioning and school achievement
C) significant gender differences in school achievement
D) that the Stanford-Binet and WISC-R are worthless as grade predictors in minority
children
89. On The SAT, in regards to Hispanic students, we can conclude that:
*A) the SAT has equal predictive validity for Hispanics and for Anglos
B) the SAT is clearly biased and should not be used
C) in general, the predictive validity of the SAT is excellent
D) their mean scores are not statistically different from those of whites
90. In the regression equation developed by McCornack (1983) to predict first-semester college
GPA, the most important variable was:
A) scores on an SAT composite
*B) high school GPA
C) parental support
D) lack of financial worries

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91. ETS reviewed almost 500 studies of the GRE. Typical correlations between GRE scores and
graduate grades ranged between:
A) .00 and .18
*B) .15 and .31
C) .46 and .53
D) .62 and .81
92. In the Whitworth and Barrientos (1990) study of Hispanic and Anglo graduate students,
the results indicated that:
*A) GRE scores did not predict graduate grades for either group
B) the GRE was the best predictor of grades for Anglo students only
C) restriction of range had no influence
D) degree of motivation was the crucial variable
93. We can conclude that on the MMPI
*A) if there are racial differences, they are related to personality and/or behavior
B) there is substantial evidence that the MMPI is biased
C) both slope bias and intercept bias are present in the MMPI
D) blacks typically score lower than whites, but only 1 or 2 points
94. Using the regression equation developed by McCornack (1983) to predict first semester
GPA, when predicted GPA was compared to actual GPA the results indicated
A) almost no correspondence between the two
*B) a fair degree of correspondence, with rs in the .30 to .50 range
C) that first semester GPA correlates significantly with later GPA
D) SAT scores were a better predictor than high school GPA

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12 Disability and Rehabilitation

1. In the national surveys, it was found that some

considered disabled.
A) 2
B) 15
*C) 27
D) 46

million individuals in the U.S. were

2. In the national surveys, of those found to be disabled approximately

working.
*A) 2 out of 3
B) 1 out of 10
C) 9 out of 10
D) 1 out of 3

were not

3. The concept of work sample involves:

A) a persons resume of previous experience
*B) a simulated work activity
C) a statistical model based on sampling distribution
D) observing an individual at work
4. In tests related to diagnostic status, longitudinal studies of disabled children find:
A) rather poor stability, as in studies of normal children
B) excellent test-retest reliability but poor internal consistency
C) the same results as with normal children
*D) substantial stability, unlike studies of normal children
5. In testing a rehabilitation client it is important to
*A) know as much as possible about the clients abilities and limitations
B) know as little as possible about the client so evaluation is objective
C) realize that most blind clients can read braille
D) utilize speeded power tests, as these are the most valid
6. In testing a blind client the examiner should
A) pet and speak to the seeing-eye dog in order to establish rapport
B) avoid phrases like its nice to see you
*C) let the blind client take the examiners arm
D) speak only through an interpreter
7. In testing handicapped individuals, the literature suggests a multivariate approach. This
means:
A) retesting the client several times to be sure scores are correct
B) having different examiners administer different tests
C) doing an analysis of variance on the results
*D) using a battery of instruments
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8. In doing diagnostic assessment the first step is to:

A) interview the client to determine his/her needs
*B) determine what the goals of assessment are
C) obtain the background medical information
D) select the appropriate instruments
9. Amanuensis:
*A) a person who marks the answers for the test taker
B) a trained examiner who can use sign language
C) a client who is visually disabled
D) a special test procedure used with deaf persons
10. In testing a blind client, a chart can be presented as an embossed figure:
A) so the item still measures the same functions as in a sighted client
*B) but the item may now be measuring different functions than the original
C) the literature indicates such items are equivalent to the original
D) the literature indicates that only 20% of the blind can read such charts
11. In regards to time limits, the ideal solution in testing a disabled client is:
A) to use only power tests
B) to give clients as much time as they need
*C) not to use tests with time limits
D) to use the time limit since disabled clients do not need extra time
12. In testing clients with disabilities, tests can be modified in three major ways. Which one
does NOT belong?
A) using braille or audiotapes
B) using tests that do not have a time limit
C) omitting specific test questions
*D) using an examiner of the same race as the client
13. The Panel on Testing of Handicapped People recommend that:
A) on standard measures like the WISC there was no need for further validity data
*B) validity information on disabled samples was needed
C) tests of intelligence not be used with disabled clients
D) where possible, examiners with some disability be used
14. The major conclusion of the ETS study of performance of individuals with disabilities on
the SAT and the GRE:
A) there is no need for special test accommodations for these clients
*B) non-standard versions of these tests were comparable to the original
C) the non-standard versions of the SAT and GRE are less valid
D) these tests are simply not appropriate for such clients
15. Both the Strong and the Kuder are of limited use with some disabled clients because:
A) there are no norms on disabled clients
B) most disabled clients are not seeking such information
C) the test results are of little use to clients who will not work
*D) they both involve the ability to read at a fairly high level
16. The items on the Geist Picture Interest Inventory Revised are drawings of:
*A) work activities
B) tools used in different occupations
C) recreational activities
D) conflict situations

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17. The Geist Picture Interest Inventory - Revised is designed for:

A) disabled individuals who have visual or hearing disabilities
*B) normal adolescents of high school age and adults with limited verbal skills
C) normal or disabled children younger than 16
D) adults with limited visual acuity
18. Among the criticisms of the Geist Picture Interest Inventory - Revised:
A) the factor structure yields one main factor
B) the theory behind the test is now outdated
C) the test is too complicated for many disability clients
*D) many occupations reflect gender stereotypes
19. In general, most picture interest inventories
A) are normed on normal children
*B) are technically inadequate
C) are very useful with rehabilitation clients
D) have excellent reliability but poor validity
20. Career interest test results of disabled clients may be invalid because:
A) such tests are typically normed on normal samples
*B) such clients do not have the type of experiences needed for stable career interests
C) Hollands theory does not take into consideration developmental aspects
D) they are essentially speeded power tests
21. In regards to college admissions testing of disabled students, the limited evidence suggests
that:
A) tests like the ACT and the SAT should not be used with disabled students
B) scores on tests like the SAT are excellent predictors of subsequent performance
*C) there is no difference in prediction of grades for disabled and normal students
D) disabled students should not be required to take such tests
22. Most experts define
A) achievement
B) intelligence
C) interests
*D) aptitudes

as the result of life long learning.

23. A major conclusion of Ghisellis (1966) review of occupational aptitude tests:

A) most such tests had little applicability to rehabilitation clients
*B) tests possessed sufficient predictive power to be of value in personnel selection
C) proficiency as measured by ratings was not a useful criterion
D) tests of perceptual accuracy were the most valid
24. In Ghisellis (1966) review of occupational aptitude tests, criteria were divided into two
major categories:
*A) training and proficiency
B) aptitude and achievement
C) intellectual abilities and personality
D) perceptual accuracy and motor abilities
25. Minimum competency testing typically refers to:
*A) high school graduation
B) disabled students applying to college
C) minority high school students
D) all adults with disabilities

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26. As far as the question of which norms to use on a test that we administer to a client with
disabilities:
A) the best norms are national norms
*B) there often is no available data
C) we should use whatever norms best match the client
D) we should not use norms but only raw scores
27. The General Aptitude Test Battery is the most widely used test for
A) assessing deaf and mentally retarded persons
*B) hiring in government agencies
C) measuring intelligence of rehabilitation clients
D) determining the aptitudes of high school students
28. The General Aptitude Test Battery was originally developed by
A) assessing military personnel in World War II
B) studying different occupations to see what skills were needed
C) comparing normal and disabled subjects on various tasks
*D) factor analyzing some 50 different tests
29. On the GATB the ability to proofread correctly and to perceive pertinent details is defined
as:
A) finger dexterity
B) spatial aptitude
C) general learning ability
*D) clerical perception
30. The finger dexterity and manual dexterity portions of the GATB differ from all other
aptitudes in that:
*A) they are assessed through performance tests
B) they use true-false items exclusively
C) these tests were chosen because of factor validity
D) their internal consistency is substantially lower
31. The development of the GATB was guided primarily by
A) occupational theories
*B) factor analysis
C) construct validity
D) hierarchical theories
32. One of the unique aspects of the GATB:
A) routine use of racial norming
*B) occupational aptitude patterns
C) little technical material available
D) can be administered and scored by the client
33. In regards to testing disabled individuals, the Standards for Educational and Psychological
Testing recommends that
A) norms based on disabled samples be used
B) norms for the general population be used
*C) either general norms or specific norms be used, depending on the purposes of testing
D) norms be disregarded as they can be misleading when testing disabled individuals
34. Titles of the Civil Rights Act of 1964 are simply:
*A) provisions for implementing various aspects
B) sections of the Act numbered for easy identification
C) penalties associated with various illegal acts
D) general principles that apply to testing of minorities

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63. There is some evidence that hearing impaired children have less well developed
than those of hearing children.
*A) schemas
B) motor coordination
C) visual cortex areas
D) all of the above
64. In Gibbins (1989) survey of school psychologists who serve the hearing impaired, the
most popular measure of cognitive abilities was the:
A) Self-Concept Scale for the Hearing Impaired
*B) WISC-R Performance Scale
C) MMPI
D) Vineland Adaptive Behavior Scale
65. In Gibbins (1989) survey of school psychologists who serve the hearing impaired, the
most commonly used test to assess adaptive behavior was the
A) Wide Range Achievement Test
B) Hiskey-Nebraska Test of Learning Aptitude
C) Samuelson Test of Adaptive Behavior
*D) Vineland Adaptive Behavior Scale
66. The popularity of projective drawings in the assessment of the hearing impaired is probably
due to:
A) research findings of excellent validity
*B) their ease of administration
C) availability of specific norms for the hearing impaired
D) development of special forms for this population
67. The Stanford-Binet is not generally recommended for use with the hearing impaired
because of its
A) stringent time limits
B) lack of items that can be used as examples
C) norms that are based on hearing children
*D) heavy emphasis on language ability
68. In general, the research results suggest that the nonverbal intelligence of the hearing
impaired
*A) does not differ qualitatively from that of normal hearing
B) is typically 10 to 15 points below that of normal hearing
C) is much more concrete and less creative
D) differs substantially in its factor structure
69. A typical group profile for hearing impaired on the Wechsler:
*A) low on Coding, well on Picture Completion, and above average on Block Design
B) low on Block Design, Coding, and Picture Completion
C) above average on Object Assembly and on Coding, and low on Picture Completion
D) high on Picture Arrangement and on Coding
70. In the Hirshoren et al. (1977) study of prelingually deaf children:
A) the pattern of intercorrelations for WISC-R subtests indicated three basic factors
B) the mean IQ on the WISC-R Performance Scale was 100
*C) scores on the WISC-R Performance scale correlated substantially with the HiskeyNebraska
D) neither the WISC nor the Hiskey-Nebraska were shown to be valid

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71. The
is one of the few standardized tests for which there is a standardized version
for deaf children.
A) Stanford-Binet
B) Raven Progressive Matrices
C) Hiskey-Nebraska
*D) WISC-R Performance Scale
72. In the Forde (1977) study of the Peabody Picture Vocabulary Test with the hearing impaired, the results showed:
A) low internal consistency and inadequate validity
*B) substantial correlations with the Stanford Achievement Tests
C) a factor structure consonant with the two factor theory
D) marginal correlations with the WISC-R Performance Scale
73. Studies with the special edition of the Stanford Achievement Test show that hearing
impaired students aged 20 or above have
A) excellent math computation skills
B) skills equal to those of hearing students
C) visual problems that interfere with their performance
*D) poor reading skills
74. The test-retest reliability of the special edition of the Stanford Achievement Test:
*A) seems to be excellent even over a 5 year period
B) is adequate for brief time periods only
C) is marginal at best
D) has not been investigated with hearing impaired
75. The Farrugia (1982) study of the vocational interests of the hearing impaired found that
hearing impaired
A) had unrealistic vocational aspirations
*B) preferred manual activities over verbal learning areas
C) showed high interests in art and drama
D) had identical interest patterns to those of hearing persons
76. In using self-concept measures with the hearing impaired, there are at least two concerns:
A) marginal reliability and strict time limits
*B) reading level and inappropriate items
C) changes in instructions and lack of norms
D) lack of appropriate norms and poor validity
77. In developing the Self-Concept Scale for the Hearing Impaired, items were chosen from
an item pool on the basis of:
A) high test-retest reliability
B) factor analysis
C) significant correlations with a criterion
*D) none of these
78. One of the major limitations of the Self-Concept Scale for the Hearing Impaired:
A) the 30 minute time limit is too stringent
*B) poor correlations with teacher and/or professional ratings
C) poor test-retest reliability for the total score
D) inappropriate response choices
79. In the study by Ouellette (1988) who administered the House-Tree-Person to the hearing
impaired, the inter-rater reliability was:
*A) quite low with a median of about .32
B) substantial for four of the seven scales
C) adequate for psychologists but not for counselors
D) low, but due to a statistical artifact

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80. The use of behavioral rating scales with the hearing impaired:
A) is generally limited due to reading limitations
*B) can be quite useful
C) is generally not useful because of low inter-rater reliability
D) has not been investigated
81. The Bolton and Brown (1971) study using the Semantic Differential as a measure of
attitudes toward work for use with the hearing impaired, illustrated:
A) the flexibility of the Semantic Differential
B) how high reliability can be achieved by careful work
*C) the lack of validity data in this area
D) the use of factor analysis in test development
82. A stoma is essentially a
*A) surgically constructed passageway for body waste
B) multipluralistic testing approach applied to physically disabled
C) a type of T score with a mean of 60
D) a personality test for spinal cord injury patients
83. Convergent validity of the Ostomy Adjustment Scale was reflected by:
A) insignificant correlations with social desirability
*B) positive correlations with various aspects of surgery
C) negative correlations with measures of self-esteem
D) positive correlations with self ratings of adjustment

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13 Testing in the Schools

1. The general objective of assessment in preschool educational settings is to:

*A) make appropriate decisions to facilitate psychoeducational development
B) identify children with developmental disabilities
C) determine the eligibility of children for special programs
D) diagnose children who are either gifted or retarded
2. The test-teach-test approach urges the use of:
A) norm-referenced tests with good reliability
B) assessment procedures that have high test-retest reliability
C) interviews rather than actual tests
*D) curriculum-based assessment measures
3. One of the most valuable assessment methods to study young children:
A) interviews of parents and of teachers
*B) direct behavioral observation
C) rating scales
D) protective techniques
4. In rating scales, error variance can be defined as:
A) test-retest reliability
B) lack of discriminant validity
C) a subcategory of the multi-trait multi-method matrix
*D) unwanted variation in scores
5. Projective techniques are of limited use with preschool children because these children
lack:
A) spatial skills
B) fantasy and imagination
*C) verbal skills
D) well defined emotions
6. Piagetian based scales
A) have been developed and are used widely
*B) have been criticized and not found widespread use
C) are particularly useful as process oriented measures
D) are only applicable to personality development
7. Cognitive Test X and Test Y correlate about +.92. We could therefore conclude that a child
would most likely obtain identical
A) IQs on the two tests
*B) rankings vis-a-vis their peers
C) test-retest correlation coefficients
D) z scores

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8. The main assumption of process oriented assessment approaches is that:

A) cognitive skills underlie personality functioning
B) the test-teach-test sequence is of limited use
*C) what is important is how one arrives at an answer
D) the examiner needs to process or understand the child
9. Reliability of tests administered to young children:
A) can be low because of limitations of the tests
B) is usually quite high since preschool children show individual differences
C) is ordinarily satisfactory since measures like the WPPSI are stable
*D) can be low because of rapid developmental changes
10. Before testing a preschool child the examiner should
A) meet with the child and the parents to establish rapport
B) make sure the testing room has attractive furniture
*C) have a clear and specific referral question
D) review a handbook of child psychology
11. The California Achievement Tests are designed for use in:
*A) kindergarten through the 12th grade
B) first through fifth grade
C) eighth through 12th grade
D) kindergarten through sixth grade
12. The California Achievement Tests may be described as:
A) individual tests requiring a psychologist as examiner
B) essay type tests, group administered
C) similar to the WISC in structure and administration
*D) a group administered battery with teachers as examiners
13. The three formats of the California Achievement Tests differ:
A) in the grade level in which they are to be used
*B) in number of items per subtest, and kind of scores reported
C) only in superficial ways, so they are basically equivalent forms
D) in the specific subtests that are included under each
14. One of the major psychometric problems of the California Achievement Tests is that:
A) internal consistency coefficients tend to be low
B) the reliability is low at younger age levels
*C) the subtests intercorrelate substantially
D) little evidence is available on its validity
15. In achievement test batteries the emphasis is usually on
A) construct
*B) content
C) concurrent
D) face

validity.

16. In regards to the norms of the California Achievement Tests:

A) large, but basically samples of convenience
B) chosen on the basis of U.S. Census data
C) based primarily on California school children
*D) large and representative
17. The Lake Wobegon effect refers to:
A) more children scoring below average because of outdated norms
B) what statisticians would call regression towards the mean
C) the altering of childrens test scores by teachers
*D) a larger percentage than expected obtaining above average scores

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18. In the Neeper and Lahey (1984) study of the common dimensions of teacher rating scales,
the major factor was:
A) inattentiveness
*B) conduct disorder
C) school anxiety
D) social skills
19. In high school one of the critical aspects of adolescence is:
A) forming an identity
B) achieving in academic subjects
*C) the development of social competence
D) satisfactory sexual experiences
20. The items for the Cavell and Kelley (1994) measure of social competence came from:
*A) self reports of adolescents
B) the writings of experts
C) other available scales
D) the authors own expertise
21. The internal consistency coefficients for the Cavell and Kelley (1994) measure of social
competence are somewhat inflated because:
A) they were computed on the initial pool of items rather than the final scales
B) the subscales are intercorrelated with each other
C) both alternate forms were used
*D) they were computed on the same sample used for factor analysis
22. In the Cavell and Kelley (1994) measure of social competence, the most frequently occurring situations involved:
*A) parents and siblings
B) work situations
C) conflict with teachers
D) problem behaviors
23. The GED tests are used to:
A) determine whether a high school student should graduate
B) decide on college admission where SAT scores are not available
*C) award high school level equivalency
D) assess an individuals overall level of social competence
24. On the GED, alternate form reliability is somewhat lower than internal consistency
because:
A) those who take the GED are more homogeneous than h. s. students
*B) different forms were administered on different days
C) internal consistency is a more stringent calculation
D) both alternate forms were administered at one sitting
25. In general, the reliability of the GED is:
A) marginal at best
B) in the poor range
*C) quite substantial
D) too low to make individual decisions
26. The major type of validity applicable to the GED is:
*A) content
B) construct
C) criterion
D) predictive

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27. The GED is also administered to national samples of high school graduating seniors in
order to determine:
A) whether the GED can be used as a college admissions test
B) if high school students are showing minimum competency
C) whether available norms are still accurate
*D) that test scores reflect a high school equivalency performance
28. Somewhere near
of graduating high school seniors would in fact fail the GED tests.
A) one half
*B) one third
C) one tenth
D) one out of one hundred
29. As illustrated by the GED, we ordinarily would expect
validity.
A) concurrent, higher, parallel forms
B) predictive, lower, concurrent
C) construct, higher, concurrent
*D) concurrent, lower, parallel forms

validity to be

than

30. Follow up studies of GED graduates indicates that passing the GED leads to various
benefits. Such data:
A) can be considered substantial construct validity
B) is limited by the poor reliability of the GED
C) can be considered as part of content validity
*D) is somewhat suspect since nongraduates were not surveyed
31. The NAEP (National Assessment of Educational Progress) is essentially a(n)
A) personality
B) cognitive
*C) achievement
D) aptitude

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55. If we have high school gpa and achievement test scores and then we add SAT scores, our
predictive validity will:
A) increase substantially
B) decrease slightly
C) decrease substantially
*D) stay about the same
56. In the study by Halpin et al. (1981) of the California Achievement Tests as predictors of
collegiate gpa, the authors concluded that the best predictor was:
*A) high school GPA
B) the SAT
C) the California Achievement Tests
D) the ACT
57. In Feingolds (1983) study of the predictive validity of WAIS subtests for college achievement, it was found that:
A) the SAT was still the best predictor
B) such subtests are valid for males but not females
C) WAIS subtests were better predictors than high school GPA
*D) WAIS subtests can be better predictors than other measures
58. Coaching can affect the validity of a test in at least three ways. Which is NOT one of these?
A) coaching can increase a persons score above their true level
*B) coaching can decrease a persons test anxiety
C) coaching can allow a person to do their best rather than their typical
D) coaching can affect test performance on stable traits
59. We can probably conclude that coaching for the SAT results in:
A) substantial improvement on both verbal and math scores
B) substantial improvement on verbal scores only
*C) a small improvement in math scores
D) a decline in verbal scores
60. The SAT was specifically designed to predict
*A) first year college grades
B) academic success in college
C) overall GPA in the four years of college
D) academic success as defined by graduation
61. Reliability coefficients for the SAT generally range:
A) from .10 to .50 in most studies
B) in the .70 and above range
C) from .42 to .83 depending on the type of reliability
*D) in the high .80s and low .90s
62. Typically we would expect a correlation of about
college GPA.
A) .10
*B) .40
C) .60
D) .75

between SAT scores and first-year

63. When various sources of error are statistically controlled, the average validity of the SAT
is about:
A) .15
B) .40
*C) .55
D) .75

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64. Nader presented data to argue that SAT scores were correlated with family income. His
data however, is flawed because:
*A) he computed the correlation using grouped data
B) his data was based on small, atypical samples
C) there are many ways to measure family income
D) the data was obtained from white samples only
65. One of the major limitations of the GRE:
A) has marginal reliability at best
B) does not assess analytical skills
*C) does not measure all the qualities related to graduate school success
D) scores on the test do not correlate with criteria of success
66. In making admissions decisions, graduate departments typically weigh most heavily:
*A) undergraduate grades
B) letters of recommendation
C) GRE scores
D) autobiographical statements
67. To do well on the Quantitative portion of the GRE, a candidate should have:
A) college level courses in algebra and calculus
B) considerable work in advanced math classes
C) math preparation comparable to 8th grade level
*D) typical high school courses in math and algebra
68. The Analytical portion of the GRE attempts to measure such skills as:
*A) logical and analytical reasoning
B) data interpretation and quantitative reasoning
C) analogies and analytical comprehension
D) knowledge of the arts and humanities
69. The Subject Tests of the GRE
A) cover broad areas like arts and humanities
*B) cover specific areas like Biology and Sociology
C) contain the same number of items regardless of field
D) are all designed to assess verbal reasoning
70. One feature of the Subject Tests of the GRE:
A) scores are directly comparable from test to test since they use the same scale
B) each test uses a different scaling procedure
*C) scores on one test cannot be directly compared to scores on another
D) the norms are based on the same group of candidates
71. John scores at the 65th percentile on the Psychology Subject Test and at the 78th percentile
on the Sociology Subject Test. We can therefore conclude that:
A) he should apply to the Sociology department
B) he did significantly better on the Sociology test
C) the Psychology test must be easier than the Sociology
*D) none of these
72. Items for the GRE General Test are written primarily by:
*A) ETS staff
B) university professors
C) professional test writers
D) hired college students

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73. Items for the GRE subject tests are written primarily by:
A) ETS staff
B) university professors
*C) experts in that field
D) hired college students
74. Studies have shown that individuals who repeat the General test show an average score
A) decline of about 10 points
*B) gain of about 1/4 standard deviation
C) score gain of about 50 points
D) score gain of about 1 standard deviation
75. In a (an)
test, the selection of questions is tailored to an examinees ability level.
*A) adaptive
B) computer administered
C) ipsative
D) GRE type
76. In general, the reliability of the GRE Subject Tests is assessed by the
A) test-retest
*B) Kuder-Richardson
C) alternate forms
D) Cronbach Alpha

procedure.

77. Typical validity coefficients for the GRE General Test:

A) .00 to .20
*B) .20 to low .30s
C) low .30s to high .50s
D) .40s to low .60s
78. To predict graduate first year gpa, the best combination of variables seems to be:
*A) the three GRE subscores and undergraduate gpa
B) GRE Verbal and undergraduate gpa
C) GRE Analytical and SAT Total
D) letters of recommendation, GRE Total, and biographical statement
79. Which of these variables would we expect to correlate highest with graduate first year gpa
in the field of Biology?
A) undergraduate gpa
B) GRE Verbal scores
*C) scores on the Biology Subject Test
D) GRE Analytical scores
80. One of the major reasons why validity coefficients on the GRE are so low:
A) the test is psychometrically inadequate
B) validity coefficients cannot be higher than reliability
C) lack of good criteria
*D) restriction of range
81. Marston (1971) compared GRE scores to subsequent professional publications and found:
A) a modest but significant relationship
B) a relationship with GRE Verbal but not with GRE Quantitative
*C) a lack of relationship between the two
D) that GRE scores were better predictors than GPA
82. Advanced Psychology Test scores
*A) predict graduate grades but not faculty ratings
B) predict completion of graduate degree
C) have little relationship to any criteria of success
D) seem valid for clinical students but not others

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83. Goldberg and Alliger (1992) in their meta analysis of the GRE concluded that we should
A) throw out the GRE
B) only use Advanced Tests
C) require the GRE of all applicants
*D) focus on the criterion
84. In studies of the validity of the GRE which criterion has been used most often?
*A) graduate GPA
B) undergraduate GPA
C) evidence of professional accomplishment
D) faculty ratings
85. Some experts regard
the best criterion of graduate academic success.
A) GPA
*B) obtaining the degree
C) faculty ratings
D) number of publications
86. Whitworth and Barrientos (1990) studied Anglo and Hispanic graduate students and the
GRE. They found that:
*A) Anglos scored higher than Hispanics on both GRE and gpa
B) Anglos scored higher on GRE but Hispanics scored higher on gpa
C) regression equations based on GRE variables predicted gpa well
D) the data supported continued use of the GRE
87. The Jones and Thomae-Forgues (1984) review of the MCAT concluded that:
A) MCAT scores contributed little by way of predictive validity
B) the Chemistry and Biology subtests had little validity
C) the Physics subtest correlated the most with grades
*D) MCAT scores were similar to undergraduate gpa in predictive value
88. In addition to first-year medical school grades, the MCAT is also validated against:
*A) scores on the National Board of Medical Examiners exams
B) professional success as a physician
C) faculty ratings of competence as intern or resident
D) undergraduate gpa
89. Donnelly et al. (1986) developed a regression equation using MCAT scores and grades
in anatomy courses. They found that the regression equation predicted
with an
accuracy of about
.
A) first year medical school grades, 92%
B) faculty ratings, 81%
C) scores on the NBME-I exams, 15%
*D) performance on the Board exams, 92%
90. Based on somewhat remote data, we would estimate the average true validity of the
MCAT to be about:
A) .10
B) .30
*C) .50
D) .80
91. Nowacek et al. (1987) studied medical school students and concluded that the pattern of
correlations between grades, MCAT scores, and performance on the Board exams reflected:
A) trait effect
B) slope bias
*C) method effect
D) intercept bias

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92. Carline et al. (1983) focused on the last two years of medical school as the criterion and
found that:
A) MCAT scores were excellent predictors of NBME-II exam scores
*B) the MCAT was a better predictor of NBME-II than undergraduate science gpa
C) undergraduate science gpa was the best predictor of medical school gpa
D) medical school gpa and NBME-II scores did not correlate
93. Studies of the MCAT with black medical students suggest that the
A) MCAT is biased against minority applicants
B) MCAT is of very limited value with minority students
C) the best predictor of medical school gpa is undergraduate gpa
*D) the results are similar to those with white medical students
94. On the MCAT coaching seems to improve scores
*A) on several subtests
B) on all subtests
C) for minority students only
D) for majority students only
95. The Dental Admission Test Program (DAT) is designed to measure:
A) the expected prerequisites relevant to the practice of dentistry
B) verbal, quantitative, and analytical abilities
*C) general academic ability and scientific understanding
D) interest and aptitude for being a dentist
96. Scores on the DAT are reported on a scale
A) similar to the GRE, with mean of 500 and SD = 100
B) that uses percentiles
*C) that ranges from 1 to +9, with a mean of 4
D) of T scores, with mean of 50 and SD = 10
97. In regards to the reliability of the DAT:
*A) because of speed, test-retest and parallel forms should be reported
B) the test-retest reliability is substantially higher than K-R
C) there is little evidence to support its reliability
D) its internal consistency is consonant with the structure of 4 sections
98. A criticism of the Dental Admission Testing Program:
*A) may assess academic skills rather than dental skills
B) does not predict dental gpa as well as undergraduate gpa
C) the test is too short and hence not highly reliable
D) the test is too new to fully evaluate
99. Licensing refers to:
A) a high degree of competency
*B) minimal competencies
C) membership in a particular organization
D) compliance with a local building code
100. The major purpose of licensing exams is to:
*A) protect the publics welfare and safety
B) identify practitioners with outstanding competencies
C) predict job success
D) assess a persons skills in a specific profession
101. For licensing/certification tests,
A) criterion
*B) content
C) construct
D) multiple

validity is relatively easy to establish.

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102. The method of predictive yield is basically:

A) a logical approach to eliminating slope bias
B) a way of analyzing false positives and false negatives
C) the result of expert judgment
*D) a method to establish a cutoff score
103. The Angoff method of setting a cutoff score involves:
A) computing a difficulty level of 80%
B) the expected chance score
C) using a z score of +1 as the dividing line
*D) deciding how a barely qualified person would answer
104. A criticism of the various criterion-referenced methods to calculate cutoff score:
A) result in too lenient of a cutoff score
B) use very complex statistical formulas
*C) poor interjudge reliability and time consuming
D) are substantially intercorrelated with each other

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1. In employment testing most tests are administered to:

A) clerical workers
*B) middle managers and supervisors
C) executives
D) assembly line workers
2. The 1968 Testing and Selection Order:
A) all job applicants were to be tested
B) only three categories of validity were recognized
*C) job applicants could not be discriminated against
D) government contracts required a job analysis
3. In the Ryan and Sackett (1987) survey of industrial psychologists, interviews were the most
common assessment practice followed by:
*A) personal history forms
B) ability tests
C) projective tests
D) simulation exercises
4. In the Ryan and Sackett (1987) survey of industrial psychologists, the most frequently
used test was the:
A) WAIS
B) MMPI
C) In-basket
*D) Watson-Glaser Critical Thinking Appraisal
5. In the Ryan and Sackett (1987) survey of industrial psychologists, the least valid procedure
was judged to be:
A) simulations
B) ability tests
*C) projective techniques
D) personal history forms
6. Many of these tests involve apparatus rather than paper-and-pencil:
A) intellectual abilities
B) motivation
C) biodata
*D) sensory and psychomotor abilities
7. In the Nathan and Alexander (1988) meta analysis, the least valid method of measuring
job performance was:
*A) quality of production
B) supervisor ratings
C) work samples
D) quantity of production
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8. Ghiselli and Haire (1960) suggested that test criteria are dynamic. This means that:
A) criteria are highly unreliable and should not be used
*B) the criterion may be different at different times
C) multiple criteria should be used
D) test results will not correlate significantly with any criteria
9. The Ghiselli and Haire (1960) study of taxicab drivers was discussed to illustrate the idea
that:
A) tests that are valid will correlate significantly with any criteria
B) in a work setting tests typically do not correlate with criteria
*C) criteria need to be selected and specified carefully
D) because criteria are dynamic it is useless to measure them
10. Weitzs (1950) study of preferences about a cooking range illustrates the point that:
A) interview methods are quite robust and produce equal results
*B) different methods of asking the same question produce different results
C) a test can predict criterion X but not criterion Y
D) interitem consistency seems to be the best type of reliability
11. Hunter and Hunter (1984) did a meta analysis and reported that cognitive tests have a
mean validity of about
in predicting training success.
A) .15
B) .35
*C) .55
D) .85
12. Hunter and Hunter (1984) on the basis of their meta analysis concluded that the validity
of psychomotor tests:
A) is too low to be used in any practical way
B) is exceptionally high and shows these tests to be useful
C) can be quite high if administered by well trained examiners
*D) can under some circumstances be very low
13. Overall, the two most valid predictors of job performance are:
*A) cognitive ability tests and biodata forms
B) tests of personality and of psychomotor skills
C) biodata forms and simulation exercises
D) interviews and simulation exercises
14. In the Ree and Earles (1991) study of airmen, the most valid predictor of technical school
grades was:
A) spatial intelligence
*B) general cognitive ability
C) psychomotor skills
D) instructors ratings
15. Differential validity, when it occurs, is typically:
A) a reflection that the test is biased
B) a result of using invalid criteria
C) based on real differences between samples
*D) an artifact of small sample size
16. In applying the multitrait-multimethod approach to performance appraisal:
A) multitrait is replaced by multiraters
B) multitrait is replaced by monotrait
*C) multimethod is replaced by multiraters
D) multimethod is replaced by multicriteria

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17. In the Lawler (1967) study of the multitrait-multimethod approach, the validity coefficients were the
coefficients.
A) heterotrait-monorater
B) heterotrait-heterorater
C) monotrait-monorater
*D) monotrait-heterorater
18. In the Lawler (1967) study of the multitrait-multimethod approach, the one variable that
did not show validity was:
*A) self ratings
B) peer ratings
C) quality of job performance
D) ability to perform the job
19. The Harris and Schaubroeck (1988) meta analysis of ratings found that:
A) peer and supervisor ratings did not correlate with each other
*B) self ratings showed low correlations with peer and supervisor ratings
C) peer ratings were least valid of all ratings
D) self ratings were the most valid
20. A review of the literature on the halo error concludes that:
A) the halo effect is a rather common problem in ratings
B) valid and invalid components can be identified reliably
*C) the halo effect does not necessarily detract from validity
D) typically the halo effect lowers the reliability of ratings
21. In regards to rater bias:
A) the literature indicates that can result in higher validity
B) we can use the multitrait-multimethod approach to control it
*C) there are several methods to counter this
D) it is a major problem only with ratings of cognitive competence
22. A leniency error means that the rater
A) is lenient and rates everyone as above average
*B) tends to use middle or average ratings
C) is highly biased and his/her ratings reflect this
D) is not reliable in his/her ratings
23. In the
method, the rater selects the best and the poorest persons, then the next best
and next poorest, etc.
A) forced distribution
B) paired comparison
C) high-low
*D) alternation ranking
24. The usefulness of the paired comparison method is limited by:
*A) the number of persons to be rated
B) the number of raters required
C) the rectangular distribution formed by ranks
D) such errors as the leniency error
25. One of the limitations of supervisors ratings:
A) most supervisors have little contact with their employees
*B) supervisors may not have observed the behavior to be rated
C) the reliability of such ratings is very poor
D) such ratings do not correlate with peers ratings

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26. Behavioral anchors on a rating scale

A) are actually generated by the person doing the ratings
B) vary from target to target
*C) provide a standard framework to evaluate performance
D) can only be used with personality dimensions
27. Self ratings are typically 1/2 SD higher than supervisory ratings. This means that:
*A) subordinates tend to be more lenient than supervisors in self evaluations
B) supervisors tend to be more lenient in rating workers
C) when subordinates rate their supervisors, they are more lenient
D) self ratings lack validity
28. Some evidence suggests that in Taiwan, Chinese
A) supervisors rated employees less harshly than Anglo supervisors
B) employees rate their peers as excellent workers
C) supervisors base their ratings primarily on group consensus
*D) employees rated their job performance less favorably than did their supervisors
29. The attraction-selection-attrition framework refers to the concept that:
*A) different types of people make up different types of organizations
B) whether two individuals are attracted to each other depends on personality
C) personality is the best predictor of job performance
D) individuals selected for a job are selected because of personality traits
30. In the Barrick and Mount (1991) analysis of job performance criteria for five occupational
groups:
A) extraversion was the most valid predictor for police
B) both conscientiousness and extraversion were of limited validity
*C) conscientiousness showed consistent relations with job performance
D) no distinction was made between job proficiency and training proficiency
31. In general, most correlations between well designed personality inventories and job effectiveness criteria fall in the
range.
A) .00 to .20
*B) .40 to .60
C) .50 to .70
D) .60 to .80
32. Hogan (1990) on the basis of a meta analysis of the Big Five model, concluded that:
A) emotional stability is correlated with supervisors ratings
B) openness to experience is correlated with leadership
C) likability is correlated with academic performance
*D) extraversion is correlated with performance in sales and management
33. Hogan (1990) on the basis of a meta analysis of the Big Five model concluded that
was related to upward mobility and leadership status.
A) extraversion
*B) emotional stability
C) agreeableness
D) dependability
34. In regards to the Big Five model and the area of personnel selection, we might conclude
that:
A) the model has excellent validity across studies
B) the 16 PF provides a better factor analytic framework
*C) the model is useful though limited
D) the model has little validity to support it

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35. In the Kelley et al. (1994) study of the MMPI of nuclear power workers, the results indicated
that:
*A) test-retest differences were rather small
B) the typical test-retest reliability was .35
C) upon retest, test profiles tended to be more abnormal
D) MMPI test scores were excellent predictors of depression among workers
36. The Chinese Value Survey measures
A) the degree to which a person follows Confucian teachings
B) the degree of acculturation in Chinese immigrants
C) the values that distinguish poor from good managers in Taiwan
*D) values of importance in eastern countries like China
37. In the study by Ralston et al. (1992) where the Chinese Value Survey was administered to
managers from three countries, the results showed:
A) that managers in Hong Kong had the highest values
*B) the U.S. managers scored highest on human heartedness
C) the Confucian Work Dynamism scale was not valid
D) significant differences on Moral Discipline
38. In regards to biodata, one major source of concern is:
*A) their susceptibility to faking
B) they are not readily available to the public
C) their test-retest reliability tends to be low
D) they are considered by many an invasion of privacy
39. Biodata items typically focus on either a particular domain (like job-related skills) or
A) cognitive skills
B) personality variables
*C) previous life experiences
D) future aspirations
40. A typical biodata item:
A) Do others consider you a friendly person?
B) What is the square root of 64?
C) How important is it for you to be loyal?
*D) How many years have you worked in sales?
41. In developing a biodata form we might do some preliminary statistical analyses on tentative
items to determine:
A) split-half reliability
*B) whether they show skewed response distributions
C) their tertiary validity
D) whether the items correlate with simulation exercises
42. In the empirical keying approach we would administer a pool of potential biodata items
A) wait a period of time, and then retest all subjects
B) and retain items based on internal consistency
*C) and develop a scoring procedure based on some criterion
D) and retain items with high factor loadings
43. In the empirical keying procedure, a crucial aspect is the:
A) type of factor analysis carried out
B) age of criterion group members
C) use of the indirect approach of item construction
*D) reliability, validity, and utility of the criterion

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44. In a(n)
biodata questionnaire, different weights are given to different responses.
*A) weighted
B) rational
C) empirical
D) multivariate
45. Mumford and Owens (1987) reviewed the empirical keying approach and concluded
that:
A) the approach is quite valid but shows significant cultural differences
B) factorial scales represent a much better approach
*C) such biodata forms show considerable cross-cultural validity
D) the approach works well for personality tests but not biodata forms
46. A major criticism of the empirical keying approach is that:
A) the empirical validity of such scales is quite low
*B) there may be a lack of construct validity
C) the required job analysis is too time consuming
D) any cultural differences are disregarded
47. The direct and indirect strategies of developing biodata forms
A) are identical, but the resulting scoring procedures differ
B) differ in their use of factor analysis to assess construct validity
C) are basically identical but differ in their focus on internal consistency
*D) differ in that the indirect approach focuses on constructs that underlie job performance
48. Studies that compare rational versus empirical scaling techniques suggest that:
*A) empirical scales have higher initial criterion related validity
B) empirical scales are substantially more valid in the long run
C) rational scales tend to be less reliable than empirical scales
D) both approaches are equally valid
49. Items for biodata scales developed by the rational method are retained based on:
*A) their internal consistency
B) the authors judgment
C) consensus by a panel of experts
D) high test-retest reliability
50. Items for biodata scales developed by factor analysis are retained if they load at least
on a particular dimension.
A) .20
*B) .30
C) .50
D) .80
51. Mumford and Owens (1987) suggest that factorial biodata scales may not be as effective
as empirically keyed scales, but
A) are easier to translate using the back translation method
B) are easier to construct
*C) may have greater stability and generality
D) yield more understandable results
52. The option-keying scoring procedure involves
A) using Likert weights (5 to 1) for each response option
B) factor analyzing the response matrix
C) using true-false rather than multiple choice items
*D) analyzing each response alternative separately

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53. In the Mitchell and Klimoski (1982) study of biodata of real estate salespersons, the results
showed that:
*A) empirical scoring was superior but showed shrinkage upon cross-validation
B) rational scoring was superior but showed shrinkage upon cross-validation
C) rational scoring was better than the empirical in both original and cross-validation
samples
D) empirical scoring was better but only in the original sample
54. Mumford and Owens (1987) suggested that faking on biodata questionnaires
A) is difficult to control
B) has been shown beyond a doubt
C) significantly lowers their validity
*D) can be minimized
55. Reliability of biodata items can be increased by:
A) making items simple and brief
B) giving response options on a numerical continuum
C) providing an escape response option
*D) all of the above
56. An escape response option might take the form:
*A) none of the above
B) my salary was less than $10 an hour
C) I do not wish to answer this item
D) I was fired from my last job because. . . .
57. Well developed biodata questionnaires typically show:
A) substantial internal consistency
B) low test-retest reliability
*C) low item intercorrelations
C) high factor validity
58. In general, the literature indicates that biodata forms
A) correlate on average .80 or above with job productivity
*B) are valid in a wide variety of settings and samples
C) show significant black-white differences
D) show low correlations between self-report and employer report
59. In the Scott and Johnson (1967) study of canning factory workers, the regression equation
gave the heaviest weight to the variable of :
A) type of residence
B) number of children
C) years on last job
*D) gender
60. In the Scott and Johnson (1967) study of canning factory workers, the results showed
that
stayed longer on the job.
A) skilled male workers who lived with parents
B) skilled female workers with great family responsibilities
*C) unskilled females living close to work
D) workers who lived at some distance from the factory
61. Assessment centers typically involve:
*A) multiple assessors and rating forms
B) computerized tests administered individually
C) a physical office where evaluations are carried out
D) tests of intelligence and of achievement

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62. Meta-analytic reviews of assessment centers support their:

A) internal consistency
*B) predictive validity
C) standardization
D) construct validity
63. Studies of why assessment centers work suggest that:
A) employees who are assessed are highly pre-selected
B) both convergent and discriminant validities are quite high
C) the obtained ratings are highly biased
*D) a global dimension like intelligence or competence may be central
64. In-basket techniques are usually scored for
A) originality and productivity
B) efficiency and competency
*C) content and style
D) industry and leadership
65. Of
on
*A)
B)
C)
D)

the various types of reliability, the in-basket technique shows the highest results
reliability, and the lowest results on
reliability.
interrater; alternate form
split-half; internal consistency
alternate form; test-retest
internal consistency; split-half

66. Schippmann et al. (1990) conclude that the validity of the in-basket technique
A) is quite solid despite some negative evidence
B) can be quite high if experienced assessors are used
C) has not been adequately explored
*D) is based more on belief than evidence
67. In the study by Brannick et al. (1989) with two alternate forms of the in-basket exercise
used with business students:
*A) scores for the two forms on the same dimensions correlated low
B) interjudge reliability was very low for all dimensions
C) internal reliability coefficients were uniformly high
D) only one of the two forms proved to be valid
68. A good way to communicate predictive validity results is through a(n):
A) work sample
*B) expectancy table
C) simulation exercise
D) concept of banding
69. The concept of banding involves:
A) treating all test scores as if they were identical
B) using the median to define above and below average
*C) ignoring numerical differences in scores smaller than the band value
D) having subjects act as a team and scoring their performance as a group
70. Synthetic validity:
A) an alternative model to face validity
B) applicable only to assessment centers
C) assesses the validity of each item in a test
*D) validating tests against specific job elements
71. Time urgency:
*A) is most likely a multidimensional construct
B) shows low coefficient alpha reliability
C) is a major dimension of the in-basket technique
D) is not related to aspects like competitiveness

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72. In the Cascio (1975) study of turnover in insurance clerical employees, it was found
that:
A) biodata items did not predict long vs. short tenure
*B) a 10 item biodata score was quite valid
C) the biodata did not work well with minority employees
D) there were significant gender differences in turnover
73. In the area of occupational choice, biodata questionnaires:
A) are most particularly useful since they do not measure career interests
B) are of limited use since their reliability is low
*C) correlate significantly with post college job choice
D) are useful to assess creativity but not vocational choice
74. The Navy Basic Test Battery is validated primarily against
A) scores on the General Classification Test
B) performance aboard ship in military service
C) career achievements like rank and pay
*D) school grades for trainees at the end of their training
75. The DOT Estimation Task was designed to assess
A) visual-spatial abilities of Air Force pilots
B) creativity versus conservativeness
*C) compulsivity versus decisiveness
D) visual acuity in night-time conditions
76. The Imwald Personality Inventory was designed to assess the:
*A) psychological and emotional fitness of police recruits
B) mental ability of potential police officers
C) degree to which a police officer follows the law
D) career interests people may have in regards to police work
77. In the Baehr et al. (1971) study using a test battery to select police patrolmen, racial
differences on the predictor variables
A) were not found for any of the four areas
*B) were found for three of the four broad domains
C) were found only for the area of mental ability
D) were found for both aptitude and motivation
78. In the Baehr et al. (1971) study of police officers the investigators found that:
A) white and black officers differed on tenure and absenteeism
B) annual performance ratings were lower for black officers
C) there were no significant racial differences on job performance
*D) black patrolmen made more arrests and had more disciplinary demerits
79. The Baehr et al. (1971) study of police officers concluded that:
A) good police officers have a social rather than a work orientation
B) the test battery they used was not valid for black officers
*C) the successful patrolman tends to be cooperative in interpersonal situations
D) there is no need to compute separate regression equations for blacks and for whites
80. The Job Components Inventory is designed to:
A) help college students make better career choices
B) assess engineering aptitude
*C) assist young people in their vocational preparation and training
D) predict whether a person will enter a clerical position

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81. In developing the Supervisory Practices Test, items were retained if they discriminated
between supervisors and non-supervisors, and if :
A) their test-retest reliability was at least .70
B) a panel of experts agreed on the utility of the item
C) they had a minimal loading of .30 on a factor
*D) the distractors were endorsed by at least 15%
82. The authors of the Supervisory Practices Test agreed that the test-retest reliability was a
low estimate because of restriction of range. However:
A) test-retest is not the appropriate procedure to use
*B) raw scores seem to be quite varied
C) restriction of range affects validity not reliability
D) they should have computed an alpha coefficient
83. What was unique about the General Aptitude Test Battery at its inception?
*A) it was a comprehensive battery
B) it assessed 12 basic aptitudes
C) five forms were available for various purposes
D) none of the subtests had time limits
84. Both the Place and Turn and Assemble and Disassemble subtests of the GATB:
*A) are performance subtests
B) have poor equivalent form reliability
C) are composed of very few items
D) do not have time limits
85. In terms of temporal stability of the GATB:
*A) the highest test-retest coefficients are found on the cognitive aptitudes
B) typical equivalent form reliability coefficients are in the .80s
C) the GATB is a speeded test so internal consistency is not appropriate
D) highest for the psychomotor aptitudes
86. Much of the validity information on the GATB can be interpreted as
A) factorial
*B) construct
C) predictive
D) convergent

validity.

87. What is a major criticism of the GATB?

A) little information about reliability and validity
B) developed in England and may not be useful in the U.S.
*C) very complicated statistical scoring procedure
D) cannot be administered at a single setting
88. The How Supervise? test items were initially selected from a pool of potential items by
*A) expert judgment
B) high test-retest reliability
C) significant correlations with criteria
D) discriminant analysis of supervisors and controls
89. It appears that the How Supervise? test might actually be a measure of :
A) managerial success
B) test sophistication
*C) intelligence
D) motivation

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90. The two motivational aspects related to high quality managerial success are:
A) job proficiency and self-discipline
B) responsibility and dependability
*C) need for advancement and high personal standards
D) supervisory practices and supervisory opinions
91. High scorers on the Work Orientation scale would typically be described as:
A) highly intelligent but not creative
B) both very intelligent and very creative
C) socially oriented but immature
*D) following the protestant ethic of work
92. The Wonderlic Personnel Test is designed to assess:
A) how well organized and dependable the person is
*B) general mental ability
C) motivation for advancement
D) leadership ability
93. In regards to converting test scores to percentiles on the Wonderlic Personnel Test, the
author recommends that:
A) this not be done; only raw scores are to be used
B) local norms be established
*C) separate norms by race and ethnic group be used
D) national norms rather than racial norms be used
94. Since older individuals tend to do less well on the Wonderlic Personnel Test, the author
recommends that:
A) the test not be administered to persons older than 40
B) specific age norms be used to account for age
*C) a specific number of points be added to reflect a persons age
D) older individuals be given a more liberal time limit
95. Integrity tests are typically proprietary tests. This means that:
A) they are published commercially but available free of charge
B) they are carefully worded and use proper English
C) the copyright belongs to a professional organization
*D) they are closely controlled and used under strict guidance
96. A characteristic of current integrity tests:
A) only one or two are used in industry
*B) little psychometric information available in scientific journals
C) have rather low reliability
D) their predictive validity is not supported
97. The base rate for a behavior like employee theft is usually:
*A) less than 5%
B) about 20%
C) about 50%
D) over 50%
98. Scoring keys for integrity tests are usually:
A) available only to qualified buyers
B) found in such reference works as the MMY
C) readily available through publishers catalogs
*D) closely guarded by the publisher

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99. Overt integrity tests usually have two components:

A) job satisfaction and the prediction of burnout
B) deviant behavior and irresponsibility
*C) attitudes towards theft and admission of illegal behavior
D) past behavior and future behavior
100. Integrity tests
with polygraph results.
*A) correlate significantly
B) do not correlate significantly
C) have low but significant correlations
D) are usually administered
101. The correlation between integrity test scores and future behavior is typically:
A) high, especially when measured by polygraph studies
B) low because of shrinkage reduction
*C) low because of the low base rate
D) high, especially when samples of convicts are used
102. One of the major problems of integrity tests is that:
A) there are too many of them to come to any conclusion
*B) the variance on the criterion of theft is highly restricted
C) they typically do not discriminate between convicts and the general public
D) they do not correlate significantly with polygraph results
103. In regards to adverse impact of integrity tests, we can conclude that:
*A) there are no significant gender and/or race differences
B) minority members tend to score substantially lower
C) such tests are best not used with minority members
D) the evidence suggests such tests are biased against blacks
104. In the Collins and Schmidt (1993) study of white-collar crimes, there were four major
variables that discriminated between criminals and non-criminals. The authors felt that
these four variables had a common theme of :
A) honesty and integrity
B) intelligence
*C) social conscientiousness
D) criminality

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1. The Halstead-Reitan battery takes about

A) 15 minutes
B) two hours
*C) five hours
D) eight hours

to administer.

2. Most of the subtests used in the Halstead-Reitan

A) were developed specifically for this battery
*B) were actually borrowed from other procedures
C) are very sound psychometrically
D) are easy to administer and score
3. The validation of the Halstead-Reitan has primarily focused on
A) construct
B) content
C) predictive
*D) concurrent
4. The Rorschach Inkblot Technique is an example of a(n)
*A) associative
B) construction
C) ordering
D) completion

validity.

technique.

5. The reliability of qualitative data is often assessed by:

A) test-retest
*B) accuracy of protocol matches
C) interrater reliability
D) internal consistency methods
6. Both methods of establishing the reliability of qualitative data have the limitation that:
A) experts are required to carry out the procedure
B) reliability and validity are confounded
C) test reliability requires a test-retest design
*D) test reliability is confounded with the judgment process
7. In presenting the Rorschach Inkblots to a client, the sequence of presentation:
*A) is always the same
B) is up to the administrator
C) changes with the clients gender
D) does not much matter

144

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37. in general, most scoring systems for the Bender-Gestalt have

A) poor interscorer reliability but high internal consistency
B) adequate interscorer reliability but poor test-retest reliability
*C) adequate test-retest reliability and high interscorer reliability
D) high internal consistency and high test-retest reliability
38. In the review by Tolor and Brannigan (1980) of the Bender-Gestalt, the authors concluded
that the test
A) was not valid as a measure of neuropsychological functioning
B) was not valid either to measure personality or neuropsychological functioning
C) was basically a measure of general intellectual competence
*D) was quite valid as a measure of neuropsychological functioning
39. In the study by Goldberg (1959) where Bender-Gestalt protocols were assessed as to
organicity:
A) degree of confidence was highly related to diagnostic accuracy
*B) both psychology trainees and secretaries were more correct than psychologists
C) all groups did better than formal scoring
D) impressionistic formulations were better than psychometric scoring
40. A conclusion from the Goldberg (1959) study of Bender-Gestalt protocols:
*A) psychometric analysis is better than impressionistic formulations
B) secretaries can assess maladaptive behavior better than psychologists
C) the Pascal-Suttell method is better than the Koppitz method
D) the Bender-Gestalt has poor reliability and validity
41. Meehls (1954) review of studies relevant to clinical versus statistical prediction, found
that:
A) most of the studies found statistical prediction to be more accurate
B) statistical and clinical predictions were equally accurate
C) effective therapists preferred the clinical method
*D) no studies found the clinical method to be superior
42. The AB scale on the SVIB was developed by comparing
*A) therapists successful with schizophrenic patients with non-successful
B) high scorers on the Lawyer scale with low scorers
C) schizophrenics and neurotics
D) clients who are good at problem solving versus poor
43. The term triage refers to:
A) evaluating a therapeutic program for alcohol abuse
*B) assignment of patients to specific treatments
C) a type of assessment instrument used with alcoholics
D) the degree of acceptance that one has a drinking problem
44. The direct scale and indirect scale strategies to develop scales to assess alcoholism
differ as to:
A) how the initial pool of items is constructed
B) the degree of test-retest reliability
*C) the relationship of the items to drinking behavior
D) objective versus projective items
45. The McAndrew scale of alcoholism was developed by the indirect scale strategy. Which of
these items would therefore NOT be included:
*A) I have used alcohol excessively
B) I enjoy the company of others
C) In high school I was often in trouble
D) My hands shake a lot

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46. The items on the Michigan Alcoholism Screening Test:

A) are all indirectly related to alcohol abuse
*B) have high face validity
C) were selected because of construct validity
D) are based on the notion of an alcoholic personality
47. In regards to norms on tests of alcoholism:
A) these typically include separate samples of adolescents and women
B) usually available based on U.S. census data
*C) separate norms for women and minority patients are rarely available
D) not particularly useful since alcoholism is not normal
48. Bulimia involves
A) extreme restriction of food intake
*B) bouts of binge eating followed by vomiting and/or laxative use
C) an extreme phobia that food can be harmful
D) a strong dislike for categories of food, like vegetables
49. The Eating Disorder Inventory-2
A) requires an experienced clinician to administer
B) does not consider bulimia
*C) is appropriate for both males and females
D) yields one total score
50. Much of the validity of the EDI-2 focuses on
A) face
*B) criterion
C) factorial
D) construct

validity.

51. In regards to the factorial validity of the EDI-2, we can conclude that:
A) the factor structure matches the original eight scales
B) there are three rather than eight major factors
*C) additional evidence needs to be obtained
D) there seems to be two major factors, one of bulimia and one of anorexia
52. A personality type marked by peculiar ideas and appearance, as well as deficits in relating
to others:
A) obsessive compulsive
B) type A
C) interoceptive
*D) schizotypal
53. In developing the schizotypal self report measure, Raine (1991) administered the pool of
items to:
*A) a sample of college students
B) schizophrenics and neurotics
C) psychiatric patients with a schizotypal diagnosis
D) college students identified as schizotypal
54. The concept of hardiness refers to:
A) individuals who can survive in extreme environments
*B) resistance to the effects of stressful life events
C) a constellation of personality traits related to schizophrenia
D) people who have strong appetites

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8. Osipov (1944) argued that malingerers

A) are like actors who know when and when not to fake
B) are usually quite subtle in their faking
C) cannot be identified because their faking is part of their illness
*D) take on a role and go to extremes
9. In the area of personality, what a person says or does is called
acts which is
.
A) true response; response set
B) style; content
C) response set; style
*D) content; style

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35. One aspect of the Lie scale is that

*A) all keyed responses are false
B) all of the items are endorsed by less than 10% of the norms
C) all keyed responses are true
D) all of the items concern aspects that most people would deny
36. Higher scores on the Lie scale are related to:
A) better education and higher intelligence
*B) rigidity and conventionality
C) a high degree of morality and ethics
D) anxiety and depression
37. Keyed responses on the MMPI F scale:
A) are correlated with the Schizophrenia scale
B) reflect anger and hostility
*C) reflect infrequency of response
D) are all false
38. A problem with the F scale is that elevated scores can also be associated with:
*A) a different status like minority or maladjustment
B) all of the items are related to hostility
C) all the keyed responses are false
D) the scale is too short and hence unreliable
39. The K scale was developed by comparing
with those of normals.
A) the responses of normal subjects instructed to fake
*B) responses of psychiatric patients whose MMPI profiles were normal
C) high scorers on the F scale
D) responses of normal subjects whose MMPI profiles showed maladjustment
40. Scores on the K scale are in general related to:
*A) defensiveness
B) egotism
C) maladjustment
D) a moralistic view
41. The F-K index attempts to measure
A) lack of self insight
B) positional response set
*C) fake bad
D) social desirability
42. We would expect that a normal subject who tries to fake bad on the MMPI:
A) would underreport symptoms and difficulties
*B) would result in an elevated profile
C) would obtain an elevated schizophrenia scale only
D) would have an F-K score of 10 to 20
43. The Back-page Infrequency scale for the MMPI-2:
A) consists of items dealing with negative behavior that most would admit
B) was developed along the lines of the K scale
*C) consists of items endorsed by a small percentage of the normative group
D) parallels the L scale of the original MMPI
44. The test-retest scale of the MMPI was based on the observation that:
*A) the F scale is based on items from the first 300 items
B) the test-retest reliability of the MMPI scales is extremely high
C) the F-K index seems to be the best detector of faking
D) people who are consistent fake less

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45. Using various scales to identify random response MMPIs, we would expect an accuracy
rate of:
A) less than 10%
B) about the level of chance
C) somewhere between 50% and 60%
*D) 90% or above
46. The MMPI subtle and obvious scales developed by Wiener (1948) were developed on the
basis of:
*A) the manifest content of the items
B) a statistical analysis of neurotic vs normal responses
C) their ability to discriminate between psychiatric and control samples
D) empirical correlations with a variety of scales
47. In the Austin (1992) study of fake good and fake bad instructions on the MMPI with
college students:
A) the Wiener subtle and obvious keys were the best indicators of fake good
B) the L and F scales were superior to the F-K index in identifying fake bad
C) none of the scales studied were able to detect faked profiles
*D) the F-K index showed a high rate of false positives for those instructed to answer
honestly
48. How valid are MMPI validity scales as separate instruments?
A) not very valid
*B) apparently quite valid
C) valid with college students but not psychiatric patients
D) valid, but with low test-retest reliability
49. What can we conclude about faking on the MMPI?
A) all MMPI indices are equally successful
*B) normal individuals who fake psychosis can be readily detected
C) psychotics who exaggerate their condition cannot be detected
D) all of the above
50. The Sense of Well Being Scale of the CPI
*A) is composed of MMPI items
B) originally was part of the Personality Research Form
C) is comparable in make-up to the test-retest scale of the MMPI
D) is a good example of a K corrected scale
51. A high scorer on the Sense of Well Being Scale could be described as:
A) attempting to present a fake bad portrait
B) having a great degree of self-reliance and good interpersonal skills
C) socially awkward and conforming
*D) having good health and a positive outlook on life
52. The Good Impression Scale was developed by the
A) one group-one instruction
B) two group-two instructions
*C) one group-two instructions
D) two group-one instruction

method.

53. Low scorers on the Good Impression Scale can be characterized as:
*A) rebellious, critical, self-indulgent, and distrustful
B) considerate, cooperative, conscientious, and industrious
C) original, inventive, and creative
D) intelligent, independent, and good at problem solving

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54. In the Lanning (1989) study of regression equations to identify invalid CPI protocols, the
results indicated:
A) the use of the regression equations gave chance results
*B) the most difficult protocols to identify correctly were the fake good
C) the easiest protocols to identify as fake were computer generated
D) the three regression equations worked equally well
55. The Edwards (1957) Social Desirability Scale is composed of items from the
A) CPI
B) Edwards Personal Preference Schedule
C) Personality Research Form
*D) MMPI
56. Zerbe and Paulhus (1987) argued that social desirability
A) is a statistical contaminant that can be held in check
B) is of little importance in personality testing
*C) may indeed be related to the construct being tested
D) of an item is correlated to rate of endorsement
57. There are two ways of interpreting social desirability:
A) as a way of faking bad and faking good
B) as an individual dimension or as a group consensus
C) as affecting reliability or affecting validity
*D) as a contaminant and as a personality dimension
58. McCrae and Costa (1983) presented evidence to support the notion that:
A) individuals who score higher on social desirability are faking good
B) scales of social desirability measure individual differences in SD
*C) correcting for social desirability does not increase validity
D) spouse ratings as a criterion are not very valid
59. The Marlowe-Crowne SD Scale consists of items that
A) reflect psychopathological content
*B) describe culturally approved behaviors with a low probability of occurrence
C) show very low endorsement for social desirability
D) that are presented in forced-choice pairs and equated for SD
60. In the Holden and Fekken (1989) study of Canadian college students, the two SD scales
that correlated most highly with each other:
*A) Edwards vs. Jackson
B) Edwards vs. Marlowe-Crowne
C) Jackson vs. Marlowe-Crowne
D) Marlowe-Crowne vs. Gough
61. In regards to reducing social desirability, using a forced-choice format:
*A) does not eliminate social desirability
B) removes the self-deception component but not impression management
C) works very well if the subject tries to consciously fake
D) is probably the best available approach
62. To reduce social desirability we can use neutral items. This suggestion is:
A) an excellent one that is used in a number of tests
B) well supported by the literature
*C) not a good one since such items are rare
D) applicable only to cognitive tests

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63. The bogus pipeline technique involves a situation where

A) the subject is asked to fake in a positive direction
*B) the subject believes that truthful responding can be detected
C) neutral items are presented and the subject answers in a socially desirable manner
D) the items used are quite socially obvious
64. In retaining items for their scale, Crowne and Marlowe
A) used the F-K index as their main criterion
*B) kept items that discriminated between low and high scorers
C) used only MMPI items with subtle content
D) retained items where there was disagreement as to their SD
65. Scores on the Edwards SD Scale correlate negatively with most MMPI clinical scales. This
has been interpreted as indicative that the Edwards Scale:
A) is not a good measure of social desirability
*B) measures the willingness to endorse neurotic symptoms
C) is essentially a measure of interpersonal skills
D) is a good predictor of early termination from psychotherapy
66. From a psychometric point of view, a defect in the Marlowe-Crowne scale is that:
A) both attribution and denial items are keyed false
B) it does not have high correlations with the Edwards
*C) attribution items are keyed true, and denial items are keyed false
D) all of its items are loaded on a factor of psychopathology
67. The net effect of acquiescence is that
A) the reliability and validity of true keyed items will be greater than false keyed items
B) reliability will increase but validity will decrease
C) test-retest reliability will decrease
*D) the reliability and validity of false keyed items will be greater than true keyed items
68. A problem with most scales that measure acquiescence:
*A) substantial correlations with social desirability
B) low internal consistency
C) poor test-retest reliability
D) significant correlations with MMPI clinical scales
69. Jackson (1967) argued that acquiescence
*A) should be controlled when the test is being developed
B) is of little concern and may not even exist
C) can be easily controlled through factor analysis
D) can be eliminated by keying all the responses false
70. In writing test items most authors attempt to balance positively versus negatively worded
items. There is evidence that
*A) negative items may lower reliability and possibly validity
B) such an approach is the best way to control for acquiescence
C) this practice increases reliability but not validity
D) such an approach does not control acquiescence
71. At least for the MMPI we can conclude that
A) indices like the F-K control acquiescence well
*B) acquiescence does not seem to play a major role
C) acquiescence can be eliminated through appropriate instructions
D) the clinical scales are significantly affected by acquiescence

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90. In the study by Timmons et al. (1993) of a sentence completion test, they found that:
A) exaggerated confidence in ones doctor was the main factor
B) the MMPI L scale was the best indicator of faking
*C) the 3 factor scales they developed had both convergent and discriminant validity
D) when subjects were instructed to malinger they gave shorter responses
91. In assessing malingering on neuropsychological tests, the usual research procedure is to:
A) instruct patients with brain injury to malinger
*B) instruct normal subjects to malinger
C) compare the performance of high and low scorers on the L MMPI scale
D) follow up testing of a patient with an interview to detect faking
92. In studies of faking using the Wechsler Memory Scale or similar instruments, the results
show that:
*A) discriminant equations are quite accurate
B) such instruments are easily fakable
C) there are too many false positives to obtain valid results
D) the validity scales from the CPI can accurately identify malingering
93. A number of studies have shown that malingered and valid WAIS profiles
A) cannot be distinguished with any degree of accuracy
B) differ from each other on Performance subtests only
C) can be discriminated by the F-K index
*D) can be distinguished on the basis of subtest patterns
94. In regards to malingering on neuropsychological tests, we can conclude that:
A) normal subjects, if instructed, can simulate brain damage
B) clinicians have poor rates of detection of malingering
C) discriminant functions and other procedures work relatively well
*D) all of the above
95. On the Halstead-Reitan Battery we can probably conclude that malingering
A) is generally not detectable
*B) is detectable by using complex statistical procedures
C) can be detected only when normal subjects are tested
D) is a major problem that has not yet been resolved
96. The first widely used test anxiety instrument was the
A) Test Anxiety Questionnaire
B) Test Anxiety Scale
C) Test Anxiety Inventory
*D) Test Anxiety Scale for Children
97. In the state-trait model of test anxiety
A) trait anxiety is seen as a reaction to a particular situation
B) state anxiety progresses to trait anxiety
*C) state anxiety is seen as transitory
D) state anxiety is seen as a relatively stable characteristic
98. In regards to test anxiety and defensiveness in children:
A) defensiveness and the lie scale do not correlate
*B) highly defensive children admit to less anxiety
C) there is no relationship between defensiveness and anxiety
D) highly defensive children admit to more anxiety
99. In general, test anxiety seems to be composed of two separate aspects:
A) trait anxiety and phobia
*B) worry and emotionality
C) school phobia and fear of failure
D) self anxiety and other anxiety

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100. Testwiseness refers to:

*A) individual differences in test-taking skills
B) lack of test anxiety
C) intellectual competence on tests
D) the ability to guess correctly
101. Testwiseness can be analyzed into two components:
A) state versus trait
B) fake good versus fake bad
*C) independent of the test and dependent
D) cognitive and affective
102. Testwiseness can be substantially reduced by:
A) instructions not to guess
*B) well written items
C) a correction formula
D) using the L MMPI scale

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1. One of the first uses of computers in psychological testing was to:

*A) score tests that previously had been hand or machine scored
B) analyze MMPI protocols
C) administer tests to a client
D) print out a test score interpretation
2. The initial computer programs to score the MMPI yielded
A) a set of raw scores only
*B) a set of standard scores and some simple descriptive statements
C) an interpretive summary based on configural patterns
D) a rather sophisticated interpretive summary
3. Commercially available computer interpretive programs for personality tests typically
A) are supported by a wide variety of consumer information
B) describe how the programs work in such references as the MMY
C) present raw or standard scores only with no interpretation
*D) do not give information on how the program works and its validity
4. Configural scoring means that
A) the entire test profile, as in an MMPI, is considered impressionistically
B) the emphasis is placed on graphing the results
*C) the answer to a set of items is considered as a unit
D) items are scored as usual, but only items keyed false are considered
5. One major advantage of the computer in test administration:
A) can handle any length test
B) can be programmed to present items at a regular pace
*C) demands an active response
D) can display practice items
6. From a theoretical and classical perspective, equivalence means
*A) identical means, variances, and patterns of correlations
B) that sources of generalizability can be identified
C) that the two test forms are measuring the same variable
D) equivalence in construct validity
7. In a mastery test like an algebra achievement test
A) the focus is usually on knowing the weaknesses and strengths of the subject
*B) items are usually presented sequentially
C) constructed-response items are typically used
D) items are usually presented in a branching format

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35. A Barnum version of a CBTI would be made up of statements that

A) focus on psychopathology
B) contain a lot of professional jargon
C) are not applicable to the particular client
*D) are generic and true of most people
36. In the ODell (1972) study of three forms of CBTIs, the most accurate version was judged
to be the
A) computer generated one
*B) Barnum one
C) prosecuting attorney one
D) real one
37. In the ODell (1972) study of three forms of CBTIs, the most disliked version was judged
to be the
A) computer generated one
B) Barnum one
*C) prosecuting attorney one
D) real one
38. The major point of the ODell (1972) study of various forms of the CBTI:
*A) accuracy must be judged against a standard
B) various forms are equally valid
C) the Barnum effect can be a useful one
D) reliability reflects the length of the report
39. Bogus reports can be made up in many ways such as:
A) having inexperienced students write such reports
*B) using an average test profile
C) having the subject indicate which statements are correct
D) using the profile of a famous person
40. The few studies that compare a CBTI to the traditional clinical report can be criticized
because:
A) only one clinician is involved
B) the CBTI used is an Aunt Fanny report
*C) they use one case only
D) accuracy judgments are made by inexperienced college students
41. Computer scoring of neuropsychological tests would not necessarily provide a major
advantage because:
A) such tests are usually not scored but are impressionistically evaluated
*B) such scoring is usually quite simple
C) such scoring is typically complex and time consuming
D) computer scoring programs are difficult to design
42. Test administration of neuropsychological tests
*A) may be difficult because of the nature of such assessment
B) is very useful and has been implemented for some time
C) has the advantage that clients can follow directions
D) is at about the same stage of development as the MMPI
43. The Heaton et al. (1981) study compared the accuracy of a computer program versus
skilled psychologists in assessing brain damage. The results showed that:
A) the computer program was more accurate than the clinicians
B) the computer program was better at determining the issue of laterality
C) clinicians were better in one of the three major questions
*D) clinicians were better in predicting the three major questions

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44. In neuropsychological assessment there are three major issues. Which one does NOT
belong?
*A) reliability of brain damage
B) presence of brain damage
C) localization of brain damage
D) chronicity of brain damage
45. The early investigations of computer programs for the Halstead-Reitan Neuropsychological test battery concluded that such programs
A) were simply too unreliable and invalid
*B) could not be as accurate as experienced clinicians
C) could assess the presence but not the localization of brain damage
D) had great promise and showed both sensitivity and utility
46. Adams et al. (1984) in their study of computer programs to assess brain-damaged patients
concluded that:
A) patients with left hemisphere damage could be correctly identified
B) one of the three computer programs was potentially quite useful
*C) all three computer programs were inadequate
D) the WAIS index was superior to the Halstead-Reitan
47. One solution to the
dilemma involves
*A) bandwidth-fidelity; adaptive testing
B) criterion vs. construct validity; CBTIs
C) Aunt Fanny; adaptive testing
D) running average; a large item bank

48. An early example of adaptive testing can be found on the

A) MMPI
B) ACL
C) Ravens PM
*D) Stanford-Binet
49. True adaptive testing could not be used with the MMPI or CPI because such inventories
A) are not based on item response theory
*B) have multidimensional scales
C) use true-false items
D) are too lengthy
50. Branching involves
*A) using a small subset of items to determine whether to continue testing or move to
another variable
B) is identical to the countdown method but applied to cognitive tests
C) a number of separate inventories that are merged into one test
D) adaptive testing of adults rather than children
51. In the Roper et al. (1995) study of the countdown method with the MMPI, the results
showed that
A) clinicians were much more comfortable with the standard MMPI
*B) a high degree of comparability among the three MMPI forms
C) the countdown method was not particularly useful
D) CBTIs based on the countdown method were most valid
52. A library is to a bank as
A) personality inventories are to cognitive tests
*B) CBTIs are to tests
C) adaptive testing is to computerized testing
D) MMPI is to CPI

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8. The most frequently used technique in behavioral assessment:

A) self monitoring
B) checklists and rating scales
*C) interviews
D) role playing
9. In the Sarbin (1943) study of academic success
A) interviews were found to be highly unreliable
B) academic success was higher for women than for men
*C) interview information added nothing to the prediction
D) interviews were used as a screening procedure
10. In behavioral assessment, reliability of interviews is often assessed by:
A) test-retest
B) split-half
*C) interrater agreement
D) internal consistency
11. In structured interviews
*A) content
B) construct
C) criterion
D) primary

validity seems particularly relevant.

12. From a psychometric point of view

A) interviews are the best of the indirect procedures
*B) interviews present a number of potential problems
C) interviews are generally considered reliable and valid
D) it is not important to determine the reliability of interviews
13. Behavioral self-report scales differ from other self-report scales in that
*A) they focus on behavior
B) they are typically shorter
C) their reliability is well established
D) they represent an unobtrusive technique
14. Behaviorists are somewhat suspicious of checklists and rating scales because:
*A) they are indirect measures of behavior
B) most come from a theoretical framework
C) they are heavily influenced by social desirability
D) they are newer measures that have not been validated
15. From a behavioral assessment point of view, self-report
A) should be the primary way to assess
*B) can have several advantages
C) has the highest inter-rater reliability
D) is the easiest to evaluate objectively
16. A major difference between traditional and behavioral assessment:
A) intervening variables are central to behavioral assessment
B) both use intervening variables, but traditional assessment sees them as direct methods
*C) behavioral assessment does not use intervening variables
D) traditional assessment is suspicious of intervening variables
17. In regards to specificity and generality
*A) traditional testing focuses on generality
B) behavioral assessment is suspicious of both
C) traditional testing focuses on specificity
D) their validity is difficult to support

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18. Content validity is very important in behavioral assessment because

A) the other types of validity are not appropriate
B) adequate sampling is of little concern to behaviorists
*C) the observations made must be representative of the behavior
D) the focus is on the individual rather than the group
19. The effectiveness of a behavior change as assessed by its utility:
A) consumer satisfaction
*B) social validity
C) adequate sampling
D) concurrent validity
20. Scorer generalizability refers to:
A) stability over time
*B) the degree of correspondence between two observers
C) internal consistency among different observers
D) what ordinarily would be called construct validity
21. An example of time generalizability:
A) how well a person uses their time in different settings
B) how long it takes to collect specific observations
C) a K-R or alpha coefficient
*D) test-retest reliability
22. From a psychoanalytic perspective, self-reports are considered
A) both reliable and valid
*B) reliable but not valid
C) neither reliable nor valid
D) not reliable but valid
23. A typical behavioral assessment scale would
A) have high inter-rater reliability
B) have very little reactivity
*C) not yield a total score
D) focus on internal consistency
24. The sensitivity of a behavioral assessment technique refers to:
*A) how well the technique reflects changes in behavior
B) the degree to which chance agreement is accounted for
C) how measurement can change the actual behavior
D) the length of time needed to collect observational data
25. If there is reactivity present, the result will be:
A) a greater incidence of behavior when observed
B) a smaller incidence of behavior when observed
*C) a change in behavior when observed
D) no change in behavior when observed
26. The Kappa statistic is used to assess:
A) chance agreement
*B) interobserver agreement
C) internal consistency
D) observed agreements
27. Behavioral checklists and rating scales
A) are essentially identical
*B) differ as to how global the judgment is
C) measure personality and behavior respectively
D) are less valid than interviews

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28. If a behavior to be rated is very specific then

A) inter-observer reliability may be quite low
B) the use of a control group is required
C) the Kappa coefficient would be useful
*D) test-retest reliability may be inappropriate
29. From the viewpoint of behavioral assessment different ratings provided by teachers and
by mothers:
A) are a good way to measure interrater reliability
*B) may be legitimate sources of information
C) should be almost identical
D) suggest that the rating scale may not be valid
30. Response bias means that
A) the observer is not being fully objective
*B) different item arrangements may elicit different responses
C) the results are confounded by chance agreement
D) different item arrangements may elicit the same response
31. From a behavioral assessment point of view, specificity
A) should be avoided where possible
B) results in lowered reliability
C) can be controlled by the Kappa coefficient
*D) is a desirable quality of items
32. The Childrens Inventory of Anger uses
*A) mini-vignettes
B) adjectives
C) true-false statements
D) happy faces

as items.

33. The reliability of the Childrens Inventory of Anger

A) is low as expected of this type of instrument
B) is about average for a personality test
*C) appears to be quite substantial
D) has not been investigated
34. Validity evidence for the Childrens Inventory of Anger:
A) substantial correlations with MMPI scales
B) parental reports agreed with teacher reports
C) emotionally disturbed children scored higher than controls
*D) scale reflects changes due to therapeutic treatment
35. The Daily Child Behavior Checklist presumably uses items
A) that describe interpersonal conflict situations
B) all of which focus on negative behaviors
*C) that are objective and focus on factual events
D) selected on the basis of factor analysis
36. The authors of the Daily Child Behavior Checklist concluded that their instrument had
satisfactory reliability
A) and the evidence supports their conclusion
B) even though no data is presented
C) but only of the internal consistency kind
*D) but the test-retest coefficients are below .70

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37. In general the validity of the Daily Child Behavior Checklist

*A) seems rather marginal
B) is excellent and covers a variety of bases
C) is based primarily on significant correlations with demographic variables
D) has not been investigated
38. One of the theoretical models behind the Circular Mood Scale is the circumplex model
which
A) classifies all moods as being basic rather than derived
*B) assumes there are two independent dimensions of mood
C) sees moods as varying in intensity and generalizability
D) classifies moods as being circular in nature
39. The Circular Mood Scale was presented as an example of:
A) a laboratory procedure
B) a highly reliable technique
C) a good example of a checklist
*D) a visual analogue scale
40. Penile Tumescence Measurement would be classified as a(n):
*A) laboratory procedure
B) self-report
C) unobtrusive observation
D) clinical interview
41. In studying reliability of penile tumescence measurement, we would typically
A) ask the subject to self-report sexual arousal
B) compare sex offenders with control subjects
C) disregard internal consistency as inappropriate
*D) use film clips or slides, with some of them repeated
42. One problem with using arrest records to validate penile tumescence measurement is
*A) the large number of false negatives
B) the small number of false positives
C) the small number of false negatives
D) the large number of false positives
43. In Freunds (1965) study of pedophiles and alcoholics
A) penile tumescence measurement was too unreliable
*B) the results show that child molesters and controls can be differentiated
C) alcoholics showed the greatest arousal to female slides
D) many pedophiles were misclassified as alcoholics
44. The difficulty with using penile tumescence measurement to distinguish between various
diagnostic groups like rapists versus child molesters:
*A) sex offenders are usually multiple offenders
B) rapists do not show a sexual response unless there is violence
C) we do not have a theoretical framework to understand results
D) it is easier to arrest child molesters than rapists
45. In the study of anxiety, self report is relevant because
A) most anxiety scales are self report instruments
B) motor disturbances can best be observed by others
C) anxiety is diffuse rather than focused
*D) subjective feelings of distress are central to anxiety

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46. The Pleasant Event Schedule is designed to assess

*A) the amount of external positive reinforcement a person receives
B) both state and trait anxiety
C) the effect of environmental stress upon behavior
D) the degree to which a person exhibits symptoms of depression
47. In taking the Pleasant Event Schedule the client indicates
A) which events occurred, and how happy the person felt during the event
B) which events he/she engaged in, and why
*C) which events have occurred, and how pleasant each was
D) the client actually makes up his/her own list of events
48. The reliability of the Pleasant Event Schedule
*A) is good, particularly the internal consistency
B) is rather low as expected, since events occur infrequently
C) is much better for college students than adult volunteers
D) seems to decrease with the age of the subject
49. Most of the validity evidence presented by Lewinsohn on the Pleasant Event Schedule
would be considered
*A) construct validity
B) inadequate
C) social validity
D) marginal at best
50. In the Bouman and Luteijn (1986) study of Pleasant Event Schedule in Dutch psychiatric
patients, scores on a subset of items correlated significantly with measures of anxiety
A) showing that the Pleasant Event Schedule is a measure of neuroticism
*B) when depression was statistically removed, such correlations became insignificant
C) casting into doubt the validity of this instrument as a measure of depression
D) contrary to the results obtained in U.S. samples
51. One of the problems with the Pleasant Event Schedule from a psychometric point of view:
A) test retest reliability is low and other types of reliability cannot be assessed
*B) most reliability and validity data is in unpublished manuscripts
C) subjects are allowed to choose as many items as they wish
D) the focus is on behavioral issues related to depression
52. Social skills usually have two components:
A) cognitive and affective
B) intensity and specificity
*C) interpersonal and evaluative
D) introversion and extraversion
53. The Rathus Assertiveness Schedule is made up of items
A) that are vignettes where the client needs to make an assertive response
B) chosen because they distinguish assertiveness from aggression
C) that initially showed significant gender differences
*D) to be rated from very characteristic to very uncharacteristic
54. The validity of the Rathus Assertiveness Schedule was originally established by comparing
RAS scores to:
*A) semantic differential ratings
B) therapists ratings of assertiveness
C) MMPI clinical scales
D) self ratings of aggressiveness

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55. The Rathus Assertiveness Schedule is said to differentiate between assertive and
nonassertive college students. This would be an example of
validity.
A) social
B) tertiary
C) convergent
*D) discriminant validity
56. The authors of the Adult Self-expression Scale used a two dimensional table of specifications. The two dimensions were:
A) assertiveness and aggression
B) positive and negative responses
*C) situations and behaviors
D) anxiety and depression
57. Most of the items in the Adult Self-expression Scale
A) were written by the authors
*B) came from other scales
C) consist of interpersonal situations
D) are similar to MMPI type items
58. The items that were retained for the Adult Self-expression Scale were retained on the basis
of:
*A) item analysis
B) factor analysis
C) internal consistency
D) test-retest reliability
59. High scorers on the Adult Self-expression Scale describe themselves as:
A) having great difficulties in interpersonal situations
B) aggressive particularly in such situations as automobile driving
C) more conventional, a follower rather than a leader
*D) more self-confident and spontaneous, more achievement oriented
60. The content validity of the items for the Childrens Assertive Behavior Scale was initially
established by
A) comparison with adult scales of assertiveness
B) content analysis
*C) judgment of graduate students
D) factor analysis
61. In scoring the Childrens Assertive Behavior Scale
A) aggressive responses are given negative weights
*B) assertive responses are given a weight of zero
C) passive responses are given positive weights
D) assertive responses are given positive weights
62. One major line of evidence for the validity of assertiveness questionnaires:
A) gender differences in both assertiveness and aggression
B) pattern of correlations with MMPI scales
C) negative loadings on social desirability
*D) sensitivity to changes due to therapeutic interventions
63. A major problem with many assertiveness scales:
A) do not control for various response sets
B) are constructed without a theoretical framework
*C) they confound assertiveness and aggression
D) focus too much on specific behaviors

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64. Originally the Fear Survey Schedule was designed to

A) assess how phobic a patient might be
B) measure the degree of neuroticism present
C) assess phobias as a theoretical construct
*D) provide the therapist with an overview of a clients fears
65. The Fear Survey Schedule is somewhat unusual in that:
*A) there are various forms developed by different authors
B) each revision of the scale made it longer rather than shorter
C) there is almost no information on its reliability and validity
D) it came out of a psychoanalytic framework
66. Tasto (1977) suggested that there were four major factors in the Fear Survey Schedule.
Which of these is NOT one of them?
A) fears of interpersonal events
B) fears related to small animals
*C) fears related to snakes
D) fears related to death and pain
67. In validating a behavioral assessment procedure like the Fear Survey Schedule, we would
expect correlations with MMPI scales to be
A) very low
*B) in the mid range
C) very high
D) high for patients but low for controls
68. From a behavioral point of view, validity is best established by comparing
A) scores on an instrument like the FSS with MMPI scales
B) verbal reports of the client with therapists ratings
C) total scores on the FSS with self ratings
*D) verbal reports to overt behavior and/or physiological indices
69. In attempting to validate a measure like the Fear Survey Schedule, the results from the
literature suggest that:
A) measures of latency seem valid, but measures of distance are not
B) such measures really have marginal validity at best
*C) there may well be confounding factors present
D) such measures are indeed quite valid
70. To evaluate a scale like the Fear Survey Schedule we can use a:
*A) behavioral avoidance task
B) construct validity analysis
C) bimodal assertiveness technique
D) multitrait-multimethod design
71. The literature indicates
indices.
A) high
*B) low
C) median
D) very significant

correlations between FSS scores and various behavioral

72. Normative data on the FSS is given separately by gender because:

A) women are substantially more fearful than men
B) the Test Guidelines require such information be given
C) women do more poorly on behavioral avoidance tasks
*D) women rate themselves as more fearful than men

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73. The three factors of the Fear Questionnaire obtained in a sample of Hong Kong Chinese
students:
A) were rather different than the three original subscales
B) did not correlate with each other
*C) essentially mirrored the three original subscales
D) reflected unique cross-cultural differences
74. The Home Observation for Measurement of the Environment Inventory attempts to assess:
A) the physical properties of a persons home
*B) a childs developmental environment
C) how the child behaves at home versus school
D) the socioeconomic status of a family
75. The test-retest stability of the HOME Inventory ranged from .05 to .70. We might therefore
conclude that:
*A) such coefficients may reflect the kind of changes that occurred
B) the reliability is rather low for such an instrument
C) the HOME Inventory is measuring something else
D) the authors need to eliminate poor items from the inventory
76. In regards to predicting IQ, the HOME Inventory
A) was better than the Stanford-Binet
B) did not do a very good job
C) was valid with black children but not white
*D) was better than socioeconomic status
77. The Classroom Environment Scale covers three areas. Which one is NOT one of these?
A) structural aspects of the classroom
*B) reward of curiosity
C) goal orientation variables
D) interpersonal relationships
78. The original pool of items for the Classroom Environment Scale
A) came from a similar scale developed years before
B) was constructed from factor analytic studies
C) was developed from teachers diaries and playground observations
*D) was developed using a theoretical framework, a literature survey, and interviews
79. The final version of the Classroom Environment Scale
A) contains two forms, one for the actual classroom and one for the preferred classroom
B) showed substantial correlations with the Marlowe-Crowne scale
*C) contains nine scales with acceptable internal consistency and low intercorrelations
D) did not differentiate among different classrooms
80. The Differentiation scale of the Individualized Classroom Environment Questionnaire
measures:
A) whether the teacher is involved with each student
*B) whether different students engage in different activities
C) whether a classroom differs in unique ways
D) the degree to which a teacher allows curiosity and exploration
81. The College Characteristics Index has its theoretical roots in:
A) Horneys theory of neurotic needs
*B) Murrays need-press personality theory
C) Mooss theory of interpersonal relationships
D) Watsons behaviorism

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82. On the Bruvold (1968) scale to evaluate the taste of water, a hedonic scale item might be:
A) I would be very happy to buy this water
*B) I dislike this water extremely
C) I could never drink this water
D) this water has a horrible taste
83. The Environmental Preference Questionnaire attempts to measure
A) whether a person is romantic vs realistic
B) which environment is more stressful - urban or rural
*C) persons preferences for different environmental settings
D) how a person feels about urban development
84. A major problem with the Environmental Preference Questionnaire is that
A) its factor structure does not support its theoretical genesis
B) the results do not support its construct validity
C) its seven scales are based on factor analysis
*D) it may well be a personality inventory
85. The limited evidence indicates that a broader level of analysis (like rating warmth) is
than a more specific level, like observing hugging.
*A) more reliable and valid
B) more reliable but less valid
C) less reliable but more valid
D) less reliable and less valid
86. In regards to measurement in family assessment we can conclude that:
A) it is a well established field with great reliability and validity
B) most research is well replicated and uses large samples
C) the multitrait-multimethod approach is widely used
*D) currently there are multiple problems that limit its usefulness
87. In regards to family systems rating scales, we can conclude that:
A) most have poor reliability but acceptable validity
*B) their research utility and usefulness are questionable
C) most scales are clearly defined and anchored with specific behaviors
D) the degree of training of the rater is an irrelevant variable
88. Two major theoretical dimensions in the area of family assessment are:
A) marital adjustment and satisfaction
*B) control and cohesion
C) interaction and individuation
D) the individual and the family
89. In regards to marital quality scales we can conclude that:
A) most are affected by either self-deception or impression management
B) different measures of these constructs correlate highly with each other
C) their factor structure is fairly well established
*D) most of these scales show substantial psychometric limitations
90. Some studies have found
marital adjustment.
*A) modest correlations
B) no relationship
C) substantial correlations
D) a statistical artifact

between measures of social desirability and measures of

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91. The McMaster Family Assessment Device

A) requires a well trained observer
B) is based on the hypothesis that communication is central
*C) is a self-report instrument based on systems theory
D) measures one variable of overall adjustment
92. The Family Apperception Test is criticized for:
A) poor construct validity
*B) lack of content validity
C) being a projective technique
D) lack of reliability data
93. The Family Systems Test which uses the placement of figures on a board, attempts to
measure
*A) cohesion and hierarchy
B) control and cohesion
C) family perception and behavior
D) communication and affection patterns
94. Sociometric procedures generally measure
A) control and cohesion in a family setting
*B) a childs status within a peer group
C) personality types, like the well behaved child
D) demographic variables like socioeconomic status
95. An example of the restricted nominations procedure:
A) do you prefer Bobby or Timmy to play with?
B) on a five point scale, how much do you like Margaret?
*C) which three children would you want on your team?
D) on this list of names rate how smart each child is.
96. In regards to sociometric techniques we can conclude generally that
A) reliability in most cases is marginal
B) lack of or low reliability represents error variance
C) test-retest reliability increases as the time interval gets longer
*D) the reliability of older children is greater than that of younger children
97. Which of these statements is correct?
A) reliability of sociometric techniques is generally inadequate
B) reliability of negative nominations is greater than that of positive nominations
*C) peer rating procedures seem somewhat more reliable than restricted nomination
procedures
D) test-retest reliability of sociometric techniques is quite poor
98. The items on the Environmental Check List were originally obtained from:
*A) open-ended written descriptions of geographical localities
B) the dictionary and the thesaurus
C) standard checklists like the ACL
D) experiments in which students looked at slides of various cities
99. In a study of the reliability of the Environmental Check List, two samples were used both
describing the same city. This type of reliability can best be described as
reliability.
A) intrarater
B) test-retest
C) alternate forms
*D) interrater

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100. The validity of the ECL

A) consists primarily of criterion studies
B) was studied using the multitrait-multimethod approach
*C) was supported in three separate studies
D) seems marginal at best
101. The ACL was originally developed
A) as a self-report measure in behavioral studies
*B) as an observer check list
C) as a personality inventory
D) as a Q sort to study psychopathology
102. The distribution of items in a Q sort is usually
A) rectangular with an equal number of items in each pile
*B) symmetrical and follows the normal curve
C) left up to the discretion of the sorter
D) done in the same way as the Thurstone method
103. The best known Q set is the
*A) California Q set
B) ACL Q set
C) Ipsative Q set
D) Marital Q set
104. Blocks Q sort of the optimally adjusted personality was developed by:
A) observing well adjusted persons studied at IPAR
B) having well adjusted individuals do self sorts
C) Block himself through his clinical judgment
*D) using the modal sorting by nine clinical psychologists
105. The number of items in a Q set should be about 80 to 100. Anything longer and
*A) the task would be burdensome for a sorter
B) a sorter could not keep track of all the items
C) the reliability would quickly become unacceptable
D) the total score would be too large as a sum
106. Most Q sets are unstructured. This means that:
A) the sorter can use any distribution he/she wishes
B) the directions are not standardized
C) it is up to the sorter to decide how many piles to generate
*D) there was no blueprint by which to generate/select items
107. Metzger (1979) developed a Q set to assess Kubler-Ross stages of dying. She concluded
that:
A) her results supported Kubler-Ross theory
*B) Q methodology was useful to investigate terminal illness
C) issues of reliability were rather problematic
D) unstructured Q sorts were more valid than structured ones

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19 The History of Psychological Testing

1. Pinel is said to represent a turning point from

A) philosophy to psychology
B) seeing mental illness as a criminal activity
C) an idiographic approach to a nomothetic one
*D) demonology to natural causation
2. Jean Esquirol is best remembered for:
A) allowing the patients of the Bicetre to be freed
*B) writing a basic text of psychopathology
C) proposing that hypnotism and hysteria were related
D) developing basic statistical procedures
3. Esquirol proposed that various degrees of mental deficiency could be distinguished by
A) physical signs of the patients face
B) performance on a test like the Binet-Simon
*C) the patients use of language
D) causative agents like German measles
4. Many of the procedures that
ligence.
*A) Seguin
B) Esquirol
C) Pinel
D) Janet

developed were later incorporated into tests of intel-

5. In general, French investigators

A) emphasized both observation and statistical analysis
*B) focused on clinical observations but not quantification
C) emphasized the use of psychological tests like the Binet-Simon
D) focused on medical rather than psychological conditions
6. Established the first French laboratory:
A) Pinel
B) Esquirol
C) Janet
*D) Binet
7. Binet criticized the testing procedures developed by German and British investigators in
that they were:
*A) too sensory and too simple
B) placing too much emphasis on imagination
C) too empirical and not related to theory
D) unreliable and too experimental

186

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8. The Binet-Simon scale is considered to be

A) the first test to measure a mental faculty
B) the first intelligence test based on a theoretical framework
*C) the first standardized test of general intelligence
D) the first test meant to be administered by a psychologist
9. The items in the 1905 Binet-Simon scale were selected because
*A) they were empirically related to a number of variables
B) of Binets theory about mental faculties
C) they were already being used in the school system
D) Binet believed that they were valid items
10. Its generally held that psychology as a science was born in the year
A) 1692
*B) 1879
C) 1908
D) 1942
11. The work of
marks a turning point from speculation to
A) Janet; humanitarianism
B) Ebbinghaus; insight
C) Spranger; natural causation
*D) Wundt; empiricism
12. Made extensive use of the free-association method:
*A) Kraepelin
B) Ebbinghaus
C) Wundt
D) Spranger
13. Well known for his investigations of memory:
A) Binet
*B) Ebbinghaus
C) James
D) Kraepelin
14. The Allport-Vernon-Lindzey Study of Values
A) was developed in Wundts laboratory
B) originally came from the work of Munsterberg
C) is a good example of the German nomothetic approach
*D) was widely used in social psychology
15. In Sprangers theory, the
A) political
*B) social
C) extraverted
D) religious

value focuses on love of people.

16. The word nomothetic can best be defined as:

A) focusing on individual differences
B) emphasizing visual perception
*C) designed to discover general laws
D) suspicious of speculation and intuition
17. Perhaps the major historical figure in the testing movement was:
*A) Darwins cousin
B) a pupil of Wundt
C) a major investigator of memory
D) the author of the two factor theory

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18.
*A)
B)
C)
D)

contributed the concept of test reliability.

Spearman
Galton
Thompson
Pearson

A)
*B)
C)
D)

considered a test score to be the sum of truth and error.

Wundt
Spearman
Binet
Galton

19.

20. The so-called Scottish Surveys

A) compared Scottish versus French children on the Stanford-Binet
B) were an attempt to validate the Binet-Simon scales
*C) were nationwide testing of the intelligence of 11 year olds
D) assessed the mental health of school children
21. One of Wundts assistants who was interested in individual differences:
*A) James McKeen Cattell
B) Joseph Jastrow
C) Karl Pearson
D) Hugo Munsterberg
22. Chronologically, which occurred first?
A) establishment of Wundts laboratory
B) the publication of the Binet-Simon scale
C) Cattells paper on mental tests
*D) Pinel at the Bicetre Hospital
23. Which individuals belong together as far as their contributions?
*A) Fisher and Pearson
B) Wundt and Pinel
C) Charcot and Thompson
D) Spranger and Darwin
24. Joseph Jastrow is best remembered for:
*A) demonstrating tests at the 1893 Columbian exposition
B) establishing the first psychology clinic in the U.S.
C) publishing a paper on mental tests
D) attempting to identify geniuses
25. Horace Mann
*A) replaced oral with written exams in the Boston area
B) made psychological tests popular at an exposition
C) published the first textbook on educational measurement
D) developed a theory based on values
26. Perhaps the major contribution of German psychologists to testing was:
A) the focus on the importance of sensory modalities
*B) the emphasis on standardization and control
C) the use of sophisticated statistical analyses
D) the need for clearly spelled out theories of behavior
27. The major focus of British investigators was:
A) clinical observation
*B) individual differences
C) personality assessment
D) educational measurement

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28. Edward Lee Thorndike was affiliated with

A) the Vineland Training School
B) the University of Chicago
*C) Columbia University
D) Clark University
29. Sharp (1899) administered a battery of mental tests to a sample of students. Today she
would be severely criticized because:
*A) her sample was very small
B) her test items were taken from the Binet-Simon
C) she was not concerned with reliability
D) she did not use the multitrait-multimethod approach
30. Clark Wisslerrs (1901) study
A) looked at the test-retest reliability of measures of imagination
B) found that grades in different courses did not correlate
C) was meant to be a severe criticism of early testing
*D) compared Cattells tests with anthropometric measures and grades
31. When the 1905 Binet-Simon scale was published
A) the scale was accepted as evidence that Sharps study was wrong
*B) American university psychologists generally showed little interest
C) a large number of American university psychologists translated it
D) it was used to restrict immigration to the United States
32. Which two would agree that intelligence is a genetically fixed quantity?
*A) Goddard and Terman
B) Galton and Binet
C) Wundt and Munsterberg
D) Hall and James
33. The study of the Kallikak family
A) was presented to further the point that IQ was inherited
B) was undertaken by Galton to study evolution
C) was the first to look at reproduction in the mentally retarded
*D) was taken as evidence of the hereditary nature of pathology
34. His work made the Binet test the best known intelligence test in the United States.
A) Stanford
*B) Terman
C) Goddard
D) Wechsler
35. One of the major innovations of the 1916 Stanford-Binet:
A) using census data
B) having standardized instructions
C) focusing on the process rather than the result
*D) the use of IQ
36. The 1916 Stanford-Binet
A) was used exclusively to identify gifted children
B) was basically a translation of the 1911 Binet-Simon
*C) made the public accepting of testing
D) originally was intended to identify mentally retarded children
37. Which of these was designed to be used with the blind?
*A) Hayes-Binet
B) Yerkes Point Scale
C) Kuhlmann-Binet
D) Whipples Manual

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38. A major figure in the early growth of American psychology:

A) Lewis Terman
*B) Granville Stanley Hall
C) James McKeen Cattell
D) William Stern
39. The first president of the American Psychological Association:
A) Henry Goddard
*B) Granville Stanley Hall
C) Lewis Terman
D) William James
40. Which of these does NOT belong:
A) introduced the psychoanalytic movement to the U.S.
B) was a central figure in establishing child psychology
*C) authored the study of the Kallikak family
D) established several psychological journals
41. What was unique about the Healy-Fernald series of tests?
A) included only non-verbal items like puzzles
*B) emphasized the process rather than the outcome
C) were extremely well standardized
D) represented the first projective technique other than the Rorschach
42. The advantage of the Army Alpha and Beta over the Stanford-Binet:
*A) could be group administered
B) yielded scores on Verbal and on Performance IQ
C) could be self-administered by the subject
D) alternate form reliability could be assessed
43. The Woodworth Personal Data Sheet
A) was designed to identify candidates for officer training
B) was a replacement for more costly psychiatric interviews
*C) was essentially a primitive version of the MMPI
D) was a good example of biodata questionnaires
44. A major criticism of the Woodworth Personal Data Sheet:
*A) did not address issues of reliability and validity
B) it was a paper-and-pencil version of a psychiatric interview
C) it was longer than the MMPI
D) it was not particularly successful
45. After World War I, testing
*A) became an integral part of the U.S. culture
B) was used only in educational settings
C) was of little interest because of Cattells work
D) had negative connotations because of the military experience
46. A test that quickly became a favorite cross-cultural tool:
*A) draw-a-man
B) Rorschach
C) Stanford-Binet
D) Downey Will Temperament
47. In the field of educational testing it was the
reality.
A) 1916 Stanford-Binet
B) Army Alpha
C) Healy-Fernald tests
*D) Stanford Achievement Test

that made large scale testing a practical

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48. The Downey Will Temperament Test is mentioned as an example of:

A) a test that revolutionized educational measurement
*B) a personality test that did not work
C) an opposite approach to that taken by the Stanford-Binet
D) one of the few successful tests from Wundts laboratory
49. The name of Louis Thurstone is associated with:
*A) primary mental abilities
B) two-factor theory
C) genetic studies of genius
D) Berkeley Growth study
50. A pioneer in the field of infant testing:
A) Florence Goodenough
*B) Arnold Gesell
C) Louis Thurstone
D) Horace Mann
51. The Scholastic Aptitude Test was introduced in
A) 1906
*B) 1926
C) 1946
D) 1966
52. Which two are correctly paired?
*A) Buros; Mental Measurements Yearbook
B) Hartshorne and May; TAT
C) Morgan and Murray; Rorschach
D) Goddard; genetic studies of genius
53. The Stanford-Iowa controversy centered over
A) the definition of coaching
B) whether scores on the SAT could be improved
C) whether perception reflected pathology
*D) the constancy of the IQ
54. Wechsler argued that:
A) intelligence was not hereditary but influenced by nurture
B) a primary mental abilities approach was the most valid
C) intelligence tests should focus on normal children rather than geniuses
*D) available adult tests of intelligence had been developed from childrens tests
55. The Army Alpha of the first World War was replaced by the
War.
A) Wechsler Adult Intelligence Scale
B) Bender Visual Motor Gestalt Test
*C) Army General Classification Test
D) Diagnostic Psychological Test

in the Second World

56. Perhaps the best known test associated with the World War II period is the:
*A) MMPI
B) Stanford-Binet
C) Wechsler-Bellevue
D) Army General Classification Test
57. The Authoritarian Personality:
A) developed a unified theory of the human intellect
B) was a direct outgrowth of the work of Hathaway at Minnesota
*C) attempted to understand psychoanalytically the Nazi movement
D) severely criticized American efforts at psychological testing

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58. Which occurred first chronologically?

A) the Stanford-Iowa controversy
*B) the first Mental Measurements Yearbook
C) Jensen and the IQ controversy
D) Guilfords structure of intellect model
59. The textbook argues that the launching of the Soviet Sputnik
*A) fostered large scale testing with multiple choice exams
B) led to controversies over the use of the MMPI in the Peace Corps
C) once again brought the nature-nurture issue to the fore
D) resulted in truth-in-testing legislation
60. Banesh Hoffmans book (The Tyranny of Testing) argued that:
A) tests like the Stanford-Binet were clearly biased
*B) multiple choice exams penalized creative students
C) college entrance should be open to all
D) national scholarship programs were communist inspired
61. The anti-test movement of the 1960s
A) dealt a severe blow to testing
B) really had little effect on psychological testing
*C) made psychologists more aware of issues like privacy
D) focused on racial bias
62. The Bell Curve is historically related to
A) Healy and Fernald
*B) Goddard and Terman
C) Thurstone and Gesell
D) Bayley and Goodenough
63. The concern over the decline of SAT scores
A) resulted in truth-in-testing legislation
B) was again interpreted in nature-vs-nurture terms
*C) brought testing once again to the public forum
D) culminated in the book the Bell Curve
64. Minimum competency testing primarily concerns
A) entrance into college
B) the content validity of achievement tests
C) the nature-nurture controversy
*D) high school graduation
65. The textbook predicts that in the future tests will
*A) still be with us
B) be more sensory
C) not be used as widely
D) be more essay than multiple-choice

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