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Quiz on Midterm 3, created by shealeya8188 on 11/09/2014.

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Midterm 3

Question 1 of 100 Question 1 of 100

1

The tendency for test takers to agree on most of the items is called a(n)

Select one of the following:

  • item difficulty.

  • the miss rate.

  • guessing threshold.

  • acquiescence response set.

Explanation

Question 2 of 100 Question 2 of 100

1

This test item is an example of a

Select one of the following:

  • polytomous format

  • category format

  • Likert format

  • dichotomous format

Explanation

Question 3 of 100 Question 3 of 100

1

Distractors that are obviously incorrect

Select one of the following:

  • reduce the likelihood of correct guessing

  • increase the reliability of the test

  • have no impact on the reliability of the test

  • lower the reliability of the test

Explanation

Question 4 of 100 Question 4 of 100

1

True-false examinations use

Select one of the following:

  • a Likert format

  • a category format.

  • a polytomous format.

  • a dichotomous format

Explanation

Question 5 of 100 Question 5 of 100

1

In multiple choice examinations, incorrect alternatives are called

Select one of the following:

  • distractors

  • flags

  • non-categories

  • miss rates

Explanation

Question 6 of 100 Question 6 of 100

1

The expected level of chance performance, for a 200-item multiple-choice exam with four choice alternatives, is

Select one of the following:

  • 50 correct

  • 100 correct

  • 75 correct

  • 25 correct

Explanation

Question 7 of 100 Question 7 of 100

1

In order to correct for guessing

Select one of the following:

  • distractors should be eliminated.

  • the number of items should be increased.

  • a correction formula can be used.

  • distractors should be increased.

Explanation

Question 8 of 100 Question 8 of 100

1

Suppose that you are taking a multiple choice test where there is no correction for guessing. If you aren't sure of the answer,

Select one of the following:

  • you should always guess on a speed test.

  • only guess if you have some confidence you are correct.

  • you should never guess.

  • you should always guess.

Explanation

Question 9 of 100 Question 9 of 100

1

What describes the chances that a low-ability test taker will obtain each score?

Select one of the following:

  • acquiescence response set

  • the moments method

  • guessing threshold

  • the miss rate

Explanation

Question 10 of 100 Question 10 of 100

1

What format do some personality tests use because it requires an absolute judgment?

Select one of the following:

  • Likert

  • dichotomous

  • multiple-choice

  • category

Explanation

Question 11 of 100 Question 11 of 100

1

Which item format can best be factor analyzed to find which ones group together?

Select one of the following:

  • dichotommous

  • multiple-choice

  • forced-choice

  • Likert

Explanation

Question 12 of 100 Question 12 of 100

1

Suppose you got 75 items correct on a 100-item, six alternative, multiple-choice exam. What would your score be after we corrected for guessing?

Select one of the following:

  • 50

  • 63

  • 70

  • 57

Explanation

Question 13 of 100 Question 13 of 100

1

Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?

Select one of the following:

  • when the guessing threshold is low

  • when you can rule out one or more of the alternatives as being incorrect

  • when you are making a "wild guess" and a correction formula is being used

  • in any test situation where you are making a "wild guess"

Explanation

Question 14 of 100 Question 14 of 100

1

The difference between Likert scales and category formats is that

Select one of the following:

  • category formats tend to have a smaller number of choices.

  • Likert scales tend to have a smaller number of choices.

  • category formats tends to be dichotomous while Likert scales tends to be polytomous.

  • category formats are used only in health settings.

Explanation

Question 15 of 100 Question 15 of 100

1

A test format that is typically used for attitude measurement is the

Select one of the following:

  • Likert format

  • checklist format

  • category format

  • dichotomous format

Explanation

Question 16 of 100 Question 16 of 100

1

When distractors are likely to be selected as alternative responses on multiple-choice tests,

Select one of the following:

  • item reliability is decreased

  • item reliability is increased

  • validity is increased

  • guessing is reduced

Explanation

Question 17 of 100 Question 17 of 100

1

One method for measuring chronic pain asks the respondent to group statements according to how accurately they describe his/her discomfort. This would be an example of the

Select one of the following:

  • Q-sort format

  • category format

  • Likert format

  • checklist format

Explanation

Question 18 of 100 Question 18 of 100

1

The following is an item from an attitude scale:

Physical punishment is essential in order to control children.
Strongly disagree
Disagree
Neither agree or disagree
Agree
Strongly agree
This item is in the

Select one of the following:

  • polytomous format

  • Likert format

  • category format

  • dichotomous format

Explanation

Question 19 of 100 Question 19 of 100

1

One problem with the use of category rating scales is that

Select one of the following:

  • many respondents are confused by dichotomous formats.

  • rating scales must be at least 100 points in order to be meaningfully interpreted.

  • responses are sometimes influenced by the context in which objects are rated.

  • category rating scale data do not have ordinal scale property.

Explanation

Question 20 of 100 Question 20 of 100

1

Describing the chances that low-ability test takers will obtain each score is called the

Select one of the following:

  • dichotomous format.

  • 50% threshold.

  • polytomous format.

  • guessing threshold.

Explanation

Question 21 of 100 Question 21 of 100

1

In general, studies have indicated that the race of the examiner

Select one of the following:

  • is unrelated to test performance.

  • is not as important as sex of the examiner.

  • should be different than that of the subject.

  • should be the same as that of the subject.

Explanation

Question 22 of 100 Question 22 of 100

1

Studies on the effect of the race of the tester have demonstrated that

Select one of the following:

  • African-American children consistently score lower when they are tested by African-American examiners.

  • that the race of the examiner does not have a significant effect on the test scores of African-American or White children.

  • White children consistently score higher when they are tested by White examiners.

  • African-American children consistently score higher when they are tested by African-American examiners.

Explanation

Question 23 of 100 Question 23 of 100

1

For children up through about the 3rd grade, a friendly examiner

Select one of the following:

  • does not significantly affect performance on a test.

  • significantly affects performance on a test.

  • increased IQ scores by nearly one standard deviation.

  • decreased IQ scores by nearly one standard deviation.

Explanation

Question 24 of 100 Question 24 of 100

1

Dominic, a Caucasian male, is in the first grade and his reading skills are being assessed for placement next year. His teacher is out sick on the day of his assessment test. You can expect his test score to be

Select one of the following:

  • substantially higher than if the test were administered by the regular teacher

  • significantly lower as a result of an unfamiliar examiner

  • nothing more than a reflection of his reading ability

  • unaffected by the change in examiner.

Explanation

Question 25 of 100 Question 25 of 100

1

Studies have demonstrated that

Select one of the following:

  • too much approval by the examiner can hinder performance.

  • there is no relationship between the examiner's comments and test performance.

  • disapproving comments by the examiner can actually motivate children and enhance their performance.

  • disapproving comments by an examiner can hinder test performance.

Explanation

Question 26 of 100 Question 26 of 100

1

The "Rosenthal effect" occurs when

Select one of the following:

  • race of the tester produces a bias.

  • the administrators' expectations influence the respondents' scores.

  • the gender of the test administrator is different than that of the examinee.

  • test-takers do poorly because they are fatigued.

Explanation

Question 27 of 100 Question 27 of 100

1

Rosenthal asserted that expectancy effects are likely to result from subtle uses of

Select one of the following:

  • reinforcement

  • disapproving comments

  • nonverbal communication

  • gender and racial bias

Explanation

Question 28 of 100 Question 28 of 100

1

Research on the effects of examiners' expectations upon test scores have shown that

Select one of the following:

  • examiners' expectations have little effect upon test scores.

  • too few studies have been done to draw any conclusions.

  • examiners' expectations influence scores only when rapport has developed.

  • there is inconsistency with regard to the effect of examiners' expectations

Explanation

Question 29 of 100 Question 29 of 100

1

The school board decided to send professional test administrators into the schools in an attempt to establish stricter standardization procedures for the administration of IQ tests. If you are from a socio-economically disadvantaged area, you can expect that the test scores for your school district will

Select one of the following:

  • be more positively impacted by the use of unfamiliar examiners than for wealthier districts.

  • be more negatively impacted by the use of unfamiliar examiners than for wealthier districts.

  • benefit greatly from the use of outside examiners.

  • be equal to the scores received by students in upper socio-economic groups.

Explanation

Question 30 of 100 Question 30 of 100

1

Studies on the effect of reinforcement upon intelligence test performance by African-American children (by Terrell and colleagues) suggest that

Select one of the following:

  • only "culturally relevant" verbal praise will help boost performance by African-American children.

  • African-American children will improve their performance if given simple verbal praise such as "Excellent performance".

  • African-American children will not be affected by the administration of tangible awards.

  • culturally specific feedback such as "Nice job, blood" alienates African-American youngsters and may damage test performance.

Explanation

Question 31 of 100 Question 31 of 100

1

Mrs. Morgan and Mrs. Malcolm are African-American and only want an African-American examiner to administer an IQ test to their children. They

Select one of the following:

  • realize that strict standards for proper test administration do not exist.

  • are justifiably concerned that their children's scores will be adversely affected by a Caucasian examiner.

  • are operating under the widely held myth that the race of the examiner impedes performance of African-American children.

  • realize that it is important to have an examiner that is new and unknown to the test-taker.

Explanation

Question 32 of 100 Question 32 of 100

1

Mr. and Mrs. Lozano have recently moved to Ohio from Mexico and have been notified that their son Reuben will be given an English IQ test to determine school placement. They should

Select one of the following:

  • ask the school to only use a test that has been translated and subjected to reliability and validity studies in Spanish speaking populations.

  • be pleased because the school is hiring a professional to translate the test especially for Reuben.

  • realize that by testing their son in English, they are helping him to acculturate to his new environment much faster

  • not be concerned about the language of the test because one of the secretaries has offered to translate.

Explanation

Question 33 of 100 Question 33 of 100

1

Because situational variables can affect test scores, testing requires

Select one of the following:

  • standardized conditions.

  • test administrators with similar backgrounds and characteristics.

  • at least two test administrators.

  • a test administrator and an observer.

Explanation

Question 34 of 100 Question 34 of 100

1

Patty has just received a graduate degree in psychology and has been hired by a local organization to administer the WAIS-R. They should

Select one of the following:

  • have no qualms about her qualifications because her program required that she engage in at least 5 practice administrations of this test.

  • have no qualms about her qualifications for this position because she has a degree.

  • be aware that errors are likely to be high unless she has completed at least 10 practice sessions.

  • realize test administer training is a highly standardized process with high quality standards.

Explanation

Question 35 of 100 Question 35 of 100

1

Mrs. Collins and Mrs. Grey both administered the same IQ test to their regular classes by reading instructions, refraining from providing any verbal feedback, and generally following strict procedural guidelines. Even though the classes were comparable, Mrs. Grey's class had much lower test scores than Mrs. Collins. It is likely that

Select one of the following:

  • standard test administration does not work.

  • some subtle non-verbal cue or body language affected scores.

  • the race of the teachers affected test scores.

  • the instructions were not clear.

Explanation

Question 36 of 100 Question 36 of 100

1

The Rosenthal effect

Select one of the following:

  • shows no gender effect

  • has been consistently replicated

  • is limited to human subjects

  • appears to be consistent but relatively small.

Explanation

Question 37 of 100 Question 37 of 100

1

Worry, emotionality, and lack of self-confidence are the three components of

Select one of the following:

  • reactivity

  • human factors

  • expectancy effects

  • test anxiety

Explanation

Question 38 of 100 Question 38 of 100

1

As sample size increases, expectancy effects tend to

Select one of the following:

  • increase

  • become more important

  • remain stable

  • decrease

Explanation

Question 39 of 100 Question 39 of 100

1

The study by Terrell, et al. in which four groups of African-American children were provided four different kinds of feedback shows

Select one of the following:

  • an effect of race of examiner.

  • no difference between types of feedback.

  • the importance of culturally relevant rewards.

  • that tangible rewards outperform any verbal feedback.

Explanation

Question 40 of 100 Question 40 of 100

1

Why is it of concern that there is not a standardized protocol for training on how to administer the WAIS-R?

Select one of the following:

  • Research indicates that errors are common until examiners have administered 10 practice tests and declines thereafter.

  • There is no evidence that training will improve the ability of examiners to administer and score the WAIS-R.

  • The courts have repeatedly ordered the development of standardized training for the WAIS-R, but it has not been done.

  • Individuals with only undergraduate degrees are permitted to administer it, making training especially important.

Explanation

Question 41 of 100 Question 41 of 100

1

The personnel manager of ABC Company asked all of the applicants she interviewed the same questions in the same systematic fashion. She was conducting a(n) ____ interview.

Select one of the following:

  • structured

  • nondirective

  • diagnostic

  • unstructured

Explanation

Question 42 of 100 Question 42 of 100

1

An interview in which the person being interviewed is allowed to determine the direction of the interview is called a(n) ____ interview.

Select one of the following:

  • nondirective

  • structured

  • selection

  • directive

Explanation

Question 43 of 100 Question 43 of 100

1

Which of the following differentiates between an interview and psychological tests in general?

Select one of the following:

  • how they are evaluated

  • their importance for gathering information in clinical settings

  • whether there is a standardized format

  • whether they are administered individually or in groups

Explanation

Question 44 of 100 Question 44 of 100

1

Which test cannot be properly used without interview data?

Select one of the following:

  • 16PF

  • MMPI

  • TAT

  • WAIS

Explanation

Question 45 of 100 Question 45 of 100

1

The reciprocal nature of interviewing means

Select one of the following:

  • if the interviewer is tense and anxious, the interviewee will tend to calm down.

  • the participants of an interview do not influence each other's mood.

  • the participants of an interview are interdependent upon and influence each other.

  • an interview involves high activity among both participants.

Explanation

Question 46 of 100 Question 46 of 100

1

Studies have shown that in an interview

Select one of the following:

  • the activity of one participant has nothing to do with the activity of the other.

  • high activity in one participant is associated with reduced activity in the other.

  • high activity in one participant tends to lead to hostility in the other.

  • high activity in one participant is associated with increased activity in the other.

Explanation

Question 47 of 100 Question 47 of 100

1

Criminal interrogations can result in misleading information if an interrogator is highly active because

Select one of the following:

  • hyperactive interrogators tend to miss important cues given by the suspect.

  • the suspect's activity level increases, which increases the interrogator's suspiciousness.

  • they make the suspect nervous and prone to make misleading statements.

  • active interrogators tend to cause the suspect to clam up and refuse to make a statement.

Explanation

Question 48 of 100 Question 48 of 100

1

David had graduated and secured two job interviews. He was quite nervous and in one interview, the interview team bickered among themselves and was rude to each other. In the other, the interview team was calm, relaxed, and welcoming. When he later thought about the interviews, David described himself as feeling very tense and even frightened in the first interview, and calm and confident in the second one. This is consistent with the idea of

Select one of the following:

  • probing

  • mirroring

  • active listening

  • social facilitation

Explanation

Question 49 of 100 Question 49 of 100

1

During a job interview, Geoffrey found his behavior began to mimic the behavior of the nervous and disorganized interviewer. This is best described as an example of

Select one of the following:

  • paraphrasing

  • halo effect

  • social facilitation

  • interpersonal attraction

Explanation

Question 50 of 100 Question 50 of 100

1

The degree to which one person is able to influence another is known as

Select one of the following:

  • social facilitation

  • interpersonal attraction

  • halo effect

  • interpersonal influence

Explanation

Question 51 of 100 Question 51 of 100

1

Social facilitation refers to

Select one of the following:

  • a method of interviewing

  • the phenomenon that we tend to act like the models around us

  • the best method of psychotherapy

  • a method of enhancing human relationships

Explanation

Question 52 of 100 Question 52 of 100

1

Good interview behavior is more a matter of ____ than ____.

Select one of the following:

  • acquired abilities; personality style

  • technique; attitude

  • attitude; skill

  • social skills; experience

Explanation

Question 53 of 100 Question 53 of 100

1

One study (Saccuzzo, 1975) found that the most important factor in a patient's evaluations of the quality of an interview was

Select one of the following:

  • the seriousness of their concerns

  • the therapist's orientation

  • their mood state

  • their perceptions of the interview's feelings

Explanation

Question 54 of 100 Question 54 of 100

1

In social psychology, the degree to which people share a feeling of understanding, mutual respect, and similarity is known as

Select one of the following:

  • interpersonal attraction

  • halo effect

  • interpersonal influence

  • social facilitation

Explanation

Question 55 of 100 Question 55 of 100

1

Deliberately inducing discomfort or anxiety in an interviewee

Select one of the following:

  • is related to the interviewer's training.

  • is appropriate for certain types of interviews.

  • is likely to increase how much information an interviewee reveals

  • should always be avoided.

Explanation

Question 56 of 100 Question 56 of 100

1

The fact that Roger is more impressed by how much his therapist appeared to care, rather than the numerous diplomas and certificates on the therapist’s walls, suggests that Roger will likely evaluate the quality of the interview as

Select one of the following:

  • average

  • poor

  • high

  • indeterminate

Explanation

Question 57 of 100 Question 57 of 100

1

Probing statements

Select one of the following:

  • communicate a deep sense of empathy

  • should usually be avoided in an interview

  • do no carry judgmental overtone

  • will put the interviewee on the defensive

Explanation

Question 58 of 100 Question 58 of 100

1

Which of the following directs anger toward the interviewee?

Select one of the following:

  • probing statements

  • evaluative statements

  • reassuring statement

  • hostile statements

Explanation

Question 59 of 100 Question 59 of 100

1

Which of the following communicates "I don't approve of this aspect of you?"

Select one of the following:

  • hostile statements

  • evaluative statements

  • reassuring statements

  • probing statements

Explanation

Question 60 of 100 Question 60 of 100

1

Which of the following demands more information than the interviewee would be willing to provide voluntarily?

Select one of the following:

  • reassuring statements

  • evaluative statements

  • hostile statements

  • probing statements

Explanation

Question 61 of 100 Question 61 of 100

1

What method of studying intelligence examines the properties of a test by evaluating its correlates and underlying dimensions?

Select one of the following:

  • cognitive

  • psychometric

  • information-processing

  • factor analysis

Explanation

Question 62 of 100 Question 62 of 100

1

Dr. Kang is investigating the mechanisms that underlie how humans learn and solve problems. She is using the ____ approach to investigate human intelligence.

Select one of the following:

  • psychophysics

  • psychometric

  • information-processing

  • cognitive

Explanation

Question 63 of 100 Question 63 of 100

1

Which of the following needs was the impetus for the development of intelligence testing?

Select one of the following:

  • classification of military recruits

  • identification of individuals with intellectual disabilities

  • identification of high quality civil service recruits

  • creation of vocational and technical colleges

Explanation

Question 64 of 100 Question 64 of 100

1

In research investigating human intelligence, focusing on how humans adapt to real-world demands is called a ____ approach.

Select one of the following:

  • psychometric

  • cognitive

  • psychophysics

  • information-processing

Explanation

Question 65 of 100 Question 65 of 100

1

What is the oldest approach to investigating human intelligence?

Select one of the following:

  • psychophysics

  • information-processing

  • psychometric

  • cognitive

Explanation

Question 66 of 100 Question 66 of 100

1

The finding that a correlation exists between scores on all standardized intelligence tests and ____ has been a problem in defining intelligence.

Select one of the following:

  • chronological age

  • gender

  • socioeconomic status

  • profession

Explanation

Question 67 of 100 Question 67 of 100

1

Which of the following is part of Binet's definition of intelligence?

Select one of the following:

  • self-criticism

  • the level of quantitative skills

  • memory function

  • the ability to carry on abstract thinking

Explanation

Question 68 of 100 Question 68 of 100

1

Binet believed that human intelligence was expressed through

Select one of the following:

  • judgment, attention, and reasoning

  • positive self concept and gender.

  • socioeconomic status and level of education

  • ethnicity and socioeconomic status

Explanation

Question 69 of 100 Question 69 of 100

1

Binet's two major principles of test construction were

Select one of the following:

  • reliability and validity

  • general mental ability and age differentiation

  • age differentiation and age scale

  • norms and standardization

Explanation

Question 70 of 100 Question 70 of 100

1

With the principle of age differentiation

Select one of the following:

  • one can find the equivalent age capabilities of a child independently of chronological age.

  • Binet freed himself from the burden of identifying each independent aspect of intelligence.

  • the deviation IQ can be ascertained

  • one can find the equivalent age capabilities of a child if their chronological age is known.

Explanation

Question 71 of 100 Question 71 of 100

1

The tasks that Binet used to differentiate between age groups could be completed by what percentage of the children in a particular age group?

Select one of the following:

  • between 66.67% and 75%

  • at least 50%

  • 100%

  • between 50% and 75%

Explanation

Question 72 of 100 Question 72 of 100

1

The concept that older children have greater capabilities than younger children is referred to as

Select one of the following:

  • Spearman's g.

  • the principle of age differentiation

  • intelligence.

  • general mental ability

Explanation

Question 73 of 100 Question 73 of 100

1

What technique is more commonly used today in order to evaluate age equivalent capabilities?

Select one of the following:

  • predictive validity

  • mental age

  • factor analysis

  • item response theory

Explanation

Question 74 of 100 Question 74 of 100

1

With the concept of general intelligence

Select one of the following:

  • the value of a task could be judged in terms of its correlation with the total score.

  • each element of intelligence must first be identified.

  • Binet's search for tasks could be unrestricted.

  • Binet was forced to ascertain the relative contribution of each element to the whole.

Explanation

Question 75 of 100 Question 75 of 100

1

Which of the following is an implication of Binet’s concept of general mental ability?

Select one of the following:

  • A broad range of diverse items must be included

  • Those who are high in general mental ability will also be high in specific mental abilities

  • Individual items that do not correlate well with the total score can be eliminated.

  • Variability in the ability to perform specific skills should be minimal.

Explanation

Question 76 of 100 Question 76 of 100

1

A major implication of general intelligence is that

Select one of the following:

  • human intelligence refers to good judgment, reasoning, concentration, attention, etc.

  • human intelligence is broad and general

  • a person's intelligence can best be represented by a single score.

  • human intelligence is the interaction among a broad range of specific abilities.

Explanation

Question 77 of 100 Question 77 of 100

1

To support the notion of g, Spearman developed a statistical technique called

Select one of the following:

  • factor analysis.

  • analysis of variance.

  • correlation

  • principle components

Explanation

Question 78 of 100 Question 78 of 100

1

Spearman suggested that the variance that is shared by a set of tests/scores represents

Select one of the following:

  • the g factor.

  • factor analysis.

  • positive manifold.

  • age differentiation.

Explanation

Question 79 of 100 Question 79 of 100

1

According to Spearman, what percentage of the variance in a set of mental ability tests is represented by the g factor?

Select one of the following:

  • 75%

  • 100%

  • between 66.67% and 75%

  • 50%

Explanation

Question 80 of 100 Question 80 of 100

1

According to the concept of general intelligence, a person's intelligence score actually represents

Select one of the following:

  • abilities on a particular test as compared to others within the same age group

  • the additive score on a broad variety of tasks.

  • the shared variance underlying performance on a diverse set of tasks.

  • differences in unique ability stemming from a specific task.

Explanation

Question 81 of 100 Question 81 of 100

1

Among his motivations for the development of the Wechsler scales of intelligence, was David Wechsler's belief that

Select one of the following:

  • existing intelligence scales were adequate to measure the intelligence of all age groups.

  • one underlying mental ability was solely responsible for the concept of intelligence.

  • a single intelligence score was the most appropriate measure of human intelligence.

  • human intelligence was significantly influenced by nonintellectual factors.

Explanation

Question 82 of 100 Question 82 of 100

1

Because he used a point scale, Wechsler was able to

Select one of the following:

  • only analyze one area of ability.

  • group similar content items together.

  • determine age level performance.

  • assign points on an all or none basis.

Explanation

Question 83 of 100 Question 83 of 100

1

The separate subscale used to measure nonverbal intelligence in the Wechsler scale is called a(n)

Select one of the following:

  • performance scale

  • memory scale

  • point scale

  • age scale.

Explanation

Question 84 of 100 Question 84 of 100

1

One of the most influential advocates of the role of nonintellectual factors in intelligence tests is

Select one of the following:

  • Wechsler.

  • Rapaport.

  • Terman.

  • Binet.

Explanation

Question 85 of 100 Question 85 of 100

1

A major criticism of the Binet scale by Wechsler was that

Select one of the following:

  • the norms did not include non-whites.

  • the Binet Scale was not an appropriate measure of adult intelligence.

  • it was not reliable.

  • the concept of an age scale was outdated.

Explanation

Question 86 of 100 Question 86 of 100

1

The original Wechsler scale was the first one that

Select one of the following:

  • was capable of directly comparing verbal and nonverbal measures.

  • used a performance scale.

  • could be generalized to various populations.

  • used a large, representative sample.

Explanation

Question 87 of 100 Question 87 of 100

1

The Wechsler-Bellevue

Select one of the following:

  • used separate subscales to measure adult intelligence

  • had a normative sample consisting of a representative sample of adults.

  • included a standardization sample that was larger than any before or since.

  • was well standardized.

Explanation

Question 88 of 100 Question 88 of 100

1

The Wechsler tests employs a(n)

Select one of the following:

  • point scale concept.

  • self-reference point concept.

  • criterion IQ concept.

  • age scale concept.

Explanation

Question 89 of 100 Question 89 of 100

1

In a point scale,

Select one of the following:

  • subjects receive some points even for items that are missed.

  • points are assigned to each item.

  • items cannot be presented in order of increasing difficulty.

  • items are grouped according to age level and content.

Explanation

Question 90 of 100 Question 90 of 100

1

The concept of a Performance Scale

Select one of the following:

  • was found to be more applicable to adults than to children.

  • was found to be more applicable to children than to adults.

  • was introduced prior to the development of the Wechsler-Bellevue.

  • was introduced by Wechsler in 1939

Explanation

Question 91 of 100 Question 91 of 100

1

Which of the following is true of the Wechsler Scales?

Select one of the following:

  • They are most useful with adults.

  • They have limited reliability in clinical settings.

  • They are administered in groups

  • Items have content validity for adults.

Explanation

Question 92 of 100 Question 92 of 100

1

The main reason for including a performance scale in a measure of intelligence is to

Select one of the following:

  • overcome language, cultural, and educational factors.

  • increase ease of administration.

  • improve examiner-examinee rapport

  • facilitate scoring.

Explanation

Question 93 of 100 Question 93 of 100

1

Which of the following is a component of Wechsler's definition of intelligence?

Select one of the following:

  • self-esteem

  • artistic talent

  • emotional intelligence

  • capacity to act purposefully

Explanation

Question 94 of 100 Question 94 of 100

1

Which of the following is true of the Wechsler-Bellevue Intelligence Scale?

Select one of the following:

  • It is appropriate for children but not adults.

  • It has a verbal scale, but, unlike the other Wechsler scales, not a performance scale.

  • It is unfair to older adults.

  • Its normative sample was non-representative

Explanation

Question 95 of 100 Question 95 of 100

1

The information subtest of the WAIS-IV measures

Select one of the following:

  • range of knowledge.

  • concentration.

  • abstract thinking.

  • anxiety.

Explanation

Question 96 of 100 Question 96 of 100

1

The comprehension subtest of the WAIS-IV measures

Select one of the following:

  • anxiety.

  • common sense or judgment.

  • abstract thinking.

  • analysis of part whole relationships.

Explanation

Question 97 of 100 Question 97 of 100

1

The arithmetic subtest of the WAIS-IV measures

Select one of the following:

  • alertness to details.

  • planning ability.

  • common sense or judgment

  • concentration.

Explanation

Question 98 of 100 Question 98 of 100

1

The similarities subtest of the WAIS-IV measures

Select one of the following:

  • common sense or judgment.

  • planning ability.

  • anxiety.

  • abstract thinking.

Explanation

Question 99 of 100 Question 99 of 100

1

The digit span subtest of the WAIS-IV measures

Select one of the following:

  • visual-motor functioning

  • anxiety.

  • nonverbal reasoning.

  • alertness to details.

Explanation

Question 100 of 100 Question 100 of 100

1

Which WAIS-IV subtest asks questions such as, "What should you do if you see an injured person lying in the street?"

Select one of the following:

  • similarities

  • picture arrangement

  • information

  • comprehension

Explanation