Quiz
Midterm 3
Perguntas do quiz (100)
1The tendency for test takers to agree on most of the items is called a(n)
- A
guessing threshold. - Bacquiescence response set.
- Citem difficulty.
- Dthe miss rate.
- A
2This test item is an example of a
- Apolytomous format
- Bdichotomous format
- CLikert format
- Dcategory format
3Distractors that are obviously incorrect
- Alower the reliability of the test
- Bincrease the reliability of the test
- Chave no impact on the reliability of the test
- Dreduce the likelihood of correct guessing
4True-false examinations use
- Aa dichotomous format
- Ba polytomous format.
- Ca Likert format
- Da category format.
5In multiple choice examinations, incorrect alternatives are called
- Aflags
- Bnon-categories
- Cdistractors
- Dmiss rates
6The expected level of chance performance, for a 200-item multiple-choice exam with four choice alternatives, is
- A25 correct
- B50 correct
- C75 correct
- D100 correct
7In order to correct for guessing
- Aa correction formula can be used.
- Bdistractors should be eliminated.
- Cthe number of items should be increased.
- Ddistractors should be increased.
8Suppose that you are taking a multiple choice test where there is no correction for guessing. If you aren't sure of the answer,
- Aonly guess if you have some confidence you are correct.
- Byou should always guess on a speed test.
- Cyou should always guess.
- Dyou should never guess.
9What describes the chances that a low-ability test taker will obtain each score?
- Aacquiescence response set
- Bthe miss rate
- Cguessing threshold
- Dthe moments method
10What format do some personality tests use because it requires an absolute judgment?
- Amultiple-choice
- BLikert
- Cdichotomous
- Dcategory
11Which item format can best be factor analyzed to find which ones group together?
- Amultiple-choice
- BLikert
- Cdichotommous
- Dforced-choice
12Suppose you got 75 items correct on a 100-item, six alternative, multiple-choice exam. What would your score be after we corrected for guessing?
- A50
- B57
- C63
- D70
13Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?
- Awhen you are making a "wild guess" and a correction formula is being used
- Bin any test situation where you are making a "wild guess"
- Cwhen you can rule out one or more of the alternatives as being incorrect
- Dwhen the guessing threshold is low
14The difference between Likert scales and category formats is that
- Acategory formats are used only in health settings.
- Bcategory formats tends to be dichotomous while Likert scales tends to be polytomous.
- Ccategory formats tend to have a smaller number of choices.
- DLikert scales tend to have a smaller number of choices.
15A test format that is typically used for attitude measurement is the
- Achecklist format
- Bdichotomous format
- Ccategory format
- DLikert format
16When distractors are likely to be selected as alternative responses on multiple-choice tests,
- Avalidity is increased
- Bitem reliability is increased
- Citem reliability is decreased
- Dguessing is reduced
17One 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
- AQ-sort format
- Bchecklist format
- CLikert format
- Dcategory format
18The 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- Acategory format
- BLikert format
- Cdichotomous format
- Dpolytomous format
19One problem with the use of category rating scales is that
- Amany respondents are confused by dichotomous formats.
- Bresponses are sometimes influenced by the context in which objects are rated.
- Crating scales must be at least 100 points in order to be meaningfully interpreted.
- Dcategory rating scale data do not have ordinal scale property.
20Describing the chances that low-ability test takers will obtain each score is called the
- Adichotomous format.
- Bpolytomous format.
- Cguessing threshold.
- D50% threshold.
21In general, studies have indicated that the race of the examiner
- Ashould be the same as that of the subject.
- Bshould be different than that of the subject.
- Cis unrelated to test performance.
- Dis not as important as sex of the examiner.
22Studies on the effect of the race of the tester have demonstrated that
- AAfrican-American children consistently score higher when they are tested by African-American examiners.
- BAfrican-American children consistently score lower when they are tested by African-American examiners.
- CWhite children consistently score higher when they are tested by White examiners.
- Dthat the race of the examiner does not have a significant effect on the test scores of African-American or White children.
23For children up through about the 3rd grade, a friendly examiner
- Asignificantly affects performance on a test.
- Bdoes not significantly affect performance on a test.
- Cincreased IQ scores by nearly one standard deviation.
- Ddecreased IQ scores by nearly one standard deviation.
24Dominic, 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
- Asubstantially higher than if the test were administered by the regular teacher
- Bunaffected by the change in examiner.
- Csignificantly lower as a result of an unfamiliar examiner
- Dnothing more than a reflection of his reading ability
25Studies have demonstrated that
- Adisapproving comments by an examiner can hinder test performance.
- Bdisapproving comments by the examiner can actually motivate children and enhance their performance.
- Ctoo much approval by the examiner can hinder performance.
- Dthere is no relationship between the examiner's comments and test performance.
26The "Rosenthal effect" occurs when
- Arace of the tester produces a bias.
- Bthe administrators' expectations influence the respondents' scores.
- Ctest-takers do poorly because they are fatigued.
- Dthe gender of the test administrator is different than that of the examinee.
27Rosenthal asserted that expectancy effects are likely to result from subtle uses of
- Areinforcement
- Bnonverbal communication
- Cdisapproving comments
- Dgender and racial bias
28Research on the effects of examiners' expectations upon test scores have shown that
- Aexaminers' expectations influence scores only when rapport has developed.
- Bexaminers' expectations have little effect upon test scores.
- Cthere is inconsistency with regard to the effect of examiners' expectations
- Dtoo few studies have been done to draw any conclusions.
29The 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
- Abenefit greatly from the use of outside examiners.
- Bbe equal to the scores received by students in upper socio-economic groups.
- Cbe more negatively impacted by the use of unfamiliar examiners than for wealthier districts.
- Dbe more positively impacted by the use of unfamiliar examiners than for wealthier districts.
30Studies on the effect of reinforcement upon intelligence test performance by African-American children (by Terrell and colleagues) suggest that
- AAfrican-American children will improve their performance if given simple verbal praise such as "Excellent performance".
- BAfrican-American children will not be affected by the administration of tangible awards.
- Conly "culturally relevant" verbal praise will help boost performance by African-American children.
- Dculturally specific feedback such as "Nice job, blood" alienates African-American youngsters and may damage test performance.
31Mrs. Morgan and Mrs. Malcolm are African-American and only want an African-American examiner to administer an IQ test to their children. They
- Aare justifiably concerned that their children's scores will be adversely affected by a Caucasian examiner.
- Bare operating under the widely held myth that the race of the examiner impedes performance of African-American children.
- Crealize that strict standards for proper test administration do not exist.
- Drealize that it is important to have an examiner that is new and unknown to the test-taker.
32Mr. 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
- Anot be concerned about the language of the test because one of the secretaries has offered to translate.
- Bbe pleased because the school is hiring a professional to translate the test especially for Reuben.
- Cask the school to only use a test that has been translated and subjected to reliability and validity studies in Spanish speaking populations.
- Drealize that by testing their son in English, they are helping him to acculturate to his new environment much faster
33Because situational variables can affect test scores, testing requires
- Astandardized conditions.
- Bat least two test administrators.
- Ca test administrator and an observer.
- Dtest administrators with similar backgrounds and characteristics.
34Patty has just received a graduate degree in psychology and has been hired by a local organization to administer the WAIS-R. They should
- Ahave no qualms about her qualifications for this position because she has a degree.
- Bhave no qualms about her qualifications because her program required that she engage in at least 5 practice administrations of this test.
- Cbe aware that errors are likely to be high unless she has completed at least 10 practice sessions.
- Drealize test administer training is a highly standardized process with high quality standards.
35Mrs. 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
- Athe instructions were not clear.
- Bstandard test administration does not work.
- Csome subtle non-verbal cue or body language affected scores.
- Dthe race of the teachers affected test scores.
36The Rosenthal effect
- Aappears to be consistent but relatively small.
- Bis limited to human subjects
- Chas been consistently replicated
- Dshows no gender effect
37Worry, emotionality, and lack of self-confidence are the three components of
- Atest anxiety
- Bexpectancy effects
- Chuman factors
- Dreactivity
38As sample size increases, expectancy effects tend to
- Abecome more important
- Bdecrease
- Cremain stable
- Dincrease
39The study by Terrell, et al. in which four groups of African-American children were provided four different kinds of feedback shows
- Aan effect of race of examiner.
- Bno difference between types of feedback.
- Cthe importance of culturally relevant rewards.
- Dthat tangible rewards outperform any verbal feedback.
40Why is it of concern that there is not a standardized protocol for training on how to administer the WAIS-R?
- AIndividuals with only undergraduate degrees are permitted to administer it, making training especially important.
- BThe courts have repeatedly ordered the development of standardized training for the WAIS-R, but it has not been done.
- CThere is no evidence that training will improve the ability of examiners to administer and score the WAIS-R.
- DResearch indicates that errors are common until examiners have administered 10 practice tests and declines thereafter.
41The 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.
- Anondirective
- Bunstructured
- Cstructured
- Ddiagnostic
42An interview in which the person being interviewed is allowed to determine the direction of the interview is called a(n) ____ interview.
- Anondirective
- Bdirective
- Cstructured
- Dselection
43Which of the following differentiates between an interview and psychological tests in general?
- Ahow they are evaluated
- Bwhether they are administered individually or in groups
- Cwhether there is a standardized format
- Dtheir importance for gathering information in clinical settings
44Which test cannot be properly used without interview data?
- ATAT
- BMMPI
- C16PF
- DWAIS
45The reciprocal nature of interviewing means
- Athe participants of an interview do not influence each other's mood.
- Bthe participants of an interview are interdependent upon and influence each other.
- Can interview involves high activity among both participants.
- Dif the interviewer is tense and anxious, the interviewee will tend to calm down.
46Studies have shown that in an interview
- Ahigh activity in one participant is associated with reduced activity in the other.
- Bhigh activity in one participant is associated with increased activity in the other.
- Cthe activity of one participant has nothing to do with the activity of the other.
- Dhigh activity in one participant tends to lead to hostility in the other.
47Criminal interrogations can result in misleading information if an interrogator is highly active because
- Athey make the suspect nervous and prone to make misleading statements.
- Bthe suspect's activity level increases, which increases the interrogator's suspiciousness.
- Chyperactive interrogators tend to miss important cues given by the suspect.
- Dactive interrogators tend to cause the suspect to clam up and refuse to make a statement.
48David 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
- Amirroring
- Bsocial facilitation
- Cactive listening
- Dprobing
49During 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
- Asocial facilitation
- Bhalo effect
- Cinterpersonal attraction
- Dparaphrasing
50The degree to which one person is able to influence another is known as
- Ainterpersonal attraction
- Binterpersonal influence
- Csocial facilitation
- Dhalo effect
51Social facilitation refers to
- Athe phenomenon that we tend to act like the models around us
- Ba method of interviewing
- Cthe best method of psychotherapy
- Da method of enhancing human relationships
52Good interview behavior is more a matter of ____ than ____.
- Asocial skills; experience
- Btechnique; attitude
- Cattitude; skill
- Dacquired abilities; personality style
53One study (Saccuzzo, 1975) found that the most important factor in a patient's evaluations of the quality of an interview was
- Athe seriousness of their concerns
- Btheir mood state
- Cthe therapist's orientation
- Dtheir perceptions of the interview's feelings
54In social psychology, the degree to which people share a feeling of understanding, mutual respect, and similarity is known as
- Asocial facilitation
- Binterpersonal influence
- Cinterpersonal attraction
- Dhalo effect
55Deliberately inducing discomfort or anxiety in an interviewee
- Ashould always be avoided.
- Bis likely to increase how much information an interviewee reveals
- Cis related to the interviewer's training.
- Dis appropriate for certain types of interviews.
56The 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
- Apoor
- Baverage
- Chigh
- Dindeterminate
57Probing statements
- Awill put the interviewee on the defensive
- Bdo no carry judgmental overtone
- Cshould usually be avoided in an interview
- Dcommunicate a deep sense of empathy
58Which of the following directs anger toward the interviewee?
- Aevaluative statements
- Bprobing statements
- Chostile statements
- Dreassuring statement
59Which of the following communicates "I don't approve of this aspect of you?"
- Aevaluative statements
- Bprobing statements
- Chostile statements
- Dreassuring statements
60Which of the following demands more information than the interviewee would be willing to provide voluntarily?
- Aevaluative statements
- Bprobing statements
- Chostile statements
- Dreassuring statements
61What method of studying intelligence examines the properties of a test by evaluating its correlates and underlying dimensions?
- Afactor analysis
- Bpsychometric
- Cinformation-processing
- Dcognitive
62Dr. Kang is investigating the mechanisms that underlie how humans learn and solve problems. She is using the ____ approach to investigate human intelligence.
- Ainformation-processing
- Bpsychometric
- Ccognitive
- Dpsychophysics
63Which of the following needs was the impetus for the development of intelligence testing?
- Aclassification of military recruits
- Bidentification of high quality civil service recruits
- Cidentification of individuals with intellectual disabilities
- Dcreation of vocational and technical colleges
64In research investigating human intelligence, focusing on how humans adapt to real-world demands is called a ____ approach.
- Ainformation-processing
- Bpsychometric
- Ccognitive
- Dpsychophysics
65What is the oldest approach to investigating human intelligence?
- Ainformation-processing
- Bpsychometric
- Ccognitive
- Dpsychophysics
66The finding that a correlation exists between scores on all standardized intelligence tests and ____ has been a problem in defining intelligence.
- Agender
- Bprofession
- Cchronological age
- Dsocioeconomic status
67Which of the following is part of Binet's definition of intelligence?
- Amemory function
- Bthe level of quantitative skills
- Cself-criticism
- Dthe ability to carry on abstract thinking
68Binet believed that human intelligence was expressed through
- Asocioeconomic status and level of education
- Bpositive self concept and gender.
- Cjudgment, attention, and reasoning
- Dethnicity and socioeconomic status
69Binet's two major principles of test construction were
- Ageneral mental ability and age differentiation
- Breliability and validity
- Cnorms and standardization
- Dage differentiation and age scale
70With the principle of age differentiation
- Aone can find the equivalent age capabilities of a child independently of chronological age.
- Bone can find the equivalent age capabilities of a child if their chronological age is known.
- Cthe deviation IQ can be ascertained
- DBinet freed himself from the burden of identifying each independent aspect of intelligence.
71The tasks that Binet used to differentiate between age groups could be completed by what percentage of the children in a particular age group?
- Aat least 50%
- Bbetween 50% and 75%
- Cbetween 66.67% and 75%
- D100%
72The concept that older children have greater capabilities than younger children is referred to as
- Ageneral mental ability
- Bintelligence.
- CSpearman's g.
- Dthe principle of age differentiation
73What technique is more commonly used today in order to evaluate age equivalent capabilities?
- Aitem response theory
- Bfactor analysis
- Cmental age
- Dpredictive validity
74With the concept of general intelligence
- ABinet's search for tasks could be unrestricted.
- BBinet was forced to ascertain the relative contribution of each element to the whole.
- Cthe value of a task could be judged in terms of its correlation with the total score.
- Deach element of intelligence must first be identified.
75Which of the following is an implication of Binet’s concept of general mental ability?
- AIndividual items that do not correlate well with the total score can be eliminated.
- BA broad range of diverse items must be included
- CVariability in the ability to perform specific skills should be minimal.
- DThose who are high in general mental ability will also be high in specific mental abilities
76A major implication of general intelligence is that
- Aa person's intelligence can best be represented by a single score.
- Bhuman intelligence is broad and general
- Chuman intelligence is the interaction among a broad range of specific abilities.
- Dhuman intelligence refers to good judgment, reasoning, concentration, attention, etc.
77To support the notion of g, Spearman developed a statistical technique called
- Acorrelation
- Bprinciple components
- Cfactor analysis.
- Danalysis of variance.
78Spearman suggested that the variance that is shared by a set of tests/scores represents
- Aage differentiation.
- Bpositive manifold.
- Cthe g factor.
- Dfactor analysis.
79According to Spearman, what percentage of the variance in a set of mental ability tests is represented by the g factor?
- A50%
- Bbetween 66.67% and 75%
- C75%
- D100%
80According to the concept of general intelligence, a person's intelligence score actually represents
- Adifferences in unique ability stemming from a specific task.
- Bthe additive score on a broad variety of tasks.
- Cthe shared variance underlying performance on a diverse set of tasks.
- Dabilities on a particular test as compared to others within the same age group
81Among his motivations for the development of the Wechsler scales of intelligence, was David Wechsler's belief that
- Aone underlying mental ability was solely responsible for the concept of intelligence.
- Ba single intelligence score was the most appropriate measure of human intelligence.
- Chuman intelligence was significantly influenced by nonintellectual factors.
- Dexisting intelligence scales were adequate to measure the intelligence of all age groups.
82Because he used a point scale, Wechsler was able to
- Adetermine age level performance.
- Bassign points on an all or none basis.
- Conly analyze one area of ability.
- Dgroup similar content items together.
83The separate subscale used to measure nonverbal intelligence in the Wechsler scale is called a(n)
- Apoint scale
- Bperformance scale
- Cmemory scale
- Dage scale.
84One of the most influential advocates of the role of nonintellectual factors in intelligence tests is
- ABinet.
- BTerman.
- CWechsler.
- DRapaport.
85A major criticism of the Binet scale by Wechsler was that
- Athe Binet Scale was not an appropriate measure of adult intelligence.
- Bthe concept of an age scale was outdated.
- Cit was not reliable.
- Dthe norms did not include non-whites.
86The original Wechsler scale was the first one that
- Awas capable of directly comparing verbal and nonverbal measures.
- Bused a large, representative sample.
- Cused a performance scale.
- Dcould be generalized to various populations.
87The Wechsler-Bellevue
- Awas well standardized.
- Bhad a normative sample consisting of a representative sample of adults.
- Cincluded a standardization sample that was larger than any before or since.
- Dused separate subscales to measure adult intelligence
88The Wechsler tests employs a(n)
- Aage scale concept.
- Bcriterion IQ concept.
- Cself-reference point concept.
- Dpoint scale concept.
89In a point scale,
- Aitems are grouped according to age level and content.
- Bpoints are assigned to each item.
- Citems cannot be presented in order of increasing difficulty.
- Dsubjects receive some points even for items that are missed.
90The concept of a Performance Scale
- Awas introduced by Wechsler in 1939
- Bwas introduced prior to the development of the Wechsler-Bellevue.
- Cwas found to be more applicable to adults than to children.
- Dwas found to be more applicable to children than to adults.
91Which of the following is true of the Wechsler Scales?
- AItems have content validity for adults.
- BThey are most useful with adults.
- CThey are administered in groups
- DThey have limited reliability in clinical settings.
92The main reason for including a performance scale in a measure of intelligence is to
- Afacilitate scoring.
- Bincrease ease of administration.
- Cimprove examiner-examinee rapport
- Dovercome language, cultural, and educational factors.
93Which of the following is a component of Wechsler's definition of intelligence?
- Aself-esteem
- Bemotional intelligence
- Cartistic talent
- Dcapacity to act purposefully
94Which of the following is true of the Wechsler-Bellevue Intelligence Scale?
- AIt is appropriate for children but not adults.
- BIts normative sample was non-representative
- CIt has a verbal scale, but, unlike the other Wechsler scales, not a performance scale.
- DIt is unfair to older adults.
95The information subtest of the WAIS-IV measures
- Aconcentration.
- Banxiety.
- Crange of knowledge.
- Dabstract thinking.
96The comprehension subtest of the WAIS-IV measures
- Aabstract thinking.
- Banalysis of part whole relationships.
- Canxiety.
- Dcommon sense or judgment.
97The arithmetic subtest of the WAIS-IV measures
- Aconcentration.
- Balertness to details.
- Cplanning ability.
- Dcommon sense or judgment
98The similarities subtest of the WAIS-IV measures
- Aabstract thinking.
- Bplanning ability.
- Ccommon sense or judgment.
- Danxiety.
99The digit span subtest of the WAIS-IV measures
- Aalertness to details.
- Bnonverbal reasoning.
- Cvisual-motor functioning
- Danxiety.
100Which WAIS-IV subtest asks questions such as, "What should you do if you see an injured person lying in the street?"
- Ainformation
- Bcomprehension
- Csimilarities
- Dpicture arrangement
Informações
- Descrição
- Quiz sobre Midterm 3, criado por shealeya8188 em 11-09-2014.
- Autor
- shealeya8188
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- English
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