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Midterm 3

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Quiz on Midterm 3, created by shealeya8188 on 11/09/2014.
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Quiz by shealeya8188, updated more than 1 year ago
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Question 1

Question
The tendency for test takers to agree on most of the items is called a(n)
Answer
  • guessing threshold.
  • acquiescence response set.
  • item difficulty.
  • the miss rate.

Question 2

Question
This test item is an example of a
Answer
  • polytomous format
  • dichotomous format
  • Likert format
  • category format

Question 3

Question
Distractors that are obviously incorrect
Answer
  • lower the reliability of the test
  • increase the reliability of the test
  • have no impact on the reliability of the test
  • reduce the likelihood of correct guessing

Question 4

Question
True-false examinations use
Answer
  • a dichotomous format
  • a polytomous format.
  • a Likert format
  • a category format.

Question 5

Question
In multiple choice examinations, incorrect alternatives are called
Answer
  • flags
  • non-categories
  • distractors
  • miss rates

Question 6

Question
The expected level of chance performance, for a 200-item multiple-choice exam with four choice alternatives, is
Answer
  • 25 correct
  • 50 correct
  • 75 correct
  • 100 correct

Question 7

Question
In order to correct for guessing
Answer
  • a correction formula can be used.
  • distractors should be eliminated.
  • the number of items should be increased.
  • distractors should be increased.

Question 8

Question
Suppose that you are taking a multiple choice test where there is no correction for guessing. If you aren't sure of the answer,
Answer
  • only guess if you have some confidence you are correct.
  • you should always guess on a speed test.
  • you should always guess.
  • you should never guess.

Question 9

Question
What describes the chances that a low-ability test taker will obtain each score?
Answer
  • acquiescence response set
  • the miss rate
  • guessing threshold
  • the moments method

Question 10

Question
What format do some personality tests use because it requires an absolute judgment?
Answer
  • multiple-choice
  • Likert
  • dichotomous
  • category

Question 11

Question
Which item format can best be factor analyzed to find which ones group together?
Answer
  • multiple-choice
  • Likert
  • dichotommous
  • forced-choice

Question 12

Question
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?
Answer
  • 50
  • 57
  • 63
  • 70

Question 13

Question
Under what circumstance is it NOT to your advantage to guess on a multiple-choice exam?
Answer
  • 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"
  • when you can rule out one or more of the alternatives as being incorrect
  • when the guessing threshold is low

Question 14

Question
The difference between Likert scales and category formats is that
Answer
  • category formats are used only in health settings.
  • category formats tends to be dichotomous while Likert scales tends to be polytomous.
  • category formats tend to have a smaller number of choices.
  • Likert scales tend to have a smaller number of choices.

Question 15

Question
A test format that is typically used for attitude measurement is the
Answer
  • checklist format
  • dichotomous format
  • category format
  • Likert format

Question 16

Question
When distractors are likely to be selected as alternative responses on multiple-choice tests,
Answer
  • validity is increased
  • item reliability is increased
  • item reliability is decreased
  • guessing is reduced

Question 17

Question
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
Answer
  • Q-sort format
  • checklist format
  • Likert format
  • category format

Question 18

Question
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
Answer
  • category format
  • Likert format
  • dichotomous format
  • polytomous format

Question 19

Question
One problem with the use of category rating scales is that
Answer
  • many respondents are confused by dichotomous formats.
  • responses are sometimes influenced by the context in which objects are rated.
  • rating scales must be at least 100 points in order to be meaningfully interpreted.
  • category rating scale data do not have ordinal scale property.

Question 20

Question
Describing the chances that low-ability test takers will obtain each score is called the
Answer
  • dichotomous format.
  • polytomous format.
  • guessing threshold.
  • 50% threshold.

Question 21

Question
In general, studies have indicated that the race of the examiner
Answer
  • should be the same as that of the subject.
  • should be different than that of the subject.
  • is unrelated to test performance.
  • is not as important as sex of the examiner.

Question 22

Question
Studies on the effect of the race of the tester have demonstrated that
Answer
  • African-American children consistently score higher when they are tested by African-American examiners.
  • African-American children consistently score lower when they are tested by African-American examiners.
  • White children consistently score higher when they are tested by White examiners.
  • that the race of the examiner does not have a significant effect on the test scores of African-American or White children.

Question 23

Question
For children up through about the 3rd grade, a friendly examiner
Answer
  • significantly affects performance on a test.
  • does not significantly affect performance on a test.
  • increased IQ scores by nearly one standard deviation.
  • decreased IQ scores by nearly one standard deviation.

Question 24

Question
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
Answer
  • substantially higher than if the test were administered by the regular teacher
  • unaffected by the change in examiner.
  • significantly lower as a result of an unfamiliar examiner
  • nothing more than a reflection of his reading ability

Question 25

Question
Studies have demonstrated that
Answer
  • disapproving comments by an examiner can hinder test performance.
  • disapproving comments by the examiner can actually motivate children and enhance their performance.
  • too much approval by the examiner can hinder performance.
  • there is no relationship between the examiner's comments and test performance.

Question 26

Question
The "Rosenthal effect" occurs when
Answer
  • race of the tester produces a bias.
  • the administrators' expectations influence the respondents' scores.
  • test-takers do poorly because they are fatigued.
  • the gender of the test administrator is different than that of the examinee.

Question 27

Question
Rosenthal asserted that expectancy effects are likely to result from subtle uses of
Answer
  • reinforcement
  • nonverbal communication
  • disapproving comments
  • gender and racial bias

Question 28

Question
Research on the effects of examiners' expectations upon test scores have shown that
Answer
  • examiners' expectations influence scores only when rapport has developed.
  • examiners' expectations have little effect upon test scores.
  • there is inconsistency with regard to the effect of examiners' expectations
  • too few studies have been done to draw any conclusions.

Question 29

Question
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
Answer
  • benefit greatly from the use of outside examiners.
  • be equal to the scores received by students in upper socio-economic groups.
  • be more negatively impacted by the use of unfamiliar examiners than for wealthier districts.
  • be more positively impacted by the use of unfamiliar examiners than for wealthier districts.

Question 30

Question
Studies on the effect of reinforcement upon intelligence test performance by African-American children (by Terrell and colleagues) suggest that
Answer
  • 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.
  • only "culturally relevant" verbal praise will help boost performance by African-American children.
  • culturally specific feedback such as "Nice job, blood" alienates African-American youngsters and may damage test performance.

Question 31

Question
Mrs. Morgan and Mrs. Malcolm are African-American and only want an African-American examiner to administer an IQ test to their children. They
Answer
  • 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 strict standards for proper test administration do not exist.
  • realize that it is important to have an examiner that is new and unknown to the test-taker.

Question 32

Question
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
Answer
  • not be concerned about the language of the test because one of the secretaries has offered to translate.
  • be pleased because the school is hiring a professional to translate the test especially for Reuben.
  • ask the school to only use a test that has been translated and subjected to reliability and validity studies in Spanish speaking populations.
  • realize that by testing their son in English, they are helping him to acculturate to his new environment much faster

Question 33

Question
Because situational variables can affect test scores, testing requires
Answer
  • standardized conditions.
  • at least two test administrators.
  • a test administrator and an observer.
  • test administrators with similar backgrounds and characteristics.

Question 34

Question
Patty has just received a graduate degree in psychology and has been hired by a local organization to administer the WAIS-R. They should
Answer
  • have no qualms about her qualifications for this position because she has a degree.
  • have no qualms about her qualifications because her program required that she engage in at least 5 practice administrations of this test.
  • 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.

Question 35

Question
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
Answer
  • the instructions were not clear.
  • standard test administration does not work.
  • some subtle non-verbal cue or body language affected scores.
  • the race of the teachers affected test scores.

Question 36

Question
The Rosenthal effect
Answer
  • appears to be consistent but relatively small.
  • is limited to human subjects
  • has been consistently replicated
  • shows no gender effect

Question 37

Question
Worry, emotionality, and lack of self-confidence are the three components of
Answer
  • test anxiety
  • expectancy effects
  • human factors
  • reactivity

Question 38

Question
As sample size increases, expectancy effects tend to
Answer
  • become more important
  • decrease
  • remain stable
  • increase

Question 39

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

Question 40

Question
Why is it of concern that there is not a standardized protocol for training on how to administer the WAIS-R?
Answer
  • Individuals with only undergraduate degrees are permitted to administer it, making training especially important.
  • The courts have repeatedly ordered the development of standardized training for the WAIS-R, but it has not been done.
  • There is no evidence that training will improve the ability of examiners to administer and score the WAIS-R.
  • Research indicates that errors are common until examiners have administered 10 practice tests and declines thereafter.

Question 41

Question
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.
Answer
  • nondirective
  • unstructured
  • structured
  • diagnostic

Question 42

Question
An interview in which the person being interviewed is allowed to determine the direction of the interview is called a(n) ____ interview.
Answer
  • nondirective
  • directive
  • structured
  • selection

Question 43

Question
Which of the following differentiates between an interview and psychological tests in general?
Answer
  • how they are evaluated
  • whether they are administered individually or in groups
  • whether there is a standardized format
  • their importance for gathering information in clinical settings

Question 44

Question
Which test cannot be properly used without interview data?
Answer
  • TAT
  • MMPI
  • 16PF
  • WAIS

Question 45

Question
The reciprocal nature of interviewing means
Answer
  • 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.
  • if the interviewer is tense and anxious, the interviewee will tend to calm down.

Question 46

Question
Studies have shown that in an interview
Answer
  • high activity in one participant is associated with reduced activity in the other.
  • high activity in one participant is associated with increased activity in the other.
  • the activity of one participant has nothing to do with the activity of the other.
  • high activity in one participant tends to lead to hostility in the other.

Question 47

Question
Criminal interrogations can result in misleading information if an interrogator is highly active because
Answer
  • they make the suspect nervous and prone to make misleading statements.
  • the suspect's activity level increases, which increases the interrogator's suspiciousness.
  • hyperactive interrogators tend to miss important cues given by the suspect.
  • active interrogators tend to cause the suspect to clam up and refuse to make a statement.

Question 48

Question
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
Answer
  • mirroring
  • social facilitation
  • active listening
  • probing

Question 49

Question
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
Answer
  • social facilitation
  • halo effect
  • interpersonal attraction
  • paraphrasing

Question 50

Question
The degree to which one person is able to influence another is known as
Answer
  • interpersonal attraction
  • interpersonal influence
  • social facilitation
  • halo effect

Question 51

Question
Social facilitation refers to
Answer
  • the phenomenon that we tend to act like the models around us
  • a method of interviewing
  • the best method of psychotherapy
  • a method of enhancing human relationships

Question 52

Question
Good interview behavior is more a matter of ____ than ____.
Answer
  • social skills; experience
  • technique; attitude
  • attitude; skill
  • acquired abilities; personality style

Question 53

Question
One study (Saccuzzo, 1975) found that the most important factor in a patient's evaluations of the quality of an interview was
Answer
  • the seriousness of their concerns
  • their mood state
  • the therapist's orientation
  • their perceptions of the interview's feelings

Question 54

Question
In social psychology, the degree to which people share a feeling of understanding, mutual respect, and similarity is known as
Answer
  • social facilitation
  • interpersonal influence
  • interpersonal attraction
  • halo effect

Question 55

Question
Deliberately inducing discomfort or anxiety in an interviewee
Answer
  • should always be avoided.
  • is likely to increase how much information an interviewee reveals
  • is related to the interviewer's training.
  • is appropriate for certain types of interviews.

Question 56

Question
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
Answer
  • poor
  • average
  • high
  • indeterminate

Question 57

Question
Probing statements
Answer
  • will put the interviewee on the defensive
  • do no carry judgmental overtone
  • should usually be avoided in an interview
  • communicate a deep sense of empathy

Question 58

Question
Which of the following directs anger toward the interviewee?
Answer
  • evaluative statements
  • probing statements
  • hostile statements
  • reassuring statement

Question 59

Question
Which of the following communicates "I don't approve of this aspect of you?"
Answer
  • evaluative statements
  • probing statements
  • hostile statements
  • reassuring statements

Question 60

Question
Which of the following demands more information than the interviewee would be willing to provide voluntarily?
Answer
  • evaluative statements
  • probing statements
  • hostile statements
  • reassuring statements

Question 61

Question
What method of studying intelligence examines the properties of a test by evaluating its correlates and underlying dimensions?
Answer
  • factor analysis
  • psychometric
  • information-processing
  • cognitive

Question 62

Question
Dr. Kang is investigating the mechanisms that underlie how humans learn and solve problems. She is using the ____ approach to investigate human intelligence.
Answer
  • information-processing
  • psychometric
  • cognitive
  • psychophysics

Question 63

Question
Which of the following needs was the impetus for the development of intelligence testing?
Answer
  • classification of military recruits
  • identification of high quality civil service recruits
  • identification of individuals with intellectual disabilities
  • creation of vocational and technical colleges

Question 64

Question
In research investigating human intelligence, focusing on how humans adapt to real-world demands is called a ____ approach.
Answer
  • information-processing
  • psychometric
  • cognitive
  • psychophysics

Question 65

Question
What is the oldest approach to investigating human intelligence?
Answer
  • information-processing
  • psychometric
  • cognitive
  • psychophysics

Question 66

Question
The finding that a correlation exists between scores on all standardized intelligence tests and ____ has been a problem in defining intelligence.
Answer
  • gender
  • profession
  • chronological age
  • socioeconomic status

Question 67

Question
Which of the following is part of Binet's definition of intelligence?
Answer
  • memory function
  • the level of quantitative skills
  • self-criticism
  • the ability to carry on abstract thinking

Question 68

Question
Binet believed that human intelligence was expressed through
Answer
  • socioeconomic status and level of education
  • positive self concept and gender.
  • judgment, attention, and reasoning
  • ethnicity and socioeconomic status

Question 69

Question
Binet's two major principles of test construction were
Answer
  • general mental ability and age differentiation
  • reliability and validity
  • norms and standardization
  • age differentiation and age scale

Question 70

Question
With the principle of age differentiation
Answer
  • one can find the equivalent age capabilities of a child independently of chronological age.
  • one can find the equivalent age capabilities of a child if their chronological age is known.
  • the deviation IQ can be ascertained
  • Binet freed himself from the burden of identifying each independent aspect of intelligence.

Question 71

Question
The tasks that Binet used to differentiate between age groups could be completed by what percentage of the children in a particular age group?
Answer
  • at least 50%
  • between 50% and 75%
  • between 66.67% and 75%
  • 100%

Question 72

Question
The concept that older children have greater capabilities than younger children is referred to as
Answer
  • general mental ability
  • intelligence.
  • Spearman's g.
  • the principle of age differentiation

Question 73

Question
What technique is more commonly used today in order to evaluate age equivalent capabilities?
Answer
  • item response theory
  • factor analysis
  • mental age
  • predictive validity

Question 74

Question
With the concept of general intelligence
Answer
  • Binet's search for tasks could be unrestricted.
  • Binet was forced to ascertain the relative contribution of each element to the whole.
  • 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.

Question 75

Question
Which of the following is an implication of Binet’s concept of general mental ability?
Answer
  • Individual items that do not correlate well with the total score can be eliminated.
  • A broad range of diverse items must be included
  • Variability in the ability to perform specific skills should be minimal.
  • Those who are high in general mental ability will also be high in specific mental abilities

Question 76

Question
A major implication of general intelligence is that
Answer
  • a person's intelligence can best be represented by a single score.
  • human intelligence is broad and general
  • human intelligence is the interaction among a broad range of specific abilities.
  • human intelligence refers to good judgment, reasoning, concentration, attention, etc.

Question 77

Question
To support the notion of g, Spearman developed a statistical technique called
Answer
  • correlation
  • principle components
  • factor analysis.
  • analysis of variance.

Question 78

Question
Spearman suggested that the variance that is shared by a set of tests/scores represents
Answer
  • age differentiation.
  • positive manifold.
  • the g factor.
  • factor analysis.

Question 79

Question
According to Spearman, what percentage of the variance in a set of mental ability tests is represented by the g factor?
Answer
  • 50%
  • between 66.67% and 75%
  • 75%
  • 100%

Question 80

Question
According to the concept of general intelligence, a person's intelligence score actually represents
Answer
  • differences in unique ability stemming from a specific task.
  • the additive score on a broad variety of tasks.
  • the shared variance underlying performance on a diverse set of tasks.
  • abilities on a particular test as compared to others within the same age group

Question 81

Question
Among his motivations for the development of the Wechsler scales of intelligence, was David Wechsler's belief that
Answer
  • 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.
  • existing intelligence scales were adequate to measure the intelligence of all age groups.

Question 82

Question
Because he used a point scale, Wechsler was able to
Answer
  • determine age level performance.
  • assign points on an all or none basis.
  • only analyze one area of ability.
  • group similar content items together.

Question 83

Question
The separate subscale used to measure nonverbal intelligence in the Wechsler scale is called a(n)
Answer
  • point scale
  • performance scale
  • memory scale
  • age scale.

Question 84

Question
One of the most influential advocates of the role of nonintellectual factors in intelligence tests is
Answer
  • Binet.
  • Terman.
  • Wechsler.
  • Rapaport.

Question 85

Question
A major criticism of the Binet scale by Wechsler was that
Answer
  • the Binet Scale was not an appropriate measure of adult intelligence.
  • the concept of an age scale was outdated.
  • it was not reliable.
  • the norms did not include non-whites.

Question 86

Question
The original Wechsler scale was the first one that
Answer
  • was capable of directly comparing verbal and nonverbal measures.
  • used a large, representative sample.
  • used a performance scale.
  • could be generalized to various populations.

Question 87

Question
The Wechsler-Bellevue
Answer
  • was well standardized.
  • had a normative sample consisting of a representative sample of adults.
  • included a standardization sample that was larger than any before or since.
  • used separate subscales to measure adult intelligence

Question 88

Question
The Wechsler tests employs a(n)
Answer
  • age scale concept.
  • criterion IQ concept.
  • self-reference point concept.
  • point scale concept.

Question 89

Question
In a point scale,
Answer
  • items are grouped according to age level and content.
  • points are assigned to each item.
  • items cannot be presented in order of increasing difficulty.
  • subjects receive some points even for items that are missed.

Question 90

Question
The concept of a Performance Scale
Answer
  • was introduced by Wechsler in 1939
  • was introduced prior to the development of the Wechsler-Bellevue.
  • was found to be more applicable to adults than to children.
  • was found to be more applicable to children than to adults.

Question 91

Question
Which of the following is true of the Wechsler Scales?
Answer
  • Items have content validity for adults.
  • They are most useful with adults.
  • They are administered in groups
  • They have limited reliability in clinical settings.

Question 92

Question
The main reason for including a performance scale in a measure of intelligence is to
Answer
  • facilitate scoring.
  • increase ease of administration.
  • improve examiner-examinee rapport
  • overcome language, cultural, and educational factors.

Question 93

Question
Which of the following is a component of Wechsler's definition of intelligence?
Answer
  • self-esteem
  • emotional intelligence
  • artistic talent
  • capacity to act purposefully

Question 94

Question
Which of the following is true of the Wechsler-Bellevue Intelligence Scale?
Answer
  • It is appropriate for children but not adults.
  • Its normative sample was non-representative
  • It has a verbal scale, but, unlike the other Wechsler scales, not a performance scale.
  • It is unfair to older adults.

Question 95

Question
The information subtest of the WAIS-IV measures
Answer
  • concentration.
  • anxiety.
  • range of knowledge.
  • abstract thinking.

Question 96

Question
The comprehension subtest of the WAIS-IV measures
Answer
  • abstract thinking.
  • analysis of part whole relationships.
  • anxiety.
  • common sense or judgment.

Question 97

Question
The arithmetic subtest of the WAIS-IV measures
Answer
  • concentration.
  • alertness to details.
  • planning ability.
  • common sense or judgment

Question 98

Question
The similarities subtest of the WAIS-IV measures
Answer
  • abstract thinking.
  • planning ability.
  • common sense or judgment.
  • anxiety.

Question 99

Question
The digit span subtest of the WAIS-IV measures
Answer
  • alertness to details.
  • nonverbal reasoning.
  • visual-motor functioning
  • anxiety.

Question 100

Question
Which WAIS-IV subtest asks questions such as, "What should you do if you see an injured person lying in the street?"
Answer
  • information
  • comprehension
  • similarities
  • picture arrangement
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