Splash Screen

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Splash Screen
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Chapter Menu
Chapter Introduction Section 1 Characteristics
of Psychological Tests Section 2 Intelligence
Testing Section 3 Measuring Achievement,
Abilities, and Interests Section 4 Personality
Testing
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Chapter Preview 1
Chapter Objectives Section 1
Characteristics of Psychological Tests
Examine the characteristics that make a
psychological test useful reliability, validity,
and standardization.
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Chapter Preview 2
Chapter Objectives Section 2
Intelligence Testing
Explore the ways in which IQ tests are used to
measure intelligence and explain the various
theories of what constitutes intelligence.
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Chapter Preview 3
Chapter Objectives Section 3
Measuring Achievement, Abilities, and Interests
Describe the various test psychologists have
developed to assess special abilities and
experiences.
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Chapter Preview 4
Chapter Objectives Section 4
Personality Testing
Explain how personality tests are used to assess
personality characteristics and identify problems.
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Chapter Preview-End
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Section 1-Main Idea
Main Idea
To be useful, tests have to be standardized and
exhibit reliability and validity.
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Section 1-Key Terms
Vocabulary

• reliability
• validity
• percentile system
• norms

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Section 1-Objectives
Objectives

• Identify three ways of measuring reliability.

• Explain test standardization and how test
  validity is assessed.

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Section 1-Polling Question
What does the fairness and usefulness of a test
depend on? A. Reliability B. Validity C. Standardi
zation D. All of the above

• A
• B
• C
• D

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Section 1
Characteristics of Psychological Tests

• A test can

• Predict how well a person might do in a career.
• Assess an individuals desires, interests, and
  attitudes.
• Reveal psychological problems.

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Section 1
Characteristics of Psychological Tests (cont.)

• A standardized test can

• Provide comparable data about many individuals.
• Show how an individual compares to others.
• Help psychologists help people understand things
  about themselves more clearly.

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Section 1
Characteristics of Psychological Tests (cont.)

• The fairness and usefulness of a test depend on
  reliability, validity, and standardization.

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Section 1
Which is NOT a way of determining a tests
reliability? A. Test-retest B. Scorer C. Split-ha
lf D. Time-retime

• A
• B
• C
• D

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Section 1
Test Reliability

• Reliability refers to the ability of a test to
  give the same results under similar conditions.

• Three ways of determining a tests reliability

• Test-retest reliability
• Interscorer (and scorer) reliability
• Split-half reliability

Judging Reliability
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Section 1
If every other student in a class receives a
different test on the same subject matter, is
this reliable? A. Yes B. No C. It depends on
the results.

• A
• B
• C

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Section 1
Test Validity

• Validity is the ability of a test to measure what
  it is intended to measure.

• One of the chief methods for measuring validity
  is to find out its predictive validityhow well a
  test predicts performance.

Judging Validity
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Section 1
Test Validity (cont.)

• Nothing can be said about a tests validity
  unless the purpose of the test is absolutely
  clear.

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Section 1
What is the chief method for measuring
validity? A. Predictive validity
B. Relevance C. Precision D. Accuracy

• A
• B
• C
• D

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Section 1
Standardization

• Standardization refers to two things

• Standardized tests must be administered and
  scored the same way every time.
• Standardization refers to establishing the norm,
  or average score, made by a large group of people.

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Section 1
Standardization (cont.)

• Percentile system

• Norms
• Norms are not really standards they only refer
  what has been found to be average for a
  particular group.

Establishing Percentiles
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Section 1
Standardization (cont.)

• When you take a test and obtain your score, you
  should consider these questions

• Do you think that if you took the same test
  again, you would receive a similar score?
• Does your performance on this test reflect your
  usual performance in the subject?
• If you were to compare your score with those of
  your classmates, would it reflect your general
  standing within that group?

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Section 1
What are the two things standardization refers
to? A. Consistency and character
B. Consistency and establishing
norms C. Character and fairness D. None of the
above

• A
• B
• C
• D

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Section 1-End
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Section 2-Main Idea
Main Idea
Several IQ tests are used to measure
intelligence, although there are many views about
what constitutes intelligence.
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Section 2-Key Terms
Vocabulary

• Intelligence
• two-factor theory
• triarchic theory
• emotional intelligence
• intelligence quotient (IQ)
• heritability

• cultural bias

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Section 2-Objectives
Objectives

• Explain the various views of intelligence.

• Identify two kinds of IQ tests.

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Section 2-Polling Question
Do you think IQ tests are good indication of
intelligence? A. Yes B. No C. Not sure

• A
• B
• C

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Section 2
Views of Intelligence

• Intelligence

• Two-factor theory of intelligencea persons
  intelligence is composed of a general ability
  level and specific mental abilities.

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Section 2
Views of Intelligence (cont.)

• Thurstones theory of intelligenceintelligence
  is composed of seven primary mental abilities

• Word fluency
• Memory
• Inductive reasoning

• Verbal comprehension
• Numerical ability
• Spatial relations
• Perceptual speed

Thurstones Seven Primary Mental Abilities
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Section 2
Views of Intelligence (cont.)

• Gardners Theory of Multiple Intelligences

• Verbal ability
• Logical-mathematical reasoning skills
• Spatial ability
• Musical ability
• Body-kinesthetic ability

• Interpersonal skills
• Intrapersonal skills
• Naturalist intelligence
• Experience of existence

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Section 2
Views of Intelligence (cont.)

• Gardner argues that the biological organization
  of the brain affects ones strength in each of
  the eight areas.

• His critics claim that some of the capacities are
  really just skills.

Gardners Multiple Intelligences
Howard Gardner
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Section 2
Views of Intelligence (cont.)

• Sternbergs Theory of Intelligencethe triarchic
  theorya persons intelligence involves
  analytical, creative, and practical thinking
  skills.

• Emotional Intelligence

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Section 2
Views of Intelligence (cont.)

• Four major aspects of emotional intelligence

• The ability to perceive and express emotions
  accurately and appropriately.
• The ability to use emotions while thinking.
• The ability to understand emotions and use the
  knowledge effectively.
• The ability to regulate ones emotions to promote
  personal growth.

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Section 2
According to Gardners Multiple Intelligences,
being skilled at distinguishing differences among
large numbers of similar objects falls under
which label? A. Linguistic B. Spatial C. Interper
sonal D. Naturalist

• A
• B
• C
• D

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Section 2
The Development of Intelligence Tests

• The Standford-Binet Intelligence Scale groups
  test items by age level.

• The IQ, or intelligence quotient (IQ), is a
  standardized measure of intelligence based on a
  scale in which 100 is average.

Typical Items on the Stanford-Binet Test
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Section 2
The Development of Intelligence Tests (cont.)

• The Otis-Lennon Ability Test is often used
  todaythis test seeks to measure the cognitive
  abilities that are related to a students ability
  to learn and succeed in school.

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Section 2
The Development of Intelligence Tests (cont.)

• The Wechsler TestsThese tests yield percentile
  scores in separate areas, such as vocabulary and
  arithmetic, which provide a more detailed picture
  of the individuals strengths and weaknesses.

Sample Items on the Wechsler Tests
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Section 2
Which test seeks to measure the cognitive
abilities that are related to a students ability
to learn and succeed in school? A. Stanford-Binet
B. Wechsler C. Otis-Lennon D. None of the above

• A
• B
• C
• D

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Section 2
The Uses and Meaning of IQ Scores

• IQ tests seem to be most useful when related to
  school achievement.

• They are accurate in predicting which people will
  do well in schools, colleges, and universities.
• However, critics wonder whether such tests
  actually measure intelligence.

Distribution of IQ Scores
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Section 2
What percentage of people score between 70 and
130 on IQ tests? A. 50 B. 75 C. 85 D. 95

• A
• B
• C
• D

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Section 2
Controversy Over IQ Testing

• The main question

• Do genetic differences or environmental
  inequalities cause two people to receive
  different scores on intelligence tests?

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Section 2
Controversy Over IQ Testing (cont.)

• Researchers test people with varying degrees of
  genetic relationships to help answer this
  question.

• They have found a high degree of heritability
• As genetic relationship increases, the similarity
  of IQ also increases.

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Section 2
Controversy Over IQ Testing (cont.)

• Factors such as the richness of the home
  environment, the quality of food, and the number
  of brothers and sister in the family also affect
  IQ.

• So, research has proven that both heredity and
  environment have an impact on intelligence.

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Section 2
Controversy Over IQ Testing (cont.)

• A major criticism of intelligence tests is that
  they have a cultural bias.

The Dove Counterbalance Intelligence Test
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Section 2
Which do you think plays a greater factor in a
persons IQ, genetics or environmental
factors? A. Genetics B. Environmental factors

• A
• B

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Section 2-End
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Section 3-Main Idea
Main Idea
Psychologists have developed tests to assess
special abilities and experiences.
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Section 3-Key Terms
Vocabulary

• aptitude test
• achievement test
• interest inventory

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Section 3-Objectives
Objectives

• Identify the most widely used aptitude tests,
  achievement tests, and interest inventories.

• Explain the application of aptitude tests,
  achievement tests, and interest inventories.

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Section 3-Polling Question
Which class do you best excel in? A. Math B. Scien
ce C. English D. History

• A
• B
• C
• D

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Section 3
Aptitude Tests

• Aptitude tests estimate the probability that the
  person will be successful in learning a specific
  new skill.

• They are assessed in terms of their predictive
  validity.

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Section 3
Aptitude Tests (cont.)

• Examples

• Differential Aptitude Test (DATE)
• General Aptittude Test Battery (GATB)
• SAT
• ACT

The GATB
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Section 3
Which test is used to measure how well a student
will do in law school? A. SAT B. GATB C. LSAT D. M
CAT

• A
• B
• C
• D

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Section 3
Achievement Tests

• Achievement tests are designed to measure how
  much a person has already learned in a particular
  area.

• They are validated in terms of their content
  validity, or how well they measure a students
  mastery of a set of knowledge.

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Section 3
Achievement Tests (cont.)

• The distinction between aptitude and achievement
  tests rests more on purpose and validation than
  on content.

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Section 3
Achievement Tests (cont.)

• Computers are often used to administer adaptive
  testing.

• The computer changes the question difficulty as
  it adapts the test to your performance.
• If you answer several problems correctly, the
  computer challenges you with harder problems and
  vice versa.

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Section 3
Achievement Tests (cont.)

• Adaptive instructionby increasing the questions
  posed on topics you are missing, the computer
  reinforces more careful studying in areas least
  understood.

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Section 3
What kind of testing is used if harder questions
are given to you when answer a couple questions
correctly? A. Adaptive B. Computerized C. Innate
D. Content validity

• A
• B
• C
• D

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Section 3
Interest Inventories

• Interest inventorymeasures a persons
  preferences and attitudes in a wide variety of
  activities to identify areas of likely success.

• The purpose of these measures is to help people
  find the career that is right for them.

The KPR
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Section 3
What is the purpose of the Kuder Preference
Record? A. To help people find the career that
is right for them B. To measure
intelligence C. To measure physical
strength D. To help people find the college
that is right for them

• A
• B
• C
• D

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Section 3-End
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Section 4-Main Idea
Main Idea
Personality tests are used to assess an
individuals characteristics and to identify
problems.
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Section 4-Key Terms
Vocabulary

• personality test
• objective test
• projective test

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Section 4-Objectives
Objectives

• Identify the most widely used personality tests.

• Describe the use of personality tests.

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Section 4-Polling Question
How many personality types did Hippocrates think
there were? A. 4 B. 8 C. 12 D. 16

• A
• B
• C
• D

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Section 4
Objective Personality Tests

• Personality test

• Objective test
• The items on the MMPI reveal habits, fears,
  delusions, sexual attitudes, and symptoms of
  psychological disorders.

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Section 4
Objective Personality Tests (cont.)

• It was originally developed to help diagnose
  psychological disorders.

• Scoring is based on patterns of responses.
• Most psychologists feel that the scores should be
  supplemented and confirmed with interviews and
  observations.
• Some critics question the tests validity.

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Section 4
Objective Personality Tests (cont.)

• The MMPI can also differentiate demeanors such as
  introversion-extraversion and assertiveness.

• The CPI is similar to the MMPI, but does not have
  any of the questions that reveal psychiatric
  illnesses.
• It measures traits such as responsibility,
  self-control, and tolerance.

MMPI Scales
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Section 4
Objective Personality Tests (cont.)

• The Meyers-Briggs Test (MBTI) is used to predict
  things like adjustment to stress, leadership, and
  job success.

• This test focuses on how a person takes in
  information, makes decisions, and approaches
  day-to-day tasks.

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Section 4
Objective Personality Tests (cont.)

• The MBTI characterizes personality on four
  different scales

• Extraversion vs. introversion
• Intuition vs. sensing
• Feeling vs. thinking
• Judging vs. perceiving

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Section 4
Objective Personality Tests (cont.)

• The creators of the MBTI believe that each
  persons personality is a combination of these
  characteristics.

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Section 4
Which test focuses on how a person takes in
information, makes decisions, and approaches
day-to-day tasks? A. MMPI B. CPI C. MBTI D. None
of the above

• A
• B
• C
• D

75
Section 4
Projective Personality Tests

• Projective test

• The test taker projects his or her feelings,
  perspectives, and attitudes onto the test items.

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Section 4
Projective Personality Tests (cont.)

• The theory underlying the Rorschach inkblot test
  is that anything that someone does or says will
  reveal an aspect of that persons personality.

• Many researchers have criticized the test,
  charging that the scoring systems are neither
  reliable nor valid.

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Section 4
Projective Personality Tests (cont.)

• The Thematic Apperception Test (TAT) consists of
  a series of 20 cards containing pictures of vague
  but suggestive situations.

• The individual is asked to tell a story about the
  picture.

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Section 4
Projective Personality Tests (cont.)

• This test is used to

• urge clients to speak freely about their
  problems.
• assess the motivation and personality
  characteristics of the individual.
• assess personality problems of individuals.

79
Section 4
Projective Personality Tests (cont.)

• Like the Rorschach, there are many different
  scoring systems.

Approaches to Reducing Test Anxiety
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Section 4
Do you feel that an objective or a projective
test would yield the most information about a
person? A. Objective B. Projective C. Not sure

• A
• B
• C

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Section 4-End
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Figure 1
Judging Reliability On the left, the test scores
obtained by seven individuals are ordered on a
scale. On the right, the corresponding scores on
a second version of the same test, given at a
later time, are ordered. In the upper diagram,
the two sets of scores correspond very
closelymeaning the test is highly reliable.
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Figure 2
Judging Validity The upper diagram represents the
result of comparing the Stanford-Binet
Intelligence Scale scores with school grades. The
lower diagram represents the comparison of scores
on the head size test of intelligence with school
grades. (The head size test is simply measuring
the size of a students head.)
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Figure 3
Establishing Percentiles The range of possible
raw scores on a test is shown in relation to an
idealized curve that indicates the proportion of
people who achieved each score. The vertical
lines indicate percentiles, or proportions of the
curve below certain points. Thus, the line
indicated as the 1st percentile is the line below
which only 1 percent of the curve lies.
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Figure 4
Thurstones Seven Primary Mental
Abilities Thurstones theory of intelligence did
not include the idea of a general intelligence.
86
Figure 5
Gardners Multiple Intelligences Gardner proposed
that each person has numerous and unrelated
intelligences. He points out that a person can be
outstanding in some intelligences and not in
others.
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Figure 6
Sample Items on the Wechsler Tests These test
items are similar to those included in the
various Wechsler intelligence scales.
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Figure 7
Distribution of IQ Scores This normal curve
displays intelligence as measured by the
Stanford-Binet and Wechsler tests. The mean IQ
score is 100 the standard deviation is 15.
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Figure 8
The Dove Counterbalance Intelligence Test In the
1960s, psychologist Adrian Dove developed the
Counterbalance Intelligence Test to stress that
cultural background can influence performance on
an intelligence test.
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Figure 9
The GATB Samples of items from the GATB testing
verbal skills, mathematical skills, and manual
skills are shown here.
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Figure 10
The KPR Shown are items from the Kuder Preference
Record (KPR). The individual taking the test
chooses from among three possible activities the
one he or she would most like to do and the one
he or she would least like to do.
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Figure 11
MMPI Scales The MMPI is a true-false
self-questionnaire that is designed to assess
major patterns of personality and emotional
disorders. Clinical scales identify the specific
areas whose content includes references to a
specific disorder. Validity scales assess whether
the test taker was lying or faking answers.
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Figure 13
Approaches to Reducing Test Anxiety Many people
worry about taking any kind of test. When someone
comes to a psychologist complaining of test
anxiety, the psychologist may approach the
problem in a variety of ways, depending on his or
her theoretical orientation.
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Figure 14
Typical Items on the Stanford-Binet Test
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Profile
Howard Gardner1943 Im sure there are lots of
different intelligences. Im sure an educational
approach that pays attention to this is going to
be more effective than one that denies it.
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Concept Trans Menu
Chapter Concepts Transparencies
Gardners Multiple Intelligences Triarchic Theory
of Intelligence Aptitude and Achievement Tests
Select a transparency to view.
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Concept Trans 1
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Concept Trans 2
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Concept Trans 3
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DFS Trans 1
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DFS Trans 2
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DFS Trans 3
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DFS Trans 4
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Vocab1
reliability the ability of a test to give the
same results under similar conditions
105
Vocab2
validity the ability of a test to measure what
it is intended to measure
106
Vocab3
percentile system ranking of test scores that
indicates the ratio of scores lower and higher
than a given score
107
Vocab4
norms standard of comparison for test results
developed by giving the test to large,
well-defined groups of people
108
Vocab5
intelligence the ability to acquire new ideas
and new behavior, and to adapt to new situations
109
Vocab6
two-factor theory proposes that a persons
intelligence is composed of a general ability
level and specific mental abilities
110
Vocab7
triarchic theory proposes that a persons
intelligence involves analytical, creative, and
practical thinking skills
111
Vocab8
emotional intelligence interpersonal and
intrapersonal abilities needed to understand and
use knowledge of emotions effectively
112
Vocab9
intelligence quotient (IQ) standardized measure
of intelligence based on a scale in which 100 is
average
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Vocab10
heritability the degree to which a
characteristic is related to inherited genetic
factors
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Vocab11
cultural bias an aspect of an intelligence test
in which the wording used in questions may be
more familiar to people of one social group than
to another group
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Vocab12
aptitude test estimates the probability that a
person will be successful in learning a specific
new skill
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Vocab13
achievement test measures how much a person has
learned in a given subject or area
117
Vocab14
interest inventory measures a persons
preferences and attitudes in a wide variety of
activities to identify areas of likely success
118
Vocab15
personality test assesses an individuals
characteristics and identifies problems
119
Vocab16
objective test a limited- or forced-choice test
in which a person must select one of several
answers
120
Vocab17
projective test an unstructured test in which a
person is asked to respond freely, giving his or
her own interpretation of various ambiguous
stimuli
121
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