PSYCHOLOGY TEST BANK, EXERCISES FOR PSYCHOLOGY NEW UPDATED FREQUENTLY TESTED EXAM QUESTIONS AND ANSWERS 2021

PSYCHOLOGY TEST BANK, EXERCISES FOR PSYCHOLOGY NEW UPDATED FREQUENTLY TESTED EXAM QUESTIONS AND ANSWERS 2021 Chapter 1 Psychological Tests: What Are They and Why Do We Need Them? 1 One of the major achievements of psychology in the twentieth century was A the development and application of psychological tests B the application of tests during the First World War C the development of the Deviation IQ D the solution of the mind-body problem 2 Psychological tests are used to A help make decisions about people B promote self-understanding C measure psychological constructs D all of the above 3 Psychological tests are A more relevant to psychological theory than practice B more relevant to psychological practice than theory C important tools for psychological research D rarely used in research settings 4 James McKeen Cattell coined the term mental test in which decade? A 1880–1889 B 1890–1899 C 1900–1909 D 1910–1919 5 The first intelligence test was developed by A Binet and Simon B Spearman C Stanford and Binet D Terman and Wechsler 6 The first theory of intelligence was developed by A Binet and Simon B Spearman C Stanford and Binet D Terman and Wechsler 7 Evidence of psychological testing can be traced back to A cavemen challenging each other to lift heavy stones B selection of candidates for the Roman senate C public service examinations in ancient China D Hammurabi’s code of civil law 8 The Army Alpha was A dependent on the ability to read and write B a precursor of the Army Beta C an early index of reliability developed by military psychologists D the highest grade of achievement on a set of tests developed for the US army during the First World War 9 Spearman’s g refers to A a method of factor analysis devised by Spearman B Spearman’s theory of intelligence C a statistic devised by Spearman as an index of intelligence D the common element in all cognitive tests 10 Porteus developed an early performance test based on A block design B mazes C non-verbal cues D drawing people 11 The Queensland Test was specifically designed by McElwain and Kearney to avoid dependency on A Spearman’s g B motor performance C language of administration D mental age 12 Wechsler based his concept of verbal and performance scales on A the Army Alpha and Beta B subscales from the Stanford-Binet test C the ideas of mental age and chronological age D Spearman’s theory of intelligence 13 The Deviation IQ is based on the notion of A delinquency as a factor affecting the development of intelligence B mental age versus chronological age C a z-score D verbal versus performance scores 14 The first self-report test of personality was developed by A McElwain B Simon C Terman 2 D Woodworth 15 The MMPI was designed to A screen soldiers during the Second World War B discriminate between normals and patient groups with particular diagnoses C assess personality in normal adults D assess Multiphasic Personality Disorder 16 ‘Empirical keying’ refers to A scoring a test based on its ability to discriminate between certain identifiable groups of people B scoring a test based on the theory of what is being measured C scoring a test using a scoring key made out of cardboard in which small holes reveal the correct answers D empirically validating test scores via research 17 Objective tests are objective because A they are scored in a simple, straightforward manner B scoring is heavily dependent on the judgment of the scorer C different scorers are likely to produce the same test score from the same test performance D they are based on responses to ambiguous stimuli 18 Projective tests are not objective because A they are scored in a simple, straightforward manner B scoring is heavily dependent on the judgment of the scorer C different scorers are likely to produce the same test score from the same test performance D they are based on responses to ambiguous stimuli 19 Projective tests originated from A Freud’s idea that all behaviour was caused by unconscious motivational effects B Jung’s theory of psychological types C the attempt to develop tests that did not rely on language D accidentally spilling ink on a test booklet 20 The Rorschach ink blot test was originally designed to identify A Freudian unconscious motivations B artistic ability C schizophrenia D Jungian psychological types 21 Psychological assessment refers to A mental testing B testing people using psychological tests C the high-level reasoning process involved in the application of psychological procedures D writing reports based on psychological test scores 3 22 The psychological testing enterprise began to be questioned on grounds of A privacy B diversity C discrimination D all of the above 23 The dictation test, a key tool in enforcing the White Australia policy, involved A migrants having to write about 50 words dictated in English B migrants having to write about 50 words dictated in any prescribed language C migrants having to read aloud a short passage written in English D migrants having to read aloud a short passage written in any prescribed language 24 The major forms of psychological test, as we know them today, had been developed by A the Second World War B the 1950s C the 1960s D the year 2000 25 Psychological tests are usually composed of a large number of items because A any one item is usually influenced by a host of factors apart from the psychological construct of interest B it is better to measure many traits rather than just a few C total scores need to be calculated from the sum of raw scores D item response theory suggests that many items should be used 26 Human judgment is influenced by A personal bias B halo effects C errors of central tendency D all of the above 27 A psychological test is A a measure of personality or ability B an objective procedure for sampling and quantifying human behaviour C a set of questions or items whose answers can be tallied to yield a total score D a method of tapping into someone’s unconscious 28 Tests used as a sample of behaviour require A a large sample of individual items B an inference from the observed behaviour to the existence of an underlying disposition C the direct performance of the behaviour of interest D the use of multiple symbols 29 Tests used as a sign of behaviour require A an inference from the observed behaviour to the existence of an underlying disposition B the direct performance of the behaviour of interest 4 C a large sample of individual items D the use of multiple symbols 30 A psychological test can become obsolete when A psychological theory develops to render the basis of the test obsolete B society changes to render the content of items less appropriate C society changes to render the tests norms obsolete D all of the above Answers for Chapter 1 5 Chapter 2 Psychological Testing and Assessment: Processes, Best Practice, and Ethics 1 Compared to psychological testing, psychological assessment is usually A undertaken to answer more complex referral questions B undertaken in two sessions C cheaper D less time consuming 2 What is psychological assessment primarily used for? A legal decision making B report writing C research D answering referral question(s) 3 is a subprocess of A psychological testing; observation B psychological testing; interviewing C interviewing; psychological assessment D psychological assessment; observation 4 Psychological tests are better than other means of psychological assessment because they A are cheaper B have norms C have face validity D are suitable for measuring all psychological constructs 5 Which of the following is not usually used in psychological assessment? A psychological testing B counselling C interviewing D observation 6 The Wechsler Adult Intelligence Scale is an example of a(n) test A individual-administered B group-administered C computer-administered D criterion-referenced 7 The Minnesota Multiphasic Personality Inventory – 2 is an example of a test A criterion-referenced 6 B performance C self-report D self-scoring 8 The Bader Reading and Language Inventory is an example of a test A group-administered B computer-administered C norm-referenced D criterion-referenced 9 Psychological testing is as part of psychological assessment A rarely used B always used C over-used D used, if appropriate, 10 Which of the following areas of psychology does not use psychological tests in practice? A forensic B social C educational D clinical 11 Which of the following is usually not included in the test catalogue of a publishing company? A purpose of tests B price of tests C independent reviews of tests D administration time of tests 12 Which of the following can be used to find out which tests have been published? A Tests in Print B test catalogue of Psychological Corporation C Encyclopaedia Psychologica D any textbook on psychological testing 13 Which of the following statements is correct? A test developers do not always follow guidelines relating to psychological testing published by the American Psychological Association B the Mental Measurements Yearbook reviews both published and unpublished psychological tests C test developers always follow guidelines relating to psychological testing published by the American Psychological Association D the Mental Measurements Yearbook reviews only unpublished psychological tests 14 The Mental Measurements Yearbook provides A the norms of psychological tests B the prices of psychological tests 7 C independent reviews of psychological tests D the web sites of psychological tests 15 The Mental Measurements Yearbook is published by the A Australian Council of Educational Research B American Psychological Association C Australian Psychological Society D Buros Institute of Mental Measurement 16 In Australia and overseas, test publishers usually require test purchasers to register before they are allowed to buy psychological tests. This is to ensure that A they can afford to pay for the tests B confidential test materials are supplied only to professionals who are appropriately trained and qualified C the test purchasers do not have a criminal record D the tests are supplied only to professionals who are ethical 17 Before administering a psychological test, a psychologist should ensure that A the test has local norms B the test does not have any copyright restrictions C the test has been reviewed in the Mental Measurements Yearbook D the test is appropriate for use with the particular client in terms of his/her demographics 18 Failure to ensure that all the materials required for a psychological testing session are in the test kit and that the test materials are intact can result in A a waste of time for the psychologist and client B a shorter testing time C higher testing fees D the need to use more tests 19 According to the authors of the textbook A only novice test users make errors in scoring psychological tests B only experienced test users make errors in scoring psychological tests C both novice and experienced test make errors in scoring psychological tests D none of the above 20 Results for a client on a psychological test A should not be interpreted by a computer B should be interpreted in isolation C should be interpreted by a computer D should not be interpreted in isolation 21 A psychological report should A directly and adequately answer the referral question B be at least 10 pages long C use jargon D be read only by the client 8 22 It is important for a psychologist to maintain a clearly labelled and well-organised record of cases seen because A it is a requirement of the Australian Psychological Society B it is a legal requirement in many countries C it is a requirement of the medical insurance companies D none of the above 23 The most extensive set of ethical guidelines issued by the Australian Psychological Society is concerned with A inappropriate sexual relationships between clients and psychologists B psychological testing and assessment C informed consent D supervision and training of psychologists 24 ‘Ethics’ can be defined as the formulation of principles to A reduce inappropriate behaviour B punish inappropriate behaviour C reinforce appropriate behaviour D guide behaviour 25 If a psychologist is not a member of the Australian Psychological Society, he/she A can be exempted legally from following the ethical guidelines issued by the Society B does not need to follow the ethical guidelines issued by the Society C is still bound by the ethical guidelines of the Society D none of the above 26 If a psychologist violates the ethical principles of the Australian Psychological Society, he/she A may be deregistered by the registration board B will be fined by the Australian Psychological Society C will be prosecuted in a court of law D may be prosecuted by the Australian Psychological Society 27 Which of the following statements is correct? A ethics is the same as morality B unlike laws, codes of ethics are readily amended C ethics is something that cannot be taught D psychologists who are not members of the Australian Psychological Society are not bound by its code of ethics 28 The code of ethics of the Australian Psychological Society is based on the principles of A responsibility, competence, and propriety B responsibility, competence, and education C responsibility, propriety, and education D propriety, education, and discipline 9 29 At the Royal Commission into Deep Sleep Therapy, the use of psychological tests by the psychologist involved was criticised because A the tests were too expensive B the tests used were not developed in Australia C the tests used were not developed to diagnose improvements in psychiatric conditions D none of the above 30 According to the textbook, the Psychologists Registration Board of New South Wales was established A before the Royal Commission into Deep Sleep Therapy B at about the same time as the Royal Commission into Deep Sleep Therapy C after the Royal Commission into Deep Sleep Therapy D at about the same time as the establishment of the Australian Psychological Society Answers for Chapter 2 10 Chapter 3 Test Scores and Norms 1 Raw scores and linear transformed scores based on them have A the same mean B the same standard deviation C the same relationship among scores D the same range 2 Transforming scores on psychological tests is done primarily to A protect the privacy of the test taker B aid interpretation of the scores C make the scores more manageable D make the scores available for research 3 Criterion referencing of test scores A provides direct access to their meaning B is only the first step in giving them meaning C is always done with psychological tests D applies properties of the normal curve 4 Norm referencing of test scores A compares scores among test takers B requires data gathering with a reasonably large sample C has been used since the early history of psychological testing D all of the above 5 Non-linear transformations of test scores A do not make use of the equation for a straight line B are inferior to a linear transformation C preserve all the features of the original scores D are seldom used with modern psychological tests 6 A T score transformation A gives rise to a distribution of scores with a mean of 50 and a standard deviation of 10 B has the same mean as the original distribution of raw scores C is derived using a non-linear transformation D is named after Terman, who was the first to use the transformation 7 Percentiles A is another name for scores expressed as per cent correct B express the person’s score in terms of where it lies in a distribution of scores C are only used when other transformations are not possible D provide a normal distribution of scores 11 8 z scores A can be computed when either an estimate of the mean or an estimate of the standard deviation is available B require access to a table of the normal curve for their calculation C were used by Wechsler in the first edition of his test of intelligence D are rarely used in scoring psychological tests 9 Which of the following is not a linear transformation? A stanine score B T score C z score D standard score 10 What proportion of scores in a normal distribution lie above a z score of 1? A 50 per cent B 16 per cent C 25 per cent D 10 per cent 11 If a z score of 1.33 is obtained we know that the person’s raw score A is above average B is lower than the scores of most others on the test C is about average D falls at the 84th percentile 12 A score higher than 65 on an MMPI scale is of interest because A most people obtain scores in that range B clinical experience suggests that it is C it is more than 1.5 standard deviations above the mean D it is well above the 50 per cent correct mark 13 Percentiles can be calculated in a number of ways. Which of the following is not a way of calculating a percentile? A graphically from a plot of the cumulative distribution of scores B by formula C from tables of the normal curve D from the equation of a straight line 14 Because normalised standard scores follow a normal distribution they A preserve the differences among the original raw scores B have the same mean as the original raw score distribution C are attractive to test constructors D do not require the use of the normal curve for their interpretation 15 A score of 115 on a version of Wechsler’s test of intelligence means that the score A is well below average B is one standard deviation above the average score on that version C is equivalent to a z score of 1.115 12 D has a percentile rank of 15 16 Which of the following statements about norms is correct? A for every psychological test there is one and only one set of norms B the size of the sample used in developing norms is irrelevant once the norms have been developed C different norms may apply for the different purposes for which a test score is used D norms are best developed using a criterion referencing approach 17 In test construction A random samples from the general population are always employed B representative samples from the population of interest are employed C accidental or convenience samples have been found to be as good as any other D random samples are employed for the initial analysis but not subsequently 18 Wechsler, in developing the norms for his first test of intelligence, used a stratified sampling plan because A the factors on which he stratified were known to relate to intelligence B this was the quickest way norms could be constructed C intelligence was thought to be normally distributed D sample size was known to be an issue 19 In estimating a mean from a sample A the larger the sample size the smaller the standard deviation of scores B the smaller the sample size the smaller the standard deviation of scores C the larger the sample size the smaller the standard error of the mean D the larger the sample size the larger the standard error of the mean 20 The Flynn effect refers to the observation that A the raw score mean on intelligence tests has remained constant over the years B the standard deviation of scores on intelligence tests has remained constant over time C the raw score mean on intelligence tests has been increasing over the years D the raw score mean on intelligence tests has been decreasing over the years 21 Comparing z scores for two individuals from the same cultural background on a test with norms from a different culture A is indefensible B is meaningful C can only be done if the norms are without error D can only be done if the sample size on which the norms are based is adequate 22 Checking whether the IQ of an individual has changed by readministering the test with which their IQ was originally measured A is liable to be in error if the test has been renormed between test administrations B is not as accurate as using a different test on the second occasion C depends on the length of the test being used D is no longer a recommended procedure 13 23 The Flynn effect is a factor that needs to be considered A with all forms of psychological tests B with personality tests C with interest tests D with intelligence tests 24 The difference in test performance between percentile scores of 60 and 55 A is equivalent to that between percentile scores of 15 and 10 B cannot be readily equated to all other 5 point differences in percentiles C is equivalent to that between percentile scores of 60 and 70 D is twice that between percentile scores of 15 and 10 25 A T score of 40 corresponds to a percentile of A 16 B 40 C 10 D the percentile cannot be determined 26 A sten score of 9.5 A is obtained by fewer than 5 per cent of individuals B corresponds to a percentile of 84 C is equivalent to a z score of 2 D is obtained by more than 20 per cent of test takers 27 The Deviation IQ on a Wechsler scale at the 50th centile is A 90 B 100 C 110 D 50 28 A Deviation IQ that corresponds to a stanine of 9 A must be quite high B must be quite low C must be in the middle range D is on a different scale and hence bears no relationship to stanine 29 Normalised standard scores A are based on percentiles B are T scores under another name C are based on sten scores D have a mean of 100 and a standard deviation of 15 30 Wechsler used the z score principle on his test A to calculate sub-test scores but not full-scale scores B to calculate both sub-test scores and full-scale scores C to calculate full-scale but not sub-test scores D only to determine special indices 14 Answers for Chapter 3 15 Chapter 4 Reliability 1 According to classical test score theory, what happens to the true score variance as error in a measure increases? A it increases B it decreases C it remains constant D classical test score theory makes no statement on this point 2 According to classical test score theory, a test score is made up of A true score variance and nonsystematic variance B observed score variance and true score variance C observed score variance and error variance D observed score variance and systematic variance 3 The wording of several items on a psychological test makes it more likely that test takers will endorse the ‘Yes’ rather than the ‘No’ option. This is best described as A systematic variance in the test B unsystematic variance in the test C clever item writing D a problem for the test taker 4 Systematic error in a test exerts what kind of effect on test scores? A random B consistent C unknowable D inconsistent 5 Another way of talking about the reliability of a test for a particular purpose is to talk about its A dependability B validity C utility D discriminability 6 The proportion of observed score variance attributable to random error is known as A the reliability coefficient B the coefficient of nondetermination C the error coefficient D one minus the reliability coefficient 7 Test-retest reliability is sometimes referred to as A stability 16 B consistency C long-term reliability D concurrent reliability 8 The domain sampling model proposes that A items in a test are a random sample from a population of possible items B the only items possible have been used in the test C items have been sampled without replacement D the majority of items have the same content 9 The domain sampling model as originally conceived could not deal well with A split half reliability B internal consistency reliability C equivalent forms reliability D test-retest reliability 10 Which of the following procedures does not yield an estimate of the reliability of a test? A correlating the total of all even-numbered items with the total of all odd-numbered items B correlating the total of items in the first half of the test with the total of items in the second half of the test C correlating each item with the total score on the test D finding the average of the correlation of each item with every other item 11 Estimating test reliability by correlating scores from two administrations of the test 6 months apart assumes A the trait being measured changes over time B the trait being measured is essentially episodic in character C the trait being measured does not change over time D there is a systematic practice effect on the test 12 The reliability of expert judgment can be estimated by A correlating the judgments made by a panel of experts over a number of instances of judgment making B counting the frequency of instances in which a panel of experts disagree C finding the proportion of instances in which a panel of experts is undecided D averaging the number of decisions a panel of experts gets wrong 13 Inter-rater reliability A overcomes the problems of test reliability B is a special case of test reliability C cannot be estimated statistically D uses the same formula as that used for equivalent forms reliability 14 The concept of ‘domain sampling’ in the psychometric theory of reliability refers to A sampling persons from the population with whom a test may be used B sampling items from the population of possible items that could be used in a test C sampling tests from the population of tests available to measure a construct 17 D sampling methods from the population that could be used to construct a test 15 The standard error of measurement of a raw score A increases directly as the reliability increases B decreases directly as the reliability increases C increases proportionately as the reliability increases D decreases proportionately as the reliability increases 16 In making judgments about the precision of a score on a test we need to know A the reliability of the test for the purpose for which we are using it B the standard deviation of scores on the test C the mean and standard deviation of scores on the test D the reliability of the test for the purposes for which we are using it and the standard deviation of scores on the test 17 Equivalent forms of a test are usually developed A when the test is first developed B when the test’s reliability is first questioned C when the test is first readministered D when the test is being revised 18 The Spearman-Brown prophecy formula is so called because it purports to indicate A what the reliability of the test would be if certain changes were made to it B what the individual’s true score on the test is C what an individual’s score on the test will be at some future time D what the person’s true score would be if the test were lengthened 19 The Spearman-Brown prophecy formula requires A the reliability of the current test B the number of items in the current test C both A and B D neither A nor B 20 The internal consistency of a test would be high if A it included items that related to different aspects of the construct to be measured B it included items that related to different constructs C each item was drawn from a different item domain D all the items were the same 21 A high coefficient alpha indicates that A the test has high generalisability B scores on the test are stable C the test has high internal consistency D the test has only one factor 22 Reliability of a test A can change if the range of scores on the test is smaller relative to the original sample of scores 18 B is an unchanging property of a test C changes from one administration of a test to another D will differ depending on the mean score of the sample or the test 23 Coefficient alpha can be calculated A only for tests with dichotomously scored items B only for tests with items that have three or more categories C only for tests that use a Yes/No or True/False format D for all objectively scored tests 24 Generalisability theory requires that we know A the reliability of the test B the standard error of the test C how the test is to be used D the mean score on the test 25 Expectations about what constitutes a satisfactory degree of reliability A depend on the purpose for which the test is being used B have been determined by consensus C seldom depart from the agreed value of 0.9 D depend on the magnitude of the standard error of measurement 26 In general the best reliabilities have been obtained with psychological tests in the A cognitive domain B personality domain C motivation domain D projective domain 27 The correlation between scores on two variables varies A directly with the product of their reliabilities B directly with the square root of the product of their reliabilities C inversely with the sum of their reliabilities D inversely with the square root of the lower of the two reliabilities 28 Two variables may not correlate highly A because of the poor reliability of one or both of them B because their standard errors of measurement are skewed in opposite directions C because their reliabilities are unknown D because similar items have been used in assessing both variables 29 Reliability is A relevant when considering the score a person obtains on a test or other assessment device B relevant only when psychological test results are being considered but not when expert judgements are employed C irrelevant for most practical decision making with psychological tests D relevant for tests of intelligence only 19 30 Reliability of an assessment device can be improved within limits by A increasing its length (e.g. using more items) B decreasing the time taken to administer it C supplementing it with the judgment of the assessor D replacing it with the judgment of the assessor Answers for Chapter 4 20 Chapter 5 Validity 1 The validity of a psychological test for a given purpose A depends on the theory and data available to support its use B is determined at the time the test is developed C is an immutable characteristic of the test D depends on the judgment of those who developed the test 2 The first test developer to be concerned with the issue of test validity was A Charles Spearman B David Weschler C Alfred Binet D Charles Stanford 3 The validity of a psychological test was first considered from the perspective of …validity and only subsequently from the perspective of validity A predictive; construct B construct; predictive C predictive; concurrent D concurrent; predictive 4 Constructs are A invented by psychologists B given by the order of nature C found in psychological test data D peculiar to the theory of test validity 5 Content validity A has no role in test development B is another name for construct validity C is relevant in developing achievement tests D was relied on by Binet and Simon in their work in test development 6 Members of the general public to whom psychological tests are administered A have no way of knowing what a test is about unless told by the test administrator B can often guess the nature or purpose of a test from the items included in it C always know what a test is about D can never guess the range within which their score on the test will lie 7 In determining predictive validity we need to have A a highly select group with respect to the construct being assessed B a way of judging the appropriateness of the content of the test items C another test of the same construct D a criterion relevant to performance on the test but external to it 21 8 A test of scholastic aptitude is administered at the beginning of first semester and the academic performance of the sample is examined at the end of the first year of university (i.e. two semesters later). A failure to find a high-to-perfect correlation between test scores and academic performance A indicates the test lacks predictive validity B indicates the test lacks concurrent validity C is highly unlikely D may indicate a lack of test validity but may also reflect intervening effects unrelated to scholastic aptitude 9 In the standard approach to predictive validity, the validity coefficient is estimated by A the slope of a straight line relating test scores and criterion B the distance of the straight line relating test scores and criterion from the X axis C the distance of the straight line relating test scores and criterion from the Y axis D the length of the straight line relating test scores and criterion 10 The standard method for fitting a regression line to a set of data is referred to as A an approximation B the least squares method C the Procrustes method D regression to the mean 11 The basic formula for the correlation between two variables is A the average of the z scores for the two variables B the average of the cross products of the raw scores for the two variables C the average of the raw scores of the two variables D the average of the cross products of the variables expressed as z scores 12 A test with a validity coefficient of 0.4 improves the prediction of the criterion by A 40 per cent relative to that based on a random process B an unknown amount C the square of the validity coefficient, i.e., 16 per cent D 1 minus the validity coefficient, i.e., 60 per cent 13 When the predictive validity of a psychological test is compared to the prediction that would be made if no test were available, we speak of A concurrent validity B incremental validity C face validity D construct validity 14 In the regression approach to predictive validity the estimate of error is referred to as the A standard error of the mean B standard error of estimate C standard error of measurement D standard error of the criterion 15 Decision theory was developed to help with decisions being made where 22 A there is a degree of uncertainty B errors are unlikely C there are many possible outcomes D the regression approach cannot be employed 16 In a two-choice decision problem (the person belongs to the criterion group or they do not), a false negative decision would be that A the individual belongs to the criterion group when they do not B the individual does not belong to the criterion group when they do C the individual belongs to neither group D the individual belongs to the non-criterion group when they do 17 False positive errors A should invariably be minimised B may be less costly in some situations than false negative errors C are in inverse proportion to false negative errors D are unlikely in most practical situations where tests are employed 18 The base rate of a characteristic in a population is A the proportion of the population showing the characteristic B the proportion of the population likely to be selected C the proportion of the population showing the characteristic and likely to be selected D one minus the proportion of the population showing the characteristic 19 The selection ratio is A the sum of the false positives and the valid positives B the sum of the false positives and the false negatives C the sum of the valid positives and the valid negatives D one minus the base rate 20 Manipulating the selection ratio where this is possible A can improve the effectiveness of selection B can change the base rate C can increase the valid negative decisions D has no influence on the outcome of selection 21 The sensitivity of a test in clinical diagnosis is A the number of valid positives divided by the number of those encountered who show the characteristic being diagnosed B the number of valid positives divided by one minus the base rate C another term for the specificity of a test D the likelihood the test can be faked 22 An early exposition of the idea of construct validity was in a paper by A Binet and Terman B Cronbach and Fiske C Cronbach and Meehl 23 D Cronbach and Campbell 23 Construct validity A can be approached in a number of different ways B is determined by one particular method C is an alternative to predictive validity D is based on decision theory 24 Campbell and Fiske devised the multitrait–multimethod matrix to assist in the analysis of A convergent and discriminant validity B concurrent and predictive validity C sensitivity and specificity D content and face validity 25 A multitrait–multimethod matrix includes A correlations of two or more variables measured using two or more methods B correlations of two or more variables measured using the same method C correlations of the same variable measured using two or more methods D all of the above 26 In a multitrait–multimethod analysis it is assumed that if a reasonable level of validity has been achieved A method variance is non-existent B trait variance has been partialled out C trait variance will exert a stronger effect than method variance D trait variance will be smaller than method variance 27 Factor analysis of supposedly independent sets of creativity and intelligence tests points to a single factor. This suggests A the need to repeat the analysis B the lack of construct validity of the creativity tests C the tests were too short D a good selection of tests 28 To show some evidence of construct validity a test of moral development should A show differences between older and younger children B show stability over the life span C show higher scores for adolescents than adults D be unrelated to age trends 29 Having provided evidence of the construct validity of a test A it is unnecessary to examine its predictive validity in a situation where it is to be employed B is strong evidence for the face validity of the test C means no further work on validity is required D does not preclude examining validity for specific purposes 24 30 Examining the validity of a test A helps refine our understanding of the construct operationalised in the test B extends the range of application of the test C provides a better test D all of the above Answers for Chapter 5 25 Chapter 6 Test Construction 1 The empirical approach to psychological test development A begins with a sound theory B relies on the frequency of endorsement of items by selected groups C continues to be the major approach to the construction of personality tests D ensures that all items in the test have high face validity 2 The first step in constructing a psychological test is to A determine the sample size to which the test is administered B review the relevant literature C identify a likely publisher for the test D be clear about the construct or constructs to be assessed with the test 3 Psychological tests A conform to the highest possible form of measurement B seldom achieve more than a statement about rank order in terms of the characteristic of interest C provide for a true zero in terms of the characteristic D invariably specify equal intervals on their measurement scales 4 Because 0˚C does not represent the complete absence of heat, the Celsius scale cannot be considered A a ratio scale B a reliable scale C a random scale D a representative scale 5 The Mental Measurements Yearbook is A a catalogue of test reviews B a classification scheme for mental disorder C an encyclopaedia of psychometrics D a handbook of good practice in assessment 6 According to S S Stevens, which of the following is not a type of measurement? A ordinal B interval C dichotomous D nominal 7 The model of measurement that underlies many commercially available psychological tests is A the manifest trait model B the weak true score model 26 C S S Stevens’s measurement types D the Guttman model 8 A trace line for an item relates A the outline of the item to the specification of the construct B the inverse of the strength of the trait to item frequency C the proportion of items correct to the strength of the underlying trait D the likelihood of endorsement of the item to the strength of the underlying trait 9 Item Response Theory is a stricter model for test construction than classical true score theory in that it A specifies the parameters of the trace line B requires more of the items in the test to conform to the model C uses a steeper trace line D includes classical true score theory as a special case 10 In using Item Response Theory in practice A item difficulty is often selected as the focus of interest B the assumptions of the theory are ignored C items of equal difficulty are sought D items of intermediate difficulty are sought 11 Thurstone’s model for item construction calls for a A linear trace line B monotonic trace line C non-monotonic trace line D deterministic trace line 12 Thurstone’s approach to the construction of attitude scales was replaced for most practical purposes by one developed by A Rensis Likert B Louise Guttman C Georg Rasch D Charles Spearman 13 Scalogram analysis implies that a person’s position on a trait indicates A whether they will get a test item right or wrong B that they are more likely to get the item right than wrong C that they are likely to get the item right or wrong but it is by no means certain D that they will be unsure of the correct response 14 Multiple choice tests provide more than two options for each question to overcome the problem of A faking B carelessness C defensiveness D guessing 27 15 An important step in writing items for psychological tests is to A pilot test the items with individuals similar to those for whom the test is being developed B provide translations into other languages C compare the content with existing psychological tests D use item writers who are blind to the meaning of the construct being tested 16 Test construction A is a linear process with one stage following the other without variation B is a relatively inexpensive process C follows a sequence of steps but these steps may need to be retraced from time to time D can be done quite quickly using modern computers 17 Items with very high or very low endorsement frequencies generally are A poor items B good items C reliable items D valid items 18 In preparing a test for publication we need to spend a good deal of time on A finding a publisher B preparing a manual for the test user C deciding on price D selecting an attractive packaging 19 A good manual for a psychological test A indicates to the unqualified potential user that they should not be using the test B is comprehensible to the qualified test user C is precise enough to satisfy measurement specialists D all of the above 20 In norming a test we need to bear in mind A how we ensure the sample is normally distributed B how we ensure everyone in the sample is normal C what we expect the average response to be D how the test is to be used 21 Although it is useful to include norms for different groups from the population we need to bear in mind that A increasing the number of groups decreases the overall sample size required B increasing the number of groups increases the overall sample size required C increasing the number of groups increases the overall standard deviation D increasing the number of groups decreases the overall standard deviation 22 The biserial correlation A is another name for the point biserial correlation B is a type of product moment correlation 28 C can be estimated from the item discrimination index D can be estimated from the item reliability index 23 In conducting item analysis in test construction A the procedure can be repeated with new samples of items until a satisfactory set has been found B the procedure should be used once and once only so as not to capitalise on chance C the procedure can only be repeated using the same set of items D the procedure cannot be repeated with the same set of items 24 Systematic bias in a test can occur when A people respond to non-essential features of items rather than to item content B peoples’ responses to items varies greatly from one administration of the items to the next C some people do not sustain their attention when answering the items D items are not easy to understand 25 If a person endorses a substantial number of items in the improbable direction (e.g., ‘I have never told a lie in my life’), we might infer the person is A a living saint B trying to create a favourable impression of himself or herself C a very truthful individual D not paying attention 26 If p is the proportion of a sample endorsing a dichotomously scored item in the keyed direction and q is 1-p (i.e., the proportion endorsing the item in the opposite direction), then the standard deviation of scores on the item is A B C D pq 27 The term ‘social desirability’ when used with respect to construction of a personality test refers to the fact that A people differ in their tendency to create a favourable impression of themselves when answering test items B people differ in how strongly they are drawn to the company of others C people differ in how attractive they find social activities D people differ in terms of their tendency to agree rather than disagree with personality statements 28 In studying the behaviour of items in a psychological test, one of the item statistics recommended by some experts is item reliability. This is A the product of the item–total correlation and the variance of the item B the product of the item–total correlation and the standard deviation of the item C the product of the square roots of the item–total correlation and item variance D the product of the item–total correlation and the square root of the item variance 29 29 The item validity is the A correlation of the item score with the total score on the test B correlation of the item with an external criterion measure of the construct being tested C average correlation of the item with all other items D correlation of the item with the average score on all other items 30 The discriminability of an item refers to the capacity of the item to A separate those that are high and low on the trait of interest B distinguish between minority and majority groups C identify those who get the item correct D identify those who get the difficult items right Answers for Chapter 6 30 Chapter 7 Clinical and Mental Health Testing and Assessment 1 For psychologists who work in the mental health setting A referral questions are usually not provided by either the clients or other professionals B referral questions provided by the clients are usually realistic and answerable C referral questions provided by other professionals are usually realistic and answerable D it is important to clarify the referral question for a client to make it realistic and answerable 2 Case history data for a client in a mental health setting A should be collected with the relevant privacy policies of government departments in mind B should not be collected from the client C is not usually required D is usually inaccurate 3 The clinical interview is a useful psychological assessment technique for psychologists who work in a mental health setting because A a lot of information about the client can be collected very quickly B it is more accurate than other psychological assessment techniques C it is more valid than other psychological assessment techniques D it enables psychologists to elicit information that is not readily available from the client’s record or file 4 Which of the followings is not a function of the clinical interview? A providing information B identifying malingerers C verifying information D establishing rapport 5 Information commonly obtained during a clinical interview includes A client history (e.g., medical, family, educational and vocational, psychological) and attitude towards mental health problems B demographic data and attitude towards mental health problems C demographic data and client history (e.g., medical, family, educational and vocational, psychological) D demographic data and the background of the relevant referral agents 6 Which of the following areas are usually covered in a Mental Status Examination? A appearance, orientation, affect, thought content and process, insight 31 B appearance, orientation, tendency to lie, thought content and process, insight C CT scan, appearance, orientation, affect, insight D orientation, affect, thought content and process, insight, CT scan 7 The DSM-IV-TR was published by the A American Psychological Association B Australian Psychological Association C American Psychiatric Association D World Health Organization 8 The DSM-IV-TR contains a list of psychiatric disorders and a client is classified in terms of a set of axes or clinically important factors A three B four C five D six 9 Which of the following is not a common criticism of the DMS-IV-TR? A it is atheoretical B it is comprehensive C it is low in reliability and validity D it adheres too closely to the medical model 10 Which of the following is the most commonly used intelligence test throughout the world? A Stanford-Binet – Fifth Edition B Wechsler Adult Intelligence Scale – Third Edition C Raven’s Progressive Matrices D Gardner Multiple Intelligence Test 11 The Wechsler Adult Intelligence Scale – Third Edition was developed for adults between and years old A 16 and 89 B 16 and 90 C 17 and 89 D 17 and 90 12 Which of the following is not a verbal subtest of the Wechsler Adult Intelligence Scale – Third Edition? A Digit Span B Vocabulary C Arithmetic D Matrix Reasoning 13 Which of the following is not a performance subtest of the Wechsler Adult Intelligence Scale – Third Edition? A Letter-Number Sequencing B Digit Symbol-Coding 32 C Block Design D Picture Arrangement 14 Which of the following is considered a major strength of the Wechsler Adult Intelligence Scale – Third Edition? A the computerised scoring package developed for the test B the price of the test C the size and representativeness of the standardisation sample D its long history 15 One of the limitations of the Wechsler Adult Intelligence Scale – Third Edition is A the price of the test B the time it takes to administer the test C the theory of intelligence from which it was developed D its low criterion-related validity 16 Which of the following is a commonly used personality test around the world? A 16 PF B Rorschach Inkblot Test C Thematic Apperception Test D Minnesota Multiphasic Personality Inventory – 2 17 The Minnesota Multiphasic Personality Inventory – 2 was developed using a method called A multiple regression B factor analysis C empirical keying D structural equation modelling 18 The Minnesota Multiphasic Personality Inventory – 2 A is based on Freud’s theory B is a sensitive instrument that can be administered individually or in a group C has been criticised for having a small standardisation sample D is easily susceptible to faking 19 Which of the followings are the main clinical scales of the Minnesota Multiphasic Personality Inventory – 2? A Depression, Schizophrenia, Social Introversion, Paranoia B Depression, Schizophrenia, Paranoia, Alcoholism C Depression, Hyperactivity, Paranoia, Alcoholism D Schizophrenia, Autism, Social Introversion, Paranoia 20 The Rorschach Inkblot Test A is commonly used in Australia and the US B is not commonly used in Australia and the US C is not commonly used in the US but is still being used in Australia D is not commonly used in Australia but is still being used in the US 33 21 The Rorschach Inkblot Test is A an individually administered projective technique that comprises 10 cardboard plates B an individually administered objective technique that comprises 8 cardboard plates C a group administered projective technique that comprises 10 cardboard plates D a group administered projective technique that comprises 8 cardboard plates 22 The Personality Assessment Inventory is a developed to A self-report technique; assess a specific mental health problem B self-report technique; provide a comprehensive assessment of mental health problems C performance-based technique; assess a specific mental health problem D performance-based technique; provide a comprehensive assessment of mental health problems 23 According to the textbook, and are the two mental health problems that contribute most to the non-fatal disease burden in Australia A depression and anorexia B depression and personality problem C depression and anxiety D anxiety and personality problem 24 Which of the following has been used to support the validity of the Beck Depression Inventory – II? A it has a very high coefficient alpha B clinical psychologists report it is useful C it correlates with ratings of depression by psychiatrists D it has been found to discriminate between individuals who suffer from clinical depression and those who do not 25 The Depression Anxiety Stress Scales A is a self-report technique developed in Australia to measure the states of depression, anxiety, and stress B is a projective technique developed in Australia to measure the states of depression, anxiety and stress C is a self-report technique developed in New Zealand to measure the states of depression, anxiety, and stress D is a projective technique developed in New Zealand to measure the states of depression, anxiety, and stress 26 Which of the following is an item from the Anxiety scale of the Depression Anxiety Stress Scales? A I felt that I had lost interest in just about everything B I felt I was close to panic C I found it hard to wind down D I found myself getting upset by quite trivial things 34 27 Which of the following statements has been used to support the validity of the Depression Anxiety Stress Scales? A clinical psychologists report it is useful B it has a very high coefficient alpha C there are significant correlations between Depression Anxiety Stress Scales and the Beck Depression Inventory and Beck Anxiety Inventory D it has a high inter-rater agreement 28 A psychological report is important because A it is required by the Australian Psychological Society B it is required by psychologists’ registration boards in Australia C it allows the client and the referral agent to challenge the results in a court of law if they do not agree with the psychologist’s conclusion and suggestions D it allows the client and the referral agent to understand the rationale of the psychologist’s conclusions and suggestions 29 According to Shellenberger and Brenner, a good psychological report A is individualised rather than general, is theory-focused, and is written and delivered on time B is general rather than individualised, is theory focused, and is written and delivered on time C is individualised rather than general, answers the referral question directly, and is written and delivered on time D is general rather than individualised, answers the referral question directly, and is written and delivered on time 30 Which of the following is not a commonly used heading in a psychological report? A Relevant Theory B Relevant Background C Results and Interpretation D Recommendations Answers for Chapter 7 35 Chapter 8 Organisational Testing and Assessment 1 The first great impetus to psychological testing in industry came from A the development of the Army Alpha and Army Beta during the First World War B the publication of Hugo Munsterberg’s general psychological text for industry C the establishment of the Institute of Industrial Psychology by C S Myers in London in 1918 D the formation of the College of Organisational Psychologists of the Australian Psychological Society in 1993 2 Performance appraisal refers to A appraising a person’s performance on a psychological test B scoring a person’s performance on a psychological test C the assessment of worker’s performance on the job D a particular approach to management which emphasises psychological assessment 3 Quantitative criteria are usually deficient in terms of A quality B validity C reliability D relevance 4 BARS stands for A Biodata Administered with Reliability and Significance B Behavioural Assessment of Relevant Standards C Behavioural Assessment for Recruiting and Selection D Behaviourally Anchored Rating Scale 5 BOS stands for A Behaviourally Ordered Selection B Behavioural Observation Scale C Biographic Orientation Score D Behavioural Orientation Scale 6 The first step in developing BARS and BOS is A the development of a frequency-of-observation scale B content analysis of job behaviours C location of anchors along the entire length of the scale D critical incident job analysis 7 All raters involved in performance appraisal need A several years of managerial experience B several years of observation experience C training 36 D BARS 8 Desirable behaviours frequently observed and undesirable behaviours infrequently observed form the theoretical basis of A BOS B BARS C graphic rating scales D performance appraisal 9 Which of the following is not a performance appraisal method? A rank ordering B job preview C paired comparisons D supervisor ratings 10 Technology is to job performance as drugs are to A medicine B sport C pharmacies D headaches 11 The two main types of job performance are A input of the worker and input of the technology B working and doing C supervisor observations and peer observations D task performance and contextual performance 12 Contextual performance is mainly composed of A organisational citizenship behaviours B interpersonal skills C labour market conditions D office layout and soft furnishings 13 In personnel selection, the process of appointing everyone who applies for a position and then retaining only those whose performance is satisfactory after some period of time is referred to as A job sampling B selection by fiat C selection on the criterion D post-appointment selection 14 The main problem with selecting on the criterion is that A it is a form of job try-out B it has low validity C it is only applicable to a few jobs D it is extremely expensive 15 A false positive in personnel selection is 37 A the rejection of an applicant who could have been successful B the appointment of someone whose job performance turns out to be substandard C the incorrect scoring of a psychological test leading to someone being appointed who shouldn’t have been D the use of a test with negative validity 16 A false negative in personnel selection is A the rejection of an applicant who could have been successful B the appointment of someone whose job performance turns out to be substandard C the misidentification of a potential problem D the use of a test with negative validity 17 Selection errors can be eliminated by A regularly reviewing the selection process B selecting on the criterion C using a predictor with a validity of 1.0 D implementing a probationary period 18 In Carroll’s Three Stratum Theory A fluid and crystallised intelligence form the third stratum B general intelligence sits at the top of a hierarchy of cognitive abilities C specific job-related behaviours form the first stratum of the hierarchy D abilities flow through each level until they reach the third stratum 19 Meta-analysis A is another name for second-order factor analysis B has determined the validity of personnel selection to be about 0.40 C was the method used by Carroll in formulating his Three Stratum Theory D is the study of other research studies 20 Meta-analysis A should be used with a criterion of 0.05 B can be thought of as a quantitative literature review C can be used to test the difference between two group means D should be used repeatedly until there is only one study left 21 The raw data used in meta-analysis are A group means B test scores C effect sizes D performance appraisal ratings 22 Personnel selection is basically the study of A individual differences B human cognitive abilities C general mental ability D personality 38 23 Work sample tests A are specifically designed hands-on simulations of the main tasks to be performed in a particular job B have moderate predictive validities C require the job applicant to work through a large sample of tests D are critically dependent on obtaining a large sample size 24 The most valid forms of interview are A situational interviews B panel interviews C behavioural interviews D structured interviews 25 Interviews become more valid when A they are followed up with reference checks B they look like standardised tests C the interviewee is put under time pressure D the interviewers take notes 26 Peer ratings are A assessments made by someone in very high office B obtained by secretly observing someone over a prolonged period C assessments made by one’s co-workers and colleagues D used mainly with external applicants 27 Integrity tests are influenced by someone’s A dependability and conscientiousness B general mental ability C social and interpersonal skills D previous experience 28 An assessment centre is A a place where assessments are conducted B comprised of many different activities C a place where assessment information is collated D an index of central tendency for a large number of assessments 29 Biodata A are physiological indicators such as saliva samples B are assessments by one’s co-workers and colleagues C are information about one’s past experience and life history D are the data that go into a bioassay 30 Personality factors are A not relevant to either task or contextual performance B more relevant to task performance than to contextual performance C relevant to task and contextual performance to an equal degree D more relevant to contextual performance than to task performance 39 Answers for Chapter 8 40 Chapter 9 Neuropsychological Testing and Assessment 1 The brain is made up of neurons and glia. The main function of glia is A holding neurons together B conducting nerve impulses C providing nutrients to neurons D producing neurotransmitters 2 The three main types of neurons are A reception neuron, conduction neuron and action neuron B sensory neuron, motor neuron, and conduction neuron C sensory neuron, conduction neuron, and action neuron D sensory neuron, motor neuron, and interneuron 3 The brain stem comprises A pons, basal ganglia, and recticular formation B cerebellum, medulla oblongata, and basal ganglia C medulla oblongata, pons, and cerebellum D cerebellum, basal ganglia, and recticular formation 4 The structure Y in the following figure is the A tail of caudate B head of caudate C putamen D globus pallidus 5 The structure X in the following figure is the 41 A cerebellum B cortex C pons D medulla oblongata 6 Which of the following functions is usually associated with the limbic system? A motor B speech C somatosensory D regulation of emotion 7 Which of the following functions is usually associated with the basal ganglia? A motor B speech C somatosensory D regulation of emotion 8 Which of the following sets of lobes is associated with executive function? A frontal B temporal C parietal D occipital 9 Which of the following sets of lobes is associated with auditory perception? A frontal B temporal C parietal D occipital 10 Which of the following sets of lobes is associated with memory function? 42 A frontal B temporal C parietal D occipital 11 Amyloid plaques are usually found in the brain of patients with A closed head injury B epilepsy C Alzheimer’s disease D brain tumour 12 In idiopathic epilepsy, the cause of the seizure A is different for different sufferers B is the same for all sufferers C can be identified D cannot be identified 13 According to the textbook, which of the following conditions is the largest single cause of disability among neurological disorders in Australia? A stroke B traumatic brain injury C Alzheimer’s disease D brain tumour 14 The main symptoms of Alzheimer’s disease are A memory and learning difficulties, disorientation, and loss of consciousness B memory and learning difficulties, disorientation, and problems with abstract thinking C disorientation, loss of sensation, and problems with abstract thinking D loss of consciousness, loss of sensation, and problems with abstract thinking 15 The