Psychometrics Exam with verified detailed ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
answers
Psychological test - correct answer✔✔a set of items that is designed to measure ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
characteristics of human beings that pertain to behavior; the process of measuring ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
psychology-related variables by means of devices or procedures designed to obtain a sample ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of behavior||\\//||
Psychometrics - correct answer✔✔psychological measurement; the measurement of mental ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
capacity, thought processes, aspects of personality, etc, especially by mathematical or
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
statistical analysis of quantitative data; the science or study of this; (also) the construction ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
and application of psychological tests
||\\//|| ||\\//|| ||\\//|| ||\\//||
individual vs group tests - correct answer✔✔individual: designed to be administered to 1 ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
person at a time, useful for collecting comprehensive info (e.g. some personality tests, some
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
IQ tests), usually some degrees of subjectivity in the scoring, time cost labor intensive
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
group: designed to be administered to more than 1 person at a time (mass testing), e.g.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
university tests (especially MCQs), scoring is usually more objective, economical and time- ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
saving
ability vs personality tests - correct answer✔✔ability: measure skills in terms of speed,
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
accuracy (power), or both; (1) achievement (previous learning) - refers to a person's ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
past/previous learning - designed to measure person's past learning on accomplishment of a ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
task (2) aptitude (potential for acquiring a specific skill/learning) - refers to a person's
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
potential to learn a specified task under provision of training (3) intelligence (general ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
mental abilities) - refers to a person's general potential to solve problems, adapt to changing
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
circumstances, think abstractly, benefit from experience ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality: measure typical behavior - traits, temperaments, dispositions, etc; designed to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
measure a person's individuality in terms of their unique traits and behavior; tests can help
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
in predicting future behavior
||\\//|| ||\\//|| ||\\//||
,norm vs criterion-referenced tests - correct answer✔✔norm: test score is judged against the
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
distribution of scores obtained by the other test takers; this distribution is called the norms; ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
compares an individual's results on the test with statistically representative sample; rank ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
the performance of a student in a particular group
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
criterion-referenced: compare each individual's performance to a criterion or expected level ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of performance; testee's score compared to objectively stated standard of performance on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
that test; establish standard/criterion and marks students against it; e.g. you need 50% to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pass your exams ||\\//|| ||\\//||
overt behavior - correct answer✔✔observable human behavior: eg, time needed to put 10
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pegs in a peg board ||\\//|| ||\\//|| ||\\//|| ||\\//||
covert behavior - correct answer✔✔mental, social, or physical action or practice that is not
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
immediately observable: e.g. feelings of anxiety, depression ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
measurement - correct answer✔✔the assignment of numbers to objects and events ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
according to some rules ||\\//|| ||\\//|| ||\\//||
test - correct answer✔✔measurement devices or techniques used to quantify behavior - to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
aid in understanding and prediction of behaviors
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
test items - correct answer✔✔quantify behavior; a specific stimulus to which a person
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
responds overtly ||\\//||
individual test example - correct answer✔✔the Wechsler Adult Intelligence Scale (WAIS): ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
block design: requires blocks to be assembled into a certain pattern; testee is given a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
number of different trials (test run) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
the Rorschach test (blotches)
||\\//|| ||\\//|| ||\\//||
, intelligence test example - correct answer✔✔Stanford-Binet; Raven's Progressive Matrices ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(designs with a cut out portion), WAIS ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality test examples - correct answer✔✔MMPI, Rorschach, TAT (provide ambitious ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pictures and have to make up a story), 16PF Questionnaire ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality test types - correct answer✔✔structured (objective): self report statements, ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
choose between 2 or more alternative responses (true/false, yes/no) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
projective: unstructured; spontaneous response required of test-takers, provides an ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
ambiguous stimulus; response requirements unclear - assumes that person's interpretation ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of an ambiguous stimulus will reflect their unique characteristics (e.g. Rorschach)
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
testing and racism, and testing in SA - correct answer✔✔Fick (1929) applied tests
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
developed for and standardized on whites only to white & black children ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Used Army Alpha and Army Beta tests ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
And used Fick Scale ||\\//|| ||\\//|| ||\\//||
White children of course got the highest scores ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Originally proposed cultural, environmental, educational, and social reasons for ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
discrepancy
Later suggested that due to differences in 'innate abilities' between whites and blacks, and
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
not external factors
||\\//|| ||\\//||
Use of tests gained momentum after WW II and 1948 when NP came to power
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Arose from need to identify occupational suitability of black people
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Whites tested using the Otis Mental Ability Test ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Developed in US, only had American norms ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
answers
Psychological test - correct answer✔✔a set of items that is designed to measure ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
characteristics of human beings that pertain to behavior; the process of measuring ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
psychology-related variables by means of devices or procedures designed to obtain a sample ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of behavior||\\//||
Psychometrics - correct answer✔✔psychological measurement; the measurement of mental ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
capacity, thought processes, aspects of personality, etc, especially by mathematical or
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
statistical analysis of quantitative data; the science or study of this; (also) the construction ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
and application of psychological tests
||\\//|| ||\\//|| ||\\//|| ||\\//||
individual vs group tests - correct answer✔✔individual: designed to be administered to 1 ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
person at a time, useful for collecting comprehensive info (e.g. some personality tests, some
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
IQ tests), usually some degrees of subjectivity in the scoring, time cost labor intensive
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
group: designed to be administered to more than 1 person at a time (mass testing), e.g.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
university tests (especially MCQs), scoring is usually more objective, economical and time- ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
saving
ability vs personality tests - correct answer✔✔ability: measure skills in terms of speed,
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
accuracy (power), or both; (1) achievement (previous learning) - refers to a person's ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
past/previous learning - designed to measure person's past learning on accomplishment of a ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
task (2) aptitude (potential for acquiring a specific skill/learning) - refers to a person's
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
potential to learn a specified task under provision of training (3) intelligence (general ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
mental abilities) - refers to a person's general potential to solve problems, adapt to changing
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
circumstances, think abstractly, benefit from experience ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality: measure typical behavior - traits, temperaments, dispositions, etc; designed to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
measure a person's individuality in terms of their unique traits and behavior; tests can help
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
in predicting future behavior
||\\//|| ||\\//|| ||\\//||
,norm vs criterion-referenced tests - correct answer✔✔norm: test score is judged against the
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
distribution of scores obtained by the other test takers; this distribution is called the norms; ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
compares an individual's results on the test with statistically representative sample; rank ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
the performance of a student in a particular group
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
criterion-referenced: compare each individual's performance to a criterion or expected level ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of performance; testee's score compared to objectively stated standard of performance on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
that test; establish standard/criterion and marks students against it; e.g. you need 50% to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pass your exams ||\\//|| ||\\//||
overt behavior - correct answer✔✔observable human behavior: eg, time needed to put 10
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pegs in a peg board ||\\//|| ||\\//|| ||\\//|| ||\\//||
covert behavior - correct answer✔✔mental, social, or physical action or practice that is not
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
immediately observable: e.g. feelings of anxiety, depression ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
measurement - correct answer✔✔the assignment of numbers to objects and events ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
according to some rules ||\\//|| ||\\//|| ||\\//||
test - correct answer✔✔measurement devices or techniques used to quantify behavior - to
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
aid in understanding and prediction of behaviors
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
test items - correct answer✔✔quantify behavior; a specific stimulus to which a person
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
responds overtly ||\\//||
individual test example - correct answer✔✔the Wechsler Adult Intelligence Scale (WAIS): ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
block design: requires blocks to be assembled into a certain pattern; testee is given a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
number of different trials (test run) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
the Rorschach test (blotches)
||\\//|| ||\\//|| ||\\//||
, intelligence test example - correct answer✔✔Stanford-Binet; Raven's Progressive Matrices ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(designs with a cut out portion), WAIS ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality test examples - correct answer✔✔MMPI, Rorschach, TAT (provide ambitious ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
pictures and have to make up a story), 16PF Questionnaire ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
personality test types - correct answer✔✔structured (objective): self report statements, ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
choose between 2 or more alternative responses (true/false, yes/no) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
projective: unstructured; spontaneous response required of test-takers, provides an ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
ambiguous stimulus; response requirements unclear - assumes that person's interpretation ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
of an ambiguous stimulus will reflect their unique characteristics (e.g. Rorschach)
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
testing and racism, and testing in SA - correct answer✔✔Fick (1929) applied tests
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
developed for and standardized on whites only to white & black children ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Used Army Alpha and Army Beta tests ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
And used Fick Scale ||\\//|| ||\\//|| ||\\//||
White children of course got the highest scores ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Originally proposed cultural, environmental, educational, and social reasons for ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
discrepancy
Later suggested that due to differences in 'innate abilities' between whites and blacks, and
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
not external factors
||\\//|| ||\\//||
Use of tests gained momentum after WW II and 1948 when NP came to power
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Arose from need to identify occupational suitability of black people
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Whites tested using the Otis Mental Ability Test ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Developed in US, only had American norms ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
