COMPLETE - Elaborated Test Bank for Psychological Testing-Principles, Applications, and Issues Ed.by Robert M. Kaplan & Dennis P. Saccuzzo. ALL Chapters Included 1-20. 340 Pages of Content-A+ Graded for 2023

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COMPLETE - Elaborated Test Bank for Psychological Testing-Principles, Applications, and Issues Ed.by Robert M. Kaplan & Dennis P. Saccuzzo. ALL Chapters Included 1-20. 340 Pages of Content-A+ Graded f... or 2023 TABLE OF CONTENTS Part I: Principles Chapter 1: Introduction Basic Concepts What A Test Is Types Of Tests Overview Of The Book Principles Of Psychological Testing Applications Of Psychological Testing Issues Of Psychological Testing Historical Perspective Early Antecedents Charles Darwin And Individual Differences Experimental Psychology And Psychophysical Measurement The Evolution Of Intelligence And Standardized Achievement Tests Personality Tests: 1920–1940 The Emergence Of New Approaches To Personality Testing The Period Of Rapid Changes In The Status Of Testing The Current Environment Summary Chapter 2: Norms And Basic Statistics For Testing Why We Need Statistics Scales Of Measurement Properties Of Scales Types Of Scales Permissible Operations Frequency Distributions Percentile Ranks Percentiles Describing Distributions Mean Standard Deviation Z Score Standard Normal Distribution Mccall’s T Quartiles And Deciles Norms Age-related Norms Tracking Criterion-referenced Tests Summary Chapter 3: Correlation And Regression Prof.Exams The Scatter Diagram Correlation Regression The Regression Line The Best-fitting Line Testing The Statistical Significance Of A Correlation Coefficient How To Interpret A Regression Plot Other Correlation Coefficients Terms And Issues In The Use Of Correlation Residual Standard Error Of Estimate Coefficient Of Determination Coefficient Of Alienation Shrinkage Cross Validation The Correlation-causation Problem Third Variable Explanation Restricted Range Multivariate Analysis (optional General Approach An Example Using Multiple Regression Discriminant Analysis Factor Analysis Summary Appendix 3.1: Calculation Of A Regression Equation And A Correlation Coefficient Calculation Of A Regression Equation (data From Table 3.5) Chapter 4: Reliability History And Theory Of Reliability Conceptualization Of Error Spearman’s Early Studies Basics Of Test Score Theory The Domain Sampling Model Item Response Theory Models Of Reliability Sources Of Error Time Sampling: The Test–retest Method Item Sampling: Parallel Forms Method Split-half Method Kr20 Formula Coefficient Alpha Reliability Of A Difference Score Reliability In Behavioral Observation Studies Prof.Exams Connecting Sources Of Error With Reliability Assessment Method Using Reliability Information Standard Errors Of Measurement And The Rubber Yardstick How Reliable Is Reliable What To Do About Low Reliability Summary Appendix 4.1: Using Coefficient Alpha To Estimate Split-half Reliability When The Variances For The Appendix 4.2: The Calculation Of Reliability Using Kr20 Chapter 5: Validity Defining Validity Aspects Of Validity Face Validity Content-related Evidence For Validity Criterion-related Evidence For Validity Construct-related Evidence For Validity Relationship Between Reliability And Validity Summary Chapter 6: Writing And Evaluating Test Items Item Writing Item Formats Guessing Other Possibilities Item Analysis Item Difficulty Discriminability Pictures Of Item Characteristics Linking Uncommon Measures Items For Criterion-referenced Tests Limitations Of Item Analysis Summary Chapter 7: Test Administration Why We Changed Our Minds The Examiner And The Subject The Relationship Between Examiner And Test Taker The Race Of The Tester Stereotype Threat How Stereotype Threat Does Damage Remedies For Stereotype Threat Language Of Test Taker Training Of Test Administrators Expectancy Effects Effects Of Reinforcing Responses Prof.Exams Computer-assisted Test Administration Mode Of Administration Subject Variables Summary Part II: Applications Chapter 8: Interviewing Techniques The Interview As A Test Reciprocal Nature Of Interviewing Principles Of Effective Interviewing The Proper Attitudes Responses To Avoid Effective Responses Responses To Keep The Interaction Flowing Measuring Understanding Mental Status Examination Developing Interviewing Skills Sources Of Error In The Interview Interview Validity Interview Reliability Summary Chapter 9: Theories Of Intelligence And The Binet Scales The Problem Of Defining Intelligence Binet’s Principles Of Test Construction Principle 1: Age Differentiation Principle 2: General Mental Ability Spearman’s Model Of General Mental Ability Implications Of General Mental Intelligence (g The Gf-gc Theory Of Intelligence The Early Binet Scales The 1905 Binet-simon Scale The 1908 Scale Terman’s Stanford-binet Intelligence Scale The 1916 Stanford-binet Intelligence Scale The Intelligence Quotient (iq The 1937 Scale The 1960 Stanford-binet Revision And Deviation Iq (sb -lm The Modern Binet Scale Model For The Fourth And Fifth Editions Of The Binet Scale Characteristics Of The 1986 Revision Characteristics Of The 2003 Fifth Edition Psychometric Properties Of The 2003 Fifth Edition Median Validity Prof.Exams Summary Chapter 10: The Wechsler Intelligence Scales: Wais-iv, Wisc-v, And Wppsi-iv The Wechsler Intelligence Scales Point And Performance Scale Concepts From The Wechsler–bellevue Intelligence Scale To The Wais-iv Scales, Subtests, And Indexes A Closer Look At Subtests From Raw Scores To Scaled And Index Scale Scores Index Scores Fsiqs Interpretive Features Of The Wechsler Tests Index Comparisons Pattern Analysis Hypothetical Case Studies Psychometric Properties Of The Wechsler Adult Scale Standardization Reliability Validity Evaluation Of The Wechsler Adult Scales Downward Extensions Of The Wais-iv: The Wisc-v And The Wppsi-iv The Wisc -v The Wppsi -iv Summary Chapter 11: Tests For Infants, Disabilities, And Special Populations Alternative Individual Ability Tests Compared With The Binet And Wechsler Scales Alternatives Compared With One Another Early Tests Infant Scales Major Tests For Young Children General Individual Ability Tests For Handicapped And Special Populations Testing Learning Disabilities Visiographic Tests Creativity: Torrance Tests Of Creative Thinking (ttct Individual Achievement Tests: Wide Range Achievement Test-4 (wrat -4 Summary Chapter 12: Standardized Tests In Education, Civil Service, And The Military Comparison Of Group And Individual Ability Tests Advantages Of Individual Tests Advantages Of Group Tests Overview Of Group Tests Characteristics Of Group Tests Selecting Group Tests Prof.Exams Using Group Tests Group Tests In The Schools: Kindergarten Through 12th Grade Achievement Tests Versus Aptitude Tests Group Achievement Tests Group Tests Of Mental Abilities (intelligence College Entrance Tests The New (2016) Sat The American College Test Graduate And Professional School Entrance Tests Graduate Record Examination Aptitude Test Miller Analogies Test The Law School Admission Test Nonverbal Group Ability Tests Raven Progressive Matrices Goodenough-harris Drawing Test (g-hdt The Culture Fair Intelligence Test Standardized Tests Used In The U.s. Civil Service System Standardized Tests In The U.s. Military: The Armed Services Vocational Aptitude Battery Summary Chapter 13: Applications In Clinical And Counseling Settings Strategies Of Structured Personality Test Construction Deductive Strategies Empirical Strategies Criteria Used In Selecting Tests For Discussion The Logical-content Strategy Woodworth Personal Data Sheet Early Multidimensional Logical-content Scales Mooney Problem Checklist Criticisms Of The Logical-content Approach The Criterion-group Strategy Minnesota Multiphasic Personality Inventory California Psychological Inventory (cpi )–third Edition The Factor Analytic Strategy Guilford’s Pioneer Efforts Cattell’s Contribution Problems With The Factor Analytic Strategy The Theoretical Strategy Edwards Personal Preference Schedule (epps Personality Research Form, Third Edition (prf-iii ) And Jackson Personality Inventory Revised (jpi Self-concept Combination Strategies Positive Personality Measurement And The Neo Personality Inventory–three (neo-pi -3 Prof.Exams The Neo Personality Inventory–three (neo Pi -r Frequently Used Measures Of Positive Personality Traits Rosenberg Self-esteem Scale General Self-efficacy Scale (gse Ego Resiliency Scale Revised Dispositional Resilience Scale (drs Hope Scale Life Orientation Test-revised (lot -r Satisfaction With Life Scale (swls Positive And Negative Affect Schedule (pa Nas Coping Intervention For Stressful Situations (ciss Core Self-evaluations Future Of Positive Personality Research Summary Chapter 14: Projective Personality Tests The Projective Hypothesis The Rorschach Inkblot Test Historical Antecedents Stimuli, Administration, And Interpretation Psychometric Properties An Alternative Inkblot Test: The Holtzman The Thematic Apperception Test Stimuli, Administration, And Interpretation Psychometric Properties Alternative Apperception Procedures Nonpictorial Projective Procedures Word Association Test Sentence Completion Tasks Figure Drawing Tests Summary Chapter 15: Computers And Basic Psychological Science In Testing Cognitive-behavioral Assessment Procedures Versus The Medical Model Of Assessment The Rationale For Cognitive-behavioral Assessment Early Procedures Based On Operant Conditioning Self-report Techniques The Dysfunctional Attitude Scale Irrational Beliefs Test Irrational Beliefs Inventory (ibi Cognitive Functional Analysis Psychophysiological Procedures Physiological Variables With Treatment Implications Evaluation Of Psychophysiological Techniques Prof.Exams Computers And Psychological Testing Computer-assisted Interview Computer-administered Tests Computer Diagnosis, Scoring, And Reporting Of Results Internet Usage For Psychological Testing The Computerization Of Cognitive-behavioral Assessment Tests Possible Only By Computer Computer-adaptive Testing Summary Chapter 16: Testing In Counseling Psychology Measuring Interests The Strong Vocational Interest Blank The Evolution Of The Strong Measures The Campbell Interest And Skill Survey The Reemergence Of The Strong Interest Inventory The Kuder Occupational Interest Survey The Career Assessment Inventory The Self-directed Search Eliminating Gender Bias In Interest Measurement Aptitudes And Interests Measuring Personal Characteristics For Job Placement Are There Stable Personality Traits Other Uses Of Interest Matching Methods: The Case Of Internet Dating Summary Chapter 17: Testing In Health Psychology And Health Care Neuropsychological Assessment Clinical Neuropsychology Developmental Neuropsychology Adult Neuropsychology California Verbal Learning Test (cvlt Automated Neuropsychological Testing Anxiety And Stress Assessment Stress And Anxiety The State-trait Anxiety Inventory Measures Of Coping Ecological Momentary Assessment Depression Nih Toolbox Quality-of-life Assessment What Is Health-related Quality Of Life Common Methods For Measuring Quality Of Life Mhealth And New Mobile Technologies Prof.Exams The 2015 Medical College Admissions Test (mcat Summary Chapter 18: Testing In Industrial And Business Settings Personnel Psychology—the Selection Of Employees Employment Interview Base Rates And Hit Rates Taylor-russell Tables Utility Theory And Decision Analysis Value-added Employee Assessments Incremental Validity Personnel Psychology From The Employee’s Perspective: Fitting People To Jobs The Myers-briggs Type Indicator Tests For Use In Industry: Wonderlic Personnel Test (wpt Measuring Characteristics Of The Work Setting Classifying Environments Job Analysis Measuring The Person–situation Interaction Summary Part III: Issues Chapter 19: Test Bias Why Is Test Bias Controversial The Traditional Defense Of Testing Content-related Evidence For Validity Criterion-related Sources Of Bias Other Approaches To Testing Minority Group Members Ignorance Versus Stupidity Suggestions For Solutions Ethical Concerns And The Definition Of Test Bias Thinking Differently: Finding New Interpretations Of Data Developing Different Criteria When Tests Harm Does It Matter? More Testing And Less Testing Changing The Social Environment Summary Chapter 20: Testing And The Law Laws Governing The Use Of Tests Federal Authorities Specific Laws Federal Initiatives In Education The Common Core Major Lawsuits That Have Affected Psychological Testing Early Desegregation Cases Prof.Exams Stell V. Savannah-chatham County Board Of Education Hobson V. Hansen Diana V. State Board Of Education Larry P. V. Wilson Riles Parents In Action On Special Education V. Hannon Crawford Et Al. V. Honig Et Al Marchall V. Georgia Debra P. V. Turlington Regents Of The University Of California V. Bakke Golden Rule Insurance Company Et Al. V. Washburn Et Al Adarand Constructors, Inc. V. Peña, Secretary Of Transportation, Et Al Affirmative Action In Higher Education Grutter V. Bollinger And Gratz V. Bollinger Parents V. Seattle Meredith V. Jefferson County Board Of Education Fisher V. University Of Texas Personnel Cases Cases Relevant To The Americans With Disabilities Act (ada A Critical Look At Lawsuits Summary Chapter 21: The Future Of Psychological Testing Issues Shaping The Field Of Testing Professional Issues Moral Issues Social Issues Current Trends The Proliferation Of New Tests Higher Standards, Improved Technology, And Increasing Objectivity Greater Public Awareness And Influence The Computerization Of Tests Testing On The Internet Future Trends Future Prospects For Testing Are As Promising As Ever Before Controversy, Disagreement, And Change Will Continue The Integration Of Cognitive Science And Computer Science Will Lead 1. According to recent research, growing numbers of four-year colleges are not relying on the SAT test partly because of a. budget constraints. b. diversity concerns. c. reliability issues. d. quality control. ANSWER: b 2. Psychological tests a. pertain only to overt behavior. b. always have right or wrong answers. c. do not attempt to measure traits. d. measure characteristics of human behavior. ANSWER: d 3. The specific stimulus on a test to which a person responds overtly is called a(n) a. overt event. b. answer. c. item. d. scale. ANSWER: c 4. An individual test a. involves a single examiner for two or more subjects. b. involves only tests of human ability. c. can be given to only one person at a time. d. involves more than one examiner for a single subject. ANSWER: c 5. A group test a. can be given to multiple people by one examiner. b. can be given to only three people at a time. c. involves a group of examiners for a single subject. d. involves only tests of human ability. ANSWER: a Copyright Cengage Learning. Powered by Cognero. Page 1 Name: Class: Date: Chapter 01: Introduction 6. Previous learning can best be described as a. achievement. b. aptitude. c. intelligence. d. ability. ANSWER: a 7. The potential for learning a specific skill can best be described as a. achievement. b. aptitude. c. intelligence. d. ability. ANSWER: b 8. One’s general potential, independent of prior learning, can best be described as a. achievement. b. aptitude. c. intelligence. d. ability. ANSWER: c 9. Achievement, aptitude, and intelligence can be encompassed by the term a. human potential. b. human traits. c. human personality. d. human ability. ANSWER: d 10. Structured personality tests a. require you to produce something spontaneously. b. require you to choose between two or more alternative responses. c. involve an ambiguous test stimulus about which the response is structured. d. involve an ambiguous test response. ANSWER: b Copyright Cengage Learning. Powered by Cognero. Page 2 Name: Class: Date: Chapter 01: Introduction 11. The main purpose of psychological testing is to evaluate a. covert behavior. b. individual differences. c. personality traits. d. overt behavior. ANSWER: b 12. Projective personality tests a. provide a statement, usually of the self-report variety. b. require the subject to choose between two or more alternative responses. c. are unstructured. d. are structured. ANSWER: c 13. Tests that measure an individual’s typical behavior are called a. ability tests. b. personality tests. c. intelligence tests. d. group tests. ANSWER: b 14. Tests that provide a statement, usually of the self-report variety, and require the subject to choose between two or more alternative responses, are called a. group tests. b. individual tests. c. structured personality tests. d. projective personality tests. ANSWER: c 15. Personality tests in which the test stimulus and/or required response are ambiguous are called a. projective personality tests. b. structured personality tests. c. individual personality tests. d. achievement personality tests. ANSWER: a Copyright Cengage Learning. Powered by Cognero. Page 3 Name: Class: Date: Chapter 01: Introduction 16. Which of the following is true of tests? a. Tests produce explicit data that are subject to scientific study. b. Tests are successful in separating prior learning from potential for learning. c. Very few tests can actually predict behavior. d. Tests can provide insight into overt but not covert behavior. ANSWER: a 17. Which of the following relates raw test scores to theoretical or empirical distributions? a. Transforms b. Reliability c. Scales d. Theories ANSWER: c 18. The general potential to solve problems, adapt, and profit from experience is called a. ability. b. achievement. c. prediction. d. intelligence. ANSWER: d 19. Which of the following is the most important function of testing? a. To determine what sort of treatment or other intervention is appropriate b. To develop accurate portraits of individuals c. To discriminate among related constructs d. To differentiate among individuals taking the test ANSWER: d 20. When you gather information through verbal interaction, you are using a(n) a. individual test. b. interview. c. group test. d. brainstorming. ANSWER: b Copyright Cengage Learning. Powered by Cognero. Page 4 Name: Class: Date: Chapter 01: Introduction 21. If one can depend upon the results of a particular test to be consistently accurate, the test can be said to be a. valid. b. structured. c. unambiguous. d. reliable. ANSWER: d 22. A test that yields dependable and consistent results is ____. a. meaningful b. objective c. reliable d. valid ANSWER: c 23. The validity of a psychological test refers to its a. dependability. b. meaning. c. objectivity. d. fairness. ANSWER: b 24. If a particular test “X” is designed to measure success in a particular job, and it is accurate and useful for that purpose, then the test is said to be a. valid. b. structured. c. ambiguous. d. reliable. ANSWER: a 25. Test administration refers to the a. construction of the test. b. validation of the test. c. act of taking a test. d. act of giving a test. ANSWER: d Copyright Cengage Learning. Powered by Cognero. Page 5 Name: Class: Date: Chapter 01: Introduction 26. What evolutionary constructs did Galton apply in his book Hereditary Genius? a. Genetics and epigenetics b. Survival of the fittest and individual differences c. Random differences and population variation d. Evolution and selective breeding ANSWER: b 27. The origins of testing can be traced to a. Egypt. b. England. c. China. d. Russia. ANSWER: c 28. The use of test batteries was common by the time of the a. Ling Dynasty. b. Han Dynasty. c. Tam Dynasty. d. Nam Dynasty. ANSWER: b 29. Two or more tests that are given together and relate seemingly diverse topics are called a. structured. b. unstructured. c. batteries. d. portfolios. ANSWER: c 30. Sir Francis Galton set out to show a. that some humans possessed characteristics that made them more fit than other humans. b. that humans did not differ significantly from each other. c. that life evolved on this planet partially because of individual differences among individual forms of life within a species or type of animal. d. that the concept of survival of the fittest was essentially incorrect. ANSWER: a Copyright Cengage Learning. Powered by Cognero. Page 6 Name: Class: Date: Chapter 01: Introduction [Show More]

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