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SECTION 1 Characteristics of Psychological Tests
CHAPTER FOCUS SECTION 1 Characteristics of Psychological Tests SECTION 2 Intelligence Testing SECTION 3 Measuring Achievement, Abilities, and Interests SECTION 4 Personality Testing CHAPTER SUMMARY CHAPTER ASSESSMENT Click a hyperlink to go to the corresponding section. Press the ESC key at any time to exit the presentation. Contents

Chapter Objectives Section 1: Characteristics of Psychological Tests
Examine the characteristics that make a psychological test useful: reliability, validity, and standardization.  Section 2: Intelligence Testing Explore the ways in which IQ tests are used to measure intelligence and explain the various theories of what constitutes intelligence. Click the mouse button or press the Space Bar to display the information. Chapter Focus 1

Chapter Objectives (cont.)
Section 3: Measuring Achievement, Abilities, and Interests Describe the various tests psychologists have developed to assess special abilities and experiences.  Section 4: Personality Testing Explain how personality tests are used to assess personality characteristics and identify problems. Chapter Focus 2

Click the mouse button to return to the Contents slide.
End of Chapter Focus

Reader’s Guide Main Idea Objectives
To be useful, tests have to exhibit reliability, validity, and standardization.  Objectives Identify three ways of measuring reliability.  Explain test standardization and how test validity is assessed. Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 343 of your textbook. Section 1-1

Click the Speaker button to listen to Exploring Psychology.
Reader’s Guide (cont.) Vocabulary reliability  validity  percentile system  norms Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 1 begins on page 343 of your textbook. Section 1-2

Introduction Tests can be somewhat useful… 
in predicting how well a person might do in a particular career.  in assessing an individual’s desires, interests, and attitudes.  in revealing psychological problems.  One virtue of standardized tests is that they can provide comparable data about many individuals. Click the mouse button or press the Space Bar to display the information. Section 1-3

Introduction (cont.) Further, psychologists can use some tests to help people understand things about themselves more clearly.  One of the great dangers of testing is that we tend to forget that tests are merely tools for measuring and predicting human behavior.  The fairness and usefulness of a test depend on several factors: its reliability, its validity, and standardization. Click the mouse button or press the Space Bar to display the information. Section 1-4

Test Reliability The term reliability refers to a test’s consistency–its ability to yield the same result under a variety of different circumstances. reliability the ability of a test to give the same results under similar conditions Section 1-5

Test Reliability (cont.)
There are three basic ways of determining a test’s reliability:  test-retest reliability–If a person retakes the test or takes a similar test within a short time after the first testing, does he or she receive approximately the same score?  inter-scorer reliability–The test yields the same results when scored at different times by different people.  split-half reliability–Divide the test in half and scores each half separately; the two scores are approximately the same. Click the mouse button or press the Space Bar to display the information. Section 1-6

Test Reliability (cont.)
In checking tests for reliability, psychologists try to prevent variables from influencing a person’s score.  All kinds of irrelevant matters can interfere with a test. Click the mouse button or press the Space Bar to display the information. Section 1-7

Judging Reliability On the left, the test scores obtained by seven individuals are ordered on a scale. On the right, the corresponding scores on a second version of the same test, given at a later time, are ordered. In the upper diagram, the two sets of scores correspond very closely– meaning that the test is highly reliable. Click the mouse button or press the Space Bar to display the information. Chart 1-1

Test Validity A test may be reliable but still not valid. 
Validity is the ability of a test to measure what it is intended to measure.  Determining the validity of a test is more complex than assessing its reliability.  One of the chief methods for measuring validity is to find out how well a test predicts performance–its predictive validity. validity the ability of a test to measure what it is intended to measure Click the mouse button or press the Space Bar to display the information. Section 1-8

Judging Validity The lower diagram might represent the comparison of scores on the “head size” test of intelligence with school grades on the right. (The “head size” test is simply measuring the size of a student’s head.) The upper diagram might represent the result of comparing the Stanford-Binet Intelligence Scale scores with school grades. Click the mouse button or press the Space Bar to display the information. Chart 1-2

Standardization Tests must be standardized. 
Standardization refers to two things.  First, standardized tests must be administered and scored the same way every time.  Second, standardization refers to establishing the norm, or average score, made by a large group of people. Section 1-9

Establishing Norms Once a test result is obtained, the examiner must translate the score into something useful.  When psychologists design a test to be used in a variety of settings, they usually set up a scale for comparison by establishing norms. Click the mouse button or press the Space Bar to display the information. Section 1-10

Establishing Norms (cont.)
This is usually done by transforming raw test scores into a percentile system, which resembles what is called “grading on the curve.”  In the percentile system, the scores actually achieved on the test are placed in order, ranging from the highest to the lowest. percentile system ranking of test scores that indicates the ratio of scores lower and higher than a given score. Click the mouse button or press the Space Bar to display the information. Section 1-11

Each score is then compared with this list and assigned a percentile according to the percentage of scores that fall at or below this point.  The test is given to a large representative sample of the group to be measured.  Percentiles are then established on the basis of the scores achieved by this standardization group. Click the mouse button or press the Space Bar to display the information. Section 1-12

Establishing Percentiles
Section 1-12

These percentiles are called the test’s norms.  Most of the intelligence, aptitude, and personality tests you will encounter have been provided with norms in this way.  Norms refer only to what has been found to be average for a particular group. norms standard of comparison for test results developed by giving the test to large, well- defined groups of people Click the mouse button or press the Space Bar to display the information. Section 1-13

Click the mouse button or press the Space Bar to display the answer.
Section Assessment Review the Vocabulary What is meant when we ask about the reliability or validity of a test? Reliability refers to a test’s consistency over time and across test takers. Validity refers to a test’s ability to assess what it was designed to assess. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 1

Section Assessment (cont.) Visualize the Main Idea Using a diagram similar to the one on page 347 of your textbook, identify three measures of a test’s reliability. Test-retest reliability measures the test’s ability to produce a measurement (score) that is stable over time. Inter-scorer reliability refers to the test’s ability to yield the same results when scored at different times by different people. Split-half reliability is measured by dividing the test in half and scoring each half separately. The two scores should be approximately the same. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 2

Section Assessment (cont.) Recall Information What does it mean if a test is standardized? Why do we standardize tests? Standardized tests are administered and scored the same way each time and norms have been established. Tests are standardized to prevent errors in assessing the test taker. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 3

Section Assessment (cont.) Think Critically Do you think an intelligence test would be a valid test for measuring a person’s knowledge of a foreign language? Explain. No, an intelligence test does not relate specifically to knowledge of or ability to learn a foreign language. Click the mouse button or press the Space Bar to display the answer. Section 1-Assessment 4

Section 1-Assessment Close
Section Assessment (cont.) Write an explanation of percentile ranking. Section 1-Assessment Close

End of Section 1

Several IQ tests are used to measure intelligence, although there are many views about what constitutes intelligence.  Objectives Explain the various views of intelligence.  Identify two kinds of IQ tests. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 348 of your textbook. Section 2-1

Reader’s Guide (cont.) Vocabulary intelligence  two-factor theory  triarchic theory  emotional intelligence  intelligence quotient (IQ)  heritability  cultural bias Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 2 begins on page 348 of your textbook. Section 2-2

Views of Intelligence Psychologists do not agree on the meaning of the word intelligence.  Most believe that intelligence is the ability to acquire new ideas and new behavior and to adapt to new situations.  Over the years, psychologists have presented several different views of intelligence. intelligence the ability to acquire new ideas and new behavior, and to adapt to new situations Click the mouse button or press the Space Bar to display the information. Section 2-3

Two-Factor Theory of Intelligence
British psychologist Charles Spearman proposed his two-factor theory of intelligence in  The first factor, g, represents a person’s general intelligence.  A second factor, s, represents a person’s specific mental abilities, such as verbal or math skills. two-factor theory proposes that two factors contribute to an individual’s intelligence Click the mouse button or press the Space Bar to display the information. Section 2-4

Two-Factor Theory of Intelligence (cont.)
Spearman believed that every individual had a certain level of general intelligence.  Critics argue that g does not measure many other kinds of mental abilities such as motor, musical, or creative abilities. Click the mouse button or press the Space Bar to display the information. Section 2-5

Thustone’s Theory of Intelligence
A major opponent of Spearman’s theory was L.L. Thurstone (1938).  After running tests, Thurstone concluded that there was no evidence for the general intelligence that Spearman had identified.  Instead, Thurstone proposed that intelligence is composed of seven primary mental abilities. Click the mouse button or press the Space Bar to display the information. Section 2-6

Thurstone’s Seven Primary Mental Abilities
Chart 2-1

Gardner’s Theory of Multiple Intelligences
Psychologist Howard Gardner (1983) rejected the traditional idea of intelligence as primarily the ability to think logically.  Gardner argues for a broader perspective that includes eight types of intelligence. Click the mouse button or press the Space Bar to display the information. Section 2-7

Gardner’s Theory of Multiple Intelligences (cont.)
Gardner’s eight types of intelligence are:  verbal ability  logical-mathematical reasoning skills  spatial ability  musical ability  body-kinesthetic ability  interpersonal skills  intrapersonal skills  naturalist intelligence Click the mouse button or press the Space Bar to display the information. Section 2-8

Gardner’s Theory of Multiple Intelligences (cont.)
Gardner is also considering a ninth intelligence, “existential intelligence.”  Gardner’s research on the results of brain disease convinced him that humans possess these eight different and often unrelated intellectual capacities or “intelligences.”  Critics of Gardner’s theory argue that some of what Gardner called “intelligence” are really skills. Click the mouse button or press the Space Bar to display the information. Section 2-9

Gardner’s Multiple Intelligences
Chart 2-2

Sternberg’s Theory of Intelligence
Robert Sternberg (1985) proposed a triarchic theory, or three-part theory, of intelligence.  Sternberg proposed that intelligence can be divided into three ways of processing information. triarchic theory proposes that intelligence can be divided into three ways of processing information term 2 text Click the mouse button or press the Space Bar to display the information. Section 2-10

Sternberg’s Theory of Intelligence (cont.)
The first way is using analytical thinking skills, or the ability to solve problems.  The second way is applying creative thinking to solving problems and the ability to deal with new situations.  The third is using practical thinking skills to help adjust to and cope with one’s environment.  Sternberg’s theory makes it difficult to actually measure intelligence, at least with traditional types of measurements. Click the mouse button or press the Space Bar to display the information. Section 2-11

Emotional Intelligence
Another type of “intelligence” has been raised in the popular press and television.  Called emotional intelligence, it is related to Gardner’s concepts of interpersonal and intrapersonal intelligences. emotional intelligence includes four major aspects of interpersonal and intrapersonal intelligences Click the mouse button or press the Space Bar to display the information. Section 2-12

Emotional Intelligence (cont.)
Emotional intelligence has four major aspects (Mayer & Salovey, 1997):  the ability to perceive and express emotions accurately and appropriately  the ability to use emotions while thinking  the ability to understand emotions and use the knowledge effectively  the ability to regulate one’s emotions to promote personal growth  Some psychologists, however, argue that emotional intelligence is simply a measurement of extroversion. Click the mouse button or press the Space Bar to display the information. Section 2-13

The Development of Intelligence Tests
Among the most widely used and widely disputed tests are those that are designed to measure “intelligence” and yield an “IQ” score.  Alfred Binet, a French psychologist, worked with Theodore Simon to develop a useful intelligence test.  Binet assumed that whatever intelligence was, it increased with age. Click the mouse button or press the Space Bar to display the information. Section 2-14

The Development of Intelligence Tests (cont.)
By asking the same questions of many children, Binet determined the average age at which a particular question could be answered.  If a child of 12 could answer the 9-year-old-level questions but not the questions for 10-year-olds and 11-year-olds, he or she was said to have a mental age of 9.  Thus a slow learner was one who had a mental age that was less than his or her chronological age. Click the mouse button or press the Space Bar to display the information. Section 2-15

The Stanford-Binet Intelligence Scale
The Binet test currently used in the United States is a revision created at Stanford University–the Stanford-Binet Intelligence Scale (Terman & Merrill, 1973).  The Stanford-Binet, like the original test, groups test items by age level. Click the mouse button or press the Space Bar to display the information. Section 2-16

The Stanford-Binet Intelligence Scale (cont.)
The IQ, or intelligence quotient, was originally computed by dividing a child’s mental age by chronological age and multiplying by 100.  Although the basic principles behind the calculation of IQ remain, scores are figured in a slightly different manner today. intelligence quotient (IQ) standardized measure of intelligence based on a scale in which 100 is average Click the mouse button or press the Space Bar to display the information. Section 2-17

The Stanford-Binet Intelligence Scale (cont.)
Researchers assign a score of 100 to the average performance at any given age.  Then, IQ values are assigned to all the other test scores for this age group.  Today, instead of the Stanford-Binet test, the Otis-Lennon Ability Test is often used.  This test seeks to measure the cognitive abilities that relate a student’s ability to learn and succeed in school. Click the mouse button or press the Space Bar to display the information. Section 2-18

The Wechsler Tests Three frequently used intelligence tests are: 
the revised versions of the Wechsler-Adult Intelligence Scale, now called WAIS-R (Wechsler, 1981) for adults  the Wechsler Intelligence Scale for Children, now called WISC-III (Wechsler, 1981) for children 6 to 16 years old  the Wechsler Preschool and Primary Scales of Intelligences (WPPSI-R) for children 4 to 61/2 years old Click the mouse button or press the Space Bar to display the information. Section 2-19

The Wechsler Tests (cont.)
In addition to yielding one overall score, the Wechsler tests yield percentile scores in several areas.  These ratings are used to compute separate IQ scores for verbal and performance abilities.  This type of scoring provides a more detailed picture of the individual’s strengths and weaknesses than a single score does. Click the mouse button or press the Space Bar to display the information. Section 2-20

Sample Items on the Wechsler Tests
Chart 2-3

The Uses and Meanings of IQ Scores
In general, the norms for intelligence tests are established in such a way that most people score near 100.  IQ scores are quite accurate in predicting which people will do well in schools, colleges, and universities.  Critics of IQ testing wonder, however, whether such tests actually measure “intelligence” or just the ability to take a test. Click the mouse button or press the Space Bar to display the information. Section 2-21

Distribution of IQ Scores
Chart 2-4

Controversy Over IQTesting
Much of the debate about IQ testing centers around the following issues: do genetic differences or environmental inequalities cause two people to receive different scores on intelligence tests? Section 2-22

Nature vs. Nurture To determine whether genetics or environment affects scores on intelligence tests, researchers study the results from testing of people with varying degrees of genetic relationship.  In regard to intelligence, researchers have found a high degree of heritability.  The question of cultural bias in intelligence tests has also been controversial. heritability the degree to which a characteristic is related to genetic, inherited factors Click the mouse button or press the Space Bar to display the information. Section 2-23

Nature vs. Nurture (cont.)
The best way to study the effect of nature and nurture is to study identical twins who have been separated at birth and raised in different homes.  Dr. Tom Bouchard, who has studied more than 100 sets of twins since 1979, concluded that IQ is affected by genetic factors.  Regarding environment, studies show that brothers and/or sisters raised in the same environment are more likely to have similar IQs than siblings raised apart. Click the mouse button or press the Space Bar to display the information. Section 2-24

Nature vs. Nurture (cont.)
Some researchers study the effects of the environment on IQ factors by focusing on preschool programs.  Each year of school missed may drop a person’s IQ as much as 5 points (Ceci, 1991).  The richness of the home environment, the quality of food, and the number of brothers and sisters in the family all affect IQ.  Both heredity and environment have an impact on intelligence. Click the mouse button or press the Space Bar to display the information. Section 2-25

Cultural Bias A major criticism of intelligence tests is that they have a cultural bias.  Psychologists admit that some tests have been biased because they assess accumulated knowledge, which is dependent on a child’s environment and opportunities in that environment. cultural bias an aspect in an intelligence test in which wording used in questions may be more familiar to people of one social group than to another social group Click the mouse button or press the Space Bar to display the information. Section 2-25

Cultural Bias (cont.) As a consequence, efforts have been made to make the tests less biased.  However, it is unlikely that a test will ever be developed that will be completely free of cultural bias.  All tests are based on the assumptions of a particular culture. Click the mouse button or press the Space Bar to display the information. Section 2-25

The Dove Counterbalance Intelligence Test
Click the mouse button or press the Space Bar to display the information. Chart 2-5

Section Assessment Review the Vocabulary What are the two-factor and triarchic theories of intelligence? The two-factor theory identifies a general intelligence, g factor, and a second factor, s, that represents a person’s specific abilities. The triarchic theory identifies three parts to intelligence: analytical thinking, creative thinking, and practical thinking. Click the mouse button or press the Space Bar to display the answer. Section 2-Assessment 1

Section Assessment (cont.) Visualize the Main Idea Using a chart similar to the one on page 357 of your textbook, describe how the two major tests of intelligence are scored. Stanford-Binet: Mental age/Chronological age x 100 Wechsler: an overall score and percentile scores in vocabulary, information, arithmetic, picture arrangement, and so on. Click the mouse button or press the Space Bar to display the answer. Section 2-Assessment 2

Section Assessment (cont.) Recall Information What are Gardner’s eight types of intelligence? Gardner’s eight types of intelligence are verbal/linguistic, logical-mathematical, spatial, musical, body-kinesthetic, interpersonal, intrapersonal, and naturalist. Click the mouse button or press the Space Bar to display the answer. Section 2-Assessment 3

Section Assessment (cont.) Think Critically Which has the greatest effect on intelligence– nature or nurture? Explain. Answers will vary. Heredity likely determines a basic range for intelligence, but nurture affects where in that range a person falls. Click the mouse button or press the Space Bar to display the answer. Section 2-Assessment 4

Section Assessment (cont.) Give examples of people you know who, without testing, appear to have a high level of intelligence for each type. verbal/linguistic logical-mathematical spatial musical How did you identify the person? body-kinesthetic interpersonal intrapersonal naturalist Click the mouse button or press the Space Bar to display the answer. Section 2-Assessment Close

End of Section 2

Psychologists have developed tests to assess special abilities and experiences.  Objectives Identify the most widely used aptitude tests, achievement tests, and interest tests.  Explain the application of aptitude tests, achievement tests, and interest tests. Click the mouse button or press the Space Bar to display the information. Section 3 begins on page 359 of your textbook. Section 3-1

Reader’s Guide (cont.) Vocabulary aptitude test  achievement test  interest test Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 3 begins on page 359 of your textbook. Section 3-2

Introduction Intelligence tests are designed to measure a person’s overall ability to solve problems that involve symbols such as words, numbers, and pictures.  Psychologists have developed other tests to assess special abilities and experiences.  These include aptitude tests, achievement tests, and interest tests. Click the mouse button or press the Space Bar to display the information. Section 3-3

Aptitude Tests Aptitude tests attempt to discover a person’s talents and to predict how well he or she will be able to learn a new skill.  They are assessed primarily in terms of their predictive validity.  Two such tests are the Differential Aptitude Test (DATE) and the General Aptitude Test Battery (GATB). aptitude test estimates the probability that a person will be successful in learning a specific new skill Click the mouse button or press the Space Bar to display the information. Section 3-4

Aptitude Tests (cont.) The GATB is the most widely used of these tests.  The SAT and the American College Test (ACT) are general aptitude tests.  These tests were designed to predict a student’s success in college. Click the mouse button or press the Space Bar to display the information. Section 3-5

The GATB Chart 3-1

Achievement Tests Achievement tests are designed to measure how much a person has already learned in a particular area.  Such tests not only enable an instructor to assess a student’s knowledge, but they also help students assess their progress for themselves. achievement test measures how much a person has learned in a given subject or area Click the mouse button or press the Space Bar to display the information. Section 3-6

Achievement Tests (cont.)
The distinction between achievement and aptitude tests has become somewhat blurred.  The distinction between the two types of tests rests more on purpose and validation than on content.  If a test is used to predict future ability, it is considered an aptitude test.  If it is used to assess what a person already knows, it is an achievement test. Click the mouse button or press the Space Bar to display the information. Section 3-7

Achievement Tests (cont.)
Computers are often used to administer achievement tests.  One computer-based method is called “adaptive testing” or “tailored testing” (Weiss & Vale, 1987).  With an adaptive test the order of questions is changed by the computer as it adapts the test to the individual’s performance.  The purpose of this testing method is to measure your ability by finding the difficulty level where you correctly answer most, but not all, of the problems (70 percent, for example). Click the mouse button or press the Space Bar to display the information. Section 3-8

Interest Tests The instruments for measuring interests are fundamentally different from the instruments for measuring abilities.  The answers to questions on an interest or a personality test, however, are not scored as right or wrong.  The essential purpose of an interest test is to determine a person’s preferences, attitudes, and interests. interest test measures a person’s preferences, attitudes, and interests in certain activities Click the mouse button or press the Space Bar to display the information. Section 3-9

Interest Tests (cont.) Most interest tests compare the test taker’s responses to the responses given by people in clearly defined groups, such as professions or occupations.  When constructing the widely used Campbell Interest and Skill Survey (Campbell, 1992), psychologists compared the responses of people who are successfully employed in different occupations to the responses of “people in general.” Click the mouse button or press the Space Bar to display the information. Section 3-10

Interest Tests (cont.) The Kuder Preference Record (KRP) is based on the same principle.  The purpose of these measures is to help people find the career that is right for them.  It is important to note that although interest tests can be of great value to people who are undecided about the career path they should take, tests provide only one source of information on career choice. Click the mouse button or press the Space Bar to display the information. Section 3-11

The KPR Chart 3-2

Section Assessment Review the Vocabulary Write a short paragraph explaining what aptitude, achievement, and interest tests are designed to measure. Aptitude tests can be used to help a person discover his or her talents and to predict the ability of a person to learn a new skill. Achievement tests measure how much a person has already learned in the area being tested. Interest tests assess a person’s preferences, attitudes, and interests. Click the mouse button or press the Space Bar to display the answer. Section 3-Assessment 1

Section Assessment (cont.) Visualize the Main Idea Using a diagram similar to the one on page 362 of your textbook, identify why an individual might take an aptitude, achievement, or interest test. aptitude test–career direction; achievement test–demonstrate the body of knowledge that has been learned; interest test–categorize likes and preferences to help determine career direction Click the mouse button or press the Space Bar to display the answer. Section 3-Assessment 2

Section Assessment (cont.) Recall Information What is the content validity of a test? What is the predictive validity of a test? Content validity refers to the test’s ability to measure correctly the body of knowledge the participant has already learned; predictive validity refers to the test’s ability to assess the person’s likely success. Click the mouse button or press the Space Bar to display the answer. Section 3-Assessment 3

Section Assessment (cont.) Think Critically Do you think a person should base his or her career choice on the results of an interest test? Why? Explain your reasons. Answers will vary. Career choices should not be made based on one set of tests; it will, however, provide direction to narrow down one’s career choices. Click the mouse button or press the Space Bar to display the answer. Section 3-Assessment 4

Section Assessment (cont.) Create a list showing the three types of tests, giving an example of each, and explaining when each would be used. Click the mouse button or press the Space Bar to display the answer. Section 3-Assessment Close

End of Section 3

Personality tests are used to assess personality characteristics and to identify problems.  Objectives Identify the most widely used personality tests.  Describe the use of personality tests. Click the mouse button or press the Space Bar to display the information. Section 4 begins on page 363 of your textbook. Section 4-1

Reader’s Guide (cont.) Vocabulary personality test  objective test projective test Click the Speaker button to listen to Exploring Psychology. Click the mouse button or press the Space Bar to display the information. Section 4 begins on page 363 of your textbook. Section 4-2

Introduction Psychologists and psychiatrists use personality tests to assess personality characteristics.  These also help to identify problems and psychological disorders, as well as to predict how a person might behave in the future.  Some of these tests are objective tests, while others are projective tests. personality tests assesses personality characteristics and identifies problems Click the mouse button or press the Space Bar to display the information. Section 4-3

Objective Personality Tests
Some of the most widely used tests in personality testing are based on simple pencil-and-paper responses.  Objective tests are forced-choice tests; that is, a person must select one of a small number of possible responses. objective test a forced-choice test (in which a person must select one of several answers) designed to study personality characteristics Click the mouse button or press the Space Bar to display the information. Section 4-4

The MMPI One of the most widely used tests for general personality assessment is the Minnesota Multiphasic Personality Inventory (MMPI).  The MMPI was revised, updated, and published in 1990, resulting in the MMPI-2.  The test consists of 567 statements to which a person can respond true, false, or cannot say. Click the mouse button or press the Space Bar to display the information. Section 4-5

The MMPI (cont.) The items on the MMPI reveal habits, fears, delusions, sexual attitudes, and symptoms of psychological disorders.  Psychologists originally developed the test to help diagnose psychiatric disorders.  Although the statements that relate to a given characteristic are scattered throughout the test, the answers to them can be pulled out and organized into ten clinical scales. Click the mouse button or press the Space Bar to display the information. Section 4-6

The MMPI (cont.) In creating the original MMPI, the test makers did not try to think up statements that would identify depression, anxiety, and so forth.  They also retained for the test those questions that discriminated among groups such as depressed people, well adjusted people, and so on.  As a result, many of the items on the test may cause critics to question the test’s validity. Click the mouse button or press the Space Bar to display the information. Section 4-7

The MMPI (cont.) The subject of thousands of studies, the MMPI has been one of the most frequently used psychological tests (Lubin, Larsen, & Matarazzo, 1984).  Most psychologists believe that scores on the MMPI should be supplemented and confirmed with interviews and observation for proper diagnosis. Click the mouse button or press the Space Bar to display the information. Section 4-8

MMPI Scales Chart 4-1a

MMPI Scales (cont.) Chart 4-1b

The CPI Similar to the MMPI is the California Psychological Inventory (CPI), developed to assess the “normal person.”  The CPI is used to predict things like adjustment to stress, leadership, and job success.  Although it is known to be fairly valid and reliable, the CPI can prove faulty for an individual.  The test results may point out that the individual has a problem when that individual really does not have a problem. Click the mouse button or press the Space Bar to display the information. Section 4-9

The Meyers-Briggs Test
Another popular personality test is the Meyers-Briggs test.  The test focuses on how a person takes in information and makes decisions, and the person’s basic day-to-day lifestyle.  This test characterizes personality on four different scales:  extrovert vs. introvert  intuitive vs. sensing  feeling vs. thinking  judging vs. perceptive Click the mouse button or press the Space Bar to display the information. Section 4-10

The Meyers-Briggs Test (cont.)
The creators of the Meyers-Briggs test believe that each person’s personality is a combination of these characteristics.  The purpose of the test is to offer test takers an evaluation of their personalities so that they may better understand how they relate to others and how others relate to them.  With this knowledge, the creators of the test hope to help people live more productive, rewarding lives. Click the mouse button or press the Space Bar to display the information. Section 4-11

Projective Personality Tests
Unlike objective tests, projective tests encourage test takers to respond freely, giving their own interpretations of various test stimuli.  These tests are open-ended examinations that invite people to tell stories about pictures, diagrams, or objects. projective tests an unstructured test in which a person is asked to respond freely, giving his or her own interpretation of various ambiguous stimuli Click the mouse button or press the Space Bar to display the information. Section 4-12

Projective Personality Tests (cont.)
The idea is that because the test material has no established meaning, the test taker will project his or her unconscious feelings onto the test items. Section 4-13

The Rorschach Inkblot Test
The best-known and most widely discussed projective measure is the Rorschach inkblot test, developed by Swiss psychiatrist Hermann Rorschach in  Rorschach created 10 cards with inkblot designs and a system for interpreting responses.  To administer the test, a psychologist hands the ink blots one by one to the test taker, asking the person to say what he or she sees. Click the mouse button or press the Space Bar to display the information. Section 4-14

The Rorschach Inkblot Test (cont.)
The psychologist then asks certain general questions in an attempt to discover what aspects of the ink blot determined the person’s response.  The theory underlying the test is that anything that someone does or says will reveal an aspect of that person’s personality.  Many researchers have criticized the Rorschach, charging that the scoring systems are neither reliable nor valid. Click the mouse button or press the Space Bar to display the information. Section 4-15

The TAT The second most widely used projective measure was developed by Henry Murray (1943).  The Thematic Apperception Test (TAT) consists of a series of 20 cards containing pictures of vague but suggestive situations.  The individual is asked to tell a story about the picture, indicating how the situation shown on the card developed, what the characters are thinking and feeling, and how it will end. Click the mouse button or press the Space Bar to display the information. Section 4-16

The TAT (cont.) The TAT is used to urge clients to speak freely about their problems.  As with the Rorschach, there are many different scoring systems for the TAT.  The test can also be used to assess personality problems of individuals. Click the mouse button or press the Space Bar to display the information. Section 4-17

Approaches to Reducing Test Anxiety
Chart 4-2

Section Assessment Review the Vocabulary What is the difference between objective and projective tests? Objective personality tests force participants to select an answer among the various choices. Projective tests are open-ended and allow the participant to formulate his or her own responses. Click the mouse button or press the Space Bar to display the answer. Section 4-Assessment 1

Section Assessment (cont.) Visualize the Main Idea Using a chart similar to the one on page 368 of your textbook, identify the characteristics of the Rorschach inkblot test and the Thematic Apperception Test (TAT). The information in your charts should demonstrate an understanding of the Rorschach test and the TAT. Click the mouse button or press the Space Bar to display the answer. Section 4-Assessment 2

Section Assessment (cont.) Recall Information How does the CPI differ from the MMPI? How does the CPI differ from the Meyers-Briggs test? Unlike the MMPI, the CPI does not have any of the questions that reveal psychological illnesses. The CPI measures traits such as responsibility, self-control, and tolerance. The Meyers-Briggs test characterizes personality on four different scales. Click the mouse button or press the Space Bar to display the answer. Section 4-Assessment 3

Section Assessment (cont.) Think Critically What are the advantages and disadvantages of using objective personality tests versus projective personality tests? Objective personality tests are more reliable because inter-scorer reliability is much higher. They can also identify personality disorders more specifically than projective tests. The primary disadvantage is that they force people to make a choice when none of the options may truly reflect the person’s personality. Click the mouse button or press the Space Bar to display the answer. Section 4-Assessment 4

Section Assessment (cont.) Rate the MMPI, CPI, Rorschach, and TAT tests for reliability and validity. Use rating scales from high to low. Section 4-Assessment Close

End of Section 4

Section 1: Characteristics of Psychological Tests
There are three basic ways of determining a test’s reliability–test-retest, scorer or inter-scorer, and split-half reliability.  One of the chief methods for measuring validity is to find out how well a test predicts performance.  Tests must be standardized–they must be administered and scored the same way every time, and they must have established norms. Click the mouse button or press the Space Bar to display the information. Chapter Summary 1

Section 2: Intelligence Testing
Charles Spearman proposed that two factors contributed to a person’s intelligence.  L.L. Thurstone proposed that intelligence is composed of seven primary mental abilities.  Howard Gardner proposed that there are eight types of intelligence.  Two major intelligence tests are the Stanford-Binet and the Wechsler tests. Click the mouse button or press the Space Bar to display the information. Chapter Summary 3

Section 2: Intelligence Testing (cont.)
Much of the debate about IQ testing centers around whether genetic differences or environmental inequalities affect performance on intelligence tests. Click the mouse button or press the Space Bar to display the information. Chapter Summary 4

Section 3: Measuring Achievement, Abilities, and Interests
Aptitude tests attempt to discover a person’s talents and to predict how well he or she will be able to learn a new skill.  Achievement tests are designed to measure how much a person has already learned in a particular area.  Interest tests are used to determine a person’s preferences, attitudes, and interests. Click the mouse button or press the Space Bar to display the information. Chapter Summary 5

Section 4: Personality Testing
Personality tests can be objective or projective.  One of the most widely used objective personality tests is the Minnesota Multiphasic Personality Inventory (MMPI).  The two major projective personality tests are the Rorschach inkblot test and the Thematic Apperception Test (TAT). Click the mouse button or press the Space Bar to display the information. Chapter Summary 7

End of Chapter Summary

Click the mouse button or press the Space Bar to display the answers.
Reviewing Vocabulary Use the correct term or concept to complete the following sentences. 1. A test’s __________ are the percentiles established on the basis of the scores achieved by a standardization group. 2. The ability of a test to measure what it is intended to measure is its __________. 3. Researchers have found a great degree of __________, a measure of the degree to which a characteristic is related to genetic factors. 4. The ___________ of intelligence proposes that intelligence can be divided into three ways of processing information. norms validity heritability tiarchic theory Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 1

Reviewing Vocabulary (cont.) Use the correct term or concept to complete the following sentences. 5. In a(n) __________ test, a person is asked to give his or her own interpretations of various test stimuli. 6. __________ occurs when the wording used in questions may be more familiar to people of one cultural group than to another. 7. The ability of a test to yield the same result under a variety of different circumstances is its __________. 8. A person’s __________________ is related to concepts of interpersonal and intrapersonal intelligences. projective Cultural bias reliability emorional intelligence Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 2

Reviewing Vocabulary (cont.) Use the correct term or concept to complete the following sentences. 9. __________ is the ability to acquire new ideas and new behavior and to adapt to new situations. 10. In a(n) __________ test, a person must select one of a small number of possible responses. Intelligence objective Click the mouse button or press the Space Bar to display the answers. Chapter Assessment 3

Recalling Facts What is the validity of a test? How is the validity of a test determined? Validity is the ability of a test to measure what it is intended to measure. One way of determining validity is to find out how well a test predicts future performance. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 4

Recalling Facts Explain what norms are. How are norms established? Norms are standards of comparison for test results. Norms are percentiles established on the basis of the scores achieved by a large representative sample of the group to be tested. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 5

Recalling Facts Using a chart similar to the one below, explain the following views of intelligence: Thurstone’s, Gardner’s, and Sternberg’s. Thurstone–claimed intelligence is composed of seven primary mental abilities and that measurement of intelligence should involve all seven factors. Gardner–rejected the traditional idea that intelligence is primarily the ability to think logically. He has identified eight types of intelligence that include thinking ability but extend to such areas as musical ability, body-kinesthetic abilities, and intrapersonal skills. Sternberg–introduced a triarchic model of intelligence that identified three ways of processing information: analytical, creative, and practical. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 6

Recalling Facts Explain the difference between an aptitude test and an achievement test. Give an example of each type of test. Aptitude tests, such as the SAT, are designed to predict how well a person will be able to learn a new skill. Achievement tests, such as final exams, are designed to measure how much a person already knows about a subject. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 6

Recalling Facts What are the two basic types of personality tests? What are some of the differences between the types? Give an example of each test. Objective personality tests, such as the MMPI, require the individual to select one answer from a small number of given choices; they usually have only one method of scoring. Projective personality tests, such as the TAT, consist of open-ended questions to which individuals respond freely; they often have several possible methods of scoring. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 6

Building Skills Relationships Review the cartoon on page 371 of your textbook, then answer the questions that follow. Chapter Assessment 7

Building Skills Relationships Which person shown in the cartoon is the “brains of this outfit”? The man on the right with cards in his hands is the “brains of this outfit.” Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 8

Building Skills Relationships How does this cartoonist illustrate the characters’ intellects? The cartoonist tries to illustrate personality traits in the physical traits of each character. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 9

Building Skills Relationships
What “view” of intelligence might this cartoon illustrate? Explain your answer. Chapter Assessment 10

We are the two major controversies surrounding intelligence testing. What are we? We are degree of heritability (nature vs. nurture) and cultural bias. Click the mouse button or press the Space Bar to display the answer. Chapter Assessment 11

End of Chapter Assessment
Click the mouse button to return to the Contents slide. End of Chapter Assessment

Explore online information about the topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the Understanding Psychology Web site. At this site, you will find interactive activities, current events information, and Web sites correlated with the chapters and units in the textbook. When you finish exploring, exit the browser program to return to this presentation. If you experience difficulty connecting to the Web site, manually launch your Web browser and go to Psychology Online

Psychology Journal (Chapter)
Suppose you were asked to select the best person to be your teacher from among a group of applicants. How would you go about making the selection? Write your answer in your journal. Psychology Journal (Chapter)

Psychology Journal (Section 1)
Review the tests you have taken in the last few weeks and answer the following questions: Would the test pass a check for inter-scorer and split-half reliability? Can a test that does not meet the goals for reliability still be valid? Psychology Journal (Section 1)

Write you reaction to the following statement: “Intelligence tests don’t measure ability; they measure developed ability.” Psychology Journal (Section 2)

Use the basic descriptions of personality discussed in the Exploring Psychology feature on page 363 of your textbook to describe your basic personality type. Psychology Journal (Section 4)

This feature is found on page 358 of your textbook.
WAIS-R: Is It Reliable? Read the case study presented on page 358 of your textbook. Be prepared to answer the questions that appear on the following slides. A discussion prompt and additional information follow the questions. Continued on next slide. This feature is found on page 358 of your textbook. Case Studies 1

WAIS-R: Is It Reliable? Why was the WAIS-R used in this instance?
The WAIS-R is considered highly reliable in identifying conditions of mental handicap. Prosecutors wanted to show that the victim was incapable of giving meaningful consent to sexual relations because of a mental disability. They wanted to prove the accused was guilty of statutory rape. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 358 of your textbook. Case Studies 2

WAIS-R: Is It Reliable? Why did the defense on this case want the alleged victim to retake the test? The defense wanted to attack the reliability of the test. They were hoping to see inconsistencies in the test scores of the woman, which would mean the defendant could be set free. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 358 of your textbook. Case Studies 3

WAIS-R: Is It Reliable? Critical Thinking What might significantly different results on the WAIS-R have meant in this case? Since the test indicated borderline mental handicap, if its reliability could be questioned, the defense could contend that the victim had consented. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 358 of your textbook. Case Studies 4

WAIS-R: Is It Reliable? Discuss the following: Why are psychologists asked to give psychological tests to various parties in legal cases? Continued on next slide. This feature is found on page 358 of your textbook. Case Studies 5

WAIS-R: Is It Reliable? The Psychological Corporation is the business that markets the WAIS, as well as many other psychological testing instruments. The most recent product developments include the WAIS-III. The third edition of the test has been rigorously tested for validity and standardization. Continued on next slide. This feature is found on page 358 of your textbook. Case Studies 6

WAIS-R: Is It Reliable? It reflects the age and abilities of today’s population.  The published norms for the test have been expanded so that it is now useful to people up to 89 years of age.  In older test takers, the WAIS-III is often paired with the WMS-III, which tests memory.  The WMS-III can be used with 16- to 89-year-olds. Continued on next slide. Click the mouse button or press the Space Bar to display the information. This feature is found on page 358 of your textbook. Case Studies 7

WAIS-R: Is It Reliable? It tests immediate memory, which is recall of information just learned; delayed memory, which is the ability to remember things 25 to 35 minutes after learning; and working memory.  These two tests have been co-normed so that the relationship between intellectual functioning and memory can be examined. Click the mouse button or press the Space Bar to display the information. This feature is found on page 358 of your textbook. Case Studies 8

Continued on next slide.
Chapter Concepts 1

Chapter Concepts 2

Chapter Concepts 3

Daily Focus 1.1

1. Marcus does not get the same scores each time.  2. The test score vary too widely; they should be stable over time.  3. Each judge awards the skater a different score.  4. The result depends more on the judge than on the participant.  5. Other possible reliability problems are tests that contain cultural bias, or the questions are not consistent throughout the test. Click the mouse button or press the Space Bar to display the answers. Daily Focus 1.2

Daily Focus 2.1

1. This type of problem would utilize analytical intelligence.  2. When folding a piece of paper into an interesting shape you are utilizing creative intelligence.  3. It illustrates practical intelligence.  4. No, because existing tests do not measure creative or practical intelligence. Click the mouse button or press the Space Bar to display the answers. Daily Focus 2.2

Daily Focus 3.1

1. The stack of books, because achievement measures what a person knows.  2. The image of the musician playing without practice represents aptitude or ability.  3. It measures a person’s ability to learn a new skill.  4. The image and question involving the bicycle assess a person’s interests.  5. An interest test measures interest, attitudes, and preferences. Click the mouse button or press the Space Bar to display the answers. Daily Focus 3.2

Daily Focus 4.1

1. It may seek to identify habits, attitudes, symptoms of psychological disorders, and traits.  2. They are used to assess personality characteristics and problems.  3. Some would say the objective personality test would be best because it will get results that can be compared to other workers. Click the mouse button or press the Space Bar to display the answers. Daily Focus 4.2

The EQ Factor Introduction
Use the Reader’s Dictionary that appears on the next slide to help explain unfamiliar terms as you read the article on pages 372–373 of your textbook. Be prepared to answer the questions that follow. Continued on next slide. This feature is found on pages 372–373 of your textbook. Time Reports 1

The EQ Factor Reader’s Dictionary
gratification: pleasure emotional intelligence: how the mind processes feelings; the ability of a person to understand his or her feelings buoyant: cheerful, having a positive outlook resilient: ability to adjust or overcome trouble quaint: old-fashioned or unfamiliar neuroscientists: scientists who study the nerves and nervous tissue and their relation to behavior and learning evolutionists: those who support the theory that species of living things change over long periods of time neocortex: the back portion of the cerebral cortex that is only found in mammals Continued on next slide. This feature is found on pages 372–373 of your textbook. Time Reports 2

The EQ Factor Analyzing the Article
What is the purpose of the marshmallow test? How does it demonstrate EQ? It is designed to see if young children can delay gratification. The ability to delay gratification is a triumph of the reasoning brain over the impulsive one. It is a sign of emotional intelligence. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on pages 372–373 of your textbook. Time Reports 3

The EQ Factor Analyzing the Article
CRITICAL THINKING Is EQ the same as morality? How are they related? Do you think you can teach EQ to children? No, emotional skills are morally neutral. Emotional intelligence can work with moral values to create great good, but without moral values, it can be used to do great harm. Like intelligence, some level of EQ capacity is inborn, but the capacity can be nurtured or ignored. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on pages 372–373 of your textbook. Time Reports 4

The EQ Factor Discussion
What link does the author propose between those who delayed gratification on the marshmallow test and academic achievement? Those who were able to delay gratification as young children scored much higher on the SATs when they were teenagers. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on pages 372–373 of your textbook. Time Reports 5

What parts of the brain work together to allow for mature emotional responses? Emotional life grows out of the amygdala in the limbic system and the neocortex. The more connections between the limbic system and the neocortex, the more emotional responses are possible. Continued on next slide. Click the mouse button or press the Space Bar to display the answer. This feature is found on pages 372–373 of your textbook. Time Reports 6

Why does the author say that we need emotional reflexes? We need emotional reflexes to allow us to make decisions by unconsciously eliminating many of the choices. Click the mouse button or press the Space Bar to display the answer. This feature is found on pages 372–373 of your textbook. Time Reports 7

From the Classroom of Doug Terry Columbus High School, Columbus, NE
Honesty Test From the Classroom of Doug Terry Columbus High School, Columbus, NE The test that your teacher will be handing out is just for fun. You will grade the test yourself and will not have to share the results. Continued on next slide. Chapter Activity 1

From the Classroom of Doug Terry Columbus High School, Columbus, NE
Honesty Test From the Classroom of Doug Terry Columbus High School, Columbus, NE After taking the test use the scoring method that your teacher will provide. Consider the results and your ranking and then discuss with your classmates the fairness of objective testing. Chapter Activity 2

Anne Anastasi was the third woman to be elected president of the American Psychological Association. One of her major contributions to psychology is the validity concepts of psychological testing. She defined validity as “what the test measures and how well it does so.” The basic categories of validity that she identified are content, predictive, concurrent, and construct. Many of her concepts are still used today. FYI 1.1

The Chinese used aptitude tests as civil service exams more than 4,000 years ago. The first modern tests were devised by European Sir Francis Galton. His techniques, used at the World Fair in Chicago in 1883 and the International Health Exhibition in London in 1884, do not resemble the tests used today. His “test” included measuring muscle strength, the size of people’s heads, reaction time, various thresholds, and so on. From his tests, he proposed that intelligence was completely inherited. Cultural Connections 2.1

Multiple Choice Tests A recent study conducted by American College Testing (ACT), consisting of eight courses in five schools, indicates that multiple choice format tests are better predictors of how someone will do in college English courses than essay tests. Inter-scorer error on essay tests and the limited number of items that can be assessed through essay tests are cited as primary reasons for this finding. Psychology Update 1.1

Cultural Literacy In his book, What Every American Needs to Know, E.D. Hirsch argues that a key to success is a good understanding of the predominant culture.  He called such knowledge cultural literacy.  Cultural literacy includes common events and language shared by members of the culture. Continued on next slide. Click the mouse button or press the Space Bar to display the information. Looking at the Issues 2.1

Cultural Literacy The basic facts of science, politics, literature, art, history, entertainment, sports, and geography are all part of what Hirsch means by cultural literacy.  Who determines what should be included in tests of cultural literacy?  How do such tests exclude groups who do not speak the “cultural language”? Click the mouse button or press the Space Bar to display the information. Looking at the Issues 2.2

Personality Testing at Work
A headline in a Denver paper claimed that industrial/organizational psychology, including personality testing, could “take the guesswork out of hiring.”  What dangers do you see in basing hiring decisions on personality tests?  How good a predictor is a test like Meyers-Briggs on the likelihood of finding the right person for the job? Click the mouse button or press the Space Bar to display the information. Looking at the Issues 4.1

Find three pictures of males and three of females. 
In each group of three, one person should look frightened, stressed, or angry; one should look happy or excited; and one should have a pleasant, neutral look.  Find five friends to participate in this activity.  Show each of your friends the three pictures that match his or her gender. Continued on next slide. Click the mouse button or press the Space Bar to display the information. Applying Psychology 2.1

Ask your friend to put themselves in the place of the person in the picture and describe what is happening.  As your friend describes what is happening, write down any words or phrases that express emotion.  After you have collected the responses consider the questions on the next slide. Continued on next slide. Click the mouse button or press the Space Bar to display the information. Applying Psychology 2.2

What types of emotional words or phrases did they use? 
How many of the participants used words or phrases that expressed emotion when describing what was happening in the picture?  What types of emotional words or phrases did they use?  What conclusions can you draw about the participant’s emotional intelligence?  Was this a valid test of emotional intelligence? Why or why not? Click the mouse button or press the Space Bar to display the information. Applying Psychology 2.3

Read the Psychology and You feature on page 355 of your textbook. 
Discuss the following: Is IQ a good predictor of success in school? Why is this so? Click the mouse button or press the Space Bar to display the information. Psychology and You 2.1

Profiles in Psychology 2.1
Howard Gardner – Click the picture to listen to a biography on Howard Gardner. Be prepared to answer questions that appear on the next two slides. This feature is found on page 350 of your textbook. Profiles in Psychology 2.1

Howard Gardner – What are the criticisms of Gardner’s theory? Critics claim that his theory is weak and that students should not be used as guinea pigs to test a weak theory. Verbal and math skills are still required to be successful in life. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 350 of your textbook. Profiles in Psychology 2.2

Howard Gardner – How do teachers implement Gardner’s theory in the classroom? They teach the same topic using many different approaches that allow students to demonstrate their strengths in learning through one or more methods. Click the mouse button or press the Space Bar to display the answer. This feature is found on page 350 of your textbook. Profiles in Psychology 2.3

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