Question 1

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner regarding when to

Accepted Answer

A)  provide the testtaker with a verbal prompt. 
B)  provide the testtaker with a nonverbal prompt. 
C)  call for a supervisor. 
D)  All of these 
A)  provide the testtaker with a verbal prompt. 
B)  provide the testtaker with a nonverbal prompt. 
C)  call for a supervisor. 
D)  All of these A

Question 2

The ASVAB is

Accepted Answer

A)  administered in schools. 
B)  administered in recruiting stations. 
C)  the most widely used multiple-aptitude test in the United States. 
D)  All of these 
A)  administered in schools. 
B)  administered in recruiting stations. 
C)  the most widely used multiple-aptitude test in the United States. 
D)  All of these D

Question 3

McGrew and Flanagan based their definitions of many of the broad and narrow abilities on the writings of

Accepted Answer

A)  Thurstone. 
B)  Horn. 
C)  Cattell. 
D)  Carroll. 
A)  Thurstone. 
B)  Horn. 
C)  Cattell. 
D)  Carroll. D

Question 4

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner as to where to

Accepted Answer

A)  start. 
B)  stop. 
C)  start and stop. 
D)  start, stop, and reverse. 
A)  start. 
B)  stop. 
C)  start and stop. 
D)  start, stop, and reverse.

Question 5

If Shane earns a full-scale IQ of 90 on the WAIS-IV,this means that

Accepted Answer

A)  ninety percent of the testtakers in Shane's age group scored lower than Shane on this test. 
B)  Shane correctly answered 90 questions. 
C)  Shane correctly answered 90% of the questions. 
D)  Shane scored at the low end of the average range. 
A)  ninety percent of the testtakers in Shane's age group scored lower than Shane on this test. 
B)  Shane correctly answered 90 questions. 
C)  Shane correctly answered 90% of the questions. 
D)  Shane scored at the low end of the average range.

Question 6

Ways of reducing the culture loading of a test include the

Accepted Answer

A)  use of oral instructions instead of printed instructions. 
B)  prohibition of practice items. 
C)  employment of computer-adaptive scoring. 
D)  All of these 
A)  use of oral instructions instead of printed instructions. 
B)  prohibition of practice items. 
C)  employment of computer-adaptive scoring. 
D)  All of these

Question 7

Which is TRUE of the debate over the definition of intelligence?

Accepted Answer

A)  The debate has been ongoing almost since tests of intelligence were devised. 
B)  A resolution of sorts occurred in 1921 in the wake of the famous Symposium on Intelligence. 
C)  The debate began in earnest in the 1970s after federal laws requiring the use of IQ tests were passed. 
D)  The debate was quelled in the 1990s with the publication of The Bell Curve. 
A)  The debate has been ongoing almost since tests of intelligence were devised. 
B)  A resolution of sorts occurred in 1921 in the wake of the famous Symposium on Intelligence. 
C)  The debate began in earnest in the 1970s after federal laws requiring the use of IQ tests were passed. 
D)  The debate was quelled in the 1990s with the publication of The Bell Curve.

Question 8

Researchers have tried to define intelligence using physical means such as

Accepted Answer

A)  cerebral glucose metabolism studies. 
B)  brain physiology studies. 
C)  brain mapping studies. 
D)  All of these 
A)  cerebral glucose metabolism studies. 
B)  brain physiology studies. 
C)  brain mapping studies. 
D)  All of these

Question 9

According to a theory of intelligence that emphasizes the centrality g,a factor analysis of any intelligence test widely viewed as valid would be expected to yield

Accepted Answer

A)  one large common factor. 
B)  three factors of approximately equal size. 
C)  a large number of small factors, but no large factor. 
D)  a verbal factor and a performance factor. 
A)  one large common factor. 
B)  three factors of approximately equal size. 
C)  a large number of small factors, but no large factor. 
D)  a verbal factor and a performance factor.

Question 10

The W-B I borrowed from existing tests in

Accepted Answer

A)  content not format. 
B)  format not content. 
C)  content and scoring methods. 
D)  format and test administration instructions. 
A)  content not format. 
B)  format not content. 
C)  content and scoring methods. 
D)  format and test administration instructions.

Question 11

How many people were in the standardization sample for the fifth edition of the Stanford-Binet Intelligence Scale?

Accepted Answer

A)  2,400 
B)  4,800 
C)  9,600 
D)  12,600 
A)  2,400 
B)  4,800 
C)  9,600 
D)  12,600

Question 12

The WISC-V is a test of intelligence that is noteworthy because it was the first Wechsler test that

Accepted Answer

A)  reportedly does not tap general intellectual ability (g) in any of its subtests. 
B)  contains subtests designed for computer administration. 
C)  did not load exclusively on a two-factor solution. 
D)  All of these 
A)  reportedly does not tap general intellectual ability (g) in any of its subtests. 
B)  contains subtests designed for computer administration. 
C)  did not load exclusively on a two-factor solution. 
D)  All of these

Question 13

Which of the following tests employed by the Army during World War I was MOST likely to be as "culture-fair" as possible?

Accepted Answer

A)  the Army Alpha Test 
B)  the Army Beta 
C)  the AGCT 
D)  the ASVAB 
A)  the Army Alpha Test 
B)  the Army Beta 
C)  the AGCT 
D)  the ASVAB

Question 14

Validity of short forms may be reduced because fewer items:

Accepted Answer

A)  means that the test will not be used as often as the longer form. 
B)  lowers test utility which negatively impacts validity. 
C)  means that the test can only be used for screening purposes. 
D)  lowers test reliability which negatively impacts validity. 
A)  means that the test will not be used as often as the longer form. 
B)  lowers test utility which negatively impacts validity. 
C)  means that the test can only be used for screening purposes. 
D)  lowers test reliability which negatively impacts validity.

Question 15

On a test of intelligence,teaching items are

Accepted Answer

A)  designed to illustrate the task required. 
B)  assure the examinee that the examiner knows what he or she is doing. 
C)  not formally scored. 
D)  Both designed to illustrate the task required and not formally scored. 
A)  designed to illustrate the task required. 
B)  assure the examinee that the examiner knows what he or she is doing. 
C)  not formally scored. 
D)  Both designed to illustrate the task required and not formally scored.

Question 16

Which is TRUE of the factor analysts' view of intelligence?

Accepted Answer

A)  Factor analysts agree that intelligence is a general mental ability and that it is not possible to separate out individual mental abilities. 
B)  Factor analysts agree that intelligence is composed of several independent abilities that do not influence each other. 
C)  Factor analysts agree that intelligence is composed of a general mental ability factor comprising several separate yet interrelated special abilities. 
D)  Factor analysts are divided on the issue of whether intelligence is a general unitary function or a composite of several independent abilities. 
A)  Factor analysts agree that intelligence is a general mental ability and that it is not possible to separate out individual mental abilities. 
B)  Factor analysts agree that intelligence is composed of several independent abilities that do not influence each other. 
C)  Factor analysts agree that intelligence is composed of a general mental ability factor comprising several separate yet interrelated special abilities. 
D)  Factor analysts are divided on the issue of whether intelligence is a general unitary function or a composite of several independent abilities.

Question 17

The WASI was created mainly so that

Accepted Answer

A)  test users could have a short form of the Wechsler scales with sound psychometric properties. 
B)  test users could have a sound measure of emotional intelligence for use with children with handicapping conditions. 
C)  children from diverse backgrounds could be given language-free intelligence tests. 
D)  the low reliability of the WISC-V could be corrected by a test with approximately twice the number of items. 
A)  test users could have a short form of the Wechsler scales with sound psychometric properties. 
B)  test users could have a sound measure of emotional intelligence for use with children with handicapping conditions. 
C)  children from diverse backgrounds could be given language-free intelligence tests. 
D)  the low reliability of the WISC-V could be corrected by a test with approximately twice the number of items.

Question 18

Practice items on the WAIS-IV can provide

Accepted Answer

A)  assessors with knowledge of whether or not the assessee understands the task. 
B)  assessees with feedback regarding whether or not they are performing in a way that will be keyed correct. 
C)  Both assessors with knowledge of whether or not the assessee understands the task and assessees with feedback regarding whether or not they are performing in a way that will be keyed correct. 
D)  None of these 
A)  assessors with knowledge of whether or not the assessee understands the task. 
B)  assessees with feedback regarding whether or not they are performing in a way that will be keyed correct. 
C)  Both assessors with knowledge of whether or not the assessee understands the task and assessees with feedback regarding whether or not they are performing in a way that will be keyed correct. 
D)  None of these

Question 19

The WAIS-IV General Ability Index (GAI)was described in your textbook as

Accepted Answer

A)  a composite of the Working Memory Index, the Perceptual Reasoning Index, and the Processing Speed Index. 
B)  a composite of the former Verbal and Performance indexes. 
C)  "a composite of three composites." 
D)  "a composite of two composites." 
A)  a composite of the Working Memory Index, the Perceptual Reasoning Index, and the Processing Speed Index. 
B)  a composite of the former Verbal and Performance indexes. 
C)  "a composite of three composites." 
D)  "a composite of two composites."

Question 20

Normative information is available in the test's manual for WAIS-IV test-takers

Accepted Answer

A)  as young as 11 months. 
B)  as young as 11 years, 11 months. 
C)  as old as 90 years, 11 months. 
D)  as old as 94 years, 11 months. 
A)  as young as 11 months. 
B)  as young as 11 years, 11 months. 
C)  as old as 90 years, 11 months. 
D)  as old as 94 years, 11 months.

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner regarding when to

The ASVAB is

McGrew and Flanagan based their definitions of many of the broad and narrow abilities on the writings of

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner as to where to

If Shane earns a full-scale IQ of 90 on the WAIS-IV,this means that

Ways of reducing the culture loading of a test include the

Which is TRUE of the debate over the definition of intelligence?

Researchers have tried to define intelligence using physical means such as

According to a theory of intelligence that emphasizes the centrality g,a factor analysis of any intelligence test widely viewed as valid would be expected to yield

The W-B I borrowed from existing tests in

How many people were in the standardization sample for the fifth edition of the Stanford-Binet Intelligence Scale?

The WISC-V is a test of intelligence that is noteworthy because it was the first Wechsler test that

Which of the following tests employed by the Army during World War I was MOST likely to be as "culture-fair" as possible?

Validity of short forms may be reduced because fewer items:

On a test of intelligence,teaching items are

Which is TRUE of the factor analysts' view of intelligence?

The WASI was created mainly so that

Practice items on the WAIS-IV can provide

The WAIS-IV General Ability Index (GAI)was described in your textbook as

Normative information is available in the test's manual for WAIS-IV test-takers

Psychological Testing and Assessment

Historical, Cultural, and Legalethical Considerations

A Statistics Refresher

Of Tests and Testing

Reliability

Validity

Utility

Test Development

Assessment for Education

Personality Assessment: an Overview

Personality Assessment Methods

Clinical and Counseling Assessment

Neuropsychological Assessment

Assessment,Careers,and Business

Filters

Exam 9: Intelligence and Its Measurement

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner regarding when to

The ASVAB is

McGrew and Flanagan based their definitions of many of the broad and narrow abilities on the writings of

For each subtest of the SB-5,there are explicit rules in the test administration manual for the examiner as to where to

If Shane earns a full-scale IQ of 90 on the WAIS-IV,this means that

Ways of reducing the culture loading of a test include the

Which is TRUE of the debate over the definition of intelligence?

Researchers have tried to define intelligence using physical means such as

According to a theory of intelligence that emphasizes the centrality g,a factor analysis of any intelligence test widely viewed as valid would be expected to yield

The W-B I borrowed from existing tests in

How many people were in the standardization sample for the fifth edition of the Stanford-Binet Intelligence Scale?

The WISC-V is a test of intelligence that is noteworthy because it was the first Wechsler test that

Which of the following tests employed by the Army during World War I was MOST likely to be as "culture-fair" as possible?

Validity of short forms may be reduced because fewer items:

On a test of intelligence,teaching items are

Which is TRUE of the factor analysts' view of intelligence?

The WASI was created mainly so that

Practice items on the WAIS-IV can provide

The WAIS-IV General Ability Index (GAI)was described in your textbook as

Normative information is available in the test's manual for WAIS-IV test-takers

Psychological Testing and Assessment

Historical, Cultural, and Legalethical Considerations

A Statistics Refresher

Of Tests and Testing

Reliability

Validity

Utility

Test Development

Assessment for Education

Personality Assessment: an Overview

Personality Assessment Methods

Clinical and Counseling Assessment

Neuropsychological Assessment

Assessment,Careers,and Business

Filters