1. Splash Screen

2. Section 1: Characteristics of Psychological Tests
Chapter Introduction
Section 1: Characteristics of Psychological Tests
Section 2: Intelligence Testing
Section 3: Measuring Achievement, Abilities, and Interests
Section 4: Personality Testing
Chapter Menu

3. Chapter Objectives · Section 1
Characteristics of Psychological Tests
Examine the characteristics that make a psychological test useful: reliability, validity, and standardization.
Chapter Preview 1

4. Chapter Objectives · 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.
Chapter Preview 2

5. Chapter Objectives · Section 3
Measuring Achievement, Abilities, and Interests
Describe the various test psychologists have developed to assess special abilities and experiences.
Chapter Preview 3

6. Chapter Objectives · Section 4
Personality Testing
Explain how personality tests are used to assess personality characteristics and identify problems.
Chapter Preview 4

7. Chapter Preview-End

8. Main Idea
To be useful, tests have to be standardized and exhibit reliability and validity.
Section 1-Main Idea

9. Vocabulary reliability validity percentile system norms
Section 1-Key Terms

10. Objectives Identify three ways of measuring reliability.
Explain test standardization and how test validity is assessed.
Section 1-Objectives

11. Section 1-Polling Question
What does the fairness and usefulness of a test depend on?
A. Reliability
B. Validity
C. Standardization
D. All of the above A B C D
Section 1-Polling Question

12. Characteristics of Psychological Tests
A test can:
Predict how well a person might do in a career.
Assess an individual’s desires, interests, and attitudes.
Reveal psychological problems.
Section 1

13. Characteristics of Psychological Tests (cont.)
A standardized test can:
Provide comparable data about many individuals.
Show how an individual compares to others.
Help psychologists help people understand things about themselves more clearly.
Section 1

14. Characteristics of Psychological Tests (cont.)
The fairness and usefulness of a test depend on reliability, validity, and standardization.
Section 1

15. Which is NOT a way of determining a test’s reliability? A. Test-retest
B. Scorer
C. Split-half
D. Time-retime A B C D
Section 1

16. Test Reliability
Reliability refers to the ability of a test to give the same results under similar conditions.
Three ways of determining a test’s reliability:
Test-retest reliability
Interscorer (and scorer) reliability
Split-half reliability
Judging Reliability
Section 1

17. C. It depends on the results.
If every other student in a class receives a different test on the same subject matter, is this reliable?
A. Yes
B. No
C. It depends on the results. A B C
Section 1

18. Test Validity
Validity is the ability of a test to measure what it is intended to measure.
One of the chief methods for measuring validity is to find out its predictive validity—how well a test predicts performance.
Judging Validity
Section 1

19. Test Validity (cont.)
Nothing can be said about a test’s validity unless the purpose of the test is absolutely clear.
Section 1

20. What is the chief method for measuring validity?
A. Predictive validity
B. Relevance
C. Precision
D. Accuracy A B C D
Section 1

21. Standardization Standardization refers to two things:
Standardized tests must be administered and scored the same way every time.
Standardization refers to establishing the norm, or average score, made by a large group of people.
Section 1

22. Standardization (cont.)
Percentile system
Norms
Norms are not really standards; they only refer what has been found to be average for a particular group.
Establishing Percentiles
Section 1

23. Standardization (cont.)
When you take a test and obtain your score, you should consider these questions:
Do you think that if you took the same test again, you would receive a similar score?
Does your performance on this test reflect your usual performance in the subject?
If you were to compare your score with those of your classmates, would it reflect your general standing within that group?
Section 1

24. What are the two things standardization refers to?
A. Consistency and character
B. Consistency and establishing norms
C. Character and fairness
D. None of the above A B C D
Section 1

25. Section 1-End

26. Main Idea
Several IQ tests are used to measure intelligence, although there are many views about what constitutes intelligence.
Section 2-Main Idea

27. Vocabulary Intelligence two-factor theory triarchic theory
emotional intelligence
intelligence quotient (IQ)
heritability
cultural bias
Section 2-Key Terms

28. Objectives Explain the various views of intelligence.
Identify two kinds of IQ tests.
Section 2-Objectives

29. Section 2-Polling Question
Do you think IQ tests are good indication of intelligence?
A. Yes
B. No
C. Not sure A B C
Section 2-Polling Question

30. Views of Intelligence Intelligence
Two-factor theory of intelligence—a person’s intelligence is composed of a general ability level and specific mental abilities.
Section 2

31. Views of Intelligence (cont.)
Thurstone’s theory of intelligence—intelligence is composed of seven primary mental abilities:
Verbal comprehension
Numerical ability
Spatial relations
Perceptual speed
Word fluency
Memory
Inductive reasoning
Thurstone’s Seven Primary Mental Abilities
Section 2

32. Views of Intelligence (cont.)
Gardner’s Theory of Multiple Intelligences:
Verbal ability
Logical-mathematical reasoning skills
Spatial ability
Musical ability
Body-kinesthetic ability
Interpersonal skills
Intrapersonal skills
Naturalist intelligence
Experience of existence
Section 2

33. Views of Intelligence (cont.)
Gardner argues that the biological organization of the brain affects one’s strength in each of the eight areas.
His critics claim that some of the capacities are really just skills.
Gardner’s Multiple Intelligences
Howard Gardner
Section 2

34. Views of Intelligence (cont.)
Sternberg’s Theory of Intelligence—the triarchic theory—a person’s intelligence involves analytical, creative, and practical thinking skills.
Emotional Intelligence
Section 2

35. Views of Intelligence (cont.)
Four major aspects of emotional intelligence:
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.
Section 2

36. According to Gardner’s Multiple Intelligences, being skilled at distinguishing differences among large numbers of similar objects falls under which label?
A. Linguistic
B. Spatial
C. Interpersonal
D. Naturalist A B C D
Section 2

37. The Development of Intelligence Tests
The Standford-Binet Intelligence Scale groups test items by age level.
The IQ, or intelligence quotient (IQ), is a standardized measure of intelligence based on a scale in which 100 is average.
Typical Items on the Stanford-Binet Test
Section 2

38. The Development of Intelligence Tests (cont.)
The Otis-Lennon Ability Test is often used today—this test seeks to measure the cognitive abilities that are related to a student’s ability to learn and succeed in school.
Section 2

39. The Development of Intelligence Tests (cont.)
The Wechsler Tests—These tests yield percentile scores in separate areas, such as vocabulary and arithmetic, which provide a more detailed picture of the individual’s strengths and weaknesses.
Sample Items on the Wechsler Tests
Section 2

40. Which test seeks to measure the cognitive abilities that are related to a student’s ability to learn and succeed in school?
A. Stanford-Binet
B. Wechsler
C. Otis-Lennon
D. None of the above A B C D
Section 2

41. The Uses and Meaning of IQ Scores
IQ tests seem to be most useful when related to school achievement.
They are accurate in predicting which people will do well in schools, colleges, and universities.
However, critics wonder whether such tests actually measure intelligence.
Distribution of IQ Scores
Section 2

42. What percentage of people score between 70 and 130 on IQ tests? A. 50
Section 2

43. Controversy Over IQ Testing
The main question—
Do genetic differences or environmental inequalities cause two people to receive different scores on intelligence tests?
Section 2

44. Controversy Over IQ Testing (cont.)
Researchers test people with varying degrees of genetic relationships to help answer this question.
They have found a high degree of heritability
As genetic relationship increases, the similarity of IQ also increases.
Section 2

45. Controversy Over IQ Testing (cont.)
Factors such as the richness of the home environment, the quality of food, and the number of brothers and sister in the family also affect IQ.
So, research has proven that both heredity and environment have an impact on intelligence.
Section 2

46. Controversy Over IQ Testing (cont.)
A major criticism of intelligence tests is that they have a cultural bias.
The Dove Counterbalance Intelligence Test
Section 2

47. B. Environmental factors
Which do you think plays a greater factor in a person’s IQ, genetics or environmental factors?
A. Genetics
B. Environmental factors A B
Section 2

48. Section 2-End

49. Main Idea
Psychologists have developed tests to assess special abilities and experiences.
Section 3-Main Idea

50. Vocabulary aptitude test achievement test interest inventory
Section 3-Key Terms

51. Objectives
Identify the most widely used aptitude tests, achievement tests, and interest inventories.
Explain the application of aptitude tests, achievement tests, and interest inventories.
Section 3-Objectives

52. Section 3-Polling Question
Which class do you best excel in?
A. Math
B. Science
C. English
D. History A B C D
Section 3-Polling Question

53. Aptitude Tests
Aptitude tests estimate the probability that the person will be successful in learning a specific new skill.
They are assessed in terms of their predictive validity.
Section 3

54. Aptitude Tests (cont.) Examples: Differential Aptitude Test (DATE)
General Aptittude Test Battery (GATB)
SAT
ACT
The GATB
Section 3

55. Which test is used to measure how well a student will do in law school?
A. SAT
B. GATB
C. LSAT
D. MCAT A B C D
Section 3

56. Achievement Tests
Achievement tests are designed to measure how much a person has already learned in a particular area.
They are validated in terms of their content validity, or how well they measure a student’s mastery of a set of knowledge.
Section 3

57. Achievement Tests (cont.)
The distinction between aptitude and achievement tests rests more on purpose and validation than on content.
Section 3

58. Achievement Tests (cont.)
Computers are often used to administer adaptive testing.
The computer changes the question difficulty as it adapts the test to your performance.
If you answer several problems correctly, the computer challenges you with harder problems and vice versa.
Section 3

59. Achievement Tests (cont.)
Adaptive instruction—by increasing the questions posed on topics you are missing, the computer reinforces more careful studying in areas least understood.
Section 3

60. What kind of testing is used if harder questions are given to you when answer a couple questions correctly?
A. Adaptive
B. Computerized
C. Innate
D. Content validity A B C D
Section 3

61. Interest Inventories
Interest inventory—measures a person’s preferences and attitudes in a wide variety of activities to identify areas of likely success.
The purpose of these measures is to help people find the career that is right for them.
The KPR
Section 3

62. What is the purpose of the Kuder Preference Record?
A. To help people find the career that is right for them
B. To measure intelligence
C. To measure physical strength
D. To help people find the college that is right for them A B C D
Section 3

63. Section 3-End

64. Main Idea
Personality tests are used to assess an individual’s characteristics and to identify problems.
Section 4-Main Idea

65. Vocabulary personality test objective test projective test
Section 4-Key Terms

66. Objectives Identify the most widely used personality tests.
Describe the use of personality tests.
Section 4-Objectives

67. Section 4-Polling Question
How many personality types did Hippocrates think there were?
A. 4
B. 8
C. 12
D. 16 A B C D
Section 4-Polling Question

68. Objective Personality Tests
Objective test
The items on the MMPI reveal habits, fears, delusions, sexual attitudes, and symptoms of psychological disorders.
Section 4

69. Objective Personality Tests (cont.)
It was originally developed to help diagnose psychological disorders.
Scoring is based on patterns of responses.
Most psychologists feel that the scores should be supplemented and confirmed with interviews and observations.
Some critics question the test’s validity.
Section 4

70. Objective Personality Tests (cont.)
The MMPI can also differentiate demeanors such as introversion-extraversion and assertiveness.
The CPI is similar to the MMPI, but does not have any of the questions that reveal psychiatric illnesses.
It measures traits such as responsibility, self-control, and tolerance.
MMPI Scales
Section 4

71. Objective Personality Tests (cont.)
The Meyers-Briggs Test (MBTI) is used to predict things like adjustment to stress, leadership, and job success.
This test focuses on how a person takes in information, makes decisions, and approaches day-to-day tasks.
Section 4

72. Objective Personality Tests (cont.)
The MBTI characterizes personality on four different scales:
Extraversion vs. introversion
Intuition vs. sensing
Feeling vs. thinking
Judging vs. perceiving
Section 4

73. Objective Personality Tests (cont.)
The creators of the MBTI believe that each person’s personality is a combination of these characteristics.
Section 4

74. Which test focuses on how a person takes in information, makes decisions, and approaches day-to-day tasks?
A. MMPI
B. CPI
C. MBTI
D. None of the above A B C D
Section 4

75. Projective Personality Tests
Projective test
The test taker projects his or her feelings, perspectives, and attitudes onto the test items.
Section 4

76. Projective Personality Tests (cont.)
The theory underlying the Rorschach inkblot test is that anything that someone does or says will reveal an aspect of that person’s personality.
Many researchers have criticized the test, charging that the scoring systems are neither reliable nor valid.
Section 4

77. Projective Personality Tests (cont.)
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.
Section 4

78. Projective Personality Tests (cont.)
This test is used to:
urge clients to speak freely about their problems.
assess the motivation and personality characteristics of the individual.
assess personality problems of individuals.
Section 4

79. Projective Personality Tests (cont.)
Like the Rorschach, there are many different scoring systems.
Approaches to Reducing Test Anxiety
Section 4

80. Do you feel that an objective or a projective test would yield the most information about a person?
A. Objective
B. Projective
C. Not sure A B C
Section 4

81. Section 4-End

82. 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 the test is highly reliable.
Figure 1

83. Judging Validity
The upper diagram represents the result of comparing the Stanford-Binet Intelligence Scale scores with school grades. The lower diagram represents the comparison of scores on the head size test of intelligence with school grades. (The head size test is simply measuring the size of a student’s head.)
Figure 2

84. Establishing Percentiles
The range of possible raw scores on a test is shown in relation to an idealized curve that indicates the proportion of people who achieved each score. The vertical lines indicate percentiles, or proportions of the curve below certain points. Thus, the line indicated as the 1st percentile is the line below which only 1 percent of the curve lies.
Figure 3

85. Thurstone’s Seven Primary Mental Abilities
Thurstone’s theory of intelligence did not include the idea of a general intelligence.
Figure 4

86. Gardner’s Multiple Intelligences
Gardner proposed that each person has numerous and unrelated intelligences. He points out that a person can be outstanding in some intelligences and not in others.
Figure 5

87. Sample Items on the Wechsler Tests
These test items are similar to those included in the various Wechsler intelligence scales.
Figure 6

88. Distribution of IQ Scores
This normal curve displays intelligence as measured by the Stanford-Binet and Wechsler tests. The mean IQ score is 100; the standard deviation is 15.
Figure 7

89. The Dove Counterbalance Intelligence Test
In the 1960s, psychologist Adrian Dove developed the Counterbalance Intelligence Test to stress that cultural background can influence performance on an intelligence test.
Figure 8

90. The GATB
Samples of items from the GATB testing verbal skills, mathematical skills, and manual skills are shown here.
Figure 9

91. The KPR
Shown are items from the Kuder Preference Record (KPR). The individual taking the test chooses from among three possible activities the one he or she would most like to do and the one he or she would least like to do.
Figure 10

92. MMPI Scales
The MMPI is a true-false self-questionnaire that is designed to assess major patterns of personality and emotional disorders. Clinical scales identify the specific areas whose content includes references to a specific disorder. Validity scales assess whether the test taker was lying or faking answers.
Figure 11

93. Approaches to Reducing Test Anxiety
Many people worry about taking any kind of test. When someone comes to a psychologist complaining of test anxiety, the psychologist may approach the problem in a variety of ways, depending on his or her theoretical orientation.
Figure 13

94. Typical Items on the Stanford-Binet Test
Figure 14

95. Howard Gardner 1943–
“I’m sure there are lots of different intelligences. I’m sure an educational approach that pays attention to this is going to be more effective than one that denies it.”
Profile

96. Select a transparency to view.
Chapter Concepts Transparencies
Gardner’s Multiple Intelligences
Triarchic Theory of Intelligence
Aptitude and Achievement Tests
Select a transparency to view.
Concept Trans Menu

97. Concept Trans 1

98. Concept Trans 2

99. Concept Trans 3

100. DFS Trans 1

101. DFS Trans 2

102. DFS Trans 3

103. DFS Trans 4

104. reliability: the ability of a test to give the same results under similar conditions
Vocab1

105. validity: the ability of a test to measure what it is intended to measure
Vocab2

106. percentile system: ranking of test scores that indicates the ratio of scores lower and higher than a given score
Vocab3

107. norms: standard of comparison for test results developed by giving the test to large, well-defined groups of people
Vocab4

108. intelligence: the ability to acquire new ideas and new behavior, and to adapt to new situations
Vocab5

109. two-factor theory: proposes that a person’s intelligence is composed of a general ability level and specific mental abilities
Vocab6

110. triarchic theory: proposes that a person’s intelligence involves analytical, creative, and practical thinking skills
Vocab7

111. emotional intelligence: interpersonal and intrapersonal abilities needed to understand and use knowledge of emotions effectively
Vocab8

112. intelligence quotient (IQ): standardized measure of intelligence based on a scale in which 100 is average
Vocab9

113. heritability: the degree to which a characteristic is related to inherited genetic factors
Vocab10

114. cultural bias: an aspect of an intelligence test in which the wording used in questions may be more familiar to people of one social group than to another group
Vocab11

115. aptitude test: estimates the probability that a person will be successful in learning a specific new skill
Vocab12

116. achievement test: measures how much a person has learned in a given subject or area
Vocab13

117. interest inventory: measures a person’s preferences and attitudes in a wide variety of activities to identify areas of likely success
Vocab14

118. personality test: assesses an individual’s characteristics and identifies problems
Vocab15

119. objective test: a limited- or forced-choice test in which a person must select one of several answers
Vocab16

120. projective test: an unstructured test in which a person is asked to respond freely, giving his or her own interpretation of various ambiguous stimuli
Vocab17

121. To use this Presentation Plus! product:
Click the Forward button to go to the next slide.
Click the Previous button to return to the previous slide.
Click the Home button to return to the Chapter Menu.
Click the Transparency button from the Chapter Menu or Chapter Introduction slides to access the Concept Transparencies that are relevant to this chapter. From within a section, click on this button to access the relevant Daily Focus Skills Transparency.
Click the Return button in a feature to return to the main presentation.
Click the Psychology Online button to access online textbook features.
Click the Exit button or press the Escape key [Esc] to end the chapter slide show.
Click the Help button to access this screen.
Links to Presentation Plus! features such as Profiles in Psychology and relevant figures from your textbook are located at the bottom of relevant screens.
Help

122. This slide is intentionally blank.
End of Custom Shows