Testing & Individual Differences—70 Points- Test A
Learning Target 1: I can differentiate intelligence theories (Spearman, Thurstone, Gardner, Sternberg).
1. Spearman's g factor refers to
A. the genetic contribution to intelligence.
B. a highly developed skill or talent possessed by an otherwise mentally limited person.
C. the ability to understand and regulate emotions.
D. a general intelligence that underlies successful performance on a wide variety of tasks.
2. Which of the following persons best illustrates Sternberg's concept of practical intelligence?
A. Jamal, a student who quickly recognizes the correct answers to multiple-choice test questions
B. Garth, a graduate student who generates many creative ideas
C. Bill, a manager at Wendy's who dictates workers positions, supervises, and tends to customer service
D. Cindy, a young mother who prefers cleaning her house to supervising her children
3. In 8 to 10 seconds, memory whiz Kim Peek could read and remember the contents of a book page. Yet, he had little capacity for understanding abstract concepts. Kim's mental capacities best illustrate
A. Savant Syndrome
B. emotional intelligence.
C. Down Syndrome
D. Autism
4. Generating multiple possible answers to a problem illustrates
A. divergent thinking.
B. predictive validity.
C. factor analysis.
D. the Flynn effect.
5. When Mrs. Alexander calls on Caleb to answer questions in class, she can quickly tell from his facial expression if he is paying attention or not. Mrs. Alexander's perceptual skill best illustrates
A. divergent thinking
B. Gardner's multiple intelligences
C. g factor
D. emotional intelligence
Learning Target 2: I can discuss the origins of intelligence testing.
6. The Wechsler Adult Intelligence Scale (WAIS) consists of 11 subset offering scores in which of the following areas
A. working memory and perceptual organization
B. math and language
C. long term memory and processing speed
D. cognitive functioning and math education
7. The nineteenth-century English scientist Sir Francis Galton believed
A. mental abilities cannot be measured.
B. superior intelligence is biologically inherited.
C. intelligence test performance depends on motivation rather than xxxxx
D. academic aptitude involves divergent rather than convergent thinking.
8. Postmortem brain analyses reveal that highly educated people have ______when they die than do their less educated counterparts.
A. less neural plasticity
B. less gray matter
C. more synapses
D. larger brain size
9. Comparing the average performance of the initial Wechsler Adult Intelligence Scale standardization sample with the average performance of the most recent WAIS standardization sample provides convincing evidence of
A. the Flynn Effect
B. intrinsic motivation
C. the g factor
D. heritability
10. For the original version of the Stanford-Binet, IQ was defined as
A. chronological age divided by mental age and multiplied by 100.
B. mental age multiplied by 100.
C. mental age divided by chronological age and multiplied by 100.
D. chronological age subtracted from mental age and multiplied by 100.
Learning Target 3: I can distinguish between aptitude and achievement tests.
11. The AP Psychology Exam which will be held on May 6th at noon would most likely be considered a(n) ______test.
A. achievement
B. reliability
C. aptitude
D. intelligence
12. A test of your capacity to learn to be an electrician would be considered a(n) ______test.
A. intelligence
B. aptitude
C. reliability
D. achievement
Learning Target 4: I can describe the importance of standardization, reliability, and validity.
13. ______is the extent to which a test yields consistent results whereas ______is the extent to which a test measures or predicts what it is suppose to.
A. Criterion; Content
B. Reliability; Validity
C. Validity; Reliability
D. Content; Criterion
14. For your ACT score to be a meaningful measure of your achievement, your score must be compared with the performance of a pretested group. Due to this the ACT is considered a ______test.
A. Valid
B. Standardized
C. Normal
D. Predicative
15. When Brandon was told that he correctly answered 80 percent of the items on a math achievement test, he asked how his performance compared with that of the average test-taker. Brandon's concern was directly related to the issue of
A. reliability
B. validity
C. standardization
D. g factor
16. If a test yields consistent results every time it is used, it has a high degree of
A. standardization
B. reliability
C. content validity
D. prediction
17. Mary's bathroom scale always overstates people's actual weight by exactly six pounds. The scale has ______reliability and ______validity.
A. low; high
B. high; low
C. low; low
D. high; high
Learning Target 5: I can analyze genetic and environmental influences on intelligence.
18. Sasha has a mild intellectual disability. She has achieved the equivalent of a fifth-grade education and will soon begin vocational training so that she can earn a living. Sasha's intelligence score is most likely between
A. 5-19
B. 20-34
C. 35-49
D. 50-70
19. Sorting children into “gifted child” education programs is most likely to be criticized for
A. widening the achievement gap between higher and lower ability groups.
B. claiming that intelligence test scores can predict children's academic success.
C. overemphasizing the genetic determinants of giftedness.
D. underestimating the extent to which a g factor underlies success in a wide variety of tasks.
20. Women scoring in the highest 25 percent on the Scottish national intelligence test at age 11 tended to ______than those who scored in the lowest 25 percent.
A. be less creative
B. walk at an earlier age
C. live longer
D. talk at a later age
21. Women have been found to score lower on math tests when they are tested alongside men. This best illustrates the impact of
A. emotional intelligence
B. intrinsic motivation
C. the Flynn effect
D. stereotype threat
22. The extent to which differences in intelligence among a group of people are due to genetic factors is known as the ______of intelligence.
A. heritability
B. validity
C. factor analysis
D. nature vs nurture
23. Babies in Iranian & Romanian orphanages suffered delayed intellectual development due to
A. critical periods
B. telegraphic speech
C. savant syndrome
D. a deprived environment
24. The “Mozart effect” refers to the now-discounted finding that cognitive ability is boosted by
A. a nurturing environment
B. listening to classical music
C. Head Start programs
D. dressing your baby up like Mozart
25. Males are most likely to outnumber females in a class designed for high school students highly gifted in
A. reading
B. speech
C. math problem solving
D. foreign language
Free- Response Question- 20 Points:
You have been hired by Scott County High School to assess student’s potential musical ability. Describe how you would standardize your test and assess its reliability and validity. Apply and explain each of the following in your answer:
· achievement vs. aptitude tests
· standardization
· reliability
· validity
WRITING TIPS:1. Restate the scenario 2. Define each term 3. Apply each term within the scenario
4. Repeat steps 2 &3 for each term 5. Underline key terms