Take Test: Chapter 7 Homework

Question 1

The theory that there are seven distinct mental abilities was proposed by ________.

Sternberg

Thurstone

Spearman

Goleman

0.5 points
Question 2

Clayton is looking for a house to buy. As he looks at different houses, he weighs the different features that each house offers. For instance, while he prefers a brick house, he saw a wooden house that had a better floor plan, a reasonable price, and was in a good school district. Clayton decides that the wooden house is a better buy despite not being made of brick. His decision-making style involved the use of a ________.

means-end analysis

noncompensatory model

compensatory model

functional mind set

0.5 points
Question 3

Failing to see that a wrench can also be used to hammer a nail is an example of ________.

functional fixedness

reproductive thinking

positive transfer

learned helplessness

0.5 points
Question 4

The type of knowledge that allows a specialist to work efficiently on a problem without the elaborate preparation that a new problem would require of a beginner is ________.

intuition

insight

problem set

expertise

0.5 points
Question 5

Higher grades and intelligence test scores predict ________.

performance on the job but not occupational success

occupational success, but not performance on the job

occupational success and performance on the job

neither occupational success nor performance on the job

0.5 points
Question 6

Jane has severe motor coordination deficits, and problems in performing daily tasks needed to function independently. Which of the following is also necessary to classify her as mentally retarded?

evidence of chromosomal abnormality

an IQ score of about or below

manifestation of violent behavior and withdrawal

proof that she does not have phenylketonuria

0.5 points
Question 7

Which of the following is not one of the types of mental abilities measured by the current version of the Stanford-Binet test?

quantitative reasoning

verbal reasoning

long-term memory

abstract/visual reasoning

0.5 points
Question 8

A problem-solving strategy in which an individual or a group produces numerous ideas and evaluates them only after all ideas have been collected is called ________.

critiquing

brainstorming

functional analysis

convergent thinking

0.5 points
Question 9

Which of the following experimental results best refutes the linguistic relativity hypothesis?

Members of a primitive tribe who were asked to perform a task using top-down processing completed it more quickly than those using bottom-up processing.

Members of a primitive tribe whose language has no words for colors could still think about a wide variety of colors.

People who had to rotate a consonant 90 degrees to compare it to a prototype recognized it more quickly than people who had to rotate it 180 degrees.

People retrieved the word “brown” faster than “muddy brown.”

0.5 points
Question 10

When test results are in agreement with some other direct and independent measure of that which the test is designed to predict, the test exhibits ________.

alternate-form reliability

criterion-related validity

content validity

test-retest reliability

0.5 points
Question 11

Which of the following is a true statement?

Nothing can be done to reduce the effects of biological mental retardation.

Little can be done to reduce the effects of biological mental retardation.

The effects of biological mental retardation can be eliminated through education and training.

The effects of biological mental retardation can be reduced through education and training.

0.5 points
Question 12

About one person in ________ is afflicted with PKU.

2,500

25,000

250,000

250

0.5 points
Question 13

The first intelligence test was designed by ________.

Binet and Terman

Binet and Simon

Stanford and Terman

Stanford and Binet

0.5 points
Question 14

In a recent study that required men and women to respond to gender-neutral and gender- specific pronouns, ________ responded more quickly to stimuli that contained traditional gender stereotypes than to stimuli that contained nontraditional stereotypes.

men, but not women

women, but not men

both women and men

neither men nor women

 

 

For written transcript, click here.

 

Psychological assessment guides are created by psychology professionals to provide the public with accurate and authoritative information appropriate for their current needs. Information available to the public about psychological testing and assessment varies widely depending on the professional creating it, the purpose of the assessment, and the intended audience. When professionals effectively educate the public on the how, what, and why behind assessments and the strengths and limitations of commonly used instruments, potential clients are in a better position to be informed users of assessment products and services. The Assessment Guides developed in this course will be designed to provide the lay public with accurate and culturally relevant information to aid them in making informed decisions about psychological testing. Students will develop their Guides with the goal of educating readers to be informed participants in the assessment process.

 

There is no required template for the development of the Assessment Guide. Students are encouraged to be creative while maintaining the professional appearance of their work. The Guide must be reader-friendly (sixth- to ninth-grade reading level) and easy to navigate, and it must include a combination of text, images, and graphics to engage readers in the information provided. Throughout their Guides, students will provide useful examples and definitions as well as questions readers should ask their practitioners. To ensure accuracy, students are expected to use only scholarly and peer-reviewed sources for the information in the development of their Guides.

 

Students will begin their Guides with a general overview of assessment, reasons for assessment referrals, and the importance of the role of each individual in the process. Within each of the remaining sections, students will describe the types of assessments that their readers may encounter, the purposes of each type of assessment, the different skills and abilities the instruments measure, the most valid and reliable uses of the measures, and limitations of the measures. A brief section will be included to describe the assessment process, the types of professionals who conduct the assessments, and what to expect during the assessment meetings.

 

The Assessment Guide must include the following sections:

 

Table of Contents (Portrait orientation must be used for the page layout of this section.)
In this one-page section, students must list the following subsections and categories of assessments.

 

• Introduction and Overview
• Tests of Intelligence
• Tests of Achievement
• Tests of Ability
• Neuropsychological Testing
• Personality Testing
• Industrial, Occupational, and Career Assessment
• Forensic Assessment
• Special Topics (student’s choice)
• References

 

Section 1: Introduction and Overview (Portrait or landscape orientation may be used for the page layout of this section.)
Students will begin their Guides with a general overview of assessment. In this two-page section, students will briefly address the major aspects of the assessment process. Students are encouraged to develop creative titles for these topics that effectively communicate the meanings to the intended audience.

 

• Definition of a Test (e.g., What is a Test?)
• Briefly define psychological assessment.
• Types of Tests
• Identify the major categories of psychological assessment.
• Reliability and Validity
• Briefly define the concepts of reliability and validity as they apply to psychological assessment.
• Role of testing and assessment in the diagnostic process
• Briefly explain role of assessment in diagnosis.
• Professionals Who Administer Tests
• Briefly describe the types of professionals involved in various assessment processes.
• Culture and Testing
• Briefly describe issues of cultural diversity as it applies to psychological assessment.

 

Categories of Assessment (Portrait or landscape orientation may be used for the page layout of this section.)
For each of the following, students will create a two-page information sheet or pamphlet to be included in the Assessment Guide. For each category of assessment, students will include the required content listed in the PSY640 Content for Testing Pamphlets and Information Sheets (Links to an external site.)Links to an external site.. Be sure to reference the content requirements (Links to an external site.)Links to an external site. prior to completing each of the information sheets on the following categories of assessment.

 

• Tests of Intelligence
• Tests of Achievement
• Tests of Ability
• Neuropsychological Testing
• Personality Testing
• Industrial, Occupational, and Career Assessment
• Forensic Assessment
• Special Topics (Students will specify which topic they selected for this pamphlet or information sheet. Additional instructions are noted below.)

 

Special Topics (Student’s Choice)
In addition to the required seven categories of assessment listed above, students will develop an eighth information sheet or pamphlet that includes information targeted either at a specific population or about a specific issue related to psychological assessment not covered in one of the previous sections. Students may choose from one of the following categories:

 

• Testing Preschool-Aged Children
• Testing Elementary School-Aged Children
• Testing Adolescents
• Testing Geriatric Patients
• Testing First Generation Immigrants
• Testing in Rural Communities
• Testing English Language Learners
• Testing Individuals Who Are (Select one: Deaf, Blind, Quadriplegic)
• Testing Individuals Who Are Incarcerated
• Testing for Competency to Stand Trial
• Testing in Child Custody Cases

 

References (Portrait orientation must be used for the page layout of this section.)
Include a separate reference section that is formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site.. The reference list must consist entirely of scholarly sources. For the purposes of this assignment, assessment manuals, the course textbook, chapters from graduate-level textbooks, chapters from professional books, and peer-reviewed journal articles may be used as resource material. A minimum of 16 unique scholarly sources including a minimum of 12 peer-reviewed articles published within the last 10 years from the Ashford University Library must be used within the Assessment Guide. The bulleted list of credible professional and/or educational online resources required for each assessment area will not count toward these totals.

 

Attention Students: The Masters of Arts in Psychology program is utilizing the Pathbrite portfolio tool as a repository for student scholarly work in the form of signature assignments completed within the program. After receiving feedback for this Assessment Guide, please implement any changes recommended by the instructor, go to Pathbrite  (Links to an external site.)Links to an external site.and upload the revised Assessment Guide to the portfolio. (Use the Pathbrite Quick-Start Guide (Links to an external site.)Links to an external site. to create an account if you do not already have one.) The upload of signature assignments will take place after completing each course. Be certain to upload revised signature assignments throughout the program as the portfolio and its contents will be used in other courses and may be used by individual students as a professional resource tool. See the Pathbrite (Links to an external site.)Links to an external site. website for information and further instructions on using this portfolio tool.

 

The Assessment Guide

 

• Must be 18 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.)Links to an external site..
• Must include a separate title page with the following:
  • Title of guide
  • Student’s name
  • Course name and number
  • Instructor’s name
  • Date submitted
• Must use at least 16 scholarly sources, including a minimum of 12 peer-reviewed articles from the Ashford University Library.
• Must document all sources in APA style as outlined in the Ashford Writing Center.
• Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
• Must incorporate at least three different methods of presenting information (e.g., text, graphics, images, original cartoons).

 

Carefully review the Grading Rubric (Links to an external site.)Links to an external site. for the criteria that will be used to evaluate your assignment.