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• Classic-Fiction

(E) a problem in her concrete operational thought

Answers and Explanations

1. B—Aptitude tests measure our potential for learning whereas achievement tests measure what we have already learned.

2. A—For a standardization sample to be useful it must fairly represent all the types of people who will be taking it at a future date.

3. B—A split-half reliability measure correlates the scores on one half of the questions on a test with the other half. If they are consistent, then the test results are reliable. The odd–even question format is only one way to test for split-half reliability.

4. B—Group tests are more economical and easier to administer to a larger group of people in less time with less need for a professional examiner and complicated grading criteria. Most results are computer generated.

5. C—Spearman’s g is a general ability that fuels many s, or special talents. His two-factor model does tend to support the genetic basis of intelligence, but g does not mean this.

6. A—Sternberg argued that traditional IQ tests are limited to measuring the analytical abilities of students—mostly verbal, mathematical, and logical reasoning. He believes that both practical and creative intelligence are overlooked by these tests, but should be measured because of their importance in both adapting to the existing environment and shaping new ones.

7. D—The formula for determining the Stanford-Binet IQ score is MA/CA × 100. This formula shows that Freddie’s intelligence quotient would be 12/10 × 100 or 120.

8. E—In comparison to white students, black students average IQ scores 10 to 15 points lower.

9. B—Questions at either extreme are thrown out because these fail to show individual differences, which is the whole point of standardized tests.

10. C—Many older individuals like Barika show this decline in fluid intelligence, possibly because they get fewer opportunities to use their abstract reasoning. The speed at which they can answer these types of questions decreases as well. Their overall crystallized intelligence, or information that they have gathered over a lifetime, is often unimpaired.

Rapid Review

Tests are used to make decisions.

Psychometricians (measurement psychologists)—focus on methods for acquiring and analyzing psychological data; measure mental traits, abilities, and processes.

Standardization and norms:

Constructs—hypothetical abstractions related to behavior and defined by groups of objects or events.

Standardization—two-part test development procedure: first establishes test norms from the test results of the large representative sample then assures that the test is both administered and scored uniformly for all test takers.

Norms—standards used to compare scores of test takers.

Reliability and validity:

Reliability—consistency of results over time (repeatability); methods of measurement include test-retest, split half, alternate form.

Validity—test measures what it is supposed to measure; methods of measurement include face, content, predictive, construct.

Types of tests:

• Performance tests—test taker knows how to respond to questions and tries to succeed.

• Speed tests—large number of relatively easy items in limited test period;

• Power tests—items of varying difficulty with adequate test period.

Aptitude tests—assess person’s capacity to learn, predict future performance (example: SAT).

Achievement tests—assess what a person has already learned (example: AP test).

Group tests—test many people at one time; test taker works alone; cheaper; more objective.

Individualized tests—interaction of one examiner with one test taker; expensive; subjective grading.

Ethics and standards in testing:

APA and other guidelines detail standards to promote best interests of client, guard against misuse, respect client’s right to know results, and safeguard dignity. Informed consent needed. Confidentiality guaranteed.

Culture-relevant tests—test skills and knowledge related to cultural experiences of the test takers.

Intelligence