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Instructors Manual withTest Questions for

Personality Assessment

Methods and PracticesThird Edition

Prepared by Lewis R. Aiken

Copyright 1999 by Hogrefe & Huber Publishers

USA: P.O. Box 2487, Kirkland, WA 98083-2487Phone (425) 820-1500, Fax (425) 823-8324

CANADA: 12 Bruce Park Avenue, Toronto, Ontario M4P 2S3Phone (416) 482-6339

SWITZERLAND: Lnggass-Strasse 76, CH-3000 Bern 9Phone (031) 300-4500, Fax (031) 300-4590

GERMANY: Rohnsweg 25, D-37085 GttingenPhone (0551) 49609-0, Fax (0551) 49609-88

No part of this book may be reproduced, stored in a retrieval system,or transmitted, in any form or by any means, electronic, mechanical,photocopying, microfilming, recording or otherwise, without the writ-ten permission from the publisher.

Printed and bound in USAISBN 0-88937-227-6

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Table of Contents

Page

Preface 3

I. Suggestions for Teaching 5

II. Chapter Outlines 9

III. Books of Readings and Reviews 19

IV. Computer Programs for Personality Assessment 20

V. Multiple-Choice and Essay Test Items 32

Chapter 1. History and Theories 32Chapter 2. Psychometrics I: Measurement, Statistics, and

Test Design 37Chapter 3. Psychometrics II: Standardization, Reliability,

and Validity 42Chapter 4. Administration, Interpretation, and Reporting 47Chapter 5. Observations and Interviews 52Chapter 6. Checklists and Rating Scales 57Chapter 7. Rational-Theoretical and Factor-Analyzed

Inventories 61Chapter 8. Criterion-Keyed Inventories 66Chapter 9. Interests, Values, and Attitudes 71Chapter 10. Associations, Completions, and Drawings 76Chapter 11. The Rorschach Inkblot Technique 80Chapter 12. The TAT and Other Apperception Techniques 84Chapter 13. Other Measures, Applications, and Issues 88

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Preface

Personality Assessment Methods and Practices(3rd ed.) is a comprehen-sive introduction to the measurement and assessment of personality. Thetext is divided into five parts, consisting of one to four chapters each. Thefour chapters in Part I provide an overview of the foundations of person-ality assessment, including history, theories, and psychometric methods.The construction and administration of personality assessment instru-

ments, as well as the interpretation and reporting of findings, are alsodescribed in Part I.

The two chapters in Part II are concerned with basic principles ofbehavioral observation, interviewing, and rating. Personality invento-ries, including rational-theoretical, factor-analytic, and criterion-keyedinventories, are considered in detail in the first two chapters of Part III.Inventories for measuring interests, values, and personal orientations,which are also characteristics of personality, are surveyed in the thirdchapter of Part III. The three chapters in Part IV are concerned withprojective methods, including association, completion, and drawingtechniques, as well as inkblot and picture-story methods.

Physiological, perceptual, and cognitive measures of personality areconsidered in the first section of Chapter 13, the only chapter in Part V

and the last chapter in the book. The second section of this chapter dealswith selected areas of application of personality assessment instrumentsand procedures, and the third section considers some of the issues per-taining to the assessment of personality.

Part I of the Instructors Manualconsists of some suggestions forteaching a course on this subject, and Part II provides detailed outlinesof the 13 chapters in the text. Part III of the manual is a list of books ofreadings and reviews that are concerned with personality assessment.Part IV describes a package ofComputer Programs for Personality As-sessment Methods and Practicesthat is available to instructors whoadopt the text. Part V contains a library of multiple-choice and essay testitems, by chapter in the text.*

I shall appreciate hearing from instructors and students about theirexperiences with the text and the accompanying computer software andtest items. Like many other authors, I depend upon the readers of my

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* To obtain a copy of thediskette,please contact thePublisher, Hogrefe & HuberPublishers, P.O. Box 2487, Kirkland, WA 98083-2487, Tel. 425-820-1500,Fax 425-823-8324, e-mail hh@hhpub.com.

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books to assist me in improving their quality of the books by telling mewhat they like and dislike about those books, what they have founduseful and non-useful, and what changes are recommended. Informationconcerning teaching techniques or materials which instructors have usedin their personality assessment courses are also welcome.

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Part ISuggestions for Teaching

The days when the first principle of teaching was to stay at least onelesson ahead of the students are probably gone forever, and some wouldsay Good riddance! However, it is amazing how enthusiastic and in-formative an instructor can be when lecturing on the precipice of igno-rance. Perhaps this is somewhat like the professor/author who confessedthat he wrote a textbook because he didnt know anything about a par-ticular subject and wanted to become familiar with it before attemptingto teach it. Be that as it may, I have always found that I am a betterteacher when I know the subject and the lesson quite well and have spentsome time reviewing it even when I have taught the course on numerousoccasions. Perhaps reviewing old material serves more of a motivationalthan an intellectual purpose, a result which I hope is contagious andencourages greater attention and retention in my students than if I wereunprepared and resigned myself to floundering around in the sea of ig-norance.

One of my colleagues informed me that the questions which his stu-dents usually ask at the beginning of a course are: 1. How much of the

assigned reading will I be tested on? 2. How much of the lecture will I betested on? 3. What kind of tests will be given? 4. How will the tests begraded? 5. Can I make up a test if I miss it? 6. How can I earn extracredit? If you detect that most of these questions reveal a certain preoc-cupation with testing and grading, you are right! It is to be hoped thatstudents are interested in something more than tests andgrades, but sucha preoccupation may be more realistic than we instructors like to think.Although in theory both the processes and products of education shouldbe of concern, products, as symbolized by test scores and grades, are alltoo often the only visible focus of many students. For this reason, manyinstructors who are comparing texts for possible adoption make theirchoices at least somewhat dependent on the availability of a good in-structors manual with test items.Among other things, themanual whichyou are now examining attempts to satisfy that need with a variety ofmultiple-choice and essay test items for each chapter. Instructors will, ofcourse, supplement these items with others of their own devising thatdeal with material they have emphasized or consider particularly impor-tant. Although these items comprise the bulk of the manual, there aresome other things that may also be useful to busy instructors.

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Occasionally, usually after the first test, a student will ask how he orshe should study the text. My answer, although communicated some-what more colloquially, usually goes something like this:

An important psychological principle is that active responding on thepart of students improves their effectiveness in learning and retention.In addition, synopses and outlines of the material to be learned canfacilitate organizing, understanding, and recalling it. Therefore, youshould benefit from first reading thesectionheadingsandthe summary

at the end of the chapter. Next read the entire chapter carefully andattentively. After you finish reading a section of the chapter, attemptto summarize the material in that section in your own words and askyourself questions about it. In particular, make absolutely certain thatyou know the meanings of the important terms and concepts.

I also say that some students benefit by formulating their owndefinitionsof important terms and writing them on 3 5 cards. It may even behelpful to construct a series of incomplete statements (fill-ins) on thechapter material and review them just before the test. Alternatively, you,the instructor, may wish to construct these incomplete statements oneach chapter and use them in reviewing the material. But for goodnesssake, dont treat the students like babies by doing all of the organizingfor them. Todays students are often quite empowerment-oriented and

may become confrontational if they feel that the instructor is belittlingthem by oversimplifying the learning process and doing for them whatthey are perfectly capable of doing themselves. Whether or not theyactually do it is, of course, another story.

There are many things that an instructor can do in a class on person-ality assessment other than sipping beverages and reviewing the text.Conducting class discussions on topics of interest such as PersonalityAssessment in the News, Personality Assessment and the Law, andEthical Issues in Personality Assessment may be stimulating. Informa-tive mini-lectures anddiscussions canalso be developedfrom some of theessay questions in Part V of this manual.

Lecturing on supplementary material, viewing relevant video record-ings, and administering, scoring, and interpreting personality inventoriescan make the course more interesting and informative. Having studentscollect assessment information by means of questionnaires or interviews,requiring a term paper or a series of short papers on topics of relevanceto personality assessment, and asking students to give oral reports in-stead of or in addition to writing a paperare other useful activities. Someof the projects which I have assigned are:

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1. Write a critical review of a selected personality assessment instrument.2. Critically compare the various methods (rational-theoretical, factor-

analytic, criterion-keyed) of constructing personality inventories.3. Divide students into debating teams and have them debate the merits

of several techniques (interviews, inventories, projectives, etc.) of as-sessing personality.

4. Have students debate legal and ethical issues concerning personalityassessment.

5. Make a chart listing the most popular instruments for assessing per-sonality in various contexts (clinical, educational, industrial/organiza-tional, etc.).

6. Construct ten objective test items on each chapter ofPersonality As-sessment Methods and Practices. The instructor promises to includethe best items in a future test.

In addition to the above cognitive exercises, it is interesting and poten-tially useful for students to complete the questionnaire on the followingpage at the first meeting of the course and then complete it again at thelast meeting as a measure of how their attitudes toward personality as-sessment may have changed in the interim. An overall score on the ques-tionnaire as a measure of attitude toward personality assessment may becomputed as follows: on statements 1, 2, 4, 6, and 9, SD = 0, D = 1, U =

2, A = 3, SA = 4; on statements 3, 5, 7, 8, and 10, SD = 4, D = 3, U = 2,A = 1, SA = 0. Total scores range from 0 to 40 in the direction from leastto most favorable attitude toward personality assessment. This proce-dure can also serve as a basis for class discussion of the validity and roleof personality assessment. If the diskette of computer programs accom-panying the text is available, program F4, which is described in Part IVof the manual, can be used to administer and score the questionnaire.

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Questionnaire

Directions: Each of the statements on this questionnaire expresses anattitude or opinion about personality assessment. You are to indicate theextent of agreement between the attitude or opinion expressed in eachstatement and your own personal attitude or opinion. Circle the letter(s)corresponding to your attitude: Strongly Agree (SA); Agree (A); Unde-cided (U); Disagree (D); Strongly Disagree (SD).

1. Many personality tests are reliable and validmeasures of temperament and other stylisticaspects of behavior. SD D U A SA

2. It is appropriate to use scores on personality testsfor diagnostic purposes in clinical, counseling, andeducational contexts. SD D U A SA

3. Personality tests are valid measures of personalitycharacteristics in adults but not in children. SD D U ASA

4. Personality tests are equally fair measures of theaffective characteristics of people in all ethnic andsocioeconomic groups. SD D U A SA

5. Personality tests are not valid predictors of apersons performance in school or on the job. SD D UA SA

6. Personality tests are useful in the diagnosis ofmental disorders in children and adults. SD D U A SA

7. Scores on personality assessment instrumentsshould not be used for purposes of selection andpromotion in employment contexts. SD D U A SA

8. Personality tests should not be used because theyupset people and make them wonder aboutthemselves. SD D U A SA

9. It is fair to use personality test scores in selecting

students for admission to colleges, universities,and professional schools. SD D U A SA

10. It is inappropriate to use personality tests foracademic and/or vocational counseling purposes. SDD U A SA

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Part IIChapter Outlines

Although instructors dont like being accused of simply repeating orreiterating the textbook material, I have found it useful to put an outlineof every chapter on the board, or hand out a photocopy of such anoutline to each student, when thechapter material is being discussed. The

following section headings of the chapters in Personality AssessmentMethods and Practices (3rd ed.), in addition to a list of important con-cepts dealt with in the chapter, should suffice.

Part I. Foundations of Personality Assessment

1. History and TheoriesHistorical Foundations

Ancient Greece and RomeThe Middle Ages and the RenaissancePseudoscience and Personality Assessment

AstrologyPalmistryPhrenologyPhysiognomy

GraphologyThe Late Nineteenth and Twentieth Centuries

Theories of PersonalityType TheoriesTrait Theories

Gordon AllportR. B. CattellHans Eysenck

Psychoanalytic TheoriesSigmund FreudCarl JungAlfred AdlerErik Erikson

Phenomenological TheoriesMurrays PersonologySocial Learning Theories

Rotters Social Learning TheoryBanduras Cognitive Social Learning Theory

Other Approaches to Personality Assessment

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2. Psychometrics I: Measurement, Statistics, and Test DesignMeasurement and Statistics

Scales of MeasurementFrequency Distributions and PercentilesAveragesMeasures of VariabilityStandard ScoresCorrelation and Regression

Product-Moment CoefficientSimple Linear RegressionCoefficient of DeterminationMultiple Regression EquationPoint-Biserial Coefficient

Factor AnalysisOther Statistical Methods

Constructing and Item-Analyzing Assessment InstrumentsStrategies for Constructing Inventories and Rating ScalesItem Analysis and Item Response Theory

Traditional Item-Analysis ProceduresItem Characteristic CurvesItem Response Curves and Theory

Sources and Standards for Personality Assessment Instruments

3. Psychometrics II: Standardization, Reliability, and Validity

Standardizing and Equating TestsNorms

Percentile NormsStandard Score NormsNormalized Standard ScoresBase Rate Scores

Parallel and Equated TestsReliability

Classical Reliability TheoryTest-Retest CoefficientParallel-Forms CoefficientInternal Consistency Coefficients

Split-Half MethodKuder-Richardson MethodCoefficient Alpha

Interscorer ReliabilityInterpreting Reliability Coefficients

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Variability and ReliabilityStandard Error of MeasurementPercentile BandsReliability and Standard Error of Score DifferencesGeneralizability Theory

ValidityContent ValidityCriterion-Related Validity

Standard Error of EstimateCross-ValidationCriterion ContaminationBase RateIncremental Validity

Construct ValidityEvidence for Construct ValidityConvergent and Discriminant Validation

4. Administration, Interpretation, and Reporting

Assessment Settings, Goals, and ModelsInstrument Selection, Administration, and Scoring

Administering Assessment InstrumentsAssessment Standards and Ethics

Physical and Psychological EnvironmentsDeviations from Standard ProcedureAfter the TestAdministration by ComputerTest Scoring

Interpreting Assessment FindingsCase StudyPsychodiagnosisClinical versus Statistical PredictionFactors Detracting from Clinical Judgments

Psychological Assessment ReportsComputerized ReportsInformed Consent and ConfidentialityConsultations and Conferences

Part II. Observing, Interviewing, and Rating

5. Observations and Interviews

ObservationsUncontrolled and Controlled Observation

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Participant ObservationSituational Testing and Leaderless Group DiscussionSelf-Observation and Content AnalysisNonverbal Behavior

KinesicsProximicsParalinguisticsInterpretive AccuracyThe PONSUnmasking the Face

Observations for Behavior ModificationImproving the Accuracy of ObservationTraining Observer

InterviewsInterviewing Technique and Structure

Structured and Unstructured InterviewsInterview Topics and Questions

Clinical InterviewingMental Status InterviewComputer-Based InterviewingBehavioral InterviewsStress Interviewing

Methode Clinique and Morality ResearchEmployment InterviewsReliability and Validity of Interviews

Application Blanks and Biographical InventoriesEmployment Application BlankBiographical InventoriesReferences and Recommendations

6. Checklists and Rating Scales

ChecklistsAdjective Checklists

The Adjective Check ListMultiple Affect Adjective Check List-Revised

Checklists of Behavior Problems and Clinical SymptomsMooney Problem ChecklistsChild Behavior ChecklistRevised Behavior Problem ChecklistSymptom Checklists

Rating Scales

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Types of Rating ScalesNumerical Rating ScaleSemantic-Differential ScaleGraphic Rating ScaleStandard Rating ScaleBehaviorally Anchored ScalesBehavioral Observation ScalesForced-Choice Rating Scale

Errors in RatingConstant ErrorsHalo EffectContrast ErrorProximity Error

Improving RatingsScoring RatingsReliability and Validity of RatingsStandardized Rating Scales

Hamilton ScalesDerogatis Scales

Q-Sort TechniqueSorting and Selecting People

Sociometric Technique

Guess-Who TechniqueRole Construct Repertory Test

Part III. Personality Inventories

7. Rational-Theoretical and Factor-Analyzed InventoriesConstruction Strategies

Rational-Theoretical StrategyFactor-Analytic StrategyCriterion-Keying Strategy

Response Sets and Psychometric CharacteristicsResponses SetsChecks and Controls for Truthfulness in RespondingNorms, Reliability, and Validity

Early Personality InventoriesSingle-Score InventoriesMultiscore Inventories

Contemporary Rational-Theoretical InventoriesRational or Content-Validated InventoriesThe Beck Inventories

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Measures of Self-Concept and Self-EsteemTennessee Self-Concept ScalePiers-Harris Self-Concept ScaleCoopersmith Self-Esteem Inventories

Health-Related InventoriesEating Disorder Inventory-2Millon Behavioral Health Inventory

Theory-Based InventoriesEdwards Personal Preference ScheduleMyers-Briggs Type IndicatorMillon Index of Personality Styles

Factor-Analyzed InventoriesGuilford-Zimmerman Temperament SurveyCattells QuestionnairesAdult Personality InventoryEysenck Personality Questionnaire-RevisedProfile of Mood States

Factor Analysis and the Five-Factor ModelFive-Factor ModelNEO-PI-R and NEO-FFIHogan Personality Inventory

8. Criterion-Keyed Inventories

Minnesota Multiphasic Personality InventoryConstructing the MMPIDescription of the MMPIMMPI ScalesExamining Scores on the Validity ScalesInterpreting Scores on the MMPI Clinical ScalesReliability, Norms, and Group DifferencesMMPI-2Profile InterpretationProblems and Prospects

The CPI and Other MMPI-Related InventoriesCalifornia Psychological Inventory

CPI ScalesNorms, Reliability, and ValidityRevised CPI

Personality Inventory for ChildrenPersonality Inventory for Youth

The MCMI and Other Millon InventoriesMillon Clinical Multiaxial Inventory

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Administration and ScoringNorms, Reliability, and Validity

Millon Adolescent Personality InventoryScales, Scoring, and InterpretationReliability and ValidityEvaluation

Millon Adolescent Clinical InventoryInventories Based on Combined Strategies

Personality Research FormJackson Personality InventoryBasic Personality InventoryPersonality Assessment Inventory

9. Interests, Values, and Attitudes

Development of InterestsGinzbergs Developmental TheorySupers Developmental Theory

Interests and PersonalityPsychoanalytic TheoriesCorrelations of Interests and Personality TraitsRoes Person-Environment Theory

COPS Interest InventoryVocational Interest Inventory-Revised

Hollands Vocational Personalities-Work Environments TheorySelf-Directed SearchVocational Preference Inventory

Personality Inventories as Measures of InterestsCriterion- and Content-Validated Interest Inventories

The Strong InventoriesFormat of the Strong Interest InventoryScoring the SIIReliability and Validity

Kuder Interest InventoriesKuder General Interest SurveyKuder Occupational Interest Survey

Other General Interest and Special Purpose Interest InventoriesJackson Vocational Interest SurveyCareer Assessment Inventory

Gender and Ethnic Differences in InterestsUsing Interest Inventories in Counseling

ValuesRokeach Value Survey

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Vocational ValuesWork Values InventoryThe Values ScaleTemperament and Values Inventory

Personal Orientations and AttitudesPersonal Orientations

Bem Sex-Role InventorySex-Role Egalitarianism ScalePersonal Orientation Inventory

Attitudes

Part IV. Projective Techniques

10. Associations, Completions, and DrawingsConcepts and Examples

The Influence of PsychoanalysisDetractors and SupportersTypes of Projective Techniques

Association TechniquesEarly MemoriesWord Associations

Completion TechniquesSentence Completions

Historical BackgroundContent and ScoringThe Rotter Incomplete Sentences BlankBloom Sentence Completion Survey

Play TechniquesStory CompletionsRosenzweig Picture-Frustration Study

Projective DrawingsDraw-a-Person TestHouse-Tree-Person TechniqueKinetic Drawing System for Family and SchoolBender-Visual-Motor Gestalt Test and Hutt Adaptation

Evaluating the DrawingsHutt Adaptation of the Bender-Gestalt

Postscript on Projective Drawings11. Rorschach Inkblot Technique

Format and FoundationsRationale and Administration ProcedureHistorical Background

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Popularity of the RorschachFive Major Systems and Content Analysis

Becks SystemKlopfers SystemHertzs SystemRapaport-Schafer SystemPiotrowskis SystemContent Analysis

Exners Comprehensive SystemAdministration Procedures in the Comprehensive SystemScoring in the Comprehensive System

LocationDeterminantsContent

Structural SummaryInterpreting Rorschach Responses

Computer-Based Scoring and InterpretationPiotrowskis CPRMillers and Perlines ProgramsThe Exner Report

Psychometric Issues and Future ProspectsReliability

ValidityFakingFuture Prospects

Holtzman Inkblot Technique

12. The TAT and Other Apperception Techniques

Administering the TATIndividual AdministrationSelf-AdministrationGroup AdministrationFollow-Up InquiryShortened TAT Card Sets

An Illustration: Testing Juvenile DelinquentsScoring and Interpreting TAT Stories

Clinical InterpretationMurrays Interpretative SystemAlternative Scoring Procedures

Psychometric Issues and ResearchReliability

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ValidityTAT Modifications and Other Apperception Tests

Picture Projective TestApperceptive Personality Test

Apperception Tests for Minority GroupsThompson TATTEMAS

Picture Tests for ChildrenChildrens Apperception TestRoberts Apperception Test for ChildrenChildrens Apperceptive Story-Telling Test

Apperception Tests for Older AdultsOther Pictorial/Story Techniques

Part V. Personality Assessment Today and Tomorrow

13. Other Measures, Applications, and IssuesPhysiological, Perceptual, and Cognitive Measures

Introversion/Extraversion and PhysiologyPerception and PersonalityCognitive Styles

Applications of Personality AssessmentAssessment in Health Contexts

Managed Care in Mental HealthAssessment in Forensic ContextsMarital and Family AssessmentPsychological Assessment in SportsConsumer Behavior

AIO InventoriesVALS Approach

Issues in Personality AssessmentContinuing ControversiesTraits and SituationsPublic and Governmental ConcernsValidity of Personality AssessmentBias on Personality Tests

Prospects for Personality Assessment

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Part IIIBooks of Readings and Reviews

Groth-Marnat, G. (1997).Handbook of psychological assessment(3rded.). New York: Wiley.

Impara, J. C., & Plake, B. S. (Eds.). (1998). The thirteenth mentalmeasurements yearbook. Lincoln: Buros Instituteof MentalMeasure-ments of the University of Nebraska-Lincoln.

Keyser, D. J., & Sweetland, R. C. (Eds.). (19881994).Test critiques(Vols. VIIX). Austin, TX: pro.ed.

Krug, S. E. (Ed.). (1993).Psychware sourcebook(4th ed.). Champaign,IL: MetriTech, Inc.

Links, P. S. (Ed.). (1996).Clinical assessment and management of severepersonality disorders. Washington, DC: American Psychiatric Press.

Maddox, T. (1997). Tests: A comprehensive reference for assessments inpsychology, education, and business. Austin, TX: pro.ed.

Murphy, L. L., Conoley, J. C., & Impara, J. C. (Eds.). (1994).Tests inprint IV: An index to tests, test reviews, and the literature on specifictests. Lincoln: University of Nebraska and Buros Institute of MentalMeasurements.

Newmark, C. S. (Ed.). (1996).Major psychological assessment instru-

ments(2nd ed.). Needham Heights, MA: Allyn & Bacon.Pervin, L. A. (1990). Handbook of personality theory and research. New

York: Guilford.Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991).Measures of

personality and social psychological attitudes. San Diego, CA: Aca-demic Press.

Test Collection, Educational Testing Service. (Comp.). (19931995).The ETS test collection catalog(2nd ed.). Phoenix, AZ: Oryx Press.

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Part IVComputer Programs for Personality

Assessment*

Directions for Running Programs

Before attempting to run the programs on the accompanying diskette,

make certain that file qbasic.exe is on the diskette; if not, copy it from aDOS directory onto the diskette.

If you are running the programs off the floppy disk drive do the fol-lowing:1. Insert the diskette into your floppy disk drive.

2. In DOS, type A: at the DOS prompt.

3. Typemenuorprogat the A:\ prompt and press Enter.

The commandmenuwill get you into the program menu, from whichyou can make a choice of categories and then a choice among programswithin a category.

You can also run the programs when you are in Windows. Begin byclicking on the Start button, and then click on the Run icon. Next

typea:menuin the command box, and click on the OK button. Alterna-tively, you can begin by double-clicking on the My Computer icon, thendouble clicking on 3 floppy [A:], and finally double-clicking on theMenu icon.

If you installed the program on your hard drive in a file namedtests, for example, do the following:1. In DOS, type cd c:\tests and press Enter.

2. Type menu at the c:\tests prompt and press Enter. The commandmenu will get you into the program menu, from which you canmake a choice of programs to run.

If the programs have been stored in a directory named tests on yourhard disk, you can also run them in Windows. Begin by clicking on theStart button, and then select the Run command from the Startmenu. Finally, type c:\tests\menu in the command box and click on the

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* Instructors who adopt the text may obtain a free copy of the programs fromthe Publisher, Hogrefe & Huber Publishers, P.O. Box 2487, Kirkland, WA98083-2487, Tel. 425-820-1500, Fax 425-823-8324, e-mail hh@hhpub.com.

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OK button. If you installed the program in a different directory, re-place c:\tests with the name assigned to that directory.

You can escape from a running program by pressing the function keyF1.

The output for some of the programs is printed on the monitor screenand/or stored in an output file named results. Followthedirections foreachprogram carefullyand you shouldhave fewproblems. Keep in mindthat the tests administered by some of the programs are meant to beillustrative exercises or demonstrations rather than serious efforts at as-sessment. Representative norms are not available for the sample tests.Consequently, you should view the results as suggestive rather than de-finitive and advise other users to do likewise.

The following brief descriptions should suffice to acquaint you withthe programs:

Category A:Programs on Basic Statistical Methods

1. Normal Curve Probabilities.This program may be used to computeeither (1) the normal probability for a givenzvalue or (2) thezvaluecorresponding to a given cumulative normal probability.

2. Descriptive Statistics.For a set of 100 or fewer ungrouped scores, thisprogram computes and prints out the largest score, the smallest score,the range, the arithmetic mean, median, variance, standard deviation,the raw scores and their correspondingzscores.

3. Frequency Distributions and Associated Graphs.This program con-structs a frequency distribution and plots a histogram and frequencypolygon for a set of scores. The user specifies the number of intervalsdesired and whether or not a histogram and a frequency polygon areneeded. In addition to the intervals and the corresponding frequen-cies, the range of the scores is printed on the computer screen.

4. Multiple Regression Analysis.This program computes the standard-ized and unstandardized regression weights, the multiple correlationcoefficient (R), and the standard errors of the regression weights, andconductsttests for the significance of the regression weights for alinear regression analysis with one, two, or three independent vari-ables. The last variable is the dependent variable. Input data are themeans, standard deviations, and intercorrelations of the variables.

5. Correlation Coefficient and Regression Equation.This program com-putes the product-moment correlation coefficient between variables

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X and Y, the linear regression equation for predicting Y from X, andthe means and standard deviations of X and Y for 3100 pairs of X-Yvalues. The number of false positive and false negative errors, hits,and correct rejections for a specified criterion cutoff score (minimumacceptable performance) can also be determined.

6. Percentiles and Percentile Ranks.For a given frequency distribution,this program computes (1) the percentile rank of a given score or (2)the percentile (score) corresponding to a given percentage. In addi-tion, the program computes the arithmetic mean and standard devia-tion of the frequency distribution.

7. Scatter Diagram and Regression Line Plot.This program plots thescattergram and the linear regression lines (of Y on X and X on Y) fora set of scores. It also computes and prints the numerical values of theslope and intercept (for predicting Y from X and for predicting Xfrom Y) and the product-moment correlation coefficient (r).

Category B:Programs on Construction, Administration,and Scoring Assessment Instruments

1. Constructing an Objective Personality Test.This program permits the

user to (1) construct an objective test of personality, (2) review andrevise the constructed test, (3) construct an answer key for the test, (4)review and revise the answer key, (5) print the test, (6) print the an-swer key, (7) change the password for the program, and (8) enter aseries of examinee identification numbers to keep account of whotakes the test and that it is taken only once. The initial password forthe program is makit. Examinees identification numbers, each ofwhich is erased after the corresponding examinee has taken the test,are stored by means of option 8. Many different tests and answerkeys, depending on their lengths, may be stored in appropriate fileson the same diskette as the program or on a companion diskette. Eachtest and answer key is assigned to a separately coded file. The title,directions, items, and answer key for a specific test may then be editedor changed after the test has been administered. This program is acompanion to the next program (B2).

2. Administering and Scoring an Objective Personality Test. This pro-gram canbe used to administer andscore a true-false, multiple-choice,or short-answer test of personality, or a checklist, rating scale, orattitude scale arranged in multiple-response format. The options per-

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mit the user to (1) take or administer a test, (2) score a test, (3) reviewthe test items and answers, and (4) print out the item responses andthe total score. The user must enter the password (takit to begin),the test number, and his or her identification number. The printoutfrom option 4 includes the test number, the users identification num-ber, and a six-column table. The first column of the table lists the itemnumber; the second column lists the examinees first responses to theitems; the third column lists the times (in seconds) for the first re-sponses to the items; the fourth column lists the examinees last (sec-ond, third, etc.) response to the items; the fifth column lists the times(in seconds) for the changed responses to the items; the sixth columnlists an R or W indicating whether the responses were right orwrong. By using this program the examinee can take a test, review theanswers, score the test, and then print out the item responses, the itemresponse times, and the total test score for review purposes or toprovide a permanent record of the results.

3. Constructing a Rating Scale or Checklist. This program assists inconstructing a checklist or a rating scale having any desired numberof rating categories and items. The scale constructor enters the nameof the rating scale or checklist, the directions, the number of ratingcategories, the label and definition for each category, the number ofitems to be rated, and then types each item. Items are limited to 50

characters per line. The completed scale is printed on an externalprinter, which must be one while the program is being run.

4. Scoring a Rating Scale or Checklist. This program scores a specifiednumber of rating scale or checklist questionnaires. The user enters thenumber of questionnaires to be scored, the number of response cate-gories per item, the label for each category, the numerical value cor-responding to category k for item j, and the response to each item oneach questionnaire. In addition to each respondents raw score, a fre-quency distribution of responses made by the examinee to all items isprinted.

Category C:

Programs on Reliability, Validity, and Norms

1. CoefficientAlphaReliability. This shortprogram computes coefficientalpha, a measure of the internal consistency reliability of a test. Theuser enters the number of items and the number of examinees, and

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then enters the score for each examinee on each item. The numericalvalue of coefficient alpha is printed on the computer screen.

2. Kuder-Richardson Reliability Coefficients.This program computesthe internal consistency reliability of a test by using Kuder-Richardsonformulas 20 and 21. The user enters the number of items, the arith-metic mean of total test scores, the variance of total test scores, and,for each item, the proportion of examinees answering the item cor-rectly. The Kuder-Richardson coefficients, computed by formulas 20and 21, are printed on the computer screen.

3. Reliability and Standard Error of Difference Scores.This programcomputes the reliability and standard error of the difference scores.The user enters the standard deviation of the first and second vari-ables, the reliabilities of the first and second variables, and the corre-lation between the two variables. Then the reliability and standarderror of the difference scores are printed on the screen. Next the useris asked if he (she) wants to compute a confidence interval for thedifference scores. If the answer is yes, the user is asked to indicatethe percent confidence interval (.90, .95, or .99) for the differencescores and the difference between the two scores. Then the corre-sponding confidence interval for that difference is printed on thecom-puter screen, and the user is asked if he (she) wants to solve anotherproblem.

4. Split-Half (Spearman-Brown) Reliability.By applying the Spearman-Brown prophecy formula, this program canbe used to estimate (1) thereliability of a lengthened test and (2) the number of additional itemsneeded for a test having a specified reliability coefficient. To make thefirst estimate, the user must enter the number of items on the original(unlengthened) test, the numberof items on thefinal (lengthened) test,and the reliability of the original (unlengthened) test. The computerprints the reliability of the lengthened test on the screen. To make thesecond estimate, the user must enter the number of items on the orig-inal (unlengthened) test, the reliability of the original (unlengthened)test, and the desired reliability of the final (lengthened) test. The com-puter prints the number of new items that must be added to the testto obtain a test having the desired reliability.

5. Standard Errors of Measurement and Estimate.This program com-putes (1) the standard error of measurement, (2) the standard error ofestimate, (3) the regression equation for predicting Y from X, (4) the95% confidence interval for the true score on the X variable, and (5)the 95% confidence interval for the obtained Y (criterion) score. Todetermine the standard error of measurement and the associated con-

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fidence interval, the user must enter the standard deviation of the testscore. To compute the standard error of estimate, the user must enterthe standard deviation of the Y variable and the correlation betweenX and Y. To determine the regression equation for predicting Y fromX and the 95% confidence interval for the obtained Y score, the usermust enter the means and standard deviations of the X and Y vari-ables, the correlation between the two variables, and the given Xscore.

6. Standard Scores and Midpoint Percentile Ranks.From a frequencydistribution of raw scores, this program computes the standard zscores, the normalizedz scores, the transformedZ-score,T-scores,and percentile ranks corresponding to the midpoints of the raw scoreintervals of the raw scores. The user specifies the number of scoreintervals, the midpoint of the first interval, and the interval width.Then, for each interval, the user specifies the frequency on the inter-val. The output, which appears on the screen, is a table listing themidpoint, the frequency, the midpoint percentile rank, and the valuesofz,Z, normalizedz, andTfor each interval.

Category D:Programs on Rating Scales and Checklists

1. Constructing a Likability Inventory.This program generates andprints a Group Interaction Inventory from the names of the stu-dents in a class or othergroup. The group members fill out the printedinventories by rating each name on a scale of 1 to 7 according to howmuch they would like or dislike to engage in some activity with theperson, how important the person is to the group, how close therespondent feels towardtheperson, likes to cooperatewith himor her,or considers the person important to the successful functioning of thegroup. The inventory can be administered at the beginning and againat the end of the course or other regularly meeting group to determinechanges in social interaction among thegroup membersan indicatorof changing group cohesiveness.

2. Scoring and Interpreting a Likability Inventory.This program scoresthe ratings obtained from the inventories generated by the precedingprogram and computes several indices of interpersonal attractivenessand group cohesiveness. The measures include (1) a coefficient foreach rater indicating how he or she feels toward the other membersof the group, (2) a coefficient for each ratee revealing how the rest of

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the group feels toward him or her, and (3) a coefficient reflecting howthe entire group feels about the group as a whole. See Aiken, L. R.(1992). Some measures of interpersonal attraction and group cohe-siveness.Educational and Psychological Measurement,52, 6367.

3. Ranking Adjectives for Real and Ideal Selves.This program presentsa randomized series of 20 adjectives twice. The examinee ranks theadjectives according to how descriptive they are of his (her) real andideal selves. Thepercentage congruency between thereal andideal selfrankings is computed.

4. Rating a Professors Personality.This program presents a set of 12adjectives on which the examinee is asked to rate any college or uni-versity professor. The adjectives are: considerate, courteous, creative,friendly, helpful, interesting, knowledgeable, motivating, organized,patient, prepared, punctual. The following directions are given: Ona scale of 0 to 4, where 0 = lowest amount of the characteristic and 4= highest amount of the characteristic, rate your professor on each ofthe following descriptive characteristics. An overall rating rangingfrom 0 to 48 and a percentage rating ranging from 0 to 100 are bothprinted on the screen.

5. Checklist for Type A Behavior and Personality.This is a 20-item ad-jective checklist for evaluating the Type A behavior pattern and per-sonality. The respondent enters y if the term or phrase is descriptive

and n if it is not descriptive of him (her). The score (number ofadjectives responded to with y) and the percentage of the totalpossible score are printed on the screen.

6. Checklist for Comparing Self With Others.This is a checklist fordeter-mining the congruence between responses to self-descriptive and oth-er-descriptive adjectives. The respondent is asked to indicate whethereach of 25 adjectives is descriptive of him (her) personallyand whetherit is descriptive of people in general in the respondents chronologicalageandsexgroup.The rawscore (number of congruencesbetween selfand other responses) and the percentage of total possible congruencesbetween self and other responses are printed on the screen.

Category E:Programs on Personality Inventories

1. Five-Factor Personality Inventory.This program administers andscores a five-factor personality inventory consisting of 15 self-ratingitems. Scores on the five factors (Agreeableness, Conscientiousness,

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Extraversion, Neuroticism, Openness), which range from 0 to 12,printed on the monitor screen.

2. Sociability, Activity, and Emotionality Scale.This program adminis-ters, scores, and interprets a 15-item personality inventory designedto measure Sociability, Activity Level, and Emotionality. Therespondent enters the number (0 = Not at all through 4 = Verymuch) that best indicates how true the statement is of him (her). Therespondents score (020) on each category is compared with normsand interpreted as Below Average, Average, or Above Aver-age. (Items from Willerman, L. (1979). The psychology of individualand group differences. San Francisco: W. H. Freeman)

3. Sensation Seeking Scale.This program administers and scores Form Vof the Sensation Seeking Scale. This scale was designed to measurethrill-seeking behaviora desire for new experiences or a willingnessto take risks. Individuals who make high total scores on the scale tendto seek out new, varied, and exciting experiences. The 40 items on thescale are in paired (forced-choice) format. The respondent is asked toselect the statement (a or b) that best describes his (her) true feeling.In addition to Total Scores, part scores on Thrill and AdventureSeeking (TAS), Experience Seeking (ES), Disinhibition (Dis),and Boredom Susceptibility (BS) are computed. Raw scores on thefour subscales and the total scale are computed to T scores. (Items

courtesy of Marvin Zuckerman)4. Personal Identity Scale.This program administers, scores, and inter-

prets scores on a scale to assess the degree to which the respondenthas developed a sense of identity, as defined by Erik Erikson. For eachof the 19 items, the respondent enters 1 if the statement never appliesto him (her), 2 if the statement only occasionally or seldom applies tohim (her), 3 if the statement applies to him (her) fairly often, or 4 ifthe statement applies to him (her) very often. The respondents rawscore is compared with scores for a norm group and designated ashigh (indicating a well-developed sense of personal identity), low(indicating a poorly developed sense or personal identity), or aver-age. (Items from Ochse,R., & Plug, C., (1986). Cross-cultural inves-tigation of thevalidity of Eriksons theoryof personality development.

Journal of Personality and Social Psychology,50, 12401252.)

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Category F:Programs on Interests, Values, and Attitudes

1. Altruism Inventory.The inventory administered and scored by thisprogram is designed to measure the personal characteristic of altru-ism. Eight items of the 15-item inventory are worded in the positivedirection and the remaining seven items are worded in the negativedirection. The examinee types sa (strongly agree), a (agree), u

(undecided), d (disagree), or sd (strongly disagree) in response toeach of the randomly arranged statements. Total score ranges from 0to 60. The Altruism Inventory has been used by the author in a varietyof student research projects involving correlational methodology. Theinternal consistency reliabilities of the inventory are in the high .80s.

2. Educational Values Inventory.This inventory consists of 24 itemsconcerned with six educational values: Aesthetic, Leadership, Philo-sophical, Social, Scientific, and Vocational. Each item is answered ona five-point scale. The 12 items in Part I refer to possible goals oremphases of higher education; the examinee is instructed to type theappropriate letter when a statement is presented to indicate how im-portant he or she believes the corresponding goal should be (u = Un-important, s = Somewhat important, i = Important, v = Very

important, e = Extremely important). On the six items of Part IIthe examinee types the appropriate letter to indicate how valuable theparticular kinds of college courses are to students in general (n = Notat allvaluable, s = Somewhat valuable, v = Valuable, q = Quitevaluable, e = Extremely valuable). On the six items of Part III theexaminee types the appropriate letter to indicate how much attentionhe or she feels should be given to each kind of college course in theeducation of most students (n = No attention at all, l = Littleattention, m = Moderate amountof attention, a = Above averageamount of attention, or e = Extensive amount of attention). Re-sponses are scored on a scale of 0 to 4, yielding scores ranging from0 to 24 on each of the six scales. Various published and unpublishedinvestigations have been conducted with this inventory, providing in-formation on how educational values vary with sex, ethnic group,

educational level, socioeconomic status, and decade.

3. Mathematics or Science Attitude Scale.Each of the 24 statements onthis Likert-type attitude inventory expresses a feeling or attitude to-ward mathematics or science. The examinee is instructed to indicate,on a five-point scale, the extent of agreement between the attitude

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expressed in the statement and his (her) own personal attitude: sd =Strongly disagree, d = Disagree, u = Undecided, a = Agree,sa = Strongly agree. The 12 positively-worded and the 12 negative-ly-worded statements on the inventory are presented in random order.The scale is scored on four variables consisting of six items each (En-joyment of Mathematics/Science, Motivation in Mathematics/Science,Importance of Mathematics/Science, Fear of Mathematics/Science),plus an composite Total Attitude Toward Mathematics/Science score.Althoughthe internal consistency and test-retest reliabilities of the foursections are in the .70s and low .80s, the reliability of the Total scoresis in the low .90s. This scale has been used in numerous studies ofattitudes toward mathematics/science. It has also beenadapted forvar-ious grade levels and administered in several different countries.

4. Attitudes Toward Personality Assessment.This program administersand scores a ten-item Likert-type inventory of attitudes and beliefsconcerning personality assessment. The items consist of a set of state-ments pertaining to the theory, methods, and uses of personality as-sessment procedures. The examinee enters sa (Strongly Agree),a (Agree), u (Undecided), d (Disagree), or sd(Strongly Disagree) in responding to each statement.

5. Attitudes Toward Womens Roles. This program consists of two ten-item questionnaires to assess the respondents opinion of (1) equal

rights forwomen and(2) the treatment of women in advertising.Totalscores on both questionnaires are computed and presented on thescreen. A high score on the first questionnaire indicates a more femi-nistic attitude. A high score on the second questionnaire indicates astrong belief that women are exploited by advertising in negativeways.

6. Vocational Interests, Personality, and Careers. This program, whichis based on Hollands RIASECtheory of vocational personalities, con-sists of three screens. On the first screen are brief descriptions of thesix RIASEC interest themes. The respondent is asked to select thetheme that best fits him or her. On the second screen, six descriptionsof personality characteristics corresponding to thesixRIASECthemesare presented. The respondent is asked to select the description thatbest fits him or her. On the last screen, two clusters of career possibil-ities, one cluster corresponding to the interest group selected and asecond cluster corresponding to the personality description selectedby the respondent, are presented.

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Category G:Programs on Projective Techniques

1. Dot Pattern Test. This program consists of a projective test on whichthe examinee is instructed to describe what he or she sees (pictures,etc.) in each of ten sets of 100 randomly-generated dots on a computerscreen. The patterns are different each time the test is taken, so moreinformation is obtained when the test is taken more than once. The

following directions are presented:

On each of ten trials, a pattern of dots will appear on the screen. Describe ina short phrase or sentence what each pattern of dots looks like to you, what itmight represent. Limit your description to one line on the computer screen.

The examinees responses are recorded, by trial number, in file re-sults and on the screen. The results may be interpreted in terms ofdominant objects or actions perceived in the dot configurations.

2. Projective Line Drawings.This program is a projective test consistingof 10 sets of random configurations of lines. Each configuration ismade up of six intersecting lines. The following directions are givento the examinee:

Projective techniques such as the Rorschach Test consist of sets of ambiguousstimulus material that are interpreted differently by different people. The dif-ferent interpretations are said to reflect the examinees personality. One typeof projective technique consists of a pattern of lines such as those on this test.Foreach of the following line drawings, look at the drawing andthen type andenter a description of what it looks like to you, what it might be. Limit thelength of your description to one line.

The descriptions are recorded, by trial number, in file results forprinting and evaluation. Because the configuration of intersectinglines is different each time that the test is taken, more information canbe obtained if the test is taken at least twice. The responses may beanalyzed in terms of common themes and their meanings, underlyingneeds, conflicts, and other personality characteristics.

3. Sentence Completion Test.This program presents a series of sentencefragments; the number of fragments being specified by the examineror theexaminee. The examinee is instructedto complete each sentenceaccording to his or her real feelings. Theresponses and response times(in seconds) are displayed on the screen and recorded, by sentencenumber, in file results.

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4. Word Association Test. This program presents a series of words, thenumber of words being specified by the examiner or examinee. Theexaminee is instructed to respond as quickly as possible to each wordpresented with the first word that comes to mind. Responses andresponse times (in seconds) are printed on the screen and recorded infile results.

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Part VMultiple-Choice and Essay Test Items

Chapter 1. History and Theories

Multiple-Choice

1. The wordpersonais Greek for:a. appearance c. maskb. character d. temperament

2. The termpersonalityis used in this text in a . . . . . . sense.a. behavioral c. holisticb. charismatic d. psychoanalytic

3. The oldest written descriptions of individual differences in person-ality are found in the:a. Egyptian Book of the Deadb. Epic of Gilgameshc. Holy Bibled. Koran

4. The example given of personnel selection of soldiers by observinghow they drank water was taken from the Book of .. . . . . in the Bi-ble.a. Daniel c. Exodusb. Ecclesiastes d. Judges

58. The Hippocrates/Galen theory proposed four temperament (per-sonality) types, each of which corresponded to an excess of a par-ticular humor. The four humors are:a. choleric c. phlegmaticb. melancholic d. sanguine

5. Which temperament type corresponded to an excess of black bile?

6. Which temperament type corresponded to an excess of blood?

7. Which temperament type corresponded to an excess of phlegm?

8. Which temperament type corresponded to an excess of yellow bile?

9. This Greek philosopher was an idealist whose writings on the dif-ference between the rational and irrational, conflict, and regres-sion presumably influenced psychoanalytic theory in the late nine-teenth and twentieth centuries. Who was he?

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a. Aristotle c. Socratesb. Plato d. Sophocles

10. Humorous descriptive sketches of personality types were writtenby:a. Aristotle c. Pythagorasb. Plato d. Theophrastus

11. The Middle Ages was a time of:a. enlightenment and search for the truth

b. regression to primitive living conditions of cave man timesc. scientific advancement and modernization

d. unquestioning faith and a struggle to survive

12. A return to the Hellenistic (Greek) perspective on the value andworth of the individual was an earmark of the:a. Middle Ages c. 18th centuryb. 17th century d. 19th century

13. The idea that people are born in a state of goodness but are madebad by society was proposed by:a. Freud c. Rousseaub. Locke d. Voltaire

14. Which of the followingpseudosciencesmakes the most objective,

scientific sense as a measure of personality and behavior?a. astrology c. phrenologyb. graphology d. physiognomy

15. Attempting to analyze the character or personality of an individu-al from photographs is a modern version ofa. graphology c. physiognomyb. phrenology d. somatotypology

16. The discounted notion that specific areas of the brain are relatedto certain personality characteristics was espoused bya. graphologists c. physiognomistsb. phrenologists d. somatotypologists

17. Gall and Spurtzheim were the fathers of:a. graphology c. phrenology

b. numerology d. physiognomy

18. If I tell you that I can analyze your personality simply by studyingyour face, you would be correct in labeling me as a(n):a. astrologer c. graphologistb. behaviorist d. physiognomist

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27. Which of the following terms most accurately characterizes themanner in which the MMPI was constructed?a. behaviorally c. phenomenologicallyb. empirically d. psychoanalytically

28. Although it, like other pseudosciences, is overrated, there is proba-bly some validity ina. astrology d. phrenologyb. graphology e. physiognomy

c. palmistry29. A neuropsychic structure having the capacity to render many

stimuli functionally equivalent and to initiate and guide equivalentforms of adaptive and expressive behavior is Gordon Allportsdefinition of a(n)a. characteristic d. typeb. tendency e. variablec. trait

30. A central concept of phenomenological theories of personality isthea. ego c. self b. psyche d. superego

Answers: 1-c, 2-c, 3-b, 4-d, 5-b, 6-d, 7-c, 8-a, 9-b, 10-d, 11-d, 12-c, 13-c,14-b, 15-c, 16-b, 17-c, 18-d, 19-b, 20-d, 21-c, 22-a, 23-b, 24-a, 25-d,26-b, 27-b, 28-b, 29-c, 30-c

Essay

1. Make a list of the most important events in the history of personalityassessment.

2. Defend graphology as a legitimate, objective field of study and re-search.

3. Discuss the contributions of the ancient Greek philosophers to thefield of personality assessment and research.

4. Differentiate between astrology, graphology, numerology, palmistry,

phrenology, and physiognomy.5. What is the word-association technique and by whom was it used

first?

6. Provide three or four different definitions of the termpersonality;then select the best one and defend your choice.

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7. Why has astrology, an obvious pseudoscience, created so much fas-cination and encouraged so much belief among people, both famousand infamous, throughout history?

8. What are the key elements in a social learning theory of personality?

9. How dotype theoriesdiffer fromtrait theoriesof personality?

10. What are the major differences between psychoanalytic, phenome-nological, trait-factor, and social learning theories of personality?

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Chapter 2. Psychometrics I:Measurement, Statistics, and TestDesign

Multiple-Choice

1. The highest level of measurement is a(n) . . . . . . scale, which has atrue zero.a. interval c. ordinalb. nominal d. ratio

2. The correct order of the following scales of measurement, fromleast to most precise, isa. nominal, interval, ordinal, ratiob. nominal, ordinal, interval, ratioc. ordinal, nominal, interval, ratiod. ordinal, nominal, ratio, interval

3. The next logical step after collecting test scores on the standardiza-

tion group is to .. . . . . of the scores.a. compute the arithmetic mean, median, and modeb. compute the variance and standard deviationc. construct a frequency distributiond. determine the reliability and validity

4. Which of the following is true when the frequency distribution ofscores is positively skewed?a. mean = median = mode c. mean < median < modeb. mean > median > mode d. mean > mode > median

5. The most frequently occurring score in a frequency distribution isthea. arithmetic mean c. median

b. geometric mean d. mode

6. Which of the following measures of variability would be most ap-propriate with a highly skewed distribution of scores?a. average deviation c. standard deviationb. semi-interquartile range d. variance

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7. Which of the following measures of variability should be reportedwhen the arithmetic mean is the measure of the average score?a. average deviation c. semi-interquartile rangeb. range d. standard deviation

8. The statistical method of co-relations was introduced bya. Charles Darwin c. Charles Spearmanb. Francis Galton d. Louis Thurstone

9. The range of the product-moment correlation coefficient is

a. 1.00 to .00 c. .50 to 1.00b. 1.00 to +.50 d. 1.00 to 1.00

10. If two groups of test scores are perfectly but inversely related, thecorrelation between them will be closest toa. 1.00 c. .00b. .50 d. 1.00

11. Predicting a persons standing on variable Y from his or her stand-ing on variable X isleastaccurate when the correlation between Xand Y isa. 1.00 c. .50b. .00 d. 1.00

12. The correlation between variable X and variable Y is .50. Fromthis information one may conclude that

a. X is not a cause of Yb. X and Y are moderately relatedc. Y is not predictable from Xd. X and Y are inversely related

13. Information on the common dimensions or traits underlying thescores on a group of tests can be obtained by a . . . . . . analysis ofthe correlations among the test.a. correlational c. itemb. factor d. regression

14. The purpose of an item analysis of a test is toa. determine the external validity of the testb. identify the abilities and skills measured by the testc. improve the quality and validity of the test

d. provide a basis for assigning scores on the test

15. The deductive approach to constructing a personality inventory orrating scale is all of the following except:a. empirical c. rationalb. logical d. theoretical

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16. The scoring keys for the MMPI and the Strong Vocational InterestBlanks were determined:a. deductively c. rationallyb. empirically d. theoretically

17. Construction of an item characteristic curve is done for the pur-pose ofa. discriminant analysis c. item analysisb. factor analysis d. regression analysis

18. Which of the following is the most obvious source to consult for areview of a psychological test?a.Mental Measurements Yearbooksb.Psychological Abstractsc.Standards for Educational and Psychological Testsd.Tests in Print

19. Communality plus specificity equalsa. error variance c. validityb. reliability d. true variance

20. The major purpose of factor rotation is toa. compare the oblique and orthogonal proceduresb. increase the number of non-zero factor loadingsc. prepare the correlation matrix for factoringd. simplify the factor matrix for interpretation

21. All standard scores are based on . . . . . . scores.a. DIQ d. Tb. NCE e. zc. stanine

22. Standard scores represent measurement on a(n)a. interval scale c. ordinal scaleb. nominal scale d. ratio scale

23. Which of the following is an example of measurement at a nomi-nal level?a. numbers on athletic uniformsb. order of finishing in a racec. temperature in degrees Celsiusd. weight of baggage in kilograms

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24. If 60 percent of the scores on an achievement test are low and 40percent of the scores are high, then the frequency distribution ofthe scores on this test isa. negatively skewed c. positively skewedb. negatively spread d. positively spread

25. Correlation does not implya. association c. predictionb. causation d. relationship

26. Factors are interpreted primarily by examining the factora. communalities d. specificities

b. loadings e. validitiesc. reliabilities

Answers: 1-d, 2-b, 3-c, 4-b, 5-d, 6-b, 7-d, 8-b, 9-d, 10-a, 11-b, 12-b,13-b, 14-c, 15-a, 16-b, 17-c, 18-a, 19-b, 20-d, 21-e, 22-a, 23-a, 24-c,25-b, 26-b

Essay

1. Differentiate between descriptive and inferential statistics and the

purposes for which each is used.

2. List the four scales of measurement, and the kinds ofdata withwhicheach is appropriate.

3. List three measures of average (central tendency), describe how eachis computed,andcite the advantages anddisadvantagesof eachmea-sure.

4. List three measures of variability, describe how each is computed,and cite the advantages and disadvantages of each measure.

5. Does correlation imply causation? Does causation imply correla-tion? Why or why not?

6. What are the differences between the product-moment and point-bi-serial correlations in terms of how each coefficient is computed and

the kinds of problems for which it is appropriate?7. What is the purpose of conducting a factor analysis of a set ofn

scores on m tests? What are the advantages and disadvantages offactor analysis?

8. What is the purpose of an item analysis, and how is one conducted?

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9. List several sources to which you would turn for information aboutspecific tests. What are the advantages and disadvantages of eachsource?

10. How arezscores computed and how are they used?

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Chapter 3. Psychometrics II:Standardization, Reliability, and

Validity

Multiple-Choice

1. A sample that has been selected as representative of a particularpopulation for the purpose of determining norms is known as aa. reliable sample c. target sampleb. standardization sample d. valid sample

2. The most appropriate way of selecting a sample of examinees onwhom to standardize a test isa. area sampling within blocksb. sampling from listsc. simple random samplingd. stratified random sampling

3. The most efficient way of standardizing a test isa. item sampling c. representative samplingb. random sampling d. stratified sampling

4. Age equivalent and grade equivalent norms are used most often ona. achievement tests d. projective techniquesb. interest inventories e. rating scalesc. personality inventories

5. Percentile and standard-score norms are usually computed on the. . . . . . of the score intervals.a. lower limits c. upper limitsb. midpoints d. widths

6. All standard scores are based ona. NCE scores d.Zscoresb. stanine scores e.zscoresc.Tscores

7. Which of the following standard scores is equivalent to a percen-tile rank of 50?a.T= 50 d. all of the aboveb. stanine = 5 e. none of the abovec.z= 0

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8. Base rate scores are used to express performance on thea. Minnesota Multiphasic Personality Inventoryb. Millon Clinical Multiaxial Inventoryc. Rorschach Inkblot Testd. Sixteen Personality Factor Questionnairee. Thematic Apperception Test

9. Equipercentile, item response, and linear score transformation

methods are all procedures for

a. analyzing test items c. scoring testsb. equating tests d. standardizing tests

10. The extent to which a test measures anything consistently is itsa. normality c. reliabilityb. objectivity d. validity

11. Which of the following represents the proportion of total test vari-ance accounted for by error variance?a.r11 c.1 r11b. 1 r11 d. sobs1 r11

12. If 40% of a tests observed variance is due to errors of measure-ment, what is the reliability coefficient of the test?

a. .20 c. .60b. .40 d. .80

13. Assuming that the correlation between the odd-numbered itemsand the even-numbered items on a test is .74, the corrected split-half reliability of the test (using the Spearman-Brown prophecyformula) is approximatelya. .80 c. .90b. .85 d. .95

14. The Kuder-Richardson method of determining reliability yields anaverage ...... coefficient.a. alternate tests c. split-halfb. parallel forms d. test-retest

15. An interscorer or interrater reliability coefficient is most likely tobe computed in determining the reliability of a(n)a. checklist d. projective testb. objective test e. rating scalec. personality inventory

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16. A test can usually be made more reliable by increasing thea. correlation between test and criterion scoresb. length of time for administering the testc. number of items on the testd. observed variance relative to true variance

17. The most general formula for computing an internal consistencyreliability coefficient is the .. . . . . formula.

a. Cronbach coefficient alpha c. Spearman-Brown prophecy

b. Kuder-Richardson 21 d. Wherry-Doolittle prediction

18. The standard error of measurement is always zero whenever the re-liability coefficient is equal toa. 1.00 c. .50b. .00 d. 1.00

19. Suppose that George makes a score of 60 on a test having a stand-ard deviation of 5 and a reliability coefficient of .85. Betweenwhat two values can one be 95% sure that Georges true score onthe test lies?a. 5961 c. 5664b. 5763 d. 5565

20. Percentile bands for a test score are computed by determining thepercentile rank equivalents of scores that are one . . . . . . on eitherside of the examinees score.a. standard deviationb. standard error of estimatec. standard error of measurementd. standard score

21. The extent to which a test measures what it was designed to mea-sure is itsa. internal consistency c. standardizationb. reliability d. validity

22. If a test measures consistently but does not measure what it wasdesigned to measure, the test isa. reliable but not validb. reliable but not standardizedc. standardized but not validd. valid but not reliable

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23. Analysis of variance techniques are used in the reliability estima-tion procedure known as .. . . . . theory.a. classical reliabilityb. generalizabilityc. split-halfd. true score

24. A confidence interval for a persons obtained score on a criterionmeasure can be determined by using the standard error of

a. estimate c. the meanb. measurement d. the variance

25. The larger the validity coefficient, the smaller thea. reliability coefficientb. standard error of estimatec. standard error of measurementd. standard deviation

26. The most comprehensive type of validity, in that it comprises all ofthe other types, is . . . . . . validity.a. concurrent c. contentb. construct d. predictive

27. The proportion of people in a target population who manifest aspecified characteristic or condition is the . . . . . . for that condition.

a. base rate c. population densityb. epidemiological incidence d. selection ratio

28. Convergent and discriminant validation are associated with the. . . . . . validity of a test.a. concurrent c. contentb. construct d. predictive

29. Which of the following statistics enables an examiner to establishconfidence limits for the true scores of examinees having a givenobserved score on a test?a. KuderRichardson predictive indexb. SpearmanBrown prophecy coefficientc. standard error of estimated. standard error of measurement

30. Standard error of measurement is to standard error of estimate asa. concurrent validity is to predictive validityb. content validity is to face validityc. normal distribution of errors is to skewed distribution of errorsd. reliability is to validity

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Answers: 1-b, 2-d, 3-a, 4-a, 5-b, 6-e, 7-d, 8-b, 9-b, 10-c, 11-b, 12-c, 13-b,14-c, 15-d, 16-c, 17-a, 18-d, 19-c, 20-c, 21-d, 22-a, 23-b, 24-a, 25-b,26-b, 27-a, 28-b, 29-d, 30-d

Essay

1. Distinguish between simple random sampling, stratified randomsampling, and cluster sampling.

2. Distinguish between age norms, grade norms, percentile norms, andstandard score norms.

3. List and define three types of standard score norms.

4. List three methods of equating tests,or at least of making their scorescomparable.

5. List three types of reliability, and some advantages and disadvantag-es of each.

6. Distinguish between the standard error of measurement and thestandard error of estimate, and describe how each of these statisticsis used.

7. List three types of validity and the purposes for which each is used.

8. Distinguish between the Spearman-Brown, Kuder-Richardson, and

Cronbach alpha approaches to evaluating the internal consistency ofa test.

9. How is reliability affected by each of the following conditions: (a)the variability of scores in the criterion group, (b) the length of thetest, (c) the consistency of scores from one time to another?

10. What is the relationship between the reliability and validity of a test?Does a test have to be reliable in order to be valid? Does it have tobe valid in order to be reliable?

11. How are the reliability of score differences and the standard error ofscore differences used in helping to make psychometric decisions?

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Chapter 4. Administration,Interpretation, and Reporting

Multiple Choice

1. Greater emphasis is placed on the subjective judgment of the asses-sor in the . . . . . . approach or orientation in collecting and inter-preting personality assessment information.a. behavioral c. psychometricb. psychodynamic d. trait-factor

2. Most clinical psychologists probably prefer a(n) . . . . . . approachto data collection and interpretation.a. behavioral d. psychodynamicb. eclectic e. psychometricc. omnibus

3. The most popular psychological assessment procedures are:a. checklists and rating scales

b. inventories and projective techniquesc. observations and interviewsd. objective testing and biographies

4.Rapportrefers to aa. case study describing the tests administered and the diagnosis madeb. hierarchy of questions on a test in order of increasing difficultyc. special type of personality test in which there is a minimum ofstructured. warm, friendly relationship between the examiner and the ex-aminee

5. Deviations from standard directions for administering a test are ofgreatest concern with respect to the effects of such deviations onthea. diagnostic meaning of score differencesb. interpretation of the scoresc. norms obtained from the standardization sampled. reliability and/or validity of the test

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6. Of all the following factors that are important in preparing to ad-minister a test, the most important is for the examiner toa. be thoroughly familiar with the directions for administering thetestb. make certain that the testing environment is quiet, comfortable,well-lighted, and adequately furnishedc. review beforehand with the examinees items that are similar tothose on the testd. tell the examinees what kind of test will be administered, and re-assure them that they will do well

7. The only thing that isobjectiveabout an objective test is thea. examiner d. questionsb. format e. scoringc. interpretation

8. Because errors of measurement can easily raise or lower the scoreson a psychological test, it is important toa. be flexible in presenting the directions to a testb. follow the test directions exactly without deviationc. tell the examinees to use their own judgment concerning the testdirectionsd. use common sense in deciding what portion of the test direc-

tions to read9. The most recently published edition of theDiagnostic and Statisti-

cal Manual of Mental Disordersis numbera. two d. fiveb. three e. sixc. four

10. On which axis of DSM-IV are Clinical Disorders classified?a. Axis I d. Axis IVb. Axis II e. Axis Vc. Axis III

11. On which axis of DSM-IV are Personality Disorders classified?a. Axis I d. Axis IVb. Axis II e. Axis V

c. Axis III

12. Paul Meehl summarized evidence pointing to the superiority of the. . . . . . approach to predicting behavior.a. clinical c. statisticalb. psychoanalytic d. trait-factor

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13. The fact that suicide and homicide are more difficult to predictthan neurotic behavior is due in some measure to the different. . . . . . of these conditions.a. base rates d. operational definitionsb. connotative meanings e. target severitiesc. illusory correlations

14. The content and style of the report of a psychological examinationshould vary with the

a. background and orientation of the writerb. purposes for which the report is being preparedc. readers for whom the report is intendedd. b and ce. a, b, and c

15. Referrals for psychological examinations shoulda. ask specific questions which the referring agency or individualwould like to have answeredb. be as brief as possible, because psychological examiners arebusy people who have little time to readc. be open-ended, because the psychological examiner does notwant the search for diagnostic procedures to be limitedd. outline in some detail the procedures for evaluating the client

and the nature of the report required

16. The most important part of a psychological report is the . . . . . . sec-tion.a. conclusions and recommendationsb. observations and interview findingsc. reason for referrald. test results and interpretations

17. Of the following, the most important question for the writer tokeep in mind in preparing a psychological report is:a. Does the report contain enough information about the exami-nee so diagnostic and intervention decisions can be made?b. Does the report include information on both positive and nega-tive characteristics of the examinee?c. Have the questions concerning the examinees psychologicalfunctioning been answered satisfactorily?d. Is the report general enough so the examinee will not be stereo-typed and specific enough so he(she) can be assigned a diagnosticlabel?

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Essay

1. Describe at least three settings in which personality assessments aremade and the purposes for making assessments in those settings.

2. What are the goals of personality assessment, and how can they beattained in a particular case?

3. Differentiate among the psychodynamic, psychometric, and behav-ioristic models of personality and the particular personality assess-

ment techniques favored by each.4. List four of the most popular personality inventories.

5. List several standards from theStandards for Psychological and Ed-ucational Testingthat are particularly relevant to the administrationof personality assessment instruments and procedures.

6. Under what circumstances is it appropriate to deviate from standardprocedure in administering a personality assessment instrument?

7. What kinds of information is it important to obtain in order to con-struct an accurate picture of the personality of an individual?

8. Describe the Diagnostic and Statistical Manual of the American Psy-chiatric Association, particularly DSM-IV, its structure and applica-tions, and any criticisms of it.

9. Distinguish between clinical and statistical prediction, and take aposition in favor of one approach versus the other.

10. Name and describe three or four factors that detract from the accu-racy of clinical judgments and how they should be dealt with.

11. List the four sections of a psychological assessment report and thecontents of each.

12. What are the advantages and disadvantages of computer-based testadministration, scoring, and interpretation in comparison with tra-ditional, non-computer-based procedures?

13. What areinformed consentandconfidentiality, and why is it impor-tant to consider them in reporting the results of a psychologicalexamination?

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Chapter 5. Observations andInterviews

Multiple-Choice

1. The use of formal oral examinations for selecting government em-

ployees began in

a. China c. Greeceb. Egypt d. Palestine

2. The most widely employed and generally understood of all meth-ods of assessment personality area. interviews d. projectivesb. inventories e. ratingsc. observations

3. The guinea pig effect is the result of .. . . . . observation.a. critical incident d. stressfulb. obtrusive e. uncontrolledc. participant

4. Which of the following types of observations are a major researchtool of cultural anthropologists?

a. controlled observations d. uncontrolled observationsb. critical observations e. unobtrusive observationsc. participant observations

5. In making an anecdotal record, it is important to distinguish be-tweena. content and analysisb. controlled and uncontrolled eventsc. idiographic and nomotheticd. observation and interpretatione. theory and fact

6. Clinical observations are typically all of the following excepta. objective c. uncontrolledb. participant d. unobtrusive

7. The Hartshorne and May studies of character employeda. critical incidentsb. participant observationc. situational testingd. uncontrolled observation

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8. The wall problem and other situational tests used by the O.S.S.were administered for purposes of selectinga. business executives c. espionage agentsb. clinical psychologists d. military officers

9. Situational testing is a type ofa. controlled observation c. uncontrolled observationb. structured interviewing d. unstructured interviewing

10. Participant observation is a research and assessment technique em-ployed most often bya. clinical psychologistsb. cultural anthropologistsc. educational and school psychologistsd. public-opinion pollsters

11. It is often said that a person reveals more by his or her facial ex-pressions and hands than by words. If so, then the a person is com-municating largely bya. culturics c. paralinguisticsb. kinesics d. proximics

12. Tone of voice, rate of speaking, and other nonverbal aspects ofspeaking are referred to as

a. culturics c. paralinguisticsb. kinesics d. proximics

13. The PONS and FACS are measures of . . . . . . behavior.a. nonverbal c. subjectiveb. projective d. verbal

14. In designing a behavior modification program for a particular pa-tient, it is important to identify all of the following except thea. antecedents c. consequencesb. causes d. problem behaviors

15. The greatest amount of skill on the part of the interviewers is need-ed in ...... interviewing.a. controlled c. structured

b. employment d. unstructured

16. Which of the following types of interviewing would probably re-quire the least amount of training?a. morality interviewing c. structured interviewingb. stress interviewing d. unstructured interviewing

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17. The reliabilities of observations and interviews are usually deter-mined by . . . . . . procedures.a. internal consistency c. parallel formsb. interrater d. test-retest

18. An interviewer who rates an interviewer high on intelligence, reli-ability, and effectiveness simply because the latter is sexy hassuccumbed to aa. central tendency error c. halo effect

b. contrast error d. leniency error

19. Judging an interviewee on the basis of a general impression or asingle prominent characteristic is known as the . . . . . . error.a. central tendency d. halo effectb. constant e. leniencyc. contrast

20. Which of the following questions is legallyunacceptablein an em-ployment interview?a. How many years experience do you have in this type of work?b. What are your career goals?c. To what clubs or organizations do you belong?d. What did you like or dislike about your last job, and why didyou leave it?

21. Which of the following questions is legally acceptable in an em-ployment interview?a. Are you single, married, divorced, separated, or widowed?b. Do you rent or own your own home?c. What is your educational background, and what schools didyou attend?d. Where were you born, and how old are you now?

22. Experience with computer-based interviewing has shown that inter-viewees usuallya. do not object to itb. do not understand itc. object strenuously to it

d. respond enthusiastically to it

23. The easiest kind of interview to conduct and evaluate by means ofa computer is a(n) . . . . . . interview.a. open-ended c. structuredb. sequential d. unstructured

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24. Kohlbergs Moral Judgment Scale involves the use ofa. controlled observation c. clinical interviewingb. behavioral checklists d. rating scales

25. Which of the following statements concerning biographical inven-tories isfalse?a. Biographical inventories are effective predictors of performancein various job situations.b. Many items on biographical inventories are good predictors of

on-the-job behavior.c. The content validity or biographical inventories is substantial.d. There are no legal problems associated with requests for bio-graphical information.

26. Interrater reliability coefficients of interviews are rarely abovea. .50 c. .70b. .60 d. .80

27. Behavioral theorists attempt to understand a personality by analyz-ing the individualsa. mental complexes

b. real and ideal selvesc. social learning historyd. unique organization of traits

28. Which of the following is not a disadvantage of computer-basedpsychiatric interviewing?a. It does not permit the simultaneous determination of mental sta-tus and the diagnosis of a psychiatric disorder.b. It has not very useful with children and adults of limited ability.c. It may be necessary to bypass the system in crisis cases.d. It may not be flexible enough to use with the wide range ofproblems and symptoms found in psychiatric patients.

Answers:1-a, 2-c, 3-b, 4-c, 5-d, 6-d, 7-c, 8-c, 9-a, 10-b, 11-b, 12-c, 13-a,14-b, 15-d, 16-c, 17-b, 18-c, 19-d, 20-c, 21-c, 22-a, 23-c, 24-c, 25-d,26-d, 27-c, 28-a

Essay

1. What are some of the advantages and disadvantages of interviews inassessing personality?

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2. What are some of the advantages and disadvantages of observationsfor assessing personality?

3. Differentiate between controlledand uncontrolledobservations, anddescribe some of the positive and negative features of each methodof assessing personality.

4. Describe the purposes and procedures of situational testing, andpro-vide two examples.

5. What is the assessment center approach and the leaderless group

discussion (LGD) technique used with it?6. Distinguish between time sampling, incident sampling, and subject

sampling, and the purposes of each.

7. How should one go about training people to be effective observersof behavior?

8. List and describe four categories of nonverbal behavior.

9. What isbehavior modification? How and for what p