Instructors Manual with

Test Questions for

Personality Assessment
Methods and Practices
Third Edition
Prepared by Lewis R. Aiken
Copyright 1999 by Hogrefe & Huber Publishers
USA: P.O. Box 2487, Kirkland, WA 98083-2487
Phone (425) 820-1500, Fax (425) 823-8324
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Phone (416) 482-6339
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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 USA
ISBN 0-88937-227-6
1
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 32
Chapter 2. Psychometrics I: Measurement, Statistics, and
Test Design 37
Chapter 3. Psychometrics II: Standardization, Reliability,
and Validity 42
Chapter 4. Administration, Interpretation, and Reporting 47
Chapter 5. Observations and Interviews 52
Chapter 6. Checklists and Rating Scales 57
Chapter 7. Rational-Theoretical and Factor-Analyzed
Inventories 61
Chapter 8. Criterion-Keyed Inventories 66
Chapter 9. Interests, Values, and Attitudes 71
Chapter 10. Associations, Completions, and Drawings 76
Chapter 11. The Rorschach Inkblot Technique 80
Chapter 12. The TAT and Other Apperception Techniques 84
Chapter 13. Other Measures, Applications, and Issues 88
2
Preface
Personality Assessment Methods and Practices (3rd ed.) is a comprehen-
sive introduction to the measurement and assessment of personality. The
text is divided into five parts, consisting of one to four chapters each. The
four chapters in Part I provide an overviewof 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 also
described in Part I.
The two chapters in Part II are concerned with basic principles of
behavioral observation, interviewing, and rating. Personality invento-
ries, including rational-theoretical, factor-analytic, and criterion-keyed
inventories, 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 third
chapter of Part III. The three chapters in Part IV are concerned with
projective methods, including association, completion, and drawing
techniques, as well as inkblot and picture-story methods.
Physiological, perceptual, and cognitive measures of personality are
considered 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 deals
with selected areas of application of personality assessment instruments
and procedures, and the third section considers some of the issues per-
taining to the assessment of personality.
Part I of the Instructors Manual consists of some suggestions for
teaching a course on this subject, and Part II provides detailed outlines
of the 13 chapters in the text. Part III of the manual is a list of books of
readings and reviews that are concerned with personality assessment.
Part IV describes a package of Computer Programs for Personality As-
sessment Methods and Practices that is available to instructors who
adopt the text. Part V contains a library of multiple-choice and essay test
items, by chapter in the text.*
I shall appreciate hearing from instructors and students about their
experiences with the text and the accompanying computer software and
test items. Like many other authors, I depend upon the readers of my
3
* To obtain a copy of the diskette, please contact the Publisher, Hogrefe &Huber
Publishers, P.O. Box 2487, Kirkland, WA 98083-2487, Tel. 425-820-1500,
Fax 425-823-8324, e-mail hh@hhpub.com.
books to assist me in improving their quality of the books by telling me
what they like and dislike about those books, what they have found
useful and non-useful, and what changes are recommended. Information
concerning teaching techniques or materials which instructors have used
in their personality assessment courses are also welcome.
4
Part I
Suggestions for Teaching
The days when the first principle of teaching was to stay at least one
lesson ahead of the students are probably gone forever, and some would
say 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 confessed
that he wrote a textbook because he didnt know anything about a par-
ticular subject and wanted to become familiar with it before attempting
to teach it. Be that as it may, I have always found that I am a better
teacher when I knowthe subject and the lesson quite well and have spent
some time reviewing it even when I have taught the course on numerous
occasions. Perhaps reviewing old material serves more of a motivational
than an intellectual purpose, a result which I hope is contagious and
encourages greater attention and retention in my students than if I were
unprepared 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 be
tested on? 3. What kind of tests will be given? 4. How will the tests be
graded? 5. Can I make up a test if I miss it? 6. How can I earn extra
credit? 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 that
students are interested in something more than tests and grades, but such
a preoccupation may be more realistic than we instructors like to think.
Although in theory both the processes and products of education should
be of concern, products, as symbolized by test scores and grades, are all
too often the only visible focus of many students. For this reason, many
instructors who are comparing texts for possible adoption make their
choices at least somewhat dependent on the availability of a good in-
structors manual with test items. Among other things, the manual which
you are now examining attempts to satisfy that need with a variety of
multiple-choice and essay test items for each chapter. Instructors will, of
course, supplement these items with others of their own devising that
deal with material they have emphasized or consider particularly impor-
tant. Although these items comprise the bulk of the manual, there are
some other things that may also be useful to busy instructors.
5
Occasionally, usually after the first test, a student will ask how he or
she 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 the
part of students improves their effectiveness in learning and retention.
In addition, synopses and outlines of the material to be learned can
facilitate organizing, understanding, and recalling it. Therefore, you
shouldbenefit fromfirst reading the sectionheadings andthe summary
at the end of the chapter. Next read the entire chapter carefully and
attentively. After you finish reading a section of the chapter, attempt
to summarize the material in that section in your own words and ask
yourself questions about it. In particular, make absolutely certain that
you know the meanings of the important terms and concepts.
I also say that some students benefit by formulating their own definitions
of important terms and writing them on 3 5 cards. It may even be
helpful to construct a series of incomplete statements (fill-ins) on the
chapter material and review them just before the test. Alternatively, you,
the instructor, may wish to construct these incomplete statements on
each chapter and use them in reviewing the material. But for goodness
sake, dont treat the students like babies by doing all of the organizing
for them. Todays students are often quite empowerment-oriented and
may become confrontational if they feel that the instructor is belittling
them by oversimplifying the learning process and doing for them what
they are perfectly capable of doing themselves. Whether or not they
actually 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 Personality
Assessment in the News, Personality Assessment and the Law, and
Ethical Issues in Personality Assessment may be stimulating. Informa-
tive mini-lectures and discussions can also be developed fromsome of the
essay questions in Part V of this manual.
Lecturing on supplementary material, viewing relevant video record-
ings, and administering, scoring, and interpreting personality inventories
can make the course more interesting and informative. Having students
collect assessment information by means of questionnaires or interviews,
requiring a term paper or a series of short papers on topics of relevance
to personality assessment, and asking students to give oral reports in-
stead of or in addition to writing a paper are other useful activities. Some
of the projects which I have assigned are:
6
1. Write a critical reviewof 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 personality
assessment.
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 of Personality As-
sessment Methods and Practices. The instructor promises to include
the 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 following
page at the first meeting of the course and then complete it again at the
last 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 be
computed 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 least
to most favorable attitude toward personality assessment. This proce-
dure can also serve as a basis for class discussion of the validity and role
of personality assessment. If the diskette of computer programs accom-
panying the text is available, program F4, which is described in Part IV
of the manual, can be used to administer and score the questionnaire.
7
Questionnaire
Directions: Each of the statements on this questionnaire expresses an
attitude or opinion about personality assessment. You are to indicate the
extent of agreement between the attitude or opinion expressed in each
statement 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 valid
measures of temperament and other stylistic
aspects of behavior. SD D U A SA
2. It is appropriate to use scores on personality tests
for diagnostic purposes in clinical, counseling, and
educational contexts. SD D U A SA
3. Personality tests are valid measures of personality
characteristics in adults but not in children. SD D U A
SA
4. Personality tests are equally fair measures of the
affective characteristics of people in all ethnic and
socioeconomic groups. SD D U A SA
5. Personality tests are not valid predictors of a
persons performance in school or on the job. SD D U
A SA
6. Personality tests are useful in the diagnosis of
mental disorders in children and adults. SD D U A SA
7. Scores on personality assessment instruments
should not be used for purposes of selection and
promotion in employment contexts. SD D U A SA
8. Personality tests should not be used because they
upset people and make them wonder about
themselves. 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 for
academic and/or vocational counseling purposes. SD
D U A SA
8
Part II
Chapter Outlines
Although instructors dont like being accused of simply repeating or
reiterating the textbook material, I have found it useful to put an outline
of every chapter on the board, or hand out a photocopy of such an
outline to each student, when the chapter material is being discussed. The
following section headings of the chapters in Personality Assessment
Methods 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 Theories
Historical Foundations
Ancient Greece and Rome
The Middle Ages and the Renaissance
Pseudoscience and Personality Assessment
Astrology
Palmistry
Phrenology
Physiognomy
Graphology
The Late Nineteenth and Twentieth Centuries
Theories of Personality
Type Theories
Trait Theories
Gordon Allport
R. B. Cattell
Hans Eysenck
Psychoanalytic Theories
Sigmund Freud
Carl Jung
Alfred Adler
Erik Erikson
Phenomenological Theories
Murrays Personology
Social Learning Theories
Rotters Social Learning Theory
Banduras Cognitive Social Learning Theory
Other Approaches to Personality Assessment
9
2. Psychometrics I: Measurement, Statistics, and Test Design
Measurement and Statistics
Scales of Measurement
Frequency Distributions and Percentiles
Averages
Measures of Variability
Standard Scores
Correlation and Regression
Product-Moment Coefficient
Simple Linear Regression
Coefficient of Determination
Multiple Regression Equation
Point-Biserial Coefficient
Factor Analysis
Other Statistical Methods
Constructing and Item-Analyzing Assessment Instruments
Strategies for Constructing Inventories and Rating Scales
Item Analysis and Item Response Theory
Traditional Item-Analysis Procedures
Item Characteristic Curves
Item Response Curves and Theory
Sources and Standards for Personality Assessment Instruments
3. Psychometrics II: Standardization, Reliability, and Validity
Standardizing and Equating Tests
Norms
Percentile Norms
Standard Score Norms
Normalized Standard Scores
Base Rate Scores
Parallel and Equated Tests
Reliability
Classical Reliability Theory
Test-Retest Coefficient
Parallel-Forms Coefficient
Internal Consistency Coefficients
Split-Half Method
Kuder-Richardson Method
Coefficient Alpha
Interscorer Reliability
Interpreting Reliability Coefficients
10
Variability and Reliability
Standard Error of Measurement
Percentile Bands
Reliability and Standard Error of Score Differences
Generalizability Theory
Validity
Content Validity
Criterion-Related Validity
Standard Error of Estimate
Cross-Validation
Criterion Contamination
Base Rate
Incremental Validity
Construct Validity
Evidence for Construct Validity
Convergent and Discriminant Validation
4. Administration, Interpretation, and Reporting
Assessment Settings, Goals, and Models
Instrument Selection, Administration, and Scoring
Administering Assessment Instruments
Assessment Standards and Ethics
Physical and Psychological Environments
Deviations from Standard Procedure
After the Test
Administration by Computer
Test Scoring
Interpreting Assessment Findings
Case Study
Psychodiagnosis
Clinical versus Statistical Prediction
Factors Detracting from Clinical Judgments
Psychological Assessment Reports
Computerized Reports
Informed Consent and Confidentiality
Consultations and Conferences
Part II. Observing, Interviewing, and Rating
5. Observations and Interviews
Observations
Uncontrolled and Controlled Observation
11
Participant Observation
Situational Testing and Leaderless Group Discussion
Self-Observation and Content Analysis
Nonverbal Behavior
Kinesics
Proximics
Paralinguistics
Interpretive Accuracy
The PONS
Unmasking the Face
Observations for Behavior Modification
Improving the Accuracy of Observation
Training Observer
Interviews
Interviewing Technique and Structure
Structured and Unstructured Interviews
Interview Topics and Questions
Clinical Interviewing
Mental Status Interview
Computer-Based Interviewing
Behavioral Interviews
Stress Interviewing
Methode Clinique and Morality Research
Employment Interviews
Reliability and Validity of Interviews
Application Blanks and Biographical Inventories
Employment Application Blank
Biographical Inventories
References and Recommendations
6. Checklists and Rating Scales
Checklists
Adjective Checklists
The Adjective Check List
Multiple Affect Adjective Check List-Revised
Checklists of Behavior Problems and Clinical Symptoms
Mooney Problem Checklists
Child Behavior Checklist
Revised Behavior Problem Checklist
Symptom Checklists
Rating Scales
12
Types of Rating Scales
Numerical Rating Scale
Semantic-Differential Scale
Graphic Rating Scale
Standard Rating Scale
Behaviorally Anchored Scales
Behavioral Observation Scales
Forced-Choice Rating Scale
Errors in Rating
Constant Errors
Halo Effect
Contrast Error
Proximity Error
Improving Ratings
Scoring Ratings
Reliability and Validity of Ratings
Standardized Rating Scales
Hamilton Scales
Derogatis Scales
Q-Sort Technique
Sorting and Selecting People
Sociometric Technique
Guess-Who Technique
Role Construct Repertory Test
Part III. Personality Inventories
7. Rational-Theoretical and Factor-Analyzed Inventories
Construction Strategies
Rational-Theoretical Strategy
Factor-Analytic Strategy
Criterion-Keying Strategy
Response Sets and Psychometric Characteristics
Responses Sets
Checks and Controls for Truthfulness in Responding
Norms, Reliability, and Validity
Early Personality Inventories
Single-Score Inventories
Multiscore Inventories
Contemporary Rational-Theoretical Inventories
Rational or Content-Validated Inventories
The Beck Inventories
13
Measures of Self-Concept and Self-Esteem
Tennessee Self-Concept Scale
Piers-Harris Self-Concept Scale
Coopersmith Self-Esteem Inventories
Health-Related Inventories
Eating Disorder Inventory-2
Millon Behavioral Health Inventory
Theory-Based Inventories
Edwards Personal Preference Schedule
Myers-Briggs Type Indicator
Millon Index of Personality Styles
Factor-Analyzed Inventories
Guilford-Zimmerman Temperament Survey
Cattells Questionnaires
Adult Personality Inventory
Eysenck Personality Questionnaire-Revised
Profile of Mood States
Factor Analysis and the Five-Factor Model
Five-Factor Model
NEO-PI-R and NEO-FFI
Hogan Personality Inventory
8. Criterion-Keyed Inventories
Minnesota Multiphasic Personality Inventory
Constructing the MMPI
Description of the MMPI
MMPI Scales
Examining Scores on the Validity Scales
Interpreting Scores on the MMPI Clinical Scales
Reliability, Norms, and Group Differences
MMPI-2
Profile Interpretation
Problems and Prospects
The CPI and Other MMPI-Related Inventories
California Psychological Inventory
CPI Scales
Norms, Reliability, and Validity
Revised CPI
Personality Inventory for Children
Personality Inventory for Youth
The MCMI and Other Millon Inventories
Millon Clinical Multiaxial Inventory
14
Administration and Scoring
Norms, Reliability, and Validity
Millon Adolescent Personality Inventory
Scales, Scoring, and Interpretation
Reliability and Validity
Evaluation
Millon Adolescent Clinical Inventory
Inventories Based on Combined Strategies
Personality Research Form
Jackson Personality Inventory
Basic Personality Inventory
Personality Assessment Inventory
9. Interests, Values, and Attitudes
Development of Interests
Ginzbergs Developmental Theory
Supers Developmental Theory
Interests and Personality
Psychoanalytic Theories
Correlations of Interests and Personality Traits
Roes Person-Environment Theory
COPS Interest Inventory
Vocational Interest Inventory-Revised
Hollands Vocational Personalities-Work Environments Theory
Self-Directed Search
Vocational Preference Inventory
Personality Inventories as Measures of Interests
Criterion- and Content-Validated Interest Inventories
The Strong Inventories
Format of the Strong Interest Inventory
Scoring the SII
Reliability and Validity
Kuder Interest Inventories
Kuder General Interest Survey
Kuder Occupational Interest Survey
Other General Interest and Special Purpose Interest Inventories
Jackson Vocational Interest Survey
Career Assessment Inventory
Gender and Ethnic Differences in Interests
Using Interest Inventories in Counseling
Values
Rokeach Value Survey
15
Vocational Values
Work Values Inventory
The Values Scale
Temperament and Values Inventory
Personal Orientations and Attitudes
Personal Orientations
Bem Sex-Role Inventory
Sex-Role Egalitarianism Scale
Personal Orientation Inventory
Attitudes
Part IV. Projective Techniques
10. Associations, Completions, and Drawings
Concepts and Examples
The Influence of Psychoanalysis
Detractors and Supporters
Types of Projective Techniques
Association Techniques
Early Memories
Word Associations
Completion Techniques
Sentence Completions
Historical Background
Content and Scoring
The Rotter Incomplete Sentences Blank
Bloom Sentence Completion Survey
Play Techniques
Story Completions
Rosenzweig Picture-Frustration Study
Projective Drawings
Draw-a-Person Test
House-Tree-Person Technique
Kinetic Drawing System for Family and School
Bender-Visual-Motor Gestalt Test and Hutt Adaptation
Evaluating the Drawings
Hutt Adaptation of the Bender-Gestalt
Postscript on Projective Drawings
11. Rorschach Inkblot Technique
Format and Foundations
Rationale and Administration Procedure
Historical Background
16
Popularity of the Rorschach
Five Major Systems and Content Analysis
Becks System
Klopfers System
Hertzs System
Rapaport-Schafer System
Piotrowskis System
Content Analysis
Exners Comprehensive System
Administration Procedures in the Comprehensive System
Scoring in the Comprehensive System
Location
Determinants
Content
Structural Summary
Interpreting Rorschach Responses
Computer-Based Scoring and Interpretation
Piotrowskis CPR
Millers and Perlines Programs
The Exner Report
Psychometric Issues and Future Prospects
Reliability
Validity
Faking
Future Prospects
Holtzman Inkblot Technique
12. The TAT and Other Apperception Techniques
Administering the TAT
Individual Administration
Self-Administration
Group Administration
Follow-Up Inquiry
Shortened TAT Card Sets
An Illustration: Testing Juvenile Delinquents
Scoring and Interpreting TAT Stories
Clinical Interpretation
Murrays Interpretative System
Alternative Scoring Procedures
Psychometric Issues and Research
Reliability
17
Validity
TAT Modifications and Other Apperception Tests
Picture Projective Test
Apperceptive Personality Test
Apperception Tests for Minority Groups
Thompson TAT
TEMAS
Picture Tests for Children
Childrens Apperception Test
Roberts Apperception Test for Children
Childrens Apperceptive Story-Telling Test
Apperception Tests for Older Adults
Other Pictorial/Story Techniques
Part V. Personality Assessment Today and Tomorrow
13. Other Measures, Applications, and Issues
Physiological, Perceptual, and Cognitive Measures
Introversion/Extraversion and Physiology
Perception and Personality
Cognitive Styles
Applications of Personality Assessment
Assessment in Health Contexts
Managed Care in Mental Health
Assessment in Forensic Contexts
Marital and Family Assessment
Psychological Assessment in Sports
Consumer Behavior
AIO Inventories
VALS Approach
Issues in Personality Assessment
Continuing Controversies
Traits and Situations
Public and Governmental Concerns
Validity of Personality Assessment
Bias on Personality Tests
Prospects for Personality Assessment
18
Part III
Books of Readings and Reviews
Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd
ed.). New York: Wiley.
Impara, J. C., & Plake, B. S. (Eds.). (1998). The thirteenth mental
measurements yearbook. Lincoln: Buros Institute of Mental Measure-
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 severe
personality disorders. Washington, DC: American Psychiatric Press.
Maddox, T. (1997). Tests: A comprehensive reference for assessments in
psychology, education, and business. Austin, TX: pro.ed.
Murphy, L. L., Conoley, J. C., & Impara, J. C. (Eds.). (1994). Tests in
print IV: An index to tests, test reviews, and the literature on specific
tests. Lincoln: University of Nebraska and Buros Institute of Mental
Measurements.
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.
19
Part IV
Computer 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 a
DOS 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. Type menu or prog at the A:\ prompt and press Enter.
The command menu will get you into the program menu, from which
you can make a choice of categories and then a choice among programs
within a category.
You can also run the programs when you are in Windows. Begin by
clicking on the Start button, and then click on the Run icon. Next
type a:menu in the command box, and click on the OK button. Alterna-
tively, you can begin by double-clicking on the My Computer icon, then
double clicking on 3 floppy [A:], and finally double-clicking on the
Menu icon.
If you installed the program on your hard drive in a file named
tests, 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 command
menu will get you into the program menu, from which you can
make a choice of programs to run.
If the programs have been stored in a directory named tests on your
hard disk, you can also run them in Windows. Begin by clicking on the
Start button, and then select the Run command from the Start
menu. Finally, type c:\tests\menu in the command box and click on the
20
* Instructors who adopt the text may obtain a free copy of the programs from
the Publisher, Hogrefe & Huber Publishers, P.O. Box 2487, Kirkland, WA
98083-2487, Tel. 425-820-1500, Fax 425-823-8324, e-mail hh@hhpub.com.
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 key
F1.
The output for some of the programs is printed on the monitor screen
and/or stored in an output file named results. Followthe directions for
each programcarefully and you should have fewproblems. Keep in mind
that the tests administered by some of the programs are meant to be
illustrative 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 with
the programs:
Category A:
Programs on Basic Statistical Methods
1. Normal Curve Probabilities. This program may be used to compute
either (1) the normal probability for a given z value or (2) the z value
corresponding to a given cumulative normal probability.
2. Descriptive Statistics. For a set of 100 or fewer ungrouped scores, this
program computes and prints out the largest score, the smallest score,
the range, the arithmetic mean, median, variance, standard deviation,
the raw scores and their corresponding z scores.
3. Frequency Distributions and Associated Graphs. This program con-
structs a frequency distribution and plots a histogram and frequency
polygon for a set of scores. The user specifies the number of intervals
desired and whether or not a histogram and a frequency polygon are
needed. 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 correlation
coefficient (R), and the standard errors of the regression weights, and
conducts t tests for the significance of the regression weights for a
linear regression analysis with one, two, or three independent vari-
ables. The last variable is the dependent variable. Input data are the
means, standard deviations, and intercorrelations of the variables.
5. Correlation Coefficient and Regression Equation. This program com-
putes the product-moment correlation coefficient between variables
21
X and Y, the linear regression equation for predicting Y from X, and
the means and standard deviations of Xand Yfor 3100 pairs of X-Y
values. The number of false positive and false negative errors, hits,
and correct rejections for a specified criterion cutoff score (minimum
acceptable 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 the
scattergramand the linear regression lines (of Y on Xand Xon Y) for
a set of scores. It also computes and prints the numerical values of the
slope and intercept (for predicting Y from X and for predicting X
from 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 and
revise 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 a
series of examinee identification numbers to keep account of who
takes the test and that it is taken only once. The initial password for
the program is makit. Examinees identification numbers, each of
which is erased after the corresponding examinee has taken the test,
are stored by means of option 8. Many different tests and answer
keys, depending on their lengths, may be stored in appropriate files
on the same diskette as the programor on a companion diskette. Each
test and answer key is assigned to a separately coded file. The title,
directions, items, and answer key for a specific test may then be edited
or changed after the test has been administered. This program is a
companion to the next program (B2).
2. Administering and Scoring an Objective Personality Test. This pro-
gramcan be used to administer and score a true-false, multiple-choice,
or short-answer test of personality, or a checklist, rating scale, or
attitude scale arranged in multiple-response format. The options per-
22
mit the user to (1) take or administer a test, (2) score a test, (3) review
the test items and answers, and (4) print out the item responses and
the total score. The user must enter the password (takit to begin),
the test number, and his or her identification number. The printout
from option 4 includes the test number, the users identification num-
ber, and a six-column table. The first column of the table lists the item
number; the second column lists the examinees first responses to the
items; 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 column
lists an R or W indicating whether the responses were right or
wrong. By using this program the examinee can take a test, reviewthe
answers, score the test, and then print out the itemresponses, the item
response times, and the total test score for review purposes or to
provide a permanent record of the results.
3. Constructing a Rating Scale or Checklist. This program assists in
constructing a checklist or a rating scale having any desired number
of rating categories and items. The scale constructor enters the name
of the rating scale or checklist, the directions, the number of rating
categories, the label and definition for each category, the number of
items to be rated, and then types each item. Items are limited to 50
characters per line. The completed scale is printed on an external
printer, which must be one while the program is being run.
4. Scoring a Rating Scale or Checklist. This program scores a specified
number of rating scale or checklist questionnaires. The user enters the
number 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 on
each questionnaire. In addition to each respondents raw score, a fre-
quency distribution of responses made by the examinee to all items is
printed.
Category C:
Programs on Reliability, Validity, and Norms
1. Coefficient Alpha Reliability. This short programcomputes coefficient
alpha, a measure of the internal consistency reliability of a test. The
user enters the number of items and the number of examinees, and
23
then enters the score for each examinee on each item. The numerical
value of coefficient alpha is printed on the computer screen.
2. Kuder-Richardson Reliability Coefficients. This program computes
the internal consistency reliability of a test by using Kuder-Richardson
formulas 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 20
and 21, are printed on the computer screen.
3. Reliability and Standard Error of Difference Scores. This program
computes 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 standard
error of the difference scores are printed on the screen. Next the user
is asked if he (she) wants to compute a confidence interval for the
difference scores. If the answer is yes, the user is asked to indicate
the percent confidence interval (.90, .95, or .99) for the difference
scores and the difference between the two scores. Then the corre-
sponding confidence interval for that difference is printed on the com-
puter screen, and the user is asked if he (she) wants to solve another
problem.
4. Split-Half (Spearman-Brown) Reliability. By applying the Spearman-
Brown prophecy formula, this programcan be used to estimate (1) the
reliability of a lengthened test and (2) the number of additional items
needed for a test having a specified reliability coefficient. To make the
first estimate, the user must enter the number of items on the original
(unlengthened) test, the number of items on the final (lengthened) test,
and the reliability of the original (unlengthened) test. The computer
prints the reliability of the lengthened test on the screen. To make the
second 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 test
to 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 of
estimate, (3) the regression equation for predicting Y from X, (4) the
95% confidence interval for the true score on the X variable, and (5)
the 95% confidence interval for the obtained Y (criterion) score. To
determine the standard error of measurement and the associated con-
24
fidence interval, the user must enter the standard deviation of the test
score. To compute the standard error of estimate, the user must enter
the standard deviation of the Y variable and the correlation between
X and Y. To determine the regression equation for predicting Y from
X and the 95% confidence interval for the obtained Y score, the user
must enter the means and standard deviations of the X and Y vari-
ables, the correlation between the two variables, and the given X
score.
6. Standard Scores and Midpoint Percentile Ranks. From a frequency
distribution of raw scores, this program computes the standard z
scores, the normalized z scores, the transformed Z-score, T-scores,
and percentile ranks corresponding to the midpoints of the raw score
intervals of the raw scores. The user specifies the number of score
intervals, 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 the
midpoint, the frequency, the midpoint percentile rank, and the values
of z, Z, normalized z, and T for each interval.
Category D:
Programs on Rating Scales and Checklists
1. Constructing a Likability Inventory. This program generates and
prints a Group Interaction Inventory from the names of the stu-
dents in a class or other group. The group members fill out the printed
inventories by rating each name on a scale of 1 to 7 according to how
much they would like or dislike to engage in some activity with the
person, how important the person is to the group, how close the
respondent feels toward the person, likes to cooperate with himor her,
or considers the person important to the successful functioning of the
group. The inventory can be administered at the beginning and again
at the end of the course or other regularly meeting group to determine
changes in social interaction among the group membersan indicator
of changing group cohesiveness.
2. Scoring and Interpreting a Likability Inventory. This program scores
the ratings obtained from the inventories generated by the preceding
program and computes several indices of interpersonal attractiveness
and group cohesiveness. The measures include (1) a coefficient for
each rater indicating how he or she feels toward the other members
of the group, (2) a coefficient for each ratee revealing how the rest of
25
the group feels toward him or her, and (3) a coefficient reflecting how
the 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 presents
a randomized series of 20 adjectives twice. The examinee ranks the
adjectives according to how descriptive they are of his (her) real and
ideal selves. The percentage congruency between the real and ideal self
rankings is computed.
4. Rating a Professors Personality. This program presents a set of 12
adjectives 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: On
a scale of 0 to 4, where 0 = lowest amount of the characteristic and 4
= highest amount of the characteristic, rate your professor on each of
the following descriptive characteristics. An overall rating ranging
from 0 to 48 and a percentage rating ranging from 0 to 100 are both
printed 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 termor phrase is descriptive
and n if it is not descriptive of him (her). The score (number of
adjectives responded to with y) and the percentage of the total
possible score are printed on the screen.
6. Checklist for Comparing Self With Others. This is a checklist for deter-
mining the congruence between responses to self-descriptive and oth-
er-descriptive adjectives. The respondent is asked to indicate whether
each of 25 adjectives is descriptive of him(her) personally and whether
it is descriptive of people in general in the respondents chronological
age and sex group. The rawscore (number of congruences between self
and other responses) and the percentage of total possible congruences
between self and other responses are printed on the screen.
Category E:
Programs on Personality Inventories
1. Five-Factor Personality Inventory. This program administers and
scores a five-factor personality inventory consisting of 15 self-rating
items. Scores on the five factors (Agreeableness, Conscientiousness,
26
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 designed
to measure Sociability, Activity Level, and Emotionality. The
respondent enters the number (0 = Not at all through 4 = Very
much) that best indicates howtrue the statement is of him(her). The
respondents score (020) on each category is compared with norms
and interpreted as Below Average, Average, or Above Aver-
age. (Items fromWillerman, L. (1979). The psychology of individual
and group differences. San Francisco: W. H. Freeman)
3. Sensation Seeking Scale. This program administers and scores Form V
of the Sensation Seeking Scale. This scale was designed to measure
thrill-seeking behaviora desire for new experiences or a willingness
to take risks. Individuals who make high total scores on the scale tend
to seek out new, varied, and exciting experiences. The 40 items on the
scale are in paired (forced-choice) format. The respondent is asked to
select the statement (a or b) that best describes his (her) true feeling.
In addition to Total Scores, part scores on Thrill and Adventure
Seeking (TAS), Experience Seeking (ES), Disinhibition (Dis),
and Boredom Susceptibility (BS) are computed. Raw scores on the
four 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 respondent
has developed a sense of identity, as defined by Erik Erikson. For each
of the 19 items, the respondent enters 1 if the statement never applies
to him (her), 2 if the statement only occasionally or seldom applies to
him (her), 3 if the statement applies to him (her) fairly often, or 4 if
the statement applies to him (her) very often. The respondents raw
score is compared with scores for a norm group and designated as
high (indicating a well-developed sense of personal identity), low
(indicating a poorly developed sense or personal identity), or aver-
age. (Items fromOchse, R., &Plug, C., (1986). Cross-cultural inves-
tigation of the validity of Eriksons theory of personality development.
Journal of Personality and Social Psychology, 50, 12401252.)
27
Category F:
Programs on Interests, Values, and Attitudes
1. Altruism Inventory. The inventory administered and scored by this
program is designed to measure the personal characteristic of altru-
ism. Eight items of the 15-item inventory are worded in the positive
direction and the remaining seven items are worded in the negative
direction. The examinee types sa (strongly agree), a (agree), u
(undecided), d (disagree), or sd (strongly disagree) in response to
each of the randomly arranged statements. Total score ranges from 0
to 60. The AltruismInventory has been used by the author in a variety
of student research projects involving correlational methodology. The
internal consistency reliabilities of the inventory are in the high .80s.
2. Educational Values Inventory. This inventory consists of 24 items
concerned with six educational values: Aesthetic, Leadership, Philo-
sophical, Social, Scientific, and Vocational. Each item is answered on
a five-point scale. The 12 items in Part I refer to possible goals or
emphases of higher education; the examinee is instructed to type the
appropriate 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 II
the examinee types the appropriate letter to indicate howvaluable the
particular kinds of college courses are to students in general (n = Not
at all valuable, s = Somewhat valuable, v = Valuable, q = Quite
valuable, e = Extremely valuable). On the six items of Part III the
examinee types the appropriate letter to indicate how much attention
he or she feels should be given to each kind of college course in the
education of most students (n = No attention at all, l = Little
attention, m= Moderate amount of attention, a = Above average
amount of attention, or e = Extensive amount of attention). Re-
sponses are scored on a scale of 0 to 4, yielding scores ranging from
0 to 24 on each of the six scales. Various published and unpublished
investigations 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 on
this 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
28
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.
Although the internal consistency and test-retest reliabilities of the four
sections are in the .70s and low .80s, the reliability of the Total scores
is in the low .90s. This scale has been used in numerous studies of
attitudes toward mathematics/science. It has also been adapted for var-
ious grade levels and administered in several different countries.
4. Attitudes Toward Personality Assessment. This program administers
and scores a ten-item Likert-type inventory of attitudes and beliefs
concerning 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 for women and (2) the treatment of women in advertising. Total
scores on both questionnaires are computed and presented on the
screen. A high score on the first questionnaire indicates a more femi-
nistic attitude. A high score on the second questionnaire indicates a
strong belief that women are exploited by advertising in negative
ways.
6. Vocational Interests, Personality, and Careers. This program, which
is based on Hollands RIASECtheory of vocational personalities, con-
sists of three screens. On the first screen are brief descriptions of the
six RIASEC interest themes. The respondent is asked to select the
theme that best fits him or her. On the second screen, six descriptions
of personality characteristics corresponding to the six RIASECthemes
are presented. The respondent is asked to select the description that
best fits him or her. On the last screen, two clusters of career possibil-
ities, one cluster corresponding to the interest group selected and a
second cluster corresponding to the personality description selected
by the respondent, are presented.
29
Category G:
Programs on Projective Techniques
1. Dot Pattern Test. This program consists of a projective test on which
the examinee is instructed to describe what he or she sees (pictures,
etc.) in each of ten sets of 100 randomly-generated dots on a computer
screen. The patterns are different each time the test is taken, so more
information 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 in
a short phrase or sentence what each pattern of dots looks like to you, what it
might 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 of
dominant objects or actions perceived in the dot configurations.
2. Projective Line Drawings. This program is a projective test consisting
of 10 sets of random configurations of lines. Each configuration is
made up of six intersecting lines. The following directions are given
to the examinee:
Projective techniques such as the Rorschach Test consist of sets of ambiguous
stimulus material that are interpreted differently by different people. The dif-
ferent interpretations are said to reflect the examinees personality. One type
of projective technique consists of a pattern of lines such as those on this test.
For each of the following line drawings, look at the drawing and then type and
enter a description of what it looks like to you, what it might be. Limit the
length of your description to one line.
The descriptions are recorded, by trial number, in file results for
printing and evaluation. Because the configuration of intersecting
lines is different each time that the test is taken, more information can
be obtained if the test is taken at least twice. The responses may be
analyzed in terms of common themes and their meanings, underlying
needs, conflicts, and other personality characteristics.
3. Sentence Completion Test. This program presents a series of sentence
fragments; the number of fragments being specified by the examiner
or the examinee. The examinee is instructed to complete each sentence
according to his or her real feelings. The responses and response times
(in seconds) are displayed on the screen and recorded, by sentence
number, in file results.
30
4. Word Association Test. This program presents a series of words, the
number of words being specified by the examiner or examinee. The
examinee is instructed to respond as quickly as possible to each word
presented with the first word that comes to mind. Responses and
response times (in seconds) are printed on the screen and recorded in
file results.
31
Part V
Multiple-Choice and Essay Test Items
Chapter 1. History and Theories
Multiple-Choice
1. The word persona is Greek for:
a. appearance c. mask
b. character d. temperament
2. The term personality is used in this text in a . . . . . . sense.
a. behavioral c. holistic
b. charismatic d. psychoanalytic
3. The oldest written descriptions of individual differences in person-
ality are found in the:
a. Egyptian Book of the Dead
b. Epic of Gilgamesh
c. Holy Bible
d. Koran
4. The example given of personnel selection of soldiers by observing
how they drank water was taken from the Book of . . . . . . in the Bi-
ble.
a. Daniel c. Exodus
b. 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. phlegmatic
b. 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?
32
a. Aristotle c. Socrates
b. Plato d. Sophocles
10. Humorous descriptive sketches of personality types were written
by:
a. Aristotle c. Pythagoras
b. 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 times
c. scientific advancement and modernization
d. unquestioning faith and a struggle to survive
12. A return to the Hellenistic (Greek) perspective on the value and
worth of the individual was an earmark of the:
a. Middle Ages c. 18th century
b. 17th century d. 19th century
13. The idea that people are born in a state of goodness but are made
bad by society was proposed by:
a. Freud c. Rousseau
b. Locke d. Voltaire
14. Which of the following pseudosciences makes the most objective,
scientific sense as a measure of personality and behavior?
a. astrology c. phrenology
b. graphology d. physiognomy
15. Attempting to analyze the character or personality of an individu-
al from photographs is a modern version of
a. graphology c. physiognomy
b. phrenology d. somatotypology
16. The discounted notion that specific areas of the brain are related
to certain personality characteristics was espoused by
a. graphologists c. physiognomists
b. 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 studying
your face, you would be correct in labeling me as a(n):
a. astrologer c. graphologist
b. behaviorist d. physiognomist
33
19. The child is father to the man is a notion most closely associat-
ed with the name of
a. R. B. Cattell c. Carl Rogers
b. Sigmund Freud d. William Sheldon
20. Ego is to id as
a. morality is to pleasure c. reality is to morality
b. morality is to reality d. reality is to pleasure
21. Which of the following is the correct order of stages in psychosexu-
al development, according to Freud?
a. anal, oral, genital, phallic
b. genital, anal, phallic, oral
c. oral, anal, phallic, genital
d. phallic, oral, anal, genital
22. Frank is excessively neat, miserly, and holds strong opinions de-
spite evidence to the contrary. He would probably be character-
ized by a psychoanalyst as a(n) . . . . . . personality.
a. anal c. oral
b. genital d. phallic
23. What did Cesare Lombroso, Ernst Kretschmer, and William Shel-
don have in common?
a. They all constructed projective tests of personality.
b. They all conducted research on body types and personality.
c. They all constructed inventories to measure personality traits.
d. They were all psychoanalysts who disagreed with Freud.
24. Viscerotonia is to cerebrotonia as
a. endomorphy is to ectomorphy
b. endomorphy is to mesomorphy
c. mesomorphy is to ectomorphy
d. mesomorphy is to endomorphy
25. Which of the following names is not associated with a trait-factor
theory of personality?
a. Gordon Allport c. Hans Eysenck
b. Raymond Cattell d. Carl Rogers
26. In which of the following theories of personality is self-actualiza-
tion a key concept?
a. body-type c. psychoanalysis
b. phenomenology d. trait-factor
34
27. Which of the following terms most accurately characterizes the
manner in which the MMPI was constructed?
a. behaviorally c. phenomenologically
b. empirically d. psychoanalytically
28. Although it, like other pseudosciences, is overrated, there is proba-
bly some validity in
a. astrology d. phrenology
b. graphology e. physiognomy
c. palmistry
29. A neuropsychic structure having the capacity to render many
stimuli functionally equivalent and to initiate and guide equivalent
forms of adaptive and expressive behavior is Gordon Allports
definition of a(n)
a. characteristic d. type
b. tendency e. variable
c. trait
30. A central concept of phenomenological theories of personality is
the
a. 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 personality
assessment.
2. Defend graphology as a legitimate, objective field of study and re-
search.
3. Discuss the contributions of the ancient Greek philosophers to the
field 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 term personality;
then select the best one and defend your choice.
35
7. Why has astrology, an obvious pseudoscience, created so much fas-
cination and encouraged so much belief among people, both famous
and infamous, throughout history?
8. What are the key elements in a social learning theory of personality?
9. How do type theories differ from trait theories of personality?
10. What are the major differences between psychoanalytic, phenome-
nological, trait-factor, and social learning theories of personality?
36
Chapter 2. Psychometrics I:
Measurement, Statistics, and Test
Design
Multiple-Choice
1. The highest level of measurement is a(n) . . . . . . scale, which has a
true zero.
a. interval c. ordinal
b. nominal d. ratio
2. The correct order of the following scales of measurement, from
least to most precise, is
a. nominal, interval, ordinal, ratio
b. nominal, ordinal, interval, ratio
c. ordinal, nominal, interval, ratio
d. 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 mode
b. compute the variance and standard deviation
c. construct a frequency distribution
d. determine the reliability and validity
4. Which of the following is true when the frequency distribution of
scores is positively skewed?
a. mean = median = mode c. mean < median < mode
b. mean > median > mode d. mean > mode > median
5. The most frequently occurring score in a frequency distribution is
the
a. 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 deviation
b. semi-interquartile range d. variance
37
7. Which of the following measures of variability should be reported
when the arithmetic mean is the measure of the average score?
a. average deviation c. semi-interquartile range
b. range d. standard deviation
8. The statistical method of co-relations was introduced by
a. Charles Darwin c. Charles Spearman
b. Francis Galton d. Louis Thurstone
9. The range of the product-moment correlation coefficient is
a. 1.00 to .00 c. .50 to 1.00
b. 1.00 to +.50 d. 1.00 to 1.00
10. If two groups of test scores are perfectly but inversely related, the
correlation between them will be closest to
a. 1.00 c. .00
b. .50 d. 1.00
11. Predicting a persons standing on variable Y from his or her stand-
ing on variable X is least accurate when the correlation between X
and Y is
a. 1.00 c. .50
b. .00 d. 1.00
12. The correlation between variable X and variable Y is .50. From
this information one may conclude that
a. X is not a cause of Y
b. X and Y are moderately related
c. Y is not predictable from X
d. X and Y are inversely related
13. Information on the common dimensions or traits underlying the
scores on a group of tests can be obtained by a . . . . . . analysis of
the correlations among the test.
a. correlational c. item
b. factor d. regression
14. The purpose of an item analysis of a test is to
a. determine the external validity of the test
b. identify the abilities and skills measured by the test
c. 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 or
rating scale is all of the following except:
a. empirical c. rational
b. logical d. theoretical
38
16. The scoring keys for the MMPI and the Strong Vocational Interest
Blanks were determined:
a. deductively c. rationally
b. empirically d. theoretically
17. Construction of an item characteristic curve is done for the pur-
pose of
a. discriminant analysis c. item analysis
b. factor analysis d. regression analysis
18. Which of the following is the most obvious source to consult for a
review of a psychological test?
a. Mental Measurements Yearbooks
b. Psychological Abstracts
c. Standards for Educational and Psychological Tests
d. Tests in Print
19. Communality plus specificity equals
a. error variance c. validity
b. reliability d. true variance
20. The major purpose of factor rotation is to
a. compare the oblique and orthogonal procedures
b. increase the number of non-zero factor loadings
c. prepare the correlation matrix for factoring
d. simplify the factor matrix for interpretation
21. All standard scores are based on . . . . . . scores.
a. DIQ d. T
b. NCE e. z
c. stanine
22. Standard scores represent measurement on a(n)
a. interval scale c. ordinal scale
b. nominal scale d. ratio scale
23. Which of the following is an example of measurement at a nomi-
nal level?
a. numbers on athletic uniforms
b. order of finishing in a race
c. temperature in degrees Celsius
d. weight of baggage in kilograms
39
24. If 60 percent of the scores on an achievement test are low and 40
percent of the scores are high, then the frequency distribution of
the scores on this test is
a. negatively skewed c. positively skewed
b. negatively spread d. positively spread
25. Correlation does not imply
a. association c. prediction
b. causation d. relationship
26. Factors are interpreted primarily by examining the factor
a. communalities d. specificities
b. loadings e. validities
c. 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 of data with which
each is appropriate.
3. List three measures of average (central tendency), describe how each
is computed, and cite the advantages and disadvantages of each mea-
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 of n
scores on m tests? What are the advantages and disadvantages of
factor analysis?
8. What is the purpose of an item analysis, and how is one conducted?
40
9. List several sources to which you would turn for information about
specific tests. What are the advantages and disadvantages of each
source?
10. How are z scores computed and how are they used?
41
Chapter 3. Psychometrics II:
Standardization, Reliability, and
Validity
Multiple-Choice
1. A sample that has been selected as representative of a particular
population for the purpose of determining norms is known as a
a. reliable sample c. target sample
b. standardization sample d. valid sample
2. The most appropriate way of selecting a sample of examinees on
whom to standardize a test is
a. area sampling within blocks
b. sampling from lists
c. simple random sampling
d. stratified random sampling
3. The most efficient way of standardizing a test is
a. item sampling c. representative sampling
b. random sampling d. stratified sampling
4. Age equivalent and grade equivalent norms are used most often on
a. achievement tests d. projective techniques
b. interest inventories e. rating scales
c. personality inventories
5. Percentile and standard-score norms are usually computed on the
. . . . . . of the score intervals.
a. lower limits c. upper limits
b. midpoints d. widths
6. All standard scores are based on
a. NCE scores d. Z scores
b. stanine scores e. z scores
c. T scores
7. Which of the following standard scores is equivalent to a percen-
tile rank of 50?
a. T = 50 d. all of the above
b. stanine = 5 e. none of the above
c. z = 0
42
8. Base rate scores are used to express performance on the
a. Minnesota Multiphasic Personality Inventory
b. Millon Clinical Multiaxial Inventory
c. Rorschach Inkblot Test
d. Sixteen Personality Factor Questionnaire
e. Thematic Apperception Test
9. Equipercentile, item response, and linear score transformation
methods are all procedures for
a. analyzing test items c. scoring tests
b. equating tests d. standardizing tests
10. The extent to which a test measures anything consistently is its
a. normality c. reliability
b. objectivity d. validity
11. Which of the following represents the proportion of total test vari-
ance accounted for by error variance?
a. r
11
c. 1 r
11
b. 1 r
11
d. s
obs
1 r
11
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. .60
b. .40 d. .80
13. Assuming that the correlation between the odd-numbered items
and the even-numbered items on a test is .74, the corrected split-
half reliability of the test (using the Spearman-Brown prophecy
formula) is approximately
a. .80 c. .90
b. .85 d. .95
14. The Kuder-Richardson method of determining reliability yields an
average . . . . . . coefficient.
a. alternate tests c. split-half
b. parallel forms d. test-retest
15. An interscorer or interrater reliability coefficient is most likely to
be computed in determining the reliability of a(n)
a. checklist d. projective test
b. objective test e. rating scale
c. personality inventory
43
16. A test can usually be made more reliable by increasing the
a. correlation between test and criterion scores
b. length of time for administering the test
c. number of items on the test
d. observed variance relative to true variance
17. The most general formula for computing an internal consistency
reliability 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 to
a. 1.00 c. .50
b. .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. Between
what two values can one be 95% sure that Georges true score on
the test lies?
a. 5961 c. 5664
b. 5763 d. 5565
20. Percentile bands for a test score are computed by determining the
percentile rank equivalents of scores that are one . . . . . . on either
side of the examinees score.
a. standard deviation
b. standard error of estimate
c. standard error of measurement
d. standard score
21. The extent to which a test measures what it was designed to mea-
sure is its
a. internal consistency c. standardization
b. reliability d. validity
22. If a test measures consistently but does not measure what it was
designed to measure, the test is
a. reliable but not valid
b. reliable but not standardized
c. standardized but not valid
d. valid but not reliable
44
23. Analysis of variance techniques are used in the reliability estima-
tion procedure known as . . . . . . theory.
a. classical reliability
b. generalizability
c. split-half
d. true score
24. A confidence interval for a persons obtained score on a criterion
measure can be determined by using the standard error of
a. estimate c. the mean
b. measurement d. the variance
25. The larger the validity coefficient, the smaller the
a. reliability coefficient
b. standard error of estimate
c. standard error of measurement
d. standard deviation
26. The most comprehensive type of validity, in that it comprises all of
the other types, is . . . . . . validity.
a. concurrent c. content
b. construct d. predictive
27. The proportion of people in a target population who manifest a
specified characteristic or condition is the . . . . . . for that condition.
a. base rate c. population density
b. epidemiological incidence d. selection ratio
28. Convergent and discriminant validation are associated with the
. . . . . . validity of a test.
a. concurrent c. content
b. construct d. predictive
29. Which of the following statistics enables an examiner to establish
confidence limits for the true scores of examinees having a given
observed score on a test?
a. KuderRichardson predictive index
b. SpearmanBrown prophecy coefficient
c. standard error of estimate
d. standard error of measurement
30. Standard error of measurement is to standard error of estimate as
a. concurrent validity is to predictive validity
b. content validity is to face validity
c. normal distribution of errors is to skewed distribution of errors
d. reliability is to validity
45
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 random
sampling, and cluster sampling.
2. Distinguish between age norms, grade norms, percentile norms, and
standard 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 scores
comparable.
5. List three types of reliability, and some advantages and disadvantag-
es of each.
6. Distinguish between the standard error of measurement and the
standard error of estimate, and describe how each of these statistics
is 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 of
a 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 the
test, (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 to
be valid in order to be reliable?
11. How are the reliability of score differences and the standard error of
score differences used in helping to make psychometric decisions?
46
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. psychometric
b. psychodynamic d. trait-factor
2. Most clinical psychologists probably prefer a(n) . . . . . . approach
to data collection and interpretation.
a. behavioral d. psychodynamic
b. eclectic e. psychometric
c. omnibus
3. The most popular psychological assessment procedures are:
a. checklists and rating scales
b. inventories and projective techniques
c. observations and interviews
d. objective testing and biographies
4. Rapport refers to a
a. case study describing the tests administered and the diagnosis made
b. hierarchy of questions on a test in order of increasing difficulty
c. special type of personality test in which there is a minimum of
structure
d. warm, friendly relationship between the examiner and the ex-
aminee
5. Deviations from standard directions for administering a test are of
greatest concern with respect to the effects of such deviations on
the
a. diagnostic meaning of score differences
b. interpretation of the scores
c. norms obtained from the standardization sample
d. reliability and/or validity of the test
47
6. Of all the following factors that are important in preparing to ad-
minister a test, the most important is for the examiner to
a. be thoroughly familiar with the directions for administering the
test
b. make certain that the testing environment is quiet, comfortable,
well-lighted, and adequately furnished
c. review beforehand with the examinees items that are similar to
those on the test
d. tell the examinees what kind of test will be administered, and re-
assure them that they will do well
7. The only thing that is objective about an objective test is the
a. examiner d. questions
b. format e. scoring
c. interpretation
8. Because errors of measurement can easily raise or lower the scores
on a psychological test, it is important to
a. be flexible in presenting the directions to a test
b. follow the test directions exactly without deviation
c. tell the examinees to use their own judgment concerning the test
directions
d. use common sense in deciding what portion of the test direc-
tions to read
9. The most recently published edition of the Diagnostic and Statisti-
cal Manual of Mental Disorders is number
a. two d. five
b. three e. six
c. four
10. On which axis of DSM-IV are Clinical Disorders classified?
a. Axis I d. Axis IV
b. Axis II e. Axis V
c. Axis III
11. On which axis of DSM-IV are Personality Disorders classified?
a. Axis I d. Axis IV
b. 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. statistical
b. psychoanalytic d. trait-factor
48
13. The fact that suicide and homicide are more difficult to predict
than neurotic behavior is due in some measure to the different
. . . . . . of these conditions.
a. base rates d. operational definitions
b. connotative meanings e. target severities
c. illusory correlations
14. The content and style of the report of a psychological examination
should vary with the
a. background and orientation of the writer
b. purposes for which the report is being prepared
c. readers for whom the report is intended
d. b and c
e. a, b, and c
15. Referrals for psychological examinations should
a. ask specific questions which the referring agency or individual
would like to have answered
b. be as brief as possible, because psychological examiners are
busy people who have little time to read
c. be open-ended, because the psychological examiner does not
want the search for diagnostic procedures to be limited
d. 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 recommendations
b. observations and interview findings
c. reason for referral
d. test results and interpretations
17. Of the following, the most important question for the writer to
keep 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 psychological
functioning 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 diagnostic
label?
49
18. A basic rule in professional communication is:
a. If there is more than one way to say something, select the sim-
plest way.
b. Include some humor or witticisms so the material will be suffi-
ciently interesting to the reader.
c. Make certain that all terms are adequately defined so everyone
can understand the communication.
d. Make the communication as short as possible, even if it sounds
telegraphic in places.
19. The first computer-based test interpretation program was devised
to score and interpret the
a. California Psychological Inventory
b. Millon Clinical Multiaxial Inventory
c. Minnesota Multiphasic Personality Inventory
d. Sixteen Personality Questionnaire
e. Thematic Apperception Test
20. Informed consent refers to an agreement between an agency or an-
other person and
a. the examinee
b. the examinees guardian
c. the examinees parent(s)
d. the examinees legal representative
e. any of the above
21. Compared with the impressionistic interpretations of a clinical or
counseling psychologist, computer-generated test interpretations
are not as
a. accurate c. reliable
b. individualized d. valid
22. A cordial, accepting relationship that encourages examinees to re-
spond honestly but accurately is known as
a. altruism d. empathy
b. amativeness e. rapport
c. amicability
Answers: 1-b, 2-b, 3-c, 4-d, 5-b, 6-a, 7-e, 8-b, 9-c, 10-a, 11-b, 12-c, 13-a,
14-e, 15-a, 16-a, 17-c, 18-a, 19-c, 20-e, 21-b, 22-e
50
Essay
1. Describe at least three settings in which personality assessments are
made and the purposes for making assessments in those settings.
2. What are the goals of personality assessment, and how can they be
attained 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 the Standards for Psychological and Ed-
ucational Testing that are particularly relevant to the administration
of personality assessment instruments and procedures.
6. Under what circumstances is it appropriate to deviate fromstandard
procedure 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 a
position 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 the
contents of each.
12. What are the advantages and disadvantages of computer-based test
administration, scoring, and interpretation in comparison with tra-
ditional, non-computer-based procedures?
13. What are informed consent and confidentiality, and why is it impor-
tant to consider them in reporting the results of a psychological
examination?
51
Chapter 5. Observations and
Interviews
Multiple-Choice
1. The use of formal oral examinations for selecting government em-
ployees began in
a. China c. Greece
b. Egypt d. Palestine
2. The most widely employed and generally understood of all meth-
ods of assessment personality are
a. interviews d. projectives
b. inventories e. ratings
c. observations
3. The guinea pig effect is the result of . . . . . . observation.
a. critical incident d. stressful
b. obtrusive e. uncontrolled
c. participant
4. Which of the following types of observations are a major research
tool of cultural anthropologists?
a. controlled observations d. uncontrolled observations
b. critical observations e. unobtrusive observations
c. participant observations
5. In making an anecdotal record, it is important to distinguish be-
tween
a. content and analysis
b. controlled and uncontrolled events
c. idiographic and nomothetic
d. observation and interpretation
e. theory and fact
6. Clinical observations are typically all of the following except
a. objective c. uncontrolled
b. participant d. unobtrusive
7. The Hartshorne and May studies of character employed
a. critical incidents
b. participant observation
c. situational testing
d. uncontrolled observation
52
8. The wall problem and other situational tests used by the O.S.S.
were administered for purposes of selecting
a. business executives c. espionage agents
b. clinical psychologists d. military officers
9. Situational testing is a type of
a. controlled observation c. uncontrolled observation
b. structured interviewing d. unstructured interviewing
10. Participant observation is a research and assessment technique em-
ployed most often by
a. clinical psychologists
b. cultural anthropologists
c. educational and school psychologists
d. 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 by
a. culturics c. paralinguistics
b. kinesics d. proximics
12. Tone of voice, rate of speaking, and other nonverbal aspects of
speaking are referred to as
a. culturics c. paralinguistics
b. kinesics d. proximics
13. The PONS and FACS are measures of . . . . . . behavior.
a. nonverbal c. subjective
b. 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 the
a. antecedents c. consequences
b. 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 interviewing
b. stress interviewing d. unstructured interviewing
53
17. The reliabilities of observations and interviews are usually deter-
mined by . . . . . . procedures.
a. internal consistency c. parallel forms
b. interrater d. test-retest
18. An interviewer who rates an interviewer high on intelligence, reli-
ability, and effectiveness simply because the latter is sexy has
succumbed to a
a. central tendency error c. halo effect
b. contrast error d. leniency error
19. Judging an interviewee on the basis of a general impression or a
single prominent characteristic is known as the . . . . . . error.
a. central tendency d. halo effect
b. constant e. leniency
c. contrast
20. Which of the following questions is legally unacceptable in 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 did
you 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 did
you attend?
d. Where were you born, and how old are you now?
22. Experience with computer-based interviewing has shown that inter-
viewees usually
a. do not object to it
b. do not understand it
c. object strenuously to it
d. respond enthusiastically to it
23. The easiest kind of interview to conduct and evaluate by means of
a computer is a(n) . . . . . . interview.
a. open-ended c. structured
b. sequential d. unstructured
54
24. Kohlbergs Moral Judgment Scale involves the use of
a. controlled observation c. clinical interviewing
b. behavioral checklists d. rating scales
25. Which of the following statements concerning biographical inven-
tories is false?
a. Biographical inventories are effective predictors of performance
in 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 above
a. .50 c. .70
b. .60 d. .80
27. Behavioral theorists attempt to understand a personality by analyz-
ing the individuals
a. mental complexes
b. real and ideal selves
c. social learning history
d. unique organization of traits
28. Which of the following is not a disadvantage of computer-based
psychiatric 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 of
problems 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 in
assessing personality?
55
2. What are some of the advantages and disadvantages of observations
for assessing personality?
3. Differentiate between controlled and uncontrolled observations, and
describe some of the positive and negative features of each method
of assessing personality.
4. Describe the purposes and procedures of situational testing, and pro-
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 observers
of behavior?
8. List and describe four categories of nonverbal behavior.
9. What is behavior modification? How and for what purposes is it
used?
10. Differentiate between structured and unstructured interviewing, and
list some of the advantages and disadvantages of each.
11. Describe several characteristics and behaviors of effective interview-
ers, as contrasted with those of ineffective interviewers.
12. Construct a general outline for an assessment interview, including
the procedure you would use and the questions you would ask.
13. What is a mental status interview? What are its purposes, and how
is it conducted?
14. What are some of the factors that contribute to the low reliabilities
of personal interviews?
56
Chapter 6. Checklists and Rating
Scales
Multiple-Choice
1. A list of words, phrases, and statements that describe certain per-
sonal characteristics and to which the respondent must indicate
whether they apply to the person being evaluated is a(n)
a. checklist c. projective technique
b. personality inventory d. rating scale
2. Probably the simplest kind of personality assessment instrument to
construct is a
a. forced-choice rating scale c. problem checklist
b. personality inventory d. projective technique
3. Checklists are typically all of the following except
a. easy to construct c. flexible to use
b. efficient to administer d. unreliable to score
4. Of the following checklists, the one that is given the least amount
of attention in Chapter 6 is the
a. Adjective Check List
b. Behavioral Checklist for Performance Anxiety
c. Mooney Problem Checklist
d. Multiple Affect Adjective Check List
5. A response set that usually gives the most trouble in scoring a
checklist is the . . . . . . response set.
a. acquiescence c. guessing
b. frequency d. social desirability
6. Of the following, the oldest published problem checklist is the
a. Behavior Problem Checklist
b. Kohn Problem Check Lists
c. Mooney Problem Check Lists
d. Personal Problem Checklist
7. Mental status checklists are used more often in . . . . . . situations.
a. academic c. counseling
b. clinical d. employment
57
8. The SCL-90-R is used most often by
a. college and university admissions officers for making student ad-
missions decisions
b. forensic psychologists to determine whether a defendant is able
to stand trial
c. mental health professionals to evaluate psychiatric patients at in-
take
d. personnel departments to select and place employees
9. The semantic differential is a type of . . . . . . rating scale.
a. behaviorally anchored c. graphic
b. forcedchoice d. numerical
10. The 15 need scales on the . . . . . . are based on Henry Murrays
need/press theory of personality.
a. Adjective Check List
b. Mental Status Checklist Series
c. Mooney Problem Check List
d. Multiple Affect Adjective Check List
11. Rating scales were first employed for psychological research pur-
poses by
a. J. M. Cattell d. E. L. Thorndike
b. Frances Galton e. Robert Woodworth
c. Carl Jung
12. A rating scale consisting of a series of descriptive categories ar-
ranged on a continuum is referred to as a(n) . . . . . . rating scale.
a. graphic c. semantic differential
b. numerical d. standard
13. A useful technique for investigating the connotative meanings that
different concepts have for people is the . . . . . . technique.
a. Q-sort c. semantic differential
b. role-construct repertory d. sociometric
14. Which of the following types of rating scales is most popular?
a. forced-choice c. man-to-man
b. graphic d. semantic differential
15. An item consisting of four descriptive phrases or statements, two
of which represent desirable characteristics and two undesirable
characteristics, would most likely appear on a . . . . . . rating scale.
a. forced-choice c. man-to-man
b. graphic d. numerical
58
16. Rating according to general impressions rather than specific traits
is known as the
a. central-tendency error c. leniency error
b. halo effect d. response bias
17. The leniency (generosity), severity, and central tendency errors in
rating are all types of . . . . . . errors.
a. constant c. halo
b. contrast d. proximity
18. College students who rate a course instructor as being a better
teacher than he (she) actually is have made a . . . . . . error.
a. contrast c. leniency
b. halo d. severity
19. Which of the following rating formats do raters typically find
most difficult?
a. behaviorally anchored c. graphic-candid
b. forced-choice d. semantic-differential
20. Q-sorts have been used most extensively in studies of
a. attitudes and prejudices toward minority groups
b. changes in self-concept resulting from psychotherapy
c. connotative meanings of different concepts
d. group structure and cohesiveness
21. Stars, isolates, and cliques are terms for labeling features of
a. behavioral analysis c. semantic differentials
b. Q-sorts d. sociograms
22. The principal psychometric device derived from George Kellys the-
ory of personal constructs was the
a. Adjective Check List
b. Incomplete Sentences Blank
c. Myers-Briggs Type Indicator
d. Role Construct Repertory Test
e. Thematic Apperception Test
23. Rating a young woman high in motivation simply because
she is high in intelligence, attractiveness, and sociability
is an example of the
a. acquiescence response set c. halo effect
b. centraltendency error d. leniency error
59
24. The effect of a low rating given a previous interviewee is referred
to as the
a. central tendency error c. halo effect
b. contrast error d. leniency error
25. Which of the following types of rating scales is based on the criti-
cal incidents technique?
a. behaviorally anchored rating scale
b. forced-choice rating scale
c. numerical rating scale
d. semantic differential scale
e. standard rating scale
26. Which of the following types of rating scales is most effective in
controlling for constant errors, the halo effect, contrast errors,
and the proximity error?
a. behaviorally anchored scale
b. forced-choice scale
c. graphic scale
d. semantic differential scale
e. standard scale
Answers: 1-a, 2-c, 3-d, 4-b, 5-b, 6-c, 7-b, 8-c, 9-d, 10-a, 11-b, 12-a, 13-c,
14-b, 15-a, 16-b, 17-a, 18-c, 19-b, 20-b, 21-d, 22-d, 23-c, 24-b, 25-a,
26-b
Essay
1. List the comparative advantages and disadvantages of checklists and
rating scales.
2. Describe several standardized and published checklists and the pur-
poses for which each is administered.
3. List and describe four different kinds of rating scales.
4. What is a behaviorally anchored rating scale, and what advantages
does it have over other types of rating scales?
5. List and define four different types of errors in ratings.
6. Can the validity of ratings be improved by training raters? Why or
why not?
7. What are attitudes, and howare they different fromopinions and beliefs?
8. What is the Q-sort technique, and for what purposes has it been used?
9. Describe the procedure for constructing and administering a Role
Construct Repertory Test and the purposes for which it is used.
60
Chapter 7. Rational-Theoretical and
Factor-Analyzed Inventories
Multiple-Choice
1. The most popular of all personality inventories is the
a. CPI c. MCMI
b. JAS d. MMPI
2. The Myers-Briggs Type Indicator is a personality inventory based
on . . . . . . theory of personality.
a. Alfred Adlers d. Karen Horneys
b. Eric Eriksons e. Carl Jungs
c. Sigmund Freuds
3. Which of the following personality inventories was not developed
using a factor-analytic strategy?
a. California Psychological Inventory
b. Guilford-Zimmerman Temperament Survey
c. Eysenck Personality Inventory
d. Sixteen Personality Factor Questionnaire
4. All of the following except the . . . . . . was developed on the basis
of Henry Murrays need/press theory of personality.
a. Adjective Check List
b. Edwards Personal Preference Schedule
c. Eysenck Personality Inventory
d. Personality Research Form
e. Thematic Apperception Test
5. A personality inventory based on Carl Jungs theory of personality
types was devised by
a. Guilford and Zimmerman c. Myers and Briggs
b. Jackson and Messick d. Thurstone and Chave
6. Which of the following response sets would be most likely to
cause difficulties in score interpretation on a true-false personality
inventory with no validation keys?
a. acquiescence c. overcautiousness
b. extremeness d. social desirability
61
7. Early personality inventories were designed primarily to
a. assist in the prediction of academic and vocational success
b. identify and analyze psychopathological disorders
c. study the structure and development of normal personality
d. test certain propositions of psychoanalytic thinking
8. A cross-sectional or multiple-age series of personality inventories
was designed by
a. R. B. Cattell c. H. Eysenck
b. A. L. Edwards d. J. P. Guilford
9. The most comprehensive series of factor-analyzed personality in-
ventories has been provided by
a. R. B. Cattell c. J. P. Guilford
b. H. J. Eysenck d. L. L. Thurstone
10. If a research psychologist wanted to conduct an experiment with
four groups of peopleneurotic introverts, neurotic extroverts,
non-neurotic introverts, and non-neurotic extroverts, the division
of his or her pool of subjects into these four groups could proba-
bly be accomplished most effectively by administering the . . . . . .
to the subjects.
a. Ascendance Submission Reaction Scale
b. Eysenck Personality Inventory
c. Personality Research Form
d. Sixteen Personality Factor Questionnaire
11. The results of research by Goldberg and by Costa and McRae indi-
cate that the assessment of personality by means of paper-and-pen-
cil inventories encompasses no more than . . . . . . factors.
a. two d. five
b. three e. six
c. four
12. In addition to extraversion-introversion and neuroticism (emotion-
ality) factors, currently the most widely-accepted multifactor mod-
el of personality includes the factors of
a. agreeableness, conscientiousness, and culture
b. dominance, impulsiveness, and reflectiveness
c. sociability, objectivity, and restraint
d. warmth, intelligence, and ego strength
62
13. The earliest personality inventory that was administered on a mass
basis was the
a. A-S Reaction Study
b. Bell Adjustment Inventory
c. Bernreuter Personality Inventory
d. Woodworth Personal Data Sheet
14. The first standardized multiscore inventory of personality was the
a. Bell Adjustment Inventory
b. Bernreuter Personality Inventory
c. California Test of Personality
d. Woodworth Personal Data Sheet
15. Scales were designed by A. T. Beck to measure all of the following
except
a. anxiety c. hopelessness
b. depression d. hostility
e. suicide ideation
16. On which of the following personality inventories are the items ar-
ranged in forced-choice format?
a. Edwards Personal Preference Schedule
b. Eysenck Personality Inventory
c. Sixteen Personality Factor Questionnaire
d. Guilford-Zimmerman Temperament Survey
17. What type of item format is used to control for the social desirabil-
ity response set?
a. behaviorally anchored c. multiple-choice
b. forced-choice d. true-false
18. Which of the following personality inventories was designed ex-
pressly to measure the factors of the five-factor model of personali-
ty?
a. Eysenck Personality Scale
b. NEO Personality Inventory
c. Profile of Mood States
d. Sixteen Personality Factor Questionnaire
19. Which of the following response sets would be most likely to
cause difficulties in interpreting scores on a truefalse personality
inventory with no validation keys?
a. acquiescence c. overcautiousness
b. extremeness d. social desirability
63
20. The forced-choice format of the Edwards Personal Preference
Schedule (EPPS) represents an attempt to control for the . . . . . . re-
sponse set.
a. acquiescence d. negativism
b. deviation e. social desirability
c. guessing
21. A personality inventory based on Carl Jungs theory of types was
devised by
a. Guilford and Zimmerman c. Myers and Briggs
b. Jackson and Messick d. Thurstone and Chave
22. The first psychologist to construct a personality inventory by us-
ing factor-analytic techniques was
a. R. B. Cattell c. J. P. Guilford
b. H. J. Eysenck d. L. L. Thurstone
23. The High School Personality Questionnaire, the Childrens Person-
ality Questionnaire, the Early School Personality, and the Pre-
school Personality Questionnaire are all downward extensions of
the
a. Adult Personality Questionnaire
b. Edwards Personality Questionnaire
c. Eysenck Personality Questionnaire
d. 16 Personality Factor Questionnaire
24. All of the personality inventories described in Chapter 7 were con-
structed by one or more of the following procedures except for the
. . . . . . strategy.
a. content-validating c. factor analytic
b. criterion-keying d. rational/theoretical
25. To identify and control for responses sets, most contemporary per-
sonality inventories employ
a. a multiple-choice format c. the forced-choice technique
b. special validation keys d. the repeated item technique
26. The jingle and jangle fallacies are concerned with the . . . . . .
of assessment instruments.
a. applications c. formats
b. contents d. heterogeneity
e. titles
64
27. On which of the following personality inventories has research in
sport psychology revealed the so-called iceberg profile?
a. Eysenck Personality Inventory
b. Hogan Personality Inventory
c. NEO Five-Factor Inventory
d. Profile of Mood States
e. Sixteen Personality Factor Questionnaire
Answers: 1-d, 2-e, 3-a, 4-c, 5-c, 6-a, 7-b, 8-a, 9-a, 10-b, 11-d, 12-a, 13-d,
14-b, 15-d, 16-a, 17-b, 18-b, 19-d, 20-e, 21-c, 22-c, 23-d, 24-b, 25-b,
26-e, 27-d
Essay
1. Discuss the three basic strategies for constructing personality inven-
tories.
2. What procedures are used to detect and control for dissimulation
(faking) on personality inventories?
3. List and define at least three different response sets that occur in
responding to the items on a personality inventory.
4. What is the five-factor model of personality, and is it adequate to
describe the varieties of human personality?
5. What purpose does a validity scale on a personality inventory serve,
and how is it constructed?
6. Distinguish between the jingle fallacy and the jangle fallacy.
7. Differentiate between self-concept and self-esteem, and list some
standardized instruments to measure these constructs.
8. List at least one inventory that was designed to assess each of the
following specific clinical symptoms or disorders: alcoholism, anxi-
ety, depression, eating disorders, stress, suicidal ideation.
9. What are the similarities and differences between rational-theoreti-
cal and factor-analyzed inventories of personality?
10. How reliable and valid are personality inventories? How good are
the norms on which they are interpreted? Cite specific examples and
data to support your answers.
65
Chapter 8. Criterion-Keyed
Inventories
Multiple-Choice
1. The most famous of all criterion-keyed inventories of personality
is the:
a. CPI c. MCMI
b. JAS d. MMPI
2. Which of the following is the grandfather of all criterion-keyed
personality inventories?
a. CPI c. MCMI
b. JPI d. MMPI
3. The fact that specific items comprising the MMPI were selected on
the basis of their ability to differentiate between various clinical di-
agnostic groups makes the MMPI a(n) . . . . . . personality inventory.
a. content validated c. factor-analyzed
b. criterion-keyed d. internally consistent
4. The MMPI was designed originally to differentiate between
a. delinquent and non-delinquent youths
b. persons with different degrees of mild maladjustment
c. mentally retarded and mentally ill persons
d. psychiatrically disordered and normal persons
5. In addition to nine clinical scales and a large number of other em-
pirically derived scales, the MMPI is scored on four . . . . . . scales.
a. content c. specific
b. reliability d. validity
6. The ?, L, F, and K scales of the MMPI are known as . . . . . . scales.
a. clinical c. supplementary
b. reliability d. validity
7. High scores on scales 1, 2, and 3 of the MMPI are indicative of
a. psychoneurosis c. psychopathic personality
b. psychosomatic illness d. schizophrenia
8. High scores on scales 6, 7, 8, and 9 of the MMPI are characterized
as the . . . . . . tetrad.
a. paranoid c. psychopathic
b. psychoneurotic d. psychotic
66
9. When the standard scores on all clinical scales of the MMPI are
above 70, this is good evidence that
a. an error has been made in scoring the inventory, because MMPI
scales are ipsative
b. the respondent has a serious psychological problem of some
kind
c. the respondent is generally well-adjusted, with no psychopatho-
logical trends
d. the respondent has just as many good qualities as bad ones
10. Restandardization of the MMPI involved all of the following ex-
cept
a. inclusion of content not represented in the original version
b. provision of separate forms of the inventory for adults and ado-
lescents
c. provision of separate forms for men and women, blacks and
whites
d. revision and rewording of the language of existing items that
were dated, awkward, or sexist
11. The . . . . . . is sometimes referred to as a sane persons MMPI or
a normal offspring of the MMPI.
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Millon Clinical Multiaxial Inventory
d. Personality Inventory for Children
12. The most extensively investigated of the empirically derived per-
sonality inventories designed for normal people is the
a. California Psychological Inventory
b. Minnesota Counseling Inventory
c. Minnesota Multiphasic Personality Inventory
d. Minnesota Test of Personality
13. The three themes assessed by the revised CPI include all of the fol-
lowing except
a. character c. orientation
b. competence d. role
14. Which of the following is not one of the three conceptual groups
on which the Revised CPI is scored?
a. basic psychopathology scales
b. folk-concept measures
c. special purpose scales
d. three major themes
67
15. In the role, character, and competence scoring themes on the Re-
vised CPI,
a. alphas are described as conventional
b. betas are described as alienated
c. gammas are described as manipulative
d. deltas are described as conflicted
16. Compared with other personality inventories, the Personality In-
ventory for Children is unique in that it
a. can be scored either by hand or by computer
b. consists of forced-choice items
c. has been both rationally and empirically validated
d. is scored from responses given by an adult
17. The Millon Clinical Multiaxial Inventory is viewed as a competi-
tor to the
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Minnesota Multiphasic Personality Inventory
d. Personality Inventory for Children
e. 16 Personality Factor Questionnaire
18. All of the following inventories except the . . . . . . were designed for
the assessment of personality in normal rather than clinical
populations.
a. Basic Personality Inventory
b. California Psychological Inventory
c. Jackson Personality Inventory
d. Personality Research Form
e. 16 Personality Factor Questionnaire
19. The scoring categories of MCMI-III follow the diagnostic classifi-
cation system of
a. DSM-II c. DSM-III-R
b. DSM-III d. DSM-IV
20. The most outstanding feature of the Personality Research Form
and the Jackson Personality Inventory is the
a. careful validation and freedom from response sets
b. provision for both hand and machine scoring
c. sophistication of their construction methodology
d. wide range of variables measured by them
68
21. Which of the following personality inventories has a more clini-
cal orientation than the others?
b. Jackson Personality Inventory
c. Millon Adolescent Personality Inventory
d. Personality Research Form
22. The MMPI is a . . . . . . personality inventory.
a. content-oriented c. factor-analyzed
b. criterion-keyed d. theory-based
23. Psychiatric patients typically have high scores on scale . . . . . . of
the MMPI or MMPI-2.
a. 2 and 7 c. 1, 2, and 3
b. 6 and 8 d. 6, 7, 8, and 9
24. Of the following inventories designed for diagnosing psychopathol-
ogy, the most extensive research during the late 1990s was con-
ducted on the
a. Basic Personality Inventory
b. Minnesota Multiphasic Personality Inventory
c. NEO Personality Inventory
d. Personality Assessment Inventory
e. Wisconsin Personality Disorder Inventory
Answers: 1-d, 2-d, 3-b, 4-d, 5-d, 6-d, 7-a, 8-d, 9-b, 10-c, 11-a, 12-a, 13-c,
14-a, 15-d, 16-d, 17-c, 18-a, 19-d, 20-c, 21-a, 22-b, 23-d, 24-d
Essay
1. What is criterion-keying, and howdoes it differ fromthe rational-
theoretical and factor-analytic strategies for constructing personality
inventories?
2. List and describe the four validity scales of the MMPI and the pur-
pose of each scale.
3. Describe the MMPI-III in some detail, including how it was con-
structed, what it measures (i. e., the various scales), and in what
kinds of situations and to what kinds of people it is administered.
4. Describe the coding procedure for interpreting a profile of scores on
the MMPI-III.
5. Why has the MMPI endured for over a half-century, when a number
of psychometrically superior instruments have been published since
the early 1940s?
69
6. Describe the three major themes of the revised CPI and what each
measures.
7. Describe the process of interpreting scores on the revised version of
the CPI.
8. What is the Personality Inventory for Children, and in what sense is
it unique?
9. Describe the design and purposes of each of the personality invento-
ries constructed by Theodore Millon.
10. Describe the design and purposes of each of the three personality
inventories constructed by D. N. Jackson.
70
Chapter 9. Interests, Values, and
Attitudes
Multiple-Choice
1. In terms of the extent to which their formation is based on factual
information, . . . . . . are the at the top of the list.
a. attitudes c. opinions
b. beliefs d. values
2. According to Donald Supers theory, traits, values, and interests
are derived from
a. attitudes c. needs
b. beliefs d. opinions
3. Vocational interests typically do not become realistic until
a. early to middle childhood
b. middle childhood to late childhood
c. late childhood to early adolescence
d. late adolescence to early adulthood
4. Assume that a person with sadistic impulses becomes interested in
being a surgeon, and a person whose sexual impulses are frustrat-
ed becomes an actor. According to psychoanalytic theory, these
are examples of the operation of the defense mechanism of
a. displacement c. rationalization
b. projection d. sublimation
5. Psychoneurosis is to aggressiveness as . . . . . . interests are to
a. literary and aesthetic, scientific interests
b. literary and aesthetic, sales interests
c. scientific, literary and aesthetic interests
d. scientific, sales interests
6. From her early research, Anne Roe concluded that interests can be
divided into two categories:
a. altruistic and materialistic
b. people and things
c. physical and mental
d. practical and theoretical
71
7. Which of the following interest inventories is not based on Anne
Roes theory of interests?
a. COPS Interest Inventory
b. Hall Occupational Orientation Inventory
c. Ramak
d. Vocational Interest Inventory
e. Vocational Preference Inventory
8. Which of the following psychologists maintained that the primary
factor in career choice is whether an individual is person-oriented
or nonperson-oriented?
a. John Holland d. Anne Roe
b. Douglas Jackson e. Edward Strong
c. Frederick Kuder
9. Which of the following inventories was developed on the basis of
a theory linking interests to personality?
a. Edwards Personal Preference Schedule
b. Jackson Vocational Interest Survey
c. Sixteen Personality Factor Questionnaire
d. Vocational Preference Inventory
10. Which of the following inventories was designed according to J. L.
Hollands hexagonal model of interests?
a. Occupational Orientation Inventory
b. Ohio Vocational Interest Survey
c. Self-Directed Search
d. Strong Vocational Interest Blank for Men
11. The research findings of Grotevant, Scarr, and Weinberg indicate
that vocational interests have a(n) . . . . . . basis.
a. environmental c. personality
b. hereditary d. situational
12. The RIASEC themes on which the Strong Interest Inventory and
certain other measures of vocational interests are scored were for-
mulated by
a. G. W. Allport c. G. F. Kuder
b. J. L. Holland d. E. K. Strong, Jr.
13. The most favorably-reviewed of all personality inventories that are
also measures of interests is the
a. Jackson Vocational Interest Survey
b. 16 Personality Factor Questionnaire
c. Self-Description Inventory
d. Strong Vocational Interest Blank
72
14. Which of the following sets of Strong Interest Inventory scales is
based on Hollands hexagonal model of interests?
a. Basic Interest Scales c. Occupational Scales
b. General Occupational d. Special Scales Themes
15. The most time-tested of all interest inventories, in that the results
of an extensive amount of research over a half-century point to its
reliability and validity, is the
a. California Occupational Preference Survey
b. Jackson Vocational Interest Survey
c. Kuder Personal Preference Survey
d. Strong Interest Inventory
16. The findings of longitudinal studies indicate that scores on the
Strong Vocational Interest Blank are successful predictors of all of
the following except occupational
a. longevity c. satisfaction
b. persistence d. success
17. Women tend to score higher than men on all of the following
RIASEC interest scales except
a. Artistic c. Realistic
b. Conventional d. Social
18. Men tend to score higher than women on all of the following
RIASEC interest areas except
a. Conventional c. Investigative
b. Enterprising d. Realistic
19. Scores on various scales of an interest inventory are ipsative (inter-
dependent) when a(n) . . . . . . format is used for the items.
a. fixed-response c. multiple-choice
b. forced-choice d. true-false
20. The two Kuder interest inventories described in the text are the
a. Kuder General Interest Survey and Kuder Occupational Interest
Survey
b. Kuder General Interest Survey and Kuder Vocational Preference
Survey
c. Kuder Personal Preference Survey and Kuder Occupational
Interest Inventory
d. Kuder Basic Interest Scale and Kuder Occupational Scale
73
21. On the average, boys score higher than girls on all of the following
scales of the Kuder General Interest Survey except
a. Clerical c. Mechanical
b. Computational d. Persuasive
22. Which of the following inventories of interests in nonprofessional
occupations was discussed in the text?
a. California Occupational Preference Survey
b. Career Assessment Inventory
c. Ohio Vocational Interest Survey
d. Vocational Preference Inventory
23. It is important for vocational counselors to make counselees aware
of the differences between
a. abilities and grades
b. interests and abilities
c. interests and motives
d. personality traits and interests
24. A learned predisposition to respond positively or negatively to a
specific object, situation, institution, or person is known as a(n)
a. attitude c. interest
b. belief d. value
25. Milton Rokeach referred to beliefs concerning desirable and unde-
sirable modes of conduct as . . . . . . values.
a. competence c. personal-social
b. instrumental d. terminal
26. Rokeachs instrumental values may be either
a. consideration or structure c. moral or competence
b. means or methods d. personal or social
27. Rokeachs terminal values may be either
a. consideration or structure c. moral or competence
b. means or methods d. personal or social
28. A person who possesses both typically masculine and typically fem-
inine interests in approximately equal proportions is designated as
a. androgynous d. homosexual
b. bisexual e. transvestitic
c. hermaphroditic
74
29. Milton Rokeach differentiated between . . . . . . valuesthose con-
cerned with modes of conductand . . . . . . valuesthose con-
cerned with end states.
a. current, future c. moral, competence
b. instrumental, terminal d. personal, social
Answers: 1-b, 2-c, 3-d, 4-d, 5-b, 6-b, 7-e, 8-d, 9-d, 10-c, 11-b, 12-b, 13-c,
14-b, 15-d, 16-d, 17-c, 18-a, 19-b, 20-a, 21-a, 22-b, 23-b, 24-a, 25-b,
26-c, 27-d, 28-a, 29-b
Essay
1. Differentiate between needs, traits, values, and interests.
2. List and describe the four stages in Donald Supers theory of devel-
opment of interests.
3. List and describe the three stages in Ginzbergs theory of vocational
decision-making.
4. Make a sketch of Anne Roes three-dimensional conical model of
interests.
5. Make a sketch of J. L. Hollands hexagonal model of interests, and
define the six RIASEC categories.
6. Define the concepts of differentiation, identity, congruence, and cal-
culus in Hollands theory of interests.
7. What are the main differences in format and scoring of the Strong
and Kuder interest inventories?
8. In what sense are vocational interest inventories sex-stereotyped,
and what can be done to make them free of gender bias?
9. What procedures are employed in using interest inventories for vo-
cational counseling purposes?
10. Describe at least two different values surveys and the variables mea-
sured by each.
11. What is a sex-role inventory? Describe at least one such instrument.
12. What is a personal orientation? Describe at least one instrument
designed to measure a personal orientation.
75
Chapter 10. Associations,
Completions, and Drawings
Multiple-Choice
1. Projective techniques
a. are basically modified forced-choice techniques
b. are relatively unstructured situations or materials
c. should be administered only by psychiatrists or social workers
d. purport to measure the more superficial aspects of personality
2. The term projective technique was first used by
a. Lawrence Frank d. Lewis Goldberg
b. Sigmund Freud e. Carl Jung
c. Francis Galton
3. All of the following except . . . . . . are projective techniques.
a. apperception tests c. Q-sorts
b. inkblots d. word associations
4. Projective techniques have been most influenced by . . . . . . theory.
a. behavior c. phenomenological
b. existential d. psychoanalytic
5. Projective test protocols have traditionally been interpreted primar-
ily by . . . . . . methods.
a. actuarial c. impressionistic
b. behavioral d. statistical
6. The use of words or inkblots as stimulus materials fall under
which category of projective techniques?
a. arrangement d. expression
b. association e. selection
c. completion
7. The use of sentences or stories as stimulus material fall under
which category of projective techniques?
a. arrangement d. expression
b. association e. selection
c. completion
8. The projective technique of early recollections was pioneered by
a. Alfred Adler d. Henry Murray
b. Sigmund Freud e. Julian Rotter
c. Carl Jung
76
9. The method of word association, which was introduced by Francis
Galton, was first applied in a clinical setting by
a. Alfred Adler c. Lewis Goldberg
b. Sigmund Freud d. Carl Jung
10. Which of the following did Goldberg conclude to be one of the
most valid of all projective techniques for purposes of diagnosis
and research on personality?
a. apperception techniques c. sentence completions
b. inkblot techniques d. word associations
11. What do Forer, Miner, Rohde, and Rotter all have in common?
a. They all adapted the Thematic Apperception Test to special
groups of people.
b. They all devised word association tests.
c. They all devised sentence completion tests.
d. They all experimented with projective drawings.
12. The best-known and most adequately standardized of all sentence
completion tests is the
a. Forer Structured Sentence Completion Test
b. Miner Sentence Completion Test
c. Rohde Sentence Completion
d. Rotter Incomplete Sentences Blank
13. The Madeline Thomas Stories and the Duss (Despert) Fables are
examples of the . . . . . . projective technique.
a. early memories procedure
b. picture completionsc. picture stories
d. story completions
14. Which of the following names is most closely associated with the
assessment of frustration?
a. Rohde c. Rosenzweig
b. Rorschach d. Rotter
15. Which of the following is not one of the types of aggression for
which the Picture-Frustration Study is scored?
a. extraggression c. intraggression
b. imaggression d. unaggression
16. Which of the following pseudoscientific methods could probably
be most easily defended as a legitimate projective technique?
a. astrology c. phrenology
b. graphology d. physiognomy
77
17. The House-Tree-Person (HTP) is a(n) . . . . . . technique.
a. apperception c. construction
b. association d. inkblot
18. Karen Machover is to . . . . . . as Julian Rotter is to . . . . . . .
a. projective drawings, sentence completions
b. projective drawings, word associations
c. sentence completions, word associations
d. sentence completions, projective drawings
e. word associations, projective drawings
19. The Bender-Visual-Motor Gestalt Test consists of nine
a. block designs
b. geometric designs
c. pictures of famous people
d. pictures of people in ambiguous situations
e. symbolic representations
20. Which of the following is not one of the methods of scoring the
Hutt Adaptation of the Bender-Gestalt Test?
a. configurational analysis c. projective approach
b. objective approach d. subjective approach
21. Interpreting strange eyes as indicative of suspiciousness, large
heads as associated with intelligence, and erasures in the genital or
buttocks regions as indicative of conflicts concerning those areas
are illustrations of the operation of
a. illusory correlations c. valid diagnostic signs
b. popular stereotypes d. the post hoc fallacy
22. Which of the following projective tests is most appropriate for ana-
lyzing interpersonal relationships in families and schools?
a. Draw-a-Person Test c. Hutt Adaptation of Bender-Gestalt
b. House-Tree-Person Test d. Kinetic Drawing System
Answers: 1-b, 2-a, 3-c, 4-d, 5-c, 6-b, 7-c, 8-a, 9-d, 10-c, 11-c, 12-d, 13-d,
14-c, 15-d, 16-b, 17-c, 18-a, 19-b, 20-d, 21-b, 22-d
Essay
1. Explain the origin and meaning of the term projective technique?
2. On the House-Tree-Person Technique, what do the house, the tree,
and the person drawings presumably reveal about personality?
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3. List at least three criticisms of projective techniques that have been
made by their detractors.
4. Why do projective techniques continue to be popular despite that
fact that a majority of clinical psychology faculty have negative
opinions about them?
5. List and describe five categories or types of projective techniques.
6. Describe the method of early recollections and how it is used as a
projective technique.
7. Describe the method of story completions and how it is used as a
projective technique.
8. Describe the Draw-a-Person and House-Tree-Person tests in terms of
content, administration procedure, scoring, and method of interpre-
tation.
9. Describe the Bender Visual-Motor Gestalt Test and the Hutt Adap-
tation of the Bender-Gestalt in terms of stimulus material, adminis-
tration procedure, scoring, and interpretation.
10. List several factors that may lead clinicians to conclude that projec-
tive techniques are more valid than they really are.
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Chapter 11. The Rorschach Inkblot
Technique
Multiple-Choice
1. Which of the following is the correct order of the three phases in
administering the Rorschach Inkblot Test?
a. free association, inquiry, testing the limits
b. free association, testing the limits, inquiry
c. inquiry, free association, testing the limits
d. inquiry, testing the limits, free association
e. testing the limits, inquiry, free association
2. Which of the following persons was not one of the first to use ink-
blots to test imagination?
a. Alfred Binet c. T. Rybakov
b. Hermann Rorschach d. Stella Sharp
3. The first psychologist to fulfill a doctoral dissertation requirement
by investigating the Rorschach was
a. Samuel Beck d. Zygmunt Piotrowski
b. Marguerite Hertz e. David Rapaport
c. Bruno Klopfer
4. Which of the following is the official journal of the Society for Per-
sonality Assessment and specializes in articles on projective tech-
niques?
a. Journal of Personality Assessment
b. Journal of Personality Research and Assessment
c. Personality Assessment Bulletin
d. Personality Measurement Journal
5. Currently the most prominent system for interpreting responses to
the Rorschach cards is the system devised by
a. Samuel Beck d. Zygmunt Piotrowski
b. John Exner e. Roy Shafer
c. Bruno Klopfer
6. The first category on which a Rorschach response is scored in Ex-
ners Comprehensive System is
a. content c. location
b. determinant d. popularity
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7. The features or characteristics on an inkblot that contribute to the
response process are referred to as
a. configurations d. shapes
b. determinants e. stimuli
c. forms
8. The response That looks like a black bat. to Card V on the Ror-
schach would be scored as
a. CF c. FC
b. CF d. FC
9. Which of the following is not a determinant?
a. color d. shading
b. content e. texture
c. form
10. The ratio of all human movement responses to the weighted sum
of the chromatic color responses on the Rorschach is referred to as
a. experience balance
b. form/quality fraction
c. organizational activity
d. perseveration-confabulation ratio
11. A large number of perseverations and confabulations in responses
to the Rorschach is indicative of
a. immaturity d. normality
b. mental giftedness e. psychopathology
c. mental retardation
12. Introversive is to extratensive as
a. determinant is to content c. movement is to color
b. form is to quality d. shading is to texture
13. The first computer-based system for scoring and interpreting the
Rorschach was developed by
a. John Exner c. Irvin Perline
b. Franklin Miller d. Zygmunt Piotrowski
14. The most popular computer-based scoring and interpretation pro-
gram for the Rorschach was developed by
a. John Exner c. Irvin Perline
b. Franklin Miller d. Zygmunt Piotrowski
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15. Which of the following traditional methods of determining reliabil-
ity has proved feasible with the Rorschach?
a. internal consistency d. all of the preceding
b. parallel-forms e. none of the preceding
c. test-retest
16. The Journal of Personality Assessment requires that interscorer
agreement on Rorschach category responses be at least . . . . . . be-
fore publishing reports of research involving the Rorschach.
a. 65% d. 90%
b. 70% e. 95%
c. 80%
17. For what age group is the Rorschach Inkblot Technique probably
most suitable?
a. children c. young adults
b. adolescents d. older adults
18. A simple count of the total number of responses given by a person
to the ten inkblots on the Rorschach is a rough index of
a. extroversion d. personality adjustment
b. garrulousness e. psychopathology
c. mental ability
19. In Exners comprehensive system for scoring responses to the Ror-
schach, every response to a blot is scored in terms of all of the fol-
lowing except
a. content d. orderliness
b. determinant e. popularity
c. location
20. The . . . . . . was constructed by conventional psychometric proce-
dures.
a. Beck Inkblot Technique d. Rorschach Inkblot Technique
b. Holtzman Inkblot Technique e. Shafer Inkblot Technique
c. Klopfer Inkblot Technique
21. Only one response per card is permitted on the
a. Beck Inkblot Technique d. Klopfer Inkblot Technique
b. Hertz Inkblot Test e. Piotrowski Inkblot Test
c. Holtzman Inkblot Technique
22. Of the various inkblot tests, which one has the best psychometric
qualities (norms, reliability, validity, etc.)?
a. Beck Inkblot Technique c. Klopfer Inkblot Technique
b. Holtzman Inkblot Technique d. Rorschach Inkblot Technique
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Answers: 1-a, 2-b, 3-a, 4-a, 5-b, 6-c, 7-b, 8-c, 9-b, 10-a, 11-e, 12-c, 13-d,
14-a, 15-e, 16-c, 17-c, 18-c, 19-d, 20-b, 21-c, 22-b
Essay
1. Describe the test stimuli on the Rorschach Inkblot Technique.
2. Describe the traditional procedure for administering the Rorschach
Inkblot Technique.
3. Describe the five major Rorschach systems.
4. Why has the Rorschach Inkblot Technique remained popular with
practicing clinical psychologists and psychiatrists despite the fact
that it has serious psychometric problems?
5. What is meant by content analysis of Rorschach responses?
6. Describe the procedure for administering the Rorschach in Exners
Comprehension System.
7. List and describe five determinant categories on which Rorschach
responses are scored.
8. Of what does the structural summary of Rorschach responses con-
sist?
9. List several critical areas of personality functioning that should be
considered in attempting to understand and describe a persons psy-
chological processes.
10. Discuss the problems of determining the reliability and validity of
Rorschach responses.
83
Chapter 12. The TAT and Other
Apperception Techniques
Multiple-Choice
1. A prominent relative of the TAT, the Four Picture Test, was traced
back to 1930 by its author
a. Brittain c. Swartz
b. Libby d. Van Lennep
2. Henry Murrays coproducer on the 1935 version of the TAT was
a. Benjamin Brittain d. Heinz Libby
b. Marguerite Hertz e. Christina Morgan
c. D. J. van Lennep
3. The complete set of TAT cards consists of . . . . . . pictures.
a. 10 d. 30
b. 20 e. 31
c. 21
4. Which one of the following is the parent instrument of currently
available picture-story tests?
a. Michigan Picture Test c. Symonds Picture Story
b. Projective Personality Test d. Thematic Apperception Test
5. After administering the TAT, it is useful to conduct a
a. follow-up inquiry
b. free association period
c. retesting on crucial cards
d. testing the limits session
6. The scoring of TAT stories is usually
a. empirical d. normative
b. impressionistic e. objective
c. ipsative
7. The card-by-card examples of TAT stories presented in Chapter 12
involved the testing of
a. adult psychopaths d. juvenile delinquents
b. college students e. learning-disabled children
c. psychotic patients
84
8. Bellak maintains that most useful of all TAT cards with adoles-
cents is
a. Card 1 d. Card 6BM
b. Card 3BM e. Card 7BM
c. Card 4
9. Murrays procedure for interpreting TAT stories begins with an
analysis of
a. characters and plots d. signs and significates
b. locations and determinants e. themes and outcomes
c. needs and press
10. The central character in a TAT story, the person with whom the
story teller presumably identifies, is the
a. hero d. star
b. leading man e. villain
c. protagonist
11. In Murrays system of interpreting TAT stories, the environmental
conditions impinging upon the main character are referred to as
a. constraints d. press
b. demands e. pressures
c. forces
12. The most likely, but still rather unlikely, successor to the TAT is the
a. Michigan Picture Test
b. Object Relations Test
c. Picture Projective Test
d. Thompson Modification of the TAT
13. Thompson is to TEMAS as
a. black is to Hispanic c. white is to black
b. Hispanic is to Anglo d. white is to Hispanic
14. The Childrens Apperception Test is based on the assumption that
children identify more closely with
a. animals than things c. females than males
b. children than adults d. people than thing
15. Which of the following picture-story tests for children is based on
Adlerian theory?
a. Childrens Apperception Test
b. Childrens Apperceptive Story-Telling Test
c. Michigan Picture Test
d. Roberts Apperception Test for Children
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16. All of the following tests except . . . . . . were standardized on repre-
sentative samples of children.
a. Childrens Apperceptive Story-Telling Test
b. Childrens Apperception Test
c. Michigan Picture Test-Revised
d. Roberts Apperception Test for Children
17. Which of the following picture-story tests has been criticized for
portraying older adults in such a way as to discourage active re-
sponding and as revealing only superficial aspects of personality?
a. Gerontological Apperception Test
b. Picture Story Test for Older Adults
c. Senior Apperception Test
d. two of the above
e. all of the above
18. The scoring of projective story-telling tests is to a large extent
a. consistent d. invalid
b. impressionistic e. reliable
c. objective
Answers: 1-d, 2-e, 3-e, 4-d, 5-a, 6-b, 7-d, 8-a, 9-c, 10-a, 11-d, 12-c, 13-a,
14-a, 15-b, 16-b, 17-d, 18-b
Essay
1. What were some early forerunners of the Thematic Apperception Test,
by whom were they constructed, and what variables did they purport
to measure?
2. How is the procedure for administering the TAT different when it is
administered individually, self-administered, or administered simulta-
neously to a group of people?
3. What cards are recommended by Bellak and Hartman for inclusion in
a shortened TAT card set?
4. What kinds of stories to TAT pictures are likely to be told by juvenile
delinquents?
5. List and define the six elements in Murrays system for analyzing the
content of TAT stories.
6. What is a thema in Murrays system for interpreting TAT stories? What
are simple themas, complex themas, and some common themas?
7. Evaluate the TAT in terms of its psychometric characteristics (reliabil-
ity, validity, norms, etc.).
86
8. List and describe at least three picture-story projective tests designed
specifically for children.
9. List and describe two picture-story projective tests designed specifical-
ly for older adults.
87
Chapter 13. Other Measures,
Applications, and Issues
Multiple-Choice
1. Blood volume is measured by a(n)
a. electromyograph c. sphygmomanometer
b. plethysmograph d. telethermometer
2. Muscle tension is measured by means of a device known as a(n)
a. electroencephalograph d. sphygmomanometer
b. electromyograph e. thermister
c. psychogalvanometer
3. Electrical resistance of the skin is measured by a
a. electromyography c. plethysmograph
b. electromyograph d. psychogalvanometer
4. Which of the following measures is not typically included in a
polygraph test?
a. blood pressure d. heart rate
b. electroencephalograph e. respiration rate
c. galvanic skin response
5. Zuckerman found that high scorers on . . . . . . tended to have lower
blood levels of the monoamine oxidase (MAO) enzyme than low
scorers.
a. augmentation c. neuroticism
b. extroversion d. sensation-seeking
6. Field independence is to field dependence as . . . . . . is to
a. maturity, immaturity
b. pain-tolerant, pain-sensitive
c. temperamental, placid
d. vigilant, lax
7. In Witkins perception studies, field-independent subjects tended to
be more . . . . . . than field-dependent subjects.
a. dependent c. immature
b. feminine d. secure
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8. The Body Adjustment Test, the Rod and Frame Test, and the Em-
bedded Figures Test are all measures of
a. analytic/global thinking
b. field independence/dependence
c. internal/external locus of control
d. reflectivity/impulsivity
9. Morgan found evidence differentiating between successful and un-
successful candidates in three Olympic sports on the
a. CPI d. POMS
b. EPI e. 16PF
c. MMPI
10. The legal case concerning the use of the Psychscreen inventory for
selecting applicants for the position of security guard was
a. Golden Rule Insurance Company v. Educational Testing Service
b. Griggs v. Duke Power Company
c. Houston School Board v. American Psychological Corporation
d. Soroka v. Dayton-Hudson
11. Which of the following personality inventories proved useful in
the selection program of the Peace Corps?
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Millon Clinical Multiaxial Inventory
d. Minnesota Multiphasic Personality Inventory
e. 16 Personality Factor Questionnaire
12. After examining the trait-situation debate and relevant evidence, a
reasonable conclusion is that there is more support for a . . . . . .
viewpoint.
a. situation c. situation or trait
b. trait d. trait situation
13. Of all personality assessment instruments, the most frequently ad-
ministered in legal contexts is the
a. Clarke Sex History Questionnaire
b. Georgetown Competency Screening Test
c. Minnesota Multiphasic Personality Inventory
d. Rogers Criminal Responsibility Scale
e. Rorschach Inkblot Technique
89
14. What cognitive style is measured by Kagans Matching Familiar
Figures Test?
a. acquiescence/oppositionism
b. field independence/dependence
c. internal/external locus of control
d. reflectivity/impulsivity
15. Paper-and-pencil tests of integrity were devised originally as re-
placements for the
a. clinical interviewing
b. mental status examinations
c. polygraph examination
d. situational testing
16. The definition of insanity adhered to by most courts in the United
States is the
a. American Law Institute Standard
b. Incompetency Statute
c. Irresistible Impulse Clause
d. Irresponsibility Doctrine
e. McNaghten Rule
17. Which of the following approaches attempts through research to
describe the characteristic patterns of temperament, cognition, and
behavior that differentiate between diverse human components of
the marketplace?
a. behavioral toxicology d. sector sampling
b. human factors analysis e. segmentation analysis
c. psychographics
Answers: 1-b, 2-d, 3-d, 4-b, 5-d, 6-a, 7-d, 8-b, 9-d, 10-d, 11-d, 12-d,
13-c, 14-d, 15-c, 16-a, 17-c
Essay
1. Discuss the use of biofeedback for the treatment of stress and anxi-
ety.
2. What is a polygraph, and for what purposes is it employed? Is it
reliable and valid?
3. Describe at least two techniques that are employed to make the re-
sults of polygraph tests more valid.
90
4. How might you go about constructing a paper-and-pencil test to
measure honesty or integrity? What kinds of questions or items
would you include on such a test?
5. Describe Hans Eysencks research on the physiological differentia-
tion between extraverts and introverts and between normals and
neurotics.
6. Describe at least four different cognitive styles.
7. Describe the test burning in Texas incident in 1959, why it oc-
curred, and what the outcome was.
8. What are some of the factors that contribute to the validity problem
of many personality assessment instruments?
9. What is the trait-situation controversy in personality assessment,
and how can or has it been resolved?
10. List and describe the nine types of purchasers in the VALS-2 hierar-
chy.
11. What effects has the managed care revolution in health care had on
psychodiagnostic testing?
12. What are some reasonable predictions concerning further changes
and improvements in personality assessment instruments and proce-
dures?
91