Instructor's Manual with Test Questions for Personality Assessment ...

Instructor’s Manual withTest Questions forPersonality AssessmentMethods and PracticesThird EditionPrepared by Lewis R. Aiken© Copyright 1999 by Hogrefe & Huber PublishersUSA: P.O. Box 2487, Kirkland, WA 98083-2487Phone (425) 820-1500, Fax (425) 823-8324CANADA: 12 Bruce Park Avenue, Toronto, Ontario M4P 2S3Phone (416) 482-6339SWITZERLAND: Länggass-Strasse 76, CH-3000 Bern 9Phone (031) 300-4500, Fax (031) 300-4590GERMANY: Rohnsweg 25, D-37085 GöttingenPhone (0551) 49609-0, Fax (0551) 49609-88No 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 writtenpermission from the publisher.Printed and bound in USAISBN 0-88937-227-61

Table of ContentsPagePreface 3I. Suggestions for Teaching 5II. Chapter Outlines 9III. Books of Readings and Reviews 19IV. Computer Programs for Personality Assessment 20V. Multiple-Choice and Essay Test Items 32Chapter 1. History and Theories 32Chapter 2. Psychometrics I: Measurement, Statistics, andTest Design 37Chapter 3. Psychometrics II: Standardization, Reliability,and Validity 42Chapter 4. Administration, Interpretation, and Reporting 47Chapter 5. Observations and Interviews 52Chapter 6. Checklists and Rating Scales 57Chapter 7. Rational-Theoretical and Factor-AnalyzedInventories 61Chapter 8. Criterion-Keyed Inventories 66Chapter 9. Interests, Values, and Attitudes 71Chapter 10. Associations, Completions, and Drawings 76Chapter 11. The Rorschach Inkblot Technique 80Chapter 12. The TAT and Other Apperception Techniques 84Chapter 13. Other Measures, Applications, and Issues 882

PrefacePersonality Assessment Methods and Practices (3rd ed.) is a comprehensiveintroduction to the measurement and assessment of personality. Thetext is divided into five parts, consisting of one to four chapters each. Thefour chapters in Part I provide an overview of the foundations of personalityassessment, including history, theories, and psychometric methods.The construction and administration of personality assessment instruments,as well as the interpretation and reporting of findings, are alsodescribed in Part I.The two chapters in Part II are concerned with basic principles ofbehavioral observation, interviewing, and rating. Personality inventories,including rational-theoretical, factor-analytic, and criterion-keyedinventories, are considered in detail in the first two chapters of Part III.Inventories for measuring interests, values, and personal orientations,which are also characteristics of personality, are surveyed in the thirdchapter of Part III. The three chapters in Part IV are concerned withprojective methods, including association, completion, and drawingtechniques, as well as inkblot and picture-story methods.Physiological, perceptual, and cognitive measures of personality areconsidered in the first section of Chapter 13, the only chapter in Part Vand the last chapter in the book. The second section of this chapter dealswith selected areas of application of personality assessment instrumentsand procedures, and the third section considers some of the issues pertainingto the assessment of personality.Part I of the Instructor’s Manual consists of some suggestions forteaching a course on this subject, and Part II provides detailed outlinesof the 13 chapters in the text. Part III of the manual is a list of books ofreadings and reviews that are concerned with personality assessment.Part IV describes a package of Computer Programs for Personality AssessmentMethods and Practices that is available to instructors whoadopt the text. Part V contains a library of multiple-choice and essay testitems, by chapter in the text.*I shall appreciate hearing from instructors and students about theirexperiences with the text and the accompanying computer software andtest items. Like many other authors, I depend upon the readers of my* To obtain a copy of the diskette, please contact the Publisher, Hogrefe & HuberPublishers, P.O. Box 2487, Kirkland, WA 98083-2487, Tel. 425-820-1500,Fax 425-823-8324, e-mail hh@hhpub.com.3

ooks to assist me in improving their quality of the books by telling mewhat they like and dislike about those books, what they have founduseful and non-useful, and what changes are recommended. Informationconcerning teaching techniques or materials which instructors have usedin their personality assessment courses are also welcome.4

Part ISuggestions for TeachingThe days when the first principle of teaching was to stay at least onelesson ahead of the students are probably gone forever, and some wouldsay “Good riddance!” However, it is amazing how enthusiastic and informativean instructor can be when lecturing on the precipice of ignorance.Perhaps this is somewhat like the professor/author who confessedthat he wrote a textbook because he didn’t know anything about a particularsubject and wanted to become familiar with it before attemptingto teach it. Be that as it may, I have always found that I am a betterteacher when I know the subject and the lesson quite well and have spentsome time reviewing it even when I have taught the course on numerousoccasions. Perhaps reviewing old material serves more of a motivationalthan an intellectual purpose, a result which I hope is contagious andencourages greater attention and retention in my students than if I wereunprepared and resigned myself to floundering around in the sea of ignorance.One of my colleagues informed me that the questions which his studentsusually ask at the beginning of a course are: 1. How much of theassigned reading will I be tested on? 2. How much of the lecture will I betested on? 3. What kind of tests will be given? 4. How will the tests begraded? 5. Can I make up a test if I miss it? 6. How can I earn extracredit? If you detect that most of these questions reveal a certain preoccupationwith testing and grading, you are right! It is to be hoped thatstudents are interested in something more than tests and grades, but sucha preoccupation may be more realistic than we instructors like to think.Although in theory both the processes and products of education shouldbe of concern, products, as symbolized by test scores and grades, are alltoo often the only visible focus of many students. For this reason, manyinstructors who are comparing texts for possible adoption make theirchoices at least somewhat dependent on the availability of a good instructor’smanual with test items. Among other things, the manual whichyou are now examining attempts to satisfy that need with a variety ofmultiple-choice and essay test items for each chapter. Instructors will, ofcourse, supplement these items with others of their own devising thatdeal with material they have emphasized or consider particularly important.Although these items comprise the bulk of the manual, there aresome other things that may also be useful to busy instructors.5

Occasionally, usually after the first test, a student will ask how he orshe should study the text. My answer, although communicated somewhatmore colloquially, usually goes something like this:An important psychological principle is that active responding on thepart of students improves their effectiveness in learning and retention.In addition, synopses and outlines of the material to be learned canfacilitate organizing, understanding, and recalling it. Therefore, youshould benefit from first reading the section headings and the summaryat the end of the chapter. Next read the entire chapter carefully andattentively. After you finish reading a section of the chapter, attemptto summarize the material in that section in your own words and askyourself questions about it. In particular, make absolutely certain thatyou know the meanings of the important terms and concepts.I also say that some students benefit by formulating their own definitionsof important terms and writing them on 3 × 5 cards. It may even behelpful to construct a series of incomplete statements (fill-ins) on thechapter material and review them just before the test. Alternatively, you,the instructor, may wish to construct these incomplete statements oneach chapter and use them in reviewing the material. But for goodnesssake, don’t treat the students like babies by doing all of the organizingfor them. Today’s students are often quite empowerment-oriented andmay become confrontational if they feel that the instructor is belittlingthem by oversimplifying the learning process and doing for them whatthey are perfectly capable of doing themselves. Whether or not theyactually do it is, of course, another story.There are many things that an instructor can do in a class on personalityassessment other than sipping beverages and reviewing the text.Conducting class discussions on topics of interest such as “PersonalityAssessment in the News,” “Personality Assessment and the Law,” and“Ethical Issues in Personality Assessment” may be stimulating. Informativemini-lectures and discussions can also be developed from some of theessay questions in Part V of this manual.Lecturing on supplementary material, viewing relevant video recordings,and administering, scoring, and interpreting personality inventoriescan make the course more interesting and informative. Having studentscollect assessment information by means of questionnaires or interviews,requiring a term paper or a series of short papers on topics of relevanceto personality assessment, and asking students to give oral reports insteadof or in addition to writing a paper are other useful activities. Someof the projects which I have assigned are:6

1. Write a critical review of a selected personality assessment instrument.2. Critically compare the various methods (rational-theoretical, factoranalytic,criterion-keyed) of constructing personality inventories.3. Divide students into debating teams and have them debate the meritsof several techniques (interviews, inventories, projectives, etc.) of assessingpersonality.4. Have students debate legal and ethical issues concerning personalityassessment.5. Make a chart listing the most popular instruments for assessing personalityin various contexts (clinical, educational, industrial/organizational,etc.).6. Construct ten objective test items on each chapter of Personality AssessmentMethods and Practices. The instructor promises to includethe best items in a future test.In addition to the above cognitive exercises, it is interesting and potentiallyuseful for students to complete the questionnaire on the followingpage at the first meeting of the course and then complete it again at thelast meeting as a measure of how their attitudes toward personality assessmentmay have changed in the interim. An overall score on the questionnaireas a measure of attitude toward personality assessment may becomputed as follows: on statements 1, 2, 4, 6, and 9, SD = 0, D = 1, U =2, A = 3, SA = 4; on statements 3, 5, 7, 8, and 10, SD = 4, D = 3, U = 2,A = 1, SA = 0. Total scores range from 0 to 40 in the direction from leastto most favorable attitude toward personality assessment. This procedurecan also serve as a basis for class discussion of the validity and roleof personality assessment. If the diskette of computer programs accompanyingthe text is available, program F4, which is described in Part IVof the manual, can be used to administer and score the questionnaire.7

QuestionnaireDirections: Each of the statements on this questionnaire expresses anattitude or opinion about personality assessment. You are to indicate theextent of agreement between the attitude or opinion expressed in eachstatement and your own personal attitude or opinion. Circle the letter(s)corresponding to your attitude: Strongly Agree (SA); Agree (A); Undecided(U); Disagree (D); Strongly Disagree (SD).1. Many personality tests are reliable and validmeasures of temperament and other stylisticaspects of behavior.SD D U A SA2. It is appropriate to use scores on personality testsfor diagnostic purposes in clinical, counseling, andeducational contexts.SD D U A SA3. Personality tests are valid measures of personalitycharacteristics in adults but not in children. SD D U ASA4. Personality tests are equally fair measures of theaffective characteristics of people in all ethnic andsocioeconomic groups.SD D U A SA5. Personality tests are not valid predictors of aperson’s performance in school or on the job. SD D UASA6. Personality tests are useful in the diagnosis ofmental disorders in children and adults.SD D U A SA7. Scores on personality assessment instrumentsshould not be used for purposes of selection andpromotion in employment contexts.SD D U A SA8. Personality tests should not be used because theyupset people and make them wonder aboutthemselves.SD D U A SA9. It is fair to use personality test scores in selectingstudents for admission to colleges, universities,and professional schools.SD D U A SA10. It is inappropriate to use personality tests foracademic and/or vocational counseling purposes. SDDUASA8

Part IIChapter OutlinesAlthough instructors don’t like being accused of simply repeating orreiterating the textbook material, I have found it useful to put an outlineof every chapter on the board, or hand out a photocopy of such anoutline to each student, when the chapter material is being discussed. Thefollowing section headings of the chapters in Personality AssessmentMethods and Practices (3rd ed.), in addition to a list of important conceptsdealt with in the chapter, should suffice.Part I. Foundations of Personality Assessment1. History and TheoriesHistorical FoundationsAncient Greece and RomeThe Middle Ages and the RenaissancePseudoscience and Personality AssessmentAstrologyPalmistryPhrenologyPhysiognomyGraphologyThe Late Nineteenth and Twentieth CenturiesTheories of PersonalityType TheoriesTrait TheoriesGordon AllportR. B. CattellHans EysenckPsychoanalytic TheoriesSigmund FreudCarl JungAlfred AdlerErik EriksonPhenomenological TheoriesMurray’s PersonologySocial Learning TheoriesRotter’s Social Learning TheoryBandura’s Cognitive Social Learning TheoryOther Approaches to Personality Assessment9

2. Psychometrics I: Measurement, Statistics, and Test DesignMeasurement and StatisticsScales of MeasurementFrequency Distributions and PercentilesAveragesMeasures of VariabilityStandard ScoresCorrelation and RegressionProduct-Moment CoefficientSimple Linear RegressionCoefficient of DeterminationMultiple Regression EquationPoint-Biserial CoefficientFactor AnalysisOther Statistical MethodsConstructing and Item-Analyzing Assessment InstrumentsStrategies for Constructing Inventories and Rating ScalesItem Analysis and Item Response TheoryTraditional Item-Analysis ProceduresItem Characteristic CurvesItem Response Curves and TheorySources and Standards for Personality Assessment Instruments3. Psychometrics II: Standardization, Reliability, and ValidityStandardizing and Equating TestsNormsPercentile NormsStandard Score NormsNormalized Standard ScoresBase Rate ScoresParallel and Equated TestsReliabilityClassical Reliability TheoryTest-Retest CoefficientParallel-Forms CoefficientInternal Consistency CoefficientsSplit-Half MethodKuder-Richardson MethodCoefficient AlphaInterscorer ReliabilityInterpreting Reliability Coefficients10

Variability and ReliabilityStandard Error of MeasurementPercentile BandsReliability and Standard Error of Score DifferencesGeneralizability TheoryValidityContent ValidityCriterion-Related ValidityStandard Error of EstimateCross-ValidationCriterion ContaminationBase RateIncremental ValidityConstruct ValidityEvidence for Construct ValidityConvergent and Discriminant Validation4. Administration, Interpretation, and ReportingAssessment Settings, Goals, and ModelsInstrument Selection, Administration, and ScoringAdministering Assessment InstrumentsAssessment Standards and EthicsPhysical and Psychological EnvironmentsDeviations from Standard ProcedureAfter the TestAdministration by ComputerTest ScoringInterpreting Assessment FindingsCase StudyPsychodiagnosisClinical versus Statistical PredictionFactors Detracting from Clinical JudgmentsPsychological Assessment ReportsComputerized ReportsInformed Consent and ConfidentialityConsultations and ConferencesPart II. Observing, Interviewing, and Rating5. Observations and InterviewsObservationsUncontrolled and Controlled Observation11

Participant ObservationSituational Testing and Leaderless Group DiscussionSelf-Observation and Content AnalysisNonverbal BehaviorKinesicsProximicsParalinguisticsInterpretive AccuracyThe PONSUnmasking the FaceObservations for Behavior ModificationImproving the Accuracy of ObservationTraining ObserverInterviewsInterviewing Technique and StructureStructured and Unstructured InterviewsInterview Topics and QuestionsClinical InterviewingMental Status InterviewComputer-Based InterviewingBehavioral InterviewsStress InterviewingMethode Clinique and Morality ResearchEmployment InterviewsReliability and Validity of InterviewsApplication Blanks and Biographical InventoriesEmployment Application BlankBiographical InventoriesReferences and Recommendations6. Checklists and Rating ScalesChecklistsAdjective ChecklistsThe Adjective Check ListMultiple Affect Adjective Check List-RevisedChecklists of Behavior Problems and Clinical SymptomsMooney Problem ChecklistsChild Behavior ChecklistRevised Behavior Problem ChecklistSymptom ChecklistsRating Scales12

Types of Rating ScalesNumerical Rating ScaleSemantic-Differential ScaleGraphic Rating ScaleStandard Rating ScaleBehaviorally Anchored ScalesBehavioral Observation ScalesForced-Choice Rating ScaleErrors in RatingConstant ErrorsHalo EffectContrast ErrorProximity ErrorImproving RatingsScoring RatingsReliability and Validity of RatingsStandardized Rating ScalesHamilton ScalesDerogatis ScalesQ-Sort TechniqueSorting and Selecting PeopleSociometric TechniqueGuess-Who TechniqueRole Construct Repertory TestPart III. Personality Inventories7. Rational-Theoretical and Factor-Analyzed InventoriesConstruction StrategiesRational-Theoretical StrategyFactor-Analytic StrategyCriterion-Keying StrategyResponse Sets and Psychometric CharacteristicsResponses SetsChecks and Controls for Truthfulness in RespondingNorms, Reliability, and ValidityEarly Personality InventoriesSingle-Score InventoriesMultiscore InventoriesContemporary Rational-Theoretical InventoriesRational or Content-Validated InventoriesThe Beck Inventories13

Measures of Self-Concept and Self-EsteemTennessee Self-Concept ScalePiers-Harris Self-Concept ScaleCoopersmith Self-Esteem InventoriesHealth-Related InventoriesEating Disorder Inventory-2Millon Behavioral Health InventoryTheory-Based InventoriesEdwards Personal Preference ScheduleMyers-Briggs Type IndicatorMillon Index of Personality StylesFactor-Analyzed InventoriesGuilford-Zimmerman Temperament SurveyCattell’s QuestionnairesAdult Personality InventoryEysenck Personality Questionnaire-RevisedProfile of Mood StatesFactor Analysis and the Five-Factor ModelFive-Factor ModelNEO-PI-R and NEO-FFIHogan Personality Inventory8. Criterion-Keyed InventoriesMinnesota Multiphasic Personality InventoryConstructing the MMPIDescription of the MMPIMMPI ScalesExamining Scores on the Validity ScalesInterpreting Scores on the MMPI Clinical ScalesReliability, Norms, and Group DifferencesMMPI-2Profile InterpretationProblems and ProspectsThe CPI and Other MMPI-Related InventoriesCalifornia Psychological InventoryCPI ScalesNorms, Reliability, and ValidityRevised CPIPersonality Inventory for ChildrenPersonality Inventory for YouthThe MCMI and Other Millon InventoriesMillon Clinical Multiaxial Inventory14

Administration and ScoringNorms, Reliability, and ValidityMillon Adolescent Personality InventoryScales, Scoring, and InterpretationReliability and ValidityEvaluationMillon Adolescent Clinical InventoryInventories Based on Combined StrategiesPersonality Research FormJackson Personality InventoryBasic Personality InventoryPersonality Assessment Inventory9. Interests, Values, and AttitudesDevelopment of InterestsGinzberg’s Developmental TheorySuper’s Developmental TheoryInterests and PersonalityPsychoanalytic TheoriesCorrelations of Interests and Personality TraitsRoe’s Person-Environment TheoryCOPS Interest InventoryVocational Interest Inventory-RevisedHolland’s Vocational Personalities-Work Environments TheorySelf-Directed SearchVocational Preference InventoryPersonality Inventories as Measures of InterestsCriterion- and Content-Validated Interest InventoriesThe Strong InventoriesFormat of the Strong Interest InventoryScoring the SIIReliability and ValidityKuder Interest InventoriesKuder General Interest SurveyKuder Occupational Interest SurveyOther General Interest and Special Purpose Interest InventoriesJackson Vocational Interest SurveyCareer Assessment InventoryGender and Ethnic Differences in InterestsUsing Interest Inventories in CounselingValuesRokeach Value Survey15

Vocational ValuesWork Values InventoryThe Values ScaleTemperament and Values InventoryPersonal Orientations and AttitudesPersonal OrientationsBem Sex-Role InventorySex-Role Egalitarianism ScalePersonal Orientation InventoryAttitudesPart IV. Projective Techniques10. Associations, Completions, and DrawingsConcepts and ExamplesThe Influence of PsychoanalysisDetractors and SupportersTypes of Projective TechniquesAssociation TechniquesEarly MemoriesWord AssociationsCompletion TechniquesSentence CompletionsHistorical BackgroundContent and ScoringThe Rotter Incomplete Sentences BlankBloom Sentence Completion SurveyPlay TechniquesStory CompletionsRosenzweig Picture-Frustration StudyProjective DrawingsDraw-a-Person TestHouse-Tree-Person TechniqueKinetic Drawing System for Family and SchoolBender-Visual-Motor Gestalt Test and Hutt AdaptationEvaluating the DrawingsHutt Adaptation of the Bender-GestaltPostscript on Projective Drawings11. Rorschach Inkblot TechniqueFormat and FoundationsRationale and Administration ProcedureHistorical Background16

Popularity of the RorschachFive Major Systems and Content AnalysisBeck’s SystemKlopfer’s SystemHertz’s SystemRapaport-Schafer SystemPiotrowski’s SystemContent AnalysisExner’s Comprehensive SystemAdministration Procedures in the Comprehensive SystemScoring in the Comprehensive SystemLocationDeterminantsContentStructural SummaryInterpreting Rorschach ResponsesComputer-Based Scoring and InterpretationPiotrowski’s CPRMiller’s and Perline’s ProgramsThe Exner ReportPsychometric Issues and Future ProspectsReliabilityValidityFakingFuture ProspectsHoltzman Inkblot Technique12. The TAT and Other Apperception TechniquesAdministering the TATIndividual AdministrationSelf-AdministrationGroup AdministrationFollow-Up InquiryShortened TAT Card SetsAn Illustration: Testing Juvenile DelinquentsScoring and Interpreting TAT StoriesClinical InterpretationMurray’s Interpretative SystemAlternative Scoring ProceduresPsychometric Issues and ResearchReliability17

ValidityTAT Modifications and Other Apperception TestsPicture Projective TestApperceptive Personality TestApperception Tests for Minority GroupsThompson TATTEMASPicture Tests for ChildrenChildren’s Apperception TestRoberts Apperception Test for ChildrenChildren’s Apperceptive Story-Telling TestApperception Tests for Older AdultsOther Pictorial/Story TechniquesPart V. Personality Assessment Today and Tomorrow13. Other Measures, Applications, and IssuesPhysiological, Perceptual, and Cognitive MeasuresIntroversion/Extraversion and PhysiologyPerception and PersonalityCognitive StylesApplications of Personality AssessmentAssessment in Health ContextsManaged Care in Mental HealthAssessment in Forensic ContextsMarital and Family AssessmentPsychological Assessment in SportsConsumer BehaviorAIO InventoriesVALS ApproachIssues in Personality AssessmentContinuing ControversiesTraits and SituationsPublic and Governmental ConcernsValidity of Personality AssessmentBias on Personality TestsProspects for Personality Assessment18

Part IIIBooks of Readings and ReviewsGroth-Marnat, G. (1997). Handbook of psychological assessment (3rded.). New York: Wiley.Impara, J. C., & Plake, B. S. (Eds.). (1998). The thirteenth mentalmeasurements yearbook. Lincoln: Buros Institute of Mental Measurementsof the University of Nebraska-Lincoln.Keyser, D. J., & Sweetland, R. C. (Eds.). (1988–1994). Test critiques(Vols. VII–X). Austin, TX: pro.ed.Krug, S. E. (Ed.). (1993). Psychware sourcebook (4th ed.). Champaign,IL: MetriTech, Inc.Links, P. S. (Ed.). (1996). Clinical assessment and management of severepersonality disorders. Washington, DC: American Psychiatric Press.Maddox, T. (1997). Tests: A comprehensive reference for assessments inpsychology, education, and business. Austin, TX: pro.ed.Murphy, L. L., Conoley, J. C., & Impara, J. C. (Eds.). (1994). Tests inprint IV: An index to tests, test reviews, and the literature on specifictests. Lincoln: University of Nebraska and Buros Institute of MentalMeasurements.Newmark, C. S. (Ed.). (1996). Major psychological assessment instruments(2nd ed.). Needham Heights, MA: Allyn & Bacon.Pervin, L. A. (1990). Handbook of personality theory and research. NewYork: Guilford.Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991). Measures ofpersonality and social psychological attitudes. San Diego, CA: AcademicPress.Test Collection, Educational Testing Service. (Comp.). (1993–1995).The ETS test collection catalog (2nd ed.). Phoenix, AZ: Oryx Press.19

Part IVComputer Programs for PersonalityAssessment*Directions for Running ProgramsBefore attempting to run the programs on the accompanying diskette,make certain that file qbasic.exe is on the diskette; if not, copy it from aDOS directory onto the diskette.If you are running the programs off the floppy disk drive do the following: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 whichyou can make a choice of categories and then a choice among programswithin a category.You can also run the programs when you are in Windows. Begin byclicking on the “Start” button, and then click on the “Run” icon. Nexttype a:menu in the command box, and click on the OK button. Alternatively,you can begin by double-clicking on the My Computer icon, thendouble clicking on “3½ 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 canmake a choice of programs to run.If the programs have been stored in a directory named “tests” on yourhard disk, you can also run them in Windows. Begin by clicking on 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* Instructors who adopt the text may obtain a free copy of the programs fromthe Publisher, Hogrefe & Huber Publishers, P.O. Box 2487, Kirkland, WA98083-2487, Tel. 425-820-1500, Fax 425-823-8324, e-mail hh@hhpub.com.20

“OK” button. If you installed the program in a different directory, replace“c:\tests” with the name assigned to that directory.You can escape from a running program by pressing the function keyF1.The output for some of the programs is printed on the monitor screenand/or stored in an output file named “results.” Follow the directions foreach program carefully and you should have few problems. Keep in mindthat the tests administered by some of the programs are meant to beillustrative exercises or demonstrations rather than serious efforts at assessment.Representative norms are not available for the sample tests.Consequently, you should view the results as suggestive rather than definitiveand advise other users to do likewise.The following brief descriptions should suffice to acquaint you withthe programs:Category A:Programs on Basic Statistical Methods1. Normal Curve Probabilities. This program may be used to computeeither (1) the normal probability for a given z value or (2) the z valuecorresponding to a given cumulative normal probability.2. Descriptive Statistics. For a set of 100 or fewer ungrouped scores, thisprogram computes and prints out the largest score, the smallest score,the range, the arithmetic mean, median, variance, standard deviation,the raw scores and their corresponding z scores.3. Frequency Distributions and Associated Graphs. This program constructsa frequency distribution and plots a histogram and frequencypolygon for a set of scores. The user specifies the number of intervalsdesired and whether or not a histogram and a frequency polygon areneeded. In addition to the intervals and the corresponding frequencies,the range of the scores is printed on the computer screen.4. Multiple Regression Analysis. This program computes the standardizedand unstandardized regression weights, the multiple correlationcoefficient (R), and the standard errors of the regression weights, andconducts t tests for the significance of the regression weights for alinear regression analysis with one, two, or three independent variables.The last variable is the dependent variable. Input data are themeans, standard deviations, and intercorrelations of the variables.5. Correlation Coefficient and Regression Equation. This program computesthe product-moment correlation coefficient between variables21

X and Y, the linear regression equation for predicting Y from X, andthe means and standard deviations of X and Y for 3–100 pairs of X-Yvalues. The number of false positive and false negative errors, hits,and correct rejections for a specified criterion cutoff score (minimumacceptable performance) can also be determined.6. Percentiles and Percentile Ranks. For a given frequency distribution,this program computes (1) the percentile rank of a given score or (2)the percentile (score) corresponding to a given percentage. In addition,the program computes the arithmetic mean and standard deviationof the frequency distribution.7. Scatter Diagram and Regression Line Plot. This program plots thescattergram and the linear regression lines (of Y on X and X on Y) fora set of scores. It also computes and prints the numerical values of theslope and intercept (for predicting Y from X and for predicting Xfrom Y) and the product-moment correlation coefficient (r).Category B:Programs on Construction, Administration,and Scoring Assessment Instruments1. Constructing an Objective Personality Test. This program permits theuser to (1) construct an objective test of personality, (2) review andrevise the constructed test, (3) construct an answer key for the test, (4)review and revise the answer key, (5) print the test, (6) print the answerkey, (7) change the password for the program, and (8) enter aseries of examinee identification numbers to keep account of whotakes the test and that it is taken only once. The initial password forthe program is “makit.” Examinees’ identification numbers, each ofwhich is erased after the corresponding examinee has taken the test,are stored by means of option 8. Many different tests and answerkeys, depending on their lengths, may be stored in appropriate fileson the same diskette as the program or on a companion diskette. Eachtest and answer key is assigned to a separately coded file. The title,directions, items, and answer key for a specific test may then be editedor changed after the test has been administered. This program is acompanion to the next program (B2).2. Administering and Scoring an Objective Personality Test. Thisprogramcan be used to administer and score a true-false, multiple-choice,or short-answer test of personality, or a checklist, rating scale, orattitude scale arranged in multiple-response format. The options per-22

mit the user to (1) take or administer a test, (2) score a test, (3) reviewthe test items and answers, and (4) print out the item responses andthe total score. The user must enter the password (“takit” to begin),the test number, and his or her identification number. The printoutfrom option 4 includes the test number, the user’s identification number,and a six-column table. The first column of the table lists the itemnumber; the second column lists the examinee’s first responses to theitems; the third column lists the times (in seconds) for the first responsesto the items; the fourth column lists the examinee’s last (second,third, etc.) response to the items; the fifth column lists the times(in seconds) for the changed responses to the items; the sixth columnlists an “R” or “W” indicating whether the responses were right orwrong. By using this program the examinee can take a test, review theanswers, score the test, and then print out the item responses, the itemresponse times, and the total test score for review purposes or toprovide a permanent record of the results.3. Constructing a Rating Scale or Checklist. This program assists inconstructing a checklist or a rating scale having any desired numberof rating categories and items. The scale constructor enters the nameof the rating scale or checklist, the directions, the number of ratingcategories, the label and definition for each category, the number ofitems to be rated, and then types each item. Items are limited to 50characters per line. The completed scale is printed on an externalprinter, which must be one while the program is being run.4. Scoring a Rating Scale or Checklist. This program scores a specifiednumber of rating scale or checklist questionnaires. The user enters thenumber of questionnaires to be scored, the number of response categoriesper item, the label for each category, the numerical value correspondingto category k for item j, and the response to each item oneach questionnaire. In addition to each respondent’s raw score, a frequencydistribution of responses made by the examinee to all items isprinted.Category C:Programs on Reliability, Validity, and Norms1. Coefficient Alpha Reliability. This short program computes coefficientalpha, a measure of the internal consistency reliability of a test. Theuser enters the number of items and the number of examinees, and23

then enters the score for each examinee on each item. The numericalvalue of coefficient alpha is printed on the computer screen.2. Kuder-Richardson Reliability Coefficients. This program computesthe internal consistency reliability of a test by using Kuder-Richardsonformulas 20 and 21. The user enters the number of items, the arithmeticmean of total test scores, the variance of total test scores, and,for each item, the proportion of examinees answering the item correctly.The Kuder-Richardson coefficients, computed by formulas 20and 21, are printed on the computer screen.3. Reliability and Standard Error of Difference Scores. This programcomputes the reliability and standard error of the difference scores.The user enters the standard deviation of the first and second variables,the reliabilities of the first and second variables, and the correlationbetween the two variables. Then the reliability and standarderror of the difference scores are printed on the screen. Next the useris asked if he (she) wants to compute a confidence interval for thedifference scores. If the answer is “yes,” the user is asked to indicatethe percent confidence interval (.90, .95, or .99) for the differencescores and the difference between the two scores. Then the correspondingconfidence interval for that difference is printed on the computerscreen, and the user is asked if he (she) wants to solve anotherproblem.4. Split-Half (Spearman-Brown) Reliability. By applying the Spearman-Brown prophecy formula, this program can be used to estimate (1) thereliability of a lengthened test and (2) the number of additional itemsneeded for a test having a specified reliability coefficient. To make thefirst estimate, the user must enter the number of items on the original(unlengthened) test, the number of items on the final (lengthened) test,and the reliability of the original (unlengthened) test. The computerprints the reliability of the lengthened test on the screen. To make thesecond estimate, the user must enter the number of items on the original(unlengthened) test, the reliability of the original (unlengthened)test, and the desired reliability of the final (lengthened) test. The computerprints the number of new items that must be added to the testto obtain a test having the desired reliability.5. Standard Errors of Measurement and Estimate. This program computes(1) the standard error of measurement, (2) the standard error ofestimate, (3) the regression equation for predicting Y from X, (4) the95% confidence interval for the true score on the X variable, and (5)the 95% confidence interval for the obtained Y (criterion) score. Todetermine the standard error of measurement and the associated con-24

fidence interval, the user must enter the standard deviation of the testscore. To compute the standard error of estimate, the user must enterthe standard deviation of the Y variable and the correlation betweenX and Y. To determine the regression equation for predicting Y fromX and the 95% confidence interval for the obtained Y score, the usermust enter the means and standard deviations of the X and Y variables,the correlation between the two variables, and the given Xscore.6. Standard Scores and Midpoint Percentile Ranks. From a frequencydistribution of raw scores, this program computes the standard zscores, the normalized z scores, the transformed Z-score, T-scores,and percentile ranks corresponding to the midpoints of the raw scoreintervals of the raw scores. The user specifies the number of scoreintervals, the midpoint of the first interval, and the interval width.Then, for each interval, the user specifies the frequency on the interval.The output, which appears on the screen, is a table listing themidpoint, the frequency, the midpoint percentile rank, and the valuesof z, Z, normalized z, and T for each interval.Category D:Programs on Rating Scales and Checklists1. Constructing a Likability Inventory. This program generates andprints a “Group Interaction Inventory” from the names of the studentsin a class or other group. The group members fill out the printedinventories by rating each name on a scale of 1 to 7 according to howmuch they would like or dislike to engage in some activity with theperson, how important the person is to the group, how close therespondent feels toward the person, likes to cooperate with him or her,or considers the person important to the successful functioning of thegroup. The inventory can be administered at the beginning and againat the end of the course or other regularly meeting group to determinechanges in social interaction among the group members—an indicatorof changing group cohesiveness.2. Scoring and Interpreting a Likability Inventory. This program scoresthe ratings obtained from the inventories generated by the precedingprogram and computes several indices of interpersonal attractivenessand group cohesiveness. The measures include (1) a coefficient foreach rater indicating how he or she feels toward the other membersof the group, (2) a coefficient for each ratee revealing how the rest of25

the group feels toward him or her, and (3) a coefficient reflecting howthe entire group feels about the group as a whole. See Aiken, L. R.(1992). Some measures of interpersonal attraction and group cohesiveness.Educational and Psychological Measurement, 52, 63–67.3. Ranking Adjectives for Real and Ideal Selves. This program presentsa randomized series of 20 adjectives twice. The examinee ranks theadjectives according to how descriptive they are of his (her) real andideal selves. The percentage congruency between the real and ideal selfrankings is computed.4. Rating a Professor’s Personality. This program presents a set of 12adjectives on which the examinee is asked to rate any college or universityprofessor. The adjectives are: considerate, courteous, creative,friendly, helpful, interesting, knowledgeable, motivating, organized,patient, prepared, punctual. The following directions are given: “Ona scale of 0 to 4, where 0 = lowest amount of the characteristic and 4= highest amount of the characteristic, rate your professor on each ofthe following descriptive characteristics.” An overall rating rangingfrom 0 to 48 and a percentage rating ranging from 0 to 100 are bothprinted on the screen.5. Checklist for Type A Behavior and Personality. This is a 20-item adjectivechecklist for evaluating the Type A behavior pattern and personality.The respondent enters “y” if the term or phrase is descriptiveand “n” if it is not descriptive of him (her). The score (number ofadjectives responded to with “y”) and the percentage of the totalpossible score are printed on the screen.6. Checklist for Comparing Self With Others. This is a checklist for determiningthe congruence between responses to self-descriptive and other-descriptiveadjectives. The respondent is asked to indicate whethereach of 25 adjectives is descriptive of him (her) personally and whetherit is descriptive of people in general in the respondent’s chronologicalage and sex group. The raw score (number of congruences between selfand other responses) and the percentage of total possible congruencesbetween self and other responses are printed on the screen.Category E:Programs on Personality Inventories1. Five-Factor Personality Inventory. This program administers andscores a five-factor personality inventory consisting of 15 self-ratingitems. Scores on the five factors (Agreeableness, Conscientiousness,26

Extraversion, Neuroticism, Openness), which range from 0 to 12,printed on the monitor screen.2. Sociability, Activity, and Emotionality Scale. This program administers,scores, and interprets a 15-item personality inventory designedto measure “Sociability,” “Activity Level,” and “Emotionality.” Therespondent enters the number (0 = “Not at all” through 4 = “Verymuch”) that best indicates how true the statement is of him (her). Therespondent’s score (0–20) on each category is compared with normsand interpreted as “Below Average,” “Average,” or “Above Average.”(Items from Willerman, L. (1979). The psychology of individualand group differences. San Francisco: W. H. Freeman)3. Sensation Seeking Scale. This program administers and scores Form Vof the Sensation Seeking Scale. This scale was designed to measurethrill-seeking behavior—a desire for new experiences or a willingnessto take risks. Individuals who make high total scores on the scale tendto seek out new, varied, and exciting experiences. The 40 items on thescale are in paired (forced-choice) format. The respondent is asked toselect the statement (a or b) that best describes his (her) true feeling.In addition to Total Scores, part scores on “Thrill and AdventureSeeking (TAS),” “Experience Seeking (ES),” “Disinhibition (Dis),”and “Boredom Susceptibility (BS)” are computed. Raw scores on thefour subscales and the total scale are computed to T scores. (Itemscourtesy of Marvin Zuckerman)4. Personal Identity Scale. This program administers, scores, and interpretsscores on a scale to assess the degree to which the respondenthas developed a sense of identity, as defined by Erik Erikson. For eachof the 19 items, the respondent enters 1 if the statement never appliesto him (her), 2 if the statement only occasionally or seldom applies tohim (her), 3 if the statement applies to him (her) fairly often, or 4 ifthe statement applies to him (her) very often. The respondent’s rawscore 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 “average.”(Items from Ochse, R., & Plug, C., (1986). Cross-cultural investigationof the validity of Erikson’s theory of personality development.Journal of Personality and Social Psychology, 50, 1240–1252.)27

Category F:Programs on Interests, Values, and Attitudes1. Altruism Inventory. The inventory administered and scored by thisprogram is designed to measure the personal characteristic of altruism.Eight items of the 15-item inventory are worded in the positivedirection and the remaining seven items are worded in the negativedirection. The examinee types “sa” (strongly agree), “a” (agree), “u”(undecided), “d” (disagree), or “sd” (strongly disagree) in response toeach of the randomly arranged statements. Total score ranges from 0to 60. The Altruism Inventory has been used by the author in a varietyof student research projects involving correlational methodology. Theinternal consistency reliabilities of the inventory are in the high .80’s.2. Educational Values Inventory. This inventory consists of 24 itemsconcerned with six educational values: Aesthetic, Leadership, Philosophical,Social, Scientific, and Vocational. Each item is answered ona five-point scale. The 12 items in Part I refer to possible goals oremphases of higher education; the examinee is instructed to type theappropriate letter when a statement is presented to indicate how importanthe or she believes the corresponding goal should be (u = “Unimportant,”s = “Somewhat important,” i = “Important,” v = “Veryimportant,” e = “Extremely important”). On the six items of Part IIthe examinee types the appropriate letter to indicate how valuable theparticular kinds of college courses are to students in general (n = “Notat all valuable,” s = “Somewhat valuable,” v = “Valuable,” q = “Quitevaluable,” e = “Extremely valuable”). On the six items of Part III theexaminee types the appropriate letter to indicate how much attentionhe or she feels should be given to each kind of college course in theeducation of most students (n = “No attention at all,” l = “Littleattention,” m = “Moderate amount of attention,” a = “Above averageamount of attention,” or e = “Extensive amount of attention”). Responsesare scored on a scale of 0 to 4, yielding scores ranging from0 to 24 on each of the six scales. Various published and unpublishedinvestigations have been conducted with this inventory, providing informationon how educational values vary with sex, ethnic group,educational level, socioeconomic status, and decade.3. Mathematics or Science Attitude Scale. Each of the 24 statements onthis Likert-type attitude inventory expresses a feeling or attitude towardmathematics or science. The examinee is instructed to indicate,on a five-point scale, the extent of agreement between the attitude28

expressed in the statement and his (her) own personal attitude: sd =“Stronglydisagree,”d=“Disagree,”u=“Undecided,”a=“Agree,”sa = “Strongly agree.” The 12 positively-worded and the 12 negatively-wordedstatements on the inventory are presented in random order.The scale is scored on four variables consisting of six items each (Enjoymentof 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 foursections are in the .70s and low .80s, the reliability of the Total scoresis in the low .90s. This scale has been used in numerous studies ofattitudes toward mathematics/science. It has also been adapted for variousgrade levels and administered in several different countries.4. Attitudes Toward Personality Assessment. This program administersand scores a ten-item Likert-type inventory of attitudes and beliefsconcerning personality assessment. The items consist of a set of statementspertaining to the theory, methods, and uses of personality assessmentprocedures. The examinee enters “sa” (“Strongly Agree”),“a” (“Agree”), “u” (“Undecided”), “d” (“Disagree”), or “sd”(“Strongly Disagree”) in responding to each statement.5. Attitudes Toward Women’s Roles. This program consists of two tenitemquestionnaires to assess the respondent’s opinion of (1) equalrights for women and (2) the treatment of women in advertising. Totalscores on both questionnaires are computed and presented on thescreen. A high score on the first questionnaire indicates a more feministicattitude. A high score on the second questionnaire indicates astrong belief that women are exploited by advertising in negativeways.6. Vocational Interests, Personality, and Careers. This program, whichis based on Holland’s RIASEC theory of vocational personalities, consistsof three screens. On the first screen are brief descriptions of thesix RIASEC interest themes. The respondent is asked to select thetheme that best fits him or her. On the second screen, six descriptionsof personality characteristics corresponding to the six RIASEC themesare presented. The respondent is asked to select the description thatbest fits him or her. On the last screen, two clusters of career possibilities,one cluster corresponding to the interest group selected and asecond cluster corresponding to the personality description selectedby the respondent, are presented.29

Category G:Programs on Projective Techniques1. Dot Pattern Test. This program consists of a projective test on whichthe examinee is instructed to describe what he or she sees (pictures,etc.) in each of ten sets of 100 randomly-generated dots on a computerscreen. The patterns are different each time the test is taken, so moreinformation is obtained when the test is taken more than once. Thefollowing directions are presented:“On each of ten trials, a pattern of dots will appear on the screen. Describe ina short phrase or sentence what each pattern of dots looks like to you, what itmight represent. Limit your description to one line on the computer screen.”The examinee’s responses are recorded, by trial number, in file “results”and on the screen. The results may be interpreted in terms ofdominant objects or actions perceived in the dot configurations.2. Projective Line Drawings. This program is a projective test consistingof 10 sets of random configurations of lines. Each configuration ismade up of six intersecting lines. The following directions are givento the examinee:Projective techniques such as the Rorschach Test consist of sets of ambiguousstimulus material that are interpreted differently by different people. The differentinterpretations are said to reflect the examinee’s personality. One typeof 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 andenter a description of what it looks like to you, what it might be. Limit thelength of your description to one line.The descriptions are recorded, by trial number, in file “results” forprinting and evaluation. Because the configuration of intersectinglines is different each time that the test is taken, more information canbe obtained if the test is taken at least twice. The responses may beanalyzed in terms of common themes and their meanings, underlyingneeds, conflicts, and other personality characteristics.3. Sentence Completion Test. This program presents a series of sentencefragments; the number of fragments being specified by the examineror the examinee. The examinee is instructed to complete each sentenceaccording to his or her real feelings. The responses and response times(in seconds) are displayed on the screen and recorded, by sentencenumber, in file “results.”30

4. Word Association Test. This program presents a series of words, thenumber of words being specified by the examiner or examinee. Theexaminee is instructed to respond as quickly as possible to each wordpresented with the first word that comes to mind. Responses andresponse times (in seconds) are printed on the screen and recorded infile “results.”31

Part VMultiple-Choice and Essay Test ItemsChapter 1. History and TheoriesMultiple-Choice1. The word persona is Greek for:a. appearance c. maskb. character d. temperament2. The term personality is used in this text in a . . . . . . sense.a. behavioral c. holisticb. charismatic d. psychoanalytic3. The oldest written descriptions of individual differences in personalityare found in the:a. Egyptian Book of the Deadb. Epic of Gilgameshc. Holy Bibled. Koran4. The example given of personnel selection of soldiers by observinghow they drank water was taken from the Book of . . . . . . in the Bible.a. Daniel c. Exodusb. Ecclesiastes d. Judges5–8. The Hippocrates/Galen theory proposed four temperament (personality)types, each of which corresponded to an excess of a particularhumor. The four humors are:a. choleric c. phlegmaticb. melancholic d. sanguine5. 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 differencebetween the rational and irrational, conflict, and regressionpresumably influenced psychoanalytic theory in the late nineteenthand twentieth centuries. Who was he?32

a. Aristotle c. Socratesb. Plato d. Sophocles10. Humorous descriptive sketches of personality types were writtenby:a. Aristotle c. Pythagorasb. Plato d. Theophrastus11. The Middle Ages was a time of:a. enlightenment and search for the truthb. regression to primitive living conditions of cave man timesc. scientific advancement and modernizationd. unquestioning faith and a struggle to survive12. A return to the Hellenistic (Greek) perspective on the value andworth of the individual was an earmark of the:a. Middle Ages c. 18th centuryb. 17th century d. 19th century13. The idea that people are born in a state of goodness but are madebad by society was proposed by:a. Freud c. Rousseaub. Locke d. Voltaire14. Which of the following pseudosciences makes the most objective,scientific sense as a measure of personality and behavior?a. astrology c. phrenologyb. graphology d. physiognomy15. Attempting to analyze the character or personality of an individualfrom photographs is a modern version ofa. graphology c. physiognomyb. phrenology d. somatotypology16. The discounted notion that specific areas of the brain are relatedto certain personality characteristics was espoused bya. graphologists c. physiognomistsb. phrenologists d. somatotypologists17. Gall and Spurtzheim were the fathers of:a. graphology c. phrenologyb. numerology d. physiognomy18. If I tell you that I can analyze your personality simply by studyingyour face, you would be correct in labeling me as a(n):a. astrologer c. graphologistb. behaviorist d. physiognomist33

19. “The child is father to the man” is a notion most closely associatedwith the name ofa. R. B. Cattell c. Carl Rogersb. Sigmund Freud d. William Sheldon20. Ego is to id asa. morality is to pleasure c. reality is to moralityb. morality is to reality d. reality is to pleasure21. Which of the following is the correct order of stages in psychosexualdevelopment, according to Freud?a. anal, oral, genital, phallicb. genital, anal, phallic, oralc. oral, anal, phallic, genitald. phallic, oral, anal, genital22. Frank is excessively neat, miserly, and holds strong opinions despiteevidence to the contrary. He would probably be characterizedby a psychoanalyst as a(n) . . . . . . personality.a. anal c. oralb. genital d. phallic23. What did Cesare Lombroso, Ernst Kretschmer, and William Sheldonhave 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 asa. endomorphy is to ectomorphyb. endomorphy is to mesomorphyc. mesomorphy is to ectomorphyd. mesomorphy is to endomorphy25. Which of the following names is not associated with a trait-factortheory of personality?a. Gordon Allport c. Hans Eysenckb. Raymond Cattell d. Carl Rogers26. In which of the following theories of personality is self-actualizationa key concept?a. body-type c. psychoanalysisb. phenomenology d. trait-factor34

27. Which of the following terms most accurately characterizes themanner in which the MMPI was constructed?a. behaviorally c. phenomenologicallyb. empirically d. psychoanalytically28. Although it, like other pseudosciences, is overrated, there is probablysome validity ina. astrology d. phrenologyb. graphology e. physiognomyc. palmistry29. A “neuropsychic structure having the capacity to render manystimuli functionally equivalent and to initiate and guide equivalentforms of adaptive and expressive behavior” is Gordon Allport’sdefinition of a(n)a. characteristic d. typeb. tendency e. variablec. trait30. A central concept of phenomenological theories of personality isthea. ego c. selfb. psyche d. superegoAnswers: 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-cEssay1. Make a list of the most important events in the history of personalityassessment.2. Defend graphology as a legitimate, objective field of study and research.3. Discuss the contributions of the ancient Greek philosophers to thefield of personality assessment and research.4. Differentiate between astrology, graphology, numerology, palmistry,phrenology, and physiognomy.5. What is the word-association technique and by whom was it usedfirst?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 fascinationand encouraged so much belief among people, both famousand infamous, throughout history?8. What are the key elements in a social learning theory of personality?9. How do type theories differ from trait theories of personality?10. What are the major differences between psychoanalytic, phenomenological,trait-factor, and social learning theories of personality?36

Chapter 2. Psychometrics I:Measurement, Statistics, and TestDesignMultiple-Choice1. The highest level of measurement is a(n) . . . . . . scale, which has atrue zero.a. interval c. ordinalb. nominal d. ratio2. The correct order of the following scales of measurement, fromleast to most precise, isa. nominal, interval, ordinal, ratiob. nominal, ordinal, interval, ratioc. ordinal, nominal, interval, ratiod. ordinal, nominal, ratio, interval3. The next logical step after collecting test scores on the standardizationgroup is to . . . . . . of the scores.a. compute the arithmetic mean, median, and modeb. compute the variance and standard deviationc. construct a frequency distributiond. determine the reliability and validity4. Which of the following is true when the frequency distribution ofscores is positively skewed?a. mean = median = mode c. mean < median < modeb. mean > median > mode d. mean > mode > median5. The most frequently occurring score in a frequency distribution isthea. arithmetic mean c. medianb. geometric mean d. mode6. Which of the following measures of variability would be most appropriatewith a highly skewed distribution of scores?a. average deviation c. standard deviationb. semi-interquartile range d. variance37

7. Which of the following measures of variability should be reportedwhen the arithmetic mean is the measure of the average score?a. average deviation c. semi-interquartile rangeb. range d. standard deviation8. The statistical method of “co-relations” was introduced bya. Charles Darwin c. Charles Spearmanb. Francis Galton d. Louis Thurstone9. The range of the product-moment correlation coefficient isa. –1.00 to .00 c. – .50 to 1.00b. –1.00 to +.50 d. –1.00 to 1.0010. If two groups of test scores are perfectly but inversely related, thecorrelation between them will be closest toa. –1.00 c. .00b. – .50 d. 1.0011. Predicting a person’s standing on variable Y from his or her standingon variable X is least accurate when the correlation between Xand Y isa. –1.00 c. .50b. .00 d. 1.0012. The correlation between variable X and variable Y is .50. Fromthis information one may conclude thata. X is not a cause of Yb. X and Y are moderately relatedc. Y is not predictable from Xd. X and Y are inversely related13. Information on the common dimensions or traits underlying thescores on a group of tests can be obtained by a . . . . . . analysis ofthe correlations among the test.a. correlational c. itemb. factor d. regression14. The purpose of an item analysis of a test is toa. determine the external validity of the testb. identify the abilities and skills measured by the testc. improve the quality and validity of the testd. provide a basis for assigning scores on the test15. The deductive approach to constructing a personality inventory orrating scale is all of the following except:a. empirical c. rationalb. logical d. theoretical38

16. The scoring keys for the MMPI and the Strong Vocational InterestBlanks were determined:a. deductively c. rationallyb. empirically d. theoretically17. Construction of an item characteristic curve is done for the purposeofa. discriminant analysis c. item analysisb. factor analysis d. regression analysis18. Which of the following is the most obvious source to consult for areview of a psychological test?a. Mental Measurements Yearbooksb. Psychological Abstractsc. Standards for Educational and Psychological Testsd. Tests in Print19. Communality plus specificity equalsa. error variance c. validityb. reliability d. true variance20. The major purpose of factor rotation is toa. compare the oblique and orthogonal proceduresb. increase the number of non-zero factor loadingsc. prepare the correlation matrix for factoringd. simplify the factor matrix for interpretation21. All standard scores are based on . . . . . . scores.a. DIQ d. Tb. NCE e. zc. stanine22. Standard scores represent measurement on a(n)a. interval scale c. ordinal scaleb. nominal scale d. ratio scale23. Which of the following is an example of measurement at a nominallevel?a. numbers on athletic uniformsb. order of finishing in a racec. temperature in degrees Celsiusd. weight of baggage in kilograms39

24. If 60 percent of the scores on an achievement test are low and 40percent of the scores are high, then the frequency distribution ofthe scores on this test isa. negatively skewed c. positively skewedb. negatively spread d. positively spread25. Correlation does not implya. association c. predictionb. causation d. relationship26. Factors are interpreted primarily by examining the factora. communalities d. specificitiesb. loadings e. validitiesc. reliabilitiesAnswers: 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-bEssay1. Differentiate between descriptive and inferential statistics and thepurposes for which each is used.2. List the four scales of measurement, and the kinds of data with whicheach is appropriate.3. List three measures of average (central tendency), describe how eachis computed, and cite the advantages and disadvantages of each measure.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 correlation?Why or why not?6. What are the differences between the product-moment and point-biserialcorrelations in terms of how each coefficient is computed andthe kinds of problems for which it is appropriate?7. What is the purpose of conducting a factor analysis of a set of nscores on m tests? What are the advantages and disadvantages offactor analysis?8. What is the purpose of an item analysis, and how is one conducted?40

9. List several sources to which you would turn for information aboutspecific tests. What are the advantages and disadvantages of eachsource?10. How are z scores computed and how are they used?41

Chapter 3. Psychometrics II:Standardization, Reliability, andValidityMultiple-Choice1. A sample that has been selected as representative of a particularpopulation for the purpose of determining norms is known as aa. reliable sample c. target sampleb. standardization sample d. valid sample2. The most appropriate way of selecting a sample of examinees onwhom to standardize a test isa. area sampling within blocksb. sampling from listsc. simple random samplingd. stratified random sampling3. The most efficient way of standardizing a test isa. item sampling c. representative samplingb. random sampling d. stratified sampling4. Age equivalent and grade equivalent norms are used most often ona. achievement tests d. projective techniquesb. interest inventories e. rating scalesc. personality inventories5. Percentile and standard-score norms are usually computed on the. . . . . . of the score intervals.a. lower limits c. upper limitsb. midpoints d. widths6. All standard scores are based ona. NCE scores d. Z scoresb. stanine scores e. z scoresc. T scores7. Which of the following standard scores is equivalent to a percentilerank of 50?a. T = 50 d. all of the aboveb. stanine = 5 e. none of the abovec. z =042

8. Base rate scores are used to express performance on thea. Minnesota Multiphasic Personality Inventoryb. Millon Clinical Multiaxial Inventoryc. Rorschach Inkblot Testd. Sixteen Personality Factor Questionnairee. Thematic Apperception Test9. Equipercentile, item response, and linear score transformationmethods are all procedures fora. analyzing test items c. scoring testsb. equating tests d. standardizing tests10. The extent to which a test measures anything consistently is itsa. normality c. reliabilityb. objectivity d. validity11. Which of the following represents the proportion of total test varianceaccounted for by error variance?a. r 11 c. √⎺⎺⎺⎺⎺⎺ 1 –r 11b. 1 – r 11 d. s obs √⎺⎺⎺⎺⎺⎺ 1 –r 1112. If 40% of a test’s observed variance is due to errors of measurement,what is the reliability coefficient of the test?a. .20 c. .60b. .40 d. .8013. Assuming that the correlation between the odd-numbered itemsand the even-numbered items on a test is .74, the corrected splithalfreliability of the test (using the Spearman-Brown prophecyformula) is approximatelya. .80 c. .90b. .85 d. .9514. The Kuder-Richardson method of determining reliability yields anaverage . . . . . . coefficient.a. alternate tests c. split-halfb. parallel forms d. test-retest15. An interscorer or interrater reliability coefficient is most likely tobe computed in determining the reliability of a(n)a. checklist d. projective testb. objective test e. rating scalec. personality inventory43

16. A test can usually be made more reliable by increasing thea. correlation between test and criterion scoresb. length of time for administering the testc. number of items on the testd. observed variance relative to true variance17. The most general formula for computing an internal consistencyreliability coefficient is the . . . . . . formula.a. Cronbach coefficient alpha c. Spearman-Brown prophecyb. Kuder-Richardson 21 d. Wherry-Doolittle prediction18. The standard error of measurement is always zero whenever the reliabilitycoefficient is equal toa. –1.00 c. .50b. .00 d. 1.0019. Suppose that George makes a score of 60 on a test having a standarddeviation of 5 and a reliability coefficient of .85. Betweenwhat two values can one be 95% sure that George’s true score onthe test lies?a. 59–61 c. 56–64b. 57–63 d. 55–6520. Percentile bands for a test score are computed by determining thepercentile rank equivalents of scores that are one . . . . . . on eitherside of the examinee’s score.a. standard deviationb. standard error of estimatec. standard error of measurementd. standard score21. The extent to which a test measures what it was designed to measureis itsa. internal consistency c. standardizationb. reliability d. validity22. If a test measures consistently but does not measure what it wasdesigned to measure, the test isa. reliable but not validb. reliable but not standardizedc. standardized but not validd. valid but not reliable44

23. Analysis of variance techniques are used in the reliability estimationprocedure known as . . . . . . theory.a. classical reliabilityb. generalizabilityc. split-halfd. true score24. A confidence interval for a person’s obtained score on a criterionmeasure can be determined by using the standard error ofa. estimate c. the meanb. measurement d. the variance25. The larger the validity coefficient, the smaller thea. reliability coefficientb. standard error of estimatec. standard error of measurementd. standard deviation26. The most comprehensive type of validity, in that it comprises all ofthe other types, is . . . . . . validity.a. concurrent c. contentb. construct d. predictive27. The proportion of people in a target population who manifest aspecified characteristic or condition is the . . . . . . for that condition.a. base rate c. population densityb. epidemiological incidence d. selection ratio28. Convergent and discriminant validation are associated with the. . . . . . validity of a test.a. concurrent c. contentb. construct d. predictive29. Which of the following statistics enables an examiner to establishconfidence limits for the true scores of examinees having a givenobserved score on a test?a. Kuder–Richardson predictive indexb. Spearman–Brown prophecy coefficientc. standard error of estimated. standard error of measurement30. Standard error of measurement is to standard error of estimate asa. concurrent validity is to predictive validityb. content validity is to face validityc. normal distribution of errors is to skewed distribution of errorsd. reliability is to validity45

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-dEssay1. Distinguish between simple random sampling, stratified randomsampling, and cluster sampling.2. Distinguish between age norms, grade norms, percentile norms, andstandard score norms.3. List and define three types of standard score norms.4. List three methods of equating tests, or at least of making their scorescomparable.5. List three types of reliability, and some advantages and disadvantagesof each.6. Distinguish between the standard error of measurement and thestandard error of estimate, and describe how each of these statisticsis used.7. List three types of validity and the purposes for which each is used.8. Distinguish between the Spearman-Brown, Kuder-Richardson, andCronbach alpha approaches to evaluating the internal consistency ofa test.9. How is reliability affected by each of the following conditions: (a)the variability of scores in the criterion group, (b) the length of thetest, (c) the consistency of scores from one time to another?10. What is the relationship between the reliability and validity of a test?Does a test have to be reliable in order to be valid? Does it have tobe valid in order to be reliable?11. How are the reliability of score differences and the standard error ofscore differences used in helping to make psychometric decisions?46

Chapter 4. Administration,Interpretation, and ReportingMultiple Choice1. Greater emphasis is placed on the subjective judgment of the assessorin the . . . . . . approach or orientation in collecting and interpretingpersonality assessment information.a. behavioral c. psychometricb. psychodynamic d. trait-factor2. Most clinical psychologists probably prefer a(n) . . . . . . approachto data collection and interpretation.a. behavioral d. psychodynamicb. eclectic e. psychometricc. omnibus3. The most popular psychological assessment procedures are:a. checklists and rating scalesb. inventories and projective techniquesc. observations and interviewsd. objective testing and biographies4. Rapport refers to aa. case study describing the tests administered and the diagnosis madeb. hierarchy of questions on a test in order of increasing difficultyc. special type of personality test in which there is a minimum ofstructured. warm, friendly relationship between the examiner and the examinee5. Deviations from standard directions for administering a test are ofgreatest concern with respect to the effects of such deviations onthea. diagnostic meaning of score differencesb. interpretation of the scoresc. norms obtained from the standardization sampled. reliability and/or validity of the test47

6. Of all the following factors that are important in preparing to administera test, the most important is for the examiner toa. be thoroughly familiar with the directions for administering thetestb. make certain that the testing environment is quiet, comfortable,well-lighted, and adequately furnishedc. review beforehand with the examinees items that are similar tothose on the testd. tell the examinees what kind of test will be administered, and reassurethem that they will do well7. The only thing that is objective about an objective test is thea. examiner d. questionsb. format e. scoringc. interpretation8. Because errors of measurement can easily raise or lower the scoreson a psychological test, it is important toa. be flexible in presenting the directions to a testb. follow the test directions exactly without deviationc. tell the examinees to use their own judgment concerning the testdirectionsd. use common sense in deciding what portion of the test directionsto read9. The most recently published edition of the Diagnostic and StatisticalManual of Mental Disorders is numbera. two d. fiveb. three e. sixc. four10. On which axis of DSM-IV are “Clinical Disorders” classified?a. Axis I d. Axis IVb. Axis II e. Axis Vc. Axis III11. On which axis of DSM-IV are “Personality Disorders” classified?a. Axis I d. Axis IVb. Axis II e. Axis Vc. Axis III12. Paul Meehl summarized evidence pointing to the superiority of the. . . . . . approach to predicting behavior.a. clinical c. statisticalb. psychoanalytic d. trait-factor48

13. The fact that suicide and homicide are more difficult to predictthan neurotic behavior is due in some measure to the different. . . . . . of these conditions.a. base rates d. operational definitionsb. connotative meanings e. target severitiesc. illusory correlations14. The content and style of the report of a psychological examinationshould vary with thea. background and orientation of the writerb. purposes for which the report is being preparedc. readers for whom the report is intendedd. b and ce. a, b, and c15. Referrals for psychological examinations shoulda. ask specific questions which the referring agency or individualwould like to have answeredb. be as brief as possible, because psychological examiners arebusy people who have little time to readc. be open-ended, because the psychological examiner does notwant the search for diagnostic procedures to be limitedd. outline in some detail the procedures for evaluating the clientand the nature of the report required16. The most important part of a psychological report is the . . . . . . section.a. conclusions and recommendationsb. observations and interview findingsc. reason for referrald. test results and interpretations17. Of the following, the most important question for the writer tokeep in mind in preparing a psychological report is:a. Does the report contain enough information about the examineeso diagnostic and intervention decisions can be made?b. Does the report include information on both positive and negativecharacteristics of the examinee?c. Have the questions concerning the examinee’s psychologicalfunctioning been answered satisfactorily?d. Is the report general enough so the examinee will not be stereotypedand specific enough so he(she) can be assigned a diagnosticlabel?49

18. A basic rule in professional communication is:a. If there is more than one way to say something, select the simplestway.b. Include some humor or witticisms so the material will be sufficientlyinteresting to the reader.c. Make certain that all terms are adequately defined so everyonecan 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 devisedto score and interpret thea. California Psychological Inventoryb. Millon Clinical Multiaxial Inventoryc. Minnesota Multiphasic Personality Inventoryd. Sixteen Personality Questionnairee. Thematic Apperception Test20. Informed consent refers to an agreement between an agency or anotherperson anda. the examineeb. the examinee’s guardianc. the examinee’s parent(s)d. the examinee’s legal representativee. any of the above21. Compared with the impressionistic interpretations of a clinical orcounseling psychologist, computer-generated test interpretationsare not asa. accurate c. reliableb. individualized d. valid22. A cordial, accepting relationship that encourages examinees to respondhonestly but accurately is known asa. altruism d. empathyb. amativeness e. rapportc. amicabilityAnswers: 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-e50

Essay1. Describe at least three settings in which personality assessments aremade and the purposes for making assessments in those settings.2. What are the goals of personality assessment, and how can they beattained in a particular case?3. Differentiate among the psychodynamic, psychometric, and behavioristicmodels of personality and the particular personality assessmenttechniques favored by each.4. List four of the most popular personality inventories.5. List several standards from the Standards for Psychological and EducationalTesting that are particularly relevant to the administrationof personality assessment instruments and procedures.6. Under what circumstances is it appropriate to deviate from standardprocedure in administering a personality assessment instrument?7. What kinds of information is it important to obtain in order to constructan accurate picture of the personality of an individual?8. Describe the Diagnostic and Statistical Manual of the American PsychiatricAssociation, particularly DSM-IV, its structure and applications,and any criticisms of it.9. Distinguish between clinical and statistical prediction, and take aposition in favor of one approach versus the other.10. Name and describe three or four factors that detract from the accuracyof clinical judgments and how they should be dealt with.11. List the four sections of a psychological assessment report and thecontents of each.12. What are the advantages and disadvantages of computer-based testadministration, scoring, and interpretation in comparison with traditional,non-computer-based procedures?13. What are informed consent and confidentiality, and why is it importantto consider them in reporting the results of a psychologicalexamination?51

Chapter 5. Observations andInterviewsMultiple-Choice1. The use of formal oral examinations for selecting government employeesbegan ina. China c. Greeceb. Egypt d. Palestine2. The most widely employed and generally understood of all methodsof assessment personality area. interviews d. projectivesb. inventories e. ratingsc. observations3. The guinea pig effect is the result of . . . . . . observation.a. critical incident d. stressfulb. obtrusive e. uncontrolledc. participant4. Which of the following types of observations are a major researchtool of cultural anthropologists?a. controlled observations d. uncontrolled observationsb. critical observations e. unobtrusive observationsc. participant observations5. In making an anecdotal record, it is important to distinguish betweena. content and analysisb. controlled and uncontrolled eventsc. idiographic and nomotheticd. observation and interpretatione. theory and fact6. Clinical observations are typically all of the following excepta. objective c. uncontrolledb. participant d. unobtrusive7. The Hartshorne and May studies of character employeda. critical incidentsb. participant observationc. situational testingd. uncontrolled observation52

8. The “wall problem” and other situational tests used by the O.S.S.were administered for purposes of selectinga. business executives c. espionage agentsb. clinical psychologists d. military officers9. Situational testing is a type ofa. controlled observation c. uncontrolled observationb. structured interviewing d. unstructured interviewing10. Participant observation is a research and assessment technique employedmost often bya. clinical psychologistsb. cultural anthropologistsc. educational and school psychologistsd. public-opinion pollsters11. It is often said that a person reveals more by his or her facial expressionsand hands than by words. If so, then the a person is communicatinglargely bya. culturics c. paralinguisticsb. kinesics d. proximics12. Tone of voice, rate of speaking, and other nonverbal aspects ofspeaking are referred to asa. culturics c. paralinguisticsb. kinesics d. proximics13. The PONS and FACS are measures of . . . . . . behavior.a. nonverbal c. subjectiveb. projective d. verbal14. In designing a behavior modification program for a particular patient,it is important to identify all of the following except thea. antecedents c. consequencesb. causes d. problem behaviors15. The greatest amount of skill on the part of the interviewers is neededin . . . . . . interviewing.a. controlled c. structuredb. employment d. unstructured16. Which of the following types of interviewing would probably requirethe least amount of training?a. morality interviewing c. structured interviewingb. stress interviewing d. unstructured interviewing53

17. The reliabilities of observations and interviews are usually determinedby . . . . . . procedures.a. internal consistency c. parallel formsb. interrater d. test-retest18. An interviewer who rates an interviewer high on intelligence, reliability,and effectiveness simply because the latter is “sexy” hassuccumbed to aa. central tendency error c. halo effectb. contrast error d. leniency error19. Judging an interviewee on the basis of a “general impression” or asingle prominent characteristic is known as the . . . . . . error.a. central tendency d. halo effectb. constant e. leniencyc. contrast20. Which of the following questions is legally unacceptable in an employmentinterview?a. How many years’ experience do you have in this type of work?b. What are your career goals?c. To what clubs or organizations do you belong?d. What did you like or dislike about your last job, and why didyou leave it?21. Which of the following questions is legally acceptable in an employmentinterview?a. Are you single, married, divorced, separated, or widowed?b. Do you rent or own your own home?c. What is your educational background, and what schools didyou attend?d. Where were you born, and how old are you now?22. Experience with computer-based interviewing has shown that intervieweesusuallya. do not object to itb. do not understand itc. object strenuously to itd. respond enthusiastically to it23. The easiest kind of interview to conduct and evaluate by means ofa computer is a(n) . . . . . . interview.a. open-ended c. structuredb. sequential d. unstructured54

24. Kohlberg’s Moral Judgment Scale involves the use ofa. controlled observation c. clinical interviewingb. behavioral checklists d. rating scales25. Which of the following statements concerning biographical inventoriesis false?a. Biographical inventories are effective predictors of performancein various job situations.b. Many items on biographical inventories are good predictors ofon-the-job behavior.c. The content validity or biographical inventories is substantial.d. There are no legal problems associated with requests for biographicalinformation.26. Interrater reliability coefficients of interviews are rarely abovea. .50 c. .70b. .60 d. .8027. Behavioral theorists attempt to understand a personality by analyzingthe individual’sa. mental complexesb. real and ideal selvesc. social learning historyd. unique organization of traits28. Which of the following is not a disadvantage of computer-basedpsychiatric interviewing?a. It does not permit the simultaneous determination of mental statusand the diagnosis of a psychiatric disorder.b. It has not very useful with children and adults of limited ability.c. It may be necessary to bypass the system in crisis cases.d. It may not be flexible enough to use with the wide range ofproblems and symptoms found in psychiatric patients.Answers: 1-a, 2-c, 3-b, 4-c, 5-d, 6-d, 7-c, 8-c, 9-a, 10-b, 11-b, 12-c, 13-a,14-b, 15-d, 16-c, 17-b, 18-c, 19-d, 20-c, 21-c, 22-a, 23-c, 24-c, 25-d,26-d, 27-c, 28-aEssay1. What are some of the advantages and disadvantages of interviews inassessing personality?55

2. What are some of the advantages and disadvantages of observationsfor assessing personality?3. Differentiate between controlled and uncontrolled observations, anddescribe some of the positive and negative features of each methodof assessing personality.4. Describe the purposes and procedures of situational testing, and providetwo examples.5. What is the assessment center approach and the leaderless groupdiscussion (LGD) technique used with it?6. Distinguish between time sampling, incident sampling, and subjectsampling, and the purposes of each.7. How should one go about training people to be effective observersof behavior?8. List and describe four categories of nonverbal behavior.9. What is behavior modification? How and for what purposes is itused?10. Differentiate between structured and unstructured interviewing, andlist some of the advantages and disadvantages of each.11. Describe several characteristics and behaviors of effective interviewers,as contrasted with those of ineffective interviewers.12. Construct a general outline for an assessment interview, includingthe procedure you would use and the questions you would ask.13. What is a mental status interview? What are its purposes, and howis it conducted?14. What are some of the factors that contribute to the low reliabilitiesof personal interviews?56

Chapter 6. Checklists and RatingScalesMultiple-Choice1. A list of words, phrases, and statements that describe certain personalcharacteristics and to which the respondent must indicatewhether they apply to the person being evaluated is a(n)a. checklist c. projective techniqueb. personality inventory d. rating scale2. Probably the simplest kind of personality assessment instrument toconstruct is aa. forced-choice rating scale c. problem checklistb. personality inventory d. projective technique3. Checklists are typically all of the following excepta. easy to construct c. flexible to useb. efficient to administer d. unreliable to score4. Of the following checklists, the one that is given the least amountof attention in Chapter 6 is thea. Adjective Check Listb. Behavioral Checklist for Performance Anxietyc. Mooney Problem Checklistd. Multiple Affect Adjective Check List5. A response set that usually gives the most trouble in scoring achecklist is the . . . . . . response set.a. acquiescence c. guessingb. frequency d. social desirability6. Of the following, the oldest published problem checklist is thea. Behavior Problem Checklistb. Kohn Problem Check Listsc. Mooney Problem Check Listsd. Personal Problem Checklist7. Mental status checklists are used more often in . . . . . . situations.a. academic c. counselingb. clinical d. employment57

8. The SCL-90-R is used most often bya. college and university admissions officers for making student admissionsdecisionsb. forensic psychologists to determine whether a defendant is ableto stand trialc. mental health professionals to evaluate psychiatric patients at intaked. personnel departments to select and place employees9. The semantic differential is a type of . . . . . . rating scale.a. behaviorally anchored c. graphicb. forced–choice d. numerical10. The 15 “need scales” on the . . . . . . are based on Henry Murray’sneed/press theory of personality.a. Adjective Check Listb. Mental Status Checklist Seriesc. Mooney Problem Check Listd. Multiple Affect Adjective Check List11. Rating scales were first employed for psychological research purposesbya. J. M. Cattell d. E. L. Thorndikeb. Frances Galton e. Robert Woodworthc. Carl Jung12. A rating scale consisting of a series of descriptive categories arrangedon a continuum is referred to as a(n) . . . . . . rating scale.a. graphic c. semantic differentialb. numerical d. standard13. A useful technique for investigating the connotative meanings thatdifferent concepts have for people is the . . . . . . technique.a. Q-sort c. semantic differentialb. role-construct repertory d. sociometric14. Which of the following types of rating scales is most popular?a. forced-choice c. man-to-manb. graphic d. semantic differential15. An item consisting of four descriptive phrases or statements, twoof which represent desirable characteristics and two undesirablecharacteristics, would most likely appear on a . . . . . . rating scale.a. forced-choice c. man-to-manb. graphic d. numerical58

16. Rating according to general impressions rather than specific traitsis known as thea. central-tendency error c. leniency errorb. halo effect d. response bias17. The leniency (generosity), severity, and central tendency errors inrating are all types of . . . . . . errors.a. constant c. halob. contrast d. proximity18. College students who rate a course instructor as being a betterteacher than he (she) actually is have made a . . . . . . error.a. contrast c. leniencyb. halo d. severity19. Which of the following rating formats do raters typically findmost difficult?a. behaviorally anchored c. graphic-candidb. forced-choice d. semantic-differential20. Q-sorts have been used most extensively in studies ofa. attitudes and prejudices toward minority groupsb. changes in self-concept resulting from psychotherapyc. connotative meanings of different conceptsd. group structure and cohesiveness21. “Stars,” “isolates,” and “cliques” are terms for labeling features ofa. behavioral analysis c. semantic differentialsb. Q-sorts d. sociograms22. The principal psychometric device derived from George Kelly’s theoryof personal constructs was thea. Adjective Check Listb. Incomplete Sentences Blankc. Myers-Briggs Type Indicatord. Role Construct Repertory Teste. Thematic Apperception Test23. Rating a young woman “high” in “motivation” simply becauseshe is “high” in “intelligence,” “attractiveness,” and “sociability”is an example of thea. acquiescence response set c. halo effectb. central–tendency error d. leniency error59

24. The effect of a low rating given a previous interviewee is referredto as thea. central tendency error c. halo effectb. contrast error d. leniency error25. Which of the following types of rating scales is based on the criticalincidents technique?a. behaviorally anchored rating scaleb. forced-choice rating scalec. numerical rating scaled. semantic differential scalee. standard rating scale26. Which of the following types of rating scales is most effective incontrolling for constant errors, the halo effect, contrast errors,and the proximity error?a. behaviorally anchored scaleb. forced-choice scalec. graphic scaled. semantic differential scalee. standard scaleAnswers: 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-bEssay1. List the comparative advantages and disadvantages of checklists andrating scales.2. Describe several standardized and published checklists and the purposesfor which each is administered.3. List and describe four different kinds of rating scales.4. What is a behaviorally anchored rating scale, and what advantagesdoes 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 orwhy not?7. What are attitudes, and how are they different from opinions 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 RoleConstruct Repertory Test and the purposes for which it is used.60

Chapter 7. Rational-Theoretical andFactor-Analyzed InventoriesMultiple-Choice1. The most popular of all personality inventories is thea. CPI c. MCMIb. JAS d. MMPI2. The Myers-Briggs Type Indicator is a personality inventory basedon . . . . . . theory of personality.a. Alfred Adler’s d. Karen Horney’sb. Eric Erikson’s e. Carl Jung’sc. Sigmund Freud’s3. Which of the following personality inventories was not developedusing a factor-analytic strategy?a. California Psychological Inventoryb. Guilford-Zimmerman Temperament Surveyc. Eysenck Personality Inventoryd. Sixteen Personality Factor Questionnaire4. All of the following except the . . . . . . was developed on the basisof Henry Murray’s need/press theory of personality.a. Adjective Check Listb. Edwards Personal Preference Schedulec. Eysenck Personality Inventoryd. Personality Research Forme. Thematic Apperception Test5. A personality inventory based on Carl Jung’s theory of personalitytypes was devised bya. Guilford and Zimmerman c. Myers and Briggsb. Jackson and Messick d. Thurstone and Chave6. Which of the following response sets would be most likely tocause difficulties in score interpretation on a true-false personalityinventory with no validation keys?a. acquiescence c. overcautiousnessb. extremeness d. social desirability61

7. Early personality inventories were designed primarily toa. assist in the prediction of academic and vocational successb. identify and analyze psychopathological disordersc. study the structure and development of normal personalityd. test certain propositions of psychoanalytic thinking8. A cross-sectional or multiple-age series of personality inventorieswas designed bya. R. B. Cattell c. H. Eysenckb. A. L. Edwards d. J. P. Guilford9. The most comprehensive series of factor-analyzed personality inventorieshas been provided bya. R. B. Cattell c. J. P. Guilfordb. H. J. Eysenck d. L. L. Thurstone10. If a research psychologist wanted to conduct an experiment withfour groups of people—neurotic introverts, neurotic extroverts,non-neurotic introverts, and non-neurotic extroverts, the divisionof his or her pool of subjects into these four groups could probablybe accomplished most effectively by administering the . . . . . .to the subjects.a. Ascendance Submission Reaction Scaleb. Eysenck Personality Inventoryc. Personality Research Formd. Sixteen Personality Factor Questionnaire11. The results of research by Goldberg and by Costa and McRae indicatethat the assessment of personality by means of paper-and-pencilinventories encompasses no more than . . . . . . factors.a. two d. fiveb. three e. sixc. four12. In addition to extraversion-introversion and neuroticism (emotionality)factors, currently the most widely-accepted multifactor modelof personality includes the factors ofa. agreeableness, conscientiousness, and cultureb. dominance, impulsiveness, and reflectivenessc. sociability, objectivity, and restraintd. warmth, intelligence, and ego strength62

13. The earliest personality inventory that was administered on a massbasis was thea. A-S Reaction Studyb. Bell Adjustment Inventoryc. Bernreuter Personality Inventoryd. Woodworth Personal Data Sheet14. The first standardized multiscore inventory of personality was thea. Bell Adjustment Inventoryb. Bernreuter Personality Inventoryc. California Test of Personalityd. Woodworth Personal Data Sheet15. Scales were designed by A. T. Beck to measure all of the followingexcepta. anxiety c. hopelessnessb. depression d. hostilitye. suicide ideation16. On which of the following personality inventories are the items arrangedin forced-choice format?a. Edwards Personal Preference Scheduleb. Eysenck Personality Inventoryc. Sixteen Personality Factor Questionnaired. Guilford-Zimmerman Temperament Survey17. What type of item format is used to control for the social desirabilityresponse set?a. behaviorally anchored c. multiple-choiceb. forced-choice d. true-false18. Which of the following personality inventories was designed expresslyto measure the factors of the five-factor model of personality?a. Eysenck Personality Scaleb. NEO Personality Inventoryc. Profile of Mood Statesd. Sixteen Personality Factor Questionnaire19. Which of the following response sets would be most likely tocause difficulties in interpreting scores on a true–false personalityinventory with no validation keys?a. acquiescence c. overcautiousnessb. extremeness d. social desirability63

20. The forced-choice format of the Edwards Personal PreferenceSchedule (EPPS) represents an attempt to control for the . . . . . . responseset.a. acquiescence d. negativismb. deviation e. social desirabilityc. guessing21. A personality inventory based on Carl Jung’s theory of types wasdevised bya. Guilford and Zimmerman c. Myers and Briggsb. Jackson and Messick d. Thurstone and Chave22. The first psychologist to construct a personality inventory by usingfactor-analytic techniques wasa. R. B. Cattell c. J. P. Guilfordb. H. J. Eysenck d. L. L. Thurstone23. The High School Personality Questionnaire, the Children’s PersonalityQuestionnaire, the Early School Personality, and the PreschoolPersonality Questionnaire are all downward extensions ofthea. Adult Personality Questionnaireb. Edwards Personality Questionnairec. Eysenck Personality Questionnaired. 16 Personality Factor Questionnaire24. All of the personality inventories described in Chapter 7 were constructedby one or more of the following procedures except for the. . . . . . strategy.a. content-validating c. factor analyticb. criterion-keying d. rational/theoretical25. To identify and control for responses sets, most contemporary personalityinventories employa. a multiple-choice format c. the forced-choice techniqueb. special validation keys d. the repeated item technique26. The “jingle” and “jangle” fallacies are concerned with the . . . . . .of assessment instruments.a. applications c. formatsb. contents d. heterogeneitye. titles64

27. On which of the following personality inventories has research insport psychology revealed the so-called “iceberg profile”?a. Eysenck Personality Inventoryb. Hogan Personality Inventoryc. NEO Five-Factor Inventoryd. Profile of Mood Statese. Sixteen Personality Factor QuestionnaireAnswers: 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-dEssay1. Discuss the three basic strategies for constructing personality inventories.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 inresponding to the items on a personality inventory.4. What is the five-factor model of personality, and is it adequate todescribe 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 somestandardized instruments to measure these constructs.8. List at least one inventory that was designed to assess each of thefollowing specific clinical symptoms or disorders: alcoholism, anxiety,depression, eating disorders, stress, suicidal ideation.9. What are the similarities and differences between rational-theoreticaland factor-analyzed inventories of personality?10. How reliable and valid are personality inventories? How good arethe norms on which they are interpreted? Cite specific examples anddata to support your answers.65

Chapter 8. Criterion-KeyedInventoriesMultiple-Choice1. The most famous of all criterion-keyed inventories of personalityis the:a. CPI c. MCMIb. JAS d. MMPI2. Which of the following is the “grandfather” of all criterion-keyedpersonality inventories?a. CPI c. MCMIb. JPI d. MMPI3. The fact that specific items comprising the MMPI were selected onthe basis of their ability to differentiate between various clinical diagnosticgroups makes the MMPI a(n) . . . . . . personality inventory.a. content validated c. factor-analyzedb. criterion-keyed d. internally consistent4. The MMPI was designed originally to differentiate betweena. delinquent and non-delinquent youthsb. persons with different degrees of mild maladjustmentc. mentally retarded and mentally ill personsd. psychiatrically disordered and normal persons5. In addition to nine clinical scales and a large number of other empiricallyderived scales, the MMPI is scored on four . . . . . . scales.a. content c. specificb. reliability d. validity6. The ?, L, F, and K scales of the MMPI are known as . . . . . . scales.a. clinical c. supplementaryb. reliability d. validity7. High scores on scales 1, 2, and 3 of the MMPI are indicative ofa. psychoneurosis c. psychopathic personalityb. psychosomatic illness d. schizophrenia8. High scores on scales 6, 7, 8, and 9 of the MMPI are characterizedas the . . . . . . tetrad.a. paranoid c. psychopathicb. psychoneurotic d. psychotic66

9. When the standard scores on all clinical scales of the MMPI areabove 70, this is good evidence thata. an error has been made in scoring the inventory, because MMPIscales are ipsativeb. the respondent has a serious psychological problem of somekindc. the respondent is generally well-adjusted, with no psychopathologicaltrendsd. the respondent has just as many good qualities as bad ones10. Restandardization of the MMPI involved all of the following excepta. inclusion of content not represented in the original versionb. provision of separate forms of the inventory for adults and adolescentsc. provision of separate forms for men and women, blacks andwhitesd. revision and rewording of the language of existing items thatwere dated, awkward, or sexist11. The . . . . . . is sometimes referred to as “a sane person’s MMPI” or“a normal offspring of the MMPI.”a. California Psychological Inventoryb. Jackson Personality Inventoryc. Millon Clinical Multiaxial Inventoryd. Personality Inventory for Children12. The most extensively investigated of the empirically derived personalityinventories designed for normal people is thea. California Psychological Inventoryb. Minnesota Counseling Inventoryc. Minnesota Multiphasic Personality Inventoryd. Minnesota Test of Personality13. The three themes assessed by the revised CPI include all of the followingexcepta. character c. orientationb. competence d. role14. Which of the following is not one of the three conceptual groupson which the Revised CPI is scored?a. basic psychopathology scalesb. folk-concept measuresc. special purpose scalesd. three major themes67

15. In the role, character, and competence scoring themes on the RevisedCPI,a. alphas are described as conventionalb. betas are described as alienatedc. gammas are described as manipulatived. deltas are described as conflicted16. Compared with other personality inventories, the Personality Inventoryfor Children is unique in that ita. can be scored either by hand or by computerb. consists of forced-choice itemsc. has been both rationally and empirically validatedd. is scored from responses given by an adult17. The Millon Clinical Multiaxial Inventory is viewed as a competitorto thea. California Psychological Inventoryb. Jackson Personality Inventoryc. Minnesota Multiphasic Personality Inventoryd. Personality Inventory for Childrene. 16 Personality Factor Questionnaire18. All of the following inventories except the . . . . . . were designed forthe assessment of personality in “normal” rather than “clinical”populations.a. Basic Personality Inventoryb. California Psychological Inventoryc. Jackson Personality Inventoryd. Personality Research Forme. 16 Personality Factor Questionnaire19. The scoring categories of MCMI-III follow the diagnostic classificationsystem ofa. DSM-II c. DSM-III-Rb. DSM-III d. DSM-IV20. The most outstanding feature of the Personality Research Formand the Jackson Personality Inventory is thea. careful validation and freedom from response setsb. provision for both hand and machine scoringc. sophistication of their construction methodologyd. wide range of variables measured by them68

21. Which of the following personality inventories has a more “clinical”orientation than the others?b. Jackson Personality Inventoryc. Millon Adolescent Personality Inventoryd. Personality Research Form22. The MMPI is a . . . . . . personality inventory.a. content-oriented c. factor-analyzedb. criterion-keyed d. theory-based23. Psychiatric patients typically have high scores on scale . . . . . . ofthe MMPI or MMPI-2.a. 2 and 7 c. 1, 2, and 3b. 6 and 8 d. 6, 7, 8, and 924. Of the following inventories designed for diagnosing psychopathology,the most extensive research during the late 1990s was conductedon thea. Basic Personality Inventoryb. Minnesota Multiphasic Personality Inventoryc. NEO Personality Inventoryd. Personality Assessment Inventorye. Wisconsin Personality Disorder InventoryAnswers: 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-dEssay1. What is “criterion-keying,” and how does it differ from the rationaltheoreticaland factor-analytic strategies for constructing personalityinventories?2. List and describe the four validity scales of the MMPI and the purposeof each scale.3. Describe the MMPI-III in some detail, including how it was constructed,what it measures (i. e., the various scales), and in whatkinds of situations and to what kinds of people it is administered.4. Describe the coding procedure for interpreting a profile of scores onthe MMPI-III.5. Why has the MMPI endured for over a half-century, when a numberof psychometrically superior instruments have been published sincethe early 1940s?69

6. Describe the three major themes of the revised CPI and what eachmeasures.7. Describe the process of interpreting scores on the revised version ofthe CPI.8. What is the Personality Inventory for Children, and in what sense isit unique?9. Describe the design and purposes of each of the personality inventoriesconstructed by Theodore Millon.10. Describe the design and purposes of each of the three personalityinventories constructed by D. N. Jackson.70

Chapter 9. Interests, Values, andAttitudesMultiple-Choice1. In terms of the extent to which their formation is based on factualinformation, . . . . . . are the at the top of the list.a. attitudes c. opinionsb. beliefs d. values2. According to Donald Super’s theory, traits, values, and interestsare derived froma. attitudes c. needsb. beliefs d. opinions3. Vocational interests typically do not become realistic untila. early to middle childhoodb. middle childhood to late childhoodc. late childhood to early adolescenced. late adolescence to early adulthood4. Assume that a person with sadistic impulses becomes interested inbeing a surgeon, and a person whose sexual impulses are frustratedbecomes an actor. According to psychoanalytic theory, theseare examples of the operation of the defense mechanism ofa. displacement c. rationalizationb. projection d. sublimation5. Psychoneurosis is to aggressiveness as . . . . . . interests are toa. literary and aesthetic, scientific interestsb. literary and aesthetic, sales interestsc. scientific, literary and aesthetic interestsd. scientific, sales interests6. From her early research, Anne Roe concluded that interests can bedivided into two categories:a. altruistic and materialisticb. people and thingsc. physical and mentald. practical and theoretical71

7. Which of the following interest inventories is not based on AnneRoe’s theory of interests?a. COPS Interest Inventoryb. Hall Occupational Orientation Inventoryc. Ramakd. Vocational Interest Inventorye. Vocational Preference Inventory8. Which of the following psychologists maintained that the primaryfactor in career choice is whether an individual is person-orientedor nonperson-oriented?a. John Holland d. Anne Roeb. Douglas Jackson e. Edward Strongc. Frederick Kuder9. Which of the following inventories was developed on the basis ofa theory linking interests to personality?a. Edwards Personal Preference Scheduleb. Jackson Vocational Interest Surveyc. Sixteen Personality Factor Questionnaired. Vocational Preference Inventory10. Which of the following inventories was designed according to J. L.Holland’s hexagonal model of interests?a. Occupational Orientation Inventoryb. Ohio Vocational Interest Surveyc. Self-Directed Searchd. Strong Vocational Interest Blank for Men11. The research findings of Grotevant, Scarr, and Weinberg indicatethat vocational interests have a(n) . . . . . . basis.a. environmental c. personalityb. hereditary d. situational12. The RIASEC themes on which the Strong Interest Inventory andcertain other measures of vocational interests are scored were formulatedbya. G. W. Allport c. G. F. Kuderb. J. L. Holland d. E. K. Strong, Jr.13. The most favorably-reviewed of all personality inventories that arealso measures of interests is thea. Jackson Vocational Interest Surveyb. 16 Personality Factor Questionnairec. Self-Description Inventoryd. Strong Vocational Interest Blank72

14. Which of the following sets of Strong Interest Inventory scales isbased on Holland’s hexagonal model of interests?a. Basic Interest Scales c. Occupational Scalesb. General Occupational d. Special Scales Themes15. The most time-tested of all interest inventories, in that the resultsof an extensive amount of research over a half-century point to itsreliability and validity, is thea. California Occupational Preference Surveyb. Jackson Vocational Interest Surveyc. Kuder Personal Preference Surveyd. Strong Interest Inventory16. The findings of longitudinal studies indicate that scores on theStrong Vocational Interest Blank are successful predictors of all ofthe following except occupationala. longevity c. satisfactionb. persistence d. success17. Women tend to score higher than men on all of the followingRIASEC interest scales excepta. Artistic c. Realisticb. Conventional d. Social18. Men tend to score higher than women on all of the followingRIASEC interest areas excepta. Conventional c. Investigativeb. Enterprising d. Realistic19. Scores on various scales of an interest inventory are ipsative (interdependent)when a(n) . . . . . . format is used for the items.a. fixed-response c. multiple-choiceb. forced-choice d. true-false20. The two Kuder interest inventories described in the text are thea. Kuder General Interest Survey and Kuder Occupational InterestSurveyb. Kuder General Interest Survey and Kuder Vocational PreferenceSurveyc. Kuder Personal Preference Survey and Kuder OccupationalInterest Inventoryd. Kuder Basic Interest Scale and Kuder Occupational Scale73

21. On the average, boys score higher than girls on all of the followingscales of the Kuder General Interest Survey excepta. Clerical c. Mechanicalb. Computational d. Persuasive22. Which of the following inventories of interests in nonprofessionaloccupations was discussed in the text?a. California Occupational Preference Surveyb. Career Assessment Inventoryc. Ohio Vocational Interest Surveyd. Vocational Preference Inventory23. It is important for vocational counselors to make counselees awareof the differences betweena. abilities and gradesb. interests and abilitiesc. interests and motivesd. personality traits and interests24. A learned predisposition to respond positively or negatively to aspecific object, situation, institution, or person is known as a(n)a. attitude c. interestb. belief d. value25. Milton Rokeach referred to beliefs concerning desirable and undesirablemodes of conduct as . . . . . . values.a. competence c. personal-socialb. instrumental d. terminal26. Rokeach’s instrumental values may be eithera. consideration or structure c. moral or competenceb. means or methods d. personal or social27. Rokeach’s terminal values may be eithera. consideration or structure c. moral or competenceb. means or methods d. personal or social28. A person who possesses both typically masculine and typically feminineinterests in approximately equal proportions is designated asa. androgynous d. homosexualb. bisexual e. transvestiticc. hermaphroditic74

29. Milton Rokeach differentiated between . . . . . . values—those concernedwith modes of conduct—and . . . . . . values—those concernedwith end states.a. current, future c. moral, competenceb. instrumental, terminal d. personal, socialAnswers: 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-bEssay1. Differentiate between needs, traits, values, and interests.2. List and describe the four stages in Donald Super’s theory of developmentof interests.3. List and describe the three stages in Ginzberg’s theory of vocationaldecision-making.4. Make a sketch of Anne Roe’s three-dimensional conical model ofinterests.5. Make a sketch of J. L. Holland’s hexagonal model of interests, anddefine the six RIASEC categories.6. Define the concepts of differentiation, identity, congruence, and calculusin Holland’s theory of interests.7. What are the main differences in format and scoring of the Strongand 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 vocationalcounseling purposes?10. Describe at least two different values surveys and the variables measuredby each.11. What is a sex-role inventory? Describe at least one such instrument.12. What is a personal orientation? Describe at least one instrumentdesigned to measure a personal orientation.75

Chapter 10. Associations,Completions, and DrawingsMultiple-Choice1. Projective techniquesa. are basically modified forced-choice techniquesb. are relatively unstructured situations or materialsc. should be administered only by psychiatrists or social workersd. purport to measure the more superficial aspects of personality2. The term projective technique was first used bya. Lawrence Frank d. Lewis Goldbergb. Sigmund Freud e. Carl Jungc. Francis Galton3. All of the following except . . . . . . are projective techniques.a. apperception tests c. Q-sortsb. inkblots d. word associations4. Projective techniques have been most influenced by . . . . . . theory.a. behavior c. phenomenologicalb. existential d. psychoanalytic5. Projective test protocols have traditionally been interpreted primarilyby . . . . . . methods.a. actuarial c. impressionisticb. behavioral d. statistical6. The use of words or inkblots as stimulus materials fall underwhich category of projective techniques?a. arrangement d. expressionb. association e. selectionc. completion7. The use of sentences or stories as stimulus material fall underwhich category of projective techniques?a. arrangement d. expressionb. association e. selectionc. completion8. The projective technique of early recollections was pioneered bya. Alfred Adler d. Henry Murrayb. Sigmund Freud e. Julian Rotterc. Carl Jung76

9. The method of word association, which was introduced by FrancisGalton, was first applied in a clinical setting bya. Alfred Adler c. Lewis Goldbergb. Sigmund Freud d. Carl Jung10. Which of the following did Goldberg conclude to be one of themost valid of all projective techniques for purposes of diagnosisand research on personality?a. apperception techniques c. sentence completionsb. inkblot techniques d. word associations11. What do Forer, Miner, Rohde, and Rotter all have in common?a. They all adapted the Thematic Apperception Test to specialgroups 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 sentencecompletion tests is thea. Forer Structured Sentence Completion Testb. Miner Sentence Completion Testc. Rohde Sentence Completiond. Rotter Incomplete Sentences Blank13. The Madeline Thomas Stories and the Duss (Despert) Fables areexamples of the . . . . . . projective technique.a. early memories procedureb. picture completionsc. picture storiesd. story completions14. Which of the following names is most closely associated with theassessment of frustration?a. Rohde c. Rosenzweigb. Rorschach d. Rotter15. Which of the following is not one of the types of aggression forwhich the Picture-Frustration Study is scored?a. extraggression c. intraggressionb. imaggression d. unaggression16. Which of the following pseudoscientific methods could probablybe most easily defended as a legitimate “projective technique?”a. astrology c. phrenologyb. graphology d. physiognomy77

17. The House-Tree-Person (HTP) is a(n) . . . . . . technique.a. apperception c. constructionb. association d. inkblot18. Karen Machover is to . . . . . . as Julian Rotter is to . . . . . . .a. projective drawings, sentence completionsb. projective drawings, word associationsc. sentence completions, word associationsd. sentence completions, projective drawingse. word associations, projective drawings19. The Bender-Visual-Motor Gestalt Test consists of ninea. block designsb. geometric designsc. pictures of famous peopled. pictures of people in ambiguous situationse. symbolic representations20. Which of the following is not one of the methods of scoring theHutt Adaptation of the Bender-Gestalt Test?a. configurational analysis c. projective approachb. objective approach d. subjective approach21. Interpreting strange eyes as indicative of suspiciousness, largeheads as associated with intelligence, and erasures in the genital orbuttocks regions as indicative of conflicts concerning those areasare illustrations of the operation ofa. illusory correlations c. valid diagnostic signsb. popular stereotypes d. the post hoc fallacy22. Which of the following projective tests is most appropriate for analyzinginterpersonal relationships in families and schools?a. Draw-a-Person Test c. Hutt Adaptation of Bender-Gestaltb. House-Tree-Person Test d. Kinetic Drawing SystemAnswers: 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-dEssay1. 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?78

3. List at least three criticisms of projective techniques that have beenmade by their detractors.4. Why do projective techniques continue to be popular despite thatfact that a majority of clinical psychology faculty have negativeopinions 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 aprojective technique.7. Describe the method of story completions and how it is used as aprojective technique.8. Describe the Draw-a-Person and House-Tree-Person tests in terms ofcontent, administration procedure, scoring, and method of interpretation.9. Describe the Bender Visual-Motor Gestalt Test and the Hutt Adaptationof the Bender-Gestalt in terms of stimulus material, administrationprocedure, scoring, and interpretation.10. List several factors that may lead clinicians to conclude that projectivetechniques are more valid than they really are.79

Chapter 11. The Rorschach InkblotTechniqueMultiple-Choice1. Which of the following is the correct order of the three phases inadministering the Rorschach Inkblot Test?a. free association, inquiry, testing the limitsb. free association, testing the limits, inquiryc. inquiry, free association, testing the limitsd. inquiry, testing the limits, free associatione. testing the limits, inquiry, free association2. Which of the following persons was not one of the first to use inkblotsto test imagination?a. Alfred Binet c. T. Rybakovb. Hermann Rorschach d. Stella Sharp3. The first psychologist to fulfill a doctoral dissertation requirementby investigating the Rorschach wasa. Samuel Beck d. Zygmunt Piotrowskib. Marguerite Hertz e. David Rapaportc. Bruno Klopfer4. Which of the following is the official journal of the Society for PersonalityAssessment and specializes in articles on projective techniques?a. Journal of Personality Assessmentb. Journal of Personality Research and Assessmentc. Personality Assessment Bulletind. Personality Measurement Journal5. Currently the most prominent system for interpreting responses tothe Rorschach cards is the system devised bya. Samuel Beck d. Zygmunt Piotrowskib. John Exner e. Roy Shaferc. Bruno Klopfer6. The first category on which a Rorschach response is scored in Exner’sComprehensive System isa. content c. locationb. determinant d. popularity80

7. The features or characteristics on an inkblot that contribute to theresponse process are referred to asa. configurations d. shapesb. determinants e. stimulic. forms8. The response “That looks like a black bat.” to Card V on the Rorschachwould be scored asa. CF c. FCb. C′F d. F′C9. Which of the following is not a determinant?a. color d. shadingb. content e. texturec. form10. The ratio of all human movement responses to the weighted sumof the chromatic color responses on the Rorschach is referred to asa. experience balanceb. form/quality fractionc. organizational activityd. perseveration-confabulation ratio11. A large number of perseverations and confabulations in responsesto the Rorschach is indicative ofa. immaturity d. normalityb. mental giftedness e. psychopathologyc. mental retardation12. Introversive is to extratensive asa. determinant is to content c. movement is to colorb. form is to quality d. shading is to texture13. The first computer-based system for scoring and interpreting theRorschach was developed bya. John Exner c. Irvin Perlineb. Franklin Miller d. Zygmunt Piotrowski14. The most popular computer-based scoring and interpretation programfor the Rorschach was developed bya. John Exner c. Irvin Perlineb. Franklin Miller d. Zygmunt Piotrowski81

15. Which of the following traditional methods of determining reliabilityhas proved feasible with the Rorschach?a. internal consistency d. all of the precedingb. parallel-forms e. none of the precedingc. test-retest16. The Journal of Personality Assessment requires that interscoreragreement on Rorschach category responses be at least . . . . . . beforepublishing 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 probablymost suitable?a. children c. young adultsb. adolescents d. older adults18. A simple count of the total number of responses given by a personto the ten inkblots on the Rorschach is a rough index ofa. extroversion d. personality adjustmentb. garrulousness e. psychopathologyc. mental ability19. In Exner’s comprehensive system for scoring responses to the Rorschach,every response to a blot is scored in terms of all of the followingexcepta. content d. orderlinessb. determinant e. popularityc. location20. The . . . . . . was constructed by conventional psychometric procedures.a. Beck Inkblot Technique d. Rorschach Inkblot Techniqueb. Holtzman Inkblot Technique e. Shafer Inkblot Techniquec. Klopfer Inkblot Technique21. Only one response per card is permitted on thea. Beck Inkblot Technique d. Klopfer Inkblot Techniqueb. Hertz Inkblot Test e. Piotrowski Inkblot Testc. Holtzman Inkblot Technique22. Of the various inkblot tests, which one has the best psychometricqualities (norms, reliability, validity, etc.)?a. Beck Inkblot Technique c. Klopfer Inkblot Techniqueb. Holtzman Inkblot Technique d. Rorschach Inkblot Technique82

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-bEssay1. Describe the test stimuli on the Rorschach Inkblot Technique.2. Describe the traditional procedure for administering the RorschachInkblot Technique.3. Describe the five major Rorschach systems.4. Why has the Rorschach Inkblot Technique remained popular withpracticing clinical psychologists and psychiatrists despite the factthat it has serious psychometric problems?5. What is meant by content analysis of Rorschach responses?6. Describe the procedure for administering the Rorschach in Exner’sComprehension System.7. List and describe five determinant categories on which Rorschachresponses are scored.8. Of what does the structural summary of Rorschach responses consist?9. List several critical areas of personality functioning that should beconsidered in attempting to understand and describe a person’s psychologicalprocesses.10. Discuss the problems of determining the reliability and validity ofRorschach responses.83

Chapter 12. The TAT and OtherApperception TechniquesMultiple-Choice1. A prominent relative of the TAT, the Four Picture Test, was tracedback to 1930 by its authora. Brittain c. Swartzb. Libby d. Van Lennep2. Henry Murray’s coproducer on the 1935 version of the TAT wasa. Benjamin Brittain d. Heinz Libbyb. Marguerite Hertz e. Christina Morganc. D. J. van Lennep3. The complete set of TAT cards consists of . . . . . . pictures.a. 10 d. 30b. 20 e. 31c. 214. Which one of the following is the parent instrument of currentlyavailable picture-story tests?a. Michigan Picture Test c. Symonds Picture Storyb. Projective Personality Test d. Thematic Apperception Test5. After administering the TAT, it is useful to conduct aa. follow-up inquiryb. free association periodc. retesting on crucial cardsd. testing the limits session6. The scoring of TAT stories is usuallya. empirical d. normativeb. impressionistic e. objectivec. ipsative7. The card-by-card examples of TAT stories presented in Chapter 12involved the testing ofa. adult psychopaths d. juvenile delinquentsb. college students e. learning-disabled childrenc. psychotic patients84

8. Bellak maintains that most useful of all TAT cards with adolescentsisa. Card 1 d. Card 6BMb. Card 3BM e. Card 7BMc. Card 49. Murray’s procedure for interpreting TAT stories begins with ananalysis ofa. characters and plots d. signs and significatesb. locations and determinants e. themes and outcomesc. needs and press10. The central character in a TAT story, the person with whom thestory teller presumably identifies, is thea. hero d. starb. leading man e. villainc. protagonist11. In Murray’s system of interpreting TAT stories, the environmentalconditions impinging upon the main character are referred to asa. constraints d. pressb. demands e. pressuresc. forces12. The most likely, but still rather unlikely, successor to the TAT is thea. Michigan Picture Testb. Object Relations Testc. Picture Projective Testd. Thompson Modification of the TAT13. Thompson is to TEMAS asa. black is to Hispanic c. white is to blackb. Hispanic is to Anglo d. white is to Hispanic14. The Children’s Apperception Test is based on the assumption thatchildren identify more closely witha. animals than things c. females than malesb. children than adults d. people than thing15. Which of the following picture-story tests for children is based onAdlerian theory?a. Children’s Apperception Testb. Children’s Apperceptive Story-Telling Testc. Michigan Picture Testd. Roberts Apperception Test for Children85

16. All of the following tests except . . . . . . were standardized on representativesamples of children.a. Children’s Apperceptive Story-Telling Testb. Children’s Apperception Testc. Michigan Picture Test-Revisedd. Roberts Apperception Test for Children17. Which of the following picture-story tests has been criticized forportraying older adults in such a way as to discourage active respondingand as revealing only superficial aspects of personality?a. Gerontological Apperception Testb. Picture Story Test for Older Adultsc. Senior Apperception Testd. two of the abovee. all of the above18. The scoring of projective story-telling tests is to a large extenta. consistent d. invalidb. impressionistic e. reliablec. objectiveAnswers: 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-bEssay1. What were some early forerunners of the Thematic Apperception Test,by whom were they constructed, and what variables did they purportto measure?2. How is the procedure for administering the TAT different when it isadministered individually, self-administered, or administered simultaneouslyto a group of people?3. What cards are recommended by Bellak and Hartman for inclusion ina shortened TAT card set?4. What kinds of stories to TAT pictures are likely to be told by juveniledelinquents?5. List and define the six elements in Murray’s system for analyzing thecontent of TAT stories.6. What is a thema in Murray’s system for interpreting TAT stories? Whatare simple themas, complex themas, and some common themas?7. Evaluate the TAT in terms of its psychometric characteristics (reliability,validity, norms, etc.).86

8. List and describe at least three picture-story projective tests designedspecifically for children.9. List and describe two picture-story projective tests designed specificallyfor older adults.87

Chapter 13. Other Measures,Applications, and IssuesMultiple-Choice1. Blood volume is measured by a(n)a. electromyograph c. sphygmomanometerb. plethysmograph d. telethermometer2. Muscle tension is measured by means of a device known as a(n)a. electroencephalograph d. sphygmomanometerb. electromyograph e. thermisterc. psychogalvanometer3. Electrical resistance of the skin is measured by aa. electromyography c. plethysmographb. electromyograph d. psychogalvanometer4. Which of the following measures is not typically included in apolygraph test?a. blood pressure d. heart rateb. electroencephalograph e. respiration ratec. galvanic skin response5. Zuckerman found that high scorers on . . . . . . tended to have lowerblood levels of the monoamine oxidase (MAO) enzyme than lowscorers.a. augmentation c. neuroticismb. extroversion d. sensation-seeking6. Field independence is to field dependence as . . . . . . is toa. maturity, immaturityb. pain-tolerant, pain-sensitivec. temperamental, placidd. vigilant, lax7. In Witkin’s perception studies, field-independent subjects tended tobe more . . . . . . than field-dependent subjects.a. dependent c. immatureb. feminine d. secure88

8. The Body Adjustment Test, the Rod and Frame Test, and the EmbeddedFigures Test are all measures ofa. analytic/global thinkingb. field independence/dependencec. internal/external locus of controld. reflectivity/impulsivity9. Morgan found evidence differentiating between successful and unsuccessfulcandidates in three Olympic sports on thea. CPI d. POMSb. EPI e. 16PFc. MMPI10. The legal case concerning the use of the Psychscreen inventory forselecting applicants for the position of security guard wasa. Golden Rule Insurance Company v. Educational Testing Serviceb. Griggs v. Duke Power Companyc. Houston School Board v. American Psychological Corporationd. Soroka v. Dayton-Hudson11. Which of the following personality inventories proved useful inthe selection program of the Peace Corps?a. California Psychological Inventoryb. Jackson Personality Inventoryc. Millon Clinical Multiaxial Inventoryd. Minnesota Multiphasic Personality Inventorye. 16 Personality Factor Questionnaire12. After examining the trait-situation debate and relevant evidence, areasonable conclusion is that there is more support for a . . . . . .viewpoint.a. situation c. situation or traitb. trait d. trait × situation13. Of all personality assessment instruments, the most frequently administeredin legal contexts is thea. Clarke Sex History Questionnaireb. Georgetown Competency Screening Testc. Minnesota Multiphasic Personality Inventoryd. Rogers Criminal Responsibility Scalee. Rorschach Inkblot Technique89

14. What cognitive style is measured by Kagan’s Matching FamiliarFigures Test?a. acquiescence/oppositionismb. field independence/dependencec. internal/external locus of controld. reflectivity/impulsivity15. Paper-and-pencil tests of integrity were devised originally as replacementsfor thea. clinical interviewingb. mental status examinationsc. polygraph examinationd. situational testing16. The definition of insanity adhered to by most courts in the UnitedStates is thea. American Law Institute Standardb. Incompetency Statutec. Irresistible Impulse Claused. Irresponsibility Doctrinee. McNaghten Rule17. Which of the following approaches attempts through research todescribe the characteristic patterns of temperament, cognition, andbehavior that differentiate between diverse human components ofthe marketplace?a. behavioral toxicology d. sector samplingb. human factors analysis e. segmentation analysisc. psychographicsAnswers: 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-cEssay1. Discuss the use of biofeedback for the treatment of stress and anxiety.2. What is a polygraph, and for what purposes is it employed? Is itreliable and valid?3. Describe at least two techniques that are employed to make the resultsof polygraph tests more valid.90

4. How might you go about constructing a paper-and-pencil test tomeasure honesty or integrity? What kinds of questions or itemswould you include on such a test?5. Describe Hans Eysenck’s research on the physiological differentiationbetween extraverts and introverts and between normals andneurotics.6. Describe at least four different cognitive styles.7. Describe the “test burning in Texas” incident in 1959, why it occurred,and what the outcome was.8. What are some of the factors that contribute to the validity problemof 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 hierarchy.11. What effects has the managed care revolution in health care had onpsychodiagnostic testing?12. What are some reasonable predictions concerning further changesand improvements in personality assessment instruments and procedures?91