Professional Documents
Culture Documents
Psych
Psych
Table of Contents
Page
Preface
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20
32
Chapter 1.
Chapter 2.
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Chapter 3.
Chapter 4.
Chapter 5.
Chapter 6.
Chapter 7.
Chapter 8.
Chapter 9.
Chapter 10.
Chapter 11.
Chapter 12.
Chapter 13.
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42
47
52
57
61
66
71
76
80
84
88
Preface
Personality Assessment Methods and Practices (3rd ed.) is a comprehensive introduction to the measurement and assessment of personality. The
text is divided into five parts, consisting of one to four chapters each. The
four chapters in Part I provide an overview of the foundations of personality assessment, including history, theories, and psychometric methods.
The construction and administration of personality assessment instruments, as well as the interpretation and reporting of findings, are also
described in Part I.
The two chapters in Part II are concerned with basic principles of
behavioral observation, interviewing, and rating. Personality inventories, including rational-theoretical, factor-analytic, and criterion-keyed
inventories, are considered in detail in the first two chapters of Part III.
Inventories for measuring interests, values, and personal orientations,
which are also characteristics of personality, are surveyed in the third
chapter of Part III. The three chapters in Part IV are concerned with
projective methods, including association, completion, and drawing
techniques, as well as inkblot and picture-story methods.
Physiological, perceptual, and cognitive measures of personality are
considered in the first section of Chapter 13, the only chapter in Part V
and the last chapter in the book. The second section of this chapter deals
with selected areas of application of personality assessment instruments
and procedures, and the third section considers some of the issues pertaining to the assessment of personality.
Part I of the Instructors Manual consists of some suggestions for
teaching a course on this subject, and Part II provides detailed outlines
of the 13 chapters in the text. Part III of the manual is a list of books of
readings and reviews that are concerned with personality assessment.
Part IV describes a package of Computer Programs for Personality Assessment Methods and Practices that is available to instructors who
adopt the text. Part V contains a library of multiple-choice and essay test
items, by chapter in the text.*
I shall appreciate hearing from instructors and students about their
experiences with the text and the accompanying computer software and
test items. Like many other authors, I depend upon the readers of my
* To obtain a copy of the diskette, please contact the Publisher, Hogrefe & Huber
Publishers, P.O. Box 2487, Kirkland, WA 98083-2487, Tel. 425-820-1500,
Fax 425-823-8324, e-mail hh@hhpub.com.
Part I
Suggestions for Teaching
The days when the first principle of teaching was to stay at least one
lesson ahead of the students are probably gone forever, and some would
say Good riddance! However, it is amazing how enthusiastic and informative an instructor can be when lecturing on the precipice of ignorance. Perhaps this is somewhat like the professor/author who confessed
that he wrote a textbook because he didnt know anything about a particular subject and wanted to become familiar with it before attempting
to teach it. Be that as it may, I have always found that I am a better
teacher when I know the subject and the lesson quite well and have spent
some time reviewing it even when I have taught the course on numerous
occasions. Perhaps reviewing old material serves more of a motivational
than an intellectual purpose, a result which I hope is contagious and
encourages greater attention and retention in my students than if I were
unprepared and resigned myself to floundering around in the sea of ignorance.
One of my colleagues informed me that the questions which his students usually ask at the beginning of a course are: 1. How much of the
assigned reading will I be tested on? 2. How much of the lecture will I be
tested on? 3. What kind of tests will be given? 4. How will the tests be
graded? 5. Can I make up a test if I miss it? 6. How can I earn extra
credit? If you detect that most of these questions reveal a certain preoccupation with testing and grading, you are right! It is to be hoped that
students are interested in something more than tests and grades, but such
a preoccupation may be more realistic than we instructors like to think.
Although in theory both the processes and products of education should
be of concern, products, as symbolized by test scores and grades, are all
too often the only visible focus of many students. For this reason, many
instructors who are comparing texts for possible adoption make their
choices at least somewhat dependent on the availability of a good instructors manual with test items. Among other things, the manual which
you are now examining attempts to satisfy that need with a variety of
multiple-choice and essay test items for each chapter. Instructors will, of
course, supplement these items with others of their own devising that
deal with material they have emphasized or consider particularly important. Although these items comprise the bulk of the manual, there are
some other things that may also be useful to busy instructors.
5
Occasionally, usually after the first test, a student will ask how he or
she should study the text. My answer, although communicated somewhat more colloquially, usually goes something like this:
An important psychological principle is that active responding on the
part of students improves their effectiveness in learning and retention.
In addition, synopses and outlines of the material to be learned can
facilitate organizing, understanding, and recalling it. Therefore, you
should benefit from first reading the section headings and the summary
at the end of the chapter. Next read the entire chapter carefully and
attentively. After you finish reading a section of the chapter, attempt
to summarize the material in that section in your own words and ask
yourself questions about it. In particular, make absolutely certain that
you know the meanings of the important terms and concepts.
I also say that some students benefit by formulating their own definitions
of important terms and writing them on 3 5 cards. It may even be
helpful to construct a series of incomplete statements (fill-ins) on the
chapter material and review them just before the test. Alternatively, you,
the instructor, may wish to construct these incomplete statements on
each chapter and use them in reviewing the material. But for goodness
sake, dont treat the students like babies by doing all of the organizing
for them. Todays students are often quite empowerment-oriented and
may become confrontational if they feel that the instructor is belittling
them by oversimplifying the learning process and doing for them what
they are perfectly capable of doing themselves. Whether or not they
actually do it is, of course, another story.
There are many things that an instructor can do in a class on personality assessment other than sipping beverages and reviewing the text.
Conducting class discussions on topics of interest such as Personality
Assessment in the News, Personality Assessment and the Law, and
Ethical Issues in Personality Assessment may be stimulating. Informative mini-lectures and discussions can also be developed from some of the
essay questions in Part V of this manual.
Lecturing on supplementary material, viewing relevant video recordings, and administering, scoring, and interpreting personality inventories
can make the course more interesting and informative. Having students
collect assessment information by means of questionnaires or interviews,
requiring a term paper or a series of short papers on topics of relevance
to personality assessment, and asking students to give oral reports instead of or in addition to writing a paper are other useful activities. Some
of the projects which I have assigned are:
6
Questionnaire
Directions: Each of the statements on this questionnaire expresses an
attitude or opinion about personality assessment. You are to indicate the
extent of agreement between the attitude or opinion expressed in each
statement and your own personal attitude or opinion. Circle the letter(s)
corresponding to your attitude: Strongly Agree (SA); Agree (A); Undecided (U); Disagree (D); Strongly Disagree (SD).
1. Many personality tests are reliable and valid
measures of temperament and other stylistic
aspects of behavior.
SD D U A SA
SD D U A SA
SD D U A
SD D U A SA
SD D U
SD D U A SA
SD D U A SA
SD D U A SA
SD D U A SA
SD
Part II
Chapter Outlines
Although instructors dont like being accused of simply repeating or
reiterating the textbook material, I have found it useful to put an outline
of every chapter on the board, or hand out a photocopy of such an
outline to each student, when the chapter material is being discussed. The
following section headings of the chapters in Personality Assessment
Methods and Practices (3rd ed.), in addition to a list of important concepts dealt with in the chapter, should suffice.
Part I. Foundations of Personality Assessment
1. History and Theories
Historical Foundations
Ancient Greece and Rome
The Middle Ages and the Renaissance
Pseudoscience and Personality Assessment
Astrology
Palmistry
Phrenology
Physiognomy
Graphology
The Late Nineteenth and Twentieth Centuries
Theories of Personality
Type Theories
Trait Theories
Gordon Allport
R. B. Cattell
Hans Eysenck
Psychoanalytic Theories
Sigmund Freud
Carl Jung
Alfred Adler
Erik Erikson
Phenomenological Theories
Murrays Personology
Social Learning Theories
Rotters Social Learning Theory
Banduras Cognitive Social Learning Theory
Other Approaches to Personality Assessment
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Participant Observation
Situational Testing and Leaderless Group Discussion
Self-Observation and Content Analysis
Nonverbal Behavior
Kinesics
Proximics
Paralinguistics
Interpretive Accuracy
The PONS
Unmasking the Face
Observations for Behavior Modification
Improving the Accuracy of Observation
Training Observer
Interviews
Interviewing Technique and Structure
Structured and Unstructured Interviews
Interview Topics and Questions
Clinical Interviewing
Mental Status Interview
Computer-Based Interviewing
Behavioral Interviews
Stress Interviewing
Methode Clinique and Morality Research
Employment Interviews
Reliability and Validity of Interviews
Application Blanks and Biographical Inventories
Employment Application Blank
Biographical Inventories
References and Recommendations
6. Checklists and Rating Scales
Checklists
Adjective Checklists
The Adjective Check List
Multiple Affect Adjective Check List-Revised
Checklists of Behavior Problems and Clinical Symptoms
Mooney Problem Checklists
Child Behavior Checklist
Revised Behavior Problem Checklist
Symptom Checklists
Rating Scales
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Vocational Values
Work Values Inventory
The Values Scale
Temperament and Values Inventory
Personal Orientations and Attitudes
Personal Orientations
Bem Sex-Role Inventory
Sex-Role Egalitarianism Scale
Personal Orientation Inventory
Attitudes
Part IV. Projective Techniques
10. Associations, Completions, and Drawings
Concepts and Examples
The Influence of Psychoanalysis
Detractors and Supporters
Types of Projective Techniques
Association Techniques
Early Memories
Word Associations
Completion Techniques
Sentence Completions
Historical Background
Content and Scoring
The Rotter Incomplete Sentences Blank
Bloom Sentence Completion Survey
Play Techniques
Story Completions
Rosenzweig Picture-Frustration Study
Projective Drawings
Draw-a-Person Test
House-Tree-Person Technique
Kinetic Drawing System for Family and School
Bender-Visual-Motor Gestalt Test and Hutt Adaptation
Evaluating the Drawings
Hutt Adaptation of the Bender-Gestalt
Postscript on Projective Drawings
11. Rorschach Inkblot Technique
Format and Foundations
Rationale and Administration Procedure
Historical Background
16
Validity
TAT Modifications and Other Apperception Tests
Picture Projective Test
Apperceptive Personality Test
Apperception Tests for Minority Groups
Thompson TAT
TEMAS
Picture Tests for Children
Childrens Apperception Test
Roberts Apperception Test for Children
Childrens Apperceptive Story-Telling Test
Apperception Tests for Older Adults
Other Pictorial/Story Techniques
Part V. Personality Assessment Today and Tomorrow
13. Other Measures, Applications, and Issues
Physiological, Perceptual, and Cognitive Measures
Introversion/Extraversion and Physiology
Perception and Personality
Cognitive Styles
Applications of Personality Assessment
Assessment in Health Contexts
Managed Care in Mental Health
Assessment in Forensic Contexts
Marital and Family Assessment
Psychological Assessment in Sports
Consumer Behavior
AIO Inventories
VALS Approach
Issues in Personality Assessment
Continuing Controversies
Traits and Situations
Public and Governmental Concerns
Validity of Personality Assessment
Bias on Personality Tests
Prospects for Personality Assessment
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Part III
Books of Readings and Reviews
Groth-Marnat, G. (1997). Handbook of psychological assessment (3rd
ed.). New York: Wiley.
Impara, J. C., & Plake, B. S. (Eds.). (1998). The thirteenth mental
measurements yearbook. Lincoln: Buros Institute of Mental Measurements of the University of Nebraska-Lincoln.
Keyser, D. J., & Sweetland, R. C. (Eds.). (19881994). Test critiques
(Vols. VIIX). Austin, TX: pro.ed.
Krug, S. E. (Ed.). (1993). Psychware sourcebook (4th ed.). Champaign,
IL: MetriTech, Inc.
Links, P. S. (Ed.). (1996). Clinical assessment and management of severe
personality disorders. Washington, DC: American Psychiatric Press.
Maddox, T. (1997). Tests: A comprehensive reference for assessments in
psychology, education, and business. Austin, TX: pro.ed.
Murphy, L. L., Conoley, J. C., & Impara, J. C. (Eds.). (1994). Tests in
print IV: An index to tests, test reviews, and the literature on specific
tests. Lincoln: University of Nebraska and Buros Institute of Mental
Measurements.
Newmark, C. S. (Ed.). (1996). Major psychological assessment instruments (2nd ed.). Needham Heights, MA: Allyn & Bacon.
Pervin, L. A. (1990). Handbook of personality theory and research. New
York: Guilford.
Robinson, J. P., Shaver, P. R., & Wrightsman, L. S. (1991). Measures of
personality and social psychological attitudes. San Diego, CA: Academic Press.
Test Collection, Educational Testing Service. (Comp.). (19931995).
The ETS test collection catalog (2nd ed.). Phoenix, AZ: Oryx Press.
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Part IV
Computer Programs for Personality
Assessment*
Directions for Running Programs
Before attempting to run the programs on the accompanying diskette,
make certain that file qbasic.exe is on the diskette; if not, copy it from a
DOS directory onto the diskette.
If you are running the programs off the floppy disk drive do the 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 which
you can make a choice of categories and then a choice among programs
within a category.
You can also run the programs when you are in Windows. Begin by
clicking on the Start button, and then click on the Run icon. Next
type a:menu in the command box, and click on the OK button. Alternatively, you can begin by double-clicking on the My Computer icon, then
double clicking on 3 floppy [A:], and finally double-clicking on the
Menu icon.
If you installed the program on your hard drive in a file named
tests, for example, do the following:
1. In DOS, type cd c:\tests and press Enter.
2. Type menu at the c:\tests prompt and press Enter. The command
menu will get you into the program menu, from which you can
make a choice of programs to run.
If the programs have been stored in a directory named tests on your
hard disk, you can also run them in Windows. Begin by clicking on the
Start button, and then select the Run command from the Start
menu. Finally, type c:\tests\menu in the command box and click on the
* Instructors who adopt the text may obtain a free copy of the programs from
the Publisher, Hogrefe & Huber Publishers, P.O. Box 2487, Kirkland, WA
98083-2487, Tel. 425-820-1500, Fax 425-823-8324, e-mail hh@hhpub.com.
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 key
F1.
The output for some of the programs is printed on the monitor screen
and/or stored in an output file named results. Follow the directions for
each program carefully and you should have few problems. Keep in mind
that the tests administered by some of the programs are meant to be
illustrative exercises or demonstrations rather than serious efforts at assessment. Representative norms are not available for the sample tests.
Consequently, you should view the results as suggestive rather than definitive and advise other users to do likewise.
The following brief descriptions should suffice to acquaint you with
the programs:
Category A:
Programs on Basic Statistical Methods
1. Normal Curve Probabilities. This program may be used to compute
either (1) the normal probability for a given z value or (2) the z value
corresponding to a given cumulative normal probability.
2. Descriptive Statistics. For a set of 100 or fewer ungrouped scores, this
program computes and prints out the largest score, the smallest score,
the range, the arithmetic mean, median, variance, standard deviation,
the raw scores and their corresponding z scores.
3. Frequency Distributions and Associated Graphs. This program constructs a frequency distribution and plots a histogram and frequency
polygon for a set of scores. The user specifies the number of intervals
desired and whether or not a histogram and a frequency polygon are
needed. In addition to the intervals and the corresponding frequencies, the range of the scores is printed on the computer screen.
4. Multiple Regression Analysis. This program computes the standardized and unstandardized regression weights, the multiple correlation
coefficient (R), and the standard errors of the regression weights, and
conducts t tests for the significance of the regression weights for a
linear regression analysis with one, two, or three independent variables. The last variable is the dependent variable. Input data are the
means, standard deviations, and intercorrelations of the variables.
5. Correlation Coefficient and Regression Equation. This program computes the product-moment correlation coefficient between variables
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Category B:
Programs on Construction, Administration,
and Scoring Assessment Instruments
1. Constructing an Objective Personality Test. This program permits the
user to (1) construct an objective test of personality, (2) review and
revise the constructed test, (3) construct an answer key for the test, (4)
review and revise the answer key, (5) print the test, (6) print the answer key, (7) change the password for the program, and (8) enter a
series of examinee identification numbers to keep account of who
takes the test and that it is taken only once. The initial password for
the program is makit. Examinees identification numbers, each of
which is erased after the corresponding examinee has taken the test,
are stored by means of option 8. Many different tests and answer
keys, depending on their lengths, may be stored in appropriate files
on the same diskette as the program or on a companion diskette. Each
test and answer key is assigned to a separately coded file. The title,
directions, items, and answer key for a specific test may then be edited
or changed after the test has been administered. This program is a
companion to the next program (B2).
2. Administering and Scoring an Objective Personality Test. This program can be used to administer and score a true-false, multiple-choice,
or short-answer test of personality, or a checklist, rating scale, or
attitude scale arranged in multiple-response format. The options per22
mit the user to (1) take or administer a test, (2) score a test, (3) review
the test items and answers, and (4) print out the item responses and
the total score. The user must enter the password (takit to begin),
the test number, and his or her identification number. The printout
from option 4 includes the test number, the users identification number, and a six-column table. The first column of the table lists the item
number; the second column lists the examinees first responses to the
items; the third column lists the times (in seconds) for the first responses to the items; the fourth column lists the examinees 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 column
lists an R or W indicating whether the responses were right or
wrong. By using this program the examinee can take a test, review the
answers, score the test, and then print out the item responses, the item
response times, and the total test score for review purposes or to
provide a permanent record of the results.
3. Constructing a Rating Scale or Checklist. This program assists in
constructing a checklist or a rating scale having any desired number
of rating categories and items. The scale constructor enters the name
of the rating scale or checklist, the directions, the number of rating
categories, the label and definition for each category, the number of
items to be rated, and then types each item. Items are limited to 50
characters per line. The completed scale is printed on an external
printer, which must be one while the program is being run.
4. Scoring a Rating Scale or Checklist. This program scores a specified
number of rating scale or checklist questionnaires. The user enters the
number of questionnaires to be scored, the number of response categories per item, the label for each category, the numerical value corresponding to category k for item j, and the response to each item on
each questionnaire. In addition to each respondents raw score, a frequency distribution of responses made by the examinee to all items is
printed.
Category C:
Programs on Reliability, Validity, and Norms
1. Coefficient Alpha Reliability. This short program computes coefficient
alpha, a measure of the internal consistency reliability of a test. The
user enters the number of items and the number of examinees, and
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then enters the score for each examinee on each item. The numerical
value of coefficient alpha is printed on the computer screen.
2. Kuder-Richardson Reliability Coefficients. This program computes
the internal consistency reliability of a test by using Kuder-Richardson
formulas 20 and 21. The user enters the number of items, the arithmetic mean 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 20
and 21, are printed on the computer screen.
3. Reliability and Standard Error of Difference Scores. This program
computes the reliability and standard error of the difference scores.
The user enters the standard deviation of the first and second variables, the reliabilities of the first and second variables, and the correlation between the two variables. Then the reliability and standard
error of the difference scores are printed on the screen. Next the user
is asked if he (she) wants to compute a confidence interval for the
difference scores. If the answer is yes, the user is asked to indicate
the percent confidence interval (.90, .95, or .99) for the difference
scores and the difference between the two scores. Then the corresponding confidence interval for that difference is printed on the computer screen, and the user is asked if he (she) wants to solve another
problem.
4. Split-Half (Spearman-Brown) Reliability. By applying the SpearmanBrown prophecy formula, this program can be used to estimate (1) the
reliability of a lengthened test and (2) the number of additional items
needed for a test having a specified reliability coefficient. To make the
first estimate, the user must enter the number of items on the original
(unlengthened) test, the number of items on the final (lengthened) test,
and the reliability of the original (unlengthened) test. The computer
prints the reliability of the lengthened test on the screen. To make the
second estimate, the user must enter the number of items on the original (unlengthened) test, the reliability of the original (unlengthened)
test, and the desired reliability of the final (lengthened) test. The computer prints the number of new items that must be added to the test
to obtain a test having the desired reliability.
5. Standard Errors of Measurement and Estimate. This program computes (1) the standard error of measurement, (2) the standard error of
estimate, (3) the regression equation for predicting Y from X, (4) the
95% confidence interval for the true score on the X variable, and (5)
the 95% confidence interval for the obtained Y (criterion) score. To
determine the standard error of measurement and the associated con24
fidence interval, the user must enter the standard deviation of the test
score. To compute the standard error of estimate, the user must enter
the standard deviation of the Y variable and the correlation between
X and Y. To determine the regression equation for predicting Y from
X and the 95% confidence interval for the obtained Y score, the user
must enter the means and standard deviations of the X and Y variables, the correlation between the two variables, and the given X
score.
6. Standard Scores and Midpoint Percentile Ranks. From a frequency
distribution of raw scores, this program computes the standard z
scores, the normalized z scores, the transformed Z-score, T-scores,
and percentile ranks corresponding to the midpoints of the raw score
intervals of the raw scores. The user specifies the number of score
intervals, the midpoint of the first interval, and the interval width.
Then, for each interval, the user specifies the frequency on the interval. The output, which appears on the screen, is a table listing the
midpoint, the frequency, the midpoint percentile rank, and the values
of z, Z, normalized z, and T for each interval.
Category D:
Programs on Rating Scales and Checklists
1. Constructing a Likability Inventory. This program generates and
prints a Group Interaction Inventory from the names of the students in a class or other group. The group members fill out the printed
inventories by rating each name on a scale of 1 to 7 according to how
much they would like or dislike to engage in some activity with the
person, how important the person is to the group, how close the
respondent feels toward the person, likes to cooperate with him or her,
or considers the person important to the successful functioning of the
group. The inventory can be administered at the beginning and again
at the end of the course or other regularly meeting group to determine
changes in social interaction among the group membersan indicator
of changing group cohesiveness.
2. Scoring and Interpreting a Likability Inventory. This program scores
the ratings obtained from the inventories generated by the preceding
program and computes several indices of interpersonal attractiveness
and group cohesiveness. The measures include (1) a coefficient for
each rater indicating how he or she feels toward the other members
of the group, (2) a coefficient for each ratee revealing how the rest of
25
the group feels toward him or her, and (3) a coefficient reflecting how
the entire group feels about the group as a whole. See Aiken, L. R.
(1992). Some measures of interpersonal attraction and group cohesiveness. Educational and Psychological Measurement, 52, 6367.
3. Ranking Adjectives for Real and Ideal Selves. This program presents
a randomized series of 20 adjectives twice. The examinee ranks the
adjectives according to how descriptive they are of his (her) real and
ideal selves. The percentage congruency between the real and ideal self
rankings is computed.
4. Rating a Professors Personality. This program presents a set of 12
adjectives on which the examinee is asked to rate any college or university professor. The adjectives are: considerate, courteous, creative,
friendly, helpful, interesting, knowledgeable, motivating, organized,
patient, prepared, punctual. The following directions are given: On
a scale of 0 to 4, where 0 = lowest amount of the characteristic and 4
= highest amount of the characteristic, rate your professor on each of
the following descriptive characteristics. An overall rating ranging
from 0 to 48 and a percentage rating ranging from 0 to 100 are both
printed on the screen.
5. Checklist for Type A Behavior and Personality. This is a 20-item adjective checklist for evaluating the Type A behavior pattern and personality. The respondent enters y if the term or phrase is descriptive
and n if it is not descriptive of him (her). The score (number of
adjectives responded to with y) and the percentage of the total
possible score are printed on the screen.
6. Checklist for Comparing Self With Others. This is a checklist for determining the congruence between responses to self-descriptive and other-descriptive adjectives. The respondent is asked to indicate whether
each of 25 adjectives is descriptive of him (her) personally and whether
it is descriptive of people in general in the respondents chronological
age and sex group. The raw score (number of congruences between self
and other responses) and the percentage of total possible congruences
between self and other responses are printed on the screen.
Category E:
Programs on Personality Inventories
1. Five-Factor Personality Inventory. This program administers and
scores a five-factor personality inventory consisting of 15 self-rating
items. Scores on the five factors (Agreeableness, Conscientiousness,
26
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Category F:
Programs on Interests, Values, and Attitudes
1. Altruism Inventory. The inventory administered and scored by this
program is designed to measure the personal characteristic of altruism. Eight items of the 15-item inventory are worded in the positive
direction and the remaining seven items are worded in the negative
direction. The examinee types sa (strongly agree), a (agree), u
(undecided), d (disagree), or sd (strongly disagree) in response to
each of the randomly arranged statements. Total score ranges from 0
to 60. The Altruism Inventory has been used by the author in a variety
of student research projects involving correlational methodology. The
internal consistency reliabilities of the inventory are in the high .80s.
2. Educational Values Inventory. This inventory consists of 24 items
concerned with six educational values: Aesthetic, Leadership, Philosophical, Social, Scientific, and Vocational. Each item is answered on
a five-point scale. The 12 items in Part I refer to possible goals or
emphases of higher education; the examinee is instructed to type the
appropriate letter when a statement is presented to indicate how important he or she believes the corresponding goal should be (u = Unimportant, s = Somewhat important, i = Important, v = Very
important, e = Extremely important). On the six items of Part II
the examinee types the appropriate letter to indicate how valuable the
particular kinds of college courses are to students in general (n = Not
at all valuable, s = Somewhat valuable, v = Valuable, q = Quite
valuable, e = Extremely valuable). On the six items of Part III the
examinee types the appropriate letter to indicate how much attention
he or she feels should be given to each kind of college course in the
education of most students (n = No attention at all, l = Little
attention, m = Moderate amount of attention, a = Above average
amount of attention, or e = Extensive amount of attention). Responses are scored on a scale of 0 to 4, yielding scores ranging from
0 to 24 on each of the six scales. Various published and unpublished
investigations have been conducted with this inventory, providing information on how educational values vary with sex, ethnic group,
educational level, socioeconomic status, and decade.
3. Mathematics or Science Attitude Scale. Each of the 24 statements on
this Likert-type attitude inventory expresses a feeling or attitude toward mathematics or science. The examinee is instructed to indicate,
on a five-point scale, the extent of agreement between the attitude
28
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Category G:
Programs on Projective Techniques
1. Dot Pattern Test. This program consists of a projective test on which
the examinee is instructed to describe what he or she sees (pictures,
etc.) in each of ten sets of 100 randomly-generated dots on a computer
screen. The patterns are different each time the test is taken, so more
information is obtained when the test is taken more than once. The
following directions are presented:
On each of ten trials, a pattern of dots will appear on the screen. Describe in
a short phrase or sentence what each pattern of dots looks like to you, what it
might represent. Limit your description to one line on the computer screen.
The examinees responses are recorded, by trial number, in file results and on the screen. The results may be interpreted in terms of
dominant objects or actions perceived in the dot configurations.
2. Projective Line Drawings. This program is a projective test consisting
of 10 sets of random configurations of lines. Each configuration is
made up of six intersecting lines. The following directions are given
to the examinee:
Projective techniques such as the Rorschach Test consist of sets of ambiguous
stimulus material that are interpreted differently by different people. The different interpretations are said to reflect the examinees personality. One type
of projective technique consists of a pattern of lines such as those on this test.
For each of the following line drawings, look at the drawing and then type and
enter a description of what it looks like to you, what it might be. Limit the
length of your description to one line.
31
Part V
Multiple-Choice and Essay Test Items
Chapter 1. History and Theories
Multiple-Choice
1. The word persona is Greek for:
a. appearance
c. mask
b. character
d. temperament
2. The term personality is used in this text in a . . . . . . sense.
a. behavioral
c. holistic
b. charismatic
d. psychoanalytic
3. The oldest written descriptions of individual differences in personality are found in the:
a. Egyptian Book of the Dead
b. Epic of Gilgamesh
c. Holy Bible
d. Koran
4. The example given of personnel selection of soldiers by observing
how they drank water was taken from the Book of . . . . . . in the Bible.
a. Daniel
c. Exodus
b. Ecclesiastes
d. Judges
58. The Hippocrates/Galen theory proposed four temperament (personality) types, each of which corresponded to an excess of a particular humor. The four humors are:
a. choleric
c. phlegmatic
b. melancholic
d. sanguine
5. Which temperament type corresponded to an excess of black bile?
6. Which temperament type corresponded to an excess of blood?
7. Which temperament type corresponded to an excess of phlegm?
8. Which temperament type corresponded to an excess of yellow bile?
9. This Greek philosopher was an idealist whose writings on the difference between the rational and irrational, conflict, and regression presumably influenced psychoanalytic theory in the late nineteenth and twentieth centuries. Who was he?
32
a. Aristotle
b. Plato
c. Socrates
d. Sophocles
19. The child is father to the man is a notion most closely associated with the name of
a. R. B. Cattell
c. Carl Rogers
b. Sigmund Freud
d. William Sheldon
20. Ego is to id as
a. morality is to pleasure
b. morality is to reality
c. reality is to morality
d. reality is to pleasure
21. Which of the following is the correct order of stages in psychosexual development, according to Freud?
a. anal, oral, genital, phallic
b. genital, anal, phallic, oral
c. oral, anal, phallic, genital
d. phallic, oral, anal, genital
22. Frank is excessively neat, miserly, and holds strong opinions despite evidence to the contrary. He would probably be characterized by a psychoanalyst as a(n) . . . . . . personality.
a. anal
c. oral
b. genital
d. phallic
23. What did Cesare Lombroso, Ernst Kretschmer, and William Sheldon have in common?
a. They all constructed projective tests of personality.
b. They all conducted research on body types and personality.
c. They all constructed inventories to measure personality traits.
d. They were all psychoanalysts who disagreed with Freud.
24. Viscerotonia is to cerebrotonia as
a. endomorphy is to ectomorphy
b. endomorphy is to mesomorphy
c. mesomorphy is to ectomorphy
d. mesomorphy is to endomorphy
25. Which of the following names is not associated with a trait-factor
theory of personality?
a. Gordon Allport
c. Hans Eysenck
b. Raymond Cattell
d. Carl Rogers
26. In which of the following theories of personality is self-actualization a key concept?
a. body-type
c. psychoanalysis
b. phenomenology
d. trait-factor
34
Essay
1. Make a list of the most important events in the history of personality
assessment.
2. Defend graphology as a legitimate, objective field of study and research.
3. Discuss the contributions of the ancient Greek philosophers to the
field of personality assessment and research.
4. Differentiate between astrology, graphology, numerology, palmistry,
phrenology, and physiognomy.
5. What is the word-association technique and by whom was it used
first?
6. Provide three or four different definitions of the term personality;
then select the best one and defend your choice.
35
7. Why has astrology, an obvious pseudoscience, created so much fascination and encouraged so much belief among people, both famous
and infamous, throughout history?
8. What are the key elements in a social learning theory of personality?
9. How do type theories differ from trait theories of personality?
10. What are the major differences between psychoanalytic, phenomenological, trait-factor, and social learning theories of personality?
36
Chapter 2. Psychometrics I:
Measurement, Statistics, and Test
Design
Multiple-Choice
16. The scoring keys for the MMPI and the Strong Vocational Interest
Blanks were determined:
a. deductively
c. rationally
b. empirically
d. theoretically
17. Construction of an item characteristic curve is done for the purpose of
a. discriminant analysis c. item analysis
b. factor analysis
d. regression analysis
18. Which of the following is the most obvious source to consult for a
review of a psychological test?
a. Mental Measurements Yearbooks
b. Psychological Abstracts
c. Standards for Educational and Psychological Tests
d. Tests in Print
19. Communality plus specificity equals
a. error variance c. validity
b. reliability
d. true variance
20. The major purpose of factor rotation is to
a. compare the oblique and orthogonal procedures
b. increase the number of non-zero factor loadings
c. prepare the correlation matrix for factoring
d. simplify the factor matrix for interpretation
21. All standard scores are based on . . . . . . scores.
a. DIQ
d. T
b. NCE
e. z
c. stanine
22. Standard scores represent measurement on a(n)
a. interval scale
c. ordinal scale
b. nominal scale d. ratio scale
23. Which of the following is an example of measurement at a nominal level?
a. numbers on athletic uniforms
b. order of finishing in a race
c. temperature in degrees Celsius
d. weight of baggage in kilograms
39
Essay
1. Differentiate between descriptive and inferential statistics and the
purposes for which each is used.
2. List the four scales of measurement, and the kinds of data with which
each is appropriate.
3. List three measures of average (central tendency), describe how each
is computed, and cite the advantages and disadvantages of each 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-biserial correlations in terms of how each coefficient is computed and
the kinds of problems for which it is appropriate?
7. What is the purpose of conducting a factor analysis of a set of n
scores on m tests? What are the advantages and disadvantages of
factor analysis?
8. What is the purpose of an item analysis, and how is one conducted?
40
9. List several sources to which you would turn for information about
specific tests. What are the advantages and disadvantages of each
source?
10. How are z scores computed and how are they used?
41
1 r11
a. r11
b. 1 r11
d. sobs
1 r11
12. If 40% of a tests observed variance is due to errors of measurement, what is the reliability coefficient of the test?
a. .20
c. .60
b. .40
d. .80
13. Assuming that the correlation between the odd-numbered items
and the even-numbered items on a test is .74, the corrected splithalf reliability of the test (using the Spearman-Brown prophecy
formula) is approximately
a. .80
c. .90
b. .85
d. .95
14. The Kuder-Richardson method of determining reliability yields an
average . . . . . . coefficient.
a. alternate tests c. split-half
b. parallel forms d. test-retest
15. An interscorer or interrater reliability coefficient is most likely to
be computed in determining the reliability of a(n)
a. checklist
d. projective test
b. objective test
e. rating scale
c. personality inventory
43
23. Analysis of variance techniques are used in the reliability estimation procedure known as . . . . . . theory.
a. classical reliability
b. generalizability
c. split-half
d. true score
24. A confidence interval for a persons obtained score on a criterion
measure can be determined by using the standard error of
a. estimate
c. the mean
b. measurement
d. the variance
25. The larger the validity coefficient, the smaller the
a. reliability coefficient
b. standard error of estimate
c. standard error of measurement
d. standard deviation
26. The most comprehensive type of validity, in that it comprises all of
the other types, is . . . . . . validity.
a. concurrent
c. content
b. construct
d. predictive
27. The proportion of people in a target population who manifest a
specified characteristic or condition is the . . . . . . for that condition.
a. base rate
c. population density
b. epidemiological incidence d. selection ratio
28. Convergent and discriminant validation are associated with the
. . . . . . validity of a test.
a. concurrent
c. content
b. construct
d. predictive
29. Which of the following statistics enables an examiner to establish
confidence limits for the true scores of examinees having a given
observed score on a test?
a. KuderRichardson predictive index
b. SpearmanBrown prophecy coefficient
c. standard error of estimate
d. standard error of measurement
30. Standard error of measurement is to standard error of estimate as
a. concurrent validity is to predictive validity
b. content validity is to face validity
c. normal distribution of errors is to skewed distribution of errors
d. reliability is to validity
45
Answers: 1-b, 2-d, 3-a, 4-a, 5-b, 6-e, 7-d, 8-b, 9-b, 10-c, 11-b, 12-c, 13-b,
14-c, 15-d, 16-c, 17-a, 18-d, 19-c, 20-c, 21-d, 22-a, 23-b, 24-a, 25-b,
26-b, 27-a, 28-b, 29-d, 30-d
Essay
1. Distinguish between simple random sampling, stratified random
sampling, and cluster sampling.
2. Distinguish between age norms, grade norms, percentile norms, and
standard score norms.
3. List and define three types of standard score norms.
4. List three methods of equating tests, or at least of making their scores
comparable.
5. List three types of reliability, and some advantages and disadvantages of each.
6. Distinguish between the standard error of measurement and the
standard error of estimate, and describe how each of these statistics
is used.
7. List three types of validity and the purposes for which each is used.
8. Distinguish between the Spearman-Brown, Kuder-Richardson, and
Cronbach alpha approaches to evaluating the internal consistency of
a test.
9. How is reliability affected by each of the following conditions: (a)
the variability of scores in the criterion group, (b) the length of the
test, (c) the consistency of scores from one time to another?
10. What is the relationship between the reliability and validity of a test?
Does a test have to be reliable in order to be valid? Does it have to
be valid in order to be reliable?
11. How are the reliability of score differences and the standard error of
score differences used in helping to make psychometric decisions?
46
Chapter 4. Administration,
Interpretation, and Reporting
Multiple Choice
1. Greater emphasis is placed on the subjective judgment of the assessor in the . . . . . . approach or orientation in collecting and interpreting personality assessment information.
a. behavioral
c. psychometric
b. psychodynamic d. trait-factor
2. Most clinical psychologists probably prefer a(n) . . . . . . approach
to data collection and interpretation.
a. behavioral
d. psychodynamic
b. eclectic
e. psychometric
c. omnibus
3. The most popular psychological assessment procedures are:
a. checklists and rating scales
b. inventories and projective techniques
c. observations and interviews
d. objective testing and biographies
4. Rapport refers to a
a. case study describing the tests administered and the diagnosis made
b. hierarchy of questions on a test in order of increasing difficulty
c. special type of personality test in which there is a minimum of
structure
d. warm, friendly relationship between the examiner and the examinee
5. Deviations from standard directions for administering a test are of
greatest concern with respect to the effects of such deviations on
the
a. diagnostic meaning of score differences
b. interpretation of the scores
c. norms obtained from the standardization sample
d. reliability and/or validity of the test
47
6. Of all the following factors that are important in preparing to administer a test, the most important is for the examiner to
a. be thoroughly familiar with the directions for administering the
test
b. make certain that the testing environment is quiet, comfortable,
well-lighted, and adequately furnished
c. review beforehand with the examinees items that are similar to
those on the test
d. tell the examinees what kind of test will be administered, and reassure them that they will do well
7. The only thing that is objective about an objective test is the
a. examiner
d. questions
b. format
e. scoring
c. interpretation
8. Because errors of measurement can easily raise or lower the scores
on a psychological test, it is important to
a. be flexible in presenting the directions to a test
b. follow the test directions exactly without deviation
c. tell the examinees to use their own judgment concerning the test
directions
d. use common sense in deciding what portion of the test directions to read
9. The most recently published edition of the Diagnostic and Statistical Manual of Mental Disorders is number
a. two
d. five
b. three
e. six
c. four
10. On which axis of DSM-IV are Clinical Disorders classified?
a. Axis I
d. Axis IV
b. Axis II
e. Axis V
c. Axis III
11. On which axis of DSM-IV are Personality Disorders classified?
a. Axis I
d. Axis IV
b. Axis II
e. Axis V
c. Axis III
12. Paul Meehl summarized evidence pointing to the superiority of the
. . . . . . approach to predicting behavior.
a. clinical
c. statistical
b. psychoanalytic d. trait-factor
48
13. The fact that suicide and homicide are more difficult to predict
than neurotic behavior is due in some measure to the different
. . . . . . of these conditions.
a. base rates
d. operational definitions
b. connotative meanings e. target severities
c. illusory correlations
14. The content and style of the report of a psychological examination
should vary with the
a. background and orientation of the writer
b. purposes for which the report is being prepared
c. readers for whom the report is intended
d. b and c
e. a, b, and c
15. Referrals for psychological examinations should
a. ask specific questions which the referring agency or individual
would like to have answered
b. be as brief as possible, because psychological examiners are
busy people who have little time to read
c. be open-ended, because the psychological examiner does not
want the search for diagnostic procedures to be limited
d. outline in some detail the procedures for evaluating the client
and the nature of the report required
16. The most important part of a psychological report is the . . . . . . section.
a. conclusions and recommendations
b. observations and interview findings
c. reason for referral
d. test results and interpretations
17. Of the following, the most important question for the writer to
keep in mind in preparing a psychological report is:
a. Does the report contain enough information about the examinee so diagnostic and intervention decisions can be made?
b. Does the report include information on both positive and negative characteristics of the examinee?
c. Have the questions concerning the examinees psychological
functioning been answered satisfactorily?
d. Is the report general enough so the examinee will not be stereotyped and specific enough so he(she) can be assigned a diagnostic
label?
49
Essay
1. Describe at least three settings in which personality assessments are
made and the purposes for making assessments in those settings.
2. What are the goals of personality assessment, and how can they be
attained in a particular case?
3. Differentiate among the psychodynamic, psychometric, and behavioristic models of personality and the particular personality assessment techniques favored by each.
4. List four of the most popular personality inventories.
5. List several standards from the Standards for Psychological and Educational Testing that are particularly relevant to the administration
of personality assessment instruments and procedures.
6. Under what circumstances is it appropriate to deviate from standard
procedure in administering a personality assessment instrument?
7. What kinds of information is it important to obtain in order to construct an accurate picture of the personality of an individual?
8. Describe the Diagnostic and Statistical Manual of the American Psychiatric Association, particularly DSM-IV, its structure and applications, and any criticisms of it.
9. Distinguish between clinical and statistical prediction, and take a
position in favor of one approach versus the other.
10. Name and describe three or four factors that detract from the accuracy of clinical judgments and how they should be dealt with.
11. List the four sections of a psychological assessment report and the
contents of each.
12. What are the advantages and disadvantages of computer-based test
administration, scoring, and interpretation in comparison with traditional, non-computer-based procedures?
13. What are informed consent and confidentiality, and why is it important to consider them in reporting the results of a psychological
examination?
51
8. The wall problem and other situational tests used by the O.S.S.
were administered for purposes of selecting
a. business executives
c. espionage agents
b. clinical psychologists
d. military officers
9. Situational testing is a type of
a. controlled observation
c. uncontrolled observation
b. structured interviewing
d. unstructured interviewing
10. Participant observation is a research and assessment technique employed most often by
a. clinical psychologists
b. cultural anthropologists
c. educational and school psychologists
d. public-opinion pollsters
11. It is often said that a person reveals more by his or her facial expressions and hands than by words. If so, then the a person is communicating largely by
a. culturics
c. paralinguistics
b. kinesics
d. proximics
12. Tone of voice, rate of speaking, and other nonverbal aspects of
speaking are referred to as
a. culturics
c. paralinguistics
b. kinesics
d. proximics
13. The PONS and FACS are measures of . . . . . . behavior.
a. nonverbal
c. subjective
b. projective
d. verbal
14. In designing a behavior modification program for a particular patient, it is important to identify all of the following except the
a. antecedents
c. consequences
b. causes
d. problem behaviors
15. The greatest amount of skill on the part of the interviewers is needed in . . . . . . interviewing.
a. controlled
c. structured
b. employment
d. unstructured
16. Which of the following types of interviewing would probably require the least amount of training?
a. morality interviewing
c. structured interviewing
b. stress interviewing
d. unstructured interviewing
53
17. The reliabilities of observations and interviews are usually determined by . . . . . . procedures.
a. internal consistency c. parallel forms
b. interrater
d. test-retest
18. An interviewer who rates an interviewer high on intelligence, reliability, and effectiveness simply because the latter is sexy has
succumbed to a
a. central tendency error
c. halo effect
b. contrast error
d. leniency error
19. Judging an interviewee on the basis of a general impression or a
single prominent characteristic is known as the . . . . . . error.
a. central tendency
d. halo effect
b. constant
e. leniency
c. contrast
20. Which of the following questions is legally unacceptable in an employment interview?
a. How many years experience do you have in this type of work?
b. What are your career goals?
c. To what clubs or organizations do you belong?
d. What did you like or dislike about your last job, and why did
you leave it?
21. Which of the following questions is legally acceptable in an employment interview?
a. Are you single, married, divorced, separated, or widowed?
b. Do you rent or own your own home?
c. What is your educational background, and what schools did
you attend?
d. Where were you born, and how old are you now?
22. Experience with computer-based interviewing has shown that interviewees usually
a. do not object to it
b. do not understand it
c. object strenuously to it
d. respond enthusiastically to it
23. The easiest kind of interview to conduct and evaluate by means of
a computer is a(n) . . . . . . interview.
a. open-ended
c. structured
b. sequential
d. unstructured
54
Essay
1. What are some of the advantages and disadvantages of interviews in
assessing personality?
55
56
Essay
1. List the comparative advantages and disadvantages of checklists and
rating scales.
2. Describe several standardized and published checklists and the purposes for which each is administered.
3. List and describe four different kinds of rating scales.
4. What is a behaviorally anchored rating scale, and what advantages
does it have over other types of rating scales?
5. List and define four different types of errors in ratings.
6. Can the validity of ratings be improved by training raters? Why or
why not?
7. What are attitudes, and 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 Role
Construct Repertory Test and the purposes for which it is used.
60
Essay
1. 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 in
responding to the items on a personality inventory.
4. What is the five-factor model of personality, and is it adequate to
describe the varieties of human personality?
5. What purpose does a validity scale on a personality inventory serve,
and how is it constructed?
6. Distinguish between the jingle fallacy and the jangle fallacy.
7. Differentiate between self-concept and self-esteem, and list some
standardized instruments to measure these constructs.
8. List at least one inventory that was designed to assess each of the
following specific clinical symptoms or disorders: alcoholism, anxiety, depression, eating disorders, stress, suicidal ideation.
9. What are the similarities and differences between rational-theoretical and factor-analyzed inventories of personality?
10. How reliable and valid are personality inventories? How good are
the norms on which they are interpreted? Cite specific examples and
data to support your answers.
65
Chapter 8. Criterion-Keyed
Inventories
Multiple-Choice
1. The most famous of all criterion-keyed inventories of personality
is the:
a. CPI
c. MCMI
b. JAS
d. MMPI
2. Which of the following is the grandfather of all criterion-keyed
personality inventories?
a. CPI
c. MCMI
b. JPI
d. MMPI
3. The fact that specific items comprising the MMPI were selected on
the basis of their ability to differentiate between various clinical diagnostic groups makes the MMPI a(n) . . . . . . personality inventory.
a. content validated
c. factor-analyzed
b. criterion-keyed
d. internally consistent
4. The MMPI was designed originally to differentiate between
a. delinquent and non-delinquent youths
b. persons with different degrees of mild maladjustment
c. mentally retarded and mentally ill persons
d. psychiatrically disordered and normal persons
5. In addition to nine clinical scales and a large number of other empirically derived scales, the MMPI is scored on four . . . . . . scales.
a. content
c. specific
b. reliability
d. validity
6. The ?, L, F, and K scales of the MMPI are known as . . . . . . scales.
a. clinical
c. supplementary
b. reliability
d. validity
7. High scores on scales 1, 2, and 3 of the MMPI are indicative of
a. psychoneurosis
c. psychopathic personality
b. psychosomatic illness
d. schizophrenia
8. High scores on scales 6, 7, 8, and 9 of the MMPI are characterized
as the . . . . . . tetrad.
a. paranoid
c. psychopathic
b. psychoneurotic
d. psychotic
66
9. When the standard scores on all clinical scales of the MMPI are
above 70, this is good evidence that
a. an error has been made in scoring the inventory, because MMPI
scales are ipsative
b. the respondent has a serious psychological problem of some
kind
c. the respondent is generally well-adjusted, with no psychopathological trends
d. the respondent has just as many good qualities as bad ones
10. Restandardization of the MMPI involved all of the following except
a. inclusion of content not represented in the original version
b. provision of separate forms of the inventory for adults and adolescents
c. provision of separate forms for men and women, blacks and
whites
d. revision and rewording of the language of existing items that
were dated, awkward, or sexist
11. The . . . . . . is sometimes referred to as a sane persons MMPI or
a normal offspring of the MMPI.
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Millon Clinical Multiaxial Inventory
d. Personality Inventory for Children
12. The most extensively investigated of the empirically derived personality inventories designed for normal people is the
a. California Psychological Inventory
b. Minnesota Counseling Inventory
c. Minnesota Multiphasic Personality Inventory
d. Minnesota Test of Personality
13. The three themes assessed by the revised CPI include all of the following except
a. character
c. orientation
b. competence
d. role
14. Which of the following is not one of the three conceptual groups
on which the Revised CPI is scored?
a. basic psychopathology scales
b. folk-concept measures
c. special purpose scales
d. three major themes
67
15. In the role, character, and competence scoring themes on the Revised CPI,
a. alphas are described as conventional
b. betas are described as alienated
c. gammas are described as manipulative
d. deltas are described as conflicted
16. Compared with other personality inventories, the Personality Inventory for Children is unique in that it
a. can be scored either by hand or by computer
b. consists of forced-choice items
c. has been both rationally and empirically validated
d. is scored from responses given by an adult
17. The Millon Clinical Multiaxial Inventory is viewed as a competitor to the
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Minnesota Multiphasic Personality Inventory
d. Personality Inventory for Children
e. 16 Personality Factor Questionnaire
18. All of the following inventories except the . . . . . . were designed for
the assessment of personality in normal rather than clinical
populations.
a. Basic Personality Inventory
b. California Psychological Inventory
c. Jackson Personality Inventory
d. Personality Research Form
e. 16 Personality Factor Questionnaire
19. The scoring categories of MCMI-III follow the diagnostic classification system of
a. DSM-II
c. DSM-III-R
b. DSM-III
d. DSM-IV
20. The most outstanding feature of the Personality Research Form
and the Jackson Personality Inventory is the
a. careful validation and freedom from response sets
b. provision for both hand and machine scoring
c. sophistication of their construction methodology
d. wide range of variables measured by them
68
21. Which of the following personality inventories has a more clinical orientation than the others?
b. Jackson Personality Inventory
c. Millon Adolescent Personality Inventory
d. Personality Research Form
22. The MMPI is a . . . . . . personality inventory.
a. content-oriented
c. factor-analyzed
b. criterion-keyed
d. theory-based
23. Psychiatric patients typically have high scores on scale . . . . . . of
the MMPI or MMPI-2.
a. 2 and 7
c. 1, 2, and 3
b. 6 and 8
d. 6, 7, 8, and 9
24. Of the following inventories designed for diagnosing psychopathology, the most extensive research during the late 1990s was conducted on the
a. Basic Personality Inventory
b. Minnesota Multiphasic Personality Inventory
c. NEO Personality Inventory
d. Personality Assessment Inventory
e. Wisconsin Personality Disorder Inventory
Answers: 1-d, 2-d, 3-b, 4-d, 5-d, 6-d, 7-a, 8-d, 9-b, 10-c, 11-a, 12-a, 13-c,
14-a, 15-d, 16-d, 17-c, 18-a, 19-d, 20-c, 21-a, 22-b, 23-d, 24-d
Essay
1. What is criterion-keying, and how does it differ from the rationaltheoretical and factor-analytic strategies for constructing personality
inventories?
2. List and describe the four validity scales of the MMPI and the purpose of 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 what
kinds of situations and to what kinds of people it is administered.
4. Describe the coding procedure for interpreting a profile of scores on
the MMPI-III.
5. Why has the MMPI endured for over a half-century, when a number
of psychometrically superior instruments have been published since
the early 1940s?
69
6. Describe the three major themes of the revised CPI and what each
measures.
7. Describe the process of interpreting scores on the revised version of
the CPI.
8. What is the Personality Inventory for Children, and in what sense is
it unique?
9. Describe the design and purposes of each of the personality inventories constructed by Theodore Millon.
10. Describe the design and purposes of each of the three personality
inventories constructed by D. N. Jackson.
70
21. On the average, boys score higher than girls on all of the following
scales of the Kuder General Interest Survey except
a. Clerical
c. Mechanical
b. Computational
d. Persuasive
22. Which of the following inventories of interests in nonprofessional
occupations was discussed in the text?
a. California Occupational Preference Survey
b. Career Assessment Inventory
c. Ohio Vocational Interest Survey
d. Vocational Preference Inventory
23. It is important for vocational counselors to make counselees aware
of the differences between
a. abilities and grades
b. interests and abilities
c. interests and motives
d. personality traits and interests
24. A learned predisposition to respond positively or negatively to a
specific object, situation, institution, or person is known as a(n)
a. attitude c. interest
b. belief
d. value
25. Milton Rokeach referred to beliefs concerning desirable and undesirable modes of conduct as . . . . . . values.
a. competence
c. personal-social
b. instrumental
d. terminal
26. Rokeachs instrumental values may be either
a. consideration or structure c. moral or competence
b. means or methods
d. personal or social
27. Rokeachs terminal values may be either
a. consideration or structure c. moral or competence
b. means or methods
d. personal or social
28. A person who possesses both typically masculine and typically feminine interests in approximately equal proportions is designated as
a. androgynous
d. homosexual
b. bisexual
e. transvestitic
c. hermaphroditic
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29. Milton Rokeach differentiated between . . . . . . valuesthose concerned with modes of conductand . . . . . . valuesthose concerned with end states.
a. current, future
c. moral, competence
b. instrumental, terminal
d. personal, social
Answers: 1-b, 2-c, 3-d, 4-d, 5-b, 6-b, 7-e, 8-d, 9-d, 10-c, 11-b, 12-b, 13-c,
14-b, 15-d, 16-d, 17-c, 18-a, 19-b, 20-a, 21-a, 22-b, 23-b, 24-a, 25-b,
26-c, 27-d, 28-a, 29-b
Essay
1. Differentiate between needs, traits, values, and interests.
2. List and describe the four stages in Donald Supers theory of development of interests.
3. List and describe the three stages in Ginzbergs theory of vocational
decision-making.
4. Make a sketch of Anne Roes three-dimensional conical model of
interests.
5. Make a sketch of J. L. Hollands hexagonal model of interests, and
define the six RIASEC categories.
6. Define the concepts of differentiation, identity, congruence, and calculus in Hollands theory of interests.
7. What are the main differences in format and scoring of the Strong
and Kuder interest inventories?
8. In what sense are vocational interest inventories sex-stereotyped,
and what can be done to make them free of gender bias?
9. What procedures are employed in using interest inventories for vocational counseling purposes?
10. Describe at least two different values surveys and the variables measured by each.
11. What is a sex-role inventory? Describe at least one such instrument.
12. What is a personal orientation? Describe at least one instrument
designed to measure a personal orientation.
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Essay
1. Explain the origin and meaning of the term projective technique?
2. On the House-Tree-Person Technique, what do the house, the tree,
and the person drawings presumably reveal about personality?
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15. Which of the following traditional methods of determining reliability has proved feasible with the Rorschach?
a. internal consistency d. all of the preceding
b. parallel-forms
e. none of the preceding
c. test-retest
16. The Journal of Personality Assessment requires that interscorer
agreement on Rorschach category responses be at least . . . . . . before publishing reports of research involving the Rorschach.
a. 65%
d. 90%
b. 70%
e. 95%
c. 80%
17. For what age group is the Rorschach Inkblot Technique probably
most suitable?
a. children
c. young adults
b. adolescents
d. older adults
18. A simple count of the total number of responses given by a person
to the ten inkblots on the Rorschach is a rough index of
a. extroversion
d. personality adjustment
b. garrulousness e. psychopathology
c. mental ability
19. In Exners comprehensive system for scoring responses to the Rorschach, every response to a blot is scored in terms of all of the following except
a. content
d. orderliness
b. determinant
e. popularity
c. location
20. The . . . . . . was constructed by conventional psychometric procedures.
a. Beck Inkblot Technique
d. Rorschach Inkblot Technique
b. Holtzman Inkblot Technique
e. Shafer Inkblot Technique
c. Klopfer Inkblot Technique
21. Only one response per card is permitted on the
a. Beck Inkblot Technique
d. Klopfer Inkblot Technique
b. Hertz Inkblot Test
e. Piotrowski Inkblot Test
c. Holtzman Inkblot Technique
22. Of the various inkblot tests, which one has the best psychometric
qualities (norms, reliability, validity, etc.)?
a. Beck Inkblot Technique
c. Klopfer Inkblot Technique
b. Holtzman Inkblot Technique
d. Rorschach Inkblot Technique
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Answers: 1-a, 2-b, 3-a, 4-a, 5-b, 6-c, 7-b, 8-c, 9-b, 10-a, 11-e, 12-c, 13-d,
14-a, 15-e, 16-c, 17-c, 18-c, 19-d, 20-b, 21-c, 22-b
Essay
1. Describe the test stimuli on the Rorschach Inkblot Technique.
2. Describe the traditional procedure for administering the Rorschach
Inkblot Technique.
3. Describe the five major Rorschach systems.
4. Why has the Rorschach Inkblot Technique remained popular with
practicing clinical psychologists and psychiatrists despite the fact
that it has serious psychometric problems?
5. What is meant by content analysis of Rorschach responses?
6. Describe the procedure for administering the Rorschach in Exners
Comprehension System.
7. List and describe five determinant categories on which Rorschach
responses are scored.
8. Of what does the structural summary of Rorschach responses consist?
9. List several critical areas of personality functioning that should be
considered in attempting to understand and describe a persons psychological processes.
10. Discuss the problems of determining the reliability and validity of
Rorschach responses.
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8. Bellak maintains that most useful of all TAT cards with adolescents is
a. Card 1
d. Card 6BM
b. Card 3BM
e. Card 7BM
c. Card 4
9. Murrays procedure for interpreting TAT stories begins with an
analysis of
a. characters and plots
d. signs and significates
b. locations and determinants
e. themes and outcomes
c. needs and press
10. The central character in a TAT story, the person with whom the
story teller presumably identifies, is the
a. hero
d. star
b. leading man
e. villain
c. protagonist
11. In Murrays system of interpreting TAT stories, the environmental
conditions impinging upon the main character are referred to as
a. constraints
d. press
b. demands
e. pressures
c. forces
12. The most likely, but still rather unlikely, successor to the TAT is the
a. Michigan Picture Test
b. Object Relations Test
c. Picture Projective Test
d. Thompson Modification of the TAT
13. Thompson is to TEMAS as
a. black is to Hispanic
b. Hispanic is to Anglo
c. white is to black
d. white is to Hispanic
16. All of the following tests except . . . . . . were standardized on representative samples of children.
a. Childrens Apperceptive Story-Telling Test
b. Childrens Apperception Test
c. Michigan Picture Test-Revised
d. Roberts Apperception Test for Children
17. Which of the following picture-story tests has been criticized for
portraying older adults in such a way as to discourage active responding and as revealing only superficial aspects of personality?
a. Gerontological Apperception Test
b. Picture Story Test for Older Adults
c. Senior Apperception Test
d. two of the above
e. all of the above
18. The scoring of projective story-telling tests is to a large extent
a. consistent
d. invalid
b. impressionistic
e. reliable
c. objective
Answers: 1-d, 2-e, 3-e, 4-d, 5-a, 6-b, 7-d, 8-a, 9-c, 10-a, 11-d, 12-c, 13-a,
14-a, 15-b, 16-b, 17-d, 18-b
Essay
1. What were some early forerunners of the Thematic Apperception Test,
by whom were they constructed, and what variables did they purport
to measure?
2. How is the procedure for administering the TAT different when it is
administered individually, self-administered, or administered simultaneously to a group of people?
3. What cards are recommended by Bellak and Hartman for inclusion in
a shortened TAT card set?
4. What kinds of stories to TAT pictures are likely to be told by juvenile
delinquents?
5. List and define the six elements in Murrays system for analyzing the
content of TAT stories.
6. What is a thema in Murrays system for interpreting TAT stories? What
are simple themas, complex themas, and some common themas?
7. Evaluate the TAT in terms of its psychometric characteristics (reliability, validity, norms, etc.).
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8. The Body Adjustment Test, the Rod and Frame Test, and the Embedded Figures Test are all measures of
a. analytic/global thinking
b. field independence/dependence
c. internal/external locus of control
d. reflectivity/impulsivity
9. Morgan found evidence differentiating between successful and unsuccessful candidates in three Olympic sports on the
a. CPI
d. POMS
b. EPI
e. 16PF
c. MMPI
10. The legal case concerning the use of the Psychscreen inventory for
selecting applicants for the position of security guard was
a. Golden Rule Insurance Company v. Educational Testing Service
b. Griggs v. Duke Power Company
c. Houston School Board v. American Psychological Corporation
d. Soroka v. Dayton-Hudson
11. Which of the following personality inventories proved useful in
the selection program of the Peace Corps?
a. California Psychological Inventory
b. Jackson Personality Inventory
c. Millon Clinical Multiaxial Inventory
d. Minnesota Multiphasic Personality Inventory
e. 16 Personality Factor Questionnaire
12. After examining the trait-situation debate and relevant evidence, a
reasonable conclusion is that there is more support for a . . . . . .
viewpoint.
a. situation
c. situation or trait
b. trait
d. trait situation
13. Of all personality assessment instruments, the most frequently administered in legal contexts is the
a. Clarke Sex History Questionnaire
b. Georgetown Competency Screening Test
c. Minnesota Multiphasic Personality Inventory
d. Rogers Criminal Responsibility Scale
e. Rorschach Inkblot Technique
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Essay
1. 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 it
reliable and valid?
3. Describe at least two techniques that are employed to make the results of polygraph tests more valid.
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