Q&A Hero

Q: The purpose of this standard is to assure that tests are "fair to all test takers regardless of age, gender, disability, race, ethnicity, national origin, religion, sexual orientation, linguistic background, or other personal characteristics." a. The Standards for the Qualifications of Tests Usersb. Responsibilities of Users of Standardized Testsc. Competencies in Assessment and Evaluation for School Counselors d. The Code of Fair Testing Practices in Education

Q: In addition to ethical codes, other standards in testing exist. Which of the following is NOT a well-known standard?a. The Standards for the Qualifications of Tests Users b. Responsibilities of Users of Standardized Testsc. Assessment Standards for Human Services Practitioner d. The Code of Fair Testing Practices in Educatione. Standards for Educational and Psychological Testing

Q: As per ethical codes, which is the most likely case in which one can break confidentiality?a. Your client admits to occasionally smoking marijuana.b. The parents of a college student you are counseling demand to speak with you about their son. c. Your supervisor wants to talk to you about a difficult case you are having.d. Your client's psychiatrist calls because it is time for the client's Xanax refill and wants to know about her status.e. A lawyer demands that you provide them the client's records for a child custody case.

Q: The following quote refers to what level test: "[This level] require[s] technical knowledge of test construction and use and appropriate advanced coursework in psychology and related courses (e.g., statistics, individual differences, and counseling)..."a. Level A b. Level B c. Level C d. Level D

Q: As noted in the text, relative to choosing appropriate tests, which of the following does NOT need to be considered?a. The validity of the testb. The reliability of the testc. The practicality of the testd. The cross-cultural fairness of the test e. All of these need to be considered.

Q: Which of the following is NOT a reason a counselor can break confidentiality?a. If a client is in danger of harming self or another personb. If a parent asks for information about his or her young childc. If the client gives the counselor permission to break confidentiality d. For purposes of supervisione. A counselor can break confidentiality for all these reasons.

Q: Corey, Corey, & Callanan's Model does which of the following?a. Offers a framework for problem-solving when confronted with difficult ethical dilemmas. b. Demonstrates which aspects of ethical codes to address when making ethical decisions.c. Offers a mechanism for dualists to become relativists in their ethical decision-making process. d. Provides a moral model of ethical decision-making.

Q: Relative to Kitchener's Ethical Decision-Making Model, which is NOT a value a test examiner should consider when making ethical decisions?a. Automonyb. Beneficencec. Nonmalfiecense d. Empathye. Justice

Q: Relative to assessment, which of the following is NOT addressed in ethical codes?a. The use of diagnosis in the assessment process b. Proper test administrationc. The importance of test securityd. Proper test scoring and interpretatione. Specific ethical decision making models (e.g., Corey, Remley & Herlihy)

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."Woodworth

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."APA

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."Jung

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."Galton

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."Rorschach

Q: a- Recorded his associations to a number of stimulus words in order to "enter into the deepest recess of the character."b-Developed one of the first widely used interest inventories.c- Early researcher of vocational assessment. Examined the interests of 100 students as they progressed from elementary school through college.d- Developed the Thematic Apperception Test.e- Developed one of the first personality tests. Test was used to screen WWI recruits for their susceptibility to mental health problems.f-Thought he could identify mental illness by presenting a list of 156 words that subjects respond to as quickly as possible.g-Introduced the first diagnostic and statistical manual in 1952. h- Developed the "Inkblot Test."Strong

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Thorndike

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Yerkes

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.J.M. Cattell

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Conant

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha. Seguin

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Terman

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Binet

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Galton

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha.Wundt

Q: a- Revised the Binet-Simon Scale.b-Stated that language ability is related to levels of intelligence. c-Developed the Stanford Achievement Test.d- Used statistics to test mental functions and came up with the term "mental test." e-Developed one of the first psychological laboratories.f- Developed SAT to equalize educational opportunities.g- Developed the "form board" to increase motor control and sensory discrimination.h- The cousin of Darwin, believed physical characteristics such as reaction time might be related to intelligence. i- Developed one of the first tests of intelligence.j- Former president of the American Psychological Association and chaired committee that developed the Army Alpha. Esquirol

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors.Interest Inventories

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors. Rating Scales

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors. Personality Testing

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors.Ability and Aptitude Testing

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors.Objective Personality

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors. Projective Tests

Q: a- Tests in the affective realm used to assess habits, temperament, likes and dislikes, character, and behaviors. b- Tests that measure likes and dislikes as well as one's personality orientation toward the world of work.Generally used in career counseling.c- Numerically measuring the degree of an attribute of an examinee. Can be measured by the examinee or someone who knows the examinee well.d-Tests that present a stimuli to which individuals can respond. Personality factors are interpreted based on the individual's response. Often used to identify psychopathology and to assist in treatment planning.e- Assessing behaviors of an individual by examining items such as diaries, personal journals, school records, etc. f- Paper-and-pencil tests, often in multiple choice or true/false formats, that assess various aspects ofpersonality. Often used to increase client insight, to identify psychopathology, and to assist in treatmentplanning.g- To view or study an individual in order to develop a deeper understanding of one or more specific behaviors.Records and documentation

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Cognitive Ability Tests

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Intellectual and Cognitive functioning

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Special Aptitude Tests

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Multiple Aptitude Tests

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Readiness Tests

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation. Survey Battery Tests

Q: a-Paper-and-pencil tests, usually given in school settings, which measure broad content areas. Often used to assess progress in school.b-Tests that assess problem areas of learning. Often used to assess learning disabilities. c-Tests that measure one's appropriateness to move onto the next grade level.d- Use intelligence testing and neuropsychological assessment.e- Often based on what one has learned in school, these instruments measure a broad range of mental ability and are useful in making predictions about the future (e.g., whether an individual might succeed in college).f- Tests that measure many aspects of ability. Often useful in determining the likelihood of success in a number of vocations.g- Tests that measure one aspect of ability. Often useful in determining the likelihood of success in a specific vocation.Diagnostic Tests

Q: Informal assessment procedures became particularly popular in the 18th century. a. Trueb. False

Q: Miner was the creator of the Strong Vocational Interest Blank; its successor is still in use today. a. Trueb. False

Q: The original purpose of the SATs was to identify the ability of individuals in order to equalize educational opportunities. a. True b. False

Q: Robert Yerkes, past president of the American Psychological Association, chaired a committee in which Terman and others served that developed verbal and non-verbal tests of the SATs. a. True b. False

Q: Neuropsychological assessment is most generally associated with identifying students who are either gifted or have a learning disability. a. True b. False

Q: James McKeen Cattell became one of the earliest psychologists to use statistical concepts in understanding the person. a. True b. False

Q: Interestingly, some have argued that early civil service exams by the Chinese and Greeks seemed to have a feminist orientation, as they assessed women for their intellectual ability in order to place them in what were typically male oriented occupations. a. True b. False

Q: In some of Plato's writing, he indicated that the Greek's assessed both the intellectual and physical ability of men when screening for state service. a. True b. False

Q: Making an inference from a single test or instrument often leads to misunderstanding of the individual. a. Trueb. False

Q: Assessment is a subset of testing. a. Trueb. False

Q: Which of the following is LEAST important when assessing an individual? a. Might this person be unfairly labeled from my testing? b. Am I invading this person's right to privacy? c. Is the information I'm getting valid and useful? d. None of the above - they are all important.

Q: Which individual was NOT involved with assessing the interests of individuals in order to assist them in vocational counseling?a. Minerb. Thorndike c. Strongd. Cattell

Q: Which of the following tests or instruments was NOT used in the selection of recruits during WWI?a. Army Alpha b. Army Betac. Kraepelin's Word Association Test d. Woodworth's Personal Data Sheet e. None of these - they were all used

Q: Which of the following people were NOT involved in the early development of projective tests?a. Carl Jungb. Herman Rorschach c. Murrayd. Strong

Q: Which individual is considered the developer of the Stanford Achievement Test?a. Parsons b. Murray c. Terman d. Binete. Thorndike

Q: Identify the individual NOT correctly matched to the corresponding test or concept. a. Cattell: Examined associations of healthy individuals to wordsb. Jung: Stimulus word could identify mental illness c. Galton: Recorded own associations to stimulusd. Rorschach: "Personal Data Sheet"e. G. S. Hall: Early experimental psychologist. First President of APA

Q: Identify the individual NOT correctly matched to the corresponding test or concept. a. Kraepelin: Crude word association testb. Woodworth: "Inkblot Test"c. Murray: Thematic Apperception Test d. Cattell: "Mental Test"

Q: Which of the following is not a Group Test of Ability?a. Army Alpha b. SATsc. The General Aptitude Test Battery d. The Rorschache. All of these are Group Tests of Ability.

Q: Which person below is considered a leader in vocational counseling in the 20th century?a. Emil Kraeplin b. Frank Parsons c. G. S. Halld. Lewis Terman

Q: Who of the following was NOT influential in the Eugenics movement?a. Galton b. Terman c. Binetd. Yerkese. All were influential in the Eugenics movement

Q: The Eugenics movement believed which of the following? a. Testing could be used to identify slow learners and the information gained could be used to help them learn better. b. Testing was a poor substitute for other methods (e.g. interviewing) of understanding the person. c. Information from testing could be used to determine which groups of people were intellectually inferior. d. The SATs could be used to help identify slow learners so that one could help these individuals gain entrance into college.

Q: This individual, who ultimately revised the Binet-Simon scale, began analyzing and methodically gathering extensive normative data from hundreds of children in the Stanford area.a. Esquirol b. Seguin c. Bryant d. Wundt e. Terman

Q: Which of the following is NOT true regarding the history and development of neuropsychological assessment? a. Examining behavioral changes as a result of head trauma is documented by the Egyptians 5,000 years ago. b. The Romans were the first to associate regional head traumas with corresponding specific behavioral changes.c. World War I prompted significant increases in screening and diagnostic measures for behavioral changes as of a result of head injuries.d. MRI brain imaging and other medical techniques assisted in the development and improvement of modern neuropsychological assessment.e. All of these are true.

Q: The modern use of screening and diagnostic measures to assess behavioral changes due to brain trauma, which is now called neuropsychological assessment, is often accredited to which event?a. The Civil War b. World War Ic. The Tuskegee experiments d. The launching of Sputnik

Q: Which early scientist believed that individuals who had a quicker reaction time and stronger grip strength were superior intellectually?a. Charles Darwin b. Francis Galton c. James Cattelld. Alfred Binet e. G. S. Hall

Q: This person is known for coining the term "mental test." a. Esquirolb. Binetc. Darwin d. Wundt e. Cattell

Q: If Tilberg has a mental age of 9 and a chronological age of 10, Terman would state that his IQ was which of the following?a. 111 b. .9c. 90d. .111e. None of these

Q: Which person set out to create "a new domain of science" that he called physiological psychology?a. Terman b. Binetc. Darwin d. Wundt e. Cattell

Q: Who was hired by the French Ministry of Public Education to create one of the first intelligence tests?a. Terman b. Binetc. Bryant d. Wundte. Stanford

Q: ____thought that language ability was related to intelligence while_____thought that non-verbalability, or sensory motor skills, was related to intelligence.a. Galton; Terman b. Wundt; Cattell c. Darwin; Wundtd. Esquirol; Seguin

Q: Which group of people were among the first to use a test for the selection of government employees?a. The Chinese b. The French c. The English d. The German

Q: Which of the following is NOT true regarding assessment?a. It is the larger process of looking at multiple measures to draw a conclusion. b. Assessment is a subset of testing.c. Personality instruments that are objective and/or projective may be used.d. An interview, observation, or personal documents may all be part of an assessment. e. All of these are not true.

Q: What are the important steps in obtaining a valuable correctional internship?

Q: Explain the role of the prison captain. (Note: This question can be changed to make it a compare and contrast between different jobs as well.)

Q: Why should one pursue a job in corrections? Explain.

Q: The _____________________ is responsible for managing staff, generating programs, and creating a vision for the jail in years to come.

Q: Probation officers and correctional treatment specialists must consider the relative costs and benefits of potential actions and be able to choose appropriately. According to the text, this falls under the quality of ___________________.

Q: The _______________ has specific skills and education and can work with line staff to determine proper treatment placements in the community.

Q: The ____________________ investigates an offender's background to determine if the offender can be safely allowed back into the community before his or her trial date.

Q: In criminal justice, a survey internship involves visiting the various divisions of a particular agency to observe others completing their jobs. a. True b. False