What do you see?

1. What do you see?

2. Chapter 13.4 p. 363-368 Learning Objective: What’s the use of personality tests? Personality Tests

3. Are Tests Legitimate? • Reliability: Consistency of a test; get the same results in similar circumstances • Test-Retest: Re-taking a test after a short time come up with the same result • Scorer: Same results when scored at different times by different people (interscorer) • Split-half: Randomly divide test items in half and score each half separately; scores should be about the same

4. Test Validity • Measuring what a test is supposed to measure • Example: PE class doesn’t measure your English language skills • Predictive validity: how well a test predicts performance • Must have a clear purpose established

5. Standardization • Must be administered (given) and scored the same way every time • Establishing a norm (average score) amongst a large group of people • Creating a curve • Examples of Standardized tests: • SAT • ACT • Other “High Stakes” tests

6. Personality Tests • Used to: • Assess a person’s characteristics • Identify problems • Potential psychological disorders • Predict future behavior

7. Objective Personality Tests • A person must choose from a number of possible responses • Types of tests: • MMPI • CPI • Myers-Briggs • Objective tests should be followed up by interview/discussion should a problem develop

8. MMPI-2 • Minnesota Multiphasic Personality Inventory • Shows habits, delusions, fears, sexual attitudes, potential psychological disorders • In scoring test, look for patterns of responses • Best for extreme cases of psychological disorders

9. CPI • California Psychological Inventory • Does NOT measure for psychiatric illnesses • DOES check for responsibility, tolerance • Used FOR: leadership, management, stress

10. Myers-Briggs • Checks decision making and encoding of an individual • The 16 possible types helps an individual understand how to relate to others • Introvert vs. Extrovert • Intuition vs. Sensing • Feeling vs. Thinking • Perceiving vs. Judging

11. Projective Personality Tests • Open-ended responses; a person is supposed to tell a story or give explanation • With no prior meaning, projective tests give an indication to an individuals’ own wants, needs, and feelings • Types: • Rorschach Inkblot • Thematic Apperception Test (TAT)

12. Rorschach Inkblot Test • Developed 1921 by Hermann Rorschach • 10 cards with inkblot designs chosen by emotional appeal to people • Hand person a card, ask what they see • Ask general questions to discover why the person gave their initial answers • Many claim the test lacks validity and reliability

15. TAT • 20 cards with pictures of suggestive situations • Person tells a story based on the picture (how it developed, who the “characters” are, how it ends) • Psychologist focuses on themes of responses • Assesses motivation and personality characteristics

18. Homework • Use one of the TAT pictures (either use one of the previous 3 images or find a different one online) to make up your own story about it. • 12 sentences long, hand-written or typed. Be sure to include the build-up to the scene, what’s happening in the scene, and come up with an ending. • Give characters a name, place, time.

19. Journal • What does it mean to be intelligent? (8 sentences)

20. Word Bank • Recall • Confabulation • Insight • Schemas • Syntax • Mental Set • Eidetic Memory • Thinking • Elaborative Memory • Metacognition • Memory • Semantics • Prototype • Storage • Short-Term Memory • Phonemes • Algorithm • Episodic Memory • Procedural Memory • Functional Fixedness

21. Chapter 13.2 & 13.3 Learning Objective: Understanding what intelligence is and how you can test it Intelligence & Achievement Tests

22. Intelligence • No 100% agreed upon answer • A definition: ability to acquire new ideas, new behavior, and adapt to new situations • Types of intelligence tests: • Stanford-Binet • Wechsler Test

23. Views Of Intelligence • Two-Factor Theory Of Intelligence- proposes that a person’s intelligence is composed of a general ability level and specific mental abilities • L.L. Thurston believed that intelligence is composed of seven abilities and should not be a measurement of one factor. • Howard Gardner believed that testing pure logic omits other skills. He believed in eight intelligences (Verbal, Logical, Musical, Body, Interpersonal, Intrapersonal, Naturalist).

24. Views Of Intelligence Cont. 4. Triarchic Theory- proposes that a person’s intelligence involves analytical, creative, and practical thinking skills 5. Emotional Intelligence- interpersonal and intrapersonal abilities needed to understand and use knowledge of emotions effectively

25. Stanford-BinetIntelligence Scale • Intelligence-Quotient (IQ)- standardized measure of intelligence based on a scale in which 100 is average IQ= (Mental Age/Chronological Age) X 100 • Has since been replaced by more common Otis-Lennon Ability Test

26. The Wechsler Tests • Yield percentile scores in several areas (vocabulary, information, arithmetic, picture arrangement, etc.) • Separate IQ scores for different abilities • Gives a more detailed picture

27. Uses & Meanings OfIQ Scores • Measure the ability to solve certain problem types • Used to identify learning disabilities • Do not directly measure the ability to pose problems or question the validity of problems

28. Controversy Over IQ Testing • Nature Vs. Nurture • Cultural Bias- an aspect of intelligence test in which the wording used in questions may be more familiar to people of one social group than to another group

30. Section 3 Measuring Achievement, Abilities, & Interests

31. Aptitude Tests • Aptitude Tests- estimates the probability that a person will be successful in learning a specific new skill • I.e. ACT, SAT

32. Achievement Tests • Achievement Tests- measures how much a person has learned in a given subject or area, not just their innate abilities

33. Interest Inventory • Interest Inventory- measures a person’s preferences and attitudes in a wide variety of activities to identify areas of likely success