Scribd Logo
Upload

Welcome to Scribd!

  • Epektus Ni Supremo

    Uploaded by

    Butch Dumdum
    927 views29 pages
    DISCLAIMER: Please rely on your knowledge. Answers (on the pic) are not 100% reliable.

    Copyright

    © © All Rights Reserved

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    DISCLAIMER: Please rely on your knowledge. Answers (on the pic) are not 100% reliable.

    Copyright:

    © All Rights Reserved
    Flag for inappropriate content
    927 views29 pages

    Epektus Ni Supremo

    Uploaded by

    Butch Dumdum
    DISCLAIMER: Please rely on your knowledge. Answers (on the pic) are not 100% reliable.

    Copyright:

    © All Rights Reserved
    Flag for inappropriate content
    of 29
    6 PSYCHOMETRICIAN - ¢ When a person pref i rn Prefers one set of reinforcement to snother, Rotter call a b. Need Value ©. Need Potential d. Need Preference Need is seen by Rotter as an indicator of a. State of Deprivation ie b. Condition of Arousal ¢. Condition of Support d. Direction of Behavior Which is génerally more highly valued? a. Reinforcement that satisfies strong need b. Negatively valued reinforcement c. Reinforcement that satisfies week need d_ Positively vallied reinforcement 99. Which is analogous to expectancies? a. Reinforcement Value b. Love and Affection ‘c. Physical Comfort d. Freedom of Movernent I I ‘00. Rotter sees generalized expectancy as sos I a. Self-efficacy = aes b. Gullibility c. Interpersonal Trust I d. Social Interest a €. Ryhen effor falls short of euccess F Successfully performing é wilficul tas d. When not determined to hicceed me 82. Accordin 4 Cording to Bandura when Is it likely th hy, resignation elpioet oes ceangura when Is it tkely that apathy, resionation ane 2. Low self-efficacy; high expectations b. Low self-efficacy; unresponsive environment wr © High self-efficacy; responsive environment ¢. High self-efficacy; unresponsive environment 83. What belief does Bandura has different from Dollard and Miller and Skinner @. Modeling Is a form of imitation b. Stimuli cannot have reinforcement vaive cc. Cognitive process are important d. Reinforcement is not a necessary condition 84. When a model's punished, this will decrease thé likelihood of ' 2. Repeating the performance b. Attending to the performance . [ c. Performing the modeled behavior d. Acquiring the modeled behavior i 85. The following are response consequences except a. inhibit dysfunctional behavior. b. reinforce present behavior. c. motivate future behavior. d. impart information. 86. A person-who minimizes her previous accomplishrnent and exaggerates her past mistakes for Bandura illustrates __ a. Self-reaction © b. Self-observation c. Setf-consciousness d. Judgment Process, oe nd research on dysfunctional behavior 87. Bandura'’s theory @ around _____-—-7) 7 ophrenia * a. Phoblas ‘and Schizophre! b. Senility and Sexus ©. Phobias and 409 ‘and Impotence eS ae —_ 74 75. 77. 76. * another person. This Is an exaniple of FeTCh SMETRICIAN - SET a Selt-system Self-observi Free wit" Modoling aogn When & person com pares his test score to others to det Performance, that person ie using which judgment process tandards: Besitive Reinforcement Performance Attribution Values Claiification apuo When When wo judge the cause of our behavier, this process 1 called by a. CausalAnalsis ©. Reciprocal Reasoning c. Performance Attribution d. Values Clarification The final.component of self-regulation is ‘a. Self-reaction p b. Self-Gonsequence c. Self-mionitoring d. Performaince Attribution A thief stole a ‘new celiphone because he said’ tha! r Showing tt off. This technique cf disengagement is ah ema es a. ‘Ignoring consequence cama b. Mora! justification c. Dehumanizing the victim d. Blaming the victin A “hit” of “contact™-are terms uspd by hired killer to refer to murdering a. Euphernistic Lahel b. Moral Justification c. Palllative Comparison d. Diffusing Responsibliitios s of his comrades killed by id be dismissed as unimy the government security Comparing hundred portant. This ilustrates forces, hostage wou a. uphemistic Le>el b. Moral eta | Palliative Compa a‘ ik Diffusing Responsibilities nce would be & strongest source Cl . Performa fency Sel : . ; B Self-systom PSYCHOMETRICIAN - SET a, ¢. Natural Selection d. Evolution ef Culture 68. From the radical behaviors, which of the following Is an explanatory fiction? a. Motive b. Emotion c. Wants « d. Drives following are partially accounted for by 67. For Skinner which of the contingencies reinforcement? 2. Motive b. Emotion c., Wants * d. Drives 68. Skinner bolieve that dreams a. served a wish fulfillmant purpose. b. spring from collective unconscious. c. are Used to predict the future. d. are beyond the scope of radical behavioriem. 69. To Skinner which would be a means of social control? a. Operant Conditioning b. Physical Restraint c. Source of Knowledge 1 I I I I I I [ d. Alf of the Choices I [ 70. “How. does Skinner see the psychotherapist? a. Punitive Authority Figure b. _ Controlling Agent c. ‘ Source of Knowledge d. Medical Specialist 71. Which of.the following Is true of Bandura's belief? a. There Is no learning without reinforcement. b. Learing isa consequent of the evil. c. Cognition is-unnecessaty for learning. _ d. There Is no reinforcement without cognition. evaluate behavior as 72. Bandura calls @ set of cognitive structure used to a. Self-system b. Self-observation c. Free will : d. Modeling is If-regulation? it for sel 73. Which is the first requirement PSYCHOMETHIUIAnN ~ drt A Conditioning of negative behavior ‘Shaping of the targeted behavior 69. Which of the following is most clearly an example of a conditiones aoop reinforcer? 2. Phygical comfort b. Food ©. Money d. Sleep Which Is considered by Skinner es the most inefficient schedule of reinforcement? a. Continuous b. Intermittent c. Ratio d. Interval I 60. [ Which schedule of reinforcement illustrates playing slot machine? a. Fixed Ratio b. Variable Ratio c. Fixed Interval d. Variable Interval are reinforcement working on which schedule of 61 62. Bi-monthly salaries reinforcement? 6. Fixed Ratio b. Variable Ratio c. Fixed Interval ¢. Variable Interval In our daily routine, which Is: the least common type of schedule of reinforcement? a. Fixed Ratio b. Variable Ratio c. Fixed Interval d. Variable Interval ule is resistant to extinction? aa ee ‘Sonavor ‘on continuous: schedule b. ‘Behavior on intermittent schedule c. Behavior on.ratio sohedule d. Behavior on interval. sche : numer persons 63. fac Skinner believed that the following # Reinforcement ars ence e Personal History of b. Personal Drive State | 65. 61 62. aoe 55. 56. 57. 58. & Higher Mental Process, d innate Drives a Which of the fétlowing des. ®. Determinist = S0°e"btlon would toast cenctive OF ex b. Environmentatis: & Cognitive Peychologist d. Radigal Behaviorics For predicting’and controlling be Fon precigting trolling behavior, a. Physick ¢ Constitutional components of the crganism d. Genetic Influences in the individual > What is the similarity of a negative reinforcement i 2. May involve aversive stimul! SD +b. Unpredictable effect on behevior ¢. Strengthens a response d. Weakens @ response To Skinner, the effects of punishment are a. the same effects with rewards, b. the exact opposite to those of reward, c. thor’ predictable than reward, . d. less predictable than reward Which of the following strengthen the behavior they follow? a. Positive Reinforcement b. Negative’ Reinforcement c. Both A’and B d. Neither Aor B i following is. NOT an effect of punishment? us eureesesen of verbal behavior b. Suppression’of the behavior punished c. Conditioning of negative feeling d. Shaping of the target behavior pirin from headache, he took an aspiin ee oe Svlararerhs has headache he wotn Pain abate ay that the taking of acp! would ay thet Realtors, b. Negatively Rrelnfor epated coassively APPro a Se entanoously Rewarded d, Spontar Tiahriertoreapt —r——— re effects of PY and the pain ‘Skinner ‘the following #! . \ PSYCHOMETRICIAN- SET A Copy Behavior instrumental response Qvert cue producing response ‘overt cue producing responce aoce 2. Swimming b. Regsoning ©. Foresight @. Social Training 45. What is the most beneficial cultural heritage according to Dollard ang * a. Marriage b. Courtship ¢ Child.care d. Language 46. According to Dollard and Mi following except a. Conflict b. Reinforcement ¢. Regression d. Repression I 44. The following are higher mental processes EXCEPT abnormality is learned through all of the 47. Which situation presents no real confiict? . a. Approach-Approach b. Avoidance-Avoidance c. Approach-Avoidance d. Double Approach-Avoidance 48. Jed asked Alex fo go with-him in a car race. Alex likes car racing but he does rot like going with Jed. How is this situation described? @. Approach-Approach b. Avoidance-Avoidance c. Approach-Avoidance . d, Double Approach-Avoidance n i d to choose to die Buxiey has been seritenced to die. He was aske sree hanglng or electrocution. ‘This conflict is described as a. Approach-Approach b. Avoldance-Avoldance » woidance d. else ‘Approach-Avoidance 4 ey apy, Dailars and Miler atompts 127" 50. Using thelr peyehother ere j extensive jatives and Friends I I I I I t { { I I I [ | the female Oedipue complex is successfully Feces will oe 8. £00 her mother as rival De adopt homosexual tttuce toward her mother S develop negative feelings towars motne: levalop positive fealinge toward both parents 37. The following Is NOT the im of Kleinian therapy except ‘a. increase scclal skills. b. resolve cedipus complex ¢. reduce depressive anxiety. d. enhance taelii:gs of self-esteem. 38. All of the following are the fundamentel features necessary for learnin, according to Dollard and Mililer EXCEPT __ ce s a. Matching Behavior b. Reinforcement ce. Drive d. Cue 39. This stimuli tell me when, where and how to behave. ‘a. Copying Behavior b. Responses c. Drive d. Cue 40.*This Is Dollard and Miller's term that refers to bbhavior that occurs as & reaction to drive and cues. a. Reinforcement b. Response 6 c. Construct d. Reflex 41. The difference between learned drives and primary drives is that a. learned drives are tower. b.. learned drives are varied. c. primary drives cannot be extinguished. d. primary drives cannot be strengthened. es are important basis for i to Dollard and Miller, weak cus gaa peers ality when these cues i. ee hurnan person! a, are not verbulized. are not reinforced. b. c. are not ee influenced. ler, d. erence entaliy: According t0 Dollard and Mil 43. Reis solving ema T Rol is using ———-—" of Assimilation Of Socialize Childhood Trauma |. Blochemical Anomaly acge 29. ‘The pathological crlentation of extreme dependence to mothers would be called by Fromm as 3. Moral Hypochondrias| b. Syndrome of Decay . c. Incestuous Symbiosis’ d. Symbiotic Nurturing 30. Adolf Hitler was considered by Fromm a. Psychosis, b. Syndrome Decay c. Existential Dilemma @. Receptive Orientation The child's first model of interp pane a. Breast b. Mother c. Father d. Self 32. Which of the following are the two basic positions ax i ‘a. Schizold/Depressed ns according to Klein? b. Ideal/Real ¢. Ego/Superego d. Introjection/Projection —* as suffering from ersonal relation according to Klein is the 31. 6 Infants use as means of controlling? Projection b. Splitting f c. Introjection d. Reje I 33. What de [ a. 34, Aunified ego emerges only after : I a. assimilating the id. b. learning syntactic language. c. splitting the good.me and the bad me. d. gaining contro! over repressive superego. x ed 35 Kiein believed that this is much more harsh and cruel 8° crn I Freud's bellef. ' a. Conscious b. fd -G, Superege ES d. Unconscious : : a. b, ©. d. 23. The ©. 21. How would Fro: a. b. c g d. PSYCHOMETRICIAN -— SET a. mm regard ¢ Overy raligioue his parent? ut i osrurdened with too many kids Sinful 22. The basic assumption of Ft jut iption of Fromm Is that personality is best understood in History . Biology Literature: Geography human need that would drive for union with another person is Fromm's _- a b. Relatedness 6 A Sense of Identity Transcendence Elatedness 24. Reiatedness has three basic modes. According to Fromm which is not included? 2. Ideals b. Submission = ¢. Power d. Love . 25. When one would need to fes! at home again in the world, Fromm woule call that need __- a. Relatedness b. Rootedness ¢. Transcendence d, Senee of Identity 26. Fromm defined basic anxiety us feeling of a. malignant eggression. b. being unable to succeed. c. being judge by others. d. being alone in the world. ' t ' i ft f « 27. The healthy: individual's passionate love of life and all living things | what Fromm calls ‘ a. Eros b. Libido c. Megaphi d. Biophilla : oe ts Of 28. Which ‘would be considered, by Fromm. as the 100! psychopathology? __ ——, 14, There are 10 n 6. . following fe NOTE Totes Needs proposed by Horney. Which of tne &. Need for affection . Need for social recognition ©. Need for order d. Need for unassailability 15. Dr. Brennan is proud of her inteliectua! skills and abilities. She seems happy when others notice and admire her intelligence. This reflects Horney’s neurotic need for a a. Power b. Prestige ¢. Admiration, d. Approvai 46. When one constantly belitties his own accomplishment and he dreads asking favors from others, Horney would say that the person's neurotic Sneed is for ‘a. Restricted Boarders b. Affection , Partner d. Self-sufficiency 47. Deep feeling of helplessness is Homey's neurctic moving recta’ ‘a. Toward b. Away . c. Against d. With 148. For Horney, Oedipus complex a. is universal. b. is the result of anatomy. ¢. is the result o{ the cultural force. d. did not exist. 19. Horny believes that psychic differences between men ‘and women result fromm __ a a. Anatomical Difference b. Super Ego Developrnent c. ‘Cultura! and Socia! Expectations. E d. Resolution of Oedipus Complex 20. Women may wen to be men. Horney would say that this is due © — : a, Penile ee b. Wombs Envy ©. Cultural Privileges for Men d. Anatomical Differences — a E PSYCHOMETRICIAN - SET A | To Horney, feelings of Isolation stem from 2. A competitive society b. Anatomical differences between the sexes ©. Early child rejection by parents d. Peer rejection during adolescence 7. According to Homey, people are governed by these wo guiding Principles. @. Sex and Aggreasion b. Avoidance and Attraction ©. Superiority and Inferiority d. Safety and Satisfaction 8. Basic anxiety as defined by Horney is as a. Being humlliated by others b. Parental inability to love " ¢. Innately healthy individual d. Feeling isolated and helpless I What causes feelings of isolation as proposed by Horney? a. Lack of.courage and assertiveness b. A competitive society ¢. Peer rejection > d. Parent's rejection & 10. An over evaluation of love for Horney would result in a Needs for affoction ‘ v. Needs for satisfaction c. Needs for power d. Noeds for perfection This typically results when neurotics attempt to find love. a. Increase Self-esteem b. Decreased Hostility ~- c. Success d. Basic Anxiety When «8 person humiliates others in order ‘to protect oneself is 14: 12. considered by Horney as'need for a. Power b. Prestige c. Possession d. Dominance would \ c be her friends. Horney Janel associates with powerful people to eee. deduce that Janel's need to associate with powerful peo! fa. produces basic anxiety. ae b. will result In shame and guilt. 13. teen eee x the bottom: of your Examines ID/Answ 7. Detach one (1) po agen bon eee OF PERSONALITY’ on the box provi subject titi ; si Shade Set Boxcar ‘on your answer sheet If your test booklet is Set A; St test bookiet is Set 6 MULTIPLE CHOICE: The juvenile stage is characterized by : a. Conspiracy, Competition, Chumship b. Cooperation, Communication, Kindness c. ‘Competition, Compromise, ‘Cooperation d. Consensus, Compromise, Chumpship ‘2. As Sullivan did his therapy, he saw his role as that of |. a. . Best Friend : a b. Detached Adviser c. Father Adviser f d. Participant Adviser 41. 4 : ‘3. All of the following are the goals of Sullivan therapy except &, Helping the patient to improve foresight 1 b. Discovering the ability to participate c. Enhancing the ability to Participate d. Increasing and ‘strengthening security operations 4. What should the therapist avoid during a formal inception? a. Formulating the tentative hypothesis . b. \ Confronting the patient with amxiaty-provoking matte! c. Permittirig patient to express reason for therapy ui ‘ d. Demonstrating his interpersonal sk 5. Human relations according to Horney causes a. Cultural Conditions . ee b. Physlological.Deficiency, ¢. Human'Neurosis - d. Human Intervention . 110. Alex wes an eyewitness to a'crime. Rapport Was es! 443. 109. F , she item correctly, Is then allowed to process Psyc) HOMETRICUN _ gee a grade five Publis. in = class = MS test corre: were ator this, BTU ena eg tne PONCE thet’? ANEWer the oe : iscrimi Pyogcating effect oe Mg floor effect ¢. .contrast effect @. false consensus effect rence le uaminstering tae to Aryan, When pry an jen Aryan falis to answer an. item ine aees © the nex ieee Ne Te Moministration of test because has bean 28 discontinue colling level Ta been Fetched ts the basal leve! : ©. class scoring d. constructed-response format was encouraged to tabi 3 Information. This procedure le cthed oe (°U880. retneval one a, Collaborative Interview ; Cognitive Interview Hypnotic Interview d. Stress Intervicw Shirley is the proféssionalassessor while Michelle is | of them are working closely together to frame objectives aeoone - clarify Information about the asi - What, rify pes 5 vat has been accomplished? 112, Collaborative Intervi b. Cognitive Interview’. c. Hypnotic Interview d. Stress Interview Ms. Castro would like to validate the test she has made for her students. She wants to know If it medsures specific variables such as intelligence which. describes’ students’ performance in school. Using Wechsler Adult Intelligence Seale, he’ hypothesizes that students with high !Q also have high achievement, and those with low 1Q will have low achievement. She thereforé administers both WAIS and achievement test to two groups of students with high and low iQ respectively. If the results show thet thope with high IQ have high scores in the achievement tests and ices, Jow IQ have low scores in the echievement tests, the testis valid. a. Content Validity; b: Criterion Validity § Concurrent Validity .° Construct Validity» . maké recomm Conde enistical probabilities, "28, take ®ctions on th Kreg Clinical Assessment © basis of b. Performance Assessment ¢. Actuarial Assessment d. Curriculum Based Assessment wa is taking afi intelligence test, Th : When she responds correctly a the tere eratars in sed next. But when she responds incor lesser difficulty was posed. Wi Routing Test B. Alerting Response c. Adaptive Testing d. Culturally Informed Psychological Assosement r 104. Sheila missed the midterm exam and she had rectly to Iculty is, hat typo of testis tnieg "8. an item of h to take @ make, SS Going to take different versions ny + Her instructor told’ her that she wz the same test. This will measure @ Parallel form reliability Split half reliability | ¢. odd-even reliability d. alternate-form reliability 105. aistoAastooisto a/ b.B c> 0, thi hypothetical . (@) aptitude test b: achlevernent tést ¢. personality test d. . Interest test is Is an exemple of 106. Lauretta Bonder intends the Bender Gestatt Instrument to be scored and interpreted on thé basis of clinical judgment. In Bender-Gestalt ll, seven new items were added. Four of the items were used exclusively for test- taker's a ; F 4-7 years 11 month . 8-85 yoarsold | c, 12-16. years old d. 18-40 years old Y Jn stands for: oe ‘caneaee eed paptrotestoa Adaptation ) Corputer Assisted Psychological Assessment Career Assisted Potential Aptitude : d. Checkdist Adaptive Personelity Assessmen i validity age P Reliability @ Seating is an item-analysis and proceay oH “includes @ graphic mapping of teeta Korero 198t dove ‘2. Comparative S; Fesponse, °°Y!0Pment which b. Categorical Seating c. Meta-Analysis @ Scalogram Analysic- “from the mean is a. Range b. Arithmetic Mean @ Standard Deviation . Median a a 98. Analysis thal provides information on two Variables or grou P is called ‘Bivariate Analysis : ® Multivariate Analysis a &. Exploratory FactorAnalysis —_- d.. Measurement of Central Tendency ea Analvats ‘hat pfovice information on three or more Variables or group is ltivariate Analysis gloria, Factor Analysis Measurement of Central Tendency 100. It cantains ho absolute zero poin int and each unit is exactly equal to any other unit on the scale. ; z er Bivariate Anal Analysis Ratlo Scale ‘Ordinal Scale 2 tal = ‘ 1 c. Interval Scale _d, - Nominal Scaléy child lated the idea of tarsier-into an existing ments aE pe ed sesit However, when’ the new. concept of “térsie* wa ‘formed, what has been employed? b Adaptation ; . Accommodation - _ ¢ Schema . a Ps; . 1 ¥ Mesa operon be ; the clinicians ha red, 102, After the:tests have beén administered and, sre data and oo decided to’ raview the results and rel S sessment technique ‘developed b ei. chia 9.8 iS Bg sort @ group of st Ce igescriptive. formance As: ment that are rasp NeNEON in ich Fanging from most ‘a measure of variability calculated by st scores In @ distribution. viene Ce * go. itis \owest from the b. Norms c. Quartile d. Petcentile 91. It is @ numerical or verbal: descriptots by which : indicated on a particular trait, attitude, emotions or Ciamee - E a » Range . Rating Scale c) Norm d. Raw Score . 92. The practic’ 9f norming on the basis of race or ethnic background is call - a. Age.Norm: .“ Grade Norms ic Race Norming |. Local Norms. 93. it reflects a simple tally ¢rbaisic score calculated in a test performance. a. Rating Scale cee b. Range iu Performance Assessment £4. The extent to which the test is self-consistent or stable Is celled ‘a. Ri ity 'b. Validity c. Scoring * d. Interpretation” oe ‘ 35:In test. construction, it is the process of: setting numbers in measurement. - © £3 es for assigning ——— "4. Dichotomous b. litem Response Theo; ¢. Standard Error of (easurement 4G) Polytomous Test ite, 62, Memdry for how to-do things or Perform Cerain funeti —z Bedarative Memory RS |S called (B Procedural Memory ‘ce. Working Memory a 4. Long Term Memory v 83. It focus nore on Informal teaming or life orperioncos F . Achievement Test fi ¢) Perceptual Test d. Power Test 84. It is 3 method ee Procedure for evaluatio é pethetis N OF Scoring, Asssoament z s ©. Profiling d. Norming - 85. It refers ‘to’ the ‘findings. resulted trom P8ychologica assessment. E Psychological Report inalysis ~ c. Expectancy Data d. Biopsychosociat Ase sment 86. It is the behavioural attribute, pers Fersonalty Or abllity level of the individual prior to disordyt, iliness or accident a, Psyctiological.Autopsy testing or b, “Pergonailty Assessment @ Premorbid cmos 3 . 87. It refers: to a Fra desert: oreph or table ‘or other representatioi ‘exte! Person has demonstrated certain targete raraeeee ps ‘as result Of administration or ‘application of to ass wa Book Bookmark Mothod a 3 ‘Bonavioural Observation a d. “Protocol : ‘ roUP Of Scores that ing, Poser 10 eo istnibution of scores agate Pose arg fon aa sore o 2 Median 8 Range Norme Md. dssessment characterized by of 75: Iie greonailty traits cah be apne Ba et? Hour how & of Fa. ideographic Approach” “4 €° &ll people’ Serted number b. Scoring ;. Interpretation & Nomothetic Approach the aver, rage SPs Below th peermane® of a aye norma! curve mean mode F 77. The level of measurement in which the numbers are Classified and ranked. from _greatest'to least and. vice versa on the attribute bei ing measured. a. Nominal Scale b. Interval Scale ~ . Ratlo Scale, @) Grainat Seaie aralle| Forms’. b. Pattern Analysis _ c. Homogeneity Bo d. Heterogeneity 79. It refer 10 all the neivo cota thet trenen body except. ose ere In a. Centre Nervous aon X~ b. Peripheral Nervous System Efferent ‘Neuron: Say Afferent Neuro! £0, The sciontific nvestination of @ new test's validity end reli for “spe urpose is ‘ os 4 (a. Pilot Research ; Pilot Test & PlotWok 78H ove {wo ér more fotms or Versions of the same tests. 2, transmit neural impulses to and from the brain.and spinet cord. FSYCHOMETRICIAN - sey ~SETB ‘of theory and methos:relates the of teritheal estimate of the tosttakers abinty or mee Of e0ch en red Difficulty Index Construct betng Discrimination Index tery Response Theory § ttem-mapping Method normative informatio 1 Srmence ae Grade Norm & Local Norm 2. National Norm ¢. Subgroup Norm res; © the local population's Pact to the local poputati 69. The mitidle score in the distribution is @. Mean refers to the chronological «: OTD eet ietis logical ge equivalent of one’s performance on ¢ a. . Mental Ags b. Age Norm * | Chronological Age : é “Deviation Standard . 71. It refers to a family of techniques. to statistically combine information jeans siuces to produce. single estimates of the statistics being a. Myltiple Regression .B. Meta-analysisy * Metacognitiony Inferential Statistics 72. The norms derived from a.standardization sample that was nationally. representative of the population is : a. Age Norm Subgroup Norm LocatNorm or + d. National Narm € 73, This refers fo' previously tested group of individuels whose scores ee used for comparison purposes. é ‘ ed by an effon AN- SET B cterize HOF to learn, saiation Of Personslity traits puri g ® not an Zi ungue Characterize c. Criterion d. Interpretation the type of sampling in which Cg Tewenta the population. the avaltey ‘a. Simple Random *-SFQUP of panicipants- w @} Convenience Sampling +e. Cluster l " d. Multi-level 2. A theory of intelligence that relies on hy | - Information Processing Style ("formation is Processed Cross Battery Assessment ¢. Two-Factor Theory d. Correlation Matrix, 63. It refers to different abilities that are 5 in di iaeiors own in different ways across the Intelligence Idea c. Factor Angilysis eS d. Executive Functions 64. These are the guiding principles that help the individual t pul the guid 10 achieve same Terminal Values Individual Decision c.. Culture d. instrumental Values 65. It is a statistical procedure that is designed to evaluate the performance of each item on test. ’. : i . item.bank a ‘ ee analysi . ke c. beeen : Be d. Item format 7 te 68. The colae ; ot arate be further evaluated for the final version of the test Is aE ae “Item Pool : ae j b. Item Bank ee : c. Item Analysis . d.- Item Sampling, » ce Inflation where th, i intel 1© TeBUlt of o? yment rises each Year afar i Intelligen, Geis neta Eines toot wan co eatareg Frog Pond Effect > Generosity Error zi § Fiyn Effect in the context of Item format and general a 54 i ‘as time frame and oth er sement, i, us seco °F Contextual issues,” 'S the aspect Criterion Frame of Reference i i Construct . research Investigation in which th : Basar to the real variable is YSN8bI6/S being examines are eo Funétional Analysis of Behaviouy — . Situational Performance Measure ¢. Analogue Behavioura! Otservation d. Reactivity - It is @ sample.of tes! items from all. po: : Ge tis 2 sample of toot conetruct, “"POssIble tems that could be used 15 é Domain Sampling Theory .. True Scora Theory ‘c. Restriction of Range * d. Restriction of Range 57. It is an error in rating that arises when the rater or evaluate tendency to be lenient in rating or evaluation, see eeaDae the . Faise Consensus Effect : , @ Generosity Error Severity Errors d, Central Tendency Error 58. It is designed t6 indicate the average test of test-takers within the same grade or level. ~ re c. Grade ‘Norms, d. Local.Norms — According fo Spearman, this class of factors ié nelther general nor * Gpelio uch Ge resharical nguiatc and matremetea eben, Factor Analysis. ” : Group Factor. * G: Factor i d. Individual Factor , t taker is mi ‘an Innocent tos! mistakenly taker Js not. This may bean seize Negative ahaa: False Positive * True Positive True Negative classined wine : 88 gui Work vallciny of father tn nverror in measurement when 47: I sriqular behaviour or tralt wnenn® factne eeaker False Positive. True Negative e. True Positive d. False Negative Soe8 ny er door’! Possess a . A projective msthod of personality ass 46 faek Ie draw to. human onal figure. “ena i oh the testtakere interpreted on the basis of iis content of ait Variables tnd forid View Test * b. Figure Drawing Test Word Association Test » @ Draw A Porson rent 49. A pre-packaged test battery which ‘contains: + “tests to be administered is amber of a in Which t standardized Flexible Battery , c Fixed’Battery ¢. Performance Assessment d. Clinical Assessment 50. It-is @ group of tests hand-picked by the assessor relevant to some pul gee 15@. : Flexible Battery b. Fixed Battery c. Performance Assessment d. Clinical Assessment 1. It refers to the diminished uility of an assessment toot for distinguishing Me test-takers at the lewrenct of ability being measured. — a. Celling Effect

    You might also like