Chapter 10: Tests of Intelligence

The 1916 Stanford-Binet ________.
1. was the first American test to contain verbal and performance subtests administered in alternating order
2. was the first American test to employ the concept of IQ
3. featured two equivalent forms
4. all of the above
Innovations in the 1937 Stanford-Binet scale included ________.
1. two equivalent forms
2. a new cognitive section
3. tasks for use with adolescents
4. all of the above
Factor analysis of the Stanford-Binet, 4th Edition (SB:FE), suggests that, at most ages, the test has four factors just as the underlying theory predicts. This represents evidence for ________.
1. test-retest reliability
2. incremental validity
3. construct validity
4. internal consistency
The standardization sample of the Stanford-Binet, 4th Edition (SB:FE) has been criticized for being ________.
1. too small
2. over-representative of the upper class
3. under-representative of people from the Midwest
4. all of the above
Although research on the factor structure of the SB:FE has reported a variable number of factors, one comes up consistently. Which is it?
1. a memory factor
2. a general mental ability factor
3. a perceptual-motor factor
4. an internal-validity factor
Strengths of the SB:FE include its large standardization sample and ________.
1. the fact that the tests yields more diagnostic information than previous editions
2. the fact that the test will be useful in assessment of cognitive development from age 2 through late adolescence
3. the fact that efforts were made to eliminate bias in the test content
4. all of the above
The routing test, used as part of the adaptive testing format of the forth edition of the Stanford-Binet, is the ________ subtest.
1. mazes
2. matrices
3. vocabulary
4. similarities
On the Wechsler tests of intelligence, the verbal and performance scales have a mean of ________ and a standard deviation of ________.
1. 50; 100
2. 100; 15
3. 10; 3
4. none of the above
The wide acceptance enjoyed by all the Wechsler scales stems from ________.
1. their psychometric properties
2. their ease of administration
3. all of the above
4. none of the above
The WISC-III represents a revision of the ________.
1. Wechsler-Bellevue II
2. WISC-R
3. Whiskers
4. WISC-II
The WISC-III is appropriate for ________.
1. children ages 6-16
2. adults
3. preschoolers ages 4-6
4. infants under 6 months of age
Which is true of the WPPSI?
1. It was originally developed in the late 1960's, because of a growing interest in early identification of exceptional children
2. It was originally developed, because of widespread dissatisfaction with the Stanford-Binet for assessing young children
3. It did not include a representative number of minority children in the standardization sample
4. all of the above
There is a ________-year overlap between the WPPSI-R and the WISC-III.
1. one
2. two
3. three
4. four
Which represents a strength of the WPPSI-R?
1. standardization procedures
2. psychometric properties
3. clear scoring criteria
4. all of the above
Which is NOT an advantage of the Wechsler scales in general?
1. standardization samples for the scales are excellent
2. test manuals contain clear and explicit instructions for administration
3. scoring of responses requires no subjective judgment
4. the tests are all psychometrically sound
A primary use of group intelligence tests is ________.
1. job placement
2. diagnosis
3. screening
4. determining educational placement
The abilities assessed by the Otis-Lennon School Ability Test include ________.
1. detecting similarities
2. defining words
3. classifying
4. all of the above
Convergent thinking refers to ________.
1. an inductive reasoning process
2. a deductive reasoning process
3. a vertical thinking process
4. a lateral thinking process
You aspire to have a career in the military. Which test are you most likely to take?
1. ASVAB
2. OLSAT
3. WAIS-R
4. SB:FE
Which best characterizes short forms of intelligence tests?
1. they are as reliable and valid as long forms
2. they are recommended for screening purposes only
3. they are sometimes more reliable and valid than long forms, depending on the test
4. they may be short, but the scores can be elevated
Which of the following represents the first step in conducting a confirmatory factor analysis as described in the chapter Close-Up?
1. interpret the findings of the analysis
2. convert the test's theory into a model
3. analyze the data
4. choose a sample
Which of the following describes the ASVAB?
1. it is often administered in schools
2. it is typically administered in recruiting stations
3. it is the most widely used multiple-aptitude test in the United States
4. all of the above
In the chapter Close-Up, confirmatory factor analysis provided evidence for which of the following types of validity for the WISC-III?
1. face validity
2. content validity
3. construct validity
4. criterion-related validity
The WAIS-III yields scores for each of the subtests and Verbal, Performance, and Full IQs and ________.
1. two index scores
2. three index scores
3. four index scores
4. six index scores
Taking into account the phenomenon of IQ inflation, an IQ of 100 yielded from an IQ test that was just over 10-years-old would be equivalent to ________.
1. 95 to 98
2. 99 to 102
3. 103 to 105
4. cannot be determined from the information provided

Chapter 10: Tests of Intelligence

Choose the correct answer for each question.