AP psych 11

aptitude tests are to ___ as achievement tests are to ____

• past competence; current interests

• future performance; current competence

• current interests; past competence

• current competence; future performance

five-year-old jaime performs on an intelligence test at a level characteristic of an average 4-year-old. Jaime's mental age is

• 4.5

• 125

• 80

• 4

• 5

the correlation between scores obtained scores obtained on two halves of a single test yields information about the test's

• standard error of measurement

• reliability

• central tendency of scores

• validity

• frequency distribution of scores

which of the following would limit someone's creativity?

• creative environment

• extrinsic motivation

• intrinsic motivation

• expertise

• venturesome personality

twenty-five-year-old Carmella is intellectually disabled and can neither read nor write.

• someone with savant syndrome

• gifted with high level of spearman's g factor

• gifted with high level of creativity

• suffering from down syndrome

Henry took an intelligence test and scored lower than he thought he should. he kept retaking the test but he kept getting about the same score each time. this series of events indicates that the test was

• standardized

• normed

• predictive

• reliable

• valid

a 10-year-old who responded to the original stanford-binet test with the proficiency of sn average 5-year-old was said to have an IQ of

• 120

• 25

• 150

• 70

• 50

Tests were designed to predict ability to learn new skills are called ____ tests

• reliability

• aptitude

• standardized

• interest

• achievement

The disadvantage of using Alfred Binet's concept of mental age in assessing intelligence is that

• it produces unreliable test results among rural children

• it is inappropriate for adults

• it is based on a negatively skewed distribution

• its norms are no longer appropriate

• it has gender bias

all of the following are reasons for requiring clearly specified procedures for the administration and scoring of assessment measures, such as standardization tests except to

• increase the objectivity of the scoring procedures used

• reduce the possible effects of extraneous variables on scores

• increase the reliability and validity of test scores

• allow comparisons among scores of various test takers

• decrease the amount of time needed to administer the test