Using logical, coherent, and relevant thinking while analysing situations or solving problems

Relying mainly on intuition and gut feelings without analysis

Using random trial-and-error approaches

Responding based on emotional reactions rather than logic

Adapting well and having suitable solutions to cope with the demands of different situations

Ignoring challenges to avoid stress

Sticking rigidly to one plan regardless of context

Avoiding decision-making by postponing actions

Behaviour guided by clear goals and not random or aimless

Impulsive behaviour based on immediate desires

Following habits automatically without goals

Acting mainly to please others regardless of goals

J. C. Raven

Alfred Binet

Charles Spearman

Lewis Terman

It is the basic original form of Raven’s matrices with clearly defined administration, scoring, and norms

The items are strictly numerical calculations

The test is always timed under strict speed conditions

It is designed only for children

The items are arranged from easier to more difficult, so difficulty progresses through the sets

Items are grouped by topics without changing difficulty

The test uses adaptive computer algorithms

Pictures progress from left to right without difficulty change

Problems are presented as patterns arranged in matrix form with one part missing

The test requires matrix multiplication in mathematics

Information is displayed as data tables only

Items are answered on a multiple-choice grid without patterns

Non-verbal general intelligence, especially the ability to see patterns and relationships (eductive component of g)

Verbal intelligence and vocabulary knowledge

Short-term memory span only

Motor coordination and speed

There are 60 items arranged in 5 sets of 12 items each

There are 50 items arranged in 5 sets of 10 items each

There are 60 items arranged in 6 sets of 10 items each

There are 72 items arranged in 6 sets of 12 items each

A standardized, objective tool used to measure a sample of behaviour in order to assess a psychological attribute

An informal interview used to get to know a person

A project report summarizing a person’s experiences

A brain-imaging scan used to view neural activity

The consistency or stability of test scores when the same person is tested on different occasions or with equivalent forms

The degree to which a test measures what it claims to measure

How difficult the test items are for most people

The average score obtained by the population

The extent to which a test actually measures the attribute it claims to measure

The stability of scores over time

The fairness of the testing environment

The speed with which the test can be administered

Typical scores obtained from a large, defined group that are used as standards for interpreting an individual’s score

Rules for conducting a test session

Ethical guidelines for test administration

The arithmetic mean score only

Percentage is marks obtained out of 100, while percentile shows the percentage of people in the group who scored below a particular score

Percentage and percentile are identical measures of performance

Percentage shows the proportion out of 10, while percentile shows the exact mark obtained

Percentage ranks individuals within fixed bands, while percentile reports only raw scores

A standardized set of questions or statements to which a person responds, used to measure attitudes, personality, or self-concept

A projective test using ambiguous stimuli

A clinical diagnosis made by a psychologist

A random survey without scoring or interpretation

A vague, unpleasant feeling of apprehension or tension, often accompanied by physical and emotional symptoms

A state of excitement and joy about future events

A neutral feeling of indifference toward situations

A purely physical sense of fatigue without emotions

Sinha’s Comprehensive Anxiety Test; it measures the level of anxiety of an individual

Stanford Cognitive Ability Test; it measures general intelligence

Social Cognition Assessment Tool; it measures empathy

State–Trait Anxiety Inventory; it measures state anxiety only

How a person views themselves, positively or negatively, in different areas of life

The outward behavioural expression of a person

A temporary mood state about oneself

A set of numerical test scores

Self refers to the inner system of ideas and feelings about “who I am”, whereas personality is the outward behavioural expression or manifestation of that self

They are identical terms referring to the same construct

Self is only physical appearance, while personality is only social behaviour

Personality is only innate traits, while self is only learned habits

An inborn potential to acquire and use knowledge and skills that develops through heredity and environment

A temporary boost in memory due to practice

A person's ability to focus attention for long periods

The amount of information a person can store in short-term memory

Using logical, coherent and relevant thinking while analysing situations or solving problems

Responding to situations based purely on intuition

Making quick decisions without considering evidence

Following majority opinions to avoid conflict

Adapting well and having different solutions to cope with the demands of life situations

Avoiding difficult situations to reduce stress

Relying on others to solve one’s problems

Keeping emotions hidden regardless of the situation

Behaviour guided by clear goals rather than random or impulsive actions

Acting only when instructed by authority figures

Following habits without setting goals

Responding emotionally instead of planning actions

J. C. Raven

Alfred Binet

Raymond Cattell

Hans Eysenck

It is the original basic form from which other Raven’s matrices tests are derived and its administration, scoring and norms are well standardized

It uses only standard-sized paper for printing

It requires standard classroom seating for administration

It measures only students who meet a standard age range

Items are arranged in order of increasing difficulty across sets

Items progress from verbal to non-verbal content

The test progressively reduces time limits

Scoring progresses from raw scores to percentages

Each problem is presented as a pattern arranged in matrix form with one part missing

Because the test uses mathematical matrices for calculation

Because items are grouped into matrices of participant demographics

Because answers must be recorded in a matrix grid sheet

Non-verbal general intelligence, especially the ability to see patterns and relationships in abstract designs

Verbal comprehension and vocabulary knowledge

Mechanical aptitude and spatial orientation in real objects

Academic achievement across school subjects

60 items arranged in 5 sets of 12 items each

50 items arranged in 10 sets of 5 items each

72 items arranged in 6 sets of 12 items each

36 items arranged in 3 sets of 12 items each

$$IQ = \frac{MA}{CA} \times 100$$

IQ equals mental age plus chronological age

IQ equals chronological age divided by mental age

$$IQ = MA \times CA$$

A standardized, objective tool used to measure a sample of behaviour to assess a psychological attribute

A casual interview to understand a person’s feelings

A classroom quiz designed by any teacher without norms

An unstructured conversation about personal issues

Consistency or stability of test scores when the same person is tested on different occasions or with equivalent forms

Accuracy of measuring the intended construct

The fairness of item wording across groups

The difficulty level of test items

How well a test actually measures the attribute it claims to measure

The degree to which test scores remain stable over time

The ease with which a test can be administered

The number of items that a test contains

Typical or average scores of a large, defined group that allow comparison of an individual’s test score with that group

Rules that all test-takers must follow during administration

Recommendations for scoring open-ended responses

The maximum and minimum possible raw scores on a test

Percentage is marks obtained out of 100, whereas percentile shows the percentage of people in the group who scored below a particular score

Percentage shows how many people scored below a score, while percentile shows marks out of 100

Percentage and percentile are identical measures of rank

Percentage compares an individual to age norms while percentile compares to class averages

In speed tests, time and accuracy both matter; in power tests, time is relatively generous and scores mainly reflect the level of difficulty a person can handle

Speed tests emphasize item difficulty while power tests emphasize speed

Speed tests allow unlimited time whereas power tests are strictly timed

Speed tests measure personality while power tests measure intelligence

A standardized list of questions or statements to which the person responds, used to measure attitudes, personality or self-concept

A set of open-ended prompts used only for clinical diagnosis

A performance test requiring manipulation of physical objects

A survey used exclusively for demographic data collection

How a person views themselves in different areas of life, positively or negatively

A person’s temporary mood during an exam

The set of skills learned in school subjects

A measure of cognitive speed and accuracy

The value or worth a person attaches to themselves in their own eyes

Belief in one’s ability to perform a task

A stable pattern of outward behaviour

A measure of social popularity among peers

Belief in one’s own ability to successfully perform a particular task

Overall satisfaction with life circumstances

Judging one’s worth compared to others

Preference for working alone rather than in groups

Self refers to the inner system of ideas and feelings about who I am, whereas personality is the outward behavioural expression of that self

Self is outward behaviour while personality is inner feelings

Self and personality are interchangeable terms

Self is temporary and personality is momentary

A student’s self-perception in domains like physical, social, temperamental, educational, moral and intellectual self

Cognitive intelligence across verbal and non-verbal tasks

Clinical symptoms of anxiety and depression

Teacher ratings of classroom behaviour

Adapting to demands of the environment and maintaining a balance between personal needs and external expectations

Suppressing personal needs to meet external rules

Changing one’s personality to fit into any group

Avoiding challenges to reduce stress

How well a person is adjusting in areas such as home, health, social, emotional and school/work life

Only academic adjustment to school exams

Adjustment exclusively in peer relationships

Financial adjustment in household budgeting

It gives an overall view of adjustment across several life domains

It is used globally in all countries

It measures global awareness and knowledge

It assesses only international students

Frequent quarrels with peers, isolation or inability to maintain friendships

Regular participation in team activities

Effective conflict resolution skills

Strong peer support networks

Maudsley Personality Inventory

Minnesota Personality Index

Millon Personality Inventory

Multifactor Personality Instrument

Extraversion–introversion and neuroticism–emotional stability

Openness to experience and conscientiousness

Agreeableness and honesty–humility

Locus of control and need for achievement

A tendency to be outgoing, sociable, active and talkative

A tendency to be anxious and moody

A preference for solitary activities due to shyness

A measure of cognitive speed under pressure

A tendency toward emotional instability, anxiety and moodiness

A pattern of being energetic, sociable and talkative

A stable and calm emotional disposition

An interest in artistic and creative pursuits

It consists of many self-report statements to which the subject responds, giving a trait profile

It requires an inventory of test materials before use

It is an item bank for constructing new tests

It evaluates the number of traits a person owns like items

A vague, unpleasant feeling of apprehension or tension, often with physical symptoms like palpitations or sweating

A temporary excitement during positive events

A specific fear triggered only by external danger

A purely cognitive worry without any bodily symptoms

Sinha’s Comprehensive Anxiety Test

Standard Clinical Anxiety Test

Student Cognitive Anxiety Test

State–Trait Anxiety Test

The level of anxiety of an individual based on their responses to statements

Physiological heart rate under stress

Clinical depression severity only

Cognitive reaction time in timed tasks

Rapid heartbeat and excessive sweating

Improved concentration and calm breathing

Increased appetite and deep sleep

Stable heart rate and relaxed muscles

Neurotic (anxiety) disorder

Psychotic disorder

Personality disorder

Somatic symptom disorder

Scores are compared with norms and the individual is classified into categories such as very high, high, normal, low or very low anxiety

Scores are converted into letter grades A–F

Scores are used only for clinical diagnosis without categories

Scores are interpreted solely by counting the number of items answered

To assess a specific psychological attribute (e.g., intelligence, personality, self-concept, adjustment or anxiety) using a standardized test and interpret the results

To memorize definitions without any testing

To design a new psychological theory

To replace classroom teaching with practical work

Standard Progressive Matrices; non-verbal intelligence

SCQ; adjustment

MPI; anxiety

GAS; motor coordination

Verbal self-report

Non-verbal performance

Performance only

Oral interview

Only individual

Only group

Both individual and group

Neither; it is observational

It allows uniform procedures, norms and scoring across people and settings

It lets testers change instructions for each student

It eliminates the need for norms

It ensures tests are always performance-based

Gave clear instructions, ensured a quiet setting, maintained time limits, preserved confidentiality

Encouraged discussion among students during testing

Skipped instructions to reduce bias

Allowed interruptions to check understanding

Used the manual, summed raw scores, converted to categories or percentiles using norms

Estimated scores informally and compared with class average

Counted only correct responses without norms

Interpreted scores based on examiner’s impressions

They provide objective, comparable information for counselling and planning

They perfectly capture personality without error

They remove the need for teachers

They guarantee higher grades

They cannot capture the full complexity of a person and may be affected by motivation, anxiety or cultural factors

They are always biased by the examiner’s mood

They never require norms

They measure only physical ability

Combining multiple sources gives a more accurate and fair picture than relying on a single test

Multiple sources confuse interpretation

Interviews are less useful than tests

Observation replaces the need for tests

Organized set of beliefs, ideas and perceptions one holds about oneself in different areas of life

Momentary mood during testing

A teacher’s opinion about a student

Only academic grades

How positively or negatively an individual views themselves across domains

Reading comprehension skills

Physical endurance across activities

Memory recall speed

Respondents directly report their own feelings and opinions about themselves

Teachers rate students’ behaviours

Peers observe social interactions

It uses physiological sensors

Educational and social self-concept

Only physical stamina and diet

Financial status and possessions

Geographic location and travel history

Positive academic self-concept supports motivation, persistence and achievement; negative self-concept can lower effort

Self-concept has no relation to performance

High self-concept always guarantees perfect scores

Only persistence matters, not self-concept

Self-concept describes what I am in different areas; self-esteem refers to how much I value myself or the worth attached to those perceptions

Both terms are identical

Self-esteem is only academic rank; self-concept is sports skill

Self-concept measures mood; self-esteem measures height

It encourages honest responding and prevents misuse of sensitive information

It ensures faster scoring only

It allows public discussion of results

It makes the test competitive

Students may mark answers that look good to teachers or parents instead of revealing true feelings, distorting scores

Social desirability improves accuracy

It only affects observer ratings, not self-reports

It prevents any bias

Statements with graded agreement or yes–no type response for each item

Open-ended essays only

Numerical calculations

Picture drawing tasks

Raw scores are summed and classified with norms into low, average or high self-concept overall and for each domain

Raw scores are ignored and only percentiles matter

Scores are compared to class median without norms

Interpretation is purely qualitative and not scored

It quickly highlights areas where a student feels inadequate or overly superior, guiding focused counselling

It replaces the need for interviews

It guarantees improved grades

It measures only social behaviour

Scores depend on the subject’s insight and honesty, so they may not fully reflect the real self

They cannot be scored objectively

They require clinical diagnosis to administer

They never include norms

Provide encouragement and realistic feedback in domains with low self-concept and avoid harsh comparisons

Share results with peers for competition

Focus only on high-scoring domains

Ignore areas of concern

It captures only one aspect and may be influenced by temporary mood; it must be combined with other information

SCQ is infallible and needs no corroboration

Labels improve student motivation

Because norms are irrelevant

There are no right or wrong answers; respond honestly and do not discuss with classmates

Answer quickly without reading items

Select options that look best to teachers

Discuss items with peers before marking

Only honest answers provide a true picture of self-concept and make interpretation meaningful

Honesty slows down testing

It reduces the total score

It helps teachers compare students publicly

Expectations about gender roles, success or obedience can shape how students judge their abilities and worth

Culture has no effect on self-views

Only genetics determines self-concept

Cultural factors change test scoring rules

Items about making friends, participating in group activities or feeling accepted by peers

Items only about physical strength

Items on financial budgeting

Items on geographic knowledge

Self-concept may shift from low or average to more realistic and positive levels in one or more domains

Scores remain fixed and cannot change

Only social domain changes; others cannot

Counselling always lowers scores

Identity formation and self-evaluation are central tasks; SCQ helps understand these processes

Late adolescence is unrelated to self-concept

Only career tests are relevant at this stage

SCQ focuses only on childhood behaviours

A diffuse feeling of fear or apprehension accompanied by physical and emotional tension without a clear external danger

A brief excitement before sports

A diagnosed panic disorder only

A lack of interest in schoolwork

Sinha’s Comprehensive Anxiety Test; it measures the level of anxiety experienced by an individual

State Cognitive Ability Test; it measures intelligence

Social Compatibility Assessment Tool; it measures popularity

Standard Classroom Aptitude Test; it measures study skills

Self-report; individuals rate their own experiences by responding to items

Observer-rated; teachers score behaviours

Physiological; sensors record anxiety

Projective; drawings are interpreted

Constant worry

Rapid heartbeat or palpitations

Irritability

Difficulty concentrating

Excessive sweating

Sense of impending doom

Frequent urination

Trembling

It causes blanking out during exams.

It increases alertness and motivation, helping a person prepare and focus better.

It always leads to careless mistakes.

It eliminates the need for practice.

It guarantees perfect concentration.

It blocks concentration, may cause blanking out in exams, and can lead to careless mistakes.

It always improves memory recall.

It reduces stress hormones to normal levels.

It is complicated to administer and requires individual testing only.

It is easy to administer to groups, has age-appropriate items, and helps detect problematic anxiety early.

It measures only depression and not anxiety.

It is used only for adults in clinical settings.

Open-ended essays with no options

Fixed options indicating agreement or frequency (such as yes/no or similar)

Projective drawings

Unstructured interviews

By guessing based on teacher impressions

By comparing total scores with norms to classify anxiety as low, average, or high

By ranking students alphabetically

By counting the number of items answered quickly

Students will be unavailable.

Anxiety may be temporarily high due to the upcoming exam, giving an exaggerated picture of chronic anxiety.

It cannot detect anxiety close to an exam.

Norms are invalid during exam weeks.

They increase anxiety symptoms, raising SCAT scores.

They usually reduce anxiety symptoms, reflected as lower SCAT scores on re‑testing.

They have no measurable effect on SCAT scores.

They invalidate previous SCAT results.

Mild tension is common and can be helpful, but persistent, intense anxiety needs professional attention.

All tension indicates a disorder.

Clinical anxiety is always harmless.

Normal tension never occurs in students.

Psychotic disorder

Neurotic or anxiety disorder

Personality disorder

Mood disorder

Low scores show severe anxiety needing referral.

Very high scores suggest severe anxiety, indicating the student may benefit from counselling or referral.

Medium scores always mean no action is required.

SCAT results cannot inform support decisions.

Frighten or label students to motivate change.

Share results publicly without consent.

Give feedback sensitively, avoid frightening or labelling, and assure confidentiality and help.

Refuse to discuss results with students.

Give vague instructions and increase criticism.

Provide clear instructions, break tasks into small steps, and offer reassurance rather than criticism.

Assign all tasks at once without guidance.

Ignore students’ concerns to build resilience.

Consistently supportive communication

Overly critical, overprotective, or conflict‑ridden home dynamics

Stable routines with positive feedback

Balanced expectations with encouragement

To punish students for low scores

To evaluate whether anxiety has reduced and whether further support is needed

To change the test norms

To replace classroom observations

Use SCAT scores alone for decisions.

Combine SCAT scores with classroom behaviour and performance to create a more complete picture and prevent over‑ or under‑estimation of the problem.

Ignore SCAT scores and rely only on grades.

Average SCAT scores across classes without context.

A set of unrelated talents used only in academic tests

An aggregate and global capacity to think rationally, deal effectively, and act purposefully

A fixed number determined at birth without behavioural expression

An ability limited to memorization

Intelligence is entirely learned and unrelated to heredity.

Intelligence is inborn, although by and large it is a product of both nature and nurture.

Capacity means the number of facts a person can memorize.

Capacity refers only to physical strength.

Activities are emotional and inconsistent.

Activities are logical, coherent, and relevant.

Activities rely on random guessing.

Activities avoid evaluating evidence.

Avoid making decisions to reduce stress.

Adaptability and adjustment—an intelligent person has multiple solutions to cope with demands.

Always choose one fixed solution for every problem.

Ignore environmental demands to stay focused.

Intellectual activities are goal-directed

Intelligence operates randomly without goals

Purposeful acts always occur by chance

Goal-setting is unrelated to intellectual work

J. C. Raven of England

Alfred Binet of France

William Stern of Germany

Charles Spearman of England

It is the original test from which advanced and coloured progressive matrices were developed

It is the most difficult version among all matrices tests

It was standardised only for children

It follows a fixed time limit making it standard

Items are arranged in increasing difficulty level

Items progress from verbal to non-verbal content

Items increase only in length, not difficulty

Items progress by adding colours to each figure

General intelligence (g-factor), particularly the educative component involving observation and clear thinking

Verbal fluency and vocabulary only

Specific academic knowledge in mathematics and science

Motor coordination and speed exclusively

The ability to develop insights, see meaning, and recognize relationships

The capacity to memorize lists without understanding

A measure of physical endurance

The tendency to rely on verbal instructions

Problems are presented as designs and patterns

All items require matrix algebra calculations

Items are arranged in a table of numbers

Responses must be given in numerical matrices

60 items grouped into 5 sets of 12 each

50 items grouped into 5 sets of 10 each

48 items grouped into 4 sets of 12 each

36 items grouped into 3 sets of 12 each

Check answers to all items using the scoring key

Add the total number of correct answers for each part and then sum parts for a total score

Verify scatter of scores using the expected score table to find discrepancies

Compute corresponding percentiles and grades with the manual

Convert raw scores directly to IQ without reference tables

A measure of intellectual functioning expressed in terms of age; the concept was given by Alfred Binet

The chronological age of the examinee

A personality trait measured across time

The average score of a peer group

It is the ratio between $$MA$$ and $$CA$$

It is not intelligence itself; it is a measure of intelligence

The concept of IQ was given by William Stern

IQ was first defined by Alfred Binet as a personality score

IQ is relatively constant and does not increase with age

Average IQ is always 100

IQ necessarily rises with schooling every year

IQ is defined only for children and not adults

$$IQ = \frac{MA}{CA} \times 100$$

$$IQ = \frac{CA}{MA} \times 100$$

$$IQ = MA - CA$$

$$IQ = MA + CA$$

To express the score as a percentage and avoid decimals

To adjust for test difficulty

To convert age from months to years

To normalize scores to a mean of 50

A test that does not discriminate examinees on the basis of their cultural experiences, e.g., Raven’s Standard Progressive Matrices

A test designed only for one specific cultural group

Any test administered in multiple languages

A test that measures cultural knowledge directly

A test in which the role of language is minimised and tasks require overt motor responses; e.g., Bhatia’s Battery of intelligence test

A test that relies entirely on verbal reasoning

A personality inventory measuring attitudes

A vocabulary-based intelligence scale

Tests emphasizing the number of easy items completed within a strict time limit; for example, a clerical speed or digit–symbol coding test

Tests emphasising solving very difficult items without time limits; for example, advanced matrices

Tests focused on motor coordination only; for example, finger tapping

Tests that measure cultural knowledge; for example, a heritage quiz

Power tests

Speed tests

Achievement batteries

Projective tests

A casual checklist of behaviors for a single person

An objective and standardized measure of an individual's mental and/or behavioral characteristics in relation to others

An interview conducted without fixed questions

A nonstandard observation of group behavior

Scores depend mainly on who administers the test

If two or more researchers administer a test to the same group, they obtain more or less the same values

Objectivity means using only open-ended items

Objectivity requires manipulating materials during testing

Letting each examiner design their own procedure

Clearly defining administration and interpretation procedures; having norms based on large samples

Using only essay-type questions

Scoring by relative ranking without any manual

The test measures what it claims to measure

The consistency of a test that makes it trustworthy

The ability of a test to predict future performance only

The cultural neutrality of a test

Inter-rater reliability

Retest reliability

Face validity

Construct validity

Parallel forms reliability

Split-half reliability

Test–retest reliability

Predictive validity

Whether the test yields consistent scores over time

Whether the test measures what it claims to measure

Whether the test uses only multiple-choice items

Whether the test is free from cultural bias

Experiments assess individual differences; tests establish cause–effect

Experiments establish cause–effect relationships in controlled settings; tests assess individual differences

Tests manipulate variables; experiments only observe

Tests require random assignment; experiments do not

Dependent variable

Independent variable

Extraneous variable

Moderator variable

Confounding variables

Dependent variables

Control variables

Random variables

A final verified theory

A tentative answer to the problem developed after selecting a topic for study

A list of procedures for scoring a test

A summary of previous literature

It favors the culture in which it was developed

It does not discriminate against individuals from different cultures and minimizes language demands

It requires extensive verbal responses

It is scored only by local norms

Use of pictures or illustrations as test items

Manipulation of objects and materials to perform tasks

Requirement for subjects to give verbal responses orally or in written form

Exclusive use of group administration

Use of pictures or illustrations as test items

Requirement for extended essays

Manipulation of objects and materials

Exclusive reliance on language comprehension

Require subjects to manipulate objects and other materials to perform tasks

Require only written responses

Use pictures exclusively without action

Are limited to group administration

Only the scoring is defined

Norms, interpretation, scoring instructions, and administration procedures are clearly defined; questions are standardized

It has no manual

It allows examiners to change items freely

Items move from difficult to easy

The difficulty increases from easy to difficult across the sets

Items are repeated across forms

It uses numerical sequences only

Because it uses verbal analogies

Because it uses abstract pictures

Because it measures mathematical matrices

Because it requires object manipulation

Yes

No

Verbal fluency and vocabulary

Abstract thinking, clear thinking, observation, and reasoning by analogy

Psychomotor speed only

Social intelligence exclusively