PSY3041: Psychological Testing, Abilities And Ethics! Quiz

10 Questions | Total Attempts: 559

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PSY3041: Psychological Testing, Abilities And Ethics! Quiz

Psy3041: psychological testing, abilities and ethics quiz! Not everyone is the same when it comes to how we reach to different situations but some reactions may be a sign of something wrong. It is important for people to get psychologically tested to test their ability to handle different eventualities so as to assess their reaction and help them carry their daily duties with ease. This quiz will assess your ability to give the tests as a psychiatrist.


Questions and Answers
  • 1. 
    Aptitude tests measure
    • A. 

      The cognitive abilities that intelligence tests measure

    • B. 

      Learning that has occurred as a result of exposure to a relatively defined learning experience

    • C. 

      Learning that has occurred informally through life experiences

    • D. 

      Learning that has occurred through formal structured input

  • 2. 
    A possible limitation using of portfolios to measure academic achievement is that portfolios
    • A. 

      Have little relevance to learning in real-world settings

    • B. 

      Have yet to be successfully used in academic settings

    • C. 

      Require motivation, not skill to assemble

    • D. 

      May tap prior knowledge, not current learning

  • 3. 
    The Woodcock-Johnson III is based on MOST on which theory of cognitive abilities?
    • A. 

      Cattell-Horn

    • B. 

      Gardener

    • C. 

      Woodcock and Johnson

    • D. 

      Cattell-Horn-Carroll (CHC)

  • 4. 
    An approach to discovering a student’s learning potential based on a model of testing-intervention-retesting is referred to as
    • A. 

      Integrative assessment

    • B. 

      Dynamic assessment

    • C. 

      Authentic assessment

    • D. 

      Biopsychosocial assessment

  • 5. 
    According of Maureen Dennis’ Heuristic describing the impact of brain damage on skill development, brain damage that occurs when a skill is developing
    • A. 

      Is less vulnerable to the impact of brain injury

    • B. 

      Could result in the onset of that skill being delayed

    • C. 

      Could result in the order of acquisition being out of normal sequence

    • D. 

      Could result in the rate of acquisition as lagging behind age expectations

  • 6. 
    A simplified statement of the response to intervention (RtI) model is as follows:
    • A. 

      1) intervene, 2) respond to intervention, 3) remediate or intervene as needed

    • B. 

      1) remediate, 2) evaluate, 3) instruct and remediate as needed

    • C. 

      1)evaluate, 2) instruct, 3) evaluate and instruct as needed

    • D. 

      1) instruct, 2) evaluate, 3) remediate or instruct as needed

  • 7. 
    Sia had meningitis when she was 3 years of age. Neuropsychological assessment 1 year later indicated she was performing within age expectations, although towards the lower end of this range, on tests of intellectual ability, receptive language, and memory. Neuropsychological assessments 2, 4, and 8 years after injury showed Sia was increasingly performing below age expectations on tests of attention, memory, and planning and organization. Which of the following best applied to Sia’s situation?
    • A. 

      Sia is likely to catch up to her peers because these skills develop across childhood and adolescence

    • B. 

      Sia has impaired planning and organization skills

    • C. 

      These results suggest Sia is “growing into deficits”

    • D. 

      Given Sia had early brain injury and is likely to perform below age expectations on tests of cognitive abilities

  • 8. 
    Diagnostic tests are MOST typically used to 
    • A. 

      Make a placement decision within highly technical employment settings

    • B. 

      Determine what specific area of academic difficult require intervention

    • C. 

      Make a screening decision in the military

    • D. 

      None of these

  • 9. 
    Psychoeducational test batteries are designed to measure
    • A. 

      Ability and achievement

    • B. 

      Scholastic aptitude

    • C. 

      Adjustment and personality

    • D. 

      Academic motivation

  • 10. 
    A problem with self-report measures of depression, such as the Black Depression Inventory, is that
    • A. 

      Test takers can fake depression or fake the absence of depression

    • B. 

      They are highly unreliable and based solely on what happened to the testtaker during the previous day or so

    • C. 

      They don not gauge the severity of depression, only its presence or absence

    • D. 

      The theory on which they are based has been shown to be severely flawed