Term
| The Projective Instruments require trained personnel. There are no projective tests, only projective instruments. |
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Definition
| Projective instruments require trained personnel. There are no projective tests, only projective instruments. |
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Term
| Two projective tests (instruments) |
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Definition
| The Rorschach, the DAP (florene Goodenough) and the TAT (henry murray) are projective tests (instruments). |
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Term
| 2 Objective personality tests |
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Definition
| The MMPI (Stark Hathaway and j.c Mckinley) and CPI are examples of objective personality tests. |
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Term
| The ______ Scale has been the basis for much research |
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Definition
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Term
| Standardization of a test is to define scores by comparison with the performance of a ________ ________ group. |
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Definition
| Standardization of a test is to define scores by comparison with the performance of pretested standardization group. |
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Term
________ Test would like to measure the capacity to learn but are actually achievment tests. |
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Definition
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Term
| The terms __________ and ________ are important in testing. Chomsky makes a distinction between the 2 in linguistics. |
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Definition
| The terms competence and performance are important an testing. |
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Term
| Intelligence refers to the ability to learn, remember information and use it correctly, to solve problems, to acquire and use language , to exercise good judgment, to find similarities and differences and to engage in culturally appropriate behaviors. Intelligence is not a thing and cannot explain behavior. |
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Definition
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Term
| The French gov't commissioned _____ and ____ to construct a test of intelligence so that the placement of the children into slow, normal, or advanced classes would not be under the subjective control of the teachers. |
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Definition
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Term
| Intelligence is not the same in blood sugar levels. Alfred Binet and Henri Simon gave us the concept of mental age and chronological age. |
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Definition
| Reflect on mental age and chronological age. |
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Term
| Binet insisted on 3 principles for using his tests... |
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Definition
1. The scores are a practical device, they are not evidence for any theory of intellect, they do not define anything permanent or innate, they do not measure intelligence of any other reified entity.
2. The scale is a rough empirical guide for identifying children that need help, it is not for ranking children.
3. Emphasis shall be placed on improvement |
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