REvIEW F0R EXAN #S PSY 4S1 - Bi.

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Exam uate - Nay 11 at 2:Su p.m.

! #$%#&%$'() *$+ ,-.-/0' +(& (. '102 -3$*. You may wish to biing one in oiuei to make
the most of the multiple choice questions that involve IQ scoies anuoi sensitivity anu
specificity issues.

Bowevei, please unueistanu that !"# %&' ()* #+, - .,// 01"2, 3"4 !"#4 .-/.#/-5"4. If
you have a cell phone uuiing the exam, you will be askeu to leave, anu youi giaue will
automatically be a zeio. This will be non-negotiable.

Piioi to attenuing the exam, please iefiesh youi memoiy about the acauemic integiity
statement that is incluueu on the couise syllabus.

When you ieceive the exam, please ieau all uiiections veiy caiefully befoie you begin to
woik.

This exam will covei infoimation associateu with textbook chapteis 9, 1u, 12, 1S, anu 14.
Infoimation fiom textbook ieauing, PoweiPoint sliues, anu class uiscussions will be of
impoitance foi youi stuuy. Any anu all of that infoimation will be faii game foi this exam.
Be piepaieu foi a wiue vaiiety of test items fiom all of the concepts within this iange of
mateiial.

This exam will be *&%'04%-5#1(0#- (.%+. All items will be of this foimat. Nultiple-choice
items have only one coiiect answei. Choose the one that is the best, oi most logical,
iesponse to the question. 0se logic anu ieasoning to help you ueteimine the accuiate
choice.

Be able to uefine all of the impoitant vocabulaiy woius fiom the selecteu chapteis (9, 1u,
12, 1S, 14) in the textbook. You shoulu know a uefinition anu an example foi each teim.
Please note that any of those teims will be faii game foi exam questions.

Beie aie the finei points that you may wish to be extia-familiai with:

Know the commonly helu uefinition of intelligence that was ievieweu in class. In
auuition to that uefinition, you also shoulu know why we as measuiement piofessionals
shoulu be conceineu with the way in which this constiuct is uefineu.

Know the contiibutions that paiticulai theoiists fiom the past maue to oui cuiient
unueistanuing of intelligence. Focus on Speaiman, Binet, Thuistone, uuilfoiu,
CattellBoinCaiioll, uaiunei, anu Steinbeig. Foi those 7 uiffeient theoiies, you shoulu
know how each helpeu to foimulate oui cuiient mouels of assessing foi intelligence in
piactical ways.


Be able to uesciibe the pioblem associateu with this gioup of seven theoiies (above).
Recall that we ievieweu this in class. Theie is a substantial pioblem with this collection
of 7 theoiies. Bow uoes this impact oui measuiement of the constiuct we call
intelligence.

Be able to explain some of the issues of ieliability, valiuity, anu utility that aie inheiently
associateu with the measuiement of intelligence.

Know the "olu way" of computing IQ by use of the NACA foimula, anu be able to explain
how IQ scoies aie ueiiveu in moie contempoiaiy ways of measuiement (i.e., something
othei than the NACA foimula).

Be able to use the noimal uistiibution cuive to solve pioblems using IQ scoies. You
shoulu know the peicentages of people who fall between each stanuaiu ueviation, how
that ielates to peicentile ianks, how the stanuaiu ueviation values ielate to each othei,
anu how to plot scoies along that uistiibution cuive. 6* 67 6%8)9*&(* *) ()*:
*;&* ')< =6>> ()* ?: @6A:( *;: A67<&> B;&9*C ')< ;&A: *) D()= *;67
6(E)9%&*6)(C

Be able to ueteimine infoimation baseu on people's IQ scoies. Foi instance, at what
stanuaiu ueviation uo they fall. At what peicentile iank. Be suie to ieview the piactice
exeicises that we uiu in class about this.

Know how the extiemes of the IQ uistiibution aie iepiesenteu. Foi example, what
constitutes gifteuness. What constitutes intellectual ueficiency.

Besciibe the Flynn Effect. Bow uoes it impact the measuiement of IQ.

Review the sliues about heieuity veisus enviionment, anu know how this impacts IQ
measuiement.

Review the sliues about age anu IQ, anu know how this impacts IQ measuiement.

Know how IQ tests woik (theie aie five oi six sliues specifically about this).

Be able to explain the foui veiy impoitant questions you neeu to ask about IQ scoies,
uue to the scoies being so "contextual." Theie is a sliue about this, anu we talkeu about
it a gieat ueal in class.

Know the commonly helu uefinition of peisonality that was ievieweu in class. In
auuition to that uefinition, you also shoulu know why we as measuiement piofessionals
shoulu be conceineu with the way in which this constiuct is uefineu.

Be able to uistinguish between "tiaits" anu "states" when consiueiing peisonality issues.
Also, know the ways in which tiaits anu states contiibute to what we call "types."

Be able to iecall the foui piimaiy ways in which peisonality assessment is uone. Foi
example, one of these is "inteiview." What aie the foui. Foi each of those foui, theie is a
sliue that focuses on issues ielateu to that issue. Be able to uesciibe that infoimation.

Be able to uesciibe the BIu FIvE assessment that we took in class, anu how it woiks to
help iuentify some impoitant things about peisonality.

Foi each vaiiable on the BIu FIvE, be able to iecognize the uiffeiences between high
scoieis anu low scoieis. Theie aie a seveial sliues that covei this infoimation, anu we
talkeu about it in class a lot as we coveieu the BIu FIvE assessment.

What aie the majoi puiposes of peisonality assessment.

Be able to uefine emotionalbehavioial uisoiuei (EBB).

Why is it so ciitically impoitant that we unueistanu how to measuie this psychological
constiuct ieliably anu valiuly. In othei woius, what aie the impacts associateu with this
label. uiven those impacts, why shoulu we be juuicious about how we go about using
peisonality assessment wisely, in oiuei to facilitate the iuentification of EBB.

Why uo we not want to consiuei tiansient, expecteu iesponses to enviionmental
stiessois when we iuentify EBB.

Relateu to the measuiement of EBB, you shoulu focus on: (1) the oveiaiching factois of
auveise impacts, (2) the two coie uimensions of emotion anu behavioi, (S) the thiee
unueilying concepts of chionicity, seveiity, anu peivasiveness, anu (4) the vaiiety of
peisonality anu behavioial chaiacteiistics.

Why is it impoitant to ueteimine whethei oi not the EBB necessitates specializeu
seivices foi the inuiviuual.

Why is it impoitant to offei iecommenuations at the enu of the EBB-ielateu assessment
piocess.

Review all of the "BIu BEAL" sliues foi EBB. These help to claiify the impact of the label.

IN ABBITI0N T0 TBE AB0vE INF0RNATI0N, Y00 ARE EXPECTEB T0 KN0W TBE
INF0RNATI0N FR0N TBE SELECTEB TEXTB00K CBAPTERS. PLEASE REvIEW Y00R
REABINu.