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Personality Psychology > Assessment techniques > Flashcards

Assessment techniques Flashcards

1
Q

self report inventories can be used for what

A) to understand naturally occurring events

B) to develop a personality profile

C) to understand themes that emerge from implicit motives

D) to understand people’s tendencies to act in various situations

A

B) to develop a personality profile

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2
Q

To assess the cognitions and emotions that accompany a wide range of naturally-occurring events, the best cognitive assessment technique would be:

A) think-aloud protocols.

B) retrospective thought listing.

C) experience sampling.

D) reconstructive thought protocols.

A

C) experience sampling.

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3
Q

what technique would be used to over long period of observation and typically some unstructured interviews

A) experience sampling

B) case study

C) projective techniques

D) twin method

A

B) case study

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4
Q

what technique would be used to estimate the proportion of variance that is accounted for by inheritance

A) experience sampling

B) case study

C) adoption research

D) twin method

A

D) twin method

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5
Q

These techniques try to find out what a person is like from the person, but not by asking him or her directly

A) implicit assessment

B) explicit assessment

C) experience sampling.

D) interviewing

A

A) implicit assessment

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6
Q

what sort of techniques have been particularly important in the motive approach to personality

A) implicit assessment

B) explicit assessment

C) experience sampling.

D) interviewing

A

A) implicit assessment

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7
Q

in these techniques, people themselves indicate what they think they’re like or how they feel or act

A) implicit assessment

B) explicit assessment

C) self report

D) experience sampling.

A

C) self report

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8
Q

If a measure is of a physical reality that requires no interpretation, then it is

A) implicit

B) explicit

C) subjective

D) objective

A

D) objective

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9
Q

the basic characteristic of this approach to assessment is that it relies on data, rather than on theory, to decide what items go into the assessment device.

A) criterion keying

B) rational

C) theoretical

D) empirical

A

D) empirical

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10
Q

This technique can be applied to assess what kinds of activities people undertake, for how long, and in what patterns

A) cognitive assessment

B) behavioural assessment

C) social cognitive assessment

D) physiological assessment

A

B) behavioural assessment

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11
Q

what approach uses self-report devices, rather than behavioral observation

A) Conditioning-Based Approaches

B) Social–Cognitive Approaches

C) Cognitive approaches

D) Self actualisation approaches

A

B) Social–Cognitive Approaches

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12
Q

These procedures give a clearer idea of what
sorts of thoughts are coming to mind in various kinds of situations, typically situations that are problematic

A) self regulation techniques

B) behavioural techniques

C) self actualisation techniques

D) cognitive assessment techniques

A

D) cognitive assessment techniques

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13
Q

Trapnell and Campbell measure assessment to assess self-consciousness in self regulation

A) Unconscious Self-Examination Scale.

B) Rumination reflection questionnaire

C) Mindfulness Observation Survey.

D) Introspective Thought Assessment.

A

B) rumination reflection questionnaire

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14
Q

To a self theorist such as Rogers, assessment is a process of finding out

A) Determining a person’s future potential.

B) Classifying individuals into predefined categories.

C) Predicting specific behaviors in various situations.

D) What a person is like

A

D) what a person is like

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15
Q

Rogers’ orientation toward assessment is compatible with what assessment techniques

A) interviews

B) observation

C) implicit measurements

D) self report

A

A) interviews

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16
Q

this technique allows the person doing the assessment follow stray thoughts and ask questions that might not otherwise occur

A) interviews

B) observation

C) implicit measurements

D) self report

A

A) interviews

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17
Q

this technique allows the person doing the assessment get a subjective sense of what that person is like from interacting with him or her

A) interviews

B) observation

C) implicit measurements

D) self report

A

A) interviews

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18
Q

A technique Rogers preferred for assessing self-concept is called the

A) Fixed-category self-assessment.

B) Randomized self-reflection.

C) Non-structured self-exploration.

D) Q-sort

A

D) Q-sort

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19
Q

An assessment technique in which you sort descriptors according to how much they apply to you

A) Fixed-category self-assessment.

B) IAT

C) PSE

D) Q-sort

A

D) Q-sort

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20
Q

what is the Q-sort

A) A method for ranking external observations.

B) An assessment technique in which you sort descriptors according to how much they apply to you.

C) A self-report scale for personality traits.

D) An objective test of cognitive abilities.

A

B) An assessment technique in which you sort descriptors according to how much they apply to you.

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21
Q

Assessment of personality from the motive viewpoint is a matter of determining

A) specific behaviors exhibited by an individual

B) the levels of a person’s motive dispositions

C) the extent to which environmental factors influence personality

D) the individual’s cognitive schema and self-concept

A

B) the levels of a person’s motive dispositions

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22
Q

The assessment technique most associated with assessment of motive dispositions

A) Q-sort

B) IAT

C) Personal Orientation Inventory (POI)

D) PSE

A

D) PSE

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23
Q

what is one way to evaluate and organize the information from extensive interview techniques

A) quantitative analysis

B) content analysis

C) Personal Orientation Inventory (POI)

D)

A

B) content analysis

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23
Q

what is an inherent requirement when conducting interviews

A) Empathy

B) Conformity

C) Motivation

D) Adherence

A

A) Empathy

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24
Q

involves grouping the person’s statements in some way and seeing how many statements fall into each group

A) Quantitative analysis

B) Content analysis

C) Qualitative analysis

D) Structural analysis

A

B) content analysis

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25
Q

if an interviewer grouped susans interview as follows: Susan said 2 things about herself expressing self-approval, 18 expressing self-disapproval, and 15 that were ambivalent. what technique is the interviewer using

A) quantitative analysis

B) content analysis

C) overt observation

D) Personal Orientation Inventory (POI)

A

B) content analysis

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26
Q

The grouping and counting of various categories of statements in an interview.

A) quantitative analysis

B) content analysis

C) overt observation

D)

A

B) content analysis

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27
Q

what is one requirement for an interview that reduces problems created by inability to compare one interview with another

A) Open-ended questions

B) Standardized procedures.

C) high-level engagement

D) Highly structured and predictable format.

A

D) Highly structured and predictable format.

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28
Q

What problem arises due to the flexibility of interviews

a) Inability to compare interviews

b) Lack of participant engagement

c) Excessive structure

d) Easy comparison between interviews

A

a) Inability to compare interviews

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29
Q

involves giving the person a large set of items printed on cards. The items often are self-evaluative statements and the person places the cards into piles

A) Q-sort

B) IAT

C) T-test

D) PSE

A

B) Q-sort

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30
Q

in this procedure, at one end are just a few cards with statements that are most like you, and at the other end are just a few cards with statements that are least like you

A) Q-sort

B) IAT

C) Personal Orientation Inventory (POI)

D) PSE

A

A) Q-sort

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31
Q

in this procedure, you sort a set of cards containing descriptive statements into a row of piles. At one end of the row might be the card containing the single statement that’s most like you; at the other end the card containing the single statement that’s least like you. The other piles of cards represent gradations between these two points

A) Q-sort

B) IAT

C) Q-test

D) PSE

A

A) Q-sort

32
Q

what does the Q-sort force a person to do

A) Systematically arrange items based on personal preferences

B) Self-evaluate

C) Respond quickly without thoughtful consideration

D) Conform to societal norms and expectations

A

B) self-evaluate

33
Q

what is something that can not possibly occur in the Q-sort

A) Forcing the participant to choose a limited number of descriptors.

B) Let the person say that all the descriptors apply equally well

C) Allowing the participant to avoid making distinctions among descriptors.

D) Requesting the participant to prioritize certain descriptors over others.

A

B) let the person say that all the descriptors apply equally well

34
Q

what is the Q-sort used to measure

A) self actualisation

B) self determination

C) thought content

D) self concept

A

D) self concept

35
Q

what was the Personal Orientation Inventory (POI) developed for

A) measuring identification, transference, in sight, empathy, and the extent of interpersonal agreement

B) to measure the degree to which people have characteristics of frequent self-actualization.

C)

D)

A

B) to measure the degree to which people have characteristics of frequent self-actualization.

36
Q

what measure is used for identification, transference, in sight, empathy, and the extent of interpersonal agreement

A) Q-sort

B) IAT

C) Q-test

D) PSE

A

A) Q-sort

37
Q

The Personal Orientation Inventory (POI) consists of paired statements, and has two scales, what are the two scales

A) Emotional stability and cognitive flexibility.

B) Social engagement and external focus.

C) Time competence and inner direction.

D) Physical well-being and material success.

A

C) Time competence and inner direction.

38
Q

what does The Personal Orientation Inventory (POI) measure

A) self actualisation

B) self determination

C) thought content

D) self concept

A

A) self actualisation

39
Q

the time competence scale from the Personal Orientation Inventory (PO) reflects what

A) The degree to which the person searches for values and meaning

B) The degree to which the person lives in the present, as opposed to being distracted by the past and future

C) The focus on external influences rather than internal values.

D) The neglect of the present moment in favor of past and future concerns.

A

B) the degree to which the person lives in the present, as opposed to being distracted by the past and future

40
Q

the tendency to be inner directed scale from the Personal Orientation Inventory (PO) reflects what

A) The degree to which the person searches for values and meaning

B) The degree to which the person lives in the present, as opposed to being distracted by the past and future

C) The focus on external influences rather than internal values.

D) The neglect of the present moment in favor of past and future concerns.

A

A) The degree to which the person searches for values and meaning

41
Q

Time-competent people

A) Tend to be indifferent to the concept of values.

B) Are less likely to consider the past and future.

C) Have a stronger tendency toward inner direction in determining their values

D) Are able link the past and future with the present effectively.

A

D) are able link the past and future with the present effectively.

42
Q

a strong tendency toward inner direction in the search for, and determining values and meaning means that

A) these people are self determined

B) these people are self actualizers

C) these people have high competencies

D) none of the above

A

B) these people are self actualizers

43
Q

what would a general self report measure of self determination assess

A) The degree to which the person searches for values and meaning

B) The degree to which the person lives in the present, as opposed to being distracted by the past and future

C) The extent to which people to function with autonomy, competence and relatedness

D) The degree of subjective values from an action outcome and what actions the person wants to produce

A

C) The extent to which people to function with autonomy, competence and relatedness

44
Q

which of the following would not be considered a measure of self determination

A) asking college students the degree to which they live in the present as opposed to being distracted by the past

B) ask children why they do various things and provide potential reasons that had been chosen

C) asking college students their reasons for learning things in their courses

D) motives underlying religious behavior

A

A) asking college students the degree to which they live in the present as opposed to being distracted by the past

45
Q

this view emphasizes the existence of several processes in human experience and suggests it may be useful to measure individual differences in those processes

A) cognitive

B) self determination

C) motive

D) self regulation

A

D) self regulation

46
Q

self-regulatory function measuring whether people tend to view their behavior in high-level or lower-level terms

A) Behavior Identification Form

B) Personal Orientation Inventory (POI)

C) Behavioural Assessment

D) Rumination reflection questionnaire

A

A) Behavior Identification Form

47
Q

from the self-regulatory view the Behavior Identification Form was developed to measure

A) hierarchical organisation of high vs low level actions

B) how often the behaviors occur in response to specific situations

C) dispositional tendencies that emerge in people’s narratives

D) none of the above

A

A) hierarchical organisation of high vs low level actions

48
Q

from the self-regulatory view what is the assumption underlying the Behavior Identification Form

A) knowing what outcomes a person wants to produce reflects their subjective values

B) people with similar traits can differ greatly if they think of their goals at different levels

C) that specfiic behaviours occur in response to specific situations

D) none of the above

A

B) people with similar traits can differ greatly if they think of their goals at different levels

49
Q

which of the following would not be measured by Self Regulation perspective

A) goals

B) competencies

C) self control

D) impulsiveness

A

B) competencies

50
Q

which of the following would not be measured by Self Regulation perspective

A) self reflection

B) deindividuation

C) self concept

D) private self-consciousness

A

C) self concept

51
Q

Vallacher and Wegner (1989) developed a measure called the Behavior Identification Form for the purpose of assessing

A) whether people have high or low levels of emotional intelligence

B) whether people tend to view their behavior in high-level or lower-level terms of self-regulatory function

C) whether people have high or low levels of self-esteem

D) the degree of cognitive flexibility individuals have

A

B) whether people tend to view their behavior in high-level or lower-level terms of self-regulatory function

52
Q

Trapnell and Campbell created a measure to focus separately on the growth-oriented motive and the safety seeking motive, what is this measure called

A) Rumination–Reflection Questionnaire

B) Self-Consciousness Scales

C) Growth and Safety Motives Scale

D) Reflective Thinking Scale

A

A) Rumination–Reflection Questionnaire

53
Q

in the Rumination–Reflection Questionnaire, the ______ items refer to being unable to put something behind you and the ______ items refer to being fascinated and inquisitive

A) avoidance ; engagement

B) fixation ; curiosity

C) rumination ; reflection

D) obsession ; contemplation

A

C) rumination ; reflection

54
Q

A Self-Control scale has been developed to assess

A) self control tendencies in emotional intelligence

B) self control tendencies in self-regulatory function

C) self control tendencies in cognitive flexibility

D) self control tendencies in social identity

A

B) self control tendencies in self-regulatory function

think of items that tend to focus on persistence

55
Q

How are the items on the Self-Control scale for self-regulatory function described

a) Focused on emotional intelligence

b) Emphasizing cognitive abilities

c) Tending to focus on persistence in completing activities

d) Assessing social skills

A

c) Tending to focus on persistence in completing activities

56
Q

the assessment technique most associated with motive dispositions is

A) interview

B) self reports

C) PSE

D) both A and B

A

C) PSE

57
Q

through apperception, the themes manifested in the stories from the PSE reflect the story tellers

A) knowledge

B) implicit motives

C) dispositional motives

D) explicit motives

A

B) implicit motives

58
Q

over the course of several pictures presented by the PSE procedure, dispositional tendencies emerge in people narratives, which reflect

A) the motives underlying the persons personality

B) ambiguity in themes

C) the reasoning behind motives

D) reaction times for various associations

A

A) the motives underlying the persons personality

59
Q

which of the following is NOT a criticism of the PSE procedure

A) low internal consistency and low test-retest reliability

B) being told to tell several stories in the same session creates implicit pressure to avoid repetition

B) takes a lot of time and effort to give and score

D) all are criticisms

A

D) all are criticisms

60
Q

if we were to use the Implicit Association Test (IAT) as a tool of implicit assessment, we would be using it for the reasoning that

A) a good deal of peoples knowledge is projection

B) a good deal of people’s knowledge is associative

C) because knowledge is explicit, people would be able to give accurate answers

D) Both B and C

A

B) a good deal of people’s knowledge is associative

61
Q

research comparing the TAT and the IAT found that

A) a good deal of people’s knowledge is associative

B) the TAT was a superior measure of implicit knowledge

C) the two measures were correlated and had similar patterns with other scales

D) the IAT was a superior measure compared to the TAT

A

C) the two measures were correlated and had similar patterns with other scales

62
Q

a measure of semantic properties in memory that are believed to be hard to detect by introspection

A) Implicit Association Test (IAT)

B) Picture Story Exercise (PSE)

C) thematic Apperception Test (TAT)

D) the marshmallow test

A

A) Implicit Association Test (IAT)

63
Q

in the psychoanalytic view, formal ways of assessing unconscious processes are collectively called

A) psychoanalytic assessments

B) projective techniques

C) subconscious evaluations

D) implicit measures

A

B) projective techniques

64
Q

projective techniques confront people with

A) overt challenges

B) ambiguous stimuli

C) straightforward tasks

D) clear instructions

A

B) ambiguous stimuli

65
Q

what is the presumption behind using ambiguous stimuli presented in projective techniques

A) Facilitates direct expression of conscious thoughts, feelings, desires and needs

B) Encourages logical and rational responses

C) Enhances memory recall

D) Allows responses to reflect unconscious feelings, attitudes, desires, and needs

A

D) Allows responses to reflect unconscious feelings, attitudes, desires, and needs

66
Q

The best-known projective technique is

A) Rorschach inkblot test

B) Picture response tests

C) Word association tests

D) Thematic Apperception Test

A

A) Rorschach inkblot test

67
Q

what did Rorschach use to test development of the Rorschach inkblot test

A) Empirical keying

B) Criterion keying approach

C) Factor analysis

D) Subjective interpretation

A

A) Empirical keying

68
Q

what occurs during the the first stage of the Rorschach inkblot test

A) The examiner explains the purpose of the test

B) the inkblots are presented in a predetermined order and the person indicates what he or she sees in them

C) The person is asked to analyze the inkblots

D) The inkblots are presented randomly to assess spontaneous responses

A

B) the inkblots are presented in a predetermined order and the person indicates what he or she sees in them

69
Q

what occurs during the second stage of the Rorschach inkblot test

A) The person is asked to generate stories based on the inkblots

B) the inkblots are presented in a predetermined order and the person indicates what he or she sees in them

C) The person views the cards again and the examiner reminds the person what he or she said earlier and asks what it was about the card that made the person say that

D) The examiner provides additional information about the inkblots

A

C) The person views the cards again and the examiner reminds the person what he or she said earlier and asks what it was about the card that made the person say that

70
Q

what is the most popular way of scoring the Rorschach ink blot test

A) Analyzing only the first response to each inkblot.

B) Counting the total number of responses given.

C) Ignoring the color perceptions in the responses.

D) John Exner’s scoring system,

A
71
Q

In John Exner’s scoring system, what is the initial step in analyzing responses on the Rorschach test?

a. Examining responses in terms of location

b. Comparing responses against those of people with known personalities

c. Analyzing responses in terms of determinants

d. Assessing responses based on content

A

b. Comparing responses against those of people with known personalities

72
Q

In John Exner’s scoring system, how are responses on the Rorschach test examined as a progression from one card to the next?

a. By assessing the emotional tone

b. By considering the respondent’s cognitive style

c. By analyzing thematic content

d. By observing the evolution of responses across cards

A

d. By observing the evolution of responses across cards

73
Q

What does the term “determinants” refer to in the context of John Exner’s scoring system for the Rorschach test?

a. The underlying psychological factors influencing responses
b. The form, colour, sharing or perceived movement
c. The respondent’s emotional reactions to the stimuli
d. The thematic content of the responses

A

b. The form, colour, sharing or perceived movement

74
Q

According to John Exner’s system, what is the final step in analyzing responses on the Rorschach test?

a. Assessing the respondent’s personality traits
b. Analyzing responses in terms of location, determinants and content
c. Examining responses as a progression from one card to the next
d. Analyzing responses in terms of content

A

b. Analyzing responses in terms of location, determinants and content

75
Q

How are the features of location, determinants, and content thought to reveal information about the person’s unconscious in John Exner’s system?

a. They provide insight into the respondent’s conscious thoughts

b. They reveal the respondent’s emotional state during the test

c. They reflect underlying psychological processes and aspects of the unconscious

d. They assess the respondent’s cognitive abilities

A

c. They reflect underlying psychological processes and aspects of the unconscious

76
Q

What does the term “location” refer to in the context of John Exner’s scoring system for the Rorschach test?

A) where the response focuses

B) the response’s subject

C) form, color, shading, or perceived movement

D) thematic content

A

A) where the response focuses

77
Q

how should psychologist treat the Rorschach inkblot test

A) as a test

B) as a tool

C) as a diagnostic instrument

D) as a subjective assessment method

A

B) as a tool

78
Q

Assessment, from this view, is partly a matter of assessing individual differences in self-reflectiveness, self-control or the level of abstraction at which people view their goals

A) self regulation perspective

B) trait perspective

C) psychosocial perspective

D) biological perspective

A

A) self regulation perspective

Personality Psychology (34 decks)

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