c3 Student: ___________________________________________________________________________ 1. Statistical tools are used for A. describing numbers. B. making inferences about numbers. C. drawing conclusions about numbers. D. All of these
2. In doing research on family therapy a researcher reports on the number of children in each family studied. !his reporting on the number of children in each family is B"S! described as which type of scale# A. continuous B. discrete C. inter$al D. %one of these
&. 'hich is the most common type of scale used in psychological tests# A. continuous B. discrete C. contiguous D. %one of these
(. In a scale used in a psychology e)periment a $alue of *1* is assigned to sub+ects with black hair and a $alue of *2* is assigned to sub+ects with blonde hair. !he type of scale used in this e)periment is, A. ordinal. B. ratio. C. inter$al. D. nominal.
-. easuring temperature with a /ahrenheit thermometer entails the use of which type of scale# A. ratio. B. ordinal. C. inter$al. D. nominal.
0. %umbers are assigned to each player on the uni$ersity basketball team. !his use of numbers could B"S! be characteried as A. a nominal scale. B. an ordinal scale. C. an inter$al scale. D. a ratio scale.
. An instructor rank3orders students in her measurement class based on their performance on a 4ui of Chapter & in the te)tbook. In this instance the instructor is using which type of scale# A. nominal B. inter$al C. ordinal D. comparati$e
5. 6ards gained by running backs during a football game is an e)ample of which type of scale# A. nominal B. ordinal C. inter$al D. ratio
7. iles3per3hour is an e)ample of which type of scale# A. nominal B. ordinal C. ratio D. inter$al
-. easuring temperature with a /ahrenheit thermometer entails the use of which type of scale# A. ratio. B. ordinal. C. inter$al. D. nominal.
0. %umbers are assigned to each player on the uni$ersity basketball team. !his use of numbers could B"S! be characteried as A. a nominal scale. B. an ordinal scale. C. an inter$al scale. D. a ratio scale.
. An instructor rank3orders students in her measurement class based on their performance on a 4ui of Chapter & in the te)tbook. In this instance the instructor is using which type of scale# A. nominal B. inter$al C. ordinal D. comparati$e
5. 6ards gained by running backs during a football game is an e)ample of which type of scale# A. nominal B. ordinal C. inter$al D. ratio
7. iles3per3hour is an e)ample of which type of scale# A. nominal B. ordinal C. ratio D. inter$al
18. 'hich is the only type of scale that has an absolute ero point# A. nominal B. ordinal C. ratio D. inter$al
11. Alfred Binet concei$ed the assignment of numbers to the results of a person9s response to 4uestions on an intelligence test to be what type of scale# A. nominal B. ordinal C. inter$al D. ratio
12. !he data from most psychological tests could B"S! be characteried as which le$el of measurement# A. nominal B. ordinal C. inter$al D. ratio
1&. !he /rench word for *black* is a con$enient acronym for A. :$e factors measured by Binet9s test. B. four le$els of measurement. C. four parts of the partitioned normal cur$e. D. :$e families of fre4uency distributions.
1(. A fre4uency distribution typically includes A. the a$erage score and a measure of di$ersion around it. B. each possible score and how often it occurs. C. an estimate of how spread out the scores are. D. an inde) of how *popular* a particular fre4uency is.
1-. 'hich is the ;S! common factor in
10. /re4uency distributions may be illustrated in a $ariety of ways. 'hich of the following illustrations is the ;S! popular of illustrating a fre4uency distribution# A. a histogram B. a scatterplot C. a pie chart D. a radio dial
1. In a grouped frequency distribution A. the total of the fre4uency column is e4ual to the total number of scores in the distribution. B. test3score inter$als replace the actual test scores. C. each test score must fall in only one test3score inter$al. D. All of these
15. easures of central tendency refer to which part of the fre4uency distribution# A. the high end of the distribution B. the middle of the distribution C. the low end of the distribution D. the $ery end of the distribution
17. In calculating the mean of a distribution of test scores the person analying the data takes account of, A. only the e)treme scores in the distribution. B. only the middle scores in the distribution. C. e$ery score in the distribution. D. the standard scores in the distribution.
28. !he mean the median and the mode are all A. measures of central tendency. B. measures of $ariability. C. measures of dispersion. D. standard scores.
21. A 1883item achie$ement test is administered to &8 students. Students earn 1 point for each correct answer. In the test results there are three scores of 7-. All of the other students score between 18 and &8. 'hat measure of central tendency would be ;S! representati$e of this set of scores# A. a$erage de$iation B. the median C. the mode D. the standard de$iation
22. 'hat is the formula for the arithmetic mean as calculated from a fre4uency distribution# A. *summation of f)* di$ided by % B. *summation of the absolute de$iations* di$ided by % C. *summation of )* di$ided by % D. %one of these
2&. /or the distribution of test scores 5- 0 1 50 and 72 the arithmetic mean is e4ual to A. 1. B. 5-. C. 52. D. 58.
2(. A distribution of test scores has a three3way tie for the most fre4uently occurring score. !his distribution could be described as A. trimedial. B. kurtotic. C. trimodal. D. skewed.
2-. 'hen graphing ratio data why is it preferable to set the ordinate of the y3a)is at 8# A. It is simply the traditional way of doing things and has no inherent bene:t. B. Setting the ordinate to other $alues may yield an e)aggerated impression of the changes in the $ariable. C. Doing so is the best protection against statistic3based challenges regarding methodology :ndings and conclusions. D. =atio3le$el data has a theoretical range from 8 to plus or minus in:nity.
20. 'hich of the following statistics is the preferred measure of central tendency for a skewed distribution# A. the mean B. the median C. the mode D. %one of these
2. /or which type of distribution of scores is the mean the preferred measure of central tendency# A. a symmetrical distribution B. a skewed distribution C. a
25. !he mean for the set of scores 5 7 and is A. . B. 5. C. 7. D. 2(.
27. T score is to 50 as, A. z score is to 10. B. percentile is to 100. C. stanine is to 5. D. stanine is to 9.
&8. A distribution of test scores is, - 72 70 55 - 02 and 55. !his distribution can be characteried as, A. unimodal with a mode of -. B. bimodal with the modes of - and 55. C. unimodal with a mode of 55. D. trimodal with the modes of 70 72 and 02.
&1. 'hich statistic describes the most fre4uently occurring test score# A. the mean B. the median C. the mode D. the range
&2. /or which type of data is the mode most fre4uently used# A. nominal data B. ordinal data C. inter$al data D. ratio data
&&. 'hich is the only measure of central tendency that can be used for all nominal ordinal inter$al and ratio scales of measurement# A. the mode B. the median C. the mean D. the standard de$iation
&(. 'hich statement is !=>" regarding this distribution of scores, 8 11 18 8 8 - ( & 2 1 1 1# A. !here is no mode. B. !he mode is 8. C. !he mode is 1. D. !here are two modes 8 and 1.
&-. 'hich statement is !=>" regarding this distribution of scores, 1 2 2 &# A. !he arithmetic mean is not an integer $alue. B. !he distribution is bimodal. C. !here is no mode. D. !he arithmetic mean is e4ual to the mode.
&0. If a distribution of scores has a few e)tremely low scores and no corresponding high scores which of the following would be !=>"# A. !he mean would be smaller than the median. B. !he mean would be larger than the median. C. !he mean and the median would be e4ual. D. !he mean median and mode would all be the same.
&. 'hich statistic con$eys the ?"AS! precise measure of dispersion# A. the range B. the $ariance C. the standard de$iation D. the semi3inter4uartile range
&5. 'hich 4uartile may also be referred to as the median# A. the :rst 4uartile B. the second 4uartile C. the third 4uartile D. the fourth 4uartile
&7. !he median and the inter4uartile range are @@@@@@@@@@ in nature. A. reciprocal B. ordinal C. inter$al D. opposite
(8. If the standard de$iation of a set of test scores is e4ual to 2- the $ariance is e4ual to A. 02-. B. -. C. -8. D. 12.-.
(1. If all scores in a set of test scores were the same the $ariance would be e4ual to A. ero. B. one. C. two. D. %one of these
(2. >sers of psychological tests are fre4uently tempted to treat ordinal data as if it were inter$al data. !his is the case because of the A. diculties that would be encountered if the data were treated as ratio data. B. fre4uent need to do more than simply rank order test scores. C. data manipulation capabilities gi$en the e4ual inter$als between points measured. D. added
(&. !est users who treat ordinal data as if they were inter$al data must be constantly alert to the possibility of A. a highly skewed standard error. B. gross ine4uality of inter$als. C. e)treme kurtosis in a graphed distribution of test scores. D. legal challenges from the AC?>.
((. !o make data more manageable it is sometimes con$erted to graphs or tables. raphs or tables can be created from A. nominal le$el data. B. ordinal le$el data. C. ratio le$el data. D. All of these
(-. A raw score is so called because it is A. a straightforward unmodi:ed accounting of performance usually numerical in nature. B. an untreated estimate of performance on a test prior to placement in a fre4uency distribution. C. ratio le$el measurement that has not yet been con$erted into any sort of graphic form. D. %one of these
(0. A simple frequency distribution is labeled as such to indicate that the data in it A. occurs with no particular fre4uency. B. ha$e not been grouped. C. are not particularly comple). D. ha$e only been a$eraged using the arithmetic mean.
(. In a grouped fre4uency distribution test-score intervals are also referred to as A. class inter$als. B. bandwidth inter$als. C. range inter$als. D. group inter$als.
(5. X is to abscissa as Y is to A. oblongata. B. kudos. C. kurtotic. D. ordinate.
(7. A histogram is a A. graph with $ertical lines drawn at each class inter$al. B. fre4uency distribution with horiontal lines at each class inter$al. C. a graphic illustration from history with ratio le$el data. D. surgical procedure once performed on women to treat depression.
-8. ;n a bar graph comparing men to women with regard to test scores one would e)pect to :nd the gender $ariable listed on the A. abscissa. B. ordinate. C. fre4uency polygon. D. appendi).
-1. A distribution of test scores can be described by A. a measure of central tendency B. a measure of de$iation C. a graph D. All of these
-2. In summation notation the reek uppercase letter sigma is used to signify, A. some. B. sum. C. don9t sum. D. dim sum.
-&. ;ne general statement that can be made with regard to the use of statistics in analying test data is that the choice of statistic fre4uently depends on A. the *school of statistics* learned by the person doing the analysis. B. the degree of precision in measurement that is re4uired. C. the importance of the :ndings in the grand scheme of things. D. the attention to detail that the pro+ect re4uires.
-(. >nlike the arithmetic mean of scores in a distribution the mode A. may be totally atypical of other scores in the distribution. B. may lie at the e)treme end of the distribution. C. is determined by counting the scores and determining which occurs most fre4uently. D. All of these
--. Mode is to nominal statistic as median is to, A. nominal statistic. B. ordinal statistic. C. interval statistic. D. ratio statistic.
-0. !he range is a measure of $ariation that is simple enough to calculate but its $alue is A. greatly aected by e)treme scores in the distribution. B. not aected enough by e)treme scores in the distribution. C. e)tremely limited when a distribution is relati$ely platykurtic. D. too e)aggerated for use with a normal distribution.
-. !here are 188 scores in a distribution of test scores and the a$erage de$iation ADE is 12. !he AD of 12 tells us that the 188 scores in this distribution $aried on a$erage A. 12 points from the mean. B. 12 points from each other. C. 12 points from 188. D. %one of these
-5. !he >.S. %a$y is highly selecti$e when it comes to applications for %a$y Seal training. A distribution of test scores on a %a$y Seal Fualifying and Screening ")amination administered to a class of high school seniors would be e)pected to yield A. a normal distribution of test scores. B. a negati$ely skewed distribution of test scores. C. a positi$ely skewed distribution of test scores. D. a trimodal distribution.
-7. Considering all of the people throughout history who are credited with the de$elopment of what is now called *the normal cur$e* which name does %;! belong# A. Abraham Deoi$re B. ar4uis de ?aplace C. '. A. cCall D. Garl /riedrich auss
08. In theory the distribution of the normal cur$e ranges from A. H& to 3&. B. 8 to 188. C. 8 to in:nity. D. negati$e in:nity to positi$e in:nity.
01. !he tail portion of a normal cur$e is the area of the cur$e between A. 2 and & standard de$iations abo$e the mean. B. 32 and 3& standard de$iations below the mean. C. Both a and b D. %one of these
02. =aw scores may be con$erted to standard scores A. because raw scores are more readily interpretable than standard scores. B. to better understand a test3taker9s performance relati$e to others C. Both a and b D. %one of these
0&. A score scale has sometimes been referred to as a *ero plus or minus one* scale because a score scale A. has a mean set at 8 and a standard de$iation set at 1. B. has a mean set at 8 and a standard de$iation set at 31. C. has a standard de$iation set at 8 and a mean set at 1. D. %one of these
0(. !he ! in ! 3scores came about because this $ariety of standard score was named after A. !hurstone. B. !itchener C. !horndike. D. !erman
0-. !oday when someone tells you what their recently measured *IF* is the $alue 4uoted is most likely A. a standard score. B. a 3score. C. a ! 3score. D. a 4uotient.
00. A standard score obtained by a linear transformation is one in which A. a direct numerical relationship to the original score is retained. B. only the directionality of the relationship to the original score is retained. C. the relationship to the original score has been completely erased. D. %one of these
0. A nonlinear transformation of test scores into standard scores may be re4uired when the test data under consideration, A. are normally distributed. B. are not normally distributed. C. were originally con$erted into " scores. D. were not obtained under standardied conditions.
05. A student recei$ed a score of 1 on a test of "nglish as a Second ?anguage and the distribution of test scores on that test was normal. !his same student recei$ed a score of 1 on another test of "nglish as Second ?anguage and the distribution of test scores on this second test were highly skewed. In all probability A. these two standard scores mean the same thing. B. the ! 3scores on both test would be e4ual to 58. C. the student speaks "nglish better than many nati$e3born Americans. D. these two standard scores do not mean the same thing.
07. 'hich is %;! a part of the formula for calculating a standard de$iation# A. each test score B. the total number of items in the test C. the mean of the distribution D. the total number of test scores
8. If the results of an e)amination are positi$ely skewed the e)am 4uestions were likely A. easy. B. dicult. C. biased. D. part of a make3up e)amination.
1. If the results of an e)amination are negati$ely skewed the e)am 4uestions were likely, A. easy. B. dicult. C. biased. D. 4uite no$el in many respects.
2. In a positi$ely skewed distribution which of the following is true# A. F&3F2 will be greater than the distance of F23F1. B. F&3F2 will be less than the distance of F23F1. C. F(3F2 will be greater than the distance of F23F1. D. F(3F2 will be less than the distance of F23F1.
&. In a distribution that is positi$ely skewed what is the relationship between the measures of central tendency# A. !he mean the median and the mode are e4ual. B. !he mean is greater than the median which is greater than the mode. C. !he mean is greater than the mode which is greater than the median. D. !he standard de$iation is larger than the $ariance which is larger than the range.
(. In a distribution that is symmetrical which of the following is true# A. !he distances from F1 and F( to the median are the same. B. !he distances from F1 and F2 to the median are the same. C. !he distances from F1 and F& to the median are the same. D. !he distances from F2 and F& to the median are the same.
-. Arithmetic mean is to @@@@@@@@ as median is to @@@@@@@@. A. semi3inter4uartile range standard de$iation B. standard de$iation semi3inter4uartile range C. $ariance standard de$iation D. dispersion $ariance
0. If few scores fall on the negati$e side of the distribution the distribution is @@@@@@@@ skewed. A. positi$ely B. negati$ely C. symmetrically D. asymmetrically
. Gurtosis refers to steepness in the @@@@@@@@ of the distribution. A. center B. positi$e end C. negati$e end D. outliers
5. 'hich of the following is !=>" of kurtosis# A. Computer programs pro$ide an inde) of skewness that ranges from 3& to H&. B. Computer program pro$ide an inde) of skewness that ranges from 31 to H1. C. %o widely accepted de:nition of this concept e)ists. D. It was :rst concei$ed and named by a Swedish statistician named Gurt.
7. 'hich of the following describes the shape of the normal cur$e# A. positi$ely skewed B. negati$ely skewed C. symmetrical D. bimodal
58. !he distribution of scores from a *Citywide ath !est* scores results in a mean of 8 and a standard de$iation of 12. Jere a score e4ual to 2 standard de$iations abo$e the mean would be, A. 2. B. 52. C. 5(. D. 7(.
51. 'hat is the relationship between the mean the median and the mode for a distribution of scores that is normally distributed# A. !he mean and the median are larger than the mode. B. !he mean and the median are smaller than the mode. C. !he mean and the mode are larger than the median. D. !he mean the median and the mode are e4ual.
52. Appro)imately what percentage of scores in a normal distribution falls between the mean and 1 standard de$iation abo$e and below the mean# A. &(K B. 05K C. 7-K D. less than 1K
5&. 'hat does the *tail* of a normal distribution refer to# A. the area of the normal cur$e between 2 and & standard de$iations abo$e the mean B. the area of the normal cur$e between 2 and & standard de$iations below the mean C. the e)tremes of the distribution D. the bottom of the distribution
5(. A raw score of 52 coming from a distribution of scores with a mean of 0 and a standard of ( is e4ual to a score of, A. H1.-. B. 31.-. C. H(. D. 32.
5-. 'hat is an ad$antage of ! scores o$er scores# A. scores ha$e no negati$e numbers B. ! scores ha$e no negati$e numbers C. ! scores are more precise D. a ! score has greater statistical
50. ! scores ha$e a mean of @@@@@@@@ and a standard de$iation of @@@@@@@@. A. 28 18 B. -8 18 C. 188 1D. 188 18
5. 'hat standard score has a mean of - and a standard de$iation of appro)imately 2# A. decile B. ! C. stanine D.
55. 'hat is the primary ad$antage of normaliation of a skewed distribution# A. greater $alidity B. easier comparability to other scales C. greater reliability D. eliminates negati$e numbers
57. If a particular measure yields scores that are normally distributed this may be characteried as a desirable feature of that measure. A normal distribution of scores is desirable because A. it pro$ides e$idence that the measure is $alid reliable and psychometrically sound. B. it shows that both the testtakers and the test users were 4uite diligent in completing their respecti$e tasks. C. the proportion of testtakers ha$ing scores in speci:c ranges can be estimated accurately. D. it re
78. Lsychologists often treat data from @@@@@@@@@@@@@@@ scales as though they were from @@@@@@@@@@@@@@@ scales because the latter are more $ersatile statistically. A. nominal ratio B. inter$al nominal C. ratio ordinal D. ordinal inter$al
71. !he amount of time that passes between the presentation of a word on a computer screen and the reading of a word by a testtaker in$ol$es measurement on which type of scale# A. ordinal B. ratio C. inter$al D. nominal
72. 'hen test scores are found to be normally distributed they take on the shape of the familiar *bell cur$e.* In these kinds of graphs which $ariable is on the y $erticalE a)is# A. the test score B. the fre4uency C. the de$iation from the mean D. the standard de$iation
7&. 'hich of the following $alues could be a stanine score# A. 8 B. 0 C. .0 D. All of these
7(. If a person scores at the median on a test and if the scores on the test are normally distributed the indi$idual will be in which stanine# A. the :rst B. the :fth C. the ninth D. the :fteenth
7-. Jow wide is the inter$al encompassed by a stanine# A. 18 points B. It depends on the particular test that was administered C. 1M( standard error unit D. 1M2 standard de$iation unit
70. !he nominal scale is a type of measurement that uses A. an absolute ero point. B. continuous $ariables. C. rank3ordering. D. %one of these
7. 'hat do ordinal and nominal scales ha$e in common# A. Both contain continuous $ariables. B. Both contain e4ual units of measurement. C. Both permit classi:cations. D. Both contain mutually e)clusi$e $ariables.
75. Lsychological assessment instruments often employ an ordinal scale because A. it can 4uantify categories such as ethnicity se) and medical diagnoses. B. it contains e4ual inter$als between numbers. C. it has an absolute ero point. D. it permits rank3ordering of scores.
77. 'hich of the following is %;! typical of an inter$al scale# A. an absolute ero point B. continuous $ariables C. rank3orderings D. an inter$al
188. If the mean of a distribution is and the standard de$iation is 2 what is the score that is e4ui$alent to a raw score of &# A. 2 B. 32 C. & D. 0
181. 'hich of the following is always located between the :rst 4uartile F1E and the third 4uartile F&E# A. the mean B. the range C. the median D. %one of these
182. Nohn recei$ed a score of 8.- on an e)am. Leter recei$ed a ! score of 08 on that same e)am. 'hat can be said about their relati$e performance on the e)am# A. !here is not enough information to compare Nohn9s and Leter9s e)am scores. B. Leter recei$ed a higher raw score than Nohn on the e)am. C. Nohn recei$ed a higher raw score than Leter on the e)am. D. !he two test3takers actually recei$ed the same score on the e)am.
18&. Gate recei$ed a score of 1 on a reading test. 'hat do we know about Gate9s performance assuming that the reading test scores are distributed normally# A. She scored better than 5(K of other students. B. She scored better than only 2M& of the other students. C. She scored worse than only 2M& of other students. D. She scored worse than 5(K of other students.
18(. If the mean of a distribution is - and the standard de$iation is & what is the score that is e4ui$alent to a raw score of 11# A. 2 B. 32 C. -D. (
18-. ost scores on tests that measure psychological $ariables A. are continuous. B. are discrete. C. are error3free. error3free. D. lack discretion.
180. !he DS3IO classi:cation *&.15 Attention De:cit Jyperacti$ity Disorder* is an e)ample of, A. a nominal scale. B. an ordinal scale. C. an inter$al scale. D. a ratio scale.
18. =ank3ordering indi$iduals on the $ariable of leadership ability is an e)ample of which type of scale# A. nominal B. ordinal C. inter$al D. ratio
185. In a normal distribution of scores appro)imately what percentage of test scores falls between H1 and 31 standard de$iations from the mean# A. -8K B. 00K C. -K D. less than 1K
187. A dierence between a ratio and an inter$al scale is that a ratio scale A. is considered a unit of measurement. B. has an absolute ero point. C. is the most common scale used in psychological measurement. D. has an absolute freeing point.
118. 'hich of the following is the e4ui$alent ! score score for an IF score of 11- on an IF test that has a mean of 188 and a standard de$iation of 1-# A. (8 B. -8 C. 08 D. 8
111. Appro)imately what percentage of scores falls below an IF score of 1&8 if the mean of the IF test is 188 and the standard de$iation is 1-# A. -8 B. &8 C. 5D. %one of these
112. 'hich of the following is an ad$antage of the stanine score o$er other standard scores# A. It has greater reliability because it is a single digit. B. It has greater $alidity because of its three decimal places. C. It is easily manipulated because it is a single digit. D. It has greater precision because of its three decimal places.
11&. A testtaker who scores at the -th stanine is scoring A. abo$e a$erage. B. below a$erage. C. within the a$erage range. D. in an unspeci:able range it depends on the test. 11(. !he main purpose of using statistics is A. to conduct e)periments in a replicable fashion. B. to put data into an interpretable form. C. to rank3order data. D. to predict e)perimental outcomes.
11-. !he mean should be chosen as the measure of central tendency when the distribution is A. skewed in a generally positi$e direction. B. skewed in a generally negati$e direction. C. appro)imately +3shaped in nature. D. appro)imately symmetrical in nature.
110. !he median is not an appropriate measure of central tendency for A. ratio data. B. inter$al data. C. nominal data. D. ordinal data.
11. 'hich of the following statistics is deri$ed by calculating the dierence between the highest and lowest scores in a distribution# A. a$erage de$iation B. $ariance C. standard de$iation D. range
115. !he purpose of deri$ing a standard de$iation of a distribution is A. to a$erage all the scores in a distribution. B. to determine the central $alue of the scores in a distribution. C. to determine the dispersion of scores around the mean of a distribution. D. to determine the range of scores in each of the 4uartiles of a distribution.
117. Skewness pro$ides an indication of the e)tent to which the shape of the distribution is A. cur$ed. B. symmetrical. C.
128. F&3F2 will be greater than the distance of F23F1 in a distribution of scores that is A. normal. B. positi$ely skewed. C. negati$ely skewed. D. symmetrical.
121. #urtosis refers to this characteristic of a graphed distribution. !he characteristic is A. dispersion. B. smoothness. C. symmetry. D. steepness.
122. A graphed distribution that is relati$ely
12&. 'hich of the following is %;! true of the normal cur$e# A. !he sides taper and touch the $ 3a)is. B. !he mean the median and the mode ha$e the same $alue. C. !he highest point is the center. D. It is perfectly symmetrical with no skewness.
12(. In a normal cur$e appro)imately 05K of all scores fall A. abo$e the mean. B. below the mean. C. between the mean and 1 standard de$iation below the mean. D. %one of these
12-. If a test3taker earns a score of H2 on a test appro)imately how many other testtakers obtained higher scores assuming the distribution of test scores is normal# A. 2.-K B. 1(K C. 10K D. 2-K
120. A normalied standard score scale is usually deri$ed from a distribution that was pre$iously A. bell3shaped. B. platykurtic. C. symmetrical. D. skewed.
12. A nonlinear transformation is used to con$ert a raw score to A. an IF score. B. a score. C. a normalied score. D. %one of these
125. !he fact that a test score has a normal distribution A. suggests that the test is biased. B. makes it relati$ely harder to assume that the test measures what it was intended to measure. C. makes it unlikely that the test is suitable for use with populations with psychological disturbances. D. makes the interpretation of tests scores simpler than would be the case if the test score had a non3normal distribution.
127. Correlation coecients range from 31 to, A. H1 B. 8 C. H in:nity D. H18
1&8. 'hich statement is !=>" concerning a coe%cient of correlation# A. A correlation coecient is an inde) of the causal relationship between two $ariables. B. A correlation coecient may be useful in prediction. C. It co$aries with the standard de$iation. D. It came about as a result of someone asking /rancis alton what his *sign* was.
1&1. enerally what type of correlation e)ists between hours of study time spent studying for an achie$ement test and the student9s performance on the test# A. it depends what the sub+ect of the test is B. a negati$e correlation C. a positi$e correlation D. ero correlation
1&2. enerally which correlation coecient best re
1&&. A perfect correlation is indicated by A. H1.88. B. 31.88. C. 8. D. Both a and b
1&(. A correlation coecient e4ual to 3.75 would indicate A. a weak in$erse relationship between the two $ariables. B. a weak direct relationship between the two $ariables. C. a strong in$erse relationship between the two $ariables. D. a strong direct relationship between the two $ariables.
1&-. Charles Spearman is credited with A. de$eloping a type of correlation coecient. B. de$eloping a way to predict the accuracy of a test. C. de$eloping factor analysis. D. All of these
1&0. 'hich of the following is !=>" of the Learson r # A. It has a distribution that appro)imates the tetrachoric r if the data are not linear. B. It is legitimately used only when the two $ariables are linear. C. Learson actually had $ery little to do with its de$elopment. D. It can ne$er be larger than the Spearman rho if the data represent two true dichotomies.
1&. !o calculate a Learson r using one of the formulas presented in the te)t it is necessary to know A. the standard scores for both $ariables. B. the standard score for only one $ariable. C. percentiles for both $ariables. D. raw scores for each $ariable.
1&5. A correlation coecient that is signi:cant at the p P .81 le$el A. has a 77K chance of being accurate. B. could ha$e been e)pected to occur by chance alone one time or less in 188. C. could ha$e been e)pected to occur by chance alone 77 times or more in 188. D. accounts for about 1K of the $ariance.
1&7. If the correlation coecient is e4ual to .&8 the coecient of determination is e4ual to A. .78 B. .777 C. 7 D. %one of these
1(8. !he coe%cient of determination is calculated by A. multiplying the correlation coecient by 188. B. s4uaring the correlation coecient and multiplying by 188. C. multiplying the correlation coecient by the sample sie. D. s4uaring the mean of each of the $ariables and then summing them.
1(1. 'hat is the relationship between the coecient of determination and the correlation coecient# A. !he larger the correlation coecient the larger the coecient of determination. B. !he larger the correlation coecient the smaller the coecient of determination. C. !he relationship between them would ha$e a correlation coecient of ero e)actly. D. !he larger the correlation coecient the more $ariance can be attributed to error or chance.
1(2. !he correlation coecient of choice when both sets of measurements are in rank3 order form and when fewer than &8 pairs of measurements are in$ol$ed is A. the Learson r . B. the tetrachoric r . C. the Spearman rho. D. the =;!C.
1(&. 'hat is the correlation coecient of choice when two $ariables are ordinal# A. the Spearman rho B. the ooney3; C. the Anna3; D. %one of these
1((. 'hich of the following is most directly associated with the process of predicting scores using regression techni4ues# A. a standard error of the estimate B. a standard error of the mean C. a standard error of measurement D. a standard error of the dierence
1(-. raphed data details the relationship of time spent studying for a midterm e)amination and :nal grade on that test. An outlier indicates that one student spent many hours spent studying but failed the e)amination. !his lea$es the professor wondering, A. how eecti$e the student9s study habits are. B. what else is going on in the life of the student. C. whether the student has a natural aptitude for the sub+ect matter. D. Both a and b
1(0. If an outlier e)ists in graphed test3related data it may signal A. a problem in the wording of one of the test 4uestions. B. the need to re3administer the test. C. a fatal
1(. ;utliers can be useful in identifying testtakers who A. failed to understand the test instructions. B. failed to follow the test instructions. C. Both a and b D. %one of these
1(5. If the calculated $alue of the correlation coecient for two $ariables is 8 what would the resulting scatterplot look like# A. upward sloping to the left B. downward sloping to the right C. upward sloping to the right D. %one of these
1(7. A scatterplot of the relationship between two $ariables is graphed upward and sloping to the right. !his is indicati$e of A. a strong positi$e relationship. B. a strong negati$e relationship. C. a weak in$erse relationship. D. a purely Llatonic relationship.
1-8. 'hich of the following is a term for the graphed representation of an e)tremely atypical score that can sometimes pro$ide a hint regarding some de:ciency in the testing or scoring procedures# A. a nonlinear plot point B. a standard error C. an outlier D. an error
1-1. 'hat is the relationship between the correlation coecient and the standard error of estimate# A. It is a positi$e relationship. B. It is an in$erse relationship. C. %o relationship e)ists. D. %one of these
1-2. 'hich of the following statements is !=>" concerning a correlation coecient# A. A restricted range in either correlated $ariable makes the correlation lower. B. A correlation coecient pro$ides information regarding causation. C. %o meaning is attached to the sign of a correlation coecient since the coecient is ultimately s4uared. D. =estriction of range is now illegal in the (5 contiguous states.
1-&. Among school3age children as age increases so do reading skills. !his relationship between two $ariables illustrates A. a positi$e correlation between two $ariables. B. a negati$e correlation correlations between two $ariables. C. a ero correlation. D. %one of these
1-(. A correlation coecient is e4ual to .&8. >sing the concept of coecient of determination the $ariance accounted for by chance error and other une)plained factors would be, A. appro)imately 71K. B. appro)imately &8K. C. appro)imately &K. D. %one of these
1--. !he statistical combination of information across studies is referred to as A. reliability. B. meta3analysis. C. regression. D. incremental $alidity.
1-0. A key ad$antage of meta3analysis o$er simply reporting a range of :ndings is that A. in meta3analysis the *art* of the meta3analyst comes into play and allows for knowledgeable manipulation of data. B. simply reporting a range of :ndings can become $ery confusing when there are more than two studies to report on. C. in meta3analysis more weight can be gi$en to studies that ha$e larger numbers of sub+ects. D. Both a and b
1-. A meta3analytic study of the Asch line +udgment paradigm concluded that A. indi$idualistic cultures e$idenced higher le$els of conformity than collecti$istic cultures. B. collecti$istic cultures e$idenced higher le$els of conformity than indi$idualistic cultures. C. holistic cultures e$idenced higher le$els of conformity than both indi$idualistic and collecti$istic cultures. D. sub+ects from the =epublic of 6ugosla$ia were most impulsi$e in their +udgments and most likely to conform to the wrong choice.
c& Gey
1. Statistical tools are used for A. describing numbers. B. making inferences about numbers. C. drawing conclusions about numbers. D. All of these
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2. In doing research on family therapy a researcher reports on the number of children in each family studied. !his reporting on the number of children in each family is B"S! described as which type of scale# A. continuous B. discrete C. inter$al D. %one of these
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&. 'hich is the most common type of scale used in psychological tests# A. continuous B. discrete C. contiguous D. %one of these
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(. In a scale used in a psychology e)periment a $alue of *1* is assigned to sub+ects with black hair and a $alue of *2* is assigned to sub+ects with blonde hair. !he type of scale used in this e)periment is, A. ordinal. B. ratio. C. inter$al. D. nominal.
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-. easuring temperature with a /ahrenheit thermometer entails the use of which type of scale# A. ratio. B. ordinal. C. inter$al. D. nominal.
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0. %umbers are assigned to each player on the uni$ersity basketball team. !his use of numbers could B"S! be characteried as A. a nominal scale. B. an ordinal scale. C. an inter$al scale. D. a ratio scale.
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. An instructor rank3orders students in her measurement class based on their performance on a 4ui of Chapter & in the te)tbook. In this instance the instructor is using which type of scale# A. nominal B. inter$al C. ordinal D. comparati$e
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5. 6ards gained by running backs during a football game is an e)ample of which type of scale# A. nominal B. ordinal C. inter$al D. ratio
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7. iles3per3hour is an e)ample of which type of scale# A. nominal B. ordinal C. ratio D. inter$al
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18. 'hich is the only type of scale that has an absolute ero point# A. nominal B. ordinal C. ratio D. inter$al
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11. Alfred Binet concei$ed the assignment of numbers to the results of a person9s response to 4uestions on an intelligence test to be what type of scale# A. nominal B. ordinal C. inter$al D. ratio
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12. !he data from most psychological tests could B"S! be characteried as which le$el of measurement# A. nominal B. ordinal C. inter$al D. ratio
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1&. !he /rench word for *black* is a con$enient acronym for A. :$e factors measured by Binet9s test. B. four le$els of measurement. C. four parts of the partitioned normal cur$e. D. :$e families of fre4uency distributions.
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1(. A fre4uency distribution typically includes A. the a$erage score and a measure of di$ersion around it. B. each possible score and how often it occurs. C. an estimate of how spread out the scores are. D. an inde) of how *popular* a particular fre4uency is.
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1-. 'hich is the ;S! common factor in
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10. /re4uency distributions may be illustrated in a $ariety of ways. 'hich of the following illustrations is the ;S! popular of illustrating a fre4uency distribution# A. a histogram B. a scatterplot C. a pie chart D. a radio dial
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1. In a grouped frequency distribution A. the total of the fre4uency column is e4ual to the total number of scores in the distribution. B. test3score inter$als replace the actual test scores. C. each test score must fall in only one test3score inter$al. D. All of these
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15. easures of central tendency refer to which part of the fre4uency distribution# A. the high end of the distribution B. the middle of the distribution C. the low end of the distribution D. the $ery end of the distribution
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17. In calculating the mean of a distribution of test scores the person analying the data takes account of, A. only the e)treme scores in the distribution. B. only the middle scores in the distribution. C. e$ery score in the distribution. D. the standard scores in the distribution.
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28. !he mean the median and the mode are all A. measures of central tendency. B. measures of $ariability. C. measures of dispersion. D. standard scores.
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21. A 1883item achie$ement test is administered to &8 students. Students earn 1 point for each correct answer. In the test results there are three scores of 7-. All of the other students score between 18 and &8. 'hat measure of central tendency would be ;S! representati$e of this set of scores# A. a$erage de$iation B. the median C. the mode D. the standard de$iation
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22. 'hat is the formula for the arithmetic mean as calculated from a fre4uency distribution# A. *summation of f)* di$ided by % B. *summation of the absolute de$iations* di$ided by % C. *summation of )* di$ided by % D. %one of these
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2&. /or the distribution of test scores 5- 0 1 50 and 72 the arithmetic mean is e4ual to A. 1. B. 5-. C. 52. D. 58.
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2(. A distribution of test scores has a three3way tie for the most fre4uently occurring score. !his distribution could be described as A. trimedial. B. kurtotic. C. trimodal. D. skewed.
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2-. 'hen graphing ratio data why is it preferable to set the ordinate of the y3a)is at 8# A. It is simply the traditional way of doing things and has no inherent bene:t. B. Setting the ordinate to other $alues may yield an e)aggerated impression of the changes in the $ariable. C. Doing so is the best protection against statistic3based challenges regarding methodology :ndings and conclusions. D. =atio3le$el data has a theoretical range from 8 to plus or minus in:nity.
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20. 'hich of the following statistics is the preferred measure of central tendency for a skewed distribution# A. the mean B. the median C. the mode D. %one of these
&ohen - &hapter '( )+.
2. /or which type of distribution of scores is the mean the preferred measure of central tendency# A. a symmetrical distribution B. a skewed distribution C. a
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25. !he mean for the set of scores 5 7 and is A. . B. 5. C. 7. D. 2(.
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27. T score is to 50 as, A. z score is to 10. B. percentile is to 100. C. stanine is to 5. D. stanine is to 9.
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&8. A distribution of test scores is, - 72 70 55 - 02 and 55. !his distribution can be characteried as, A. unimodal with a mode of -. B. bimodal with the modes of - and 55. C. unimodal with a mode of 55. D. trimodal with the modes of 70 72 and 02.
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&1. 'hich statistic describes the most fre4uently occurring test score# A. the mean B. the median C. the mode D. the range
&ohen - &hapter '( )(*
&2. /or which type of data is the mode most fre4uently used# A. nominal data B. ordinal data C. inter$al data D. ratio data
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&&. 'hich is the only measure of central tendency that can be used for all nominal ordinal inter$al and ratio scales of measurement# A. the mode B. the median C. the mean D. the standard de$iation
&ohen - &hapter '( )((
&(. 'hich statement is !=>" regarding this distribution of scores, 8 11 18 8 8 - ( & 2 1 1 1# A. !here is no mode. B. !he mode is 8. C. !he mode is 1. D. !here are two modes 8 and 1.
&ohen - &hapter '( )(,
&-. 'hich statement is !=>" regarding this distribution of scores, 1 2 2 &# A. !he arithmetic mean is not an integer $alue. B. !he distribution is bimodal. C. !here is no mode. D. !he arithmetic mean is e4ual to the mode.
&ohen - &hapter '( )(
&0. If a distribution of scores has a few e)tremely low scores and no corresponding high scores which of the following would be !=>"# A. !he mean would be smaller than the median. B. !he mean would be larger than the median. C. !he mean and the median would be e4ual. D. !he mean median and mode would all be the same.
&ohen - &hapter '( )(.
&. 'hich statistic con$eys the ?"AS! precise measure of dispersion# A. the range B. the $ariance C. the standard de$iation D. the semi3inter4uartile range
&ohen - &hapter '( )(/
&5. 'hich 4uartile may also be referred to as the median# A. the :rst 4uartile B. the second 4uartile C. the third 4uartile D. the fourth 4uartile
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&7. !he median and the inter4uartile range are @@@@@@@@@@ in nature. A. reciprocal B. ordinal C. inter$al D. opposite
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(8. If the standard de$iation of a set of test scores is e4ual to 2- the $ariance is e4ual to A. 02-. B. -. C. -8. D. 12.-.
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(1. If all scores in a set of test scores were the same the $ariance would be e4ual to A. ero. B. one. C. two. D. %one of these
&ohen - &hapter '( ),*
(2. >sers of psychological tests are fre4uently tempted to treat ordinal data as if it were inter$al data. !his is the case because of the A. diculties that would be encountered if the data were treated as ratio data. B. fre4uent need to do more than simply rank order test scores. C. data manipulation capabilities gi$en the e4ual inter$als between points measured. D. added
&ohen - &hapter '( ),+
(&. !est users who treat ordinal data as if they were inter$al data must be constantly alert to the possibility of A. a highly skewed standard error. B. gross ine4uality of inter$als. C. e)treme kurtosis in a graphed distribution of test scores. D. legal challenges from the AC?>.
&ohen - &hapter '( ),(
((. !o make data more manageable it is sometimes con$erted to graphs or tables. raphs or tables can be created from A. nominal le$el data. B. ordinal le$el data. C. ratio le$el data. D. All of these
&ohen - &hapter '( ),,
(-. A raw score is so called because it is A. a straightforward unmodi:ed accounting of performance usually numerical in nature. B. an untreated estimate of performance on a test prior to placement in a fre4uency distribution. C. ratio le$el measurement that has not yet been con$erted into any sort of graphic form. D. %one of these
&ohen - &hapter '( ),
(0. A simple frequency distribution is labeled as such to indicate that the data in it A. occurs with no particular fre4uency. B. ha$e not been grouped. C. are not particularly comple). D. ha$e only been a$eraged using the arithmetic mean.
&ohen - &hapter '( ),.
(. In a grouped fre4uency distribution test-score intervals are also referred to as A. class inter$als. B. bandwidth inter$als. C. range inter$als. D. group inter$als.
&ohen - &hapter '( ),/
(5. X is to abscissa as Y is to A. oblongata. B. kudos. C. kurtotic. D. ordinate.
&ohen - &hapter '( ),0
(7. A histogram is a A. graph with $ertical lines drawn at each class inter$al. B. fre4uency distribution with horiontal lines at each class inter$al. C. a graphic illustration from history with ratio le$el data. D. surgical procedure once performed on women to treat depression.
&ohen - &hapter '( ),1
-8. ;n a bar graph comparing men to women with regard to test scores one would e)pect to :nd the gender $ariable listed on the A. abscissa. B. ordinate. C. fre4uency polygon. D. appendi).
&ohen - &hapter '( )'
-1. A distribution of test scores can be described by A. a measure of central tendency B. a measure of de$iation C. a graph D. All of these
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-2. In summation notation the reek uppercase letter sigma is used to signify, A. some. B. sum. C. don9t sum. D. dim sum.
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-&. ;ne general statement that can be made with regard to the use of statistics in analying test data is that the choice of statistic fre4uently depends on A. the *school of statistics* learned by the person doing the analysis. B. the degree of precision in measurement that is re4uired. C. the importance of the :ndings in the grand scheme of things. D. the attention to detail that the pro+ect re4uires.
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-(. >nlike the arithmetic mean of scores in a distribution the mode A. may be totally atypical of other scores in the distribution. B. may lie at the e)treme end of the distribution. C. is determined by counting the scores and determining which occurs most fre4uently. D. All of these
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--. Mode is to nominal statistic as median is to, A. nominal statistic. B. ordinal statistic. C. interval statistic. D. ratio statistic.
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-0. !he range is a measure of $ariation that is simple enough to calculate but its $alue is A. greatly aected by e)treme scores in the distribution. B. not aected enough by e)treme scores in the distribution. C. e)tremely limited when a distribution is relati$ely platykurtic. D. too e)aggerated for use with a normal distribution.
&ohen - &hapter '( ).
-. !here are 188 scores in a distribution of test scores and the a$erage de$iation ADE is 12. !he AD of 12 tells us that the 188 scores in this distribution $aried on a$erage A. 12 points from the mean. B. 12 points from each other. C. 12 points from 188. D. %one of these
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-5. !he >.S. %a$y is highly selecti$e when it comes to applications for %a$y Seal training. A distribution of test scores on a %a$y Seal Fualifying and Screening ")amination administered to a class of high school seniors would be e)pected to yield A. a normal distribution of test scores. B. a negati$ely skewed distribution of test scores. C. a positi$ely skewed distribution of test scores. D. a trimodal distribution.
&ohen - &hapter '( )0
-7. Considering all of the people throughout history who are credited with the de$elopment of what is now called *the normal cur$e* which name does %;! belong# A. Abraham Deoi$re B. ar4uis de ?aplace C. '. A. cCall D. Garl /riedrich auss
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08. In theory the distribution of the normal cur$e ranges from A. H& to 3&. B. 8 to 188. C. 8 to in:nity. D. negati$e in:nity to positi$e in:nity.
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01. !he tail portion of a normal cur$e is the area of the cur$e between A. 2 and & standard de$iations abo$e the mean. B. 32 and 3& standard de$iations below the mean. C. Both a and b D. %one of these
&ohen - &hapter '( ).*
02. =aw scores may be con$erted to standard scores A. because raw scores are more readily interpretable than standard scores. B. to better understand a test3taker9s performance relati$e to others C. Both a and b D. %one of these
&ohen - &hapter '( ).+
0&. A score scale has sometimes been referred to as a *ero plus or minus one* scale because a score scale A. has a mean set at 8 and a standard de$iation set at 1. B. has a mean set at 8 and a standard de$iation set at 31. C. has a standard de$iation set at 8 and a mean set at 1. D. %one of these
&ohen - &hapter '( ).(
0(. !he ! in ! 3scores came about because this $ariety of standard score was named after A. !hurstone. B. !itchener C. !horndike. D. !erman
&ohen - &hapter '( ).,
0-. !oday when someone tells you what their recently measured *IF* is the $alue 4uoted is most likely A. a standard score. B. a 3score. C. a ! 3score. D. a 4uotient.
&ohen - &hapter '( ).
00. A standard score obtained by a linear transformation is one in which A. a direct numerical relationship to the original score is retained. B. only the directionality of the relationship to the original score is retained. C. the relationship to the original score has been completely erased. D. %one of these
&ohen - &hapter '( )..
0. A nonlinear transformation of test scores into standard scores may be re4uired when the test data under consideration, A. are normally distributed. B. are not normally distributed. C. were originally con$erted into " scores. D. were not obtained under standardied conditions.
&ohen - &hapter '( )./
05. A student recei$ed a score of 1 on a test of "nglish as a Second ?anguage and the distribution of test scores on that test was normal. !his same student recei$ed a score of 1 on another test of "nglish as Second ?anguage and the distribution of test scores on this second test were highly skewed. In all probability A. these two standard scores mean the same thing. B. the ! 3scores on both test would be e4ual to 58. C. the student speaks "nglish better than many nati$e3born Americans. D. these two standard scores do not mean the same thing.
&ohen - &hapter '( ).0
07. 'hich is %;! a part of the formula for calculating a standard de$iation# A. each test score B. the total number of items in the test C. the mean of the distribution D. the total number of test scores
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8. If the results of an e)amination are positi$ely skewed the e)am 4uestions were likely A. easy. B. dicult. C. biased. D. part of a make3up e)amination.
&ohen - &hapter '( )/'
1. If the results of an e)amination are negati$ely skewed the e)am 4uestions were likely, A. easy. B. dicult. C. biased. D. 4uite no$el in many respects.
&ohen - &hapter '( )/*
2. In a positi$ely skewed distribution which of the following is true# A. F&3F2 will be greater than the distance of F23F1. B. F&3F2 will be less than the distance of F23F1. C. F(3F2 will be greater than the distance of F23F1. D. F(3F2 will be less than the distance of F23F1.
&ohen - &hapter '( )/+
&. In a distribution that is positi$ely skewed what is the relationship between the measures of central tendency# A. !he mean the median and the mode are e4ual. B. !he mean is greater than the median which is greater than the mode. C. !he mean is greater than the mode which is greater than the median. D. !he standard de$iation is larger than the $ariance which is larger than the range.
&ohen - &hapter '( )/(
(. In a distribution that is symmetrical which of the following is true# A. !he distances from F1 and F( to the median are the same. B. !he distances from F1 and F2 to the median are the same. C. !he distances from F1 and F& to the median are the same. D. !he distances from F2 and F& to the median are the same.
&ohen - &hapter '( )/,
-. Arithmetic mean is to @@@@@@@@ as median is to @@@@@@@@. A. semi3inter4uartile range standard de$iation B. standard de$iation semi3inter4uartile range C. $ariance standard de$iation D. dispersion $ariance
&ohen - &hapter '( )/
0. If few scores fall on the negati$e side of the distribution the distribution is @@@@@@@@ skewed. A. positi$ely B. negati$ely C. symmetrically D. asymmetrically
&ohen - &hapter '( )/.
. Gurtosis refers to steepness in the @@@@@@@@ of the distribution. A. center B. positi$e end C. negati$e end D. outliers
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5. 'hich of the following is !=>" of kurtosis# A. Computer programs pro$ide an inde) of skewness that ranges from 3& to H&. B. Computer program pro$ide an inde) of skewness that ranges from 31 to H1. C. %o widely accepted de:nition of this concept e)ists. D. It was :rst concei$ed and named by a Swedish statistician named Gurt.
&ohen - &hapter '( )/0
7. 'hich of the following describes the shape of the normal cur$e# A. positi$ely skewed B. negati$ely skewed C. symmetrical D. bimodal
&ohen - &hapter '( )/1
58. !he distribution of scores from a *Citywide ath !est* scores results in a mean of 8 and a standard de$iation of 12. Jere a score e4ual to 2 standard de$iations abo$e the mean would be, A. 2. B. 52. C. 5(. D. 7(.
&ohen - &hapter '( )0'
51. 'hat is the relationship between the mean the median and the mode for a distribution of scores that is normally distributed# A. !he mean and the median are larger than the mode. B. !he mean and the median are smaller than the mode. C. !he mean and the mode are larger than the median. D. !he mean the median and the mode are e4ual.
&ohen - &hapter '( )0*
52. Appro)imately what percentage of scores in a normal distribution falls between the mean and 1 standard de$iation abo$e and below the mean# A. &(K B. 05K C. 7-K D. less than 1K
&ohen - &hapter '( )0+
5&. 'hat does the *tail* of a normal distribution refer to# A. the area of the normal cur$e between 2 and & standard de$iations abo$e the mean B. the area of the normal cur$e between 2 and & standard de$iations below the mean C. the e)tremes of the distribution D. the bottom of the distribution
&ohen - &hapter '( )0(
5(. A raw score of 52 coming from a distribution of scores with a mean of 0 and a standard of ( is e4ual to a score of, A. H1.-. B. 31.-. C. H(. D. 32.
&ohen - &hapter '( )0,
5-. 'hat is an ad$antage of ! scores o$er scores# A. scores ha$e no negati$e numbers B. ! scores ha$e no negati$e numbers C. ! scores are more precise D. a ! score has greater statistical
&ohen - &hapter '( )0
50. ! scores ha$e a mean of @@@@@@@@ and a standard de$iation of @@@@@@@@. A. 28 18 B. -8 18 C. 188 1D. 188 18
&ohen - &hapter '( )0.
5. 'hat standard score has a mean of - and a standard de$iation of appro)imately 2# A. decile B. ! C. stanine D.
&ohen - &hapter '( )0/
55. 'hat is the primary ad$antage of normaliation of a skewed distribution# A. greater $alidity B. easier comparability to other scales C. greater reliability D. eliminates negati$e numbers
&ohen - &hapter '( )00
57. If a particular measure yields scores that are normally distributed this may be characteried as a desirable feature of that measure. A normal distribution of scores is desirable because A. it pro$ides e$idence that the measure is $alid reliable and psychometrically sound. B. it shows that both the testtakers and the test users were 4uite diligent in completing their respecti$e tasks. C. the proportion of testtakers ha$ing scores in speci:c ranges can be estimated accurately. D. it re
&ohen - &hapter '( )01
78. Lsychologists often treat data from @@@@@@@@@@@@@@@ scales as though they were from @@@@@@@@@@@@@@@ scales because the latter are more $ersatile statistically. A. nominal ratio B. inter$al nominal C. ratio ordinal D. ordinal inter$al
&ohen - &hapter '( )1'
71. !he amount of time that passes between the presentation of a word on a computer screen and the reading of a word by a testtaker in$ol$es measurement on which type of scale# A. ordinal B. ratio C. inter$al D. nominal
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72. 'hen test scores are found to be normally distributed they take on the shape of the familiar *bell cur$e.* In these kinds of graphs which $ariable is on the y $erticalE a)is# A. the test score B. the fre4uency C. the de$iation from the mean D. the standard de$iation
&ohen - &hapter '( )1+
7&. 'hich of the following $alues could be a stanine score# A. 8 B. 0 C. .0 D. All of these
&ohen - &hapter '( )1(
7(. If a person scores at the median on a test and if the scores on the test are normally distributed the indi$idual will be in which stanine# A. the :rst B. the :fth C. the ninth D. the :fteenth
&ohen - &hapter '( )1,
7-. Jow wide is the inter$al encompassed by a stanine# A. 18 points B. It depends on the particular test that was administered C. 1M( standard error unit D. 1M2 standard de$iation unit
&ohen - &hapter '( )1
70. !he nominal scale is a type of measurement that uses A. an absolute ero point. B. continuous $ariables. C. rank3ordering. D. %one of these
&ohen - &hapter '( )1.
7. 'hat do ordinal and nominal scales ha$e in common# A. Both contain continuous $ariables. B. Both contain e4ual units of measurement. C. Both permit classi:cations. D. Both contain mutually e)clusi$e $ariables.
&ohen - &hapter '( )1/
75. Lsychological assessment instruments often employ an ordinal scale because A. it can 4uantify categories such as ethnicity se) and medical diagnoses. B. it contains e4ual inter$als between numbers. C. it has an absolute ero point. D. it permits rank3ordering of scores.
&ohen - &hapter '( )10
77. 'hich of the following is %;! typical of an inter$al scale# A. an absolute ero point B. continuous $ariables C. rank3orderings D. an inter$al
&ohen - &hapter '( )11
188. If the mean of a distribution is and the standard de$iation is 2 what is the score that is e4ui$alent to a raw score of &# A. 2 B. 32 C. & D. 0
&ohen - &hapter '( )*''
181. 'hich of the following is always located between the :rst 4uartile F1E and the third 4uartile F&E# A. the mean B. the range C. the median D. %one of these
&ohen - &hapter '( )*'*
182. Nohn recei$ed a score of 8.- on an e)am. Leter recei$ed a ! score of 08 on that same e)am. 'hat can be said about their relati$e performance on the e)am# A. !here is not enough information to compare Nohn9s and Leter9s e)am scores. B. Leter recei$ed a higher raw score than Nohn on the e)am. C. Nohn recei$ed a higher raw score than Leter on the e)am. D. !he two test3takers actually recei$ed the same score on the e)am.
&ohen - &hapter '( )*'+
18&. Gate recei$ed a score of 1 on a reading test. 'hat do we know about Gate9s performance assuming that the reading test scores are distributed normally# A. She scored better than 5(K of other students. B. She scored better than only 2M& of the other students. C. She scored worse than only 2M& of other students. D. She scored worse than 5(K of other students.
&ohen - &hapter '( )*'(
18(. If the mean of a distribution is - and the standard de$iation is & what is the score that is e4ui$alent to a raw score of 11# A. 2 B. 32 C. -D. (
&ohen - &hapter '( )*',
18-. ost scores on tests that measure psychological $ariables A. are continuous. B. are discrete. C. are error3free. D. lack discretion.
&ohen - &hapter '( )*'
180. !he DS3IO classi:cation *&.15 Attention De:cit Jyperacti$ity Disorder* is an e)ample of, A. a nominal scale. B. an ordinal scale. C. an inter$al scale. D. a ratio scale.
&ohen - &hapter '( )*'.
18. =ank3ordering indi$iduals on the $ariable of leadership ability is an e)ample of which type of scale# A. nominal B. ordinal C. inter$al D. ratio
&ohen - &hapter '( )*'/
185. In a normal distribution of scores appro)imately what percentage of test scores falls between H1 and 31 standard de$iations from the mean# A. -8K B. 00K C. -K D. less than 1K
&ohen - &hapter '( )*'0
187. A dierence between a ratio and an inter$al scale is that a ratio scale A. is considered a unit of measurement. B. has an absolute ero point. C. is the most common scale used in psychological measurement. D. has an absolute freeing point.
&ohen - &hapter '( )*'1
118. 'hich of the following is the e4ui$alent ! score for an IF score of 11- on an IF test that has a mean of 188 and a standard de$iation of 1-# A. (8 B. -8 C. 08 D. 8
&ohen - &hapter '( )**'
111. Appro)imately what percentage of scores falls below an IF score of 1&8 if the mean of the IF test is 188 and the standard de$iation is 1-# A. -8 B. &8 C. 5D. %one of these
&ohen - &hapter '( )***
112. 'hich of the following is an ad$antage of the stanine score o$er other standard scores# A. It has greater reliability because it is a single digit. B. It has greater $alidity because of its three decimal places. C. It is easily manipulated because it is a single digit. D. It has greater precision because of its three decimal places.
&ohen - &hapter '( )**+
11&. A testtaker who scores at the th
stanine is scoring A. abo$e a$erage. B. below a$erage. C. within the a$erage range. D. in an unspeci:able range it depends on the test. &ohen - &hapter '( )**(
11(. !he main purpose of using statistics is A. to conduct e)periments in a replicable fashion. B. to put data into an interpretable form. C. to rank3order data. D. to predict e)perimental outcomes.
&ohen - &hapter '( )**,
11-. !he mean should be chosen as the measure of central tendency when the distribution is A. skewed in a generally positi$e direction. B. skewed in a generally negati$e direction. C. appro)imately +3shaped in nature. D. appro)imately symmetrical in nature.
&ohen - &hapter '( )**
110. !he median is not an appropriate measure of central tendency for A. ratio data. B. inter$al data. C. nominal data. D. ordinal data.
&ohen - &hapter '( )**.
11. 'hich of the following statistics is deri$ed by calculating the dierence between the highest and lowest scores in a distribution# A. a$erage de$iation B. $ariance C. standard de$iation D. range
&ohen - &hapter '( )**/
115. !he purpose of deri$ing a standard de$iation of a distribution is A. to a$erage all the scores in a distribution. B. to determine the central $alue of the scores in a distribution. C. to determine the dispersion of scores around the mean of a distribution. D. to determine the range of scores in each of the 4uartiles of a distribution.
&ohen - &hapter '( )**0
117. Skewness pro$ides an indication of the e)tent to which the shape of the distribution is A. cur$ed. B. symmetrical. C.
&ohen - &hapter '( )**1
128. F&3F2 will be greater than the distance of F23F1 in a distribution of scores that is A. normal. B. positi$ely skewed. C. negati$ely skewed. D. symmetrical.
&ohen - &hapter '( )*+'
121. #urtosis refers to this characteristic of a graphed distribution. !he characteristic is A. dispersion. B. smoothness. C. symmetry. D. steepness.
&ohen - &hapter '( )*+*
122. A graphed distribution that is relati$ely
&ohen - &hapter '( )*++
12&. 'hich of the following is %;! true of the normal cur$e# A. !he sides taper and touch the $ 3a)is. B. !he mean the median and the mode ha$e the same $alue. C. !he highest point is the center. D. It is perfectly symmetrical with no skewness.
&ohen - &hapter '( )*+(
12(. In a normal cur$e appro)imately 05K of all scores fall A. abo$e the mean. B. below the mean. C. between the mean and 1 standard de$iation below the mean. D. %one of these
&ohen - &hapter '( )*+,
12-. If a test3taker earns a score of H2 on a test appro)imately how many other testtakers obtained higher scores assuming the distribution of test scores is normal# A. 2.-K B. 1(K C. 10K D. 2-K
&ohen - &hapter '( )*+
120. A normalied standard score scale is usually deri$ed from a distribution that was pre$iously A. bell3shaped. B. platykurtic. C. symmetrical. D. skewed.
&ohen - &hapter '( )*+.
12. A nonlinear transformation is used to con$ert a raw score to A. an IF score. B. a score. C. a normalied score. D. %one of these
&ohen - &hapter '( )*+/
125. !he fact that a test score has a normal distribution A. suggests that the test is biased. B. makes it relati$ely harder to assume that the test measures what it was intended to measure. C. makes it unlikely that the test is suitable for use with populations with psychological disturbances. D. makes the interpretation of tests scores simpler than would be the case if the test score had a non3normal distribution.
&ohen - &hapter '( )*+0
127. Correlation coecients range from 31 to, A. H1 B. 8 C. H in:nity D. H18
&ohen - &hapter '( )*+1
1&8. 'hich statement is !=>" concerning a coe%cient of correlation# A. A correlation coecient is an inde) of the causal relationship between two $ariables. B. A correlation coecient may be useful in prediction. C. It co$aries with the standard de$iation. D. It came about as a result of someone asking /rancis alton what his *sign* was.
&ohen - &hapter '( )*('
1&1. enerally what type of correlation e)ists between hours of study time spent studying for an achie$ement test and the student9s performance on the test# A. it depends what the sub+ect of the test is B. a negati$e correlation C. a positi$e correlation D. ero correlation
&ohen - &hapter '( )*(*
1&2. enerally which correlation coecient best re
&ohen - &hapter '( )*(+
1&&. A perfect correlation is indicated by A. H1.88. B. 31.88. C. 8. D. Both a and b
&ohen - &hapter '( )*((
1&(. A correlation coecient e4ual to 3.75 would indicate A. a weak in$erse relationship between the two $ariables. B. a weak direct relationship between the two $ariables. C. a strong in$erse relationship between the two $ariables. D. a strong direct relationship between the two $ariables.
&ohen - &hapter '( )*(,
1&-. Charles Spearman is credited with A. de$eloping a type of correlation coecient. B. de$eloping a way to predict the accuracy of a test. C. de$eloping factor analysis. D. All of these
&ohen - &hapter '( )*(
1&0. 'hich of the following is !=>" of the Learson r # A. It has a distribution that appro)imates the tetrachoric r if the data are not linear. B. It is legitimately used only when the two $ariables are linear. C. Learson actually had $ery little to do with its de$elopment. D. It can ne$er be larger than the Spearman rho if the data represent two true dichotomies.
&ohen - &hapter '( )*(.
1&. !o calculate a Learson r using one of the formulas presented in the te)t it is necessary to know A. the standard scores for both $ariables. B. the standard score for only one $ariable. C. percentiles for both $ariables. D. raw scores for each $ariable.
&ohen - &hapter '( )*(/
1&5. A correlation coecient that is signi:cant at the p P .81 le$el A. has a 77K chance of being accurate. B. could ha$e been e)pected to occur by chance alone one time or less in 188. C. could ha$e been e)pected to occur by chance alone 77 times or more in 188. D. accounts for about 1K of the $ariance.
&ohen - &hapter '( )*(0
1&7. If the correlation coecient is e4ual to .&8 the coecient of determination is e4ual to A. .78 B. .777 C. 7 D. %one of these
&ohen - &hapter '( )*(1
1(8. !he coe%cient of determination is calculated by A. multiplying the correlation coecient by 188. B. s4uaring the correlation coecient and multiplying by 188. C. multiplying the correlation coecient by the sample sie. D. s4uaring the mean of each of the $ariables and then summing them.
&ohen - &hapter '( )*,'
1(1. 'hat is the relationship between the coecient of determination and the correlation coecient# A. !he larger the correlation coecient the larger the coecient of determination. B. !he larger the correlation coecient the smaller the coecient of determination. C. !he relationship between them would ha$e a correlation coecient of ero e)actly. D. !he larger the correlation coecient the more $ariance can be attributed to error or chance.
&ohen - &hapter '( )*,*
1(2. !he correlation coecient of choice when both sets of measurements are in rank3 order form and when fewer than &8 pairs of measurements are in$ol$ed is A. the Learson r . B. the tetrachoric r . C. the Spearman rho. D. the =;!C.
&ohen - &hapter '( )*,+
1(&. 'hat is the correlation coecient of choice when two $ariables are ordinal# A. the Spearman rho B. the ooney3; C. the Anna3; D. %one of these
&ohen - &hapter '( )*,(
1((. 'hich of the following is most directly associated with the process of predicting scores using regression techni4ues# A. a standard error of the estimate B. a standard error of the mean C. a standard error of measurement D. a standard error of the dierence
&ohen - &hapter '( )*,,
1(-. raphed data details the relationship of time spent studying for a midterm e)amination and :nal grade on that test. An outlier indicates that one student spent many hours spent studying but failed the e)amination. !his lea$es the professor wondering, A. how eecti$e the student9s study habits are. B. what else is going on in the life of the student. C. whether the student has a natural aptitude for the sub+ect matter. D. Both a and b
&ohen - &hapter '( )*,
1(0. If an outlier e)ists in graphed test3related data it may signal A. a problem in the wording of one of the test 4uestions. B. the need to re3administer the test. C. a fatal
&ohen - &hapter '( )*,.
1(. ;utliers can be useful in identifying testtakers who A. failed to understand the test instructions. B. failed to follow the test instructions. C. Both a and b D. %one of these
&ohen - &hapter '( )*,/
1(5. If the calculated $alue of the correlation coecient for two $ariables is 8 what would the resulting scatterplot look like# A. upward sloping to the left B. downward sloping to the right C. upward sloping to the right D. %one of these
&ohen - &hapter '( )*,0
1(7. A scatterplot of the relationship between two $ariables is graphed upward and sloping to the right. !his is indicati$e of A. a strong positi$e relationship. B. a strong negati$e relationship. C. a weak in$erse relationship. D. a purely Llatonic relationship.
&ohen - &hapter '( )*,1
1-8. 'hich of the following is a term for the graphed representation of an e)tremely atypical score that can sometimes pro$ide a hint regarding some de:ciency in the testing or scoring procedures# A. a nonlinear plot point B. a standard error C. an outlier D. an error
&ohen - &hapter '( )*'
1-1. 'hat is the relationship between the correlation coecient and the standard error of estimate# A. It is a positi$e relationship. B. It is an in$erse relationship. C. %o relationship e)ists. D. %one of these
&ohen - &hapter '( )**
1-2. 'hich of the following statements is !=>" concerning a correlation coecient# A. A restricted range in either correlated $ariable makes the correlation lower. B. A correlation coecient pro$ides information regarding causation. C. %o meaning is attached to the sign of a correlation coecient since the coecient is ultimately s4uared. D. =estriction of range is now illegal in the (5 contiguous states.
&ohen - &hapter '( )*+
1-&. Among school3age children as age increases so do reading skills. !his relationship between two $ariables illustrates A. a positi$e correlation between two $ariables. B. a negati$e correlation correlations between two $ariables. C. a ero correlation. D. %one of these
&ohen - &hapter '( )*(
1-(. A correlation coecient is e4ual to .&8. >sing the concept of coecient of determination the $ariance accounted for by chance error and other une)plained factors would be, A. appro)imately 71K. B. appro)imately &8K. C. appro)imately &K. D. %one of these
&ohen - &hapter '( )*,
1--. !he statistical combination of information across studies is referred to as A. reliability. B. meta3analysis. C. regression. D. incremental $alidity.
&ohen - &hapter '( )*
1-0. A key ad$antage of meta3analysis o$er simply reporting a range of :ndings is that A. in meta3analysis the *art* of the meta3analyst comes into play and allows for knowledgeable manipulation of data. B. simply reporting a range of :ndings can become $ery confusing when there are more than two studies to report on. C. in meta3analysis more weight can be gi$en to studies that ha$e larger numbers of sub+ects. D. Both a and b
&ohen - &hapter '( )*.
1-. A meta3analytic study of the Asch line +udgment paradigm concluded that A. indi$idualistic cultures e$idenced higher le$els of conformity than collecti$istic cultures. B. collecti$istic cultures e$idenced higher le$els of conformity than indi$idualistic cultures. C. holistic cultures e$idenced higher le$els of conformity than both indi$idualistic and collecti$istic cultures. D. sub+ects from the =epublic of 6ugosla$ia were most impulsi$e in their +udgments and most likely to conform to the wrong choice.
&ohen - &hapter '( )*/
