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PSY 420 Chapter 2 Book Notes

by: Samantha Bishop

PSY 420 Chapter 2 Book Notes PSY420

Marketplace > Lenoir-Rhyne University > Psychology > PSY420 > PSY 420 Chapter 2 Book Notes
Samantha Bishop

GPA 3.81

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About this Document

Basic note outline of chapter 2 in the textbook. Covers key terms and concepts.
Psychological Assessment
Dr. Gordon Cappelletty
Class Notes
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This 2 page Class Notes was uploaded by Samantha Bishop on Sunday August 28, 2016. The Class Notes belongs to PSY420 at Lenoir-Rhyne University taught by Dr. Gordon Cappelletty in Fall 2016. Since its upload, it has received 5 views. For similar materials see Psychological Assessment in Psychology at Lenoir-Rhyne University.

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Date Created: 08/28/16
PSY 420  Chapter Two Book Notes Chapter 2: Why is Psychological Testing Important? (p.36­55) The Importance of Psychological Testing p.37­38  Individual decisions­ test takers use their test scores to make decisions about  themselves  Institutional decisions­ made by another entity about an individual based on his or her  results  Comparative decisions­ made by comparing the test scores of a number of people to  see who has the best score  Absolute decisions­ made by other institutions by looking at who has the minimum score  needed to qualify Who Uses the Tests and Why? p.39  Educational  Clinical  Organizational  *full chart on p.39 of textbook* Social and Legal Implications Intelligence Tests (p.44)  Discrimination ­ racial and economic ­ intelligence, aptitude, and achievement  Education ­ heredity vs. environment  Army ­ nature vs. nurture controversy  Aptitude Tests (p.47)  US Employment ­ GATB tested: a. General learning ability b. Verbal aptitude c. Numerical aptitude d. Spatial aptitude e. Form perception f. Clerical perception g. Motor coordination h. Finger dexterity i. Manual dexterity ­ Within­group norming or “racial norming”: the practice of administering the same test to every  test taker but scoring the test differently according to the race of the test taker (p.49)  Education ­ more students from different backgrounds were interested in attending college in the  1960s and 1970s, therefore there was a drop in the national SAT average Integrity Tests (p.50)  Measure individual attitudes and experiences toward honesty, dependability,  trustworthiness, reliability, and prosocial behavior Two Types (p.51): 1. Respond to questions about previous experiences related to ethics and integrity (overt  and straightforward questions) 2. Respond to questions about their preferences and interests (personality based  questions) Many individuals and labor groups oppose their use because:  a. Neither valid nor reliable b. Invasion of privacy c. Have a different effect on minorities  *High­Stakes Testing in Education (p.52­54)*


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