Match Column-I and Column-II by using the codes given below :Column-I (Psychologists)Column-II (Concepts/Scales)(P) Cattell(1) Masculinity(Q) Hathaway & McKinley(2) Intelligence Quotient(R) Holland(3) Mental ability(S) Binet(4) Enterprising

The correct match is P-3, Q-1, R-4, S-2.Cattell: James McKeen Cattell coined the term 'mental test' for his measures of mental ability.Hathaway and McKinley built the MMPI, which has a Masculinity-Femininity (Mf) scale.Holland's RIASEC model of vocational interests includes the Enterprising type.Binet is linked with the intelligence scale on which the Intelligence Quotient was built.The quickest check is Holland, who can only go with Enterprising: option D is the only one that gives R-4.

Match List-I with List-II and select the correct answer by using the codes given below :List-IList-II(P) Summated rating scale(1) Osgood(Q) Successive intervals method(2) Stephenson(R) Semantic differential(3) Likert(S) Q-sort(4) Thurston

The correct match is P-3, Q-4, R-1, S-2.The summated rating scale is Likert's method (1932): agreement ratings on several items are added up.The method of successive intervals belongs to Thurstone's family of scaling methods (with equal-appearing intervals).The semantic differential was developed by Osgood, using bipolar adjective pairs.The Q-sort was developed by William Stephenson.Option B swaps Osgood and Thurstone, and the other options misplace Likert, who is the scale's best-known name.

Match Column-I with Column-II by using the codes given below :Column-I (Types of Norms)Column-II (Features)(P) Age Norms(1) Scores are expressed in SD units(Q) Percentile Norms(2) Sequential formation of concepts and motor skills(R) Ordinal Norms(3) Mental development(S) Standard Score Norms(4) Unequal units of measurement

The correct match is P-3, Q-4, R-2, S-1.Age norms express performance in terms of mental development, the age at which a score is typical.Percentile norms have unequal units of measurement: differences near the middle of the distribution are exaggerated compared with those at the extremes.Ordinal norms place a child in a sequence of developmental stages, the sequential formation of concepts and motor skills.Standard score norms express scores in SD units from the mean.The other options put standard scores or percentiles against the wrong feature.

Psychological Testing Questions and Answers

Q: Which test helps to measure a candidate's capacity to learn particular skills and his potential ability?

The test is an aptitude test.An aptitude test measures a person's potential: how well they are likely to learn particular skills with training, such as mechanical, clerical or numerical ability. It is used in selection when candidates have not yet been trained.A trade test measures skill a candidate already has in a trade. An intelligence test measures general mental ability (IQ), not the capacity for a particular skill. A personality test measures traits such as temperament and emotional stability.

Q: When a test 'appears' to measure what it is supposed to measure, then it has :

A test that appears to measure what it should has face validity.Face validity is a judgement of whether a test looks relevant to the test-takers or casual observers. It helps cooperation and acceptance but is not evidence of real validity.Construct validity is evidence that a test measures the theoretical trait it claims to, and concurrent validity is agreement with a criterion measured at the same time. 'Split-half' is a method of estimating reliability, not a kind of validity.

Q: Which of the following is a correct order of steps in test construction ?(1) Development of norms(2) Identification of construct(3) Item analysis(4) Validity analysis(5) Test-retest reliability analysis

The correct order is (2) identification of construct, (3) item analysis, (5) test-retest reliability, (4) validity analysis, (1) development of norms.Test construction starts by defining the construct to be measured and writing items. A tryout follows, with item analysis (difficulty and discrimination) to select the final items. The final form is then checked for reliability, for example by test-retest, and for validity, since a test must be reliable before it can be valid. Norms are developed last, on a standardisation sample, so that individual scores can be interpreted.Options starting with item analysis or with norms put a later stage before the construct has even been defined.

Q: A person is asked to respond to vague/ambiguous stimuli when taking a :

Vague or ambiguous stimuli are presented in a projective test.Projective tests such as the Rorschach inkblots, the TAT and sentence-completion tests give an unstructured stimulus. Because the stimulus has no single correct meaning, the person is assumed to project his or her own needs, conflicts and ways of seeing into the response.Pencil-and-paper tests and personality inventories (such as the MMPI) use clear, structured items with fixed answers. Behavioural assessment observes actual behaviour in defined situations.

Q: Which of the following test is most similar to Rorschach ?

The test most similar to the Rorschach is the TAT.Both the Rorschach Inkblot Test and the Thematic Apperception Test are projective tests: they present ambiguous stimuli (inkblots, or pictures of people in unclear situations) and interpret the person's responses as projections of personality, needs and conflicts.The 16PF and the MMPI are objective self-report personality inventories, and the TMAS (Taylor Manifest Anxiety Scale) is a self-report questionnaire. They use structured items rather than ambiguous stimuli.

Q: The cultural test bias hypothesis states :

The cultural test bias hypothesis states that group differences reflect artifacts of the test.The hypothesis, discussed at length by Cecil Reynolds, holds that differences in mean scores between cultural or ethnic groups on mental tests arise from the tests themselves: items, content or procedures that favour one group's culture. The differences are therefore an artifact of measurement, not real differences in ability.Saying that differences come from real differences in culture, or from conditions such as poverty, locates the cause outside the test, which is the opposite of the hypothesis. Testing an entire culture is not part of it.

41.

In which of the following is a numerical value assigned to specific behaviour that is listed on the scale?

A.Rating scale
B.Likert's scale
C.Behavioural scale
D.Interval scale

Exam Year(s)

DSSSB PGT - 2023,

Answer: A

A rating scale assigns a numerical value to a specific behaviour that is listed on the scale. A Likert scale is a particular kind in which respondents give agreement levels, an interval scale is a level of measurement, and a behavioural scale is not the generic term. In a rating scale an observer assigns a number or a category to a behaviour or a trait, for example from 1 to 5, which allows the behaviour to be quantified.

Discuss in Forum

42.

Which test helps to measure a candidate's capacity to learn particular skills and his potential ability?

A.Aptitude test
B.Trade test
C.Intelligence test
D.Personality test

Exam Year(s)

RSMSSB - 2025, NHM Rajasthan Pharmacist - 2025, Rajasthan NHM Pharma Assistant - 2025,

Answer: A

The test is an aptitude test.

An aptitude test measures a person's potential: how well they are likely to learn particular skills with training, such as mechanical, clerical or numerical ability. It is used in selection when candidates have not yet been trained.

A trade test measures skill a candidate already has in a trade. An intelligence test measures general mental ability (IQ), not the capacity for a particular skill. A personality test measures traits such as temperament and emotional stability.

Discuss in Forum

43.

Match Column-I and Column-II by using the codes given below :

Column-I (Psychologists)	Column-II (Concepts/Scales)
(P) Cattell	(1) Masculinity
(Q) Hathaway & McKinley	(2) Intelligence Quotient
(R) Holland	(3) Mental ability
(S) Binet	(4) Enterprising

A.P-4, Q-3, R-2, S-1
B.P-2, Q-4, R-1, S-3
C.P-1, Q-2, R-3, S-4
D.P-3, Q-1, R-4, S-2

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: D

The correct match is P-3, Q-1, R-4, S-2.

Cattell: James McKeen Cattell coined the term 'mental test' for his measures of mental ability.
Hathaway and McKinley built the MMPI, which has a Masculinity-Femininity (Mf) scale.
Holland's RIASEC model of vocational interests includes the Enterprising type.
Binet is linked with the intelligence scale on which the Intelligence Quotient was built.

The quickest check is Holland, who can only go with Enterprising: option D is the only one that gives R-4.

Discuss in Forum

44.

Match List-I with List-II and select the correct answer by using the codes given below :

List-I	List-II
(P) Summated rating scale	(1) Osgood
(Q) Successive intervals method	(2) Stephenson
(R) Semantic differential	(3) Likert
(S) Q-sort	(4) Thurston

A.P-3, Q-4, R-1, S-2
B.P-3, Q-1, R-4, S-2
C.P-4, Q-2, R-1, S-3
D.P-1, Q-3, R-2, S-4

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The correct match is P-3, Q-4, R-1, S-2.

The summated rating scale is Likert's method (1932): agreement ratings on several items are added up.
The method of successive intervals belongs to Thurstone's family of scaling methods (with equal-appearing intervals).
The semantic differential was developed by Osgood, using bipolar adjective pairs.
The Q-sort was developed by William Stephenson.

Option B swaps Osgood and Thurstone, and the other options misplace Likert, who is the scale's best-known name.

Discuss in Forum

45.

When a test 'appears' to measure what it is supposed to measure, then it has :

A.Face validity
B.Split-half validity
C.Construct validity
D.Concurrent validity

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

A test that appears to measure what it should has face validity.

Face validity is a judgement of whether a test looks relevant to the test-takers or casual observers. It helps cooperation and acceptance but is not evidence of real validity.

Construct validity is evidence that a test measures the theoretical trait it claims to, and concurrent validity is agreement with a criterion measured at the same time. 'Split-half' is a method of estimating reliability, not a kind of validity.

Discuss in Forum

46.

Which of the following is a correct order of steps in test construction ?

(1) Development of norms
(2) Identification of construct
(3) Item analysis
(4) Validity analysis
(5) Test-retest reliability analysis

A.(2) (3) (5) (4) (1)
B.(3) (4) (5) (2) (1)
C.(2) (5) (3) (1) (4)
D.(1) (2) (3) (4) (5)

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The correct order is (2) identification of construct, (3) item analysis, (5) test-retest reliability, (4) validity analysis, (1) development of norms.

Test construction starts by defining the construct to be measured and writing items. A tryout follows, with item analysis (difficulty and discrimination) to select the final items. The final form is then checked for reliability, for example by test-retest, and for validity, since a test must be reliable before it can be valid. Norms are developed last, on a standardisation sample, so that individual scores can be interpreted.

Options starting with item analysis or with norms put a later stage before the construct has even been defined.

Discuss in Forum

47.

A person is asked to respond to vague/ambiguous stimuli when taking a :

A.Pencil and paper test
B.Projective test
C.Personality inventory
D.Behavioural assessment

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: B

Vague or ambiguous stimuli are presented in a projective test.

Projective tests such as the Rorschach inkblots, the TAT and sentence-completion tests give an unstructured stimulus. Because the stimulus has no single correct meaning, the person is assumed to project his or her own needs, conflicts and ways of seeing into the response.

Pencil-and-paper tests and personality inventories (such as the MMPI) use clear, structured items with fixed answers. Behavioural assessment observes actual behaviour in defined situations.

Discuss in Forum

48.

Match Column-I with Column-II by using the codes given below :

Column-I (Types of Norms)	Column-II (Features)
(P) Age Norms	(1) Scores are expressed in SD units
(Q) Percentile Norms	(2) Sequential formation of concepts and motor skills
(R) Ordinal Norms	(3) Mental development
(S) Standard Score Norms	(4) Unequal units of measurement

A.P-3, Q-4, R-2, S-1
B.P-2, Q-1, R-3, S-4
C.P-1, Q-2, R-4, S-3
D.P-4, Q-3, R-1, S-2

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The correct match is P-3, Q-4, R-2, S-1.

Age norms express performance in terms of mental development, the age at which a score is typical.
Percentile norms have unequal units of measurement: differences near the middle of the distribution are exaggerated compared with those at the extremes.
Ordinal norms place a child in a sequence of developmental stages, the sequential formation of concepts and motor skills.
Standard score norms express scores in SD units from the mean.

The other options put standard scores or percentiles against the wrong feature.

Discuss in Forum

49.

Which of the following test is most similar to Rorschach ?

A.TAT
B.16 PF
C.TMAS
D.MMPI

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The test most similar to the Rorschach is the TAT.

Both the Rorschach Inkblot Test and the Thematic Apperception Test are projective tests: they present ambiguous stimuli (inkblots, or pictures of people in unclear situations) and interpret the person's responses as projections of personality, needs and conflicts.

The 16PF and the MMPI are objective self-report personality inventories, and the TMAS (Taylor Manifest Anxiety Scale) is a self-report questionnaire. They use structured items rather than ambiguous stimuli.

Discuss in Forum

50.

The cultural test bias hypothesis states :

A.group differences reflect artifacts of the test
B.difference in performance is due to differences in culture
C.the bias resides in cultural aspects like poverty
D.we need to test the entire culture to assess bias

Exam Year(s)

MH SET - 2018, SET Exam - 2018,

Answer: A

The cultural test bias hypothesis states that group differences reflect artifacts of the test.

The hypothesis, discussed at length by Cecil Reynolds, holds that differences in mean scores between cultural or ethnic groups on mental tests arise from the tests themselves: items, content or procedures that favour one group's culture. The differences are therefore an artifact of measurement, not real differences in ability.

Saying that differences come from real differences in culture, or from conditions such as poverty, locates the cause outside the test, which is the opposite of the hypothesis. Testing an entire culture is not part of it.

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