Intelligence & Personality Testing

Intelligence and Intelligence Testing

Intelligence and Intelligence Testing
• Intelligence: a multifaceted capacity that
manifests itself in different ways across the
lifespan.
• Interestingly, no two psychologists agree what
is intelligence.
Intelligence and Intelligence Testing
1. Acquire and apply knowledge
2. Reason logically
3. Plan effectively
4. Infer perceptively
5. Make sound judgments and solve problems
6. Grasp and visualize concepts
7. Pay attention
8. Be intuitive
9. Find the right words and thoughts with facility
10. Cope with, adjust to, and make the most of new
situations
Alfred Binet
Alfred Binet
• Did not define what intelligence is, but
identified components of intelligence.
• These components included: reasoning,
judgment, memory, and abstraction.
 David Wechsler

• Intelligence is the
aggregate or global
capacity of the
individual to act
purposefully, to think
rationally, and to deal
effectively with his
environment.
 David Wechsler

• It is aggregate or global because it is

composed of elements or abilities which,
though not entirely independently, are
qualitatively differentiable.
• Abilities are primarily verbal and
performance.
• But intelligence is not the mere sum of these
activities!
 David Wechsler

• There are non-intellective factors that must

be taken into account when assessing
intelligence.
• These includes: conative (rational action),
affective, or personality traits that include
drive and persistence, goal awareness and
ability to respond to social, moral, and
aesthetic values.
 Jean Piaget

• Intelligence is an
evolving adaptation
to the outside world.
• As cognitive skills are
gained, adaptation
increases, mental and
trial and error
replaces physical trial
and error.
 Jean Piaget

• Process of cognitive development occurs

neither solely through maturation nor solely
through learning. Instead, as a consequence
of interaction with the environment,
psychological structures become
reorganized.
 Jean Piaget

• Each new experience, according to Piaget,

requires some form of cognitive organization
or re-organization in a mental structure
called schema (plural schemata).
• Learning purely by grasping and putting
anything into their mouths, infants use
schemata to understand and appreciate the
world.
 Jean Piaget

For Piaget, learning occurs through two basic

mental operations: assimilations and
accommodation.
• Assimilation-actively organizing new
information so that it fits in with what is
already perceived and thought.
• Accommodation- changing what is already
perceived or thought so that it fits with new
information.
 Jean Piaget

1. Sensorimotor Period (0 – 2 years)

• Child develops ability to exhibit goal
directed, intentional behavior; develops the
capacity to coordinate and integrate input
from the 5 senses; acquires the capacity to
recognize the world and its objects as
permanent entities (“object permanence”)
 Jean Piaget

Object permanence
 Jean Piaget
2. Pre-operational Period (2-6 years)
• Child understanding of concepts is based
solely on what is seen; the child’s
comprehension of a situation, event or an
object is typically based on a single,
usually the most obvious, perceptual aspect
of the stimulus.
 Jean Piaget

• Thought is irreversible
• Animistic thinking
• Imaginary friends
 Jean Piaget

3. Concrete Operational Period (7-12 years)

• Reversibility of thought now appears;
conservation of thought, part-whole
problems and serial ordering tasks can now
be solved (able to put ideas in rank order);
 Jean Piaget

• Can deal only with relationship and things

with which he or she has direct experience
 Jean Piaget

4. Formal Operations Period (12 years and

older)
• Increased ability to abstract and to deal
with ideas independent of his or her own
experience; greater capacity to generate
hypotheses and test them in a systematic
fashion
 Jean Piaget

• Able to think about several variables

acting together and their combined effects;
can evaluate own thought; applies learning
to new problems in a deductive way.
 Factor Analytic
Theories of Intelligence
 Factor Analytic
Theories of Intelligence
• Factor Analysis: a group of statistical
techniques designed to determine the
existence of underlying relationships
between sets of variables, including test
scores.
• Theorists have used factor analysis to
determine the existence of underlying
relationships between sets of variables,
including test scores.
 Charles Spearman

• Found that measures

of intelligence tend
to correlate with
various degrees with
each other.
 Charles Spearman

• He proposed the existence of a general

intellectual ability factor (g) that is tapped
by all other mental ability factors.
• The remaining components are accounted
for by specific components (s), or by error
components of this general factor (e). This
theory is sometimes referred to as the two
factor theory of intelligence.
Charles Spearman
 Charles Spearman

• The greater the magnitude of g in a test,

the better the test can predict overall
intelligence.
• Abstract reasoning problems are believed
to be the best measure of g in a test.
Joy Paul Guilford
 Joy Paul Guilford

- He proposed the Structure-of-Intellect (SI)

model which classifies intellectual traits along
3 dimensions:
• a. Operations: what the respondent does.
E.g. cognition, memory recording, memory
retention, divergent production, convergent
production, and evaluation.
• B. Content: nature of materials or
information on which operations are
performed. E.g. visual, auditory, symbolic,
semantic, and behavioral.
 Joy Paul Guilford

• C. Products: form in which information is

processed by respondent. Products are
classified into units, classes, relations,
systems, transformations, and implications.
 Louis Leon Thurstone

• Initially conceived of
intelligence as being
composed of 7
“primary mental
activities” or PMAs.
 Louis Leon Thurstone

• 1. Verbal Comprehension- found in tests

of reading comprehension, verbal
analogies, disarranged sentences and
vocabulary tests.
• 2. Word Fluency- anagrams, rhyming,
naming words in a given category.
• 3. Number Facility- speed and accuracy
of simple arithmetic computations.
 Louis Leon Thurstone

• 4. Spatial Visualization- may represent 2

distinct factors: one covering perception of
fixed spatial and geometric relations, the
other manipulatory visualizations such as
in which changed positions or
transformations must be visualized.
• 5. Associative Memory- found principally
in tests demanding rote memory for
paired associates.
 Louis Leon Thurstone

• 6. Perceptual Speed- quick and accurate

grasping of visual details, similarities and
differences.
• 7. Induction or General reasoning- is
measured to find a rule.
 Howard Gardner

• Developed the
theory of Multiple
Intelligence (MI)
 Howard Gardner

These are:
• logical-mathematical,
• bodily kinesthetic,
• linguistic,
• musical,
• spatial,
• interpersonal, and
• intrapersonal.
CATTELL-HORN-CARROLL
THEORY (CHC Theory)
 CATTELL-HORN-CARROLL
THEORY (CHC Theory)

• Raymond Cattell
Postulated the
existence of two
major types of
cognitive abilities:
crystallized
intelligence (Gc) and
fluid intelligence (Gf)
 CATTELL-HORN-CARROLL
THEORY (CHC Theory)

• Crystallized intelligence include acquired

skills and knowledge that are dependent
on exposure to a particular culture as well
as on formal and informal education e.g.
vocabulary

• Fluid intelligence are non-verbal,

relatively culture-free, and independent of
specific instruction e.g. memory of digits.
 CATTELL-HORN-CARROLL
THEORY (CHC Theory)
• This theory was later
modified by John L.
Horn, with the addition
of several factors: visual
processing (Gv),
auditory processing
(Ga), quantitative
processing (Gq), speed
of processing (Gs),
facility with reading and
writing (Grw), short term
memory (Gsm), and long
term storage and
retrieval (Glr).
 CATTELL-HORN-CARROLL
THEORY (CHC Theory)
• Another influential
multiple-intelligence
model is the three
stratum theory of
cognitive abilities by
John Bissell Carroll.
CATTELL-HORN-CARROLL
THEORY (CHC Theory)
Nature vs. Nurture
 Nature vs. Nurture
• Most psychologists believe that
intellectual ability is an interaction
between innate ability and environmental
influence.
• Preformationism: living organisms are
preformed at birth.
• Pre-determinism: one’s abilities are pre-
determined by genetic inheritance and
that no amount of learning or other
intervention can enhance what has been
genetically encoded
 Nature vs. Nurture

• (Galton) Genius is hereditary

• (Dugdale) Degeneracy, like genius, is also
hereditary
• (Goddard) Feeblemindedness as
hereditary
 Nature vs. Nurture
• People differ in intelligence levels just as
they differ in blood pressure levels etc.
• According to the interactionist view,
people inherit a certain intellectual
potential. Exactly how much of this
potential is realized depends partially on
the type of environment where it is
nurtured.
 Nature vs. Nurture
• Interactionism is a very optimistic model
of intelligence!
• Hereditary influence on intelligence
increase from 41% in childhood, 55% in
adolescence, and 66% in late
adolescence to early adulthood. Possible
explanation is as people age, they
modify their environment to complement
genetic tendencies.
 Intelligence
• Flynn Effect- Also called the intelligence
inflation: intelligence seems to rise on the
average year after year
 Intelligence
• Culture loading: the extent to which a
test incorporates the vocabulary, concepts,
and traditions, knowledge, and feelings
associated with a particular culture.
• Culture fair test: test or assessment
process designed to minimize the influence
of culture with regard to various aspects
of the evaluation procedures,
interpretations made from the resulting
data.
TESTS OF INTELLIGENCE
Stanford-Binet Intelligence Scale
 Stanford-Binet Intelligence Scale
• The first published intelligence test to
provide detailed administration and
scoring instructions.
• Original version, however, lacked a
standardization sample.
 Stanford-Binet Intelligence Scale
• First test to introduce an alternate item:
item to be substituted for regular item
under specified conditions.
• Earlier versions of tests employed the
ratio IQ (mental age/chronological age x
100); later versions used the deviation IQ:
the comparison of the performance of the
individual with the performance of others
with the same age in the standardization
sample.
 Stanford-Binet Intelligence Scale
• The 4th edition change from an age scale
(items are grouped by age) to a point
scale (items are grouped into subtests by
category).
• It creates a test composite: test score or
index derived from the combination of
and/or a mathematical transformation of
one or more subtest scores.
 Stanford-Binet Intelligence Scale
• 5th edition can be administered to
examinees as young as 2 and as old as
85.
 Stanford-Binet Intelligence Scale
• There’s a full IQ score derived from
composite score after 10 subtests: fluid
intelligence, crystallized knowledge,
quantitative knowledge, visual processing,
shortterm memory, fluid reasoning,
knowledge, quantitative reasoning, visual
spatial processing, and working memory.
• Is based on the Cattell-Horn-Carroll
(CHC) theory of intellectual abilities.
 Adaptive Testing
• Testing that is individually tailored to the
testtaker.
• In intelligence test, this may entail
beginning the exam with a subtest in the
middle range of difficulty
• This is to ensure that early subtest are not
so difficult to frustrate the testtaker or so
easy to lull them into a false sense of
security that they will not take the test
seriously enough
Adaptive Testing
 Stanford-Binet Intelligence Scale

Measured IQ Category
Range
145 - 160 Very Gifted or Highly Advanced
130 - 144 Gifted or Very Advanced
120 - 129 Superior
110 - 119 High Average
90 - 109 Average
80 - 89 Low Average
70 - 79 Borderline Impaired or Delayed
55 - 69 Mildly Impaired or Delayed
40 - 54 Moderately Impaired or Delayed
Wechsler Tests
 Wechsler Tests
• Individually administered intelligence tests
to assess the intellectual abilities of
people from preschool to adulthood.
• Items may be presented orally
• The Weschsler Tests are all point scales
that yield deviation IQs with a mean of
100 (interpreted as average) and a
standard deviation of 15.
Wechsler Tests
 Wechsler Tests
3 Wechsler Intelligence Tests:
• Wechsler Adult Intelligence Scale –
Fourth Edition (WAIS – IV) for ages 16 to
90 years 11 months.
• Wechsler Intelligence Scale for Children
– Fifth Edition (WISC – V) for ages 6
through 16 years 11 months.
• Wechsler Preschool and Primary Scale
of Intelligence – Third Edition (WPPSI- III)
for ages 3 years to 6 years 3 months.
 Wechsler Tests
• Subtests are designated as either core or
supplemental.
• Core subtest is administered to obtain a
composite score.
• Supplemental subtest (also called
optional subtest) is used to provide
additional clinical information or
extending the number of abilities or
processes sampled.
Sample subscales in Wechsler Scales
Information In what continent is Brazil?
Taps general knowledge,
learning, and memory
Comprehension “Why should children be cautious
when speaking to strangers?”
Taps common sense.

Similarities “How are a pen and a pencil

alike?”
Taps the ability to analyze
relationships and engage in
logical abstract thinking
 Wechsler Tests
Picture Identify what is important that’s missing from
completion a picture.
Taps visual perception, alertness, attention to
detail etc.

Block Design Examinee reproduces using actual blocks a

pictured block design.
Taps perceptual motor skills, psychomotor
speed and the ability to analyze and
synthesize.
Word Identify common concepts described in a series
Reasoning of clues.
Taps verbal abstraction ability as well as ability
to generate alternative concepts.
 The Kaufman Scales
• Individual administered tests created to
move beyond the theoretical stance of
older intelligence scales and create
instruments that would be anchored on
evolving theories of intelligence, which
includes developmentally appropriate
tasks.
 The Kaufman Scales
• Includes the Kaufman Assessment Battery for
Children (K-ABC) for those below 11 years old,
and the Kaufman Adolescent and Adult
Intelligence Test (KAIT) for those 11 to 85
years old.
• A Kaufman Brief Intelligence Test (K-BIT) was
designed as a quick screening instrument to
estimate level of intellectual functioning. It is not
a shortened version of the K-ABC or the KAIT but
a different test yielding three scores: verbal,
non-verbal and composite.
 The Kaufman Scales
• Focus is on information processing. It
differentiates between simultaneous processing,
represented by seven subtests, and sequential
processing, represented by 3 subtests.
• Simultaneous (or parallel) processing:.
Integrate bits of information into a whole
• Successive (or sequential) processing:
Sequential is logical and analytic. Linearly bits
of information into a chainlike progression.
Otis-Lennon School Ability Test (OLSAT)
Otis-Lennon School Ability Test (OLSAT)
• OLSAT-specifically assesses those abilities that
are related to success in school.

• Tasks such as detecting similarities and

differences, recalling words and numbers,
defining words, following directions, classifying,
establishing sequence, solving mathematical
problems, and completing analogies are
included.”
Otis-Lennon School Ability Test (OLSAT)
• The name Otis-Lennon reflects the surnames of
two people: (i) the "pre-OLSAT" developer of
the original test, Arthur Sinton Otis, Ph.D. (who
died before OLSAT was published) and (ii) the
test editor and publishing executive, Roger
Thomas Lennon, Ph.D., who adopted and
marketed Otis' concepts as a school ability test.
Raven’s Progressive Matrices
 Raven’s Progressive Matrices
• Raven's Progressive Matrices (often referred to
simply as Raven's Matrices) or RPM, is a
nonverbal group test typically used in
educational settings. It is the most common and
popular test administered to groups ranging
from 5-year-olds to the elderly.

• Made of 60 multiple choice questions, listed in

order of difficulty.
 Raven’s Progressive Matrices
• The tests were originally developed by John C.
Raven in 1936. In each test item, the subject is
asked to identify the missing element that
completes a pattern. Many patterns are
presented in the form of a 4x4, 3x3, or
2x2 matrix, giving the test its name.
• This format is designed to measure the test-
taker's reasoning ability, the deductive
("meaning-making") component of Spearman's g.
(g is often referred to as general intelligence.)
Raven’s Progressive Matrices
Personality and Personality Testing
 Personality and Personality Testing
• Personality: an individual’s unique constellation
of psychological traits that is relatively stable
over time.
• Personality Assessment: the measurement and
evaluation of psychological traits, states, values,
interests, attitudes, worldview, acculturation,
sense of humor, cognitive and behavioral styles,
and/or related individual characteristics.
 Personality and Personality Testing
• Personality trait (Guilford): any distinguishable,
relatively enduring way in which one individual
varies from another.

*Note: like intelligence, there is no consensus on

what personality and personality trait mean!
 Personality and Personality Testing
• Objective Personality Assessment
• Characteristically contains short answer items for
which the assessee’s task is to select one response
from the two or more provided.
• Scoring is done according to set procedures
involving little, if any, judgment, on the part of
the scorer. Easy to administer to large groups.
 Personality and Personality Testing
• Projective Personality Assessment:
• Technique in which some judgment of the
assessee’s personality is made on the basis of
performance of a task that involves supplying
some sort of structure to unstructured or
incomplete stimuli.
• Indirect measure of Personality.
• Self-Report: processes wherein the information
about assessee is supplied by the assessees
themselves.
• Self-concept: one’s attitudes, beliefs, opinions,
and related thoughts about one’s self.
Impression Management
 Impression Management
• Describes the attempt to manipulate other’s
impression through selective exposure of some
information coupled with suppression of some
other information.
→ Faking good
→ Faking bad
 Validity Scale
• A subscale of a test designed to assist in
judgments regarding how honestly the test taker
responded and whether observed responses
were products of response style, carelessness,
deliberate efforts to deceive or unintentional
misunderstanding.
 Common Formats
• True or False: “I like being out among people” T F
• Semantic Differential Scale: characterized by
bipolar adjectives separated by seven point rating
scale on which respondents select one point to
indicate their response.
• Weak 1 2 3 4 5 6 7 Strong
• Forced choice format: Selecting from 2 choices that
are equal in social desirability.
• Sentence Completion Test: respondents are typically
instructed to finish the sentence with their real
feelings. E.g. Rotter’s Incomplete Sentence Bank &
Sack’s Sentence Completion Test
 Common Formats

• Adjective Checklist: clients are to select which

word/s describe them the most
• Personality tests are also assessed through face-
to-face interviews, naturalistic observation,
evaluation of case history data, evaluation of
portfolio data, and recording of physiological
responses.
 Graphology
• Graphology: personality testing through
handwriting analysis
 Q-sort Technique
• Developed by Stephenson, Q-sort is an
assessment procedure where test takers are
asked to sort a group of statements, usually in
perceived rank order ranging from most
descriptive to least descriptive.
• Carl Rogers has popularized the use of the Q-
sort technique to assess the gap between how
clients perceive themselves to be and how they
would ultimately like to be.
Q-sort Technique
 Two Ways of Interpreting
Personality Tests
• Nomothetic Approach: characterized by efforts
to learn how a limited number of personality
traits can be applied to all people. The idea is
to identify where a person falls in a continuum of
a few traits presumed to be universal.
• Idiographic Approach: characterized by efforts
to learn about each individuals unique
constellation of personality tests according to
any particular set of traits. This approach is
flexible and can even lead to the naming of new
trait terms.
 The Big 5 (NEO Personality Inventory –
Revised; Costa & McCrae)

• Extraversion
• Neuroticism
• Openness
• Agreeableness
• Conscientiousness
Edwards Personal Preference Schedule
(EPPS)
• Utilizes the human needs theory proposed by
Henry Murray 15 personality variables
• Beginning with 15 needs, University of
Washington professor Allen Edwards prepared
items whose content appeared to fit these needs.
Inventory consists of 210 pairs of statements in
which each of the 15 scales are paired with
items from the other 14.
 Needs (Murray)
• Achievement : A need to accomplish tasks well
• Deference: A need to conform to customs and
defer to others
• Order: A need to plan well and be organized
• Exhibition: A need to be the center of attention
in a group.
• Autonomy: A need to be free of responsibilities
and obligations
• Affiliation: A need to form strong friendships
and attachments
• Intraception: A need to analyze behaviors and
feelings of others
 Needs (Murray)
• Succorance: A need to receive support and
attention from others
• Dominance: A need to be a leader and
influence others
• Abasement: A need to accept blame for
problems and confess errors to others
• Nurturance: A need to be of assistance to others
• Change: A need to seek new experiences and
avoid routine
• Endurance: A need to follow through on tasks
and complete assignment.
 Needs (Murray)
• Heterosexuality: A need to be associated with
and attractive to members of the opposite sex
• Aggression: A need to express one's opinion
and be critical of others
 Myers & Briggs Type Indicator (MBTI)
• Is a psychometric questionnaire designed to
measure psychological preferences in how
people perceive the world and make decisions.

• These preferences were extrapolated

by Katharine Cook Briggs and Isabel Briggs
Myers from the typological theories proposed
by Carl Gustav Jung, and first published in his
1921 book Psychological Types.
 Myers & Briggs Type Indicator (MBTI)
• Is a psychometric questionnaire designed to
measure psychological preferences in how
people perceive the world and make decisions.
• These preferences were extrapolated
by Katharine Cook Briggs and Isabel Briggs
Myers from the typological theories proposed
by Carl Gustav Jung, and first published in his
1921 book Psychological Types.
 Myers & Briggs Type Indicator (MBTI)
• Jung theorized that there are four principal
psychological functions by which we experience
the world: sensation, intuition, feeling, and
thinking. One of these four functions is dominant
most of the time.
• Jung proposed the existence of two dichotomous
pairs of cognitive functions:
→ The "rational" (judging)
functions: thinking and feeling
→ The "irrational" (perceiving)
functions: sensation and intuition
 Myers & Briggs Type Indicator (MBTI)
• Jung believed that for every person each of the
functions are expressed primarily in either
an introverted or extraverted form.

• The MBTI sorts some of these psychological

differences into four opposite pairs,
or dichotomies, with a resulting 16 possible
psychological types. Example: ESTJ or INFP
Myers & Briggs Type Indicator (MBTI)
The Minnesota Multiphasic Personality
Inventories (MMPI)
The Minnesota Multiphasic Personality
Inventories (MMPI)
• Conceived in the 1930s by Starke R. Hathaway,
a clinical psychologist, and J. Charley McKinley,
a neuropsychiatrist.
• Initially conceived as an aid to the process of
psychiatric diagnosis, it led to being used for a
wide variety of purposes.
• By 1960s, the MMPI was firmly entrenched as
the leading personality test.
• However, by 1960s the MMPI literature
conceptual and psychometric problems
appeared troublesome in light of the advances
in the fields of psychopathology and
psychological theory.
The Minnesota Multiphasic Personality
Inventories (MMPI)
• Hs: Hypochondriasis
• D: Depression
• Hy: Hysteria
• Pd: Psychopathic Deviate
• Mf: Masculinity – Femininity
• Pa :Paranoia
• Pt: Psychasthenia
• Sc: Schizophrenia
• Ma: Mania
• Si: Social Introversion
The Minnesota Multiphasic Personality
Inventories (MMPI)
• 10 Clinical Scales of MMPI

• Scale 1—Hypochondriasis
• This scale was designed to assess a neurotic
concern over bodily functioning.
• The items on this scale concern physical symptoms
and well-being.
• It was originally developed to identify people
displaying the symptoms of hypochondria, or a
tendency to believe that one has an undiagnosed
medical condition.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 2—Depression
• This scale was originally designed to
identify depression, characterized by poor
morale, lack of hope in the future, and general
dissatisfaction with one's own life situation.
• Very high scores may indicate depression, while
moderate scores tend to reveal a general
dissatisfaction with one’s life.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 3—Hysteria
• The third scale was originally designed to
identify those who display hysteria or physical
complaints in stressful situations.
• Those who are well-educated and of a high
social class tend to score higher on this scale.
Women also tend to score higher than men on
this scale.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 4—Psychopathic Deviate

• Originally developed to identify psychopathic
individuals, this scale measures social deviation,
lack of acceptance of authority, and amorality
(a disregard for morality).
• This scale can be thought of as a measure of
disobedience and antisocial behavior.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 5—Masculinity-Femininity
• This scale was designed by the original authors
to identify what they referred to as
"homosexual tendencies," for which it was
largely ineffective.
• Today, it is used to assess how much or how little
a person identifies how rigidly an individual
identifies with stereotypical male and female
gender roles.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 6—Paranoia
• This scale was originally developed to identify
individuals with paranoid symptoms such as
suspiciousness, feelings of persecution,
grandiose self-concepts, excessive sensitivity,
and rigid attitudes.
• Those who score high on this scale tend to have
paranoid or psychotic symptoms.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 7—Psychasthenia
• This diagnostic label is no longer used today
and the symptoms described on this scale are
more reflective of anxiety, depression,
and obsessive-compulsive disorder.
• This scale was originally used to measure
excessive doubts, compulsions, obsessions, and
unreasonable fears.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 8—Schizophrenia
• This scale was originally developed to identify
individuals with schizophrenia.
• It reflects a wide variety of areas including
bizarre thought processes and peculiar
perceptions, social alienation, poor familial
relationships, difficulties in concentration and
impulse control, lack of deep interests,
disturbing questions of self-worth and self-
identity, and sexual difficulties.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 9—Hypomania
• This scale was developed to identify
characteristics of hypomania such as elevated
mood, hallucinations, delusions of grandeur,
accelerated speech and motor activity,
irritability, flight of ideas, and brief periods of
depression.
The Minnesota Multiphasic Personality
Inventories (MMPI)

• Scale 0—Social Introversion

• This scale was developed later than the other
nine scales.
• It's designed to assess a person’s shyness and
tendency to withdraw from social contacts and
responsibilities
California Psychological Inventory
(CPI )
 California Psychological Inventory
(CPI )

• Contains 434 True or False Items that yields

information on many personality related
variables such as responsibility, self-acceptance,
and dominance.
 Strong Interest Inventory (SII)
• General approach was first formulated by E.K.
Strong Jr.
• SII’s classification of occupational interest is
derived from the theoretical model developed
by John Holland. General occupational themes
are designated Realistic (R), Investigative (I),
Artistic (A), Social (S), Enterprising (E),
Conventional (C). Each theme characterizes not
only a type of person but a type of working
environment the person finds most congenial.
• The current inventory (SII-Form T317) consists of
317 items grouped into eight parts.
Strong Interest Inventory (SII)
POPULAR PROJECTIVE
PERSONALITY TESTS:
 Rorschach
• Developed by Hermann Rorschach who called it
a “form interpretation test” because it uses
inkblots as forms to be interpreted.

• Consists of 10 bilaterally symmetrical inkblots

printed on separate cards. No manuals though
many researchers have put forward manuals for
interpretation, the most comprehensive of which
was Exner’s.
 Rorschach
PROCEDURE
• Presenting the inkblots “What might this be?”
• Inquiry: second administration where examiner
attempts to determine what features of the
inkblots played a role in the testtaker’s percept.
“What made it look like…?”
• Testing the limits: asking specific questions that
provide additional information about the
personality.
Rorschach
Rorschach
 THEMATIC APPERCEPTION TEST
• Developed by Christina Morgan and Henry
Murray
• Originally designed to elicit material as an aid
to eliciting fantasy material from patients in
psychoanalysis.
• Consists of 31 pictures one of which is blank.
Goal is to measure apperception, from the root
word apperceive: perceive in terms of past
perceptions.
 THEMATIC APPERCEPTION TEST
• Testtakers are told that it’s a test of imagination
in which their task is to tell what events led up to
the scene in the picture, what is happening at the
moment and what the outcome will be.
• Testtakers are also asked to describe what the
people depicted in the cards are thinking or
feeling.
THEMATIC APPERCEPTION TEST
THEMATIC APPERCEPTION TEST
THEMATIC APPERCEPTION TEST