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| one who studies and treats the nervous system and its disorders |
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| one who studies how the nervous system and its disorders effect behavior |
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| a fixed set of tests applied to all patients |
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| picking and choosing tests to use on a patient |
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| a procedure that tells you where to start testing a client and after how many wrong answers you should stop testing |
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| psychological test created as a reaction to Stanford-Binet |
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Structure: subtests; verbal and performance sections, plus full; index scores (new): VC, WM, PO, PS
Standard scores: VIQ, PIQ, FSIQ; M=100, SD=15l subtests: M=10, SD=3
Reliability: FSIQ, VIQ, VCI -- ~.95; PIQ, WMI, POI, PSI-- ~.90; varied, average-- ~.85
Validity: comment on amount of data; correlations with other mental ability tests; contrasted groups (comparison studies); factor analysis; content validity
Profile interpretation: common |
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| IQ score expressed as a deviation from average score in the examinee's age group |
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| identifying patterns in test scores |
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| Differential aptitude tests (?) |
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can be administered to large groups; multiple choice, machine-scored items; content generally similar to individual tests; fixed time-limit, fixed number of items; administration times of 1 or 3 hours; total score plus several subscores; research bases very large; principal purpose: prediction
Elem/Sec schools use: comparison with achievement; Otis-Lennon School Ability Test (OLSAT7) and SAT, MAT; Test of Cognitive Skills (TCS/2) and CAT, CTBS; Cognitive Abilities Test (CogAT) and ITBS |
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standard score M = 500, SD = 100
fixed reference group; percentiles: user norms, annual; the re-centering project (1941 and 1994) to reestablish the equivalence of... |
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separate tests, score 1-36, approx M = 20, SD = 5
English, math, reading, and science |
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| typical study: criterion- first year GPA; predictors- test and HS record; separate correlations and multiple R; correction for restriction in range |
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| conversion of scores; differences in scale values; correlation |
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general (verbal, quantitative, analytical), subject, writing
scoring: general reference group, M =~500; percentiles by subgroup- substantial differences
reliability: each score about .90; SEMs less at extremes |
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| mainly selection, some placement; GATB, DAT, WPT, ASVAB |
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| Differential Aptitude Test (DAT) |
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| designed to measure students' ability to learn or to succeed in a number of different areas, such as mechanical reasoning, verbal reasoning, numerical reasoning, and space relations |
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| Accountability and standards-based education |
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1960s- federal involvement; increases in funding; Sputnik, international comparisons
Current emphasis- standards-based education; state and national testing programs, No Child Left Behind Act; "high-stakes" testing |
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group administered tests that cover basic subjects, nationally normed; usually taken with an ability battery
California achievement tests (CAT, comprehensive tests of basic skills, metropolitan... |
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a test for a specific type of skill
Major field tests, National Occupational Competency Testing Institute...
User norms
Group administered; paper and pencil, multiple choice; 50-200 items; emphasis on total score; total score reliability > .90
Validity - content |
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| NCLB requires states to test; usually a few grades; reading, math, science, and usually writing; some use for graduation and promotion; most tailored, some "off-the-shelf" |
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| Individual achievement tests |
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Similar to individual intelligence tests
Main use: discrepancy analysis related to disability, especially learning disability |
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| National testing programs |
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| International testing programs |
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Uses: clinical, school, counseling; very common part of larger array of tests used with a client
Require advanced training to administer; cover a wide range of age and ability; must establish rapport with the examinee; free-response format; immediate scoring; usually ~1 hour; provides an opportunity for observation
Consist of novel and familiar material within a broadly defined culture, vocab, verbal relations, information, comprehension, arithmetic, short-term memory, form patterns, psychomotor, matrices
Examples: Wechsler scales (WAIS, WISC, WPPSI); Stanford-Binet; brief test: Peabody PVT; specific mental ability: Wechsler MS; mental retardation: Vineland Scales |
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| Wechsler- "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment"; although he emphasized that intelligence involved more than intellectual ability, "the capacity to do intellectual work is a necessary and important sign of general intelligence" |
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