Term
| A psychological test is an objective and standardized measure of a sample of... |
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Definition
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| The technical term for the science behind psychological testing is... |
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Definition
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Term
| A psychological assessment is different from a psychological test in that the assessment involves obtaining data from multiple sources of information whereas a psychological test involves ... source of data. |
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Definition
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Term
| What is another name for a non-verbal psychological test? |
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Definition
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Term
Which of the following are not one of the four basic types of measurement scales?
Ordinal, Ratio, Integer, Nominal |
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Definition
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Term
| The state licensing examination for psychologists is an example of a... |
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Definition
| Criterion-referenced test |
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Term
| The mean, median, and mode are measures of... tendency. |
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Definition
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Term
| If you have a distribution of numbers where the mean, median, and the mode are the same, you have a...distribution. |
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Definition
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Term
T or F
In a negatively skewed distribution, the majority of the scores fall within the higher end of the distribution. |
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Definition
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Term
T or F
Percentiles are the percentage of people who received a score at or below a given raw score. |
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Definition
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Term
T or F
Percentiles are an ordinal scale and cannot be analyzed using statistics that require interval data. |
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Definition
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Term
| Variance and standard deviation indicate how scores vary around the ... |
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Definition
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Term
| Standard scores describe how many ... a client's score is from the mean. |
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Definition
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Term
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Definition
| The estimate of the amount of true error to observed error. |
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Term
| In a normal distribution, 95% of the cases fall within ... standard deviations. |
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Definition
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Term
| Name an intelligence test other than the Wechsler tests. |
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Definition
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Term
| Name one non-verbal or culture-free IQ test. |
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Definition
| Peabody Picture Vocabulary |
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Term
| The Standard Error of Measurement is based on the premise that when individuals take a test multiple times, the scores will fall into a ... distribution. |
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Definition
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Term
T or F
It is not the test that is validated, rather the uses of the test that are validated. |
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Definition
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Term
T or F
Predictive validity is an example of criterion-related validity. |
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Definition
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Term
T or F
Reliability provides an estimate of the amount of true variance to observed variance. |
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Definition
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Term
| When selecting and administering assessment tools, what is the user's first responsibility? |
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Definition
| Having a set goal, having a clear purpose or question, and understanding who you are testing. |
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Term
| Studies that demonstrate the relationship between college class performance and Scholastic Aptitude Test (SAT) are indicative of... |
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Definition
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Term
| Francis Galton (plus date) |
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Definition
| The scientist credited with launching the first testing movement in 1869. |
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Definition
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| Stanford-Binet test (date and developer) |
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Definition
| 1916 developed by L.M. Terman |
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Term
| Army Alpha and Army Beta (date) |
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Definition
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Term
| Weschler-Bellvure Intelligence Scale (date) |
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Definition
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Term
| Wechsler Adult Intelligence Scale (date) |
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Definition
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Term
| Wechsler Adult Intelligence Scale-Revised (date) |
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Definition
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Term
| Wechsler Adult Intelligence Scale -III (date) |
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Definition
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Term
| Wechsler Adult Intelligence Scale-IV (date) |
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Definition
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Term
| Wechsler Intelligence Scale for Children (date) |
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Definition
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Term
| Wechsler Intelligence Scale for Children-Revised (date) |
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Definition
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Term
| Wechsler Intelligence Scale for Children-III (date) |
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Definition
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Term
| Wechsler Intelligence Scale for Children-IV (date) |
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Definition
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Term
| Wechsler Preschool and Primary Scale of Intelligence (date) |
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Definition
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Term
| Wechsler Preschool and Primary Scale of Intelligence-Revised (date) |
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Definition
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Term
| Wechsler Preschool and Primary Scale of Intelligence-III (date) |
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Definition
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Term
| Wechsler Preschool and Primary Scale of Intelligence-III (date) |
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Definition
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Term
| WAIS-IV split half reliability for FSIQ is... |
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Definition
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Term
| The test-retest reliability for the FSIQ of the WAIS-IV is... |
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Definition
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Term
| Standard Error of Measurement for FSIQ of the WAIS-IV is... |
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Definition
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Term
| The WAIS-IV and WAIS-III correlation is... |
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Definition
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Term
| Mean internal consistency for the FSIQ for the WISC-IV is... |
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Definition
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Term
| Test-Retest reliability for the WISC-IV FSIQ is... |
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Definition
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Term
| The correlation of the FSIQ for the WISC-III and the WISC-IV is... |
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Definition
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Term
| What are some pros of IQ testing? |
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Definition
| Predict short-term scholastic performance, assess an individual's relative strengths and weaknesses, predict occupational achievement, reveal important personality variables, permit the researcher, educator, or clinician to trace possible changes in an individual or population. |
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Term
| What are some cons of IQ testing? |
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Definition
| Limited in predicting certain aspects of occupational success and nonacademic skills such as creativity, motivational level, social acumen, and success in dealing with people; IQ scores are not measures of innate, fixed ability, and their use in classifying minority groups has been questioned; there has been an overemphasis on understanding the end product of cognitive functioning and a relative neglect in appreciating the underlying cognitive processes. |
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Term
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Definition
| Vocabulary(VCI), Similarities(VCI), Information(VCI), Arithmetic(WMI), Digit Span(WMI), Block Design(PRI), Matrix Reasoning(PRI), Visual Puzzles(PRI), Coding(PSI), Symbol Search(PSI) |
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Term
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Definition
| Vocabulary(VCI), Similarities(VCI), Comprehension(VCI), Digit Span(WMI), Letter/Number Sequencing(WMI), Block Design(PRI), Matrix Reasoning(PRI), Picture Concepts (PRI), Coding(PSI), Symbol Search(PSI) |
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Term
| What are some things to keep in mind when communicating test results? (Name at least 10) |
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Definition
1. Be knowledgeable about the information in the test manual.
2. "Optimize" the power of the test(the test is useful in these ways, within these limitations) and not allow the client to "maximize" the power of the test (this test speaks the truth).
3. Interpreting test results is a part of the therapeutic process.
4. Develop multiple methods of explaining test results.
5. Results should involve descriptive terms rather than numerical scores.
6. Provide a range of scores rather than just one score.
7. The description of the results should be tied to the reason for the assessment.
8. Assessment results should not be presented as infallible predictions, explain in terms of probabilities and not certainties.
9. Give interpretations as tentative and not absolute.
10. The results should be discussed in the context of other client information.
11. Clients need to be involved in the process of describing results.
12. Psychologists should monitor the client's reaction to the information.
13. Limitations of the assessment should be discussed in nontechnical terms.
14. Questions related to the test results in terms of the gender, racial background, or other characteristics of the client, these need to be explained.
15. Encourage the client to ask questions during the process.
16. Summarize the results.
17. With parents remember they may go through the five stages of impact, denial, grief, a focus outward, and then closure.
18. With parents, discuss the test results more than once.
19. With parents, the psychologist needs to monitor the parents' responses to the child. |
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Term
| What are some models of intelligence? |
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Definition
| The psychometric approach, the Cattell-Horn-Carroll model, and miscellaneous other theories including information processing, developmental, and multiple intelligence. |
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Term
| What is the psychometric approach? |
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Definition
| It is based on the premise that intelligence can be described in terms of mental factors and is based on factor analysis. |
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Term
| What are some psychometric approach tests? |
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Definition
| The Spearman Model, the Guildford's Structure of Intelligence Theory, and the Thurston. |
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Term
| Spearman Model (date and type of factors) |
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Definition
1927
Uses measures of general ability intelligence and specific factors which are correlated resulting in a homogeneous construct of intelligence. |
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Term
| Guildford's Structure of Intelligence Theory (date and factors) |
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Definition
1988
Has 180 intelligence factors. |
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Term
| Thrustone (date and # of factors) |
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Definition
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Term
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Definition
| Suggested that the g-factor of intelligence was composed of two second-order factors: Fluid abilities (biologically determined) and Crystallized abilities (acquired knowledge) |
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Term
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Definition
| Expanded on Cattell and added other intelligences. |
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Term
| Carroll (date and what he proposed) |
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Definition
1997
Proposed a hierarchical structure with the g-factor as the top stratum. |
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Term
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Definition
| Based off of a refined Cattell-Horn-Carroll, Theory of Cognitive Abilities. |
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Term
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Definition
| He indicated that intelligence involves a developmental progression through stages. |
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Term
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Definition
| Believes that there are no intelligent people, there are only people who are intelligent in certain domains. |
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Term
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Definition
| The focus is not on what we process but how we process. |
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Term
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Definition
| Two methods: simultaneous processing and sequential processing and this theory influenced the Kaufman Assessment Battery for Children. |
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Term
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Definition
| The ability to deal with novelty is a good measure of intelligence. |
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Term
| Gardner (date and theory) |
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Definition
1993
He argues that there are multiple intelligence"s rather than a single entity and he proposes nine independent frames of mind. |
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Term
| Stanford-Binet 5th edition has an internal consistency for the FSIQ of ... |
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Definition
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Term
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Definition
| Intends to assess children from fairly diverse backgrounds, minimizing ethnic differences in performance. Based off of the C-H-C and Luria approaches to intelligence. |
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Term
| Differential Abilities Scales 2nd edition (date, developer, and uses) |
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Definition
2006 by Elliot
It identifies specific abilities and provides insight into how a child processes information. |
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Term
| Slosson Intelligence Testing - Revised 3rd edition (date, developer, general info) |
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Definition
1990 by Nicholson & Hibpshman
187 items given orally which takes about 15-20 minutes to administer and score. |
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Term
| What are some language and culture-free IQ tests? |
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Definition
| Raven's Standard Progressive Matrices, Peabody Picture Vocabulary Test-IV, and the Test of Nonverbal Intelligence 4(TONI-4). |
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Term
| What are some uses of group intelligence tests? |
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Definition
| They can be given in conjunction with group achievement tests, they are an initial screening tool for children needing further testing, and you can evaluate an entire school at once. |
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Term
| What are some limitations of group intelligence tests? |
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Definition
| The assessor cannot observe behaviors that reflect the level of motivation, they require more reading on the part of the testee, they are not sensitive to individual's culture, background, and language proficiency, and they are not as sophisticated and detailed as individually administered tests. |
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Term
| Group intelligence tests are typically normed with... |
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Definition
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Term
| The Cognitive Abilities Test is normed with... |
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Definition
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Term
| Otis-Lennon School Ability Test is normed with... |
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Definition
| Stanford Achievement Test |
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Term
| The In View is normed with... |
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Definition
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Term
| The Naglieri Nonverbal Ability Test is normed with... |
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Definition
| Stanford Achievement Test |
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Term
| The Multidimensional Aptitude Battery tests what population? |
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Definition
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Term
| The Wonderlic Personnel Test tests what population? |
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Definition
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Term
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Definition
| IQ is fairly steady throughout adulthood with slight decline after age 65. |
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Term
| What do IQ test scores predict? |
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Definition
| IQ tests account for r=.5 (25%) of variance for academic performance, 1/4th of social status variance, and 1/6th of the income variance. |
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Term
| Is intelligence hereditary? |
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Definition
| Hereditability index of IQ = .5 (some researchers say that it could be .8 if only adult studies were included in the research) so the answer is yes. |
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Term
| What environmental factors influence intelligence? |
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Definition
| Cultural environments, schooling and the amount of schooling, familial environments (parents interest in achievement, severely neglectful or abusive), and exposure of toxins(lead, prenatal exposure to large amounts of alcohol in the womb). |
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Term
| Are there group differences in intelligence? |
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Definition
| There are no differences between genders in general and African Americans, Hispanics, and Native Americans tend to score lower than European and Asian Americans unless socioeconomic status is controlled for. |
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Term
| Define psychological assessment. |
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Definition
| Psychological assessment takes into account a clients history, observed behavior, and results from any number of psychological tests. |
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Term
| In a normal distribution, 99% of cases fall within ... standard deviations. |
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Definition
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Term
| What is an example of an ordinal scale? |
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Definition
| Percentile scores on an exam. |
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Term
| What is an example of an interval scale? |
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Definition
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Term
| What information is included on a Mental Status Examination? |
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Definition
| An examiner would include notes on the clients appearance, behavior, mood/affect, thought content, perceptions, and memory. |
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Term
| When would you use a Mental Status Examination? |
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Definition
| It is generally used in hospital settings however it can be used as a triage measure in any setting. |
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Term
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Definition
| How accurately the test measures what it is supposed to measure. |
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Term
| Name two of the major changes that occurred in the development of the WAIS-IV that improved its usefulness. |
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Definition
| The WAIS-IV used the most recent census data for current norms and it was compared to the WAIS-III and had strong reliability and validity. Also the PQI and VQI were removed leaving just the FSIQ. |
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Term
| What is the Flynn effect? |
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Definition
| The steady and acute rise in IQ scores over the past 50 years. |
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Term
| What was the Wechsler Memory Scale IV co-normed with? |
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Definition
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Term
| What does the WMS-IV contain? |
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Definition
| Six subtests and a brief cognitive screen. |
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Term
| What was the standardization sample for the WMS-IV? |
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Definition
| 1400 based off of the 2005 census with an age range of 16-90. |
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Term
| The reliability of the WMS-IV ranges from... |
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Definition
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Term
| What are the WMS-IV subtests? |
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Definition
| Brief cognitive status, Logical Memory I & II, Verbal Paired Associates I & II, Designs I & II, Visual Reproduction I & II, Spatial Addition, and Symbol Span. |
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Term
| What are the WMS-IV Indexes? |
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Definition
| Auditory Memory, Immediate Memory, Delayed Memory, Visual Memory, and Visual Working Memory. |
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Term
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Definition
| It is important for the clinician to identify whether low scores on the WMS-IV are due to specific memory problems or secondary to other factors. The main focus of interpretation should be on the Index score which represent robust, psychometrically sound measures. |
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Term
| What are the types of achievement tests? |
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Definition
| Survey Achievement Batteries, Individual & Diagnostic Achievement Tests, and Criterion-referenced and minimum-level skills assessment. |
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Term
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Definition
| Word Reading, Sentence Comprehension, Spelling, and Math Computation. |
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Term
| WRAT internal consistency ranges from... |
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Definition
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Term
| Strengths of the WRAT-4... |
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Definition
| Ease of administration and scoring, psychometrically sound, excellent standardization, correlates well with other achievement and cognitive tests, and separates people with learning or cognitive deficits from people without. |
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Term
| Weaknesses of the WRAT-4... |
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Definition
| Only screens strengths and weaknesses, does not measure other important achievement abilities, in later adolescents and adult years it does not adequately measure skills of readers that are above average or advanced, and only a small number of appropriate items for younger children being tested. |
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Term
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Definition
| The study of brain-behavioral relationships. |
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Term
| When might one use neuropsychological assessment? |
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Definition
| Exposure to neurotoxic substances, elderly population where the distinction between depression and organically-based dementia is important, students performing poorly, cognitive impairment from trauma, surgery, chronic illness, congenital disease, acute medical conditions, and worker's comp cases in which brain damage is suspect. |
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Term
| What are pathognomonic signs? |
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Definition
| They assume the existence of distinctive behaviors indicative of brain damage such as perseveration, aphasia, visual field neglect, and suppression on bilateral simultaneous stimulation. |
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Term
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Definition
| They separate a person's performance into either the brain damaged or normal range of functioning. |
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Term
| What are some areas of brain-behavioral relationships assessed by neuropyschological testing? |
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Definition
| Attention, language, memory, spatial, executive reasoning, perseverations/motor, emotional. |
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Term
| What does the Bender-Gestalt measure? |
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Definition
| Visuconstructive abilities. |
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