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Clinical Psychology
Week 7 Powerpoints
| Question | Answer |
|---|---|
| Where did initial ideas about psychometric and test evaluation come from? | Intelligence Testing |
| Intelligence testing helped establish: | Standardization, Reliability, Validity, and Norms |
| Broad Definition of Intelligence | Ability to learn/adapt to environment |
| Specific Definition of Intelligence | Ability to think abstractly |
| Wechsler Definition of Intelligence | Global capacity to act purposefully, think rationally, and deal effectively with the environment. |
| Current theories of intelligence | Intelligence is a combination of multiple abilities. |
| What is a factor model of intelligence? | Intelligence consists of two or more structurally-equivalent components |
| Spearman (Two-Factor) Model | General Factor (g) and Specific Factors (s) |
| General Factor (g) | High correlation among two or more ability tests |
| Specific Factor (s) | Invoked to characterize "unique aspects of task performance." |
| Thurstone | Low inter-correlations among ability measures. |
| What were primary mental abilities according to Thurstone? | Spatial, Perceptual, Verbal, Memory, Numerical, Word, Reasoning, and Deduction. |
| Hierarchical Models of Intelligence | Higher order factors composed of lower order factors |
| Cattell | Tests were too focused on verbal, school-based tasks |
| Cattell: General Factors of Hierarchical Model | Fluid Intelligence & Crystallized Intelligence |
| Fluid Intelligence | Innate intellectual potential |
| Crystallized Intelligence | Based on formal/informal learning |
| Information-Processing Model of Intelligence | Focuses on processes through which the brain handles information |
| Sternberg's Triarchic Theory | Componential, Experiental, and Contextual |
| Componential (Sternberg's Triarchic Theory) | Executive functioning Problem solving Knowledge acquisition |
| Experiential (Sternberg's Triarchic Theory) | Task novelty |
| Contextual (Sternberg's Triarchic Theory) | Adaptation to environment. Alteration of environment. Selection of different environment. |
| When does intelligence testing reach a clinic setting? | Age-related performance changes. Injury. Academic problems. Neurological conditions. |
| Does intelligence testing use multiple measures? | Yes |
| Top commonly used intelligence test? | WAIS - IV (16-90 y.o) WISC - IV (6-16 y.o) |
| David Wechsler was an: | examiner during WWII |
| Wechsler scales introduced what? | Deviation Scores |
| Deviation Scores | Translating raw scores into standard scores based on normal distribution |
| Administration Setting for Wechsler Scaless | Comfortable room, 90 degree angle from test-taker, No feedback, breaks between subtests. |
| WISC - IV | Time correlates positively with age, grade, and full-scale IQ score on the test. More time on test equals more intelligent. |
| Why is scoring difficult for the Wechsler Scales? | There are many subtests to score, difficult to discern scoring rubrics, and prone to scoring errors. |
| Interpreting Scores on the Wechsler Scales | Full Scale IQ score ("total score") Factor scores for working memory Examine variability of scores between and within scales |
| What is IQ related to? | 50-60% variance in populations IQ scores attributable to variations in genetic factors |
| What is a lower IQ related to? | Infant malnutrition Exposure to lead in early childhood Later birth order Lower SES Greater than 70 y.o. |
| What is IQ NOT related to? | Gender(greater IQ variability in men) or Ethnicity (small differences in favor of Asian, followed by: white, Hispanic, and African) |
| What was James Flynn' work about? | James Flynn analyzed changes in IQ in developed countries over decades |
| "Flynn Effect" | On average, there is an annual increase of .33 IQ points. Average undergrad student has 15 more IQ points. |
| Why the "Flynn Effect?" | Improved school systems, number of years in education, improved nutrition, fewer childhood diseases. |
| Other Cognitive Assessment Scales are for: | Memory Functioning |
| What scale assesses memory functioning? | Wechsler memory scale - III |
| Procedural Memory | Skills and complex motor actions (riding a bike) |
| Declarative Memory | Symbolic representations, Semantic Memory (words, concepts, events) and Episodic Memory (direct experiences) |
| What scale assesses episodic memory? | WMS - III |
| Mayer (2008) | View emotional Intelligence as an aility |
| EI is often confused with what? | Often confused with personality traits related to EI but are not encompassed by EI. |
| Cha & Nock (2009) | EI as a protective factor against development suicidal thoughts and attempts |
| What does a medium EI do? (Cha & Nock) | It weakens the relation between CSA and suicide attempts/thoughts |
| What does a high EI do? (Cha & Nock) | High EI renders the relation between CSA and suicidal thoughts/attempts non-significant. |
Created by:
roxandsocks
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