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EPPP 12
Psychological Assessment
| Question | Answer |
|---|---|
| Factors to consider when evaluating the appropriateness of a psychological test for particular examining or situation include | Examiner qualifications, examinee characteristics, test characteristics |
| According to APA what are the three levels for categorizing test user qualifications | Level a: administered & interpreted by non-psychologists. B: requires some technological knowledge & supportive Psych and educat subjects. C. only administered by ind. W/ Masters degree in psych & 1 year supervised experience under a psychologist |
| Examinee characteristics relevant to the evaluation of a psychological test include: | The examinee's age, developmental level, gender, reading level, language proficiency, physical abilities, motivation, anxiety, familiarity with testing procedures, and cultural and socioeconomic background |
| Determining the appropriateness of a test requires considering not only the match between the purpose of the test and the reasons for the assessment but also: | The tests reliability and validity, it standardization, and the types of scores the test provides |
| Psychological assessment: reliability | Refers to the degree to which the test scores are free from the effects of measurement error |
| Psychological assessment: validity | Refers to the degree to which a test measures what it was designed to measure |
| Psychological assessment: standardization | 1. "testees words and acts, the apparatus, & scoring have been fixed so the scores collected at different times and places are fully comparable". 2. Test administered under standard conditions to a representative sample for purpose of establishing norms |
| Psychological assessment: types of scores: norm-referenced scores | Permit comparisons between an examinees test performance and the performance of individuals in the norm group. Percentile ranks and standard scores are examples of norm-referenced scores. |
| Psychological assessment: types of scores: criterion-referenced scores | A.k.a. domain referenced or content referenced. Permit interpreting and examinees test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance or status on an example criterion. |
| Psychological assessment: types of scores: self referenced scores | Provided by its fate of scales, which permit intra-individual comparisons – i.e., comparisons of an examinee's score on one scale with his score on other scales |
| Types of psychological assessment | Behavioral assessment, dynamic assessment, computer assisted assessment |
| Psychological assessment: behavioral assessment | Focuses on overt and covert behaviors that occur in specific circumstances and may utilize behavioral interviews, observation, cognitive assessment and/or psychophysiological measures. |
| Psychological assessment: behavioral assessment: functional behavioral assessment (FBA) | Entails determining function of a behavior by ID'ing its antecedents/consequences. Goal to identify strategies for decreasing or eliminating a target behavior by eliminating antecedents & consequences that maintain behavior & support for alt behavior |
| Psychological assessment: dynamic assessment | Derived fr Vygotsky's method for eval child's mental dev. Interactive approach and deliberate deviation from standardized testing procedures. Goal to determine if benefit from assistance or instruction. Ed assessment-also personality & social functioning |
| Psychological assessment: dynamic assessment: testing the limits | Involves providing an examinee with additional cues, suggestions, or feedback and is ordinarily done after standard administration of the test to preserve applicability of the tests norms |
| Psychological assessment: dynamic assessment: graduated prompting | Involves giving the examinee a series of verbal prompts that are graduated in terms of difficulty level |
| Psychological assessment: dynamic assessment: test – teach – retest | Involves following the initial assessment with an intervention designed to modify the examinee's performance and then reassessing the examinee |
| Psychological assessment: computer assisted assessment | Computers are used to administer tests and provide scoring and interpretation of results |
| Psychological assessment: computer assisted assessment: computer adaptive testing (CAT) | The computer tailors the test to an individual examinee by choosing subsequent items based on the examinees previous answers. Advantages are precision and efficiency. |
| Psychological assessment: computer assisted assessment: computer-based interpretations: validity | Less than optimal in some circumstances and should not be used to replace clinical judgment but should instead be used as an adjunct to provide possible interpretations that the clinician needs to verify |
| Psychological assessment: decision-making: actuarial Predictions | Based on empirically validated relationships between test results and specific criteria and make use of a multiple regression equation or similar statistical technique |
| Psychological assessment: decision-making: clinical predictions | Based on the decision-makers intuition, experience, and knowledge. |
| Psychological assessment: decision-making: clinical predictions versus actuarial predictions | Research shows that actuarial predictions are more accurate |
| Assessing children: two goals when interviewing children | Establishing rapport and maintaining the child's cooperation |
| Assessing children: interviews | Research confirms that interviews can be used to obtain reliable and valid data from children as young as age 6 |
| Assessing children: use descriptive statements | Includes objective comments about a child's appearance and non-negative comments about his or her behavior or demeanor. Gives attention, encourages continuing, clarifies expectations |
| Assessing children: use reflection | These mirror what the child says and can be either literal or interpretive. Helps clarify and organize the child's thoughts and feelings. |
| Assessing children: provide labeled praise | Indicates approval and helps guide and encourage the child to behave in a particular way i.e. "you're doing a good job of telling me what happened" |
| Assessing children: avoid critical statements | Criticism elicits negative emotional reactions and defensiveness from a child and disrupts the development of rapport |
| Assessing children: Kanfer, Eyberg, and Krahn (1992) suggestions for assessing children | Use descriptive statements, use reflection, provide labeled praise, avoid critical statements. Additionally utilize open ended questions. |
| Assessing children:Angold (1994) notes that it is important to avoid what when interviewing children? | Leading questions |
| Assessing children: child abuse/sexual abuse: anatomically correct dolls | Controversial. Basic lack of reliability and validity. Still understood to be helpful for children who have been abused to express their experience. |
| Assessing culturally diverse populations: factors that must be considered | Acculturation, racial/ethnic identity, and language proficiency; the availability of appropriate norms; the cultural equivalence of the content or construct measured by the test; the availability of alternatives that are more appropriate. |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures | Purpose of the assessment, test content, alternative methods, ethnic norms, role of the examiner |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures:Purpose of the assessment | Professionals should be clear about the purpose of the evaluation and should use only techniques that are likely to accomplish the purpose and benefit the person being assessed |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures: Test content | Professionals must be sensitive to the cultural loading in current assessment procedures and practices and be aware that, currently, there are no truly "culture fair" or "culture free" tests |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures: Alternative methods | Professionals should use culturally sensitive procedures and assessments either as alternatives to standard tests or in conjunction with them |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures: Ethnic norms | Professionals must be aware of normative behavior within different racial and ethnic groups and interpret and examinees response within the appropriate cultural context |
| Assessing culturally diverse populations: Suzuki, Meller and Ponterotto (1996) guidelines for selecting administering and interpreting assessment measures: Role of the examiner | Professionals must self monitor their "level of assessment expertise with respect to members of racial and ethnic minorities." And should be cognizant of any cultural differences that might interfere with the establishment of rapport |
| Research on whether racial, ethnic, or cultural differences between in examiner and examinee is | Probably the best conclusion is that there is no consistent effect of a match or mismatch of the examiner and examinee in terms of race, ethnicity, or culture and that other factors – e.g. report and the examiner's attitude – maybe more critical |
| Theories of intelligence: Spearman's two factor theory | Proposed a general intellectual factor (g) and argued that performance on any cognitive task depends on g plus one or more specific factors (s) unique to the task |
| Theories of intelligence: Horn & Catell's Fluid and Crystallized intelligence: crystallized intelligence (Gc) | Refers to acquire knowledge and skills, is affected by educational and cultural experiences, and includes reading and numerical skills and factual knowledge |
| Theories of intelligence: Horn & Catell's Fluid and Crystallized intelligence: Fluid intelligence (Gf) | Does not depend on specific instruction, is relatively culture free, and enables individual to solve novel problems and perceived relations and similarities |
| Theories of intelligence: Carroll's three stratum theory: Stratum III | g (general intelligence) |
| Theories of intelligence: Carroll's three stratum theory: Stratum II | Consists of eight broad abilities including fluid intelligence, crystallized intelligence, and general memory and learning |
| Theories of intelligence: Carroll's three stratum theory: Stratum I | Specific abilities that are each linked to one of the second stratum abilities. |
| Theories of intelligence:McGrew's Cattell-Horn-Carroll (CHC) Theory of Cognitive Ability: | developed on the basis of extensive empirical research & serves as framework for KABC-II and Woodcock-Johnson III. distinguishes between 10 broad stratum level abilities & over 70 narrow stratum abilities that are linked to one of broad stratum abilities |
| Theories of intelligence: Guilford's convergent and divergent thinking: Convergent thinking | Relies on rational, logical reasoning and involves the use of logical judgment and consideration of the facts to derive the correct solution to a problem |
| Theories of intelligence: Guilford's convergent and divergent thinking: Divergent thinking | Involves nonlogical processes and requires creativity and flexibility to derive multiple solutions. Guilford argued that most intelligence tests focus on the former |
| Theories of intelligence: Sternberg's triarchic theory | Defines successful intelligence as ability to adapt to, modify, and choose environments that accomplish one's goals and goals of society and proposes that it is composed of three abilities – analytical, creative, and practical. |
| Theories of intelligence: Gardner's multiple intelligences | Tradl view intel too narrow; distinguishes between eight types of cognitive ability – linguistic, musical, logical – mathematical, spatial, bodily – kinesthetic, interpersonal, intrapersonal, and naturalistic. Intelligences can be developed by exposure. |
| Nature versus nurture: the role of heredity | Research conducted by Bouchard and McGue - 1981. Concordance rates for IQ scores |
| Concordance rates for IQ scores: identical twins reared together | .85 |
| Concordance rates for IQ scores: identical twins reared apart | .67 |
| Concordance rates for IQ scores: fraternal twins reared together | .58 |
| Concordance rates for IQ: biological siblings reared together | .45 |
| Concordance rates for IQ: biological siblings reared apart | .24 |
| Concordance rates for IQ: biological parent and child together | .39 |
| Concordance rates for IQ: biological parent and child apart | .22 |
| Concordance rates for IQ: adoptive parent and child | .18 |
| Heritability estimate | The impact of heredity on intelligence. Indicates the proportion of variability in intelligence that is due to inherited factors. Heritability applies to groups |
| Environmental factors that influence IQ | Socioeconomic status, educational opportunities, family environment, and nutrition. |
| The role of the environment: confluence model | Children's IQ scores decrease from the child that is born first to the last.Zajonc (2001). Firstborns do not share parent attention, exposed to adult language, act as tutors for younger siblings |
| The role of the environment: Flynn effect | IQ scores consistently increased over the previous 70 years in the United States and other industrialized countries. Cannot be explained by genetics, believed to be the result of environmental factors. Research shows effect has recently stopped/reversed |
| Stability of intelligence over the lifespan: fluid and crystallized intelligence – Horn (1989) | Crystallized intelligence increases until about age 60, fluid intelligence peaks in late adolescence and thereafter declines. |
| Stability of intelligence over the lifespan: Seattle longitudinal study | Used a cross sequential design that combines cross-sectional and longitudinal methodologies. Found early age-related declines in in in IQ because it is more vulnerable to cohort or intergenerational effects |
| Stability of intelligence over the lifespan: factors related to cognitive decline | People 50+ exp decline in efficiency & speed w/ which manipulate information. Physical health strongest predictors of the maintenance of cognitive functioning in later adulthood. Declines in cog ability due to disuse &are therefore reversible. |
| Group differences in intelligence: gender | No difference in overall IQ rather specific abilities. Females verbal ability and reading. Males spatial and math skills – spatial skills largest gender gap. Biological basis and environmental factors |
| Group differences in intelligence: differences related to ethnicity and race | Whites outperform African-Americans by one standard deviation on the Stanford Binet. Tests are bias |
| Group differences in intelligence: slope bias | Occurs when there is a differential validity and as a consequence the predictor is more accurate for one group and another |
| Group differences in intelligence: intercept bias/unfairness | Occurs when the validity coefficients and criterion performance for different groups are the same but there mean scores on the predictor differ. Predictor consistently over/under predicts performance on the criterion for members of one of the groups |
| Intelligence tests are administered for a variety of reasons including | Assessment of scholastic aptitude, educational and occupational counseling, identification of mental retardation, learning disabilities, and other disorders |
| Commonly used individual tests of intelligence include the | Stanford – Binet, Wechsler tests, Kaufman tests, cognitive assessment system, and Slosson tests |
| Stanford – Binet intelligence scales | Age range to 85+. Measures general cognitive ability, assists in psychoeducational evaluation, diagnosis of developmental disabilities and exceptionality's, forensic, career, neuropsychological and early childhood assessment |
| Stamford – B'nai intelligence scales was derived from which the theory of cognitive abilities? | Cattell-Horn-Carroll theory of cognitive abilities |
| The development of the Stanford Binet intelligence scale version 5 was based on a | Hierarchical g (general mental ability) model that incorporates five cognitive factors: fluid reasoning, knowledge, quantitative reasoning, visual – spatial processing, working memory |
| What are the five cognitive factors measured by the Stanford Binet intelligence scale version 5? | Fluid reasoning, knowledge, quantitative reasoning, visual – spatial processing, working memory, |
| The Stanford Binet intelligence scale version 5 is a divided into _____________ and ___________ domains that measure the same five cognitive factors. | Verbal and nonverbal |
| Name the nonverbal domain subtests of the Stanford Binet intelligence scales version 5 | FR - Objects series-matrices, KN - procedural knowledge, picture absurdities, QR - quantitative reasoning, VS - form board, form patterns, WM- delayed response, block span |
| Names the verbal domain subtests of the Stanford Binet intelligence scales version 5 | FR - early reasoning, verbal absurdities, verbal analogies KN - vocabulary QR - quantitative reasoning VS - position and direction, WM-memory for sentences, last word |
| Stanford Binet intelligence scales version 5: administration | Administration begins with the two routing subtests – objects series/matrices and vocabulary. Starting point based on examinees age/estimated ability level. |
| Stanford Binet intelligence scales version 5: scoring and interpretation | And scored/computer scored. Subtest scores - (M=10/SD=3) are combined to obtain four types of composite scores (M=100/SD=15) and full scale IQ, sector index, domain, and abbreviated battery IQ. Also change sensitive scores. |
| Stanford Binet intelligence scales version 5: psychometric properties | The standardization sample for the SB5consisted of 4800 people aged 2 to 96 years. Stratified to match 2000 census. 1365 people representing special groups such as mental retardation learning disabilities and other impairments were included in the sample |
Created by:
bwl200