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Cog Assmnt Midterm
Fama's Cognitive Assessment Midterm notes
| Question | Answer |
|---|---|
| What was the reason for beginning to look at intelligence? | At the end of the 19th century there became an interest in how people could be different |
| Who was the first person to look at intelligence testing and why? | Francis Galton. Because before there was only an interest in the difference between mental illness and cognitive impairment |
| What is the current definition of intelligence? | There is not one concrete definition: It is an abstract concept that cannot be directly observed, it is only inferred via behaviors. Today's definition is still not one clear, acceptable definition - depends on the theory that is used |
| Why was there a need to change the labels for testing? | 1. Because there have been many alternative terms to have come about 2. No set definition of intelligence 3. There is a great fear that people assume that intelligence or aptitude is innate or exclusively hereditary. |
| What is the difference between an individual test and a group test? What are some examples of each? | Individual test is given to one person at at time and a group test is where a single examiner gives a test to a group of individuals at the same time. ndividual: WAIS and WISC Group: Army Alpha and Army Beta |
| What are the three types of Ability tests and what do they measure? | 1. Achievement Tests: measures past learning; what you've acquired 2. Intelligence Tests: assesses one's ability to solve problems, adapt to situations, think abstractly, and to benefit from past learning 3. Aptitude Tests: measures the potential for lear |
| What was Francis Galton known as and what did he theorize about intelligence? | He was known as the father of the testing movement. He theorized that because people take in information through their senses, that the most intelligent people have the most developed senses. |
| How did Galton test his theory? Was it a valid theory/application of theory? | He developed sensory-motor tasks to test intelligence. No it was not valid because he was only looking at a snapshot of intelligence, not the larger whole. |
| Who was Wilhelm Wundt and what was his contribution to intelligence testing? | He developed the first psych lab (1879). He also studied sensation in addition to attention and reaction time. |
| What was Herman Ebbinghaus's major contribution? | He was known for his work on memory. He was the first to develop the theory and test human memory. Showed that we need to make new associations to remember things as well as repetition. |
| How did Ebbinghaus show this? | He used nonsense syllables to test this and found that recall improved with repetition. |
| What contribution is Carl Wernicke best known for? | His work on brain localization - Wernicke's area. He believed that abnormalities could be pinpointed to certain areas. |
| What did Wenicke theorize? | That brain functioning was dependent on neural pathways |
| What is James McKeen Cattell's studies influenced by and what was he interested in? | He studied with Galton and was influenced by Wernicke. Cattell was interested in individual differences and in measuring motor and sensory abilities. |
| What did Cattell's work produce and what is an advantage of this? | He put together a battery to assess different skills. A battery is a good way to get a global assessment and it demonstrated that mental ability could be assessed via tests. |
| What year is considered to be the "birth" of intellectual testing and why? | 1881 - the French government passed a law making school compulsory. It was necessary to have a way to determine which children needed "special attention" |
| What are two things were essential to intellectual test construction? | Sensitivity - to pick up those children who needed services; and Specificity - to avoid getting a lot of false positives of this group |
| Who was commissioned by the French to undertake the task of constructing an intellectual test? | Alfred Binet |
| What was the idea behind Binet's test construct? | That the test items should not only depend on what had already been learned, since some had been to school and others had not AND to have a measure that was more objective and not based on parent's reports |
| Who helped Binet develop the first intelligence test? | Theodore Simon |
| What was Binet and Simon's idea behind their test development? What concept was this all based on? | To develop a test that would present children with novel tasks for problem solving. Based on the concept of mental age |
| What did this concept allow Binet and Simon to do? What were they able to determine through their test construction? | It allowed them to sort out children who were mentally retarded and needed to go to a special school. They found that children with MR could not manage the same problems as other children the same age, BUT were able to answer simpler problems. |
| What were the scales that Binet and Simon intended to do? | The scales were developed to correctly classify or distinguish and not necessarily tied to a theoretical construct of intelligence. |
| How did Henry Goddard's view differ from Binet? | He believed that intelligence is determined largely by heredity |
| Who is Lewis Terman? | Part of Stanford University who was interested in intellectual assessment in school children. He worked with Childs and revised the Stanford-Binet in 1912 and 1916. |
| What is IQ and what is it based on? | IQ = intelligent quotient. It is based on the idea of mental age - it shows how someone's intelligence (as measured by a test) compared with that of other people the same age |
| The equation for IQ is.... | Mental age/Chronological age x 100 |
| What is the difference between ratio IQ and deviation IQ? | Ratio IQ is the mental age/chronological age (we no longer use ratio IQ) Deviation IQ is how far one deviates from (100) the average (this is now the norm) |
| What is Spearman's theory of intelligence? | Two Factor Theory - 1. g factor (general factor): applied to all instances of intelligent behavior 2. s factor (specific factor): lots of specific factors which belonged to the particular tasks that someone might attempt |
| What are some examples of g factors and s factors? | g factor: the approach used to solve a problem (i.e. arithmetic vs.solving a puzzle) s factor: visuospatial vs. memory & crystallized knowledge |
| How is Spearman's theory still supported through today's intelligence testing? | Through the correlation that is between subtests. There are shared properties between areas of intelligence. |
| What was Thurstone's theory and definition of intelligence? | He believed that intelligence was comprised of lots of different abilities that all worked together when they needed to, but worked separately if they were not required to. Thurstone focused more on the "s factors" and started moving away from "g" |
| What were the seven factors that Thurstone proposed comprised intelligence? | 1. Induction 2. Rote memory 3. Numbers (speed & accuracy) 4. Perceptual speed(quickness and accuracy at visually noting details) 5. Spatial perceptions/relations 6. Verbal comprehension 7. Word fluency |
| How many factors did Guilford propose made up intelligence? | 120 |
| What did Guilford's model of intelligence look like/resemble? Describe... | It was 3-D, cube like: 1. Operations: involved in cognitive operations, memory, cognition 2. Content involved: behavioral, semantic, content of operations performed 3. Products |
| What is the Cattell-Horn theory of intelligence? | He proposed that general intelligence is a conglomeration of about 100 abilities working together in various ways in different people to bring out different intelligences. |
| What types of abilities were Cattell-Horn interested/focused in? | Cattell-Horn was interested/focused in crystallized and fluid abilities |
| What is crystallized knowledge/abilites? | It stems from learning and acculturation; reflected in tests of knowledge, general info, use of language; wide variety of acquired skill; there are some personality factors/motivation involved in these abilities. |
| What is fluid knowledge/abilites? | These drive an individual's ability to think and act quickly; source of intelligence when the person doesn't already know what to do; ability to solve novel problems and encode short term memories |
| What theory centered around the idea that there are narrow or specific abilities, broad abilities, and general abilities? | Carroll's Three Stratum Theory |
| What is the focus of the Nature vs. Nurture debate and what is some of the empirical evidence? | That intelligence is both genetic and environmental - which is more important is still being argued. Galton - observed that intelligent parents tended to have intelligent children while parents of average intelligence tended to have average intelligent ch |
| What four psychometric aspects make up a good test? | Validity, reliability, standard error of measurement, and standardization |
| What question does validity answer? | Does is measure what it's supposed to? |
| What are the different types of validity? Describe each. | 1. Face validity - the test must look like it is measuring what it is supposed to 2. Criterion validity - when you match up the test with some already existing measure, 3. Construct validity - when you make sure that the test is consistent w/ theory testd |
| What question does reliability answer? | Does it remain over time? |
| What are the four types of reliability? Briefly describe each. | 1. Test-Retest - give the same test on two different occassions 2. Split-Half - correlation between the odd and even items on a measure 3. Alternate Forms - two measures that you believe are balanced and comparable are administered and by examining the co |
| What is a disadvantage of Test-Retest reliability? | There is potential for lots of sources of error; Possibility of practice effects. |
| When is split-half reliability often used? | When determining the reliability of a measure for a trait that has a high degree of fluctuation |
| What is an advantage of alternate forms reliabilty? | the degree of similarity between the two scores represents the reliability coefficitnet of the test; This method gets rid of the potential carryover effects of the first administration since different items are used. |
| What can account for differences in test scores? | Variability can occur because there are true differences within an individual from test point to test point? |
| What does the standard error of measurement establish? | It establishes a range of possible random fluctuations |
| What is the process of standardization? | It involves giving it to a large number of people in order to develop what are known as populations norms. Standardizing also involves comparing the test to other tests to look for compatibility. |
| What does ipsidive mean? | Comparing to self |
| What does normative mean? | Comparing to a [specified] population |
| What are statistics used for? | To communicate information, to describe data, to make inferences (inferential statistics) |
| Describe a nominal scale | - Numbers are used only as a description - Have no absolute zero, equal intervals, or express magnitude - #s taken as a name (i.e. jersey #s to players, used to differentiate) |
| Describe ordinal scales | - Numbers are used as a way to rank items - The intervals between the numbers are not equal - Does have magnitude - Cannot use rankings to measure exact differences b/w rankings |
| Describe interval scales | - The numbers represent magnitude - Equal intervals - No absolute zero (i.e. temperature) |
| Describe ratio scales | - Scales have magnitude, equal intervals, and an absolute zero (i.e. money) |
| What is a frequency distribution? | Summarizes the scores of a group of individuals; it is most typically bell shaped |
| Which direction is the tail facing in a positively skewed distribution? | toward the RIGHT (lesser values - cluster location) |
| Which direction is the tail facing in a negatively skewed distribution? | toward the LEFT (greater value - cluster location) |
| What does a percentile rank tell you? | What percent of the scores fall below a particular score (therefore need to know how many cases are in a data set). [How many cases fall below where you are divided by how many total cases] |
| What are the ways to describe distributions? | Mean, standard deviation, variance, z scores, and t scores |
| What are some pros of cognitive assessment? | - some accuracy in predicting future behavior - sensitive to neuropsychological deficits - information about strengths and weaknesses - able to assess baseline or changes |
| What are some cons of cognitive assessment? | - stereotypical categories - generalized findings - "traditional" intelligence - focus on the "right" answer - biased of European, middle class values |
| Why did David Wechsler develop the WAIS? | He thought the Stanford-Binet geared too much towards kids and towards vocabulary |
| In what year was the first version of the WAIS published and how many subtests was it comprised of? | 1939; 11 subtests |
| Where did the eleven original subtests originate from? | Parts from Stanford-Binet, parts from Army Beta and parts from Army Alpha Group Exams |
| What were the eleven original subtests? | Comprehension, Arithmetic, Digit Span, Similarities, Vocabulary, Information, Picture Arrangement, Block Design, Digit-Symbol Coding, Picture Completion, Object Assembly |
| What is the history of the Wechsler intelligence tests? | 1939 - Wechsler-Bellvue Intelligence Scale 1946 - W-BIS II 1955 - WAIS 1981 - WAIS-R 1997 - WAIS III 2008 - WAIS IV |
| What were some of the issues with the first published versions of the WAIS? | reliability and size of the sample used for the normative population |
| In what sort of instances would you use testing? | Placement (educational, vocational, military); services; diagnosis; dementia |
| What is considered the "gold standard" in the WAIS-IV? | The reference group of 20-34 year olds |
| Wechsler scales are said to be the best of all intelligence scales why? | Because they have many reliable psychometric properties |
| What are some of the biggest differences of the WAIS-IV to previous versions? | - Simplified structure - More attention to fluid intelligence, working memory & processing speed - More consideration for older examinees - Range of norms for age groups larger |
| Out of the 15 subtests that comprise the WAIS-IV, how many are taken directly from the WAIS-III? | 12 |
| What are the three new subtests and what do they measure? | Visual puzzles (broad abilities/abstraction), figure weights (logic/quantitative reasoning), and Cancellation (selective attention) |
| What are the four index scales? | Verbal Comprehension, Perceptual Reasoning, Working Memory, Processing Speed |
| Which subtests make up the core subtests of the VCI? Which are supplemental? (WAIS-IV) | CORE: similarities, vocabulary, information SUPPLEMENTAL: comprehension |
| Which subtests make up the core subtests of the PRI? Which are supplemental? (WAIS-IV) | CORE: block design, matrix reasoning, visual puzzles SUPPLEMENTAL: figure weights, picture completion |
| Which subtests make up the core subtests of the WMI? Which are supplemental? (WAIS-IV) | CORE: digit span, arithmetic SUPPLEMENTAL: letter-number sequencing |
| Which subtests make up the core subtests of the PSI? Which are supplemental? (WAIS-IV) | CORE: symbol search, coding SUPPLEMENTAL: cancellation |
| Which subtests (core or supplemental) have age restrictions? What is the age restriction? | - figure weights, letter-number sequencing, & cancellation - 16 to 69 |
| When you score for the GAI which composite scores are being used? | The three VCI subtests and three PRI subtests |
| True or False: If the GAI is used instead of the FSIQ, you still need to report/interpret the WMI and PSI findings? | TRUE |
| This is considered to be the most valid measure of overall cognitive functioning. | FSIQ |
| What are considered "process scores" for the WAIS-IV? | BDN; DSF; DSB; DSS; LDSF; LDSB; LDSS; LLNS |
| What are the applications of the WAIS-IV? | - determine cognitive functioning (strengths and weaknesses) - determine intellectual disability/giftedness |
| What are the rules for using supplemental subtests? | 1. Only one substitution is allowed per index 2. No more than two substitutions are allowed when deriving the FSIQ and GAI (i.e. for the whole test) |
| What are some of the main things to be aware of during administration of the WAIS-IV? | start points, reverse rules, discontinue rules, querying, prompting |
| What does BLOCK DESIGN assess for? | visual processing, visualization, visual-spatial construction ability, visual perceptual reasoning and organization, visual motor processing and coordination, spatial perception, abstract conceptualizing ability, analysis and synthesis, speed of mental an |
| What does SIMILARITIES assess for? | crystallized knowledge, language development, lexical knowledge, verbal comprehension, abstract thinking ability, reasoning ability, capacity for associative thinking, ability to separate essential from nonessential details, long-term memory, vocabulary, |
| What are some interpretive considerations for block design? | behavioral observations are sometimes the key to explaining test results; consider the implications of high and low scaled scores |
| What are some interpretive considerations for similarities? | behavioral observations; determining individual's level of conceptualization (concrete, functional, abstract); consider implications of high and low scores |
| What does DIGIT SPAN assess for? | working memory, memory span, rote memory, immediate auditory memory, concentration, numerical ability |
| What are some interpretive considerations for digit span? | observations of individual's failures involve: omittance, transposing, interjecting incorrect digits, producing more digits than given, recalling correct digits in incorrect order, failing first trial but passing second |
| What does MATRIX REASONING assess for? | nonverbal fluid reasoning ability, visual processing, induction, visualization, visual-perceptual organization, reasoning ability, ability to form analogies, attention to details, concentration, spatial ability, visual-perceptual discrimination |
| What does VOCABULARY assess for? | crystallized knowledge, language development, lexical knowledge, verbal comprehension, vocabulary, fund of information, richness of ideas, ong-term memory, verbal fluency, conceptual thinking, receptive and expressive language |
| Which subtest is the best measure of "g" in the WAIS-IV and how much of it's variance is attributed to "g"? | vocabulary, 61% |
| What are some interpretive considerations for vocabulary? | be alert to language deficits (i.e. word retrieval difficulties, circumstantial speech, tangential speech), other expressive difficulties; distinguish between clang associations, acoustic confusions, and idiosyncratic or bizarre associations |
| What does ARITHMETIC assess for? | quantitative knowledge, long and short-term memory, fluid reasoning ability, mathematical achievement, working memory, quantitative reasoning, mental computation, application of basic arithmetical processes, concentration, attention, mental alertness |
| What are some interpretive considerations for arithmetic? | carefully observe individual's performance; note if repetition is needed, how often needed, and if it helps; consider implication of high and low scaled scores |
| What does SYMBOL SEARCH assess for? | processing speed, perceptual speed, psychomotor speed, attention, concentration, visual short-term memory, fine-motor coordination |
| What are some of the historical definitions of intelligence? | 1. Binet: the capacity to make adaptations for the purpose of attaining a desired end 2. Gardner: ability to resolve genuine problems as they are encountered 3. Sternberg: mental activity involved in purposive adaptation to, shaping of, & selection of rea |
| What was Lewis Terman's contribution to intelligence testing? | He used sophisticated psychometric procedures in his test construction: larger standardization group; used idea of mental quotient; impacted the way that mental measurement was done in the future. |
| What does VISUAL PUZZLES assess for? | Spatial visual-perceptual reasoning; nonverbal reasoning, fluid reasoning ability; mental transformation; analysis & synthesis; spatial ability; attention/concentration; motivation; persistence |
| What does INFORMATION assess for? | Crystallized knowledge, general information, verbal comprehension, range of factual knowledge, receptive and expressive language |
| What are some of the interpretive considerations of information? | Note failures on easy items couples w/ success on more difficult ones and extraneous information |
| What does CODING assess for? | Processing speed, visual-motor coordination, scanning ability, visual short-term memory, attention & concentration, symbol-associative skills, visual processing, visual-perceptual discrimination |
| What are some interpretive considerations for coding? | Note decreases or increases in copy speed during subtest, note any distortions or errors when copying symbols, note perseverations, consider implications of high and low scaled scores |
| What does LETTER-NUMBER SEQUENCING assess for? | Working memory, memory span, rote memory, attention, concentration, numerical ability |
| What are some interpretive considerations for LNS? | Note any auditory discrimination problem errors (i.e. B in place of D), omission errors,commission errors, perseveration errors, sequential errors or sequence reversal |
| What does FIGURE WEIGHTS assess? | Visual perceptual quantitative & analytic reasoning, inductive/deductive logic, nonverbal reasoning, concentration, motivation/persistence, visual acuity, ability to work under time pressure |
| What does COMPREHENSION assess for? | Crystallized knowledge, language development, general information, verbal comprehension, social judgement, common sense, logical reasoning, knowledge of conventional standards of behavior, long term memory, and moral and ethical judgement |
| What are some interpretive considerations for Comprehension? | Note any signs of language impairment and disordered thought processes, consider implications of high and low scaled scores |
| What does CANCELLATION assess for? | Processing speed, perceptual speed, visual motor coordination, visual processing, scanning, attention, concentration, fine-motor coordination, visual perceptual discrimination, short term memory, speed of mental operation |
| What are some interpretive considerations for Cancellation? | Note if performance improved, diminished, or remained the same in the latter part of the test, consider implications of low and high scaled scores |
| What does PICTURE COMPLETION assess for? | Crystallized knowledge, visual processing, general information, nonverbal reasoning, visual perceptual organization and discrimination, identification of familiar objects, alertness to detail, reasoning, speed of mental processing, scanning ability |
| What are some interpretive considerations for Picture Completion? | Note circumlocutions or word-retrieval difficulty, note if "nothing missing" is often used, note if individual puts their face close to stimulus book, note how quickly they respond and how accurately |
| A low base rate occurs in what percentage of the standardization sample? | 15% or less |
| Differences between index scores should be used how? | To generate hypotheses about an individual's cognitive functioning |
| What should you not use the differences between index scores for? | They should never be used as the sole criterion for making a diagnosis |
| What is a first method of a profile analysis? | Compare the VCI, PRI, WMI, and PSI with each other and the GAI and CPI with each other |
| What is a second method of a profile analysis? | Compare each primary index score with the mean of the individual's four primary index scores |
| What is a third method of a profile analysis? | Compare the subtest scaled scores with the individual's mean scaled score for that scale, for the full scale, and for an optional index |
| What is a fourth method of a profile analysis? | Compare sets of individual subtest scaled scores |
| What is another method of a profile analysis? | Compare the process scaled score difference with the base rates found in the standardization sample |
| Subtests with reliability coefficients below .80 are considered as what? | As not sufficiently reliable for decision making or classification purposes. |
| What are the six levels in a "Successive-Level Approach to Test Interpretation"? | 1 - FSIQ 2 - Index Scores 3 - Subtest variability within each scale 4 - Intersubtest variability 5 - Intrasubtest variability 6 - Qualitative analysis |
| What are you looking at in the first level (FSIQ) of the successive level approach? | This is the best index of general intelligence and is used to obtain descriptive classification of the individual's intelligence level. |
| What are you looking at in the second level (index scores) of the successive level approach? | This level compare all four index scores and the individual's performance on each index |
| What are you looking at in the subtest variability within each scale level? | This level focuses on deviations of scaled scores from their respective scale mean. |
| What are you looking at in the intersubtest variability level? | You are looking at comparisons between sets of subtest scaled scores, betweens sets of process scores, and among clusters of subtest scaled scores |
| What are you looking at in the intrasubtest variability level? | You are looking at the pattern of successes and failures in each subtest to evaluate the individual (b/c items are arranged in order if difficulty) |
| What are you looking at in the qualitative analysis level? | You are looking a specific item failures and the content of the responses to help you formulate hypothesis about the individual's functioning |
| What does the VCI measure? | Verbal comprehension, application of verbal skills and information to solve new problems, ability to process verbal information, ability to think with words, crystallized knowledge cognitive flexibility, ability to self-monitor |
| What does the PRI measure? | Perceptual reasoning, ability to think in terms of visual images and manipulate them with fluency, relative cognitive speed, ability to interpret or organize visually perceived material with a time limit, cognitive flexibility, nonverbal ability, etc. |
| What does the WMI measure? | Working memory, short term memory, ability to sustain attention, numerical ability, encoding ability, auditory processing skills, cognitive flexibility, ability to self-monitor |
| What does the PSI measure? | Processing speed, rate of test taking, perceptual discrimination, speed of mental operation, psychomotor speed, attention and concentration, visual motor coordination, numerical ability, cognitive flexibility short term visual memory |
| What is the GAI composed of? | Three VCI subtests: similarities, vocabulary, information Three PRI subtests: block design, matrix reasoning, visual puzzles |
| When would you use the GAI as opposed to the FSIQ? | When you want a measure of cognitive ability that is less sensitive to working memory and processing speed components. |
| What does GAI stand for? | General Ability Index |
| What does CPI stand for? | Cognitive Proficiency Index |
| What is the CPI composed of? | Two WMI subtests: digit span and arithmetic Two PSI subtests: symbol search and coding |
| When would you use the CPI as opposed to the FSIQ? | When you want a measure less sensitive to verbal comprehension and perceptual reasoning components. |
| What is a profile analysis? | A procedure for analyzing an individual's pattern of subtest scaled scores and index standard scores |
| What is the goal of a profile analysis? | To generate hypothesis about an individual's abilities and then to check that against other information you have about that individual (i.e. occupational, educational, medical background) |
| What is the mean and standard deviation of the subtest norm group? | The mean is 10 and the standard deviation is 3 |
| Subtests with scaled scores between 14-16 suggest what? | That an individual is far above the average and intellectually gifted in the areas measured by that test. |
| Subtests with scaled scores between 2-4 suggest what? | That an individual is far below the average and has limited intellectual ability in the areas measured by that test. |
| Subtests with scaled scores that vary over a large range of scaled scores suggest what? | That the individual has unique strengths and weaknesses |
| Subtests with scaled scores between 8-12 suggest what? | That the individual falls within normal limits and has an average ability across all areas measured by the tests. |
| What is are the classifications in the "Three Category" approach to describing the WAIS-IV scaled score? | Scaled scores from 1-7 = below average Scaled scores from 8-12 = average Scaled scores from 13-19 = above average |
| What are the classifications of the "Five Category" approach to describing the WAIS-IV scaled scores? | Scaled scores 1-4 = far below average Scaled scores 5-7 = below average Scaled scores 8-12 = average Scaled scores 13-15 = above average Scaled scores 16-19 = superior |
| Subtest variability that is "outside" the normal limits doesn't necessarily reflect what and instead reflect... | Doesn't necessarily indicate disability, psychopathology or exceptionality, instead it may reflect the individual's cognitive strengths and weaknesses. |
| What is an interindividual profile analysis? | Comparing the individual's scaled scores to those of the norm group. |
| What is an intraindividual profile analaysis? | Comparing the individual's scaled scores to each other (within the person) |
| What is a reference group profile analysis? | Comparing the individual's scaled scores to those of the reference group (age 20-34). |
| What does the intraindividual approach require? | Computing the mean (or index score) of the individual's subtest scaled scores and then comparing each subtest scaled score (or index score) to that mean. |
| Variability among subtests may reflect what? | Special aptitudes or weaknesses, temporary inefficiencies, motivational difficulties, adverse drug reactions, vision or hearing problems, concentration difficulties, special ed or occupational experiences, or age/gender/ethnicity/cultural group |
| If something is statistically significant, what does that mean? | That one score is meaningfully higher or lower than another score and DOES NOT represent a chance difference. |
| What is a base rate? | The frequency with which the difference between scores in a profile occurred in the standardization sample. |
| When eyeballing subtest scaled scores (within an index or otherwise), what is the something that you should be looking for? | If they are hanging together or not, whether they're measuring the same things |
| During which war was there an increased need for intelligence test to screen recruits? | World War I |
| What were the two tests that were developed out of the need to screen recruits? | Army Alpha and Army Beta |
| Why is standardization important? | So that there is familiarity with the test materials to ensure smooth administration, behavioral observations, multitasking to keep clients engaged and the best possible results attained |
| What is one of the most important aspects of both standardization and for the cooperation of the tests? | Rapport |
| What type of reinforcement is allowed? What is not? | Answers of "good" and "right" are allowed if permitted by test instructions, but it is not allowed only to acknowledge a child answering a question correctly? |
| True or False- You can skip around subtests and come back to them later if you want to. | False. Subtests should always be administered in order, only in rare cases may you move on and return to it later. |
| Especially in the WISC-IV, what should you always because cautious/mindful of and why? | The child's age. Because there are different start points throughout the test depending on the age. |
| Wechsler assumes what time of theory of intelligence and what type of structure is it viewed as? | He assumes a more global view of intelligence with 8-10 broad domains of intelligence. It is viewed as a hierarchical structure with specific abilities compromising the broad domains. |
| What is Wechsler's definition of intelligence? | The capacity of an individual to act purposefully, think rationally, and deal effectively with his environment. |
| What are some other areas of intelligence that Wechsler acknowledges that his scales do not measure? | Planning, goal awareness, enthusiasm, impulsiveness, anxiety, persistence, etc. |
| What are some of the revisions that the WISC-IV took into consideration? | Updated norms, new subtests, special population norms, increased emphasis of composite scores to reflect performance in discrete domains, artwork updated, more user friendly |
| What are some examples of the special groups included to enhance clinical utility in the WISC-IV? | Gifted children, mild/mod mental retardedness, LD, ADHD, LD/ADHD combined, expressive/receptive/mixed language disabilities, autism, asperger's, TBI, motor impaired children |
| The revisions of the WISC-IV were more what so that they were more understandable to children? | More developmentally appropriate. |
| How many subtest comprise the WISC-IV? How many were retained from the 3rd version and how many were new? | 15 - 10 were retained and 5 new ones were added |
| What are the subtests of the VCI index(WISC-IV)? | CORE: vocabulary, comprehension, similarities SUPPLEMENTAL: information, word reasoning |
| What are the subtests of the PRI index(WISC-IV)? | CORE: block design, matrix reasoning, picture concepts SUPPLEMENTAL: picture completion |
| What are the subtests of the WMI index(WISC-IV)? | CORE: digit span, letter-number sequencing SUPPLEMENTAL: arithmetic |
| What are the subtests of the PSI index(WISC-IV)? | CORE: coding, symbol search SUPPLEMENTAL: cancellation |
| What is the difference between the WMI index of the WAIS-IV and the WMI index of the WISC-IV? | The core and supplemental tests are different. In the WAIS, digit span and arithmetic are core & LNS is supplemental, versus in the WISC-IV digit span and LNS are core and arithmetic is supplemental. |
| What is the difference in the directions for the Comprehension subtest between the WAIS-IV and WISC-IV? | In the WISC-IV you are allowed to prompt a child if they give two answers from the same general concept, but you're not allowed to with adults |
| How many prompts are allowed in the Picture Completion subtest(s)? | Three. The three that are listed in the book, you are allowed to use each one ONCE. |
| When should you query a response? | If the answer is ambiguous and you're not sure what they're getting at or when the administration book tells you to based on particular/possible responses given. |
| What is the mean and standard deviation of the index scores? | Mean = 100 Standard Deviation = 15 |
| How do you find the zscore of a given subtest or index score? | Take the raw score (for indicies) or the scaled score (for subtests), subtract that from the mean and divide by the standard deviation: Score - Mean/SD |
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