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Psy 275
Ch.9 and 10
| Question | Answer |
|---|---|
| Emphasized many abilities as central to intelligence: | speed of mental processing, sensory capacity, abstract thinking, imagination, adaptability, capacity to learn through experience, memory, reasoning and inhibition of instinct |
| Early 1900s ____ _____ proposed a theory: intelligence is a singular characteristic , "g" (general intelligence) | charles spearman |
| ____ ______ proposed that intelligence has a numerous district abilities that have little relationship to one another -pioneer of multiple factor analysis-enabled to identify underlying factors in a large data set | Louis Thurstone |
| Hierarchical Model of Intelligence | in which specific abilities ("s") existed and were important, but they were all at least somewhat related to one another and to a global, overall general intelligence |
| James Cattell proposed 2 seperate intelligences: | 1. Fluid Intelligence 2. Crystallized intelligence |
| Fluid intelligence | the ability to reason when faced with novel problems |
| Crystallized Intelligence | the body of knowledge one has accumulated as a result of life experiences |
| 3-Stratum Theory of Intelligence, developed by John Caroll in which intelligence operates at 3 levels: | 1. a single "g" at the top 2. 8 broad factors immediately beneath "g" 3. more than 60 highly specific abilities beneath these broad factors |
| Cattell-Horn-Caroll (CHC) Theory of Intelligence | features 16 broad cognitive abilities that collectively influence 80 highly specific abilities |
| Wechsler Intelligence Tests: there are 3 separate Wechsler intelligence tests | 1. Wechsler adult intelligence scale- 4th edition 2. Wechsler Intelligence Scale for Children- 5th edition 3. Wechsler Preschool and Primary Scale of Intelligence-4th edition |
| Characteristics of the 3 tests | yield a single full-scale intelligence score, 4/5 index scores and about a dozen specific subtests scores; hierarchical model of intelligence -administered 1 to 1 and face to face -each subtest is brief and increase in difficulty, verbal and nonverbal |
| Wechsler Intelligence Scale is originally designed with 2 categories of subtests: verbal and performance--> has been replaced by 4 or 5 factors | 1. Verbal comprehension index 2. perceptual reasoning index 3. working memory index 4. processing speed index |
| Verbal comprehension index | a measure of verbal concept formation and reasoning |
| perceptual reasoning index | a measure of fluid reasoning, spatial processing and visual-motor integration |
| working memory index | measure of the capacity to store, transform, and recall incoming info. and data in short term memory |
| processing speed index | measure of the ability to process simple or complex info. rapidly and accurate |
| Limitations on Wechsler Intelligence Scale | some subtests may be culturally loaded or biased, the connection between the tests and day to day life may be limited and scoring can be complex or subjection on some subtests |
| Standford-Binet Intelligence Scales- 5th edition | administered face to face and one to one, employs a hierarchical model of intelligence, features the same means (100) and SD (15) -covers the entire life span as a single test |
| Standford-Binet Intelligence Scales- features 5 factors | 1. fluid reasoning 2. knowledge 3. quantitative reasoning 4. visual-spatial processing 5. working memory -measured both verbally and non-verbally and assessed by 1 to 3 specific types of items |
| Fluid reasoning | the ability to solve novel problems |
| knowledge | general info. accumulated over time via personal experiences, including education, home and environment |
| Quantitative reasoning | ability to solve numerical problems |
| visual-spatial processing | the ability to analyze visually presented info. including relationships between objects, spatial orientation, assembling pieces to make a whole and detecting visual patterns |
| Universal nonverbal intelligence test-2 (UNIT-2) | published in 1996 and revised in 2015; completely language-free test -presents instructions via specific hand gestures and responses of the examinee all consist of either pointing with fingers or minor manipulation of objects -ages 5-21 |
| Universal nonverbal intelligence test-2 (UNIT-2) consist of 6 subtests organized into a 2-tiered model of intelligence- | memory and reasoning |
| Universal nonverbal intelligence test-2 (UNIT-2), 3 subtests contributing to the memory tier | 1. object memory 2. spatial memory 3. symbolic memory |
| Object memory | examinee views a visual assortment of common objects for 5 sec then views a larger array and identifies objects |
| spatial memory | recalls the placement of colored chips on a 3 by 3 or 4 by 4 grid |
| symbolic memory | recalls and recreates sequences of visually presented symbols |
| Universal nonverbal intelligence test-2 (UNIT-2) , the 3 subtests contributing to the reasoning tier | 1. cube design: arranges blocks (colored) in a 3 dimensional design 2. mazes 3. analogic reasoning: solves analogy problems that are presented visually rather than verbally |
| Defining Intelligence Around the World | In Africa, consists of largely of skills that preserve harmony in interpersonal relationships both between and within groups -in Zimbabwe, the word translates to a prudent and cautious approach to live and to social relationships |
| Achievement | what a person has accomplished intellectually; cognitive accomplishment -typically produce age or grade equivalency scores as well as standard scores |
| Intelligence | is what a person can accomplish intellectually |
| Wechsler-Individual Achievement Test-4th edition | for clients aged 4 to 50 yrs., measures achievement with 20 available subtests -2 processing composites: orthographic and phonemic processing -supplemental composites: oral language, reading, decoding, reading fluency, writing and math fluency, dyslexia |
| Neuropsychological testing | intent is to measure cognitive functioning or impairment of the brain and its specific components (CT, MRI, and PET scan) -more increasingly aware of neuropsych. assessment anxiety- in which a client performance on these tests is influenced by anxiety |
| The Halstead-Reitan Neuropsych. Battery (HRB) | 8 tests, 15 yrs. and up, administered as a whole -primary purpose is to identify people with brain damage and provide info. about any damage identified, including cognitive impairments or physiological regions that may be deficient |
| The Halstead-Reitan Neuropsych. Battery (HRB) Drawbacks: | time and length of test, inflexibility, and a limited overlap with real life, day to day tasks |
| Luria-Nebraska Neuropsych. Battery (LNNB) | consists of 12 scales; emphasis on qualitative data- relics on written comments about examiner testing process -Ex: problems comprehending, how or why client is missing items or unusual behavior -slightly briefer |
| NEPSY-II | one of the few batteries designed for children, ages 3-16 -32 separate subtests across 6 different categories: attention and executive functioning, language, memory and learning, sensorimotor, social perception and visuospatial processing |
| Bender Visual-Motor Gestalt Test | published in 1938; most commonly used neuropsych screen; primarily used to get only a basic sense whether the client has neuropsych. problems -test is a straightforward copying task: 9 geometric designs -takes only 6 min, above 3 yrs. old |
| Rey-Oesterreich Complex Figure Test | published in 1941, brief pencil and paper drawing task but involves one complex figure -use pencils of different colors and asked 3 to 60 minutes after copying the form to reproduce it again from memory |
| The Repeatable Battery for the Assessment of Neuropsych. Status (RBANS) | tests not only visuomotor abilities but also verbal skills, attention and visual memory -takes 20-30 minutes to complete and includes 12 subtests in 5 categories: immediate memory, visuospatial, language, attention and delayed memory |
| Wechsler Memory Scale-4th edition (WMS-IV) | is a memory test used to assess individuals aged 16-90 who are suspected of having memory problems due to brain injury, dementia, substance abuse -assess both visual and auditory memory across 7 subtests -assesses both immediate and delayed recall |
| Howard Gardner-Multiple Intelligence | musical-interpersonal visual-spatial-intrapersonal verbal-linguistic-naturalistic logical-mathematical-existential; bodily-kinesthetic |
| Criticism of IQ tests | may not capture cognitive abilities outside the classroom -may be culturally biased-content more familiar to white, wealthy children -development of culture-free test -only modestly correlated with life success |
| which of the following psychologist is known for the theory that "grit" may be more important than IQ in determining life success | angela duckworth |
| dwayne completed the MMPI-2 his results produce a highly elevated K scale score. A clinical psych. interpreting this score should conclude that dwayne is | "faking good" |
| which of the following personality tests focuses especially on psychological strengths ? | California psychological inventory III (CPI-III) |
| Multimethod assessment | personality is best assessed by using multiple methods, including tests of different types, interview data, observations, or other sources |
| Evidence-based assessment | select only those methods that have strong psychometrics including reliability, validity, and clnical utility -target their assessment strategies toward a particular diagnosis or problem |
| Culturally Competent Assessment | every culture has its own perception of psychological wellness and its own variations of psychopathology as well; don't let test be bias -Over pathologizing: that is , viewing as psychopathological that which is culturally common or accepted |
| Personality tests can be placed in one of 2 categories: | objective and performance-based- feature ambiguous stimuli and open-ended range of client responses |
| Objective Personality tests | include unambiguous test items, offer clients a limited range of responses and are objectively scored -are questionaries that clients complete with pencil and paper or on computer -are direct/brief statements, true or false or multiple choice |
| The Minnesota Multiphasic Personality Inventory (MMPI) | the most popular and most psychometrically sound -client reads hundreds of self-descriptive sentences, marks true or false, items span a wide-range of behaviors, feelings, and attitudes -published in 1943 by Starke Hathway and J.C McKinley |
| Empirical Criterion Keying | method involves identifying distinct groups of people, asking them all to respond to the same test items, and comparing responses between groups; each of those 10 groups of items represented a clinical scale |
| MMPI was then replaced by _____ in 1989, normative data was solicited from a much larger and demographically diverse group -included the removal or revision of some test items with outdated or awkward working | MMPI-2 |
| The Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) | designed for clients aged 14-18 yrs. published in 1992, true or false, pencil and paper test consisting of 478 items |
| The Minnesota Multiphasic Personality Inventory-2 Restructured Form | published in 2008, shorter version of MMPI-2 -contains only 388 of the 567 items -clinical scale called the Restructured Clinical scales are close to the 10 clinical scales in the other forms of the MMPI but different in important ways |
| MMPI-3 | released in 2020, a revision of MMPI-2RF, retains similar length; entirely separate norms for the Spanish version of the test based on Spanish speakers in the U.S -new scales focusing on eating problems, compulsivity, impulsivity, and self-importance |
| Use of the MMPI has been described by Stephen Finn and his colleagues: therapeutic assessment (TA) involves | the use of psychological testing-including feedback about the results-as a brief therapeutic intervention |
| MMPI Criticisms | too lengthy, requiring reading ability and prolonged attention, being susceptible to faking by sophisticated clients who can outwit the validity scales, emphasis on forms of psychopathology as the factors that make up personality |
| Personality Assessment Inventory (PA) | 344 items, offers 4 responses: totally false, slightly true, mainly true and very true -18-89 yrs. old; adolescent version PAI-A used as young as 12 -4th grade reading level -11 clinical scales -originally created in 1991 by Leslie Morey |
| Million Clinical Multiaxial Inventory-IV ( like the MMPI and PAI) | self-report, true/false format (195 items), emphasis on personality disorder -features seperate clinical scales corresponding to each of the 10 current personality disorders -adults and children -created in 1977 by Theodore Millon |
| NEO Personality Inventory-3 by Paul Costa and Robert McCrae | created a personality measure that assess common non-disordered personality characteristics -5 factor model of personality |
| 5 Factor Model of Personality | neuroticism, extraversion, openness, agreeableness and conscientiousness -produces 30 facet scores -240 items, multiple choice responses responding from strongly agree to strongly disagree -published in 1985 with revised editions |
| NEO Five Factor Inventory (NEO-FFI) | a short form of the test (with 60 items) revise 37 items to become more readable |
| Criticisms of 5 factor model of personality | lack of validity scales, lacks any substantive measurement of the test taker's approach to the test, leaving it to people "faking", limited clinical utility |
| Beck Depression Inventory -II (BDI-II) | self-report, pencil and paper test that assesses depressive symptoms -created by Aaron Beck in 1960s -only 21 items, 5-10 min. to complete -set of 4 statements regarding a particular symptom of depression -collects data: ambulatory assessment |
| Ambulatory Assessment | in which a device gathers data about client's behavior in real time |
| Performance-Based Personality Tests | people will "project their personalities with unstructured, ambiguous stimuli and an unrestricted opportunity to respond -scoring may vary |
| Rorschach Inkblot Method (Hermann R, 1921) | looked at vague blots of ink and said what they saw in the blots ;10 inkblots, 5 with only black ink and 5 with multiple colors -John Exner combined aspects of many scoring systems to create the Comprehensive System which became the common method |
| More recently the Rorschach Performance Assessment System published in 2011, offer a new scoring system based on variables | location of the response within the card -determinates of the response -distortion -popularity of the response among other test takers -movement wihin the inkblot -content and themes contained in the response |
| The inkblots in the Rorschach Inkblot Method parallels the way the client | makes sense of the world |
| Criticisms of the Rorschach Inkblot Method | weak reliability and validity data, scoring and interpretation guidelines are complex, psych. do not always follow them as closely as they should, results can't often distinguish clients who have a particular disorder from those who don't , inadequate |
| Thematic Apperception Test (TAT, Henry Murray and Christiana Morgan ) | presenting the client with a series of cards, each featuring am ambiguous stimulus; feature interpersonal scenes, create a story to go along with each scene -31 cards, choose 10 |
| Thematic Apperception Test, Henry offered a scoring system for the TAT emphasizing | "needs of the main characters, press from the environment and other variables--> scoring have been "neglected or ignored" |
| Sentence Completion Tests (Rotter Incomplete Sentences Blank (RISB) | the assumption is that clients' personalities are revealed by the endings they add and the sentences they create -published in 1950, revised in 1992 -40 written sentences "stems" referring to various aspects of the client's life |
| Behavioral Assessment | the most essential technique -the behavior a client demonstrates is a sample of the problem itself; not a sign of a deeper, underlying problem -argue that external, situational factors determine our behavior |
| Behavioral Observation (naturalistic) | a direct sample of the problem at the site where it occurs 1st step: involves identifying and operationally defining it 2nd step: involves tallying the frequency, duration, or intensity of the target behavior across specified time periods |
| What is personality | refers to individual differences in characteristic patterns of thinking, feeling and behaving |
| Trait Theories | traits are dispositions-statistically reliable tendency to behave in certain ways, across situations |
| Personality Assessment | movement towards "empirically based"; assessment based on "what works" -test-retest, convergent, and predictive validity |
| Functional Behavioral Assessment | define the target behavior--> collect data (antecedent, before) , (consequences, after)---> develop a hypothesis ---> plan an intervention--> evaluate the effectiveness |
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