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Psych 304 Final
| Question | Answer |
|---|---|
| Compare individual and group tests. What are the advantages of using individual tests? Group tests? | Individual: One subject tested at a time, Examiner records responses, flexibility. Information beyond test score Group: Many subjects tested at a time, record own responses, straightforward scoring, little flexibility, cost efficient, application, object |
| What four things should one take in mind when using group tests? | 1. Use results with caution 2. Be suspicious of low scores 3. Consider wide discrepancies 4. When in doubt, refer for individual testing |
| Compare and contrast achievement and aptitude tests. Be able to apply to examples of the two types of tests. | Achievement: Evaluates the effects of a known or controlled set of experiences, relies heavily on content validation procedures Aptitude: Evaluates effects of an unknown, uncontrolled set of experiences, relies heavily on predictive criterion validity |
| What is the Flynn effect? | Substantial increase in average scores on intelligence tests all over the world |
| What is grade inflation? How does it affect current college admissions procedures? | Tendency of academic grades for work of comparable quality to increase over time. |
| What are the major weaknesses of the SAT and ACT? | Restricted range on GPA predictions, poor predictive power in middle ranges, favors those of higher socioeconomic status and of the caucasian race. |
| What effect do coaching/preparation courses have on tests like the SAT or GRE? | Good results |
| What are some of the big problems with coaching/preparation courses? | Only available to the higher status highschool students, thus, making the gap larger |
| What is stereotype threat? How does it apply to intelligence scores and college admissions? | Concern in a situation where a person has the potential to confirm a negative stereotype about their social group. Affects test scores of those belonging to a negatively stereotyped group. |
| What is the mean and standard deviation of the GRE? Be able to recognize where scores fall (e.g., know what a score one standard deviation above the mean would be). | Mean of 500 + 100 for each subscale. |
| How well do SAT and GRE scores predict undergraduate and graduate school performance, respectively. | GRE: Bad predictor. Worse predictor of grad school grades than SAT of undergrad grades. |
| What is the best combination of predictors of undergraduate GPA? | High School GPA and test scores. |
| What is the Raven Progressive Matrices test? What is a major advantage of this test? | Most popular nonverbal group test. Can be used without language and minimizes effects of language and culture. |
| Which test is one of the simplest, quickest, and easy to administer of all ability tests? | Goodenough-Harris Drawing Test |
| What is the relationship between socioeconomic status (SES) and GPA/standardized test scores? | The lower the status, the lower the GPA/test scores. |
| Define personality, | Relatively stable and distinctive patterns of behavior that characterize an individual and his/her reaction to the environment |
| What are the two major strategies for development of a personality test? | Deductive and Empirical |
| What are the deductive strategies for structured personality-test construction? Define & differentiate. | Logical-Content Strategy: uses reason and deductive logic in the the development to deduce the content that should measure traits Theoretical Strategy: Begins with a theory about the nature of the particular characteristic to be measured. |
| What are the empirical strategies for structured personality-test construction? Define & differentiate | Criterion Group: People who all have a particular trait Factor Analytic Strategy: uses factor analysis(reduces data to a small number) to derive empirically the basic dimensions of personality. |
| What is cross validation? | checking how well a measure correlates with an independent sample outside of criterion sample |
| What are some of the criticisms of the original MMPI? | For all scales a control group provided the reference for which the standard scores were determined Individuals with characteristics similar to criterion groups would have elevations on that scale |
| What is the purpose of the MMPI and MMPI-II? What three types of scales are there? | Assist in distinguishing normal from abnormal groups in the diagnosis of major psychiatric disorders |
| What reading level is required for both the MMPI and MMPI-II? | MMPI- 6th grade reading level MMPI-2- 8th grade reading level |
| Know the three validity scales and what they measure. | Lie Scale- attempts to present oneself in a favorable light/no flaws Infrequency Scale- detects deviant response patterns K Scale- detects attempts to deny problems and present oneself in a favorable light |
| What is Code Typing on the MMPI? How has this been beneficial? | different scores are numbered on the test, you take the two highest. Each number correlates with a construct. ie: 2,8 and then whatever those two code for is what you are. |
| Is there much empirical research on the MMPI and MMPI-II? | yes. tons - thousands of studies have been conducted |
| What are the problems with factor analytic strategy? What are the three types of variance associated with this strategy? | subjective nature of naming factors, factor analysis procedure identifies sources of common variance at the expense of sources of unique variance 1)common variance 2)error variance 3)unique variance |
| What kind of test-development strategy (or strategies) were used to develop the NEO-PI-R? What does NEO stand for? | factor analysis and theory Neuroticism, extraversion, openness |
| Name and understand the five personality dimensions on the NEO-PI-R. | openness(imaginative vs. narrow-minded), Conscientious (responsible vs. lazy), extroversion (sociable vs. withdrawn), agreeableness (cooperative vs disagreeable), neuroticism (anxious vs. calm). |
| Define projecting. Know examples of projection | Recieving limited information and inferring further information from it. Ex. Rorcshach, TAT, Holtzman |
| What is the projective hypothesis? Know the specifics about this hypothesis and what it contains. | When people attempt to understand or interpret ambigious stimuli, their interpretation will project their needs/desires/experiences/thought processes/etc |
| Are the Rorschach and TAT frequently used in the clinical setting now? | They are 2 of the most commonly used tests in clinical setting and are widely taught doctoral programs. |
| Describe the psychometric properties of the Rorschach and why they are good or bad. | Originally had 20 stimuli, but the publisher would only pay for ten of them... Lack of normative data Unreliable scoring criteria |
| What issues are raised regarding the Rorschach and overpathologizing? | Research suggest that some scoring criteria have wrongly identified more than half of normal individuals as emotionally disturbed It is too sensitive |
| What is the problem of “R”? | there is no limit to the number of responses one’s score goes up with increased responding |
| What are the arguments for and against the Rorschach? | For: Lack of standardization can be corrected, test interpretation is subjective, empirical base Against: Lacks standard of administration, evaluation of data is subjective, unscientific, inadequate by all traditional standards. |
| What is the alternate Inkblot test? What problems was it made to address? Why isn’t it popular? | Holtzman. It was made to address the problems wit the Rorschach test, especially its poor standardization |
| How does the Rorschach differ from the TAT? Be able to compare and contrast the Rorschach and TAT. | Rorschach: rejected by scientific community, oversold, primarily clinical use, purported diagnostic instrument TAT: " " , based on Murry's theory of needs, conservative claims, not purported as diagnostic, clinical and nonclinical uses. TAT- structured |
| What is the Barnum effect? What is confirmation bias? How do these apply to projective tests? | placing general traits on individuals; saying things that apply to everyone confirm your own beliefs, you see the world in a self-justifying way |
| Does Dr. Braithwaite love the Rorschach? | NOOOO! |
| Compare and contrast cognitive behavioral and traditional assessment methods. | Cognitive- "states" focus on situations that lead to particular response patterns Traditional- "traits" focus on underlying cause and enduring characteristics that lead to particular response pattern |
| What are the steps in a cognitive behavioral assessment? | 1.Identify critical behavior 2. Determine whether critical behaviors are excesses or deficits 3. Evaluate critical behaviors for frequency, duration, intensity (baseline) 4. Excess:attempt to decrease frequency, duration, intensity of behaviors increas |
| Define behavioral excess and behavioral deficit. Be able to give examples of each. | Excesses: if the behaviors occur too frequently (washing hands, checking door locks) Deficits: if the behaviors occur too infrequently (eating, speaking...any better ones? bathing) |
| What is the goal of the functional approach? | analyze preceding and subsequent factors of a disorder and focus on directly changing overt behaviors, thoughts, or psychological processes |
| Know this: | Human behavior is often determined by beliefs and expectations rather than reality. |
| What is the premise behind the cognitive functional analysis? What is it concerned with? | What you say about yourself influence behavior, negative statements do more harm than positive. Environmental antecedents= factors that precede behavior, environmental consequences= factors that maintain behavior, internal dialogue= self appraisal |
| Know about self-statements and their effects on behavior. | Dysfunctional schemas, assumptions that will effect your behavior |
| What are psychophysiological procedures? What indicators are used? What is its fundamental tenet? | Psychological data are quantified and when translated used to draw inferences about an individual's psychological state. Indicators: heart rate, blood pressure, skin temperature. Fundamental Tenet: phenomena are often a function of physiological processes |
| What weaknesses are inherent in psychophysiological evaluations? | Artifacts Direct measurement is difficult if not impossible Effect of initial values Demographic factors influence responses |
| What did Dr. Weizenbaum name his computer when studying human-computer interaction? | Eliza |
| Was this computer effective at the time for some therapeutic interactions? | Eliza was not effective |
| What advantages are provided through the use of the internet for psychological testing? Weaknesses? | +: validity is equal/better than paper forms, peopler are more honest, adults more at ease, accurate level of performance -: problems standardizing data, subtleties of human communication cannot be read by computer. subtle cues cannot be detected. |
| What types of tests are possible only through the computer? What promise do they hold? | Virtual reality programs: Safe treatment of phobias |
| What is computer-adaptive testing? | After each response the computer updates the estimation of performance. |
| What are the strengths and weaknesses associated with computer-adaptive testing? | +: decrease in time needed for test taking, scoring efficiency, expenses reduced, self paced -: Difficult to have long reading passages, graphs, artwork. not suitable for all subjects or skills, cannot go back and change responses |
| What are signal detection procedures? What is the goal of these approaches? Advantages? Future? . | Attempt to detect difference between people who are normal and people with psychological problems +: scoring simplified, easily standardized, clear relationship between info processing and intelligence. Bright future. |
| Define stress and anxiety. Name the three components of psychological stress? | Stress: response to situation that involve demands. Components: pressure, conflict, anxiety Anxiety: emotional state marked by worry, apprehension, and tension |
| What is the STAI? Explain what the difference between state and trait. Why is the STAI useful? | state-trait anxiety inventory. state anxiety - emotional reaction that varies by situation. trait anxiety - personality characteristic. Useful because behavior influenced by both situations and personality traits |
| What is social support? What effect does social support have on longevity and quality of life? | buffer for stressful life events. includes financial aid, physical aid, encouragement and guidance - helps mediate stressful life events - speeds recovery from illness -increases likelihood a person will follow doctor's advice |
| What is quality-of-life assessment? What are the 2 common themes? How does the WHO define health? | evaluate treatments based on contribution to overall quality of life. WHO: “health is a complete state of physical, mental, and social well being, not just absence of disease” |
| What is the SF-36 and what are some of the strengths and weaknesses of this measure? | quality of life measure. only 36 questions. brief, good validity/reliability. does not have age specific questions |
| What is decision theory and how is it applied? | QALYS (quality adjusted life years) cost/benefits analysis to treatment approaches |
| Define clinical neuropsychology. What fields does it overlap? How does it differ from these fields? | The study of human behaviors, emotions, and thoughts and how hey relate to the brain, particularly the damaged brain Overlaps: Neurology, Psychiatry, Psychometrics. Used to evaluated specific problems in memory. |
| What are some jobs done by a clinical neuropsychologist? | private practice, hospitals (MUSC), academia |
| What types of patients are clinical neuropsychologists most likely to see? What type of assessment are they most likely to complete? | Patients: rehab, neurologic, psychiatric, learning disabled, forensic, and dementia Assessments: *diagnostic*, cognitive strengths and weaknesses, placement in vocational or school settings, treatment implications, rehab |
| What are the advantages and disadvantages to using clinical neuropsychological services? | +: finds problems missed imaging, detects diseases in earliest stages, determines individual cognitive strengths & weaknesses, sensitivity and specificity in diagnosis -: takes extended amount of time, cost/benefit ratio, lack of treatment/application |
| What is a fixed battery? What is a flexible battery? What are some advantages and disadvantages of each battery? | Fixed: predetermined set of tests Flexible: assessment is individually tailored for each patient Fixed: information on a lot of things, allows for cognitive and behavioral functioning Flexible: hypotheses are generated through the course of assessment |
| What is one of the most commonly used fixed batteries? | Halstead Category Test: learning sills, mental efficiency, abstract concept formation, |
| What is the general order of presentation for a neuropsychological test battery? Why this order? | least complex to most complex, can’t do lower-level, often can’t do higher level...think incremental validity, broad and then narrowed down |
| What are some problems with current neuropsychological tests of sensation and perception? | not standardized, bedside neurological examinations. |
| Be able to give examples of attention, memory, sensation and perception, motor skills, and executive functions. | A- counting, pay attention to a screen M- digit span, list learning S- MS- go-no-go tests EF- interpreting proverbs, solving everyday problems |
| Know the difference between working memory and long term memory. | working memory allows short term manipulation of information; long term stores that information |
| How is brain function related to localization? | Left side of brain coordinated with right side of the body |
| What deficits are associated with the left or right hemisphere? (know the whole hemisphere specialization slide) | Left: Will Mary Dare Ask Weston (to) Dance (in) MarylandD? WM- Word processing D- Disorientation A- finger Agnosia W- Recognizing written words C- Calculating DM- detailed motor activities D- Dressing |
| What is an operational definition? A hypothetical construct? How are these used in test development? (Chapter 1) | isn’t tangible. The operational definition is how we measure it. We take something that is tangible. Because of this we’re almost always one step removed from the actual construct. The operational definition is needed to actually measure the construct. |
| Know how to differentiate between aptitude, achievement, and intelligence (Chapter 1). | Aptitude: What you’re capable of knowing, potential Achievement: What you already know Intelligence: Combination |
| Know the four scales of measurement (hint: NOIR) and be able to differentiate between these scales (Chapter 2) | Nominal - name Ordinal - rank order eg, 1st, 2nd, 3rd place Interval - equal intervals, e.g weather Ratio - absolute zero |
| Be able to differentiate between the mean, median, and mode (Chapter 2). | Mean: Average Median: Middle number Mode: Most frequently appearing |
| What is the regression formula? Understand the different components of the formula and how they are applied. (Chapter 3) | y=bx + a a and b are fixed constants b is the slope of the line (the slope determines how much the y variable changes when x is increased by one point) a is the y-intercept (value of y when x is zero) |
| What components make up Classical Test Score Theory? (observed score = true score + error) (Chapter 4) | observed score = true score + error |
| In what ways can error impact the observed score? (Chapter 4) | It uses the SD of errors as the basic error measure and assumes the distribution of standard errors is the same for all. |
| Test reliability is usually estimated in one of what three ways? Know the major concepts in each way. (Chapter 4) | Test/Retest- Consistency of test results when test administered different occasions Parallel form- evaluate the test across different forms of test Internal consistency- how people perform on similar subtests of items from the same form of measure. |
| What is a carryover effect? (Chapter 4) | scores improve on a re-test because the participant remembers information from the previous test |
| What is reliability? How can one address/improve low reliability (Chapter 4) | how consistently a measure measures a specific construct; increase length of the test, throw out items that bring the reliability down, estimate the true correlation if the test did not have measurement error |
| What is systematic error in a test called? Why is this negative? (Chapter 6) | FBias; it adds error to scores |
| What is the relationship between reliability and validity (Chapter 5) | reliability |
| What is validity? What are the three main types of validity evidence? (Chapter 5) | Face validity, Content validity, Criterion validity |
| What pre-requisites exist for validity (Chapter 5) | reliability |
| What is construct-related validity? Why is it the “mother of all validities”? What are the two types of evidence for construct-related validity? (Chapter 5) | Construct validity: whether or not the measure is measuring the intended construct convergent (how it relates to previous measures of the construct) and divergent (what the measure adds to the collective knowledge) |
| What is the validity coefficient? What is the meaning of a squared validity coefficient? (Chapter 5) | a correlation between the two items being compared; squared: how much variance is accounted for |
| What is incremental validity? (Chapter 5) | Validity that builds upon something else- e.g when a test gets progressively more difficult- builds incrementally |
| What is the relationship between test examiner race and intelligence scores? (Chapter 7) | There is very little effect because Intelligence tests are highly standardized |
| characteristics | |
| types | General descriptions of people (extroverted vs. introverted) |
| traits | Relatively enduring "dispositions" tendencies to act, think, or feel in a certain manner in any given circumstance. |
| states | Emotional reactions that vary from one situation to another how you feel at the moment. |
| structured vs. Projective measures | Objective vs Projective. |
| Right Hemisphere Deficits | VIctoria's Secret Victoriously Presents New Marines, Sailors Doctors Western South Carolina VS visual spatial deficits N neglect MS motor skill D inability to recognize deficit W writing SC spatial calculations |
| What are expectancy effects? What is another name for these effects? | See and record what you expect- Observer expectancy. Another name, Rosenthal Effect |
| What is the halo effect? Be able to identify examples of when the halo effect would apply | when someone does something good, so you attribute a bunch of other positive qualties with that person |
| What is social facilitation? Be prepared to identify examples | The mood of one person is reflected in others in the conversation: Oprah |
| What is positive manifold? | Spearman’s test; it is when a set of diverse ability tests are administered to a large population, and the correlations are positive. |
| What is g? Understand fluid vs. crystallized intelligence | g- intelligence: crystallized- solidified in your brain, “mental energy” fluid- ability to reason and gain knowledge. |
| Be able to define and differentiate between sensitivity, specificity, true positive, true negative, false positive, false negative. Be able to understand examples of each | true positive-have the disorder, correctly diagnosed. False positive- diagnosed, don’t have the disorder. False Negative- test came negative, in reality don’t have disorder. True negative- have the disorder, but the test said didn’t |
| Who is your favorite psych 304 instructor that you ever had? | Braithwaite. |
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