Term
| What are the psychometric concepts needed to help us understand test construction and standards? |
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Definition
1. Correlation and coefficient
2. Factor analysis
3. The normal curve |
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Term
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Definition
The degree of relationship one measure has to another.
Used to evaluate a test to determine whether it is valid (measures what it says it is measuring). |
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Term
| Name the Core and Supplemental subtests of the VCI. |
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Definition
Core:
1. Similarities
2. Vocabulary
3. Information
Supplemental:
1. Comprehension |
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Term
| Name the Core and Supplemental subtests of the PRI. |
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Definition
Core:
1. Block design
2. Matrix Reasoning
3. Visual Puzzles
Supplemental:
1. Picture Completion
2. Figure Weights (16-99 only) |
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Term
| Name the Core and Supplemental subtests of the WMI. |
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Definition
| Core: 1. Digit Span 2. Letter-Number Sequencing (16-69 only)Supplemental: 1.Arithmetic |
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Term
| Name the Core and Supplemental subtests of the PSI. |
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Definition
Core:
1. Symbol Search
2. Coding
Supplemental:
1. Cancellation |
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Term
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Definition
Indicates general intellectual functioning.
If interpretable, may be interpreted as a reliable and valid estimate of a person's overal intellectual ability.
*If not interpretable: Means that subtest scores within an area are not consistent and show high variablity |
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Term
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Definition
For Wechsler: IQ = 100; SD = 15. 85-115 is "within average range"
3 Sigma rule:
68% of scores within one SD
95% within 2 SDs
99.7% within 3 SDs |
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Term
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Definition
Corresponds to the number of correct answers you achieve on a sub-test.
*Converted to normative values by fitting them to the normal distribution --> aka Standard scores
*Raw scores converted to Standard scores to compare to the population |
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Term
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Definition
Corresponds to the number of correct answers you achieve on a sub-test.
*Converted to normative values by fitting them to the normal distribution --> aka Standard scores
*Raw scores converted to Standard scores to see where they fall on the normal distribution to compare to the population |
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Term
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Definition
*Corrects the raw score for age
*Mean of 10 and a SD of 3: Therefore a scaled score on the Vocab subtest that is b/n 8-12 is within average range |
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Term
| What is the purpose of the Wechsler scales? |
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Definition
| *Measure intelligence by measuring four separate areas, all of which are assumed to contribute to one's intelligence |
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Term
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Definition
| *"Global Ability Index" *Overall summary score used when it is necessary to minimize influence of Working Memory or Processing Speed (many clinical conditions result in deficits in WM or PS) *3 VC subtests and 3 PR subtests |
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Term
| What is the difference b/n a test and an evaluation? |
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Definition
*Test: Explores particular areas of concern, most often through a standardized procedure
*Assessment: Requires use of "Clinical eye" to present picture of client, based on many sources
-DOES NOT emphasize stable traits, but attempts to understand deficit in larger ecological framework in which it occurs |
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Term
| Why are process variables important? |
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Definition
Process = content.
Important to consider emotional behavior (anxiety), skill behavior (using fingers to calculate), and diagnostically significant behavior (such as impulsiveness) |
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Term
| What is basic concept of the Bender Visual-Motor Gestalt Test? |
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Definition
*Paper-pencil test that takes usually no more than ten minutes to administer
*Can estimate a person's mental age up to 12 years
*Designs arranged in order of difficulty
*Ability to reproduce the designs is maturational in nature |
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Term
| WRT the Bender, how can you ID neurological difficulties? What are the possible reasons for this? |
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Definition
*"Dog ears", "destruction of gestalt", rotation of more than 45 degrees.
*Input or output problems:
1. Rotation: Input variables
2. Rot+Dog ears+/or destruction of gestalt = visual/motor DO |
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Term
| WRT Bender: How do you ID Aggression and Control? |
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Definition
1. Bold, black, heavy lines
2. Controlled Aggression: precision (eg. filled-in circles)
-Usually assoc w/psychosomatic symptoms |
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Term
| WRT Bender: How can you ID Acting out? |
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Definition
1. Lack control of accuracy, order, and precision
2. May be drawn in "not-caring" ways
3. Overworked, or reinforced lines
4. Large size |
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Term
| WRT Bender: How can you ID Withdrawing? |
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Definition
*Lightness of design
*Reduction in size
*Margin hugging |
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Term
| WRT Bender: What are some indicators of anxiety? |
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Definition
*Design line-sketching
*Design size-construction
*Unevenness of design size (large and small)
*Margin hugging
*Sometimes differential Tx (more attention given to only one part of the design or designs) |
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Term
| WRT Bender: What does collision suggest? |
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Definition
*Strong dependency needs
*Poor planning capacity
*Authority-figure rejection
*(if drawn one on top of another, may suggest psychosis) |
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Term
| WRT Bender: What could a reduction in size suggest? How about differential Tx? |
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Definition
*Reduced extrenal energy due to strong control needs
*Diff Tx: Demonstrated by erasing - may suggest compulsive/obsessive perfectionism |
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Term
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Definition
*2 types of intelligence:
1. Fluid: Measures novel problem solving, particularly nonverbal reasoning (relatively culture free)
2. Crystallized intelligence: Measures acquired concepts, facts, and problem solving ability using stimuli dependent on schooling, acculturation, and verbal conceptual development; reflect role of learning and acculturation |
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Term
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Definition
*Extenstion of fluid-crystallized model
*Psychometric theory based on numerous factor analytic studies
*Forms basis for interpretive approach
*Includes 9 broad abilities: Fluid, crystallized, visual processing, auditory processing, processing speed, STM, long term retrieval, quantitiative ability, correct decision speed) |
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Term
| Describe Visual Processing (Gv). |
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Definition
*Ability to analyze and synthesize visual stimuli
*Perceptions and manipulations of visual shapes
*Fluent thinking with stimuli that are visual in the minds eye |
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Term
| Describe Long Term Retrieval (Glr). |
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Definition
| *Ability to store information in LTM and retrieve it later through association --> Storage and retrieval |
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Term
| What is Foresee and the Pea (4C + P)? |
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Definition
Comprehension
Concise
Clear
Concrete
Precise |
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Term
| Who was Sir Francis Galton? |
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Definition
"Father of the testing mov't"
*Regression to the mean
*Correlation
*Measured intellignece as simple rxn time, grip strength, assessed sensory and motor abilities --> DON'T relate well to mental abilities |
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Term
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Definition
(with Simon): Developed Binet-Simon intelligence scale fo children
*Measured rxn time & motor abilities
*Defined intelligence: Collection fo faculties: judgment, practical sense, initiative, ability to adapt onself to circumstance |
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Term
| What is Louis Terman famous for? |
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Definition
*Adapting Simon-Binet scale to US
*Adopted concept for mental quotient --> retermed it "IQ"
-Rigorous methodology of norms for children |
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Term
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Definition
Discussed difference b/n:
Idiots (never had capacity) &
Lunatics (Had capacity and lost it) |
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Term
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Definition
*Ratio of mental age to chronological age, multiplied by 100 to eliminate decimal
*Purpose: make judgments about a person's relative performance
*Average level = 120
*Below average level = 80 |
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Term
| What was Wechsler's contribution? |
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Definition
*Assembled test battery comprised of 11 subtests dev. by Binet and WWI psychologists (Army A/B, Stanford Binet, etc)
*Tests = Dynamic clinical instruments, NOT predictors of success
*Defined intelligence: Global capacity of an individual to act purposefully, think rationally, and deal effectively with his environment |
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Term
| What was Thurstone's theory? |
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Definition
*Intelligence canoot be seen as a unitary trait: Many factors have equal weight in intelligence
*Using factor analysis, dev. primary mental abilities |
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Term
| What did Guilford develop? |
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Definition
Three dimensional model to explain structure of intellect:
1. Operations (information processing - evaluation, memory, cogntition)
2. Contents (Visual, auditory, symbolic, semantic, behavioral)
3. Products (Units, classes, relations, systems, implications, transformation) |
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Term
| What did Vernon contribute? |
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Definition
Hierarchical theory of intelligence: Expanded 2 factor model
1. Verbal-Educational skills
2. Spatial mechanical fields |
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Term
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Definition
*Psychometrically based theory based factor analytic studies
*Forms the basis for our interpretive approach |
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Term
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Definition
Claimed there are two types of mental processing:
1. Successive: processing info in a sequential, temporal way
2. Simultaneous: Process info all at once |
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Term
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Definition
Claimed there are two types of mental processing:
1. Successive: processing info in a sequential, temporal way
2. Simultaneous: Process info all at once |
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Term
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Definition
| Information from the outside world is taken in by our sensory organs. |
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Term
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Definition
| Info received is processed (eg. perceived, stored, retrieved, utilized for problem solving) |
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Term
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Definition
| Info is communicated to the outside |
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Term
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Definition
| Outside world's reaction to one's expression is received and taken in as new information |
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Term
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Definition
1. Visual: Info taken in through eyes
2. Auditory: Info taken in through ears
3. Kinesthetic-tactile: Info taken in by our motor mov't and/or physical feeling |
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Term
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Definition
1. Verbal: Speaking
2. Motor: Gesturing
3. Verbal & Motor: Writing
3. |
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Term
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Definition
| Degree to which a test measures what it is supposed to measure |
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Term
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Definition
| Consistency of a measurement. A test with a low degree of reliability should not be used. |
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Term
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Definition
| The extent to which the norm group is characteristic of a particular population. |
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Term
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Definition
| Type of distribution of scores. Psychological traits are distributed roughly along a normal curve. Enables us to calculate exactly how many cases fall b/n any two points under the curve. |
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Term
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Definition
| Single test. Most intelligence tests will contain a number of different subtests, each measuring a certain skill or skills. |
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Term
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Definition
| Two or more subtests combined. |
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Term
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Definition
| Matematical average of all the scores in a set of scores. |
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Term
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Definition
| Extent to which scores deviate from the mean. |
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Term
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Definition
| Raw scores that have ben transformed to have a given mean and standard deviation. They express how far an examinee's score lies from the mean of the distribution in terms of the standard deviation. |
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Term
Percentile Ranks
Percentile Rank |
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Definition
*Percentile Ranks: Derived scores that permit us to determine an individual's position relative to the standardization sample.
*Percentile Rank: Point in a distribution at or below which the scores of a given percentage or individuals fall. If 63 percent of the scores fall below a given score, then that score is at the 63td percentile rank. |
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Term
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Definition
| Score derived by computing the mean raw score of a measure for a group of children with a specific age. |
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Term
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Definition
| Score derived by computing the mean raw score obtained by children in each grade. Usually expressed in tenths of a grade. |
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Term
| Standard Error of measurement |
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Definition
| Estimate of the amount of error usually attached to an examinee's obtained score. It is directly related to the reliability of test: the larger the standard error of measurement, the lower the reliability. |
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Term
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Definition
| Range of scores that has a high probability of including the examinee's true score. The standard error of measurement provides teh basis for forming the confidence interval. A 95 percent confidence interval can be thought of as the range in which a person's true score will be found 95 percent of the time. |
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Term
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Definition
| Extend to which the findings differ from change occurrence. Convention has established the .05 level as the minimum significance level indicating that observed differences are real; such results would occur 5 percent of the time by chance. |
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Term
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Definition
Individually administered clinical instrument for assessing the cognitive skills of children age 6 years 0 months to 16 years 11 months.
Comprised of 15 subtests, each measuring various facets of intelligence. 4 Indexes: VCI, WMI, PRI, PSI |
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Term
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Definition
*Measures verbal reasoning and concept formation.
*Involves: Auditory comprehension, memory, distinction b/n nonessential and essential features, and verbal expression.
*Requires: Identification of similarity b/n two ostensibly dissimilar items. |
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Term
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Definition
Measures: Word knowledge and concept formation.
Involves: Picture items: Visual recognition, long term memory retrieval, and verbal expression
Verbal items: Auditory comprehension, memory, long term memory retrieval, verbal expression
Requires: Picture items: Provide word for item in stimulus book.
Verbal items: Give definitions for words the examiner read aloud. |
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Term
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Definition
Measures: Verbal reasoning and conceptualization, verbal comprehension, and verbal expression.
Invovles: Auditory comprehension, long term memory retrieval, reasoning ability, verbal expression
Requires: Answer questions based on his or her understanding of general principles and social situations.
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Term
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Definition
Measures: Ability to acquire, retain, and retrieve general factual knowledge.
Involves: Crystallized intelligence, long-term memory, and the ability to retain and retreive information from school and the environment.
Requires: Answer questions that address a braod range of general knowledge topics. |
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Term
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Definition
Measures: Verbal comprehension, analogical, and general reasoning ability, verbal abstraction, ability to integrate and synthesize different types of information, and the ability to generate alternative concepts.
Requires: Identification of common concept being described in a series of clues. |
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Term
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Definition
Measures: Ability to analyze and synthesize abstract visual stimuli.
Involves: Visual motor coordination, visual spatial abilities, short term memory, ability to perform task under time constraints
Requires: View a picture in the stimulus book, use blocks to recreate the design within a specified time period. |
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Term
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Definition
Measures: Abstract, categorical reasoning ability
Involves: Visual processing, visual motor ability
Requires: Choose one picture from each of two or three rows of pictures to form a group with a common characteristic. |
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Term
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Definition
Measurs: Fluid intelligence; provides a reliable estimate of general nonverbal intelligence.
Requires: Selection of appropriate picture from 5 response options for an incomplete matrix |
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Term
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Definition
Measures: Visual perception and organization, concentration, visual recognition of essential details of objects.
Requires: View a picture & point to name or important part missing within a specified time limit. |
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Term
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Definition
Measures: Auditory short-term memory, sequencing skills, attention, concentration.
Involves: Attention, concentration, STM, organizational skills & sequencing ability, (DSB: manipulation).
Requires: DSF: Repeat numbers in the same order they are read aloud by the examiner.
DSB: Repeat numbers in the reverse order they were presented. |
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Term
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Definition
Measures: Sequencing, mental manipulation, attention, ST auditory memory, visual spatial imaging, and processing speed.
Requires:Listen to a series of numbers and letters and repeat them back in ascending and alphabetical order. |
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Term
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Definition
Measures: STM, learning ability, visual perception, visual-motor coordinaion, visual scanning ability, cognitive flexibility, attention, and motivation.
Involves: STM, visual motor coordination, visual spatial skills, ability to peform under time constraints.
Requires: Copy symbols that are paired with simple geometric shapes or numbers. |
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Term
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Definition
Measures: Mental manipulation, concentration, attention, STM, LTM, Numerical reasoning ability, mental alertness.
Involves: Auditory comprehension and concept formation, concentration, attention, STM memory, LTM storage retrieval & knowledge learned in school (of mathematical processes)
Requires: Mentally solve a series of orally presented arithmetic problems within a specified time limit. |
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Term
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Definition
Measures: Processing speed, ST visual memory, visual motor coordination, cognitive flexibility, visual discrimination, and concentration.
Involves: (the above &) ability to work under time constraints.
Requires: Scanning of a certain group and indicate whether the targe symbols match any of the symbols in the search group within a given time limit. |
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Term
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Definition
Measures: Processing speed, visual selective attention, vigilance, and visual neglect.
Involves: Visual motor coordination, visual discrimination, ability to perform under time limits.
Requires: Scanning both a random and structured arrangement of pictures and marke target picturs within a specified time limit. |
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