Psych test exam 3
Organicity
focuses on functional consequences of anatomical damage, what can the person not do as a result of the damage, such as problem solving, etc.
Neurology
focuses on nervous system & disorders, more from the medical side than the psychological side
Gottfredson article: Biology of "g"
g is independent of cultural context. Can be influenced by: -brain size -genetics -speed & efficiency of neural processing: brains of bright people use less energy--more efficient at processing information -heritability (IQ is 60 to 80% heritable) -age -shared environmental factors don't influence g, but unshared factors (ways kids are treated differently) do affect g.
Neuropsychology
how we connect what we know about nervous systems to behavior--looks at brain lesions
What was previously called mental retardation is now termed _____
intellectual disability
Similarities between the Wechsler & Binet
like the Wechsler, Stanford-Binet also has a stopping rule, called a ceiling. Routing test tells you where the floor is, and you get a ceiling when, for example, a person missed 4 questions in a row, and the raw score is between the ceiling and the floor.
On the WAIS-R, a significant Verbal IQ > Performance IQ discrepancy is associated with
right hemisphere damage
On individual intelligence tests, ____ are used to administer only a subset of items to each examinee
start-and-stop rules
The IGAT 6 subtests: Mazes
Measures the same spatial visualization as the Spatial relations subtest, in addition to eye-hand coordination
Executive functions
Mental functions related to planning, evaluation, judgement, & management of other mental abilities. -brain damage may disrupt these skills, particularly when the lesions are in *the frontal lobes* -measured using tests that require *cognitive flexibility*: the ability to switch cognitive sets -*Stroop effect* -*Wisconsin Card Sorting Test*
Some flexible batteries
Mini-Mental State Exam, Trail-making test, Stroop, Digit span, Wisconsin Card Sorting, Block Design, Categories, Naming, Drawings, Fine motor (pegboards, grip, finger tap)
How are CogAT scores communicated to parents?
Scores: SAS scores: Standard Age Score: normalized standard score for each battery & the composit. -Stanine Age Score -Age Percentile rank -Grade Scores: National percentile rank of students in same grade level across the nation -Local Scores: in that same school district Interpretation: A Profile--highest scoring B profile C profile E profile--lowest
What is ACT "superscoring"? Why is it controversial?
Someone takes the ACT multiple times, and they take the highest scores on each of the four sections and create a composite score. For example, do poorly on science once, and you can replace it with a better science score from another time you took the test.
What test uses routing tests?
Stanford Binet
On the ________ test, which requires the patient to_______ the poor performance of the patient "J.C." was suggestive of______ damage
Tactual performance test, while blindfolded to place various-shaped blocks into the correct holes on the board, left hemisphere damage
Gottfredson article: Age
The heritability of IQ increases with age. Why is this? When you're a kid, your life is more influenced by other people. As you get older & have more freedom, you tend to gravitate toward people more similar to you and do your own thing.
GRE general categories
Verbal reasoning Quantitative reasoning Analytic Writing
What individually administered test assesses adaptive behavior?
Vineland
The IGAT 6 subtests: Vocabulary
Vocab tests have been found to be one of the best single measure of general cognitive ability -The vocab test score is likely to correlate better with the score on the test as a whole rather than any of the subjects
Typical items on individual tests
Vocabulary Verbal relations Information Meaning, comprehension Arithmetic reasoning Short-term memory Form patterns Psycho-motor Matrices
The Wechsler Memory Scale is jointly normed with the _____
WAIS
Flexible batteries: Intelligence
WAIS/WISC & PPTV
Examples of individual tests covered in this chapter
Wechsler Scales: WAIS, WISC, WPPSI Stanford-Binet Peabody PVT Wechsler Memory Scale (A specific mental ability) Vineland Scales
What test is the most widely used mental abilities test for selection of employees
Wonderlic Personnel Test
The WAIS-IV Digit Span test is part of the ____ Index
Working Memory
Why are individual tests the only ones appropriate for diagnosing intellectual deficiencies?
You should not make a diagnosis unless testing one-on-one, because there are things that you cannot measure -When you administer group tests, you aren't measuring anything except for their score -There are characteristics that can be observes about test taker behavior, besides just performance
How is the MMPI-2 used in neuropsychological assessment?
You're trying to pick up any psychiatric or emotional problems that might be a consequence of the brain injury. Things like depression or anxiety. The MMPI is #1 in the top ten tests used by neuropsychologists.
The IGAT 6 subtests: Spatial Relations
The way a person thinks about sizes and shapes and the relationship of parts to a whole -A form of spatial ability
Why are school ability tests paired with achievement test batteries?
They are co-normed. The other test in the pair is published by same company, Achievement tests basically test what you have learned as a result of going to school, and ability tests are what you are capable of, so you can compare those two things to see if someone is under or over achieving in terms of their abilities.
Adaptive behavior cases (lab)
Things to know: -The cutoff score for all of them is 70 to diagnose mental retardation -Tests used: WISC-R, PPVT-R, Vineland Make sure to look over sheet before exam
In what form are the results from school-administered ability tests (e.g., the CogAT) communicated to parents?
Typically school administered ability test scores are communicated to parents in terms of: -Stanines -Standard score of some sort (typically IQ) -Percentile ranks
Differences between the Wechsler & Binet
Unlike the Wechsler that has different tests for different age groups, the Stanford-Binet only has one form for all people they test (make up for this in routing tests)
The _____ WAIS-IV subtest is "A set of printed two-dimensional geometric patterns that the examinee replicates using two-color cubes."
block design
According to Binet, the essential activities of intelligence are
"To judge well, to comprehend well, to reason well"
4 Index Scores on the WAIS-IV: Perceptual organization/reasoning
(PO/PRI): perceptual and fluid reasoning, spatial processing, visual-motor integration -Core subtests: Block design, Matrix reasoning, Visual puzzles -Supplemental subtests: Picture completion, Figure weights
4 Index Scores on the WAIS-IV: Processing speed
(PS): scanning, discriminating simple visual info, short-term visual memory, attention, visual-motor coordination -Core subtests: Symbol search, coding -Supplemental subtests: Cancellation
4 Index Scores on the WAIS-IV: Verbal comprehension
(VC): verbal concept formation, verbal reasoning, acquired knowledge -Core subtests: Similarities, Vocabulary, Information -Supplemental subtests: Comprehension
4 Index Scores on the WAIS-IV: Working memory
(WM): attention, concentration, mental control, reasoning -Core subtests: Digit span, Arithmetic -Supplemental subtests: Letter-number sequencing
Gottfredson article (The General Intelligence Factor): What is intelligence?
*the ability to deal with cognitive complexity* -this description coincides with the general intelligence factor, "g" -reasoning, problem solving, abstract thinking, & quick learning
Binet's definition of intelligence
-"...Judgement, otherwise called good sense, practical sense, initiative, the faculty of adapting one's self to circumstances. To judge well, to comprehend well, to reason well, these are the essential activities of intelligence." -thought that intelligence involved abilities that were mostly verbal. Because he was developing a test to use in schools. Wechsler was the one who broadened the scope.
Wechsler's definition of intelligence
-"the aggregate or global capacity of the individual to *act purposefully, to think rationally and deal effectively with his environment.*" -emphasized that intelligence *involved more than one intellectual ability*, "the capacity to do intellectual work is a necessary and important sign of general intelligence." -General intelligence, or intelligent behavior, depends on variables such as persistence, drive, energy level, etc.
What are the PPVT basal and ceiling sets?
-*Basal set rule*: one or zero errors in a set -*Ceiling set rule*: 8 or more errors in a set-- this is when you stop the test -*Complete set rule*: administering all 12 items in a set, first to last in order -the last item in the ceiling set is the ceiling item -12 items in a set. Start testing someone based on their age. Start in a particular set, where the typical person of that age would start, always start at the beginning of the set. Basal set is the lowest set. Test forward from there. Items are arranged in ascending difficulty. Keep testing until they miss at least 8 out of the 12 in a set, and that set of items becomes the ceiling set. Ceiling item (the 12th item in the ceiling set) # and you subtract the number of errors they made from that to get the raw scores. For example, the last item you got to is item 144. If they missed 30, leave you with a raw score of 114. And then look at a table and look at for that person's age, what their IQ would be.
Two types of scores on the Halstead-Reitan
-*Impairment index*: ranges from 0 to 1 to provide a cutoff point to represent the presence or absence of brain damage -*General Neuropsychological Deficit Score*: obtained from 42 variables. This reflects the severity of neuropsychological deficit.
Clinical/Neuropsychological applications of Wechsler data
-*Intraindividual "scatter" on subtests*: trying to connect specific subtests to specific regions of the brain -*Deterioration index*: a difference of more than 15 points on any two subtests, for example verbal and performance IQ, might indicate brain damage Problems: -reliability of individual subtests is low -data is weak
Stanford-Binet (now SB5) structure
-Ages 2 - 85+ -Subtests, levels -"Routing" tests in SB5 -Psychometric characteristics -Reliability, validity, norms: similar to WISC -standard score system, M = 100 SD = 15 -Subtests: M = 10, SD = 3 -Individually administered -One form of test for all ages
What is the role of a Medical History in a neuropsychological evaluation?
-Allows neuropsychologist to learn about any possible medical contributions to the patient's cognitive & psychological state -For example, thyroid dysfunction may be related to a depressed mood -A history of neurological disease or past brain injury are also needed -Family medical history is also important, because some disorders, such as Huntington's disease, may be inherited -Notes from treating staff may be useful, can learn about unusual behaviors, signs of psychosis, etc.
Common characteristics of group-administered intelligence tests
-Can be administered to large groups -Multiple-choice, machine-scored items -Content generally similar to individual tests -Fixed time limit, fixed # of items--but this is beginning to change because of computer adaptive tests -Administration time: 1 to 3 hours -Total score plus several subscores -Research bases very large -*Principle purpose: Prediction*
What are the subtest start- and stop rules on the WAIS-IV?
-For each subtest, there is a start rule for determining where to begin. If there is initial failure, the examiner moves backward to easier items. -Administration proceeds until the determined by the stop-rule. The examiner then moves onto the next subtest. Total administration is 45-90 minutes. Everyone starts with the same item, not at the beginning (just a few items in). If you answer that one and the next one correctly, then you keep going. If you miss that one, then you go back to the items at the beginning. Designed in a way that if someone is doing poorly, it's not because they don't understand the instructions. -The stopping rules have been altered in the WAIS4--they're trying to shorten the testing. So made the # that you can miss in a row lower, so move on more quickly.
Other notes on GRE
-GRE testing program stops when it has estimated your true score -Good predictor of grades in grad school in psychology
Structure of the WAIS-IV
-Individually-administered -Total administration is 45-90 minutes -Subtests -Index scores (new, factor analysis based) -Total score (FSIQ): represents "g", including corresponding PR and CI -Verbal & performance IQ - gone (sort of)
The IGAT
-Lab where we tested our friends. -Two scores: verbal and non-verbal -6 subtests
Research by Phil Akerman on GRE
-looked at how GRE correlated with grad & undergrad GPA -GRE score is highly correlated with first year GPA in both undergrad and grad, but declines over the 4 years
Wonderlic Personnel Test (WPT)
-Main use: business selection. The most widely used mental abilities test for selection of employees. Also used in military. -Measures "g" -Structure: 50 items, 12 minutes, one score -Validity at different levels of job complexity (more complex the job, more valid this test is at measuring performance) -NFL use
The IGAT 6 subtests: Language Comprehension
-Most difficult to interpret -A high score probably indicates a very high ability in visual detection & the detection of embedded word patterns (forward and backward) -These are both related to flexible thinking processes.
Other info about interpreting the WAIS
-NB: Separately by age group -Percentiles correspond to standard scores -Standardization groups: -about 200 per age bracket
What neuropsychological assessments can tell us about a patient that we cannot learn from brain scans
-Neuropsychological tests may show cognitive impairment when other medical examinations, such as X-rays of head, are normal. -MRI, PET, & SPECT scans can show which parts of the brain are being used during different activities and can show what parts are damaged. However, they may not be able to tell us exactly what the behavior of the patient is like -Neuropsychological evaluations answer questions about diagnosis that brain scans cannot. -For example, brain scans may not show dementia but neuropsychological evaluation might show it. -Can do all of the things listed above
GRE: Graduate Record Examinations
-Overall structure: General, subject General: -Verbal Reasoning -Quantitative Reasoning -Analytical Writing
Adam Lanza: other details
-The Big Book of Granny -was around guns, might have got them from his home -When treatment was recommended for him at a young age was 30 minutes a week. It was for speech and language impairment only. Not enough, didn't help emotional problems Diagnosed with an anxiety disorder in the 7th or 8th grade at a hospital that recommended further referral and health and his mother rejected that, deciding to keep him home. -Homebound status allowed him to avoid treatment. Mostly focused on academic problems, not emotional. -He connected online with a community of people interested in mass murder.
Major differences between the WAIS-IV (4) & WAIS-V (5)
-adding of index scores -shortening of stopping rules -more tests available to you than you actually have to give. Have spares so test doesn't get "spoiled"--for example test taker does not understand instructions & can't start over. So can use a replacement.
Culture fair tests
-attempt to measure intelligence without depending on a particular culture or language -generally non-verbal, figural -Cattell's and others -*Elementary cognitive tasks* -Not measuring "general intelligence" same as tests such as Wechsler, SB, Otis, etc. -*Predictive validity less for many school and job settings* -Still have group differences -not the same as culture-free
Phineas Gage
-bar went through his head -3 ft long tamping iron -his personality changed to impatient and angry -died 12 years later -injury was in the middle & damaged both sides -injury was in the frontal lobe (on the left side)
Raven's Progressive Matrices
-culture-fair -Matrix-type questions: a test item presenting a matrix with some type of pattern that the examinee must complete. -Confusion within the Raven's: versions, vocabulary test, norms, factors -3 different test series. Coloured Progressive Matrices, Standard Progressive Matrices, and Advanced Progressive Matrices
Luria-Nebraska
-fixed battery -a collection of qualitative analyses of patient behavior built on the work of Russian neuropsychologist, Luria -produce scores for 11 clinical scales, 2 sensorimotor scales, etc. -administration takes 1.5 to 2.5 hours, can be done by hand or computer, portable -not commonly used
Halstead-Reitan
-fixed battery -used with adults -consists of 10 tests -administration time in 4-5 hours -"a general indicator of brain functions", rather than finer discriminations -5 subtests -two types of scores need to be able to identify
Gottfredson article: What is the evidence for general intelligence?
-if you test a large # of people on multiple tests, scores should be positively correlated (either do poorly on all or well on all) -Spearman called this the "positive manifold." He said the tests tap into one general ability, "g". -*the more complex/difficult the task is, the more important "g" is to do it*
Elementary & secondary school uses for group-administered intelligence tests
-main purpose is to compare with achievement tests Mental ability tests that are co-normed with achievement tests: -Otis-Lennon School Ability Test (OLSAT)--paired with the Achievement tests: SAT, MAT -InView (test of cognitive skills)--paired with Achiev. Test: Terra Nova -Cognitive Abilities Test (CogAT)--paired with ITBS
Wisconsin Card Sorting Test
-measures executive functioning -The patient is provided with 4 stimuli that vary from each other in three ways. They are given a set of cards, each of which is to be matched to one of the stimuli in one way
Peabody Picture Vocabulary Test (PPVT)
-norms available for ages 2.5 to 90 -involves the administrator providing the word, and the test taker points to the word -a measure of *receptive language*, rather than expressive language -only one form of this test -basal & ceiling sets -individually administered
Category test (part of Halstead-Reitan)
-patient responds to a series of figures flashed on a screen by pressing one of four levers -each set of stimuli has some unifying principle, which the patient is to determine by the feedback received from prior responses Show them these stimuli, for example roman numerals. There are 3 roman numerals, and say which one best describes the principle. There is some sort of unifying principle, things like letters to numbers to symbols. *The single most sensitive test to brain damage on the Halstead.*
Adam Lanza: school
-pulled out of school in 8th grade and was put on "homebound" schooling status for the next year, returned to school and then pulled out again -Finished high school through independent study, tutoring, and classes at local college
Adam Lanza: Yale study
-said that he was really disturbed, he became increasingly withdrawn and anxious and angry. Yale said that he needed to be out of his comfort zone, needed to be challenged. But his mother had a mental health professional sign off on the order to have him stay at home. -his mother appeased him rather than challenging him Yale study said his issues include social, communication skills. Mother wanted to interpret this as super bright kid with social awkwardness. She also thought he was gifted, when test scores showed that he had average intelligence. He could not pick up on social cues, social intelligence was very low.
Fixed batteries
-same set of tests is used for everyone, very long -norms developed jointly across all tests -Two fixed tests: Luria-Nebraska & Halstead-Reitan
Gottfredson article: What sort of everyday things does "g" effect?
-schools, jobs, well-being -"g" predicts performance best in complex jobs -"g" has the greatest influence on when you first learn a task, as time goes on "g" is less predictive
Stroop effect
-sensitive to impairment in executive functions. -originally meant the slower naming of ink colors when the stimulus is in an incongruent color name -The task is to name the color of the ink and ignore the word. Because reading is an automatic behavior when presented with a word, the slowed color naming results from response interface, people often have to read the world silently first & then name the color.
Bender Visual Motor Gestalt
-serves as a neuropsychological examination aid in the detection of brain dysfunction -highly ranked for both personality assessment and neuropsychological assessment You have 9 designs on cards and the person is given a sheet of paper and they copy the designs. Then score the drawings for errors. Two things influence how well people reproduce designs: *age (older kids do better) and brain damage*. Give a kid the Bender and score it, and compare score to other kids of that same age.
What were his problems?
-significant developmental challenges -especially with language, communication, & sensory integration -repetitive behaviors and motor difficulties -began avoiding eye contact by 5th grade -anxiety & social-emotional problems worsened as he got older
Eduardo Leite
-similar situation in Brazil -metal rod fell from above -remained conscious
Why it's necessary to correct the validity coefficients for range restriction
-studies have been done on students who have already been selected, and therefore have less variability than the full set of applicants to the college. Studies of the predictive validity of college admission tests usually report both the uncorrected and the corrected correlations. -When you correct for range restriction the correlation should go up
Kanaya & Ceci article: Solutions
-subtract .3 point per year--not the best option -Rely more heaving on measures of adaptive functioning skills than IQ scores -developing tests solely for kids that are borderline in the MR (mental retardation) range -Use the most current scores available
Flexible batteries
-tailor the battery to the case -many different tests may enter -some of these tests in the fixed batteries -includes some full tests in other contexts -use of Wechsler intelligence scales & MMPI common
ACT subtest standard scores
M = 10, SD = 3
Trail Making (part of Halstead-Reitan)
-two parts, part A and B -Person is presented with a sheet of paper. Part A includes circles with numbers 1 to 25. Patient connects the circles in order as quickly as possible -Part B has number 1 to 13 and letters A to L, connect 1-A, 2-B, etc. Considered to be a measure of attention (attentional capacity). Main measure is the time it takes people to complete.
What are the unique characteristics of individually-administered intelligence tests?: Wide range of age/ability
-use of start/stop rules: rule for what item you start with (specific to age) and when you finish -items get progressively harder--stop if you get a certain # wrong
Armed Services Vocational Aptitude Battery
-used by branches of the United States military for selection and placement for specific jobs -8 subtests -takes approx 3 hours -subtests include World Knowledge, Arithmetic Reasoning, Electronics Information, and Auto and Shop Information.
Typical uses of individual tests
1. *Clinical, school counseling*: very common part of larger array of tests used with a client 2. *Research*: on nature of ability & as a control of descriptive variable
Six tests on the Halstead-Reitan
1. Category Test 2. Tactual Performance Test 3. Seashore Rhythm Test 4. Speech Sounds Perception Test 5. Finger Tapping Test 6. Trail-making
Adaptive behavior domains assessed by the Vineland
1. Communication 2. Daily Living Skills 3. Socialization 4. Motor skills
Generalizations for group administered mental ability tests
1. Content: vocabulary, verbal relations, reading, quantitative, spatial 2. Reliability: total scores very high, subscores moderate (some very low) 3. Predictive validity: usually in the .30-.60 range differing interpretations 4. Differential validity: generally poor 5. Two special statistical issues -range restriction & imperfect reliability -used routinely in studies 6. Culture-free tests: elusive so far
Six reasons for neuropsychological evaluation
1. Diagnosis: top one in adults is early dementia & in children is ADHD 2. Identifying strengths and weaknesses of the patient after sustaining a brain injury 3. Vocational planning: if the patient wants to attempt to go back to work 4. Treatment planning 5. Forensics: clinical neuropsychologists may be hired by the defense or prosecuting attorneys or by the court, often to determine if there are cognitive deficits present & if they are consistent with the patient's brain damage. 6. Research: to study normal cognitive functioning as well as the behavior of someone with brain impairment.
Major uses & categories for group-administered intelligence tests
1. Elementary & secondary schools 2. College, graduate, professional schools 3. Business & military 4. Research
Trace the steps involved in interpreting WAIS-IV performance
1. Full scale IQ (FSIQ): represents "g" (include corresponding PR and CI) 2. Verbal comprehension index (VCI) 3. Perceptual reasoning index (PRI) 4. Working Memory Index 5. Processing Speed Index 6. Index Level Discrepancy Comparisons 7. Look at strengths and weaknesses 8. Subtest-level discrepancy comparisons 9. (Optional) Within-subtest patterns: attention or language problems? 10. (Optional) Process analysis: qualitative analysis of individual responses NOTE: goes from general to specific
What are the unique characteristics of individually-administered intelligence tests?
1. Individual administration 2. Requires advanced training 3. Wide range of age/ability 4. Need for establishing "rapport" 5. Free-response format 6. Immediate scoring of items 7. Administration time 8. Opportunity for observation
The IGAT: 6 subtests
1. Information 2. Analogies 3. Vocabulary 4. Spatial relations 5. Mazes 6. Language comprehension
Supplementary Information (with flexible batteries)
1. Medical history: conditions that might affect mood, attention, etc. 2. Psychiatric History: e.g, effect of ECT 3. Psychosocial History: occupation, family, schooling, etc. 4. School Records: achievement & intelligence tests, teacher observations 5. Collateral Information: from family, associates, etc. 6. Behavior observations: during testing
Trends in individually-administered intelligence tests
1. Use of hierarchical model for structure 2. Increased complexity, numerous scores: the tests generate a lot more scores than they used to, reporting of scores is more complex 3. Provision of remedial materials: what to do if you find significant discrepancies between subtests 4. Growing use of briefer tests 5. Sophistication in norming 6. Attention to test bias 7. Increased frequency of revision: Implications for professional competence
4 Index Scores on the WAIS-IV
1. Verbal Comprehension 2. Working Memory 3. Perceptual Organization (PO)/Perceptual Reasoning Index (PRI) 4. Processing Speed
What are the distributional characteristics (M, Sd) of the WAIS-IV subtest scores?
M = 10, SD = 3
What are the distributional characteristics (M, Sd) of the WAIS-IV Index scores? Full scale IQ's?
M = 100, SD = 15
In neuropsychological assessment, the MMPI-2 is used primarily to asssess
1. personality changes after brain injury 2. malingering 3. the impact of brain dysfunction on a patient's psychological state
What are the three criteria for intellectual disability?
1. subaverage intellectual functioning 2. limitations in adaptive behavior (1 of 3 areas or overall score (-2 SDs)) 3. onset before 18 Note: all 3 criteria must be met
3 conclusions about culture-fair tests
1. the tests tend to be measures of figural and spatial reasoning 2. tests that measure figural and spatial reasoning are inferior to verbal tests when used to predict success in areas such as school or jobs 3. the hope that culture-fair tests would eliminate differences in average scores between majority group and minority group examinees has not been fulfilled
Raw scores on the Wechsler intelligence scales are converted to scaled scores, with M = ___ & SD = ___
10, 3
The composite score for SB5 uses a standard score system with M = ___ & SD = ___
100, 15
Kanaya & Ceci article (Are all IQ scores created equal): What is a subnormal IQ score?
70
The cut-score for determining "subnormal intelligence" on an IQ test is _____
70
Gottfredson article: How low is too low in IQ?
75. author says that this separates people who will be successful from people who won't
GRE Analytic Writing
Analyze an issue Analyze an argument
What were Adam Lanza's diagnoses?
Autism spectrum disorder, anxiety, & obsessive compulsive disorder. -severely anorexic by the time he died
The IGAT 6 subtests: Analogies
Being able to identify how things fit together
SAT standard score
M = 500, SD = 100
"Why do we have speed limit on highways?" is the type of question that might appear on the WAIS-IV ______ subtest
Comprehension
The four ACT subtests
English Math Reading Science
The Stroop Color and Word Test and the Wisconsin Card Sorting Test are used to access _____, which can be disrupted by ____ lesions
Executive functions, frontal lobe
Which of the following is NOT on of the Vineland Adaptive Behavior domains? Communication Daily living skills Socialization Fluid Reasoning
Fluid Reasoning
Flexible batteries: Achievement
From school records, individual tests--WIAT & WJ
Adaptive behavior domains assessed by the Vineland: Motor Skills subdomains
Gross & Fine
Flexible batteries: Personality & Motivation
MMPI (especially depression scale) & Malingering
GRE Quantitative reasoning
Mathematical equations and expressions Quantitative comparisons Data interpretation sets
How do the reliability and validity of group tests compare with individual tests?
Group administered ability tests are highly reliable. Multiple choice and most have been around forever, items are fine tuned to the point where very reliable Validity is a little bit more complicated. They do a good job of predicting grades in school (not used to diagnosis so validity for that is not applicable) Consider the SAT and ACT. Very reliable. How valid are they at predicting performance in college? Critics of the test say that the validity coefficients of these tests are pretty low. Only about 16% of the variance in college grades is predicted by SAT/ACT scores. Chart in powerpoint: Table 9.9 Predicting first year college GPA or high school GPA or both of them together. AT represents either ACT or SAT. Scores explain 16% of variance in first year college GPA & 16% of variance in first year high school GPA. But, some people drop out. Produces range restriction. None of these columns include people who were rejected from college because their GPAs were too low. When corrected for the range restriction, they increase (.5,.5,.6--square these). THe second column is the most important, comparing it to the first. Shows the effect of range restriction of validity coefficients. -An HR person at Google said that they don't use scores because they don't tell them anything. Keep in mind that everyone at Google has an IQ of at least 130, bright so range restriction. Individual tests: Reliabilities are comparable to group tests. High, around the .9 range. Like apples and oranges, used for diff things. Individual tests are used for diagnosis. Group tests are used for intelligence(?) Page 352 is a table that shows reliabilities. At the composite level, highly reliable. Used to predict different things, so it is hard to compare these two types of tests.
Why did Harvard president James Conant develop the SAT? (Secrets of the SAT)
He wanted to level the playing field. Instead of getting into Harvard because your rich and your dad went there, you get in strictly merit based. Based on your scores. Didn't really work out because people with more money had an advantage. Could afford expensive training courses. The kid in the video who just did the free ones was at a disadvantage.
Kanaya & Ceci article: What is the Flynn effect?
IQ scores are rising -the longer the test is out on the market, the better people do on it -someone who scored 68 ten years ago might take it now and score 71. They would not be labeled with a disability the second time they took it, which is a false negative. -Bottom line: whether or not someone might be labeled with a disability might depend on the year they took it
Both Phineas Gage & Leite survived their bizarre accidents with remarkably minor effects because
In both cases, the metal rods pierced the frontal lobes
How was the WAIS used—in the past—to detect brain damage? Why did neuropsychologists discourage this practice?
In the old days, when you had a test that produced verbal and performance IQ's, they would look at differences between verbal and performance IQ's to try to indicate left and right hemisphere damage. They were testing a hypothesis that significant discrepancies indicated the location of brain damage. They discouraged it because the early attempts at this involved looking at plotting out scores with people with brain damage and without. If you saw significant differences on performance test and not verbal test it would indicate brain damage--is what they thought. Discouraged because the tests were too short to be reliable (they also werent designed to detect brain damage)
What is the incremental validity (beyond high school GPA) of the SAT and ACT for predicting college grades?
Incremental validity is a value added. Is telling us what the SAT is telling us after you take into account high school grades. More info in pic in google doc
What are Index Discrepancy Scores?
Index-Level Discrepancy Comparisons: statistically significant differences between index scores Aggregate scores between the indexes. Supposed to be diagnostically significant -Four scores: working memory processing speed, etc. Full scale IQ and one for performance & verbal. They will look at discrepancies between performance and verbal IQ as an indication of brain damage.
Adaptive behavior domains assessed by the Vineland: Socialization subdomains
Interpersonal relationships, Play and leisure time, Coping skills
What are the effects of test prep courses on SAT scores?
It depends on who you ask. The people who run the prep courses say that they can increase your scores. The SAT people say that test prep courses do not have a major effect on scores -The lower your score is the first time you take it, the more improvement you can make after prep courses.
The IGAT 6 subtests: Information
Items that identify a person who has a wide range of knowledge -Answering correctly is dependent on being exposed to a particular culture and education
What is a mental status exam?
Mini-Mental State Exam: -Measure a patient's general gross cognitive functioning -Used because, for example if a patient has dementia, administering tests that are too hard would be a waste of time -used to screed Items measure general orientation (ex: the day's date), language, mental control, visuoconstructive skills, and the ability to follow a multiple-step command -Items are intentionally very easy, must adults score 29 or 30, 30 being a perfect score -Scoring at the normal level does not mean a person is free of impairment -Scores below 24 may indicate impairment in gross cognitive functioning
Who studies associations between brain functioning & behavior
Neuropsychologists, neurologists, & rehabilitation psychologists
What test uses basal and ceiling rules?
PPVT
Vineland
Parent or teacher is interviewed & examiner forms rating based on responses This test assesses *adaptive behavior* -Individually administered
Adam Lanza: take-away
People seem to think that developmental delays are completely independent from emotional problems, and this is not the case.
Adaptive behavior domains assessed by the Vineland: Daily Living Skills subdomains
Personal, Domestic, Community
Tests used in military & business
Purpose: mainly selection, some placement -GATB--General Aptitude Test Battery: no longer used because biased against female applicants -DAT--Differential Aptitude Test -WPT--Wonderlic Personnel Test: pretty good measure of general ability & only takes 12 minutes -ASVAB--Armed Services Vocational Aptitude Battery
GRE verbal reasoning
Reading comprehension Text completion Sequence equivalence
Adaptive behavior domains assessed by the Vineland: Communication subdomains
Receptive, Expressive, Written
What are the unique characteristics of individually-administered intelligence tests?: Administration time
about one hour. Some are much briefer -if a person is struggling, it can be shorter than an hour
When used to indicate the presence/absence of brain damage, Bender Visual Motor Gestalt error scores are adjusted for ______
age
What are the three "major areas" tests on the SAT
change in emphasis from generalized abilities to school-developed skills 3 major areas: 1. Critical Reading (Verbal): Sentence completions & reading passages 2. Math: Multiple choice & Grid-in 3. Writing: Multiple choice & essay
Clinical neuropsychology
combines human neuropsychology with clinical psychology.
Trace the steps involved in interpreting WAIS-IV performance: Index Level Discrepancy Comparisons
compare the scores on each of the four indexes. Are there statistically significant differences in index scores? If so, this may indicate brain damage.
Trace the steps involved in interpreting WAIS-IV performance: Subtest-level discrepancy comparisons
comparing individual subtest scores.
Rehabilitation psychologists
counseling with people who have suffered disabling injuries
The main reason for the increased use of brief intelligence tests seems to be _____
demands for increased efficiency in the health care field
Profile interpretation of the WAIS-IV is based on _____
discrepancy comparisons
The Halstead-Reitan & Luria Nebraska are both
fixed neuropsychological test batteries
Trace the steps involved in interpreting WAIS-IV performance: Strengths & weaknesses
look to see if there are significant differences between single subtest scaled scores and the average subtest scaled score.
Lesion
pathological alterations of tissue
The PPTV-4 measures ______ vocabulary
receptive
What are the unique characteristics of individually-administered intelligence tests?: Free response format
test taker creates an answer, not just selects one
Correlations of PPVT-4 scores with total scores on lengthier measures of intelligence are, in general _____
very high
What are the unique characteristics of individually-administered intelligence tests?: "Rapport"
warm, comfortable relationship between examiner and examinee.
What is a routing test (SB5)?
were developed to make up for the fact that the same test is used for all age groups -They have different starting points for different ages, for example younger children start at beginning where questions are easier, and an older person would start at a later point -Two routing tests, verbal & non verbal -How they do on the verbal routing test, for example, determines where you start on all of the verbal tests
What are the unique characteristics of individually-administered intelligence tests?: immediate scoring of items
you have to be able to score the person's performance on items as you administer them -- because performance on items determines how long they take the test
