8: Psychological Tests

SRA-VERBAL

- 84-item intelligence test given in 10-15 mins - NO PATTERN in item arrangement - To measure HOW A PERSON SHIFTS from one idea to another, adapting to the environment

ATTITUDE TEST

- A related type of test use to ELICIT PERSONAL BELIEFS and OPINIONS - Tendency to REACT POSITIVELY/NEGATIVELY to a specific type of object, person, or situation - Use OBJECTIVE ITEMS such as T/F or rated on a SEVERAL POINT SCALE - PROJECTIVE TECHNIQUES - RELIABILITIES are GOOD BUT NOT AS HIGH as those tests of ability - Attitude measures have NOT GENERALLY CORRELATED very highly w/ actual behavior - SPECIFIC BEHAVIORS can be predicted from measures of attitude toward the specific behavior

RPM

- A test developed by JOHN C. RAVEN, which is a NON-VERBAL group test typically used on EDUCATIONAL SETTINGS - Designed to measure the test taker's REASONING ABILITY - the EDUCTIVE ("meaning-making") component of SPEARMAN's G (general intelligence)

CREATIVITY TEST

- A test w/c assesses an individual's ABILITY TO PRODUCE new/original ideas, insights or artistic creations that are accepted as being social, aesthetic, or scientific value - Can assess the person's CAPACITY TO FIND UNUSUAL or UNEXPECTED SOLUTIONS for vaguely defined problems

INDIVIDUAL

- Administered by a registered Psychologist ONE BY ONE, FACE TO FACE. - Requires special training to be able to administer - Assessors are FREE TO INTERACT with test takers - Information gathered are usually EXTENSIVE and more than what the tests intends to measure - Usually given in a CLINICAL SETTING and purpose

CULTURE FREE INTELLIGENCE TEST

- An ATTEMPT TO ELIMINATE CULTURE so nature can be isolated - Impossible to develop such bec CULTURE IS EVIDENT in its influence since birth or an individual

ABILITY/MAXIMAL Performance test

- Assess WHAT A PERSON CAN DO - BEST CONDITIONS ARE PROVIDED to elicit a person's FULL CAPACITY/MAXIMUM PERFORMANCE - Has RIGHT & WRONG ANSWERS

Test domain/scale/dimension

- FOCUS of the test - Determines the CONTENT OF THE TEST and APPROPRIATENESS of certain item formats - POINT SCALE FORMAT

GROUP

- MORE OBJECTIVE & CONSISTENT RESULTS - Administered by a test administrator to LARGE NUMBER of ppl, preferably a ratio of 1:25, all at the same time - Usually in a PAPER AND PEN tests - Administered in EDUCATION & INDUSTRIAL settings - Information gathered is LIMITED TO PURPOSE to w/c the test is created

DRIFT

- MOVING AWAY from what one has learned going to IDIOSYNCRATIC definitions of behavior - This suggests that OBSERVERS SHOULD BE RETRAINED in a point of time

Typical performance test

- Measure USUAL or HABITUAL thoughts, feelings and behavior - Indicate how test takers THINK & ACT ON A DAILY BASIS - Measure construct such as PERSONALITY CHARACTERISTICS and ATTITUDES OR PATTERNS OF BEHAVIOR - Typical performance can STILL MANIFEST itself EVEN IN CONDITION NOT DEEMED AS BEST - NO WRONG/RIGHT ANSWERS - SELF-REPORT TEST - WORKING MEMORY/DISTRACTABILITY SCALE

NEUROPSYCHOLOGICAL TEST

- Measures COGNITIVE, SENSORY, PERCEPTUAL and MOTOR performance to determine the extent, locus, and behavioral CONSEQUENCES OF BRAIN DAMAGE, given to persons w/ known or suspected brain dysfxn

PERSONALITY TEST

- Measures INDIVIDUAL DISPOSITIONS and preference - Designed to IDENTIFY CHARACTERISTICS - NO RIGHT/WRONG ANSWERS - Can be measure IDIOGRAPHICALLY or NOMOTHETICALLY - CONSTRUCTION STRATEGIES

ACHIEVEMENT

- Measures PREVIOUS LEARNING and the effectiveness of an educational/training program - Used to measure general KNOWELEDGE in a SPECIFIC PERIOD of time - Used to ASSESS MASTERY - Result of a RELATIVELY STRUCTURED input - Rely mostly in CONTENT VALIDITY - Two types: FACT BASED & CONCEPTUAL - Ex: NEAT to measure learning from ELEMENTARY and NSAT to measure learning from HS

APTITUDE/PROGNOSTIC/READINESS TEST

- Measures the POTENTIAL FOR ACQUIRING SPECIFIC SKILL and a list of cognitive abilities that would be beneficial in prophesizing one's success in his/her career - Tends to focus on INFORMAL LEARNING than formal learning - Rely mostly in PREDICTIVE ABILITY - Ex: Differential Aptitude Test & Millers Analogies Test

INTELLIGENCE

- Measures the potential to SOLVE PROBLEMS ADAPT TO CHANGING CIRCUMSTANCES and profit from experience - Divided into VERBAL & NONVERBAL - Ex: Raven's Progressive Matrices, SRA-VERBAL, WAIS, SB-5

STRUCTURED/OBJECTIVE PERSONALITY TEST

- PAPER AND PENCIL TESTS - Often in MULTIPLE CHOICE or TRUE/FALSE formats - Assess VARIOUS ASPECTS OF PERSONALITY - Often used to INCREASE CLIENT INSIGHT - FASTER, OBJECTIVE, and EASIER TO SCORE - INTERPRETATIONS are ready made and MANUAL based - STANDARDIZED test - Administered INDIVIDUALLY or in GROUPS - Uses NORMS - There is a HIGH LVL OF RELIABILITY & VALIDITY

FLYN EFFECT

- PROGRESSIVE RISE in intelligence test score that is expected to occur on a normed intelligence test from the date when the test was first normed - GRADUAL INCREASE in the general intelligence among NEW BORN - Ppl tend to SCORE HIGHER IN OLDER VERSIONS of a test compare to its new version - The exact amount in IQ will vary as a fxn of SEVERAL FACTORS such as how culture-specific the items were and whether the measure used is one FLUID or CRYSTALLIZED intelligence - FROG POND EFFECT

VALUES INVENTORY

- Purports to measure GENERALIZED and DOMINANT INTERESTS - VALIDITY is EXTREMELY DIFFICULT to determine by statistical methods - The only observable criterion is OVERT BEHAVIOR - EMPLOYED LESS FREQUENTLY than interest in vocational counseling and career decision-making

LENIENCY ERROR/GENEROSITY ERROR

- Rater's tendency to be TOO FORGIVING and INSUFFICIENTLY CRITICAL - Too lax

POWER TEST

- Reflects the LEVEL OF DIFFICULTY of items the test takers answer correctly - May or may not have time limit

Test audience

- Specifying the PURPOSE of a test also requires decisions about test audience - Must consider the CHARACTERISTICS of the audience such as: (a) AGE, (b) DIALECT/LANGUAGE, (c) STABILITY (blind, normal, etc.) - INDIVIDUAL - GROUP

FUNDAMENTAL ATTRIBUTION ERROR

- Tendency to EXPLAIN someone's BEHAVIOR BASED ON INTERNAL FACTORS, such as personality/dispositions - Underestimate the influence that EXTERNAL FACTOR, such as situational influences, have on another person's behavior - BLAMING it on the SITUATION

HALO EFFECT

- Tendency to ascribe POSITIVE ATTRIBUTE INDEPENDENTLY of the observed behavior (Suggested by THORNDIKE) - The tendency to give rate a HIGHER RATING than he/she objectively deserves bec of the raters FAILURE TO DISCRIMINATE among conceptually distinct & potentially independent aspects of a ratee's behavior - NOT PAYING TOO MUCH ATTENTION on other behavior, ONLY POSITIVE - Can be POSITIVE HALO or NEGATIVE HALO (HORN)

CULTURE FAIR INTELLIGENCE TEST

- Tests that MINIMIZE the influence of culture with regard to various aspects of the evaluation procedures - These tests were developed bec of the non-success of culture-free tests

INTEREST INVENTORIES

- Tests that measures LIKES & DISLIKES as well as one's personality orientation towards WORLD OF WORK - Generally used in CAREER COUNSELING - Use OBJECTIVE ITEMS such as T/F or rated on a SEVERAL POINT SCALE - BROAD LINES of interests are more STABLE - SPECIFIC LINES of interests are more UNSTABLE, they can change a lot - STABILITY is said to start at 17 YEARS OLD - Ex: CII 6

UNSTRUCTURED/PROJECTIVE PERSONALITY TEST

- Tests that present a STIMULUS, usually AMBIGUOUS STIMULI, to w/c individuals can RESPOND FREELY for it MEASURES WISHES, INTRAPSYCHIC CONFLICTS, DREAMS & UNCONSCIOUS MOTIVES - Personality factors are based on the INDIVIDUAL'S RESPONSE - Often used to IDENTIFY PSYCHOPATHOLOGY and to ASSIST IN TREATMENT PLANNING - Trained psychologists are able to administer, score, & interpret - Administered to INDIVIDUALS who have SEVERE MENTAL DISORDERS - Implications of answers cannot be determined - Scored SUBJECTIVELY - With LOW LEVELS OF RELIABILITY & VALIDITY - Ex. FIGURE DRAWING TEST, DRAW-A-MAN INTELLIGENCE TEST FOR CHILDREN

SPEED TEST

- The interest is the number of items a test taker can ANSWER CORRECTLY in a specific period. - Homogeneously easy items - Time stringent

CENTRAL TENDENCY ERROR

- The rater has RELUCTANCE in giving ratings at either POSITIVE/NEGATIVE EXTREME - Rater's ratings would tend to CLUSTER IN THE MIDDLE of continuum

ROSENTHAL/PYGMALION EFFECT

- The test ADMINISTRATOR's EXPECTED RESULT INFLUENCE THE RESULT of the TEST - POSITIVE EXPECTATIONS on others - Ex: Overrated Actors

ITEMS FOR CRITERION-REFERENCED TEST

- a FREQUENCY POLYGON is CREATED AFTER the TEST given to two groups - One group that is exposed to learning unit, another group that is not exposed to learning unit - ANTIMODE

Situational performance measure

A procedure that typically involves the performance of task by the assessee under ACTUAL or SIMULATED conditions while ALLOWING FOR OBSERVATION and evaluation by an assessor

1. ACHIEVEMENT 2. APTITUDE/PROGNOSTIC/READINESS TEST 3. INTELLIGENCE

ABILITY/MAXIMAL Performance tests

Black Intelligence Test of Culture Homogeneity (B.I.T.C.H)

An IQ test for Black Americans and is an example of a CULTURE LOADING test

JAMES R. FLYNN

Author of the article entitled: "The Means IQ of American: Massive Gains from 1932 to 1978"

REACTIVITY

Being EVALUATED INCREASES PERFORMANCE

1. FAIR TO ALL cultures 2. FAIR TO SOME cultures 3. FAIR ONLY TO ONE culture

CULTURE FAIR INTELLIGENCE TEST can be done using 3 approaches such as:

CUT SCORE (passing score)

Determination of a ______ for a CRITERION REFERENCED TEST

TRADE TEST

Determines SKILLS, SPECIAL ABILITIES that make an individual FIT FOT THE JOB

1. SURVEY ACHIEVEMENT BATTERY 2. SUBJECT AREA TEST 3. CRITERION-REFERENCES 4. DIAGNOSTIC TEST

Different types of ACHIEVEMENT TEST

HIGH CULTURE LOADING

EASIER TO ANSWER for certain groups of test takers

1. REACTIVITY 2. DRIFT: Contrast effect 3. EXPECTANCIES: Rosenthal/Pygmalion effect, Golem effect 4. RATING ERRORS: Halo effect, leniency/generosity error, severity error, central tendency error, general standoutishness

ERRORS DUE TO BEHAVIORAL ASSESSMENT

SEVERITY ERROR

Evaluation to be OVERLY CRITICAL. The opposite of leniency error

DRIFT

Ex: Continuing Professional Development. With his 10 yrs of experience, a psychologist explains the psyche of an individual differently of what he has learned in books

CENTRAL TENDENCY ERROR

Ex: Rates number 3 in all 1 to 5 scales. Not failing any student in the class and also not giving a grade of 10+ to anyone else

GENERAL STANDOUTISHSNESS

Ex: Well-groomed is interpreted as intelligent. Study on the members of US jury: White means honest because of their baby face.

Bender-Gestalt II and CDT/Clock-Drawing Test

Example of NEUROPSYCHOLOGICAL TEST

MMPI & 16PF

Examples of STRUCTURED/OBJECTIVE PERSONALITY TEST

1. Rorschach Inkblot Test 2. TAT 3. HTP 4. SSCT 5. DAP

Examples of UNSTRUCTURED/PROJECTIVE PERSONALITY TEST

GREATER THAN

FLYNN EFFECT suggests that the AVERAGE IQ of 15-YEAR-OLDS in the present are ________ the IQ of the 15-YEAR-OLDS 10 years ago

1. MBTI 2. RPM

Group administered tests

DRAW-A-MAN INTELLIGENCE TEST FOR CHILDREN

Has the HIGHEST PSYCHOMETRIC PROPERTY

WESCHLER

INTELLIGENCE as one's ability to THINK RATIONALLY, to ACT PURPOSEFULLY, and to DEAL EFFECTIVELY with the environment

1. FLYNN EFFECT 2. CULTURE BIAS OF TESTING

ISSUES IN INTELLIGENCE TESTING

Functional analysis

In behavioral assessment, the process of IDENTIFYING THE DEPENDENT & INDEPENDENT VARIABLES w/ respect to a presenting problem

1. Weschler Scales 2. Rorschach Inkblot Test

Individually administered tests

RATING ERRORS

JUDGMENT resulting from INTENTIONAL and UNINTENTIONAL misuseof rating scale

DIFFERENTIAL ITEM FXNING ANALYSIS

Looking for items that can be CONSIDERED EQUIVALENT TO ALL CULTURES

WAIS and SB-5

Measures one's ABILITY TO HOLD INFORMATION (like memory) for BRIEF PERIOD OF TIME as well as to manipulate them

GOLEM EFFECT

NEGATIVE EXPECTATIONS FROM THE ADMINISTRATOR decreases one's performances (Ex: Terror Teacher)

GENERAL STANDOUTISHSNESS = Ppl tend to judge on the the BASIS of one _____________ characteristic

OUTSTANDING

FAKING

One limitation of objective test due to SOCIAL DESIRABILITY (Ex. I am afraid of blood or security guards)

CRITERION-REFERENCED TEST

RAW SCORES are converted to CUT-OFF SCORES

NORM-REFERENCED TEST

RAW SCORES are converted to STANDARD SCORES

HAWTHORNE EFFECT

Reactivity is also known as ________

CONSTRUCTION STRATEGIES

THEORY-GUIDED inventories, FACTOR-ANALYTICALLY derived inventories, CRITERION-KEYED inventories

FIGURE DRAWING TEST

Task is to draw a human or other figure and will be analyzed and interpreted on the basis of its content or other variables

EXPECTANCIES

Tendency for results be INFLUENCED BY WHAT TEST ADMINISTRATORS expect to find (Ex: ROSENTHAL EFFECT)

POINT SCALE FORMAT

Test items are arranged ACCDG TO WHAT THEY MEASURE and have INCREASING DIFFICULTY

CUMULATIVE

The INTERACTION between NATURE & NURTURE is _________ and NOT RELATIVE

ANTIMODE

The SCORE w/ the LOWEST FREQUENCY

CULTURE LOADING

The extent to which a TEST INCORPORATES the VOCABULARY, concepts, traditions, knowledge, and feelings associated w/ particular culture

Analogue behavioral observation

The observation of a person/s in an environment designed to INCREASE THE CHANCE that the assessor can OBSERVE TARGETED BEHAVIORS and INTERACTIONS

CONTRAST EFFECT

The tendency to RATE SAME BEHAVIOR DIFFERENTLY when observations are repeated in the same context

FROG POND EFFECT

The theory that INDIVIDUALS EVALUATE THEMSELVES AS WORSE when in a group of higher performing individuals

DIAGNOSTIC TEST

This test can UNCOVER and focus attention on WEAKNESSES OF INDIVIDUALS for remedial purposes

1. ABILITY or MAXIMAL PERFORMANCE TEST: Achievement test, aptitude/prognostic/readiness test, intelligence test 2. TYPICAL PERFORMANCE TEST: Personality test

Types of psychological (performance) tests according to the VARIABLE BEING MEASURE

1. INDIVIDUAL 2. GROUP

Types of psychological tests according to the NUMBER OF TEST TAKERS

1. STRUCTURED/OBJECTIVE PERSONALITY TEST 2. UNSTRUCTURED/PROJECTIVE PERSONALITY TEST 3. ATTITUDE 4. INTEREST INVENTORIES

Typical performance test

For the examinee TO DO HIS BEST

What is the OBJECTIVE of MOTIVATION of ABILITY/MAXIMAL performance test?

For the examinee TO ANSWER QUESTIONS HONESTLY

What is the OBJECTIVE of MOTIVATION of TYPICAL performance test?

INTERVAL

What scale of measurement does a TYPICAL PERFORMANCE TEST use?

NURTURE, PARAMETERS

______ is NOT REMOVED but _______ are COMMON & FAIR to all

ACHIEVEMENT TEST, APTITUDE TEST

_________ is to CONTENT validity while, ________ is to PREDICTIVE ability

IDIOGRAPHIC, NOMOTHETIC

_________ is to UNIQUE CHARACTERISTICS, while __________ is to COMMON characteristics

Individual, Group

__________ info gathered are usually EXTENSIVE and more than what the tests intends to measure while, ____________ info gathered is LIMITED TO PURPOSE to w/c the test is created

Individual, Group

__________ is given in a CLINICAL SETTING while, ___________ is given in EDUCATIONAL & INDUSTRIAL SETTINGS

EMOTIONAL QUOTIENT

was conceptualized in 1994