ASSESSMENT MIDTERM

15. To determine whether an individual's performance on a given subtest is a strength or weakness, we should compare the subtest's scaled score to the mean scaled score of ten subtests unless: a. comparison to the VCI and PRI means makes better clinical sense. b. comparison to the GAI and CPI means makes better sense. c. the difference between VCI and PRI is statistically significant and very rare. d. the difference between VCI and WMI or between PRI and PSI is abnormally large.

****

16. In Table B. 2 of the Administration and Scoring Manual, the base rate for VCI greater than PRI by 20 is 3.2% (FSIQ </ 79), 8.2% (90 </ FSIQ </ 109), and 9.5 (FSIQ >/ 120). From this we might conclude that large differences between these scores: a. occur more frequently at increasing FSIQ levels. b. occur more frequently at decreasing FSIQ levels. c. occur more frequently for FSIQ scores in the average range. d. occur with equal frequency in all FSIQ ranges.

A

FSIQ Full Scale IQ

A Full Scale IQ (FSIQ) is derived from the sum of subtest-scaled scores for all four domains. All of the composite scores, including the index scores and the FSIQ, are scaled to a metric with a mean of 100 and a standard deviation of 15.

9. The reverse rule on the WAIS-IV applies only when a subtest is started with: a. an item higher than item 1. b. a sample item. c. a qualifying item. d. item 10.

A.

7. What should you do if, in error, you fail to reverse appropriately on a Wechsler subtest that you should have and do not note your mistake until after the administration is completed? a. Score the subtest as if the omitted items were passed. b. Score the subtest as if the omitted items were failed. c. Omit the subtest from IQ score calculations, prorating or substituting appropriately, but consider the person's performance in your report. d. Omit the subtest from IQ score calculations, prorating or substituting appropriately, and ignore the person's performance on the subtest.

A.***

Arithmetic

Arithmetic items require the individual to mentally solve arithmetical word problems within a time limit. The Arithmetic subtest measures working memory, mental manipulation, attention, concentration, sequential processing, and numerical reasoning

Abstract G

Articulated by Detterman General and specific abilities represent different levels of abstraction Any complex task requires a number of basic abilities General intelligence (g) represents an average level of all the independent components that contribute to performance

Briefly compare and contrast psychometric testing and psychological assessment

Assessment vs Testing Assessment involves problem solving (rather than only measurement), analyzing situation (rather than just comparing to norms), and greater knowledge base and integrative skills (rather than just technical skills)

1. The Wechsler Full Scale IQ and index scores are standard scores with a mean of 100 and a standard deviation of 15. Which of the following is true about the relationship between specific IQ scores and the number of people who obtain those scores, assuming a normal distribution of scores? a. More people obtain a score of 130 than a score of 85. b. More people obtain a score of 115 than a score of 145. c. The same number of people obtain a score of 85 as obtain a score of 100. d. There is no relationship between standard scores and number of cases.

B

12. Both the WISC-IV and WAIS-IV have norms for 16-year-olds. In which of the following cases would the WISC-IV be the better choice? a. We have good reason to believe that the adolescent is functioning in the Average Range or above. b. We have good reason to believe that the adolescent is functioning in the Low Average Range or below. c. We have good reason to believe that the adolescent has shown a recent improvement in functioning. d. The adolescent was recently assessed using the WISC-Iv

B

2. Without knowledge of the actual reliability estimates of the following measures, which should you expect to have the higher reliability, the WAIS-IV Verbal Comprehension Index score or the Vocabulary subtest score? a. VCI score, because it samples a broader range of behaviors. b. VCI score, because longer tests are generally more reliable reliability. c. Vocabulary subtest score, because it is more uniform in content. d. Vocabulary subtest score, because it is best measure of verbal intelligence.

B

3. In general, we can be more confident that the Full Scale IQ score obtained by an individual more accurately reflects what it is supposed to measure, compared to other WAIS-IV scores, because: a. It has the greatest band of error variance and thus has the largest confidence interval. b. It has a smaller standard error of measurement than the other scores. c. It has greater face validity than other Wechsler scores. d. None of the above; the Full Scale IQ is one of the least reliable WAIS-IV scores.

B

4. The typical effect of renorming an intelligence test is: a. higher scores for a similar level of test performance. b. lower scores for a similar level of test performance. c. similar scores for a similar level of test performance. d. None of the above.

B

6. Before beginning to administer the WAIS-IV, you should: a. be uninformative about what you will be doing together, to protect the validity of the test. b. give a brief but frank account of the purpose of the examination. c. explain that the person should answer only when sure of an answer, rather than guessing. d. tell the person that this is a game that will be interesting and amusing.

B

Block Design

Block Design items require that the individual reproduces pictured designs using specially designed blocks. The block faces vary, with some sides being red, some white, and others having a half-red and half-white pattern on the diagonal. The subtest items are timed. Block Design measures non-verbal reasoning; analysis and synthesis; visual perception and organization; and visual-motor coordination

14. If a client shows a difference between VCI and PRI scores that is statistically significant at the .05 level, we can be confident that the difference: a. occurs no more frequently than in 5% of cases. b. is clinically meaningful. c. is not due to measurement error. d. All of the above.

C

11. The text's authors recommend that clinicians consider the General Ability Index (GAI) as a better summary of overall ability than the FSIQ: a. whenever WMI and PSI are significantly lower than VCI and PRI. b. when assessing the effects of traumatic brain injury. c. only when there is a sound clinical reason to exclude WMI and PSI. d. in all cases.

C We intended GAI to be used only when there are sound clinical reasons to exclude WMI and PSI, such as invalid administration due to lack of effort; sensory or physical impairments; disturbance of the testing session; etc. In some of these situations it may be possible to prorate a single subtest, which would be a better practice.

Coding

Coding requires that the individual copies simple symbols as quickly as possible, based on a key that pairs numbers with the symbols. Like Symbol Search, the individual is given 120 seconds to complete the subtest. Coding measures visuomotor processing speed, short-term visual memory, learning ability, cognitive flexibility, attention, concentration, and motivation

Comprehension

Comprehension subtest are posed as questions to the individual, but the content of the questions is based on an understanding of basic principles and social situations, rather than factual knowledge. This subtest measures verbal conceptualization, verbal expression, practical knowledge, social judgment, crystallized intelligence,and common sense

STATISTICAL vs.CLINICAL Significance

Consider statistical significant first Is it real? Consider clinical significant next Is it rare?

10. The WAIS-IV is more consistent than its predecessors with the emerging dynamic model of intelligence because of its enhanced assessment of: a. verbal comprehension and perceptual reasoning. b. verbal comprehension and working memory. c. perceptual reasoning and processing speed. d. working memory and processing speed.

D

13. On average, the performance of individuals age 65 and older show the greatest decline compared with those under age 65 on which of the WAIS-IV composite indices? a. VCI b. PRI c. WMI d. PSI

D

5. The term most equivalent to "base rate" is a. statistical significance. b. probability-of-success. c. minimum level of performance. d. probability-of-occurrence.

D

8. The most important reason for probing responses is to query a response when: a. it is on the borderline between a 1 point and a 2-point response. b. it is on the borderline between a 0 point and a 1-point response. c. it is not clearly equivalent to one of the examples in the scoring criteria. d. it is incomplete, vague or unclear.

D

Digit Span

Digit Span also measures attention, auditory processing, and mental manipulation (Reynolds, 1997; Groth-Marnat, 2009; Sattler & Ryan, 2009). All three tasks are administered to each individual.Arithmetic items require the individual to mentally solve arithmetical word problems within a time limit. The Arithmetic subtest measures working memory, mental manipulation, attention, concentration, sequential processing, and numerical reasoning (Kaufman & Lichtenberger, 1999, 2006; Groth-Marnat, 2009; Lichtenberger & Kaufman, 2009; Sattler & Ryan,2009).

Cancellation

For Cancellation, the individual searches for specific colored shapes within a larger array of colored shapes, marking only the specified shapes.There are two items with different colors and shapes. Both items are administered to an individual, and each item has a time limit of 45 seconds. Although designed to measure the same construct as the Cancellation subtest of the Wechsler Intelligence Scale for Children - Fourth Edition(WISC-IV; Wechsler, 2003), the WAIS-IV Cancellation subtest uses abstract shapes rather than animals. Cancellation tasks are used to measure visuomotor processing speed, visual selective attention, and visual neglect

Letter Number Sequencing

For Letter-Number Sequencing, the examiner reads a series of letters and numbers. The individual recalls the numbers first, in ascending order, and then the letters, in alphabetical order. Although there is no time limit for the individual to respond, the examiner reads each number or letter out at the rate of one number per second. Letter-Number Sequencing measures working memory, mental manipulation, attention, concentration, and short-term auditory memory

Matrix Reasoning

For items on Matrix Reasoning, the individual completes a matrix or serial reasoning problem by selecting the missing section from five response choices. Items are not timed. Matrix Reasoning measures fluid intelligence, visuospatial ability, simultaneous processing, and perceptualorganization

FSIQ

Forms the basis for the interpretation of all other test results A composite index of "general intelligence," or general cognitive ability Most reliable & valid of Wechsler indices Score estimates examinee's standing in the general population (modeled by standardization sample) Tells nothing about the underlying dimension on which individuals vary

Flynn Effect

Gains in test performance from one generation to the next across developed and under-developed nations About 3 FSIQ points per decade in US Greater gains on nonverbal than on verbal tests Gains persist through adulthood Flynn argues against "true" increase in "g" Narrower problem-solving ability Greater familiarity of tests Greater visual stimulation and practice Increase in "modernity"?

4. What are some variables, other than a genuine decline in verbal ability, that might lead to a lower VCI score when the client is tested a second time the WAIS-IV?

If an individual takes a test before it is renormed and then takes it again after the test has been re normed, the same raw score is converted into a lower scaled score. Also, if an individual ages so as to change in which age group they fall in, their score could decline if their VCI has remained constant.

GAI

If base rate for difference between VCI & PRI are > 9%, but the base rates between the other indices are below that, use the GAI. The VCI & PRI are clinically similar, so the composite GAI is a good way to represent this

Information

Information items are posed as questions addressing a broad range of general knowledge. It measures fund of knowledge, long-term memory and retrieval, verbal comprehension, and crystallized intelligence

Similarities

Items on the Similarities subtest require that the individual describes how two common objects or concepts are similar. This subtest measures verbal concept formation, abstract verbal reasoning, categorical thinking, and the ability to distinguish between non-essential and essential features

CRYSTALLIZED ABILITY

Learned" ability Involved in tasks that utilize Previous training Education Acculturation Vocabulary as prototypical test

Visual Puzzles

Measure of spatial, visual-perceptual reasoning To complete each Visual Puzzles item, the individual selects the three response options (from six) that could be combined to reproduce a geometric image. Items are timed. It was designed to be a non-motor task that would measure similar constructs to those measured by the WAIS-III Object Assembly subtest. It was devised to measure perceptual reasoning, visuospatial ability, analysis and synthesis, and simultaneous processing

Picture Completion

Picture Completion items consist of a pictured object or scene with a missing part. The individual must identify the missing part within 20 seconds. The subtest measures visual perception, perceptual organization, and attention to visual detail

Perceptual Reasoning Index PRI

Primarily fluid reasoning with some perceptual organization

GENERAL STRATEGY

Proceed from more comprehensive indices to less comprehensive indices FSIQ > > > Individual subtests Consider statistical significant first Is it real? Consider clinical significant next Is it rare?

Figure Weights

Quantitative reasoning: inductive and deductive For each Figure Weights item, the individual selects the response option (from five) that would keep a pictured scale in balance. The weights are represented by geometric shapes of different colors, and more difficult items require the individual to view more than one scale with established weight relationships to determine the response choice that keeps the scale balanced. Items are timed. It was designed to measure fluid reasoning; more specifically, quantitative and analogical reasoning

FLUID ABILITY

Raw" ability Problem solving Adaptation and flexibility Unfamiliar stimuli Matrix Reasoning as prototypical test Figure Weights an additional Gf test

What are the major advantages of psychological tests over the available alternatives

Standardized Variance in the test scores reflects individual differences rather than differences in test administration Quantitative Precision Objectivity Economical and efficient Best and sometimes only feasible way of collecting certain types of data

Symbol Search

Symbol Search requires the individual to search for two target symbols within a row of symbols. Individuals use a pencil to mark either the matching symbol or a ''no'' box to indicate responses, and have 120 seconds to complete as many rows (items) as possible. Symbol Search measures visuomotor processing speed, short-term visual memory, visual discrimination, attention, and concentration

"g"

Test scores on very different cognitive tasks show a "positive manifold" They are positively correlated to varying degrees Factor analysis yields a single general factor of intelligence This general factor is called "g"

GAI General Ability Index

The GAI is a composite score based on the three Verbal Comprehension subtests and the three Perceptual Reasoning subtests that contribute to the VCI and the PRI. The GAI excludes contribution of Working Memory and Processing Speed subtests

Processing Speed Index PSI

The PSI measures the speed of mental processing, using visual stimuli and graphomotor skills, and is importantly related to the efficient use of other cognitive abilities.

Vocabulary

The Vocabulary subtest is primarily composed of verbal items, but picture items are also included to extend the floor of the subtest. For picture items, the examinee names pictured objects; for verbal items, the individual defines words that are presented and read aloud by the examiner.This subtest measures verbal concept formation, language development,and word knowledge, and also requires long-term memory

Working Memory Index WMI

The WMI measures attention, concentration, and working memory. Working memory is the ability to hold information in mind temporarily while performing some operation or manipulation with that information, or engaging in an interfering task, and then accurately reproducing the updated information or correctly acting on it. The core Working Memory subtests are Digit Span (DS) and Arithmetic (AR). Letter-Number Sequencing (LN) serves as a supplemental subtest for individuals aged 16-69 years.

CONCLUSIONS

The Wechsler Full Scale IQ is the most widely accepted measure of psychometric intelligence This dimension of human variability reflects genetic as well as social and biological environmental influences Psychometric intelligence is a somewhat limited index of intelligence as construed by a wide variety of theorists It is most closely associated with academic competence It does predict outcomes in on wide variety of socially valued behaviors

STRUCTURE AND CONTENT OF THE WAIS-IV

The basic structure of the WAIS-IV is depicted in Figure 1.1. The 15 subtests (12 subtests for adults over 69 years of age) are organized into 4 index scales representing different cognitive domains: Verbal Comprehension, Perceptual Reasoning, Working Memory, and Processing Speed. The index scales comprise the full scale. Core subtests are typically used to derive the composite scores (i.e., the index scores and FSIQ). Supplemental subtests (shown in parentheses) may be administered in addition to the core subtests to provide additional clinical information, or they may be administered in place of core subtests should one be spoiled or invalid.

STRUCTURE

VCI Similarities Vocabulary Information (Comprehension) PRI Block Design Matrix Reasoning Visual Puzzles (Figure Weights) (Picture Completion) WMI Digit Span Arithmetic (Letter-Number Sequencing) PSI Symbol Search Coding (Cancellation)

Gc-Gf Patterns

VCI > PRI Emphasis on achievement Hard work May be less able to deal with "surprises" PRI > VCI Cultural disadvantage Learning disability Caution: Look for consistency with other data

Socioeconomic Influences

VCI > PRI more common in children of professionals PRI > VCI more common in children of unskilled workers Experiences can shape relative skills in the verbal and nonverbal spheres

3. An individual's WAIS-IV results include the following data. Explain what each of following mean in a way that would be understandable to someone not familiar with the test or with psychometrics: a. Full Scale, b. Sum of scaled scores = 96, c. FSIQ=97, d. 42 percentile rank, e. 95% confidence interval = 93-101

a scaled score is conversion of a score on a subtest to a new score based on the individuals age, the sum of scaled scores takes the converted raw scores and adds them to obtain the total sum of scaled scores.

Practice Effects

practice effect evident in WAIS with an increase in scores on subsequent administrations, smallest test-retest improvement was VCi (+2.5), WMI was also good-(+3.1) PSI (4.4), FSIQ was 4.3, PRI 3.9- practice effect is the average amount of points that subject improved on subsequent assessment.

Verbal Comprehension Index VCI

reflects and individuals ability to comprehend verbal stimuli , reason with semantic material, and communicate thoughts and ideas with words