Psychological Testing Test 2
David Wechsler
(1896-1981) - born in Romania - studied psych at Columbia University - became a psych examiner for the Army after volunteering to help score the Army Alpha Test during WWI and he met psychologists, Edward Thorndike and Robert Yerkes - provided insight into information missing in the Stanford Binet In 1939 he developed the Wechsler-Bellevue Scale to understand the importance of nonverbal aspects of intelligence - "The aggregate or global capacity of the individual to act purposefully, to think rationally and to deal effectively with his environment"-Wechsler (1958) - began applications of a verbal scale and performance scale - pioneered the multiple intelligence index scores approach to intelligence: Hierarchy = Full Scale IQ: verbal // performance - nonrepresentative sample of 1081 whites from the eastern United States - early criticism: verbal in language and reading
Category Format
10-point rating systems: rating 1 as the lowest and 10 as the highest -- can have either more or fewer categories than a 10 point -- affected by the groupings of people or things being rated -- ratings change depending on context -- clear response options which allows for higher reliability and validity -- define endpoints and frequently remind the respondents about their definitions --optional number of categories required depends on the fineness of the discrimination that subjects are willing to make -- increasing the number of choices beyond nine can reduce reliability by leading to a higher chance of having an element of randomness and the respondents cannot discriminate between the fine-grained choices -- reliability also suffers when there is less than four categories -- related concept is a visual analogue scale which is popular for measuring self-rated health.
DISC
Author: Dr. William Moulton Marston (aka: Charles Multon) Other Authors include: Walter V. Clark and John Geier Purpose: to express behavioral expressions based on one's everyday behavior Design: administration: self-report - generally takes 5 to 10 minutes to complete - category: personality test - reliability: test-retest at 1 week, 5 to 7 months, and at 1 year - validity: construct validity // intercorrelations between construct validity Format: contains 28 groups of four statements where one considers the statement that is most like them and the statement that is least like them.
Theodore Simon
Binet partnered with this man to create the Binet Simon Scale in 1905 // goal was to practice a more modern form of intelligence testing specifically designed to predict students' future progress in the Parisian schools
Wechsler Adult Intelligence Scale (WAIS) (WAIS-IV)
Developed in 2008 and in current use Purpose: designed to assess the cognitive ability of adolescents and adults - measures adult intelligence Design: administration: individual test - time: 59 to 100 minutes - category: intelligence and general aptitude - norm group: 2,200 individuals stratified across variable age, sex, race/ethnicity, education, and region (based off 2005 U.S. Census) - Scoring/ Scoring IQ: ratio IQ: mental age/chronological age x 100 - deviation IQ: placing scores on the Normal(Bell) curve in comparison to scoring of the norm group. Calculating how many standard deviations from the mean and the individual scores resides - full scale IQ(FSIQ): mean of 100 and SD of 15 - General Ability Index(GAI): mean of 100 and SD of 15 - Index scores: mean of 100 and SD of 15 - subtests scores: mean of 10 and SD of 3 Format: 10 subtests broken down into four indexes
Basic Interests Scales
Strong Interests Inventory represent specific interest areas that often point to work activities, projects, course work, and leisure activities that are personally motivating or rewarding - Interests levels (very little, little, moderate, high, very high) are determined by comparing scores against your average gender scores and one receives their TOP 5 & BOTTOM 3 interests - Answers: "What am I most interested in doing?" - 30 scales broken down under the 6 themes - a. realistic: interests in nature, agriculture, athletics, machines, computer networks, working outdoors - b. investigative: interests in mathematics, medicine, science, research - c. artistic: interests in performing arts, self-expression, art-appreciation, communication, culture - d. social: interests in religion, people, teamwork, helping, community service - e. enterprising: interests in politics, business, leadership, entrepreneurship - f. conventional: interests in office management, organization, data management, accounting, investing, information systems.
Stanford Binet 1916
Lewis Terman of Stanford University increased the size of the standardization sample which consisted of white, native-Californian children - Incorporated William Stern's IQ concept first made public in 1912 and the first use in the US - this was the first published intelligence test to provide organized and detailed administration and scoring instructions - added an increased age range (3-14 years plus average and superior adults) // added an alternate item
Occupational Scales
Strong Interests Inventory compares 130 scales to a total sample of 206 males and females - gives results of the top 10 occupations most closely aligned with your interests - Answers: "Where do I want to work?"
General Occupational Themes (GOT)
Strong Interests Inventory measures six people-environment interest pattern categories that can be used to describe ones personality - Answers: "What are my career motivators?"
Leiter International Performance Scale
2013 Purpose: offers a completely nonverbal measure of intelligence that is ideal for use with those who are cognitively delayed, non-English speaking, hearing impaired, speech impaired, or on the autism spectrum Design: administration: individually - game-like tasks assessing cognitive, attentional, and neuropsychological abilities - intended for ages 3 to 75 years - time: 20 to 25 minutes - norms: sample of 1,600 typical individuals reflecting the general population in terms of ethnicity/race, gender, and age Format: 10 subtests organized into four domains: fluid intelligence - visualization - memory - attention Theoretical Framework: Five fluid intelligence subtests: sequential order(SO) - form completion(FC) - classification and analogies(CA) - figure ground(FG) - matching/repeated patterns(M/RP)-optional Five attention and memory subtests: forward memory(FM) - attention sustained(AS) - reverse memory(RM) - nonverbal stroop(NS) - attention divided(AD) Social/Emotional Scale gathers information on the following domains: Attention organization skills - impulse control - activity level - anxiety, energy, and feelings - mood regulation - sociability - sensory reactivity
Dichotomous
A format that offers two alternatives for each item - true-false examination - yes-no format - advantages: obvious simplicity, ease of administration, quick scoring, and the items require the test taker to declare absolute judgement - disadvantages: encourage students to memorize material, do not allow students to show that they understand this complexity, and only 50% chance of getting an item correct - to be reliable, it must have many items >> these test are less reliable and less precise
Polytomous
A format that sometimes known as the polychotomous - each item has more than two alternatives - a point is given for the selection of one of the alternatives - multiple-choice examination - advantages: easy to score, probability of obtaining a correct response by chance is lower, takes little time for test takers to respond to the items so it can cover a large amount of information in a short time - must determine which alternative is correct - distractors: incorrect choices - disadvantages: unfocused stem- should not have to read options to figure out what question is asking // negative stem- exclude negative terms such as not and except // window dressing- avoid information that is irrelevant to the question or concept // unequal option length- correct answers and the distractors should be about the same length // negative options- exclude negative response options such as "not" // clues to the correct answer- avoid vague items such as might, may, and can // heterogenous options- all item options should be in the same general category.
Secondary Needs (Psychogenic Needs)
A part of the TAT Murray's Theory of Psychogenic Needs Psychological, nurturing, independence, and achievement - a. Ambition: superiority, achievement, recognition, exhibition - b. materialistic: acquisition, conservancy, order, retention, construction - c. power: dominance, deference, autonomy, contrarian, in avoidance - d. affection: affiliation, rejection, nurturance, succorance, play - e. information: cognizance, exposition
Primary Needs (Viscerogenic Needs)
A part of the TAT Murray's Theory of Psychogenic Needs basic needs based on biological demands
Likert Format
A popular format for attitude and personality scales that require respondents indicate the degree of agreement with a particular attitudinal question - used as part of Likert's method of attitude scale construction - five alternatives are offered: strongly disagree, disagree, neutral agree, strongly agree - six options used to avoid being able to give a neutral response: strongly disagree, moderately disagree, mildly disagree, mildly agree, moderately agree, strongly agree - scoring requires that any negative worded items be reversed scored and the responses are then summed - can be subjected to factor analysis, test developers can find groups of items that go together -- used to create Likert scales that require assessment of item discriminability.
Strong Interests Inventory (SII)
Author was Edward Kellog Strong Jr. (E.K.) Purpose was to provide Individuals with information about themselves and their preferences to aid in career exploration - Help one make decisions about their career and education - Measures INTERESTS to help guide one towards rewarding careers, work activities, education programs, and leisure activities. Design: administered in an individual or group format - typically given digitally and takes one 35-40 minutes to complete - category: vocational test - normative data: general representative sample (GRS) of 2,250 people ( 1,125 men & 1,125 women) - scoring: mean of 50 // standard deviation of 10 - reliability date: Cronbach's Alpha Reliability of 0.92-internal consistency // test-retest of 0.85 // validity: construct validity by convergent // discriminant validity Format: 306 5-point Likert scale ( ex: strong disagree, disagree, neutral, agree, strongly agree) broken down into 4 sections.
Stanford-Binet
Author: Alfred Binet - born in France in 1857 - fascination with Charles Darwin and John Stuart Mill led him on a psychological path Other people involved in its changing over the years include: Theodore Simon, Charles Spearman, Cattel-Horn-Carroll Sought to measure intelligence
Thematic Apperception Test (TAT)
Author: Henry Murray(primary creator) and Christina Morgan in 1935 Purpose: a method of revealing to the trained interpreter some of the dominant drives, emotions, sentiments, complexes, and conflicts of personality - measure human needs and to ascertain individual differences in motivation - "An aid to the exploration of personality" -Murray - used in fields with a high level of stress: law enforcement, military - used to determine therapy for mental illness patients, for analyzing the why Design: administration: individual test // typically 100 minutes per session across 10 cards, so 10 minutes per card // two part administration: the participant is interviewed with 10 cards on day one and another 10 cards on day two - type: projective test - category: personality test - intended for ages 4 and Up // additional forms are made specifically for children (CAT) and seniors (SAT) - scoring: very subjective // many criticisms have been written about the best ways to score consistently using the TAT Format: 20 black and white cards that consist of often vague and sometimes provocative images to guide storytelling - tell the story: the aim of each card is to acquire projection of the participant's personality onto the characters.
Wide Range Achievement Test (1941)
Author: Sidney W Bijou and Joseph Jastak Purpose: measures and individual's ability to read words, comprehend sentences, spell, and compute solutions to math problems -- measure of the basic academic skills necessary for effective learning, communication, and thinking: reading and spelling words and performing basic mathematical calculations - quick, simple, and psychometric sound measure of fundamental academic skills Design: administration: individual test - category: aptitude - achievement - intelligence - level I for ages 5 to 11 and level II for ages 12 to 94 - Norms: based on 15,200 subjects for seven states that was stratified by age, sex, and approximately by ability. Scoring: standard scores with a mean of 100 and a SD of 15, percentile scores, and grade levels Reliability: split-half reliabilities of .98 for Reading at both levels - it was .96 for spelling I - it was .97 for Spelling II - the reading and spelling ranged from .88 to .94 for different age groups - they ranged from .79 to .89 for arithmetic Validity: correlates with the Peabody Individual Achievement Test (PIAT) and other IQ tests - internal consistency - convergent - discriminant validity Format: two equivalent forms Theoretical Framework: Blue and Green forms which enables retesting within short periods of time without potential practice effects that occurs from repeating the same items
Woodcock-Johnson
Author: Woodcock and Johnson Purpose: Assesses general intellectual ability (g), specific cognitive abilities, scholastic aptitude, oral language, and achievement - pinpoint specific deficits in cognitive ability - isolate specific areas of concern, provide accurate diagnoses, and even suggest avenues of intervention. Design: administration: individual test - category: aptitude - used in educational settings - standardization included a large sample representative of the U.S. population in terms of gender, race, occupational status, geographic region, and urban versus rural status. Scoring: compare score of cognitive ability with score on achievement and that results in knowing if one has possible learning problems - the specific regression coefficients between all predictor and criterion variables for each age and population groups allows evaluators to calculate the presence and significance of both intra-ability discrepancies and ability-achievement discrepancies. Reliability: median test reliabilities have split-half reliabilities in the .80's and .90's Validity: criterion validity Format: 22 section achievement test - test batteries - 9 skills are tested in the cognitive abilities based off of the CHC model
Columbia Mental Maturity Scale-Third Edition (CMMS)
Authors: Bessie Burgemeister, Lucille H. Blum, and Irving Lorge Purpose: designed to assess the reasoning ability of children // measures ability in normal and people with sensory, physical, or language disabilities Design: administered: individually- category: intelligence - time: 15 to 20 minutes - age: 3 years, 6 months to 9 years, and 11 months - Norms: standardized on 2,600 children stratified on the basis of parental occupation, race, geographic location, and size of residence community Scoring: yields several scores: raw score, age deviation score, percentile rank, stanine, and maturity index - the age deviation score is a standard score with a mean of 100 and a SD of 16 - the maturity indexes are comparable to mental ages, although they are more global, employing the use of ranges of age rather than specific mental ages Reliability: Split-Half reliabilities reported on 13 age levels, with the items for each level divided in half forming two half-tests for each age level - Internal consistency coefficients ranging from low of .85 to high of .91 with a median split-half coefficient of .90 for the standardization group, indicating excellent internal consistency - Test-retest reliability coefficients for three different age groups are reported for an interval of 7 to 10 days // a median test-retest reliability of .85 Validity: Interlevel standard scores of the CMMS correlate substantially with the various subtests scores of the SAT with a median value of .57 for all Primary I Battery subtests // median value of .47 for all Primary II Battery subtests - correlation of CMMS scores and two measures of intellectual ability (Otis-Lennon Mental Ability Test and Stanford-Binet Intelligence Scale) are reported as concurrent validity - the ADS of the CMMS and the deviation IQ of the Otis-Lennon correlated from .62 to .69 // the deivation IQ score of the SB and the ADS of the CMMS correlated .67 Format: 92 pictorial and figural, classification items arranged in a series of eight overlapping levels - each of the eight levels contains between 51 and 65 items that are appropriate for a specific chronological age
Stanford Binet 5th Edition 2003
Current Used Edition Major Uses: measures general cognitive functioning - helps diagnose developmental disabilities and exceptionalities in children, adolescents, and adults - provides clinical and neuropsychological assessment - researches a patient's abilities - special education placement - assists in social security evaluation - guide treatment program development - designed to asses intelligence and cognitive abilities Age range of use: 2 years to 85 years Norm Group: 4,800 participants Category: Intelligence and General Aptitude Administration: Individual Test Time: 45-75 minutes Subtests: 10 total subtests - 1 verbal and 1 nonverbal for the factors - 2 routing subtests: nonverbal fluid reasoning and verbal knowledge (these 2 can be used as the SB5 abbreviated battery) Yields several scores for more accurate identification of delays and/or exceptionalities: nonverbal and verbal IQ scores are based on summing the five nonverbal and five verbal subtests - the full scale IQ is based on all 10
Thematic Apperception Test (TAT)
Key Items for Consideration Current situation: what is happening at the moment? Characters: what are they thinking and feeling? Preceding events: what has led up to the event shown? Outcome: what was the outcome?
Stanford Binet 1960
New IQ tables created by an increase in age level - deviation IQ: new base standard score of a mean of 100 and a standard deviation of 16 - combined L & M versions and edited out the items of lesser quality - first use of toys to engage younger subjects
William Moulton Marston (Charles Multon)
Ph.D. from Harvard - focused on practical explanations by directly observable and measurable psychological phenomena - he was involved in the creation of the polygraph test - he is most famous for inventing and being the author of the superhero wonder woman - had high value for women's rights and suffrage, birth control, and empowerment
Illinois Test of Psycholinguistic Abilities (ITPA-3)
Purpose: provides information about a child's oral and written language processing // useful for identifying strengths and weaknesses in linguistic abilities // measure of children's spoken and written language Design: administered individually for ages 5 through 12 - time: 45 to 60 minutes - Scoring: subtests scores are combined to form 7 specific composite scores as well as general composite scores for spoken, written, and overall language // all scores reported to standard scores, percentile ranks, and age equivalents based on a nationally representative sample of 1,522 children Format: three stages for the process of an output stimulus - 12 subtests that measure the individual's ability to receive visual, auditory, or tactile input independently of processing and output factors
Stanford Binet 1937
edit began in 1926 with the aid of a Stanford colleague, Maude Merrill - extended the age range down to the 2 year old level - added the maximum possible mental age to 22 years,10 months - scoring standards and instructions were improvised to reduce ambiguities, enhance the standardization of administration, and increase interscorer reliability (new manual with scoring examples) - Reliability improvement: obtained through a standardized sample from 11 states across multiple regions // 2 versions created: L & M > parallel forms designed to be equal in terms of both difficulty and content - problems: reliability coefficients higher for older subjects than for younger ones // each age group in the sample produced a unique standard deviation of IQ scores which created a differential variability - Lewis Terman passed in 1956 before publication
Validity
Stanford Binet 5th content validity, criterion related, concurrent (empirical item analysis), and construct validity // major emphasis on high correlations with the Wechsler scales and previous editions of the Stanford Binet: especially with population of giftedness and retardation
Reliability
Stanford Binet 5th split-half with Spearman-Brown Formula- nonverbal: .85 to .89 // verbal: .84 to .89 - Full Scale- 0.98 - Test-Retest- ages 2 to 5 = .92 to .95 // ages 6 to 20 = .90 to .93 // ages 21 to 59 = .89 to .95 // ages 60 and over = .93 to .95 - Interscorer Agreement: .74 to ,97
Scores Availiable
Stanford Binet 5th standard scores, composite scores, subtest scaled scores, percentile ranks, confidence intervals, age equivalents, change-sensitive scores
Five Factors Indexes
Stanford Binet 5th Edition 2003 1. Fluid Reasoning (FR)-ability to solve problems using inductive or deductive reasoning (Gf) // nonverbal: matrices tasks // verbal: analogies - 2. Knowledge (KN)-accumulated fund of information (Gc) // nonverbal: recognize absurdities in pictures // verbal: vocabulary - 3. Quantitative Reasoning (QR)-an individual's facility with numbers and numerical problem solving (Gq) // nonverbal: quantitative reasoning // verbal: verbal quantitative reasoning - 4. Visual/Spatial Reasoning (VS)-ability to see patterns, relationships, and spatial orientations // nonverbal: form board // verbal: positions and directions - 5. Working Memory (WM)- a class of memory process in which diverse information stored in short-term memory in inspected, sorted, or transformed (Gsm) // nonverbal: block pattern memory // verbal: sentence memory
Raw Scores (Standard Scores)
Stanford Binet 5th Edition 2003 Full Scale IQ, Verbal IQ, and Nonverbal IQ- mean of 100 and SD of 15 - each individual subtest- mean of 10 and SD of 3
Artistic
Strong Interests Inventory "creators" // values beauty, originality, independence, imagination, language, emotions, intuition, aesthetics, creative expression, change // ex: J.K. Rowling & Kayne West
Realistic
Strong Interests Inventory "doers" // values tradition, practicality, common sense, craftmanship, bodily strength, making things work, practicality, dependability, physical change // ex: Mia Ham & Lebron James
Social
Strong Interests Inventory "helpers" // values cooperation, generosity, service to others, relationships, personal growth, trust, spirituality // ex: Mother Teresa & Carl Rogers
Conventional
Strong Interests Inventory "organizers" // values accuracy, stability, efficiency, organization, precision, dependability, predictability, practicality, security // ex: Kevin from The Office
Enterprising
Strong Interests Inventory "persuaders" // values risk taking, status, competition, influence, leader, possessions, excitement, financial // ex: Rice & Barack Obama
Investigative
Strong Interests Inventory "thinkers" // values independence, curiosity, learning, knowledge, intelligence, academia, new ideas, innovative, abstract // ex: Fawn Hall & Stephen Hawkins
Personality Style Scales
Strong Interests Inventory allows one insight on their preferences for factors that can be important in ones career, enabling one to narrow their choices more effectively and examine their opportunities - Answers: "How do I want to do it?" - approaches 5 scales that are directly bipolar with positive answers - a. work style: prefers working alone; enjoys data, ideas, or things; reserved // compared to prefers working with people; enjoy helping others; outgoing - b. learning environment: prefers practical learning environments; learns by doing; prefers short-term training to achieve a specific goal or skill // compared to prefers academic environments; learns through lectures and books; willing to spend many years in school; seeks knowledge for its own sake - c. leadership style: is not comfortable taking charge of others; prefers to do the job rather than direct others; may lead by example rather than by giving directions // compared to is comfortable taking charge of and motivating others; prefers directing others to doing the job alone; enjoys initiating action; expresses opinions easily - d. risk taking: dislikes risk taking; likes quite activities; prefers to play it safe; makes careful decisions // compared to likes risk taking; appreciates original ideas; enjoys thrilling activities and taking chances; makes quick decisions - e. team orientation: prefers accomplishing tasks independently; enjoys role as independent contributor; likes to solve problems on one's own // compared to prefers working on teams; enjoys collaborating on team goals; likes problem solving with others
The Theme
Thematic Apperception Test Common theme based on cards
The Need
Thematic Apperception Test What are the needs, motives, and desires of the hero within each scene?
Idiographic
Thematic Apperception Test evaluating the unique features of the participant's view of the world and relationships
The Hero
Thematic Apperception Test identify who is/are the central character(s) in the story
Nomothetic
Thematic Apperception Test the practice of establishing norms for answers from participants of specific ages, genders, races, and education levels
The Press
Thematic Apperception Test what are the important environmental factors that may influence or interfere with the need?
Woodcock-Johnson
Theoretical Framework (FOR WHICH TEST?) Three Test Batteries: test of cognitive abilities - tests of achievement - tests of oral language 9 skills tested: comprehension-knowledge - long-term retrieval - visual-spatial thinking - auditory processing - fluid reasoning - processing speed - short-term memory - quantitative knowledge - reading-writing ability
Illinois Test of Psycholinguistic Abilities (ITPA-3)
Theoretical Framework: (FOR WHICH TEST?) Processes of output stimulus: 1. The senses receive input or incoming environmental information - 2. This information is analyzed or processed - 3. Receive response 12 subtests that measure semantics, grammar, phonology, comprehension, spelling, and sight-symbol and sound-symbol processing: Spoken Analogies: examiner gives four-part analogy and child provides the last part that is missing // ex: "birds fly, fish ___" - swim Spoken Vocabulary: examiner says a word that is an attribute of some noun // ex: "I am thinking of something with a roof" - house Morphological Closure: examiner says oral prompt with last part missing // ex: "big, bigger, ___" - biggest Syntactic Sentences: examiner says a sentence that is syntactically correct but semantically nonsensical // ex: "Red flowers are smart" - child repeats the sentence Sound Deletion: child asked to delete words, syllables, and their phonemes from spoken words // ex: say "weekend" without "end" - week Rhyming Sentences: lists strings of rhyming words that increase in length and the child responds // ex: "noon", "soon", "moon" Sentence Sequencing: forms sentences to form a plausible paragraph // ex: A-I go to school B-I get up C-I get dressed - BCA is the correct sequence Written Vocabulary: child writes a noun that is closely associated with the stimulus adjective // ex: " a broken __" - vase or mirror Sight Decoding: child pronounces a list of printed words that contain irregular parts // ex: "would", "laugh", "height", "recipe" Sound Decoding: child reads aloud phonically rehular names of make-believe animal creatures // ex: Flant, Yang Sight Spelling: examiner reads word allowed and child fills in missing letters from the irregular part of the listed word // ex: examiner says "said" and child fills "s__d" with the missing letters of ai Sound Spelling: examiner reads phonically regular nonsense words and child writes the word of the missing part.
WAIS-IV
Theoretical Framework: FOR WHICH TEST? 10 subtests: vocabulary: vocabulary level - similarities: abstract thinking - arithmetic: concentration - digit span: immediate memory; anxiety - information: range of knowledge - coding: visual-motor functioning - block design: nonverbal reasoning - matrix reasoning: inductive reasoning - visual puzzles: perceptual reasoning - symbol search: information-processing speed Four indexes: Verbal comprehension index (VCI): ability to understand, use and think with spoken language // demonstrates the depths of knowledge acquired from one's environment // retrieval of long-term memory of such information // crystallized intelligence // subtests include: similarities, vocabulary, and information Perceptual Reasoning Index(PRI): ability to accurately interpret, organize and think with visual information // measures nonverbal reasoning skills requiring visual perceptual abilities // subtests include: block design, matrix reasoning, and visual puzzles Working Memory Index(WMI): the ability to register, maintain and manipulate auditory information in consciousness awareness // requires attention, auditory and visual discrimination and concentration using the phonological loop or visual sketchpad // subtests include: digit span, arithmetic, and letter-numbering sequencing Processing Speed Index(PSI): measures the speed and accuracy of visual identification, decision making, and decision implementation // related to visual scanning, visual discrimination, short-term visual memory, and concentration // subtests include: digit symbol-coding and symbol search
DISC
Theoretical Framework: behavioral expression of emotions categorized into 4 primary types that operate with dynamically opposing things: Dominance: direct, strong-willed, forceful Influence: sociable, talkative, lively Steadiness: gentle, accommodating, even-tempered Conscientiousness: reserved, analytic, logical
Rosenthal Effects
experiments conducted by Robert Rosenthal and his colleagues to find the affected data of what the experimenter expects to find -- the effects are obtained when all experimenters follow a standardized script reducing subtle nonverbal communication between the experimenter and the subject.
Reliability
WAIS-IV Spearman-Brown split-half ranging from low .80s to upper .90s - Internal Consistency Coefficients for FSIQ: .97 to .98 // Factor Index Scores: 0.87 to .98 // Subtests: .71 to .96 - Test-Retest Average of 22 days apart with coefficients ranging from mid .70s to upper .80s - Interscorer Agreement ranging from .98 to .99
Validity
WAIS-IV based on test content, internal structure, relationships with other test (Wechsler), and distinct group differences comparisons - Subtests and index score correlation matrices showed that subtests within the same domain had higher correlations with each than those of a different
Charles Spearman
Was involved with the Stanford Binet Created the Model of General Mental Ability (g) in 1904 // intelligence can be boiled down to a single factor (g) supplemented by several other factors- S1: numerical reasoning, S2: vocabulary, S3: mechanical skill
Adjective Checklists
a subject receives a long list of adjectives and indicates whether each one is a characteristic of himself -- can be used to describe oneself or someone else -- requires subjects to endorse such adjectives or not, allowing only two choices for each item.
Computer-Based Testing
advantages: excellence of standardization // individually tailored sequential administration // precision of timing responses // release of human testers for other duties // patience - test taker not rushed // control of bias -- offers advantages in test administration, scoring, and interpretation, including ease of application of complicated psychometric issues and integration of testing and cognitive psychology -- students are less likely to disclose socially undesirable information during a personal interview than on a computer -- guidelines for computer-based Internet testing: highest quality computer displays, protections against technical problems such as poor internet connections, assurance of high psychometric properties of the tests, and the need to consider differential experience with computers by test takers.
Stanford Binet 4th Edition 1986
attempted to retain the strengths of all of the previous revisions while eliminating the weaknesses - eliminated the age scale format and incorporated a format where items with the same content were placed together into any one of 15 separate subtests to create point scales // example: all vocabulary items are placed together in one test; all matrix items are placed together in a second - began operating off the CHC model: the top of the hierarchy is general intelligence but there are now five factors of verbal and nonverbal- a. fluid reasoning (FR) b. knowledge (KN) c. quantitative reasoning (QR) d. visual/spatial reasoning (VS) e. working memory (WM) - Point scales allowed for the first use of composite scoring in relation to an overall "level of intelligence" - problems: the quality of the standardization sample remained under scrutiny due to the lack of clarity regarding how many minorities were in the representation // over representation of college-educated professionals and their children // toys were removed and the "game-like" appeal was lost
Test Examiner/Examinee Relationship
this relationship can affect test scores -- examples: conditions of an examiner who uses friendly communication and verbal reinforcement versus an examiner who did not initiate conversation nor reinforcement // examiners who provide disapproving, approving, or neutral comments -- familiarity with the test taker and preexisting notions about their ability can either positively or negatively bias test results -- subtle cues given by the test administered can affect the level of performance expected by the examiner.
Walter V. Clark
created the Activity Vector Analysis in 1956 based off od Moulton's theory - utilized for selection by business based on personalities of aggressiveness, sociable, stability, avoidance
John Geier
created the Personal Profile System in the 1970s - removed insufficient items and added new ones resulting in the PPS 2800 (1994) and became known as the first DISC assessment - updated versions released by originating publisher in 2003 and 2007
Wechsler Preschool and Primary Scale of Intelligence (WPPSI)
designed for ages 2.5 to 7 and 7 months - operates on three factor index scores: verbal comprehension, visual spatial, and working memory - flexible use of fewer or greater subtests depending on the child's attention, ability and need
Wechsler Intelligence Scale for Children (WISC)
designed for ages 6 to 16 and 11 months - operates on five factor index scores - heavy influence is placed upon speed of thought and response - special attention and consideration for populations with specific learning disabilities, ADD, ADHD, traumatic brain injuries, and autism spectrum disorder
Binet Simon Scale 1905
determined he wanted to measure human intelligence, and developed items for this purpose - 30 items of increasing difficulty - 3 terms used to label a learning deficiency: moron-the mildest level of impairment // imbecile-moderate levels of impairment // idiot-most severe form of intellectual impairment - normed against 50 French school children previously declared as 'Normal' - test generally took 45-90 minutes to complete - designed to place children in appropriate academic setting, determine cognitive and intellectual disabilities, learning disabilities based on their verbal, language, and reading abilities - problems: measuring unit, normative data, validity documentation
Item Discriminability
determines whether the people who did well on particular items have also done well on the whole test -- a. extreme group method: compares the people who have done well with those who have done poorly // then you find the proportions of people in each group who got each item correct // the difference between the proportions is the discrimination index -- b. point biserial method: find the correlation between the performance on the item and the performance on the whole test // rpbis= [ mean of Y1 - mean of Y / Sy] x the square root of Px / 1 - Px
Interview Validity
three goals: interviewers must be motivated to form an accurate expression of the interviewee - the interviewer must focus more attention on the interviewee in order to notice, remember, and use individuating information that is not consistent with initial perceptions.
Gf-Gc Theory
intelligence can best be conceptualized in terms of multiple intelligences rather than a single score fluid intelligence (gf): the ability to engage in thoughtfulness, reasoning, and acquiring new knowledge; capability crystallized intelligence (gc): already acquired knowledge and understanding
Proper Attitudes
interpersonal influence ( degree to which an individual can influence another) is related to interpersonal attraction ( degree to which people share a feeling of understanding, mutual respect, similarity, and the like) -- attitudes related to good interviewing skills: warmth, genuineness, acceptance, understanding, openness, honesty, and fairness -- poor attitudes: cold, defensive, uninterested, uninvolved, aloof, and bored.
Binet Simon Scale 1908
introduced the principle of age differentiation with an age scale that grouped the items according to age level rather than simply one set of items increasing difficulty // introduced the concept of mental age - continued the design of only assessing verbal, language, and reading ability - problems: focuses so much on verbal and language aspects
Interview Reliability
measured in terms of agreement among interviewers on variables, such as intelligence and traits -- the more structured the interview, the more the interviewers agree -- training enhances reliability
Levels of Responses
measures of understanding: a. level one: bear little or no relationship to the interviewee's response -- the two subjects are really only talking to themselves -- b. level two: communicates a superficial awareness of the meaning of a statement // the response never quite goes beyond his or her own limited perspective // neither subject really responds to what is going on with the other -- c. level three: response is interchangeable with the interviewee's statement // examples: paraphrasing, verbatim playback, clarification statements, and restatements -- d. level four: interviewer adds "noticeably" to the interviewee's response -- e. level five: interviewer adds "significantly" to the response.
6 Responses that keep interaction flowing
minimum effort to maintain the flow: a. traditional phrase: "yes", "I see", "go on" -- b. verbatim playback: repeats interviewee's exact words -- c. paraphrasing and restatement: repeats interviewee's response using different words -- d. summarizing: pulls together the meaning of several responses -- e. clarification response: clarifies the interviewee's response -- f. empathy and understanding: communicates understanding
Item Response Theory
new approach to item analysis -- according to classical testing, a score is derived from the sum of an individual's responses to various items that represents a specific trait or ability -- each item on a tests has its own item characteristic curve that describes the probability of getting each particular item right or wrong given the ability of each test taker // the areas where the test taker starts to have difficulty is identified through computer programs -- advantages: builds on traditional item analysis models and can provide information on item functioning, value of specific items, and the reliability of a scale -- test takers score is defined by the level of difficulty of items that he or she can answer correctly -- computer administration increases the reliability by 50% -- specialized applications for these certain problems: measurement of self-efficacy, psychopathology, industrial psychology, and health -- the IRT can identify respondents with unusual response patterns giving insight into cognitive processes of him or her -- it also reduces the bias against people who are slow in completing test problems.
Stanford Binet 1972
new standardization group consisting of a representative sample of 2100 children - new norm that included non-whites
Directive Interview
personnel offer directed, guided, and controlled the course of the interview -- narrow and restricted -- generally designed to elicit information pertaining to qualifications and capabilities.
Stereotype Threat
pressure on test takers victimized by negative stereotypes -- examples: belief that women have less mathematical aptitude than men // intelligence is a fixed trait in which african americans tend to get lower grades in comparison to white students who are equally prepared // cues about the testing environment can exacerbate testers concerns -- stereotype threat depletes working memory by engaging their cognitive processes to focus their attention on themselves rather than on the test -- self-handicapping: give themselves an alternative explanation for disappointing performance when faced with the expectation that they may not perform well so they produce a reduced level of effort -- this threat can cause physiological arousal which can facilitate performance on easy test but interfere with performance on more challenging assessments -- remedies for stereotype threat: conduct studies in a real-life situation instead of in a laboratory // remove questions concerning age, race, and sex // addressing in such ways that it is a non diagnostic test can reduce the stereotype threat.
Q-sort
similar to checklists but increases the number of categories -- used to describe oneself or provide ratings of others -- subject is given statements and asked to sort them into nine piles -- statements that were really descriptive were placed in pile nine and the ones that were least descriptive were placed in pile one -- frequency of items placed in each of the categories usually looks like a bell-shaped curve.
Cattell, Horn, Carroll
they were responsible for theory of cognitive abilities including: Fluid reasoning (Gf) Comprehension-knowledge (Gc) Short-term memory (Gsm) Cognitive processing speed (Gs) Visual processing (Gv) Auditory processing (Ga) Quantitative knowledge (Gq) Reading and writing (Grw) Decision and reaction speed (Gt) Long-term storage and retrieval (Glr)
Test Anxiety
the mental state of the subject can affect test scores -- students often have difficulty focusing attention on the test items and are distracted by other thoughts -- appears in three components: worry, emotionality, and lack of self-confidence
Nondirective Interview
the subject decides the direction of the interview -- the psychologist comments and responds based off of what the subject brought up -- the psychologist rarely asked questions -- diagnostic interview that focuses on the subject's emotional functioning
