Testing Exam 3 Study Guide
Picture Concepts Wechsler Subtest
- Child is shown a card with two or three rows of pictures and instructed to choose one picture from each row to form a group with a common characteristic - Measures abstract, categorical reasoning
Coding Wechsler Subtest
- Coding A: under 8 years of age - Coding A: child must draw the correct symbol inside a series of randomly sequenced shapes; 5 shapes and each shape is assigned a unique symbol - Coding B: 8 years of age and over - Coding B: examinee must associate one symbol with each of the digits 0-9 and quickly draw the appropriate symbol underneath a long series of random digits - Time limit for both: 2 minutes - The only Wechsler subtest that necessitates on-the-spot learning of an unfamiliar task
Matrix Reasoning Wechsler Subtest
- Consists of figural reasoning problems arranged in increasing order of difficulty - Finding the correct answer requires the examinee to identify a recurring pattern or relationship between figural stimuli drawn along a straight line (simple items) or in a 3 x 3 grid (hard items) in which the last item is missing - Designed to be a measure of fluid intelligence, which is the capacity to perform mental operations such as manipulation of abstract symbols
Why The GRE Does Not Correlate Well With Grades
- Correlation of GRE scores and graduate grades is not a good index of validity because of the restriction of range problem ~Applicants with low GRE scores are unlikely to be accepted for graduate training in the first place, thus, relatively little info is available with respect to whether low scores predict poor academic performance ~Correlation of GRE scores with graduate academic performance is based mainly on persons with middle to high levels of scores - Unreliability of the criterion (grades) ~Based on the expectation that graduate students will perform at high levels, some professors may give blanket A's such that grades do not reflect real differences in student aptitudes ~Lower the correlation between the predictor (GRE scores) and the criterion (graduate grades)
Digit Span Wechsler Subtest
- Digits forward: examiner reads a series of digits at one per second, then asks the subject to repeat them - Digits backward: examinee must repeat the digits in reverse order, up to a maximum length of 8 digits Measure of immediate auditory recall for numbers
Comprehension Wechsler Subtest
- Eclectic collection of items that require explanation rather than mere factual knowledge - Easy questions stress common sense; difficult questions require an understanding of social and cultural conventions - Social intelligence
Vocabulary Wechsler Subtest
- Examinee is asked to define up to several dozen words of increasing difficulty while the examiner writes down each response verbatim Ex: what is a cup? - Single best measure of overall intelligence on the Wechsler scale
Visual Puzzle Wechsler Subtest
- Examinee is shown a picture of a completed shape such as a rectangle, and asked to select from 6 smaller shapes the 3 that could be used to assemble the larger completed shape - 26 items have strict time limits of 20 seconds for the initial easy items and 30 seconds for the remaining items
Figure Weights Wechsler Subtest
- Examinee is shown a picture of an old-fashioned fulcrum scale that is missing weight(s) on one side - Task is to select from six options the response that would bring the scale into balance - Measures quantitative analogical reasoning; inductive and deductive logic are essential - Easy items: 20 seconds; hard items: 40 seconds
Object Assembly Wechsler Subtest
- Examinee must assemble the pieces of a jigsaw puzzle to form a common object - Examiner does not identify the items, so the examinee must first discern the identity of each item from its disarranged parts - Requires high levels of perceptual organizations (examinee must grasp a larger pattern or gestalt based on perception of the relationships among the individual parts - Least reliable
Block Design Wechsler Subtest
- Examinee must reproduce two-dimensional geometric designs by proper rotation and placement of three-dimensional colored blocks - More difficult items require the analysis of spatial relations, visual-motor coordination, and the rigid application of logic
Picture Completion Wechsler Subtest
- Examiner asks the examinee to identify the "important part" that is missing from a picture Ex: a picture of a table with one leg missing - Presupposes that the examinee has been exposed to the object or situation represented
Letter-Number Sequencing Wechsler Subtest
- Examiner orally presents a series of letters and numbers that are in random order - Examinee must reorder and repeat the list by saying the numbers in ascending order and then the letters in alphabetical order Ex: examiner: R-3-B-5-Z-1-C; examinee: 1-3-5-B-C-R-Z - Test measures attention, concentration, and freedom from distractibility
Information Wechsler Subtest
- Factual knowledge of persons, places, and common phenomena - Measures learning and memory skills insofar as subjects must retain knowledge gained from formal and informal educational opportunities in order to answer the items
Symbol Search Wechsler Subtest
- Highly speeded subtest in which the examinee looks at a target group of symbols, then quickly examines a search group of symbols, and finally marks a "YES" or "NO" box to indicate whether one or more of the symbols in the target group occurred within the search group - Measures processing speed
Arithmetic Wechsler Subtest
- Orally presented mathematics problems - Examinee must solve the problems without paper or pencil within a time limit - Requires high levels of concentration and the ability to maintain intermediate calculations in short-term memory
The Difference Between Test Bias and Fairness
- Test Bias refers to objective statistical indices that examine the patterning of test scores for relevant sub-populations Ex: a test would be considered biased if the scores from appropriate subpopulations did not fall on the same regression line for a relevant criterion - Test Fairness: broad concept that recognizes the importance of social values in test usage Ex: based on social conceptions such as one's image of a just society
TONI-4
- Test of Nonverbal Intelligence language -free measure of cognitive ability designed for disabled and language-impaired populations - Brief procedure, 15-20 mins - Well suited for individuals who are deaf, language impaired, or physically limited
Cancellation Wechsler Subtest
- Time subtest in which the child is instructed to draw a line through or "cancel" drawings of animals placed randomly among drawings of inanimate objects (ex: umbrella, car, lightbulb) - Consists of two trials: one with a random arrangement or visual stimuli, and one with clearly structured rows and columns of stimuli
Format for PPVT
- Two parallel versions ~ Each consisting of 4 practice plates and 228 testing places - Each plate contains 4 line drawings of objects or everyday scenes - Examiner presents a plate, states the stimulus word orally, and asks the examinee to point to the one picture that best depicts the stated word - Test items are precisely ordered according to difficulty level, arranged in 19 sets of 12 items each for efficient identification of basal and ceiling levels. - Entry level is determined by age, and examinees continue until they have reached their ceiling level - Test is untimed, but administration seldom exceeds 15 minutes
The Definition of a Learning Disability
An indistinct concept that typically refers to a severe discrepancy between general ability and individual achievement that cannot be explained by sensory/motor handicaps, mental retardation, emotional problems, and cultural deprivation
Crystallized Intelligence
An individual's breadth and depth of acquired knowledge in language, information, and concepts of a person's culture Includes application of verbal and cultural knowledge Good example is the extent of vocabulary that an individual understands
The Best Infant Test
Bailey, followed closely by Binet
Basal and Ceiling Levels
Basal age is the level at which all items can be passed for a particular question I.e. 2 out of 4 items, 6 out of 10, etc. Ceiling age is the level at which all questions are failed I.e. the hardest questions and the highest age a person can be labeled and successfully pass
Cattell-Horn-Carroll (CHC) Theory Theory of Intelligence
Cattell proposed an influential theory of the structure of intelligence that has been revised and extended by Horn and Carroll Taxonomic tour de force that synthesizes the findings from almost a century of factor-analytic research on intelligence Intelligence consists of pervasive, broad, and narrow abilities that are hierarchically organized: Stratum III, II, I Stratum III: single general factor known as "g" oversees all cognitive activities Stratum II: beneath general intelligence, includes several prominent and well-established abilities Stratum I: approx. 70 abilities identified by Carroll
Who Hiskey Nebraska Was Designed For
Children who are deaf, have speech or language impairments or mental retardation, or those who are bilingual
Thurstone and The Primary Mental Abilities Theory of Intelligence
Developed factor analysis procedures capable of searching correlation matrices for the existence of group factors Primary mental abilities can best explain empirical results 1. Verbal comprehension 2. Word fluency 3. Number 4. Space 5. Associative memory 6. Perceptual speed 7. Inductive reasoning
Genetic and Environmental Explanations of Difference in Intelligence Between Whites and African Americans
Differences in the IQ's of the two races is due to genetic factors that underlie the two Differences in the IQ of the two races is caused by very different environmental sources as they develop - Often exposed to much less or to native areas and such
Similarities Wechsler Subtest
Ex: "In what way are shirts and socks alike?" - Evaluates the examinee's ability to distinguish important from unimportant resemblances in objects, facts, and ideas - Test of verbal concept formation
Expert's and Layperson's Ideas About Intelligence
Experts tend to agree that intelligence is 1) The capacity to learn from experience and 2) The capacity to adapt to one's environment Experts saw verbal intelligence, problem-solving ability, and practical intelligence as crucial to intelligence Laypersons regarded practical problem-solving ability, verbal ability, and social competence to be the key ingredients of intelligence Experts place more emphasis on verbal ability than problem solving Laypersons place more emphasis on problem solving rather than verbal ability Experts consider practical intelligence an essential constituent of intelligence Laypersons identify social competence as a third component Both consider verbal ability and problem solving to be essential aspects of intelligence
Galton and Sensory Keenness Theory of Intelligence
Findings suggest that speed-of-processing measures such as Reaction Time (RT) might be a useful addition to standardized intelligence test batteries
Predictive Value of Infant Tests
Generally speaking, there is essentially no correlation between performance during the first six months of life with IQ scores after age 5 If your kid is dumb or delayed they will probs grow out of it, no worries
Fluid Intelligence
High-level reasoning used for novel tasks that cannot be performed automatically May include drawing inferences, forming concepts, generating and testing hypotheses, understanding implications, inductive reasoning, and deductive reasoning Classic example is Raven's Progressive Matrices
Hiring Practices: Qualified Individualism
In testing for selection, the ethical stance that age, sex, race, or other demographic characteristics must not be used, even if knowledge of these factors would improve the validity of selection
Definition of IDD
Intellectual developmental disorders, much broader term for the class of intellectual disorders No worries you'll grow out of it Or die of it Either is fine at this point Go camel toes
Provisions of Education for All Handicapped Children Act
Legislation mandated that disabled schoolchildren receive appropriate assessment and educational opportunities Psychologists were directed to assess children in all areas of possible disability: mental, behavioral, and physical and to use instruments validated for those express purposes
Gardner and The Theory of Multiple Intelligence based on the study of Brain-behavior relationships Theory of Intelligence
Linguistic Logical-mathematical Spatial Musical bodily- kinesthetic Interpersonal Intrapersonal
Cross-Sequential Design
Most efficient research method for studying age changes in ability Combines a cross-sectional and longitudinal methodologies
Leiter
Nonverbal intelligence and cognitive abilities Assess the intelligence of those with hearing or speech impairment, those who were bilingual, or non-English-speaking examinees Remarkable feature: complete elimination of verbal instructions Leiter-R does not require a single spoken word from the examiner or examinee Age range: 2-20 years of age, Leiter-R is suitable for children and adolescents whose english language skills are weak Includes: non-english-speaking, autism, traumatic brain injury, speech impairment, hearing problems, or an impoverished environment Testing: child or adolescent matches small laminated cards underneath corresponding illustrations on an easel display
What Raven's Measures
Nonverbal test of inductive reasoning based on figural stimuli Originally designed as a measure of Spearman's g factor
Best Known and Widely-Used Non-Reading Motor-Reduced Tests
Peabody Picture Vocabulary Test (PPVT- 4)
PPVT
Peabody Picture Vocabulary Test: gauge early childhood intelligence Infant recognition memory scores and early child PPVT score correlated .37 at 4 years of age and .57 at 7 years of age
Steps In RTI
Response to intervention 1. School-wide screening in the first weeks of the school year to identify children "at risk" for school failure 2. Those scoring below a certain prescribed cut-off would be noted. Teachers would implement empirically validated curricular interventions for these children, who would be monitored for progress after 8 weeks 3. Those who do not respond would receive another interval of supplementary instruction for an additional 8 weeks. Those who still do not respond would receive a comprehensive, individualized evaluation to rule out scores of underachievement 4. With involvement of parents, the child would receive a designation of learning disability and become eligible for special education placement
Spearman and The g factor Theory of Intelligence
Single general (g) factor Numerous specific (s) factor Used this statistical technique to discern the number of separate underlying factors that must exist to account for the observed correlations between a large number of tests Believed that individual differences in g were most directly reflected in the ability to use 3 principles of cognition: apprehension of experience, education of relations, and education of correlations
Problems With Group Tests
Some examinees will score far below their true ability, owing to motivational problems or difficulty following directions Invalid scores will not be recognized as such, with undesirable consequences for these atypical examinees
Guilford and The Structure-of-Intellect Model Theory of Intelligence
Structure-of-intellect (SOI) model classifies intellectual abilities along 3 dimensions: operations, contents, and products Operations: the kind of intellectual operation required by the test 1. Cognition 2. Memory 3. Divergent 4. Convergent 5. Evaluation Contents: nature of the materials or info presented to the examinee 1. Visual 2. Auditory 3. Symbolic 4. Semantic 5. Behavioral Products: different kinds of mental structures that the brain must produce to derive a correct answer 1. Unit 2. Class 3. Relation 4. System 5. Transformation 6. Implication
Goal of K-ABC
The Kaufman Assessment Battery for Children is used to assess the cognitive abilities of young children Six primary goals that outline the test: 1. Measure intelligence from a strong theoretical and research basis 2. Separate acquired factual knowledge from the ability to solve unfamiliar problems 3. Yield scores that translate to educational intervention 4. Include novel tasks 5. Be easy to administer and objective to score 6. Be sensitive to the diverse needs of preschool, minority group, and exceptional children
Stanford-Binet Routing on SB
The Stanford-Binet 5 is based off the unique principle that each of five factors of intelligence can be assessed in two distinct domains- nonverbal and verbal A routing procedure establishes the general cognitive ability of the examinee before proceeding to the remainder of the test The purpose is to identify the appropriate starting points subsequent subtests - Routing items are both nonverbal (object series and matrices) and verbal (vocabulary) The process helps determine mental age
First Standardized Assessment for Adaptive Behavior
The first standardized assessment was the Vineland Social Maturity Scale where participants would check off each of the 117 items as they applied.
Shale's Ideas About Decline in Intelligence
The opposite of the Flynn Effect? We are really getting dumber now
Instructions for Leiter
They are pantomimed for the deaf or hearing impaired children
Sternberg and The Triarchic Theory of Successful Intelligence Theory of Intelligence
Triarchic (ruled by 3) Componential intelligence Analytical intelligence, consists of the internal mental mechanisms that are responsible for intelligent behavior Experiential Intelligence Creative intelligence, deals effectively with novel tasks 3. Contextual Intelligence Practical intelligence, mental activity involved in purposive adaptation to, shaping of, and selection of real-world environments relevant to one's life
Processing Speed Index (PSI) Wechsler
comprises subtest that require the highly speeded process of visual information - Symbol search and coding
Working Memory Index (WMI) Wechsler
is comprised of subtests sensitive to attention and immediate memory - Digit span and arithmetic
Perceptual Reasoning Index (PRI) Wechsler
is similar to the former notion of performance IQ or PIQ - Block design, matrix reasoning, visual puzzles
Verbal Comprehension Index (VCI) Wechsler
is similar to the outdated notion of verbal IQ or VIQ - VCI is cleaner and more direct measure of verbal comprehension than VIQ - Similarities, vocabulary, information
