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265 Cards in this Set
- Front
- Back
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MMPI-2
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Personality Test
Empirical criterion keying - large # of ppl in diff groups are asked to respond to large # of test items Content analysis - initially based on content Clinical Scales, Hypochondriasis (1), Depression (2), Hysteria (3), Psychopathic Deviant (4), Masculinity-Feminity (5), Paranoia (6), Psychasthenia (7), Schizophrenia (8), Hypomania (9), Social Introversion (10) |
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MMPI-2 - Conversion V
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High 1, Low 2, High 3
Somatocize pschological problems |
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MMPI-2 Psychotic V
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High 6, Low 7, High 8
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MMPI-2 Passive Aggressive V
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High 4, Low 5, High 6
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Validity Scales
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?/Cannot Say -- # Items Unanswered
L - Lie Scale L - high = unwilling to admit minor shortcomings L - low = independence, direct, exaggeration of neg characteristics F - Faking Good/Bad F - high = deviant or antisocial personality, deliberate malingering F- low = lack sign of psychopath and social conformity tendency K - Defensiveness (trying to make self look better, deny psychop) K- high = Does not want to reveal conflict, faking good K- low = Low self-image, not functioning well TRIN/VRIN/FB - Tendency to endorse items in a consistent way (all +, all -) |
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Other personality inventories
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MCMI - III
SCL-90 (Symptom Checklist 90) - self report inventory - general psych sx of anx, dep, somatization, OCD, hostility NEO Personality Inventory - Big Five Personality Traits |
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Rorschach
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Projective Test
Age 2+ Scoring/Interpretation Location - Whole response = intellectual ability to organize environ into meaningful concept - Higher # Dd = compulsiveness, avoidance, and "cog flight" from reality due to stress Determinants - characteristic of inkblot Content - category of specific percepts/subjects - Human = lack of human content suggests identity probs/detach Frequency - populars - high #=excessive concentionaity, defensiveness, depression, low IQ - low = rebellious, sometimes seen in thought d/o |
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TAT
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Murray's theory of needs
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|
Drawings
|
Represent expression of self or body image
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Strong-Campbell Interest Inventory
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Personal Interests
General Occupational Themes - Halland's theory Basic Interest Scales - more contemporary interests Occupational Scales -greater emphasis on tech and business Personal Style Scales - work style, learning environ, leadership, risk taking, team orientation Administrative Indices - types of consistency of responses |
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Kuder Vocational Preference Record
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Interest in 10 broad vocational areas
Based on content validity Ipsative scores - convey relative strengths and weaknesses of interests w/in examinee Kuder Occupational Interest Survey - unlike strong tests, selected items that distinguish between diff occpational groups instead of general reference sample - Occ Scales, College Major Scales, Vocational Interest Estimates, Dependability Indices Kuder Career Search - Activity Scale - 10 activity preferences - Kuder Career Clusters - test-takers pattern of interests |
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Neuro Psychological Batteries
|
Halstead- Reitan
LNNB - provides more thourough assessment of neurological deficits and brain injury than HR |
|
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Bender Visual Motor Gestalt Test
|
Assessing school readiness, learning disabiliites, predicting school performance, brain injury, emotional problems
Benton Visual Retention Test - identify brain injury Beery Developmental Test of Visual-Motor Integration - visual - motor ages 3-18 |
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Illinois Test of Psycholinguistic Abilities
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Age 2-10
Assess channels , processes, and levels |
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Other NP Tests
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WCST
Stroop Tower of London - Move disks into certain configuration MMSE Glasgow Coma Scale Rancho Scale |
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Intelligence Scales
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Originally developed by Alfred Binet/Theodore Simon 1905 - 1908
- Discriminate children in Parisian schools with MR - Measured judgement, comp, and reasoning |
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Stanford -Binet
|
Lewis Terman - 1916
Adapted Binet-Simon scales for American Use Hierarchical model of IQ with global "g" factor, routing, subtests, and functional level design Age 2-85+ yrs Can dx developmental abilities/exceptionalities, abilities and aptitude, early childhood research, psychoeducational evals, career, clinical, forensic, and neuropsych assess |
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Stanford - Binet Subtests
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Fluid Reasoning
Knowledge Quantitative Reasoning Visual-Spatial Processing Working Memory - Begins with 2 routing subtests: Vocab and Object Series/Matrices - Divided into age levels and chronological age/estimate ability level Deviation IQ - standardized deviation across all age levels Advantage - score can be compared across ages |
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Stanford - Binet Composite Score
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Factor Index - combining one nonverbal subtest and its verbal components
Domain (verbal and nonverbal IQ) - based on subtests of respective five factor index scales Abbreviated IQ - two routing subtests Full Scale IQ - all 10 subtests |
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Wechsler Scales
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WPPSI -III (2.6 - 7.3)
WISC -IV (6-16.11) WAIS - IV (16-89) FSIQ = most reliable and valid score |
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Kaufman Tests
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Kaufman Assessment Battery for Children (K-ABC - II)
- cog ability based on Luria's neuropsych model and Cattel-Horn-Carroll Theory of cognitive abilties -Minimizing verbal instructions and responses it is designed to be culture-free 3-18 yo Scales: Simultaneous Sequential Planning Learning Knowledge |
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Kaufman Brief Intelligence Test
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4-90 yo
Brief measure of verbal/nonverbal abiliteies |
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Cognitive Assessment System (CAS)
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Ages 5-17.11
Diverse backgrounds Distinguish learning diability, ADHD Design interventions to improve learning Cognitive functions: Planning Attention Simultaneous Processing Sequential Processing |
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Slosson Intelligence Test - Primary (SIT-P-1)
|
Quick estimate of cog abilities
2-7.11 IQ's from 10- 170+ Assist in ID of children at risk for educational failure |
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Slosson Intelligence Test for Children and Adults (SIT-R3)
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Brief individual screening test for Crystallized Verbal Intelligence
4-65 yo IQ from 36 - 164 Appropriate for visually impaired or blind |
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Differential Ability Scales (DAS)
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Cognitive and achievement tests
Ages 2.6-17.11 Cognitive = General Conceputal Ability Achievement = Info for ability-achievement discrepancy analysis |
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Woodcock- Johnson Tests for Cogntive Ability
|
Achievment (WJ-III) scholastic aptitude and oral language
Cognitive - general intellectual ability and specific cognitive ability 2-90+ yrs Ability/Achievement discrepancy is most common method of eval eligibility for special programs |
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Developmental Scales
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Infant and early childhood intelligence tests are typically developmental scales measuring motor, social, perceptual, sensory, and laguage (at 18 mos)
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Gesell Developmental Schedules
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Standardized measurs of infant and early childhood development (4wks - 6yrs)
Areas of motor, adaptive, language, person-social factors Observations of child's activities and info given by mother/caretaker |
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Bayley Scales of Infant Development
|
Identify developmental delays and plan intervention strategies
Ages 1-42 months New scales of social-emotional and adaptive behavior Old scales of cognitive, language, and motor Optional scale assessed behavior during test Best assessment measure of infant dev and produces valuable info about patterns of early development |
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Denver Developmental Screening Tests - 2
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Birth - 6yrs
Screens for developmental delays Based on direct observation of child's performance 4 developmental domains: - Personal-social - Language - Fine Motor Adaptive - Gross Motor Often used in medical setting |
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Adaptive Behavior Measures
|
MR - subaverage intelligence and sig below avg social adaptation
Adaptive Bx - ability and competency of indiv to meet expected stds of personal independence and social responsibility in relation to his/her own age and cultural group Differentiate betwen "six-hr retardation" (one who is slow only in school environ) from MR child who is below avg in all environments |
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Vineland Adaptive Behavior Scale
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Individual's personal and social sufficiency
Assist in developing educational and tx plans Birth to 90 yo MR, Autism, brain injury, adhd dementia Communication Daily Living Skills Socialization Motor Skills Maladaptive Bx. |
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AAMD Adaptive Behaior Scale
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3+
Observations of social, personal hygeine, language, and maladaptive behavior |
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Adaptive Behavior Inventory for Children
|
More sensitive assessment of racial minority children
242 interview questions with parent/caregiver providing answers Family Community Peer Relations Non-academic school roles Earner/Consumer Self-Maintenance |
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Peabody Picture Vocabulary Test (PPVT-III)
|
Nonverbal Measure of IQ
175 cards with 4 pictures on each |
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Columbia Mental Maturity Scale
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Nonvebal Measure of IQ
General reasoning Set of pics, ask to indicate what doesn't belong with others Ages 3.6 - 9.11 useful for sensorimotor disorders w/ trouble speaking/reading |
|
|
Haptic Intelligence Scale
|
Ages 16+
Partially sighted or blind Subtests: BD Object Completion Pattern Board Digit Symbol Object Assembly Bead Arithmetic - uses tactile stimuli can be admin alone or with WAIS |
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Leiter International Performance Scale - Revised
|
Administered without verbal instruction
Ages 2-21 Language or reading problems or hearing impaired Match picture response cards to same pictures on an easel |
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Culture Fair Intelligence Test
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3 scales for different ages groups
4-8 yrs and adults with MR 8-13 and average adults Grades 10-16 and superior adults Responses to pictures and pattern stimuli and test nonverbal skills as seriation classification and matrices Not possible to design culture-free or culture-fair test |
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|
Raven's Progressive Matrices
|
Perceptual Abilitiy and Spatial Logic
6-80 yo "culture fair" intelligence test |
|
|
System of Multicultural Pluralistic Assessment
|
Broad-based assessment
social competency 5-11 yo Measures: adaptive behavior inventory sociocultural scales healthy history WISC-IV/WPPSI-III Bender Gestalt Physical Dexterity Tasks Standardized scores available for Caucasian, Latino, and AA |
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|
Group Intelligence Tests
|
Used in army, industry, schools, and other settings the require testing large group of ppl
Frequently multiple choice and organize questions by content with each area separately times, or combine various content questions and organize questions in order of increasing difficulty |
|
|
Otis-Lennon School Ability Test
|
Reasoning skills and strengths/weaknesses in performing variety of reasoning tasks
Areas: Verbal comprehension Verbal reasoning Pictoral Reasoning Figural Reasoning Quantitative Reasoning |
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Cognitive Ability Test
|
K - 12
Patterns and levels of abilities in reasoning and problem solving Verbal, quantitative, and nonverbal reasoning ability, composite |
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|
Wonderlic Personnel Test
|
12 min paper/pencil test of mental ability for adults
50 numerical, verbal, and spatial items Unfairly discriminates against individuals of culturally-diverse groups for various jobs |
|
|
Aptitude Test
|
Limited, defined homogeneous groups of abilities
Predictors of future behavior General measures correlate with educational achievement |
|
|
Achievement Test
|
End result of learning program
Retention of content and typically used in educational setting |
|
|
Aptitude versus Achievement
|
apitute supposedly measures potential capacity for future learning, achievement tests measures what person has already learned/developed capacity
|
|
|
Effects of coaching on Standardized Tests
|
Improve only minimally with intensive short-term coaching
Effects on SAT somewhat greater on math than verbal Larger if there are multiple practice tests and if practice and criterion tests are similar/identical |
|
|
Test-Wiseness
|
Nothing more than application of individual's general cognitive ability of test-taking
|
|
|
Gifted Children
|
Achieve slightly higher scores on measurs of self-concept, especially in areas related to academics
Better metacognitive skills Process information more efficiently, especially on novel tasks that require insight |
|
|
Test Anxiety
|
Related to fear of failure in situation in which person is being evaluated
High test anxiety = lower achievement scores and decreased educational attainment across board |
|
|
Mental Measurement Yearbooks
|
Most commercially available psychological, educational, and vocational tests
Critical reviews of tests, info about reliability and validity |
|
|
MMPI-2
|
Personality Test
Empirical criterion keying - large # of ppl in diff groups are asked to respond to large # of test items Content analysis - initially based on content Clinical Scales, Hypochondriasis (1), Depression (2), Hysteria (3), Psychopathic Deviant (4), Masculinity-Feminity (5), Paranoia (6), Psychasthenia (7), Schizophrenia (8), Hypomania (9), Social Introversion (10) |
|
|
MMPI-2 - Conversion V
|
High 1, Low 2, High 3
Somatocize pschological problems |
|
|
MMPI-2 Psychotic V
|
High 6, Low 7, High 8
|
|
|
MMPI-2 Passive Aggressive V
|
High 4, Low 5, High 6
|
|
|
Validity Scales
|
?/Cannot Say -- # Items Unanswered
L - Lie Scale L - high = unwilling to admit minor shortcomings L - low = independence, direct, exaggeration of neg characteristics F - Faking Good/Bad F - high = deviant or antisocial personality, deliberate malingering F- low = lack sign of psychopath and social conformity tendency K - Defensiveness (trying to make self look better, deny psychop) K- high = Does not want to reveal conflict, faking good K- low = Low self-image, not functioning well TRIN/VRIN/FB - Tendency to endorse items in a consistent way (all +, all -) |
|
|
Other personality inventories
|
MCMI - III
SCL-90 (Symptom Checklist 90) - self report inventory - general psych sx of anx, dep, somatization, OCD, hostility NEO Personality Inventory - Big Five Personality Traits |
|
|
Rorschach
|
Projective Test
Age 2+ Scoring/Interpretation Location - Whole response = intellectual ability to organize environ into meaningful concept - Higher # Dd = compulsiveness, avoidance, and "cog flight" from reality due to stress Determinants - characteristic of inkblot Content - category of specific percepts/subjects - Human = lack of human content suggests identity probs/detach Frequency - populars - high #=excessive concentionaity, defensiveness, depression, low IQ - low = rebellious, sometimes seen in thought d/o |
|
|
TAT
|
Murray's theory of needs
|
|
|
Drawings
|
Represent expression of self or body image
|
|
|
Strong-Campbell Interest Inventory
|
Personal Interests
General Occupational Themes - Halland's theory Basic Interest Scales - more contemporary interests Occupational Scales -greater emphasis on tech and business Personal Style Scales - work style, learning environ, leadership, risk taking, team orientation Administrative Indices - types of consistency of responses |
|
|
Kuder Vocational Preference Record
|
Interest in 10 broad vocational areas
Based on content validity Ipsative scores - convey relative strengths and weaknesses of interests w/in examinee Kuder Occupational Interest Survey - unlike strong tests, selected items that distinguish between diff occpational groups instead of general reference sample - Occ Scales, College Major Scales, Vocational Interest Estimates, Dependability Indices Kuder Career Search - Activity Scale - 10 activity preferences - Kuder Career Clusters - test-takers pattern of interests |
|
|
Neuro Psychological Batteries
|
Halstead- Reitan
LNNB - provides more thourough assessment of neurological deficits and brain injury than HR |
|
|
Bender Visual Motor Gestalt Test
|
Assessing school readiness, learning disabiliites, predicting school performance, brain injury, emotional problems
Benton Visual Retention Test - identify brain injury Beery Developmental Test of Visual-Motor Integration - visual - motor ages 3-18 |
|
|
Illinois Test of Psycholinguistic Abilities
|
Age 2-10
Assess channels , processes, and levels |
|
|
Other NP Tests
|
WCST
Stroop Tower of London - Move disks into certain configuration MMSE Glasgow Coma Scale Rancho Scale |
|
|
Intelligence Scales
|
Originally developed by Alfred Binet/Theodore Simon 1905 - 1908
- Discriminate children in Parisian schools with MR - Measured judgement, comp, and reasoning |
|
|
Stanford -Binet
|
Lewis Terman - 1916
Adapted Binet-Simon scales for American Use Hierarchical model of IQ with global "g" factor, routing, subtests, and functional level design Age 2-85+ yrs Can dx developmental abilities/exceptionalities, abilities and aptitude, early childhood research, psychoeducational evals, career, clinical, forensic, and neuropsych assess |
|
|
Stanford - Binet Subtests
|
Fluid Reasoning
Knowledge Quantitative Reasoning Visual-Spatial Processing Working Memory - Begins with 2 routing subtests: Vocab and Object Series/Matrices - Divided into age levels and chronological age/estimate ability level Deviation IQ - standardized deviation across all age levels Advantage - score can be compared across ages |
|
|
Stanford - Binet Composite Score
|
Factor Index - combining one nonverbal subtest and its verbal components
Domain (verbal and nonverbal IQ) - based on subtests of respective five factor index scales Abbreviated IQ - two routing subtests Full Scale IQ - all 10 subtests |
|
|
Wechsler Scales
|
WPPSI -III (2.6 - 7.3)
WISC -IV (6-16.11) WAIS - IV (16-89) FSIQ = most reliable and valid score |
|
|
Kaufman Tests
|
Kaufman Assessment Battery for Children (K-ABC - II)
- cog ability based on Luria's neuropsych model and Cattel-Horn-Carroll Theory of cognitive abilties -Minimizing verbal instructions and responses it is designed to be culture-free 3-18 yo Scales: Simultaneous Sequential Planning Learning Knowledge |
|
|
Kaufman Brief Intelligence Test
|
4-90 yo
Brief measure of verbal/nonverbal abiliteies |
|
|
Cognitive Assessment System (CAS)
|
Ages 5-17.11
Diverse backgrounds Distinguish learning diability, ADHD Design interventions to improve learning Cognitive functions: Planning Attention Simultaneous Processing Sequential Processing |
|
|
Slosson Intelligence Test - Primary (SIT-P-1)
|
Quick estimate of cog abilities
2-7.11 IQ's from 10- 170+ Assist in ID of children at risk for educational failure |
|
|
Slosson Intelligence Test for Children and Adults (SIT-R3)
|
Brief individual screening test for Crystallized Verbal Intelligence
4-65 yo IQ from 36 - 164 Appropriate for visually impaired or blind |
|
|
Differential Ability Scales (DAS)
|
Cognitive and achievement tests
Ages 2.6-17.11 Cognitive = General Conceputal Ability Achievement = Info for ability-achievement discrepancy analysis |
|
|
Woodcock- Johnson Tests for Cogntive Ability
|
Achievment (WJ-III) scholastic aptitude and oral language
Cognitive - general intellectual ability and specific cognitive ability 2-90+ yrs Ability/Achievement discrepancy is most common method of eval eligibility for special programs |
|
|
Developmental Scales
|
Infant and early childhood intelligence tests are typically developmental scales measuring motor, social, perceptual, sensory, and laguage (at 18 mos)
|
|
|
Gesell Developmental Schedules
|
Standardized measurs of infant and early childhood development (4wks - 6yrs)
Areas of motor, adaptive, language, person-social factors Observations of child's activities and info given by mother/caretaker |
|
|
Bayley Scales of Infant Development
|
Identify developmental delays and plan intervention strategies
Ages 1-42 months New scales of social-emotional and adaptive behavior Old scales of cognitive, language, and motor Optional scale assessed behavior during test Best assessment measure of infant dev and produces valuable info about patterns of early development |
|
|
Denver Developmental Screening Tests - 2
|
Birth - 6yrs
Screens for developmental delays Based on direct observation of child's performance 4 developmental domains: - Personal-social - Language - Fine Motor Adaptive - Gross Motor Often used in medical setting |
|
|
Adaptive Behavior Measures
|
MR - subaverage intelligence and sig below avg social adaptation
Adaptive Bx - ability and competency of indiv to meet expected stds of personal independence and social responsibility in relation to his/her own age and cultural group Differentiate betwen "six-hr retardation" (one who is slow only in school environ) from MR child who is below avg in all environments |
|
|
Vineland Adaptive Behavior Scale
|
Individual's personal and social sufficiency
Assist in developing educational and tx plans Birth to 90 yo MR, Autism, brain injury, adhd dementia Communication Daily Living Skills Socialization Motor Skills Maladaptive Bx. |
|
|
AAMD Adaptive Behaior Scale
|
3+
Observations of social, personal hygeine, language, and maladaptive behavior |
|
|
Adaptive Behavior Inventory for Children
|
More sensitive assessment of racial minority children
242 interview questions with parent/caregiver providing answers Family Community Peer Relations Non-academic school roles Earner/Consumer Self-Maintenance |
|
|
Peabody Picture Vocabulary Test (PPVT-III)
|
Nonverbal Measure of IQ
175 cards with 4 pictures on each |
|
|
Columbia Mental Maturity Scale
|
Nonvebal Measure of IQ
General reasoning Set of pics, ask to indicate what doesn't belong with others Ages 3.6 - 9.11 useful for sensorimotor disorders w/ trouble speaking/reading |
|
|
Haptic Intelligence Scale
|
Ages 16+
Partially sighted or blind Subtests: BD Object Completion Pattern Board Digit Symbol Object Assembly Bead Arithmetic - uses tactile stimuli can be admin alone or with WAIS |
|
|
Leiter International Performance Scale - Revised
|
Administered without verbal instruction
Ages 2-21 Language or reading problems or hearing impaired Match picture response cards to same pictures on an easel |
|
|
Culture Fair Intelligence Test
|
3 scales for different ages groups
4-8 yrs and adults with MR 8-13 and average adults Grades 10-16 and superior adults Responses to pictures and pattern stimuli and test nonverbal skills as seriation classification and matrices Not possible to design culture-free or culture-fair test |
|
|
Raven's Progressive Matrices
|
Perceptual Abilitiy and Spatial Logic
6-80 yo "culture fair" intelligence test |
|
|
System of Multicultural Pluralistic Assessment
|
Broad-based assessment
social competency 5-11 yo Measures: adaptive behavior inventory sociocultural scales healthy history WISC-IV/WPPSI-III Bender Gestalt Physical Dexterity Tasks Standardized scores available for Caucasian, Latino, and AA |
|
|
Group Intelligence Tests
|
Used in army, industry, schools, and other settings the require testing large group of ppl
Frequently multiple choice and organize questions by content with each area separately times, or combine various content questions and organize questions in order of increasing difficulty |
|
|
Otis-Lennon School Ability Test
|
Reasoning skills and strengths/weaknesses in performing variety of reasoning tasks
Areas: Verbal comprehension Verbal reasoning Pictoral Reasoning Figural Reasoning Quantitative Reasoning |
|
|
Cognitive Ability Test
|
K - 12
Patterns and levels of abilities in reasoning and problem solving Verbal, quantitative, and nonverbal reasoning ability, composite |
|
|
Wonderlic Personnel Test
|
12 min paper/pencil test of mental ability for adults
50 numerical, verbal, and spatial items Unfairly discriminates against individuals of culturally-diverse groups for various jobs |
|
|
Aptitude Test
|
Limited, defined homogeneous groups of abilities
Predictors of future behavior General measures correlate with educational achievement |
|
|
Achievement Test
|
End result of learning program
Retention of content and typically used in educational setting |
|
|
Aptitude versus Achievement
|
apitute supposedly measures potential capacity for future learning, achievement tests measures what person has already learned/developed capacity
|
|
|
Effects of coaching on Standardized Tests
|
Improve only minimally with intensive short-term coaching
Effects on SAT somewhat greater on math than verbal Larger if there are multiple practice tests and if practice and criterion tests are similar/identical |
|
|
Test-Wiseness
|
Nothing more than application of individual's general cognitive ability of test-taking
|
|
|
Gifted Children
|
Achieve slightly higher scores on measurs of self-concept, especially in areas related to academics
Better metacognitive skills Process information more efficiently, especially on novel tasks that require insight |
|
|
Test Anxiety
|
Related to fear of failure in situation in which person is being evaluated
High test anxiety = lower achievement scores and decreased educational attainment across board |
|
|
Mental Measurement Yearbooks
|
Most commercially available psychological, educational, and vocational tests
Critical reviews of tests, info about reliability and validity |
|
|
Structured (Objective) personality tests
|
Present examinees with multiple choice questions or other unambiguous stimuli and are often self-report measures. One of the following is usually used to construct a structured personality test. Logical Content Method, theoretical method, Empirical Criterion Keying and factor analysis.
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Logical content method
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In the construction of a personality test, the test items are derived on the basis of reason and deductive logic which may or may not be guided by systematic theory of personality. Ex. Edwards Personal Preference Schedule and the Personality Research form.
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Theoretical method
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In the construction of a personality test, items are chosen to measure the construct(s) identified by a specific personality theory and construct validation procedures are used to make sure the test is consistent with the theory. Ex. Myers Briggs which is derived from Jung's personality theory.
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Empirical Criterion Keying
|
In the construction of a personality test, the proposed test items are administered to the appropriate criterion groups and items that distinguish between groups are included in the test. MMPI (original scales), California Psychological Inventory and the Millon Clinical Multiaxial Inventory.
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Factor Analysis
|
In the construction of a personality test, the researcher administers a larger pool of items to a group of examinees, factor analyzing the intercorrelations of items to identify underlying factors (traits), assigning labels to identified factors and including items in the test so that each factor is adequately assessed. Used to develop cattell's 16 Personality Factor Questionnaire and the NEO personality Inventory.
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MMPI-2
|
The original version of this test was developed as a method for deriving psychiatric diagnosis and an empirical criterion keyeing strategy was used to construct the test's clinical scales. It was given to 8 clinical grps that reflected a specific diagnosis on the scale and a control group. Items that discriminated between the clinical and control groups were included in one or more of the test's clinical scales.
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L, F, K Cannot Say (?) Scale
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What are the 4 validity scales that assess an examinee's test taking attitudes?
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High score on L (Lie) scale
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On MMPI, this suggests attempts to present oneself in a very favorable light or a lack of insight into one's own motivations.
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Low score on L (Lie) scale
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On MMPI, this suggests frankness in responding, exaggeration of negative characteristics, or independence.
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High score on F (Frequency) scale
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On MMPI, this suggests eccentricity or gross eccentricity, deliberate malingering, random responding or responding to all items as either tue or false.
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Low score on F (Frequency) scale
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On MMPI, this may indicate a tendency toward social conformity or an absence of significant psychopathology.
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High score on K (correction) scale
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On MMPI, it has a high degree of clinical defensiveness or a desire to "fake good" and is associated with poor treatment prognosis.
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Low score on K (correction) scale
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On MMPI, this in extreme- suggests excessive frankness, self-criticism or a desire to "fake bad".
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Suppressor variable
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On MMPI, K (correction) scale is considered to be this since scores correlate with defensiveness, education level and socioeconomic status, which are unrelated to what is measured by the clinical scales. It is therefore used to correct a person's scores on certain clinical scales.
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High score on Cannot say (?) scale
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On MMPI, this suggests reading difficulties, indecisiveness, distractibility, rebelliousness or defensiveness.
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Primary changes to the MMPI-2 from the MMPI-1
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Replacement of sexist and outdated items, addition of several new scales, the provision of new, more representative norms.
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Target group for MMPI-2
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18 + years, requires a 6th grade level. There is an adolescent, Spanish, and a tape recorded version for limited literacy skills are also available. Have a number of new subscales and content scales as well as three additional validity scales.
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How the new items on the MMPI-2 were developed
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Content scales on the new MMPI-2 were derived from a rational (content) analysis, which entailed first selecting items on the basis of their content and then including in a scale those items that correlated at .50 or above with the total scale score and that had low correlations with the total scores on other scales.
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T-scores
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Standard scores that MMPI uses to covert raw scores to.
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Mean and standard deviation of the MMPI
|
50, 10
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Assess personality and behavior
|
The MMPI first edition was originally developed to facilitate differential diagnosis, but has been inadequate for this purpose. What does it now assess for?
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Profile analysis
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This is the method the MMPI-2 uses to assess personality and behavior. It creates this by using a coding system which most involves listing the clinical scale scores in descending order of magnitude. Ex. Of simple version of this is 12/21 (two highest scores to form a code) others use more then 2 scales.
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Elevated F score and high scores (T>65) on most or all of the clinical scales.
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Random responding on the MMPI results in the following.
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L and K scores are below 50 but the F scores and clinical scale scores on the right side of the profile (scales 6-9) are very elevated.
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When an examinee answers "true" for all items on the MMPI results in the following.
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Scales on all validity scales and clinical scale scores on the left side of the profile (scales 1-5) are elevated.
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When an examinee answers "false" for all items on the MMPI results in the following.
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When L and K scores are around 50, the F score is slightly elevated and the clinical scores profiles is "saw-toothed" (high and low scores on alternate scales.
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How does the MMPI determine when a person is "Malingering"?
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Disproportionate number of people were college graduates (45%) and 5% had less than a high school education.
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What is one problem with the standardization sample of the MMPI-2?
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Studies investigating the correlates of two and three-point profiles.
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Where does the most of the evidence for validity of the MMPI- 2 come from?
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Correlates from Specific profiles are correlated with specific patterns of behaviors.
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What do the studies on evidence for validity of MMPI-2 demonstrate?
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Elevations in scales 4 and 9.
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A MMPI profile of an Alchoholics are more likely to drop out of residential treatment with the which scale elevations?
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Scores on a number of scales are highly correlated (or overlap).
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Why has the validity of the individual scales on the MMPI (versus profiles) been questioned?
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As long as confounding factors such as socioeconomic status, education and acculturation are taken into account
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What needs to be taken into consideration for the MMPI to be appropriate for people from culturally diverse groups.
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F score = or greater than 100
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On MMPI, what F score is considered invalid?
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Edwards Personal Preference Schedule (EPPS)
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Based on Murray's personality theory. Scores on the test correspond to the 15 needs he identified (e.g. Ach, exhibitionism, autonomy). Contains 225 items in which a statement representing one of the 15 needs is paired with statements reflecting one of the other 14 needs (a forced choice format)
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The forced choice method of the EPPS.
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The following are the consequences of what about the EPPS? 1.Since items are paired in terms of social desirability, the format presumably controls the tendency of examinees to respond in socially desirable ways. 2. The test yields ipsative scores which permit a comparison of the relative strengths of the 15 needs within an individual examinees but in contrast to normative scores, do not provide information about the absolute strengths of an examinee's needs.
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Sixteen Personality Factor Questionnaire (16 PF)
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Cattell's measure of personality which identified 16 primary personality traits (e.g. reserved versus warm-hearted, trusting versus suspicious and five secondary traits (e.g. anxiety).
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factor analysis
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What was the basis for how the Sixteen Personality Factor Questionnaire (16 PF) was constructed?
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Compare the examinees profile with profiles associated with specific groups (delinquent, neurotics, workers in various occupations).
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What is one method for interpreting the 16 PF?
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NEO Personality Inventory- Revised (NEO-PI-R).
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Developed by Costa to assess the Big Five personality traits (Extraversion, agreeableness, conscientiousness, impulsiveness and vulnerability to stress.
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A theoretical lexical approach.
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How the identification of the Big Five personality characteristics were done. This assumes that all socially-relevant personality characteristics are encoded in language.
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Factor analysis
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How the 18,0000 traits derived from Gordon and Allport using the Websters dictionary produced the five core factors of the BIG FIVE personality characteristics (although different investigators gave them different names).
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The primary difference betwwen the Wechsler III and IV tests is what?
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A discontinuation of the performance versus verbal IQ.
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One critique of the the Wechsler tests is....
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Current theories of intelligence are not incorporated into the tests.
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The four subscale IQ scores on the WISC IV and WAIS IV include....
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Verbal Comprehension (VCI), Working Memory (WMI), Perceptual Reasoning (PRI), and Processing Speed (PSI).
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The Wechsler tests are based on which theory of intelligence?
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The "g" theory.
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Strong Interest Inventory
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This is a vocational assessment, designed to match careers with the individuals' values and interests.
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General Occupational Theme (GOT) scales.
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These scales are contained on the Strong Interest Inventory. They are based upon Holland's six occupational themes, and represent 25 general interests.
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On the normal distribution, approximately ___ % of cases fall within one standard deviation of the mean.
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68
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On the normal distribution, approximately ___ % of cases fall within two standard deviations of the mean.
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95
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On the normal distribution, approximately ___ % of cases fall within three standard deviations of the mean.
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99.7
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Ipsative Scoring Approach
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This is used when scores on a test are compared to the test taker's scores, and not a reference group.
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Inter-individual Comparison Approach
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This scoring approach evaluates the test taker's score in reference to the norm groups.
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Intra-individual Comparison Approach
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This scoring approach evaluates the test taker's scores in reference to the individual and his or her own scores.
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Dynamic Assessment
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A type of assessment that focuses on the difference between latent capacity and developed ability. An example is the Testing of Limits, or how the test-taker learns via feedback during assessment. This type of assessment is utilized with children who have learning disabilities or mental retardation, to learn the amount of assistance needed to raise performance levels.
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Domain-referenced test
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A type of test useful for determining an examinee's level of mastery in a particular domain, knowledge, skill, or ability.
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Norm-referenced test
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A type of test that evaluates the examinee's performance based on that of a normed group.
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Differential Item Functioning
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Also known as "item bias", it occurs because an item or test systematically distinguishes between two or more groups. An item displays this when the difficulty level, or beta, the discrimination, or alpha, or the lower asymptotes "y" - of an item differ across groups.
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Which statistical methods are used to evaluate DIF?
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SIBTEST, Mantel-Haenszal, or Lord's chi-square
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Cleary Rule
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A statistical method in which test bias can be assessed by testing two hypotheses with respect to the linear relation between test scores and a criterion measure: It looks at equality of slopes or equality of intercepts if slopes are equal. There will be slope differences between the two groups' regression lines.
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Behavioral Recording
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This is the activity of recording either the number of times a behavior occurs, or the length of time certain behaviors occur.
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Frequency Recording
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The researcher counts the number of times a certain behavior, e.g. washing hands, occurs in a given time period. It is most useful when the behavior is simple, discrete, and easily observed in a short time period.
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Permanent Product Recording
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The researcher counts the number of items that are produced, e.g. homework assignments.
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Duration Recording
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Researcher records the amount of time a certain behavior lasts, within a specified time period. It is most useful for behaviors lasting for long periods of time, e.g. time spent staring at a computer screen.
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Interval Recording
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Researcher records time periods divided into smaller intervals (e.g. one houre divided into 12 five-minute-intervals. Most useful for behaviors that are not discrete, and that have no clear beginning or end.
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Continuous Recording
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Researcher records all behaviors during each observational session.
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Power Tests
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Tests that are constructed of varying difficulty items that most individuals would not be able to complete. They are used for academic achievement, i.e., IQ Tests. They use internal consistency methods to test reliability, such as coefficient alpha and Kuder-Richardson Formula 20.
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Speed Tests
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Tests that are constructed to test things like agility and motor control. Items are easy, but test-takers are given a limited amount of time to complete the items. Can be prejudice against elderly. Cannot use internal consistency methods to test reliability, instead use test-retest methods.
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The Big Five Personality Inventory
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Developed by Gordon Allport, it is a model of normal personality including the traits of neuroticsim, extraversion, agreeableness, conscientiousness, and openess to experience.
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MMPI-2 Validty Scales
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F is "infrequency, L is lie, and K is defensiveness.
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F or infrequency scale
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Contains items that are endorsed by less than 10% of the normal population. Also called the "faking bad scale". Low F indicates a similar response patterns
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L or lie scale
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a 15-item impression management scale. Is also called the faking good scale.
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MMPI-2 Scale 1 or the Hs Scale
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The Hypochondriasis scale is defined as a neurotic concern over bodily functioning, especially under stress. Described as pessimistic, sour outlook on life, and evidencing longstanding personal inadequacy and ineffectualness. May express hostility indirectly.
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MMPI-2 Scale 2 or D scale.
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The Depression scale is defined as experiencing distress. High scorers acknowledge personal dissatisfaction with their current level of functioning. A pessimistic personality, poor morale, difficulty concentrating, and sensitivity to criticism, are all symptoms.
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MMPI-2 Scale 3 - the Hy scale
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The Hysteria scale measures psychogenic sensory or motor ailments. High scorers described as self-centered, immature, and infantile, demanding of attention, and manipulative in interpersonal relationships.
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MMPI-2 Scale 4 or the Pd scale.
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The Psychopathic Deviate scale measures general social maladjustment and the abscence of strongly pleasant experiences. It also measures conflict with authority, family, law, and interpersonal problems.
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MMPI-2 Scale 5 or the Mf scale.
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The Masculinity - Femininity scale measures those who don't identify with their traditional gender role. Highly correlated with education. Artistic interests, low interest in traditionally defined male activity. Insightful and sensitive. More likely involved in child-rearing.
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MMPI-2 Scale 6 or the Pa scale.
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The Paranoia scale measures interpersonal sensitivity, moral self- righteousness, and suspiciousness. High scorers tend to be hostile and sensitive.
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MMPI-2 Scale 8, or the Sc scale.
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The Schizophrenia scale measures bizarre thought processes, peculiar perceptions, social alienation, poor familial relationships, difficulties in concentration, impulse control, lack of deep interest, disturbing questions of self-worth and self-identity, and sexual difficulties.
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MMPI-2 Scale 9 or the Ma scale.
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The Hypomania scale measures milder degrees of manic excitement. High scorers endorse items indicating elated but unstable mood, psychomotor excitement, and flights of ideas. High scorers exhibit problems with controlling behavior, hostile and irritable qualities, flights of ideas, labile mood, delusions of grandeur, impulsivity, and hyperactivity, but not depression.
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MMPI-2 Scale 0 (Si)
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The Social Introversion-Extroversion scale measures the obvious.
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Stanford-Binet
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The gold standard in intelligence testing. It was the first intelligence test to be developed. It is based on the Spearman g Theory of intelligence.
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Kaufman Assessment Battery for Children
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This is an aptitude test devised for children and adolescents, based on Luria's model of intelligence. Its major contribution is the distinction betwen sequential and simultaneous processing, hence its' four scales; simultaneous processing, sequential processing, achievement, and non-verbal.
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Luria's Information-Processing model of intelligence
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This places emphasis on mental processing and not on acquired knowledge. This model emphasizes that the brain contains several areas that are responsible for different behaviors that are linked together.
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J.P. Guilford's Structure of Intellects Model
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This is a multi-factor theory of intelligence comprised of three dimensions; 1). Operations, 2). Content, and 3). Products.
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Ravens Progressive Matrices
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This is a non-language based IQ test that requires inductive reasoning about geometric patterns.It can be used for hearing-impaired persons, non-english speakers, those who are physically disabled, and those with aphasia. There are 3 versions, the Standard, the Colored, and the Advanced.
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Ratio IQ
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An earlier method of determining one's mental age and ability, it is obtained by dividing a subject's mental age by their chronological age, and multiplying by 100 to avoid decimals.
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Deviation IQ
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An earlier method of determining one's mental age and ability, it has a mean of 100 and a standard deviation of 15 or 16, and it can be applied to different age groups and used for comparison and analysis.
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Confluence Model of Intelligence
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This was developed by R.B. Zajnoc, and attempts to correlate intelligence with birth-order intervals and family size.
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This is the Bouchard and Gue IQ correlation between identical twins reared together.
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.85
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This is the Bouchard and Gue IQ correlation between identical twins reared apart.
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.67
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This is the Bouchard and Gue IQ correlation between fraternal twins reared together.
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.58
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This is the Bouchard and Gue IQ correlation between siblings reared together.
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.45
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This is the Bouchard and Gue IQ correlation between siblings reared apart.
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.24
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This is the Bouchard and Gue IQ correlation between biological parent and child living together.
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.39
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This is the Bouchard and Gue IQ correlation between biological parent and child living apart from one another.
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.22
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This is the Bouchard and Guebiological IQ correlation between adoptive parent and child living together.
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.18
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Fagan Test of Infant Intelligence
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Focuses on infant's information processing abilities: novelty preference and habituation. Very good at predicting future cognitive ability; especially verbal and memory.
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Bayley Scales of Infant Development
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An assessment that is widely used in the assessment of infant and child development; ages 1 month to 42 months old. The current version has 3 components: a mental scale, a motor scale, and an infant behavior profile
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Denver Developmental Screening Test
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An assessment, based on direct observation, of four developmental domains: personal-social, fine motor adaptive, language, and gross motor. It is used with infants and preschoolers to determine if they have developmental delays.
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Developmental Test of Visual-Motor Integration
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A test used to assess the visual-motor integration in children as young as age 2, adolescents, and adults of all ages. The items consist of geometric forms of various complexities that the participant is required to copy. Used to identify visual-motor deficits that may lead to learning and behavior problems in children. Also used to identify neurocognitive impairments in older adults.
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Halstead-Reitan
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A neuropsychological assessment battery that contains 7 neuropsychological tests, with 10 cognitive function tests. It is used to evaluate the nature, location, and extent of brain damage and related structural changes. Individual tests are weighted and combined into the Halstead Impairement Index. There are typical patterns of scores established for certain brain injuries.
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Glasgow Coma Scale
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A neurologic scale used to assess level of consciousness. It grades conciousness in relation to eye-opening and motor and verbal responses. Decreased reations score in one or more categories warns of impending neurological crisis. The score can range from 3 to 15. 15 = normal, 3 to 8 indicates severe neurologic disability/damage, Score of 3 or less indicates brain death.
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Hiskey-Nebraska Test
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A non-linguistic intelligence test that assess cognitive abilities in children between the ages of 3 and 16. It consists of 12 nonverbal subtests. It is designed to be used with hearing-impaired children. The 12 subtests consist of: bead patterns, memory for color, picture identification, picture associations, paper folding, visual-attention span, block patterns, completion of drawings, memory for digits, puzzle blocks, picture analogies, and spatial reasoning. Correlations with Stanford-Binet or WISC between .78 and .86
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If a tests reliability coefficient is Rxx=0.85. this means that ___% of the variability in test scores is true score variability:
a) 85% b) 15% c) 50% d) 65% |
85%
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This is a measure of the consistency of scores over tiem or across different forms of the test/different raters
a) validity b) reliability c) construct validity d) criterion validity |
reliability
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All of these are errors associated with test-retest reliability except:
a) time sampling factos b) practice effects c) memory effects d) length of test |
d) length of test
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Test-retest reliability produces the coefficient of:
a) stability b) equivalence c) internal consistency |
stability
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Which type of reliability requires administering 2 forms of the test to the same group?
a) test-retest b) alternate/parallel forms c) split-half d) coefficient alpha |
b) alternate/parallel forms
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Alternate/parallel forms produces the coefficient of:
a) stability b) equivalence c) internal consistency |
equivalence
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Which type of reliability indicates the degree of consistency across different test items?
a) test-retest b) alternate/parallel forms c) internal consistency |
c) internal consistency
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What is used as a correction for split-half reliability?
a) Kuder-Richardson-20 b) Spearman Brown c) Coefficient alpha d) coefficient of equivalence |
spearman-brown
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Which type of internal consistency involves correlating the examinees' scores on all test items to obtain a measure of avg inter-item consistency?
a) test-retest b) alternate/parallel forms c) split-half d) coefficient alpha |
coefficient alpha
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Which type of correction should be used to measure the internal consistency on a dichotomous response test (ie. right and wrong)
a) Kuder-Richardson-20 b) Spearman Brown c) Coefficient alpha d) coefficient of equivalence |
a) Kuder-Richardson-20
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What provides a measurement of inter-rater reliability?
a) coefficient of stability b) kappa statistic c) coefficient of equivalence c) internal consistency |
kappa statistic
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Which of these is not a potential source of error in inter-rater reliability?
a) lack of motivation b) unclear criteria c) observer drift d) inter-rater communication |
d) inter-rater communication
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Which of these factors do not affect reliability?
a) guessing-the easier it is to guess the right answer the larger the reliability b) test length-longer = more reliable c) homogenity of content--more homogenous= higher reliability d) range of scores- a wide range increases reliability |
a) guessing---it should be: the more difficult it is to guess the right answer, the higher the reliability coefficient
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With a SD=15 and a reliability coefficient of .91, what is the standard error of measurement?
a) 13.5 b) 4.5 c) 1.35 |
4.5
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With an obtained score of 137 and a standard error of measurement of 4.5, what is the 68% confidence interval?
a) 132.5-141.5 b) 128-146 c) 123.5- 150.5 |
a) 132.5-141.5
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With an obtained score of 137 and a standard error of measurement of 4.5, what is the 95% confidence interval?
a) 132.5-141.5 b) 128-146 c) 123.5- 150.5 |
b) 128-146
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A test measuring achievement or work samples should have good:
a) content validity b) construct validity c) criterion-validity |
content validity
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A test measuring intelligence should have good:
a) content validity b) construct validity c) criterion-validity |
construct validity
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A test used to predict job performance should have good:
a) content validity b) construct validity c) criterion-validity |
c) criterion-validity
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Convergent and discriminant validity are used to evaluate:
a) content validity b) construct validity c) criterion-validity |
construct validity
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What is provided by low correlations with measures of unrelated traits?
a) convergent validity b) divergent validity c) differental validity |
divergent validity
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The monotrait-heteromethod coefficient provides a measure of:
a) convergent validity b) divergent validity c) differental validity d) construct validity |
a) convergent validity
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The heterotrait-monomethod coefficient provides a measure of:
a) convergent validity b) divergent validity c) differental validity d) construct validity |
divergent validity
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A low heterotrait-heteromethod coefficient reflects high:
a) convergent validity b) divergent validity c) differental validity d) construct validity |
divergent validity
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Which test does not provide a measure of convergent and divergent validity?
a) multitrait-multimethod matrix b) cluster analysis c) factor analysis |
b) cluster analysis
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Which of these tests is used to determine how many dimensions are needed to explain inter-correlations
a) multitrait-multimethod matrix b) cluster analysis c) factor analysis |
c) factor analysis
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Which of these refers to what is unique about the test and not measured by any other test
a) convergent validity b) specificity c) sensitivity d) differential validity |
b) specificity
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Orthogonal factors in factor analysis are:
a) independent b) dependent |
independent
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Oblique factors in factor analysis are:
a) independent b) dependent |
dependent
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The standard error of estimate is used to construct a confidence interval around a ________ criterion score
a) predicted b) obtained c) absolute |
predicted
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What is the formula for the standard error of estimate
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SEE= SD *sqrt 1-Rxy^2
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With a SD = 10 and a Rxy=0.6, calculate the SEE:
a) 80 b) 8 c) .8 d) .08 |
8
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With a SEE of 8 and a predicted score of 100, what is the confidence interval at the 95%?
a) 92-108 b) 84-116 c) 82-118 d) 76-124 |
b) 84-116
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Incremental validity is max when:
a) base rate is low and selection ratio is low b) base rate is moderate and selection ratio is low c) base rate is high and selection ratio is moderate d) base rate is high and selection ratio is high |
b) base rate is moderate (50%=half are successful and half are not) and selection ratio is low (a lot of job applicants for small # jobs)
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Which of these represents the increase of correct decision that can be expected by using a given instrument as a selection tool?
a) discriminant validity b) incremental validity c) convergent validity d) construct validity |
b) incremental validity
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The formula for incremental validity is
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Increm Valid= Positive hit rate - Base rate; if increm valid= 40% that is very good (40% added to a base rate of 50% is =90%!!)
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It is recommended that this is used when you need to estimate the positive hit rate but there is no concurrent validity study
a) Multitrait-multimethod matrix b) factorial analysis c) Taylor-Russell tables d) cluster analysis |
c) Taylor-Russell tables
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What do you not need to know to use the Taylor Russell tables?
a) base rate b) selection ratio c) validity coefficient d) reliability coefficient |
d) reliability coefficient
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Which of these is the proportion of current employees who are considered successful?
a) base rate b) selection ratio c) validity coefficient d) reliability coefficient |
base rate
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Which of these is the number of applicants per job opening?
a) base rate b) selection ratio c) validity coefficient d) reliability coefficient |
selection ratio
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Which of these indicates a larger incremental validity when it is larger?
a) base rate b) selection ratio c) validity coefficient d) reliability coefficient |
validity coefficient
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When you cross-validate, what will shrink?
a) reliability coefficient b) validity coefficient c) selection ratio d) base rate |
validity coefficient, but this does not imply less validity-it's expected
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What places an upper limit on validity?
a) selection ratio b) reliability c) base rate |
b) reliability
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Reliability is:
a) consistency b) accuracy |
a) consistency
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validity is:
a) consistency b) accuracy |
b) accuracy
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T/F validity is necessary to reliability
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F
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A floor effect occurs when the test items are too:
a) easy b) difficult c) similar |
b) difficult = positively skewed-->can't distinguish btwn examinees with low level of what is being measured
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A ceiling effect occurs when the test items are too:
a) easy b) difficult c) similar |
a) easy= negatively skewed--> test can't discriminate btwn those with high levels of ability
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Formula for the Zscore
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(X - M)/SD; X=raw score; M=mean
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A test with a mean of 50 and SD of 10 that Johnnie scores a 60 on...what is his Zscore?
a) 0.5 b) 1 c) 1.5 d) 2 |
1
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The mean of Z scores is always
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0
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The SD of Zscores is always
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1
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The mean of Tscores is always
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50
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The SD of Tscores is always
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10
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