Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
38 Cards in this Set
- Front
- Back
|
Actuarial versus Clinical Predictions
|
Actuarial predictions are based on empirically-validated relationships between test results and target criteria and make use of a regression equation, multiple regression equation, or similar technique, while clinical predictions are based on the decision maker's intuition, experience, and knowledge. Studies comparing the two methods have generally found that the actuarial method alone is more accurate than clinical judgment alone and about equally accurate as a combination of actuarial and clinical methods.
|
|
|
Differential Validity
|
A test or other predictor has differential validity when it has substantially different validity coeffecients for member of different groups (e.g., men and women). Differential validity is one cause of adverse impact.
|
|
|
Kaufman Assessment Battery for Children (KABC-II)
|
Development of the KABC-II is based on Luria's neuropsychological model and the Cattell-Horn-Carroll theory of cognitive abilities. Because of its emphasis on nonverbal instructions and items, the KABC-II is considered "culture-fair."
|
|
|
Raven's Progressive Matrices
|
Raven's Progressive Matrices is a nonverbal measure of general intelligence (g). And is considered useful as a multicultural test because it is relatively independent of the effects of specific enducation and cultural learning. There are several versions including the Standard Progressive Matrices and the Colored Progressive Matrices.
|
|
|
Vineland Adaptive Behavior Scales
|
The Vineland-II measures personal and social skills of children and adults. It is often used in conjunction with an IQ test for diagnosing mental retardation.
|
|
|
Aging and Intelligence (Processing Speed)
|
Increasing age is associated with a decrease in speed of information processing as well as declines in fluid (vs. crystalized) intelligence.
|
|
|
Domain-Referenced Testing
|
Domain-referenced testing (or interpretation) involves scoring an examinee's test performance in terms of how much he/she has mastered the domain being assessed. It is also known as content- and criterion-referenced testing.
|
|
|
Kuder Occupational Interest Inventory
|
The Kuder Occupational Interest Survey (KOIS) was designed for high school juniors and seniors, college students, and adults. It was developed on the basis of empirical criterion keying but, unlike the Strong tests, did not include a general reference group. Instead, items selected for inclusion in the test were those that distinguished between different occupational groups.
|
|
|
Rorschach Inkblot Test (Scoring & Interpretation)
|
The Rorschach is a projective personality test that presents the examinee with 10 inkblots. Administration usually entails two phases-free association and inquiry. Responses to the inkblots presumably reflect the examinee's underly personality conflicts, etc. Most scoring systems involve looking at the following dimensions: Location, Determinants, Form Quality, Content, and Frequency of Occurence.
|
|
|
WAIS-III Factor Scores (ADHD, Alzeheimer's Disease)
|
The WAIS-III provides scores on two verbal factors (Verbal Comprehension and Working Memory) and two performance factors (Perceptual Organization and Processing Speed). Discrepancies in factor index scores correlate with several conditions. For example, the test manual reports a similar pattern for individuals with ADHD or learning disabilities-i.e., a Verbal Comprehension score higher than a Working Memory score coupled with a Perceptual Organization score higher than a Processing Speed score. It also reports the following pattern of mean scores for aging patients with Alzheimer's Disease -79.6 on Processing Speed; 84.8 on Perceptual Organization, 87.2 on Working Memory; and 93.0 on Verbal Comprehension.
|
|
|
Bender-Gestalt
|
The Bender-Gestalt II is used as a measure of visual-motor integration and can be used as a screening tool for neuropsychological impairment. The test includes 16 stimulus cards consisting of geometric figures.
|
|
|
Flynn Effect
|
Research by Flynn (1987) and others has shown that IQ test scores have consistently increased over the last 70 years in the United States and other industrialized countries. This increase-which is referred to as the Flynn effect-involves a rate of at least three IQ points per decade and is apparently due primarily to increases in fluid intelligence.
|
|
|
MMPI-2 Validity Scales
|
The MMPI's validity scales are designed to assess test-taking attitudes and to determine if the results of a test for a particular examinee are valid. A high score on the L Scale indicates an attempt to present oneself in a favorable light; a high score on the F Scale suggest response carelessness; a high score of the K Scale indicates clinical defensiveness or an attempt to "fake good." An examinee's score on the K scale is used to correct scores on several clinical scales.
|
|
|
Standford-Binet Fifth Edition (SB5)
|
The SB5 is an individually-administered intelligence test that is based on a hierarchical model of intelligence that begins with "g" and incorporates five cognitive factors - Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Administration of the SB5 is tailored to the examinee's level of cognitive functioning.
|
|
|
WAIS-III (Wechsler Adult Intelligence Scale, Third Edition)
|
The WAIS-III is an individual intelligence test that yields Verbal, Performance, and Full-Scale IQ scores as well as individual subtest scores and factor index scores. Verbal, Performance, and Full-Scale Iqs have a mean of 100 and standard deviation of 15; subtests have a mean of 10 and standard deviation of 3. The test is appropriate for people aged 16-89.
|
|
|
Big Five Personality Traits
|
Identification of the "Big Five" - extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience - was based on lexical approach and factor analysis.
|
|
|
Gender-Related Differences in Cognitive Ability
|
On measures of specific cognitive abilities, most studies have found that females do better on some test of verbal ability, while males do better on certain measures of spatial and quanitative skills, with spatial skills showing the largest gender gap.
|
|
|
Performance-Based Measurement
|
Performance-based (authentic) assessment (PBA) involves "observing and judging a pupil's skill in actually carrying out a physical activity (e.g., giving a speech) or producting a product (e.g., building a birdhouse)"
|
|
|
Strong Interest Inventory
|
There are two versions of the Strong Interest Inventory: the 1994 Strong Interest Inventory and the Newly Revised Strong Interest Inventory. In the 1994 Strong Interest Inventory, the General Occupational Theme and Basic Interest Scales were developed based on the logical content method, whereas the Occupational scales was developed based on a criterion keying strategy method. The Newly Revised Strong Interest Inventory draws from a general representative sample.
|
|
|
Wisconsin Card Sorting Test
|
The Wisconsin Card Sorting Test (WCST) if for individuals ages 6-1/2 to 80 years and is used to assess the ability to form abstract concepts and shift cognitive strategies in response to feedback. The WCST is sensitive to frontal lobe damage, and impaired performance has been linked to alcoholism, autism, schizophrenia, depression, and malingering.
|
|
|
Americans w/Disabilities Act
|
The Americans with Disabilities Act of 1990 requires that any test administered to a job applicant or employee with a disability must accurately measure the skills and abilities the test was designed to measure rather than reflect the examinee's disability. It also mandates that employers make reasonable accommodations when testing disable examinees.
|
|
|
Dynamic Assessment and Testing the Limit
|
Dynamic assessment was derived from Vygotsky's method for evaluating a child's mental development and involves deliberate deviation from standardized testing procedures to determine if an examinee has the ability to profit from assistance or instruction. Testing the limits, a type of dynamica assessment, involves providing and examinee with additional cues or prompts. It is ordinarily done after standard administration of the test to preserve the applicability of the test's norms.
|
|
|
Larry P. v. Riles
|
The case of Larry P. was brought plaintiffs on behalf of African-American children who were disportionately enrolled in EMR classes in the San Francisco school system. Based primarily on the testimony of experts, the judge handed down the opinion that "IQ tests are racially and culturally biased, [and] have a discriminatory impact on Black children" and enjoined the San Francisco public schools from using them to place Black children in EMR classes.
|
|
|
Seattle Longitudinal Study
|
The Seattle Longitudinal Study found that a cross-sectional design is more likely to find early age-related declines in IQ because it is more vulnerable to the confounding effects of educational and other differences between age groups ("cohort effect"). It also found that, of the six primary mental abilities, only perceptual speed declines substantially prior to age 60.
|
|
|
WAIS-III Profile Analysis
|
Profile analysis involves comparing each subtest to the mean full-scale, verbal, or performance subtest score to derive information about the examinee's strengths and weaknesses. It is important to keep in mind that significant variability in subtest scores can be expected for an examinee as the result of chance, and consequently, that the analysis of subtest fluctuations may result in some false positives.
|
|
|
Beck Depression Inventory-II
|
The BDI-II contains 21 items that address the mood, cognitive, behavioral, and physical aspects of depression. The examinee rates each item in terms of severity on a 4-point scale that ranges for 0 to 3. The following score guidelines are usually used for individuals who have been diagnosed with major depression: 0 to 13 = minimal depression; 14 to 19 = mild depression; 20 to 28 = moderate depression; and 29 to 63 = severe depression.
|
|
|
Embedded Figures Test
|
The Embedded Figures Test is a measure of field dependence/independence. Children with autism tend to find the embedded figures included in this test faster than their non-autistic peers.
|
|
|
MMPI-2 T scores and Profile Analysis
|
Scores are reported as T scores, which have a mean of 50 and a standard deviation of 10. A T score of 65 or higher on the MMPI-2 is considered clinically significant. Scores are commonly interpreted through profile analysis, which involves considering the highest two or three scale scores.
|
|
|
Self-Directed Search
|
Holland classified occupations and occupational interests into six thematic areas, which he believed reflect basic personality characteristics. The relationship between these themes is conceptualized in terms of a hexagon with themes located closer to one another being more similar. Stating in the upper right of the hexagon, the themes are Realistic, Investigative, Artistic, Social, Enterprising, and Conventional. These themes are measured by his Self-Directed Search (SDS).
|
|
|
WAIS-III Verbal-Performance Discrepancy
|
One method for interpreting Wechsler test scores is to consider the discrepancy between Verbal IQ and Performance IQ. A discrepancy of 12 points of more is statistically significant. A higher Verbal IQ suggests right hemisphere damage, neurosis, or psychosis. A higher Performance IQ may indicate left hemisphere damage, educational deficits, or sociopathy.
|
|
|
Crystallized and Fluid Intelligence
|
Horn and Cattell proposed that general intelligence can be described in terms of two types-a crystallized intelligence (Gc). Refers to acquired knowledge and skills and is affected by educational and cultural experiences, whereas fluid intelligence (Gf) enables an individual to solve novel problems and to perceive relations and similarities and does not depend on specific instruction.
|
|
|
Heredity and Intelligence
|
Correlations between the IQ scores of people with varying degrees of genetic similarity are used to demonstrate the impact of genetics on intelligence. The studies have found that, the closer the genetic similarity, the higher the correlation (e.g., identical twins reared together, r=.85; identical twins reared apart, r=.67).
|
|
|
PL 94-142
|
PL 94-142, the individuals with Disabilities Act (IDEA) requires that 1) all disabled people from infancy to 21 years of age must be evaluated by a team of specialists to determine their specific needs; 2) an Individualized Educational Program (IEP) must be developed for each disabled child enrolled in the public education system that provides education for the student in the "least restrictive environment" and that has been approved by the child's parents; and 3) while reliable, valid, and nondiscriminatory psychological tests can be used, assignment to special education classes cannot be made on the basis of IQ tests only.
|
|
|
Stroop Color-Word Association Test
|
The Stroop Color-Word Association Test assesses the degree to which the examinee can suppress a habitual response in favor of an unusual one and is considered to be a measure of cognitive flexibility and selective attention. It presents the examinee with a list of color names that are printed in ink colors that differ from the name (e.g., the name red might be printed in blue ink), and the examinee is asked to go through the list and say the ink color rather than read the color name, which is the prepotent response.
|
|
|
Curriculum-Based Measurement
|
Curriculum-based measurement (CBM) involves periodic assessment of school-aged children with brief standarized and validated measures of basic academic skills that reflect the current school cirriculum.
|
|
|
Infant and Preschool Tests
|
Infant and preschool test are generally considered valid as screening devices for developmental delays and disabilities; but, when administered to children aged two or younger, they have little predictive validity. Examples include the Denver Development Screen Test, the Bayley Scales, and the Fagan Test of Intelligence.
|
|
|
PPVT-III
|
The PPVT-III measures receptive vocabulary for standard American English and provides a nonverbal estimate of intelligence. It was designed for people with orthopedic disabilities aged 2-1/2 to 85 years, and can be administered to any examinee who is able to hear the stimulus word, see the drawings, and in some way communicate a response.
|
|
|
Types of Test Bias (Slope and Intercept)
|
Slope and intercept biases are types of test bias that can invalidate the interpretation of test scores for members of certain groups. Slope bias occurs when there is differential validity-i.e., when the validity coefficients for a predictor (e.g., cognitive ability test) differ for different groups. Consequently, the predictor is more accurate for one group that another. Intercept bias (or unfairness) occurs when the validity coefficients and criterion performance for different groups are the same, but their mean scores on the predictor differ. As a result, the predictor consistently over- or underpredicts performance on the criterion for member of one of the groups.
|
