Individual Differences Final

Front 1

the two disciplines of scientific psychology

Back 1

1) individual differences psychology
2) experimental psychology

Front 2

1) the average differences between groups of people attributable to situations, manipulations, and interventions

Back 2

1) experimental psychology

Front 3

experimental psychology:
1) the average differences between groups of people attributable to ____,_____, and _____
2) is ______
3) _____assignment
4) how humans _____

Back 3

1) situations, manipulations, and interventions
2) experimenter controlled
3) random
4) think/behave in general

Front 4

ex: ____--name the colors; give block of colors and also told to name the colors of the words (but word name is different color)

Back 4

stroop task

Front 5

1) person-to-person differences inherent to individuals

Back 5

individual differences psychology

Front 6

Individual Differences Psychology:
1) person-to-person differences inherent to ____
2) is ____
3) how people ____

Back 6

1) individuals
2) naturally occurring
3) differ from one another

Front 7

1) the quantification of the attributes of objects

Back 7

1) measurement

Front 8

Measurement:
1) the ___of the _____ (rather than ____themselves)
2) examples: ___of a water molecule; ___in a drop of water; ___of a high definition TV

Back 8

1) quantification; attributes of objects; (objects)
2) weight; bacterial count; brightness

Front 9

1) wheres as ___attributes are DIRECTLY observable, ____attributes are THEORETICAL constructs that must be __from what are presumed to be their _____
2) example: how we might measure
-the work ethic of an employee?
-the sociability of a college student?

Back 9

1) physical; psychological; inferred; behavioral manifestations

Front 10

1) physical attributes are ____
2) psychological attributes are ____that must be ____from what are presumed to be their _____
3) to measure psychological constructs, psychologists measure ____that are presumed to reflect the _____
4) the process of creating RULES that relate unobservable constructs to observable behaviors is called establishing an _____

Back 10

1) directly observable
2) theoretical constructs; inferred; behavioral manifestations
3) observable behaviors; constructs
4) operational definition

Front 11

1) in order to compare individuals to one another in "how much" of a construct they possess, we need to be able to ___the ____that we have measured
--2) for example: if we are trying to determine the sociability of a college student--we look at the ___of____; another example would be looking at the number of questions answered "true" on a self-report test of sociability

Back 11

1) quantify; observable behaviors
2) number; facebook friends

Front 12

There are ___basic levels of measurement:

Back 12

4 basic levels of measurement:
1) nominal
2) ordinal
3) interval
4) ratio

Front 13

1) people can be ___on the amount of the construct, but the difference between the scores is NOT meaningful
i.e. class rank; placing in olympic swimming
2) if numbers are used, they are used as ___, and do not have any meaningful order
i.e. 1 = hockey 2= soccer 3= football
3) there is a meaningful zero point; this allows nonzero values to be expressed as ___of one another
i.e. weight, height, age; differences between ____
4) the difference between scores is meaningful
i.e. fahrenheit scale for measuring temperature; psychological test scores are often resumed to be measured on these scales

Back 13

1) ordinal measurement; ordered
2) nominal measurement; labels
3) ratio measurement; ratios; interval values
4) interval measurement

Front 14

Determine the level of measurement:
1) 1 = hockey 2= soccer 3= football
2) psychological test scores are often assumed to be measured on this scale
3) class rank; michael phelps scoring first place on list of swimmers (placing)
4) differences between interval values
5) fahrenheit scale for measuring temperature
6) weight, height, age

Back 14

1) nominal
2) interval
3) ordinal
4) ratio
5) interval
6) ratio

Front 15

1) when a number of different people take the same test, they will likely score ____from one another
2) a ____is a characterization of the amount of people scoring within different given ranges
3) most psychological test scores are approximately _____

Back 15

1) different
2) distribution
3) normally distributed

Front 16

In a normal distribution:
1) MOST people score ____
2) the number of people with scores that differ from average becomes __as scores get MORE extreme
3) this hold for both ___and ___scores (____)
4) the ____ of people scoring in a given range can be looked up in a ____ (or gleaned from a ____)

Back 16

1) close to the average
2) fewer
3) high; low; (symmetry)
4) proportion; table; graph

Front 17

a normal distribution can be characterized by ____: ___and ____
1) add up all of the scores and divide by the number of scores
2) average squared difference between each score and the mean
3) square root of the variance

Back 17

two statistics: mean & variance
1) mean
2) variance
3) standard deviation

Front 18

A normal distribution can be characterized by 2 statistics:
1) mean = ___of the scores
2) variance = ___of the scores

Back 18

1) average
2) spread

Front 19

1) ______ (___) are important for putting scores on different tests on the same metric: makes scores ______; much ______to interpret than ______; tables with ______are usually in a z-score metric

Back 19

1) standard scores (z-scores); directly comparable; easier; raw scores; %iles

Front 20

1) to convert RAW scores into STANDARD scores, you ____
2) standard scores, or z-scores, have a mean of ______and a standard deviation of ______
3) a ______is therefore the number of ______a score is from the mean

Back 20

1) subtract the mean and divide by the standard deviation
2) 0; 1
3) z-score; standard deviations

Front 21

1) ______and ______are ways that we can QUANTIFY the relation between two variables
ex: to what extent are educational attainment and adult IQ related? are anxious people also more depressed?
2) ex: knowledge = 482 +4.5xEduc + u; for every year of ______, the average vocabulary socre is 4.5 points higher

Back 21

1) correlation; linear regression
2) education

Front 22

What might a CORRELATION imply?
1) ____causes____
2) ___causes_____
3) ___represent the ____
4) ____represent____

Back 22

1) one variable; another variable
2) third variable; both variables
3) both variables; same underlying construct
4) the two variables; two different constructs that are related

Front 23

1) correlations range in magnitude from ______
2) the ______ of a correlation is an index of how ______two variables are ______ one another

Back 23

1) +1 to -1
2) magnitude; strongly; related

Front 24

what is the difference between correlation and (univariate linear) regression?
1) ______is simply ______ with ______, rather than ______

Back 24

1) correlation; linear regression; standardized scores; raw scores

Front 25

1) test scores are ______of ______
2) in fact, test scores are ______ ______of ______
3) ______ = ______

Back 25

1) operationalizations; theoretical constructs
2) imperfect operationalizations; theoretical constructs
3) score = true score + error; Y = T + E

Front 26

Classical Test Theory: Where does error of measurement come from?
1) even in the ______, measurements are made with some level of ______
2) in psychology, this issue is magnified by the fact that attributes that we measure are only ______for ______
3) moreover, psychologists sample a ______set of behaviors (test responses) during a ______ period of time in hopes of ______to an ______ set of possible behaviors, that potentially occur ______
4) finally, each item that makes up a test may have ______ that elicit responses based on participant characteristics ______ to the construct of interest

Back 26

1) physical sciences; imprecision
2) proxies; unobservable constructs
3) finite; discrete; generalizing; infinite; over a lifetime
4) idiosyncracies; unrelated

Front 27

REVIEW:
1) in psychology, measurement involves ___of ____presumed to reflect ____
2) most psychological tests are assumed to have ___measurement properties (what level of measurement?)
3) scores on psychological tests are often _______
4) ______ can arise because one of the variables has been caused by another, because they have both been caused by third variables, and/or because 2 variables both reflect the same construct, and/or because 2 variables represent 2 different constructs that are related
5) all measurements contain ______; NO construct can be measured ______

Back 27

1) quantification; behaviors; theoretical constructs
2) interval
3) normally distributed
4) correlations
5) error; perfectly

Front 28

1) ______is often used to estimate the proportion of variation in the test scores can be attributed to the construct that the test was designed to measure (as opposed to ______)

Back 28

1) reliability; error

Front 29

1) ______-is indexed by the extent to which a measurement ______ with other measurements of the same construct

Back 29

1) reliability; agrees

Front 30

1) the consistency of a measurement; repeatability or replicability of findings; stability of measurement over time

Back 30

1) reliability

Front 31

1) because we can never observe ______, we can't simply calculate the ______between the ______and the ______. We therefore estimate ______using other methods: ______& ______

Back 31

1) true scores; correlation; true score; observed scores; reliability; internal consistency & test-retest

Front 32

_______
1) how much do the items within the test correlate with one another?
2) ______-average correlation between each item in the test
3) ______-correlation between two halves (e.g. odd and even numbered items) of the test

Back 32

INTERNAL CONSISTENCY
1) internal consistency
2) cronbach's alpha
3) split-half reliability

Front 33

1) ______-correlation between scores on ___administrations of the test

Back 33

1) test-retest reliability; two

Front 34

When might it be more appropriate to estimate RELIABILITY using internal consistency vs. test-retest?
1) ______vs. ______distinction

Back 34

1) trait vs. state

Front 35

1) characteristics of an individual that are relatively STABLE and ENDURING
2) momentary moods, feelings, or capabilities that are prone to FLUCTUATION, and are often sensitive to physiological and situational influences

Back 35

1) trait
2) state

Front 36

1) ______happens to TRAITS: more or less ______changes that are constructed as developmental by virtue of the nature of their antecedents, their consequences, and their correlates
2) ______happens to STATES: relatively ______ changes that are construed as more or less ______ and that occur more ______than intraindividual changes

Back 36

1) intraindividual change; enduring
2) intraindividual variability; short term; reversible; rapidly

Front 37

DILEMMA:
1) ______cannot be directly observed
2) we therefore need an ______delineating the correspondence between the ______and ______

Back 37

1) theoretical constructs
2) operational definition; theoretical construct; observable behaviors

Front 38

1) is the extent to which a measurement assesses the characteristic that it is supposed to assess
2) issues of ______: is the label for the test appropriate? what inferences can be made from a test score?

Back 38

1) validity
2) validity

Front 39

__basic types of validity:

Back 39

4 basic types of validity:
1) face validity
2) criterion validity: concurrent & predictive validity
3) content validity
4) construct validity

Front 40

4 basic types of validity:
1) concerns whether or not the test scores predict some ______of interest
2) does the test appear to measure what it is supposed to measure?
3) are the test items a representative sample of the universe of items that the investigator is interested
4) the process of better understanding exactly what the construct is that is being measured

Back 40

1) criterion-oriented validity; criterion
2) face validity
3) content validity
4) construct validity

Front 41

1) example of ______: when you take your PSY 345 Exam, will you recognize the questions as being related to the topics that were covered in class?
2) does the test measure what it is supposed to measure?

Back 41

1) face validity
2) face validity

Front 42

1) concerns whether or not the test scores predict some criterion of interest

Back 42

1) criterion-oriented validity

Front 43

1) a form of criterion-oriented validity in which the test score and the criterion are determined at essentially the same time
2) a form of criterion-oriented validity in which the test score is used to predict a later outcome

Back 43

1) concurrent validity
2) predictive validity

Front 44

1) example of ______: SAT junior year of high school-->GPA freshman year of college
2) example of ______: starting a conversation with stranger: check very uncharacteristic through very characteristic
3)example of ______: marital quality scale (1-7)-->divorce
4) example of ______: planning parties or social events: check very uncharacteristic through very characteristic

Back 44

1) predictive validity
2) concurrent validity
3) predictive validity
4) concurrent validity

Front 45

1) are the test items a representative sample of the universe of items that the investigator is interested?
2) test should have _______of the intended characteristic, and _______of the irrelevant features
3) in practice, it is often difficult to come up with a universe of items. One approach might be to use a thesaurus to come up with _______for the personality characteristic that you are interested in. Participants could then rate themselves on a random sample of those items

Back 45

1) content validity
2) all of the features; none
3) synonyms

Front 46

1) _______is an example of content validity

Back 46

1) work sample tests

Front 47

1) _______-is an example of _______ validity; in these, an applicant for a job performs a variety of different tasks that they would typically have to perform were they to be hired for the job

Back 47

1) work sample tests; content

Front 48

1) the process of better understanding exactly what the construct is that is being measured; _______occurs whenever no criterion or universe of content is accepted as _______ adequate to define the characteristic of interest

Back 48

1) construct validity; construct validation; entirely

Front 49

1) construct validity is a much more _______question than criterion-oriented validity or content validity
2) with _______validity, you are simply interested in designing a test that is as highly related to your outcome as possible
3) with _______validity, you are simply interested in designing a test that is composed of as comprehensive a sample as possible of items that you want
4) with _______validity, you are undertaking a process of trying to understand what you are measuring in as much detail as possible

Back 49

1) theoretical
2) criterion-oriented
3) content
4) construct

Front 50

1) example of _____validation procedure: scores on Test X correlate at .5 with how sweaty students' palms get when they find out that they failed PSY 345. What does Test X measure?
*Possibilities:
-academic aspiration
-anxiety proneness
-athleticism

Back 50

1) construct

Front 51

If we have theories about how different constructs relate to one another, and we find that our tests of those constructs do not relate as expected, what do we conclude?
1) the tests ___
2) _______about how the _______are_______

Back 51

1) do not actually represent the construct
2) our theories; constructs relate; incorrect

Front 52

1) sometimes tests are constructed on the basis of a _______, but later judged to have greater_______than the original criterion

Back 52

1) specific criterion; construct validity

Front 53

An Example from the Physical Sciences
1) The notion of temperature certainly dates back to the pre-modern time. Some objects felt hotter than others, and so _______was defined
2) the expansion of _______ in a column does not appear to have _______as an index of hotness, but early scientists discovered that:
3) there was a strong correlation between mercury expansion and perceived _______
4) _______agree with one another much better than two people rating perceived temperatures
5)_______are able to consistently determine when water will boil, when ice will melt, etc.
6) a scientific theory was worked out that explains the relation between mercury expansion and heat
7) the original criterion is now no longer considered the _______-the _______is

Back 53

1) temperature
2) mercury; face validity
3) temperature
4) thermometers
5) thermometers
7) standard; thermometer

Front 54

An Example from Psychology:
1) the Binet Scale of intelligence was originally valued because children's scores tended to agree with teacher ratings of intelligence. If it did not agree, it would have very likely been _______
2) Now, if a child's IQ is 135 and three of her teachers complain about how stupid she is, we _______that the test has failed
3) rather, unless we can find a problem with the test administration, we treat the IQ score as _______and try to find other factors (personality, study skills, etc.) that would modify study skills or distort teacher judgment

Back 54

1) abandoned
2) don't conclude
3) valid

Front 55

The Logic of _______:
1) we begin to understand a construct by documenting the _______that its indices have with _______
2) we can begin to summarize these relations with _______that we _______from them
3) the _______system of _______that help to define the construct is sometimes termed "the_______"

Back 55

The Logic of Construct Validation:
1) network of relations; other variables
2) general laws; induce
3) interlocking; laws; nomological network

Front 56

The Logic of Construct Validation:
1) as the construct is studied more extensively and the _______develops, its laws can begin to involve the _______among _______
2) in order to be scientifically testable, however, at least least some of the laws must have implications for the relations among _______
3) in order for the nomological network to constitute a true theory, its laws must be_______ enough to make predictions regarding relations that have not yet been _______
4) LOOK AT WEBS

Back 56

1) nomological network; relations; multiple unobservable constructs
2) observable attributes
3) general; observed

Front 57

Cronbach & Meehl
1) "since the meaning of theoretical constructs is set forth by stating the ____ in which they occur, our incomplete knowledge of the laws of nature produces a vagueness in our _______. We will be able to say 'what anxiety is' when we know ___ of the laws involving it; meanwhile, since we are in the process of discovering these laws, we _______ yet know precisely what anxiety is."

Back 57

1) laws; constructs; ALL; do NOT

Front 58

1) remember, no single test fully reflects the _______
2) in almost all circumstances there are nearly an _______ of ways to measure a construct, none of which by itself is _______

Back 58

1) theoretical construct
2) infinite number; perfect

Front 59

1) in order for a construct to have _______, the different ways of measuring it should all be highly correlated
2) in order for a construct to have _______, the tests presumed to measure it should not be strongly correlated with the tests presumed to measure _______

Back 59

1) convergent validity
2) discriminant validity; another construct

Front 60

1) _______is the agreement between two efforts to measure the same trait through maximally similar methods
2) _______is the agreement between two attempts to measure the same trait through maximally different methods

Back 60

1) reliability
2) convergent validity

Front 61

REVIEW FOR WEEK 2: 3 MAIN POINTS
1) _______is the extent to which a measurement assesses the characteristic that it is supposed to assess
2) _______is the process of better understanding an under-specified construct
3) _______and_______are two crucial aspects of construct validity

Back 61

1) validity
2) construct validation
3) convergent validity; discriminant validity

Front 62

EXTRA REVIEW FOR WEEK 2:
1) the quality or correctness of a measure

Back 62

1) validity

Front 63

WEEK 3:
1) a subfield of psychology that is focused on the measurement of psychological traits

Back 63

1) psychometrics

Front 64

1) psychometrics is a subfield of psychology that is focused on the measurement of _______

Back 64

1) psychological traits

Front 65

Sources of Psychometric Information:

Back 65

1) self-report tests
2) informant reports
3) direct observations
4) biodata
5) objective testing

Front 66

Sources of Psychometric Information:
1) the examinee answers a series of questions about his or her actions, thoughts, and feelings in various situations; the situation is ______-i.e. everyone gets the _____ of questions (some exceptions, e.g. computer adaptive tests)

Back 66

1) self report tests; standardized; same set

Front 67

Problems with Self-Report Tests:
1) examinees may be inclined to respond based on their _____, rather than their _______ (i.e. they may be trying to give a ______)
2) people may not be very good ____of their_____

Back 67

1) ideal personalities; true personalities; good impression
2) judges; personalities

Front 68

Sources of Psychometric Information:
1) information about the target's typical behaviors and interactions is provided by an _____who knows him or her ____

Back 68

1) informant reports; informant; well

Front 69

Sources of Psychometric Information: Who might be good informants?

Back 69

1) parents
2) friends
3) teachers

Front 70

Problems with Informant-Report:
1) informants usually have ______with the target that ____their_____of the target
2) informants probably _____ the target as well as the target _______
3) informants typically encounter participants in ______ and ______

Back 70

1) relationships; shape; views
2) don't know; knows himself/herself
3) some situations; not others (i.e. teacher encounters student at school and in school environment, but not at home, etc.)

Front 71

Sources of Psychometric Information:
1) record instances, duration, or frequency of particular behaviors; can be ____or _____

Back 71

1) direct observations; naturalistic; lab-based

Front 72

Sources of Psychometric Information:
1) direct observations can be _____OR ______
2) _____-assesses sociability by following the target around and recording the number of conversations that he or she strikes up with people over the course of the day
3) _____-assess sociability by recording the number of conversations that participant starts up with confederates in the waiting room for the experiment

Back 72

1) naturalistic; lab-based
2) naturalistic
3) in the lab

Front 73

Problems with Direct Observation:
1) can be very difficult to do in ______
2) lab-based observation is "_____" and ____well into how participants interact in the real world

Back 73

1) natural settings
2) "sterile"; may not translate

Front 74

Sources of Psychometric Information:
1) records of a person's life that are relevant to the ____ in question; a.k.a. ___data
example: number of speeding tickets as an indicator of recklessness

Back 74

1) biodata; trait; life record

Front 75

Problems with biodata:
1) may not be _______of the trait of interest
2) can be outcomes of _____rather than their _____
3) more often used for ___validity than for actually _____

Back 75

1) direct reflections
2) people's situations; traits
3) criterion-oriented; measuring traits

Front 76

Sources of Psychometric Information:
1) tests that have ______, and tests in which there are clear forms of _______
2) used for tests of ____rather than ____
3) emphasize ___rather than ____performance

Back 76

1) objective testing; objectively correct answers; ideal performance
2) abilities; personality traits
3) maximal; typical

Front 77

Problems with Objective Testing:
1) may not ___directly to ____situations
2) performing _____ may be very different than ____
3) _______ may be more relevant to everyday functioning than ________

Back 77

1) translate; real-world
2) abstract tasks; performing
3) typical performance; maximal performance

Front 78

A day at the Races Experiment: Results
1) _____determined the most likely winning horse in a number of hypothetical races by doing many complex mental calculations that involved all the characteristics, plus interactions among the characteristics
2) _____did very simple mental calculations that involved no interactions

Back 78

1) experts
2) non-experts

Front 79

IMPORTANT SLIDE:
1) if a test is _______ (a.k.a._______) it can be unambiguously (clearly) scored, even if there is no _______
2) _______(a.k.a._______, or _______) tests tend NOT to be _______ because different scorers might have different scores

Back 79

1) conspective; (structured); correct answer
2) open ended; (unstructured; free response); conspective

Front 80

IMPORTANT SLIDE:
1) If a test is conspective (a.k.a._______) it CAN be _______, even if there is _______
2) Open ended (a.k.a. _______or_______) tests tend NOT to be _______because different scorers might give different scores

Back 80

1) structured; unambiguously scored; no correct answer
2) unstructured or free response; conspective

Front 81

Conspective or Not?
1) rate the extent to which the following is usually characteristic to you.
TOPIC: Starting a conversation with a stranger.
___very uncharacteristic
check marks in the middle
___very characteristic (at bottom)

Back 81

conspective

Front 82

Conspective or Not?
1) I am quest capable of keeping my emotions under control.
True or False

Back 82

conspective (can be clearly (unambiguously) scored, even if there is no correct answer)

Front 83

Conspective or Not?
In 3 sentences or less, discuss how well the following adjective applies to you: FRIENDLY

Back 83

not conspective (open-ended)

Front 84

Conspective or Not?
On an average day, what percentage of your time do you spend day dreaming? ___%

Back 84

conspective

Front 85

Objective?
1) ex: give the name of the animal below (picture of an armadillo)
2) what feeling, when intensified and coupled with a sense of injustice, is most likely to lead a person to experience anger? a. frustration b. guilt c. melancholy d. fatigue (from the Mayer-Salovey-Caruso Emotional Intelligence Test)

Back 85

1) yes
2) no

Front 86

Objective?
1) responses on the MSCEIT are scored with respect to their degree of correctness, as determined by their correspondence with the answers provided by a group of emotion experts (i.e. emotion researchers) or a normative sample of the general population. The best answer to the sample question above is (a) frustration because, intensified, it leads to anger." In this case, it is ____ (so ___)

Back 86

1) objective (both subjective and objective)

Front 87

Name the strategies of test construction:

Back 87

1) empirical strategy
2) factor analytic strategy
2) rational strategy

Front 88

Strategies of Test Construction:
1) a large pool of test items are gathered; the test items are administered to a group of participants; items that tend to correlate with one another are grouped together; items that do no correlate very well with one another end up in different groups; each group of items represents a trait; the items with the highest correlations with all other items in a given group, are most closely related to the trait, and are usually used to get an idea of what the trait represents
2) a large pool of test items are gathered; the test items are administered to a group of participants, who are also measured on some other criterion; test items that are highly correlated with the criterion are retained, all others are discarded
3) use logic to choose items that we believe measure the trait that we are interested in; throw out the few items that don't correlate very well with the other items (to establish high reliability)

Back 88

1) factor analytic strategy
2) empirical strategy
3) rational strategy

Front 89

Strategies of Test Construction: The EMPIRICAL Strategy
1) a ____pool of _____ are gathered
2) the_____are administered to a group of participants, who are also measured on ______
3) test items that are _____ with the____ are retained, all others are discarded
4) analogous to an _____
5) you're picking the _____of the outcome, regardless of why they might actually be ______

Back 89

1) large; test items
2) test items; some other criterion
3) highly correlated; criterion
4) actuarial approach
5) best predictors; related to it

Front 90

Hypothetical Example of _______:
1) want to design a test of studiousness among high school students.
2) design will test a lot of questions:
-how much do you enjoy school (1-7)?
-compared to your friends, how good a student would you say you are (1-7)?
-how many years of education did your mothers complete?
3) next administer all questions to a high school sample, keep the questions that correlate with GPA greater than .50, discard all others

Back 90

empirical strategy

Front 91

Real Example of ________:
1) The Minnesota Multiphasic Personality Inventory was constructed by administering a very large pool of items to patient groups (those diagnosed with different psychiatric disorders), and a reference group of nonpatients
2) items that discriminate patients from nonpatients are used as indices of different personality dimensions
3) the MMPI is then administered to people without diagnoses, or with unknown diagnosis, to gain insight into their personalities

Back 91

Empirical Strategy

Front 92

1) empirical strategy-is about picking the ____for the_____; concerned with picking the best_____

Back 92

1) best predictors; outcome; test items

Front 93

Strategies of Test Construction: FACTOR ANALYTIC (& other ______) STRATEGIES
1) a large pool of ______ are gathered
2) the test items are administered to a group of ______
3) items that tend to ______ with one another are grouped ______
4) items that do no correlate very well with one another end up in______
5) each group of items represents a ______
6) the items with the HIGHEST correlations with all other items in a given group, are most closely related to the ______, and are usually used to get an idea of what the trait ______

Back 93

(MULTIVARIATE)
1) test items
2) participants
3) correlate; together
4) different groups
5) trait
6) trait; represents

Front 94

Strategies of Test Construction: RATIONAL STRATEGY
1) use ______ to choose______ that we believe measure the______that we are interested in
2) ______ the few items that don't correlate very well with the other items (to establish ______)

Back 94

1) logic; items; trait
2) throw out; high reliability

Front 95

WEEK 3 REVIEW: Review of the 3 strategies of test construction
1) create tests based on patterns of external validity (______validity)
2) create tests based on patterns of internal validity ______validity)
2) create tests based on logic

Back 95

1) empirical strategy; criterion-oriented
2) factor analytic strategy; convergent and discriminant validity
3) rational strategy

Front 96

WEEK 4: INTELLIGENCE

Back 96

INTELLIGENCE

Front 97

Pre-History of Intelligence:
1) long "pre-history" of philosophy of intelligence and individual differences. For example, ______described intellect as a ______reigning in ______ and ______

Back 97

1) Plato; charioteer; emotion; will

Front 98

Pre-History of Intelligence: Plato's dialogue Theaetetus
1) the mind is like a ______
2) the ______can differ in ______, ______, and ______
3) when the wax is ______and ______the mind will easily learn and retain and not be subject to ______. It will only think things that are ______ because the impressions in the wax are clear.
4) if the wax is muddy, impure, or too soft or hard, there will be ______in intellect
5) for example, if the wax is ______, the person will be slow to learn but retain what she learns

Back 98

1) block of wax
2) wax; hardness; moisture; purity
3) pure and clear; confusion; true
4) defects
5) hard

Front 99

Darwinian Revolution:
1) natural selection is premised on the notion of ______

Back 99

1) individual variation

Front 100

______:
1) wrote hereditary genius in 1869 in which he sought to investigate the origins of ______ (i.e. those qualifications of intellect and disposition which lead to reputation)
2) searched through handbooks of eminence and found that families of reputation tended to produce ______. In other work he observed that ______were more similar than ______twins in mental traits. Based on these observations he concluded that intelligence was ______
3) an early eugenicist. argued that it would be "quite predictable to produce a highly______ race of mean by judicious marriage during several consecutive generations."
4) arguably the founder of ______and ______
5) credited with being one of the first scientists to conceptualize______as falling along a ______
6) credited with being the first modern scientist to systematically gather ______data on ______
7) established an anthropometric laboratory in which he attempted to measure individual differences in "______"

Back 100

GALTON
1) "natural ability"
2) eminent offspring; MZ; DZ; genetically influenced
3) gifted
4) psychometrics; individual differences psychology
5) IQ; normal distribution
6) questionnaire; psychological traits
7) "mental imagery"

Front 101

GALTON RESULTS:
1) these imagery and perceptual tests were ______to predict ______achievement and other criteria thought to be related to ______

Back 101

1) NOT able; educational; intelligence

Front 102

______:
1) in the early 1900's France had begun "______"--i.e. school for all, not just the wealthy
2) this lead to teachers having to teach children with much more ______ (i.e. some children were misbehaved; others didn't start school with the basic skills that were typical of the more well-off)
3) french government commissioned ______and Simon to devise a test that would identify children who were "unable to ______ from instruction given in the ordinary schools"
4) Informed by ______disappointing results based on imagery and sensory tests, in 1905 ______sought to devise an ______ valid test of intelligence by including ______
5) these tasks required "______,______,______, and ______."

Back 102

BINET:
1) "mass education"
2) diverse backgrounds
3) Binet; profit
4) Galton's; Binet; externally; complex tasks
5) comprehension, judgment, invention, & reasoning

Front 103

______:
1) "every child has his ______; one succeeds best in test 'A' and fails in test 'B'; another, of the same age, fails in test 'A' but succeeds in 'B'"
2) according to ______, different tests required different ______, that could develop ______in different children.
3) Therefore, to get a indication of a student's overall intelligence, we need a score based on the ______of ______of______
4) a student's______ could be determined by whether he/she could answer more or fewer questions than the ______ student of the ______
5) a student's intelligence, was therefore reported as their ______, i.e. the age at which the ______ score is equal to the score of the ______
6) so, a smart 10 year old might have a ______ of 12, whereas a below average 10 year old might have a ______ of 8

Back 103

BINET:
1) individuality
2) Binet; abilities; unequally
3) sum; many different types; tests
4) intelligence; average; same age
5) mental age; average; individual
6) mental age; mental age

Front 104

BINET Continued....
1) later the "______" was invented
2) IQ = ______
3) note that this ______how IQ scores are determined these days

Back 104

1) intelligence quotient
2) IQ = (MA/CA) x 100; (mental age/chronological age) x 100
3) IS NOT

Front 105

______:
wanted to address whether intelligence was really GENERAL and UNITARY (if so, people who do well on one type of test should also do well on other types of tests)

Back 105

Spearman

Front 106

SPEARMAN:
1) wanted to address whether intelligence was really ______and ______ (if so, people who do well on one type of test should ______on other types of tests)
2) invented ______to determine whether these correlations could plausibly be attributed to a ______
3) *g = ______
4) *s =______
5) Spearman referred to this as a "______" theory

Back 106

1) general; unitary; also do well
2) factor analysis; single general ability
3) *g = general mental ability
4) *s= specific abilities unique to each test
5) two factor

Front 107

SPEARMAN'S THEORY:
1) ______, __, is a biologically based "______" for "education of relations and correlates"
2) ______,___, are analogous to ______, specific to each test
3) mental ability is like a ______. There are all sorts of different ______for doing ______, but they all require ______to operate

Back 107

1) general intelligence; g; "mental energy"
2) specific factors; s; engines
3) factory; engines; specialized tasks; energy

Front 108

1) it soon became obvious that a ______was not sufficient to statistically account for the patterns of relations observed among many different tests
2) this lead to a number of ______of ______

Back 108

1) single factor
2) pluralistic models; intelligence

Front 109

______:
1) developed methods for multiple factor analysis
2) argued that there was no unitary intelligence, but rather a number of independent (uncorrelated, a.k.a. orthogonal) "group" factors

Back 109

Thurstone

Front 110

THURSTONE:
1) developed methods for ______
2) argued that there was ______, but rather a number of ______ (______a.k.a. orthogonal)" ______" factors

Back 110

1) multiple factor analysis
2) NO unitary intelligence; independent; uncorrelated; "group"

Front 111

THURSTONE'S FACTORS:

Back 111

1) verbal comprehension
2) verbal fluency
3) number
4) memory
5) perceptual speed
6) inductive reasoning
7) spatial visualization

Front 112

Multiple Independent Factors vs. Multiple Correlated Factors:
1) the Horn & Cattell model of ______
2) Carroll's ______model; compared to ______model

Back 112

1) fluid & crystallized intelligence
2) hierarchical; Guttman's

Front 113

1) ______(__): an ability that operates "whenever the sheer perception of the complex relations is involved"
2) ______(__): the availability of diverse skills and knowledge that are acquired in culture; ______, dependent on experience; can be both ______and______
3) the acquisition of ______, i.e. learning, results from people investing their ______abilities. This is why __and__ARE correlated, because people with higher ______learn MORE

Back 113

1) fluid intelligence (Gf)
2) crystallized intelligence (Gc); learned; declarative; procedural
3) crystallized knowledge; fluid; Gf and Gc; Gf

Front 114

The "______" Hierarchical Factor Model:

Back 114

" Three Stratum":
1) stratum III (general cognitive ability) (AT TOP) (50%)
2) stratum II (broad ability domains) (25%)
3) stratum I (specific tests) (25%)

Front 115

1) ______ provides an index of how much each test represents ___, also on a ______ scale. This index is called a test's ______

Back 115

1) factor analysis; g; correlation; g loading

Front 116

1) (independent) multiple intelligences (think: street smart vs. book smart)

Back 116

Gardener

Front 117

______: (Independent) Multiple Intelligences
1) based primarily on ______ (brain damaged patients who lose some functions but not others; idiot savants)
2) experiments in which two tasks that presumably ______ require different abilities ______with one another

Back 117

Gardener:
1) special groups
2) do not; do not interfere

Front 118

Criticisms of Gardner and ______:
1) ______-it is all ______. Just because Gardener calls ______"intelligence" doesn't help to understand them any better; psychologists understand that ______is just a sample of many sorts of ______
2) contrary to predictions, abilities ______

Back 118

(Independent) Multiple Intelligences
1) Scarr; semantics; personality characteristics; IQ; capacities
2) ARE correlated

Front 119

______: The Triarchic Theory
1) what are the cognitive components (supervisory, performance, knowledge) needed to solve problems?
2) how does a person's experiences and knowledge affect how she thinks?
3) how does a person's interactions within a cultural or situational context affect his/her behaviors?
--______: practical knowledge about how to succeed in life

Back 119

Sternberg: The Triarchic Theory
1) componential subtheory
2) experiential subtheory
3) contextual subtheory; tacit knowledge

Front 120

Sternberg: ______
1) componential subtheory: what are the ______components (supervisory, performance, knowledge) needed to ______?
2) experiential subtheory: how does a person's ______and ______affect how she thinks?
3) contextual subtheory: how does a person's interactions within a ______or______context affect his/her behaviors?
______: practical knowledge about how to succeed in life; "______"intelligence

Back 120

The Triarchic Theory
1) cognitive; solve problems
2) experiences; knowledge
3) situational; cultural; tacit knowledge: "practical"

Front 121

Criticisms of Sternberg:______Theory
1) is ______&______
2) no______ of the different components; ______ with IQ and ______ at predicting real world performance than IQ
3) ignores ______of intelligence

Back 121

Triarchic Theory:
1) underspecified & abstract
2) good tests; highly correlated; not any better
3) biological aspects

Front 122

Ancient Conceptualizations of Personality:
1) Greek and Roman philosophers & physicians conceived of ______ and ______ as being products of the ______(______)
2) different ______of the ______, yielded different ______qualities

Back 122

1) personality; health; 4 humors (bodily fluids)
2) balances; fluids; personality

Front 123

The 4 ______ (______):
1) ____-black bile (____&____)
2) ____-blood (____&____)
3) ____-yellow bile (___&____)
4) ____-green (____&_____)

Back 123

The 4 Humors (bodily fluids):
1) melancholic; moody; glum
2) sanguine; happy; healthy
3) choleric; irritable; hot-tempered
4) phlegmatic (phlem); slow; droopy

Front 124

1) ______-measurement of character
2) ______applies Spearman's ______methods to ______

Back 124

1) personality
2) Webb; factor analytic; personality

Front 125

1915: ______applies Spearman's______methods to ______:
1) 200 students in a teacher training college in London and 140 younger schoolboys
2) administered a number of ______tests
3) rate by the teachers' instructors and school headmasters on 40 "______"

Back 125

1915: Webb applies Spearman's Factor Analytic methods to PERSONALITY
2) mental
3) "character traits"

Front 126

______that Webb found to be correlated with ______:
1) power of getting through ______
2) general tendency to be ______
3) desire to ______at ______in which the person has his ______
4) ______in his ______

Back 126

CHARACTER TRAITS that Webb found to be correlated with GENERAL INTELLIGENCE:
1) mental work rapidly
2) cheerful
3) excel; performances; chief interest
4) belief; own powers

Front 127

Webb, after controlling for ______:
1) finds a ______, which he calls "___"
2) the ______ load on this factor, and Webb defines it as "______."

Back 127

Webb, after controlling for INTELLIGENCE:
1) second factor; "w"
2) character traits; "persistence of motive"

Front 128

Towards a Multifactor Taxonomy: The ______
1) in order to identify the major ______ underlying all of human PERSONALITY, researchers must start off with a pool of items ______ of all of the different possible aspects of personality
2) one way is for researchers to brainstorm in order to come up with a sufficiently ______pool of ______
3) an arguably more comprehensive and systematic way is to go through a ______ to find all of the different words that can be used to describe ______

Back 128

The Lexical Approach:
1) dimensions; representative
2) diverse; personality test items
3) dictionary; personality

Front 129

The ______:
1) people have the tendency to talk about the ______of other people
2) in order to talk about the major recurrent features of people's characteristics, modern languages have developed ______
3) the major features of personality are therefore contained in ______, and we can therefore sample from dictionaries to find a sufficient set of ______to include in ______tests

Back 129

The LEXICAL HYPOTHESIS:
1) characteristics
2) adjectives
3) modern languages; adjectives; personality

Front 130

1936: Allport and Odbert Identify 17,953 ______ Words:
1) based on Webster's International Dictionary
2) they reduce the list to 4,504 words judged to be descriptive of relatively ______traits

Back 130

1936: Allport and Odbert Identify 17,953 PERSONALITY-DESCRIPTIVE Words:
2) permanent

Front 131

1940's: Cattell Makes use of the Allport-Odbert List:
1) ______ eliminates ______& adds terms from ______
2) he arrives at a list of ______words
3) in a series of studies cattell administers items: these include ______and______studies
4) he identifies 23 factors, the 16 most ______ of which he measures with his ______

Back 131

1) Cattell; synonyms; existing psychological theories
2) 171
3) self-report; informant report
4) robust; sixteen personality factor questionnaire (16PF)

Front 132

Cattell and his 16 personality factor questionaire (16PF):
1) the ______and ______ of the 16PF
2) there is some dispute about the (______and______) validity of Cattell's ______factors
3) even assuming that the 16 factors are valid, they have patterns of correlations with each other, which suggests that even ______ "______" personality dimensions might exist

Back 132

1) 15 personality factors; 1 intelligence factor
2) (convergent and discriminant); 15 personality
3) broader; "higher order"

Front 133

1) ______: originally theorized that there were 2 MAJOR dimensions to personality, each of which were ______determined (______&______)
2) later added ______

Back 133

1) Hans Eysenck; biologically; (extraversion & neuroticism)
2) third dimension: psychoticism (lacking empathy)

Front 134

Facets of Eysenck's Major Personality Traits:

Back 134

1) extraversion
2) neuroticism
3) psychoticism

Front 135

Prototypical Personality Types:
1) likes parties; has many friends; enjoys company and conversation; like playing practical jokes on people
2) a worrier; has trouble sleeping; often experiences psychosomatic symptoms (e.g. anxiety attacks, twitching); overreacts to negative emotions
3) lacks empathy; cruel, often inhumane; take pleasure in others misfortunes (schadenfreude); enjoys violent films; sexually manipulative; cynical of religion; violent

Back 135

1) extraversion
2) neuroticism
3) psychoticism

Front 136

The Five Factor Model (a.k.a. The ______):
1) in analyzing 22 of Cattell's factors, ______ was the first to identify a higher-order 5 factor structure
2) Tupes & Christal replicated these findings in eight samples, and named the factors: _____

Back 136

The Big Five:
1) Fiske (think: Fisk--Five factors)
2) extraversion (surgency), agreeableness, conscientiousness, emotional stability, and culture

Front 137

The Five Factor Model:
1) replicated by many others, using both ______and ______data
2) by 1990, the ______ becomes the major accepted structure of ______

Back 137

1) self-report; informant report
2) Big Five; PERSONALITY

Front 138

List the Big Five Personality Dimensions:

Back 138

1) extraversion
2) neuroticism
3) conscientousness
4) agreeableness
5) openness

Front 139

Adjectives Characteristic of the Big Five Dimensions:
1) moody, anxious, insecure
2) organized, neat, orderly, practical, prompt, meticulous
3) sympathetic, kind, warm, understanding, sincere
4) creative, imaginative, intellectual (a.k.a ______)
5) talkative, assertive, forward, outspoken

Back 139

1) neuroticism
2) conscientiousness
3) agreeableness
4) openness; (intellect, imagination)
5) extraversion

Front 140

Towards an EVOLUTIONARY approach with the BIG FIVE? ______:
BENEFITS:
1) mating success; social allies; exploration of environment
2) vigilance to dangers; striving and competitiveness
3) creativity, with effect on attractiveness
4) attention to long-term fitness benefits; enhanced life expectancy
5) harmonious interpersonal relationships; valued coalitional partner

Back 140

NETTLE:
1) extraversion (response to reward)
2) neuroticism (response to threat)
3) openness (mental associations)
4) conscientiousness (response inhibition)
5) agreeableness (regard for others)

Front 141

Towards an EVOLUTIONARY approach with the BIG FIVE? ______:
COSTS:
1) failure to maximize selfish advantage; disadvantages in status competition
2) missing of immediate fitness gains; obsessionality; rigidity
3) unusual beliefs, depression, psychosis
4) stress and depression, with interpersonal and health consequences
5) physical risks; reduced family stability

Back 141

NETTLE:
1) agreeableness (regard for others)
2) conscientiousness (response inhibitions)
3) openness (mental associations)
4) neuroticism (response to threat)
5) extraversion (response to reward)

Front 142

THE BIG FIVE AND ______________:
1) list the big five
2) list Eysenck's gigantic three

Back 142

The Big Five and EYSENCK'S GIGANTIC THREE
1) extraversion, neuroticism, agreeableness, openness, & conscientiousness
2) extraversion, neuroticism, & psychoticism

Front 143

1) ______-need to maintain stable organization/psychosocial function
2) _______-need to explore and incorporate novel information

Back 143

1) stability
2) plasticity