Psych 304 Final

Front 1

1. Compare individual and group tests. What are the advantages of using individual tests? Group tests?

Back 1

Advantages of Individual Tests: Provides info beyond test score; Examiner observe behavior, and allows individual interpretation of test scores.
Advantages of Group Tests: cost-efficient; minimizes administration and scoring time; Require less examiner training; More objective and reliable scoring; broad application.

Front 2

2. What four things should one take in mind when using group tests?

Back 2

Use results with caution: never consider scores in isolation; avoid over-interpretation
Be suspicious of Low scores
Consider wide discrepancies as a warning
When in doubt, use individual testing

Front 3

3. Compare and contrast achievement and aptitude tests. Be able to apply to examples of the two types of tests.

Back 3

Achievement Tests: Evaluate effects of a known or controlled set of experiences; Evaluates the product of course of training; Relies heavily on content validation procedures
Aptitude Tests: Evaluate the effects of unknown, uncontrolled set of experiences; evaluate the potential to profit from course of training; relies on predictive criterion validity procedures

Front 4

4. What is the Flynn effect?

Back 4

Rise of average IQ scores over time

Front 5

5. What is grade inflation? How does it affect current college admissions procedures?

Back 5

Increase in overtime of grades more than the standards; affects it because GPA then becomes unreliable. Because grades are inflated, others are going to other admissions criteria.

Front 6

6. What are the major weaknesses of the SAT and ACT?

Back 6

Restricted range on GPA predictions; Poor Predictive power in middle ranges; minorities are usually at an disadvantage; highly affected by SES

Front 7

7. What effect do coaching/preparation courses have on tests like the SAT or GRE?

Back 7

There are both than say it does not help and that it helps greatly.

Front 8

8. What are some of the big problems with coaching/preparation courses?

Back 8

They cost a lot of money so it is a large financial and time investment.

Front 9

9. What is stereotype threat? How does it apply to intelligence scores and college admissions?

Back 9

Fear that one’s behavior will confirm an existing stereotype of a group with which one identifies. This fear can sometimes affect performance.

Front 10

10. What is the mean and standard deviation of the GRE? Be able to recognize where scores fall.

Back 10

Mean is 500+100.

Front 11

11. How well do SAT and GRE scores predict undergraduate and graduate school performance, respectively.

Back 11

SAT is better predictor for there is a bigger range, and GRE has a restricted range.
In the middle ranges, SAT is a bad predictor
BEST predictor is combination of SAT and GPA

Front 12

12. What is the Raven Progressive Matrices test? What is a major advantage of this test?

Back 12

Best and most used nonverbal group test.
Least factor of culture and minimizes the effects of language and culture

Front 13

13. Which test is one of the simplest, quickest, and easy to administer of all ability tests?

Back 13

Goodenough Harris drawing Test

Front 14

14. What is the relationship between socioeconomic status (SES) and GPA/standardized test scores?

Back 14

Affect standardized test score more than GPA

Front 15

15. Define personality, characteristics, types, traits, states and self-concept

Back 15

Personality: relatively stable and distinctive patterns of behavior that characterize an individual and his or her reactions to the environment
Characteristics:
Personality Types: General descriptions of people (extroverted vs. Introverted)
Personality traits: Relatively enduring dispositions: tendency to act, think, or feel in a certain manner in ANY given circumstance
Personality States: emotional reactions that vary from one situation to another---How you feel AT THE MOMENT
Self Concept: Set of assumptions a person has about himself or herself.

Front 16

16. What are the two major strategies for development of a personality test?

Back 16

Deductive Strategy and Empirical Strategy

Front 17

17. What are the deductive strategies for structured personality-test construction? Define & differentiate.

Back 17

Deductive strategy consists of Logical-content and Theoretical.
Logical Content develops personality measures with reason and deductive logic.
Attempts to LOGICALLY deduce content measuring the characteristic
Statements with NO LOGICAL relevance are excluded
Test item should descriptive subject’s personality and behavior
Primary strategy in initial efforts to measure personality
Also called CONTENT, INTUITIVE, or RATIONAL

Theoretical: Uses theory to guide the construction of structured personality tests.
Items are selected to measure the variables or constructed specified by a major theory of personality
Construct-related Validity are sought after items are selected and grouped into scales

Front 18

18. What are the empirical strategies for structured personality-test construction? Define & differentiate

Back 18

Criterion Group and Factor Analytic
Criterion Group: Have a characteristic individuals share an how items that distinguish the groups. You would then cross validate the items and empirically ascertain what it means when subjects endorse a large number of items of a scale.

Factor Analytic: empirically derives the basic personality dimensions. Reduces data to a small number of descriptive units/ dimensions.

Front 19

19. What is cross validation?

Back 19

To make sure criterion group has no error, go cross validate it with another group with same diagnosis.

Front 20

20. What are some of the criticisms of the original MMPI?

Back 20

The Clinical Group were given to those believed to have the diagnosis (criterion group were those who had the diagnosis)
Control group were relatives of those in the hospital: biased control sample

Front 21

21. What is the purpose of the MMPI and MMPI-II? What three scales are there? What reading level is required for both the MMPI and MMPI-II?

Back 21

Purpose of MMPI: assist in distinguishing normal from abnormal groups.

Purpose of MMPI-II: Purpose of the revision:

Update and expand the norms

Revise items (out of date, awkward, sexist, or problematic)

Broaden the item pool to extend construct range

Retain original MMPI features

Develop an adolescent form

Three scales: Validity, Clinical, and Content
Reading Level of MMPI: 6th grade reading
Reading Level of MMPI-2: 8th Grade reading level

Front 22

22. Know the MMPI-II clinical scales and what T score indicates an elevation on any one scale

Back 22

T-score above 65 is clinically elevated
Know subscales know enough
Hypochondriacs: preoccupied with body/illness
Depressed
Hysterics: physical problem without cause
Psychopathic deviates: delinquent. Criminal, or antisocial
Paranoids: poor reality testing
Psychasthenics: excessive doubts/ Unreasonable Fears
Schizophrenics: Psychotic disorder
Hypomanics: hyperactivity and Irritability
Masculinity-femininity
Social Introversion

Front 23

23. What is Code Typing on the MMPI? How has this been beneficial?

Back 23

Develop code types and do research to see what a 1, 8 code type is: combination of two or more scales that have been researched together to see what diagnosis should be given
Look at two highest scales and see what disorder is most common with that peaks

Front 24

24. Is there much empirical research on the MMPI and MMPI-II?

Back 24

Tens and thousands of research has been done
1999-2004 More than any other personality test used!

Front 25

25. What are the problems with factor analytic strategy? What are the three types of variance?

Back 25

We subjectively name it. There’s variance and therefore, common variance is hard to identify.
Three variance: common, unique, error

Front 26

26. What kind of test-development strategy (or strategies) were used to develop the NEO-PI-R? What does NEO stand for?

Back 26

Have Deductive and Empirical test
In empirical you have criterion group and factor analysis
Deductive you have theoretical and logical content
NEOPIR is both empirical and deductive for factor analysis and deductive works
N-Neuroticism, E-Extrovertism, O-Openness

Front 27

27. Name and understand the five personality dimensions on the NEO-PI-R.

Back 27

NEOCA
Neuroticism (anxiety and depression), extroversion (degree of sociability or withdrawal), openness (breadth of experience to which a person is amendable), agreeableness (warmth and cooperative vs. unpleasant and disagreeable), conscientiousness (achievement and dependability)

Front 28

28. Define projecting. Know examples of projection.

Back 28

You project your mood onto someone else.

Front 29

29. What is the projective hypothesis? Know the specifics about this hypothesis and what it contains.

Back 29

Attempt to understand an ambiguous or vague stimulus/ Stimulus interpretation reflects needs, feelings, experiences, prior conditioning, though processes, etc.

Front 30

30. Are the Rorschach and TAT frequently used in the clinical setting now?

Back 30

YES

Front 31

31. Know the general properties that are used to score the Rorschach.

Back 31

Location, Determinant (what feature of inkblot determined the response?), Form Quality (to what extent did the percept match the stimulus properties of the blot?), Content (What was the percept?), and Popular –Original (how frequently is the percept seen in normal samples?)

Front 32

32. Describe the psychometric properties of the Rorschach and why they are good or bad.

Back 32

They are poor for there is a lack of appropriate normative data
Unreliable scoring criteria (poor inter-rater reliability because clinicians use different protocols.
Lack of relationships with psychological disorders
Poor incremental validity
The Problem of R (no limit to # of responses)
Overpathologizing by clinicians using the Rorschach.

Front 33

33. What issues are raised regarding the Rorschach and overpathologizing?

Back 33

Says the normal people will be diagnosed; research suggests some scoring criteria wrongly identify more the ½ of the normal individuals as emotionally disturbed.

Front 34

34. What is the problem of “R”?

Back 34

R- Rorschach can go as long as they want: those who give more answers, more you talk, the more you get diagnosed goes up.

Front 35

35. What are the arguments for and against the Rorschach?

Back 35

AGAINST: Lacks a universally accepted standard of administration, scoring, and interpretation
Evaluations of data are subjective
Results are unstable over time
Is unscientific
Is inadequate by all traditional standards

IN FAVOR: Lack of standardized procedures is a historical accident that can be corrected.
Test interpretation is an art, not a science: all test interpretation involves a subjective component
A new look at the data reveals that the Rorschach is much more stable than it is widely believed
Has a large empirical base
Available evidence is biased and poorly controlled and has therefore failed to provide a fair evaluation.

Front 36

36. What is the alternate Inkblot test? What problems was it made to address? Why isn’t it popular?

Back 36

Created to address the prime problems of the Rorschach.
Administration and scoring procedures are standardized.
Interscorer and Split-half reliability comparable to objective personality tests
Norms are available for age five through adult

Unpopular due to Holtzman’s refusal to exaggerate claims
Strict adherence to scientifically founded evidence of its utility
Validity support is NOT great

Front 37

37. How does the Rorschach differ from the TAT? Be able to compare and contrast the Rorschach and TAT

Back 37

Rorschach: rejected by scientific community and is atheoretical. It was oversold with extravagant claims. It purported diagnostic instrument and was primarily clinical use.
TAT: well received by scientific community and use’s Murray’s theory of needs. It has conservative claims and not purported as diagnostic and used in both clinical and nonclinical uses.

Front 38

38. What do reliability and validity studies of the TAT suggest?

Back 38

TAT’s reliability and validity are still bad, it is better than the Rorschach

Front 39

39. What is the Barnum effect? What is confirmation bias? How do these apply to projective tests?

Back 39

Barnum effect: Take broad statement and it becomes applicable to all. Projective tests are like this.
Confirmation bias: if you want something to go well, you will find something right that fits.
Projective: unscientific way of advertising the test. Uses Barnum effect that is applicable to many and people have confirmation bias and therefore the test works.

Front 40

40. Does Dr. Larson love the Rorschach?

Back 40

NO!

Front 41

41. Compare and contrast cognitive behavioral and traditional assessment methods.

Back 41

Cognitive: more about treatment
Target the disordered behavior or thoughts
Look for focus on treatment.
Assessment is direct and is treatment related and uses the behavioral model theory and the goal is to analyze the disordered behavior.
Traditional: more about diagnosis (find the underlying cause)
Symptoms are superficial and assessment is indirect. They use the medical model theory and the goal is find about the CAUSE of the symptoms.

Front 42

42. What are the steps in a cognitive behavioral assessment?

Back 42

1. Identify critical Behavior
2. Determine whether critical behaviors are excesses or deficits
3. Evaluate critical behaviors for frequency, duration, intensity (baseline)
4. If excesses, attempt to decrease frequency, duration, or intensity of behaviors; if deficits, attempt to increase behaviors.

Front 43

43. Define behavioral excess and behavioral deficit. Be able to give examples of each.

Back 43

Behavioral excess: If behavior occurs too frequently
Behavioral deficits: If behavior occur too infrequently

Front 44

44. What is the goal of the functional approach?

Back 44

Looking at constant self questions; want to see how the person’s thoughts work
Negative thought are worse than positive thoughts

Front 45

45. Know this: Human behavior is often determined by beliefs and expectations rather than reality.

Back 45

45. Know this: Human behavior is often determined by beliefs and expectations rather than reality.

Front 46

46. What is the premise behind the cognitive functional analysis? What is it concerned with?

Back 46

Self-statements influence your behavior and your feelings.
If thoughts influence overt behavior, then modifying thoughts can lead to modifications in actions
Concerned with:
Environmental antecedents: factors that precede behavior
Environmental consequences: factors that maintain behavior
Internal dialogue consequences: Internal or cognitive antecedents and for the behavioral sequence (self-appraisal and expectations)

Front 47

47. Know about self-statements and their effects on behavior.

Back 47

Self statements affect and influence behavior. Negative statements do far more harm than positive statements

Front 48

48. What are psychophysiological procedures? What indicators are used? What is its fundamental tenet?

Back 48

Physiological data are quantified and when translated used to draw inferences about an individual’s psychological state.
Indicators: Heart Rate, Blood pressure, Galvanic skin response, and skin temperature.
Fundamental tenet: Social, behavioral, cognitive and emotional phenomena are often a function of, and are often reflected in psychological processes.

Front 49

49. What weaknesses are inherent in psychophysiological evaluations?

Back 49

There’s artifact in there. Influence your other physical responses and therefore have error. But still reliable and valid predictors of anxiety
Response strength influenced by absolute pre-stimulus strength.
Demographic factors influence responses.
They are secondary manifestations (can’t measure it directly)

Front 50

50. What did Dr. Weizenbaum name his computer when studying human-computer interaction?

Back 50

Eliza

Front 51

51. Was this computer effective at the time for some therapeutic interactions?

Back 51

YEs

Front 52

52. What advantages are provided through the use of the internet for psychological testing? Weaknesses?

Back 52

Strength
Massive amounts of data
Web data generally been shown to be adequate
Similar results as paper-and-pencil versions
Less error in data collection
More closely match the intended sample
More self0disclosure
Ease of recruiting

Weakness
Problems standardizing data (location, computers, environment)

Front 53

53. What types of tests are possible only through the computer? What promise do they hold?

Back 53

One type: Virtual Reality
Can’t create virtual environments
Holds great promise: Combat training, combat exposure.

Front 54

54. What is computer-adaptive testing?

Back 54

Tests given on computer to make diagnosis with criterion.

Front 55

55. What are the strengths and weaknesses associated with computer-adaptive testing?

Back 55

Strength: test administrator doesn’t influence Testers.
With computer, they divulge more
Decrease in time needed for test tacking
Scoring efficiency increased
Expenses are reduced
Self-paced

Weakness: can’t make accurate diagnosis and take other things into account
Difficulties presenting long reading passages, graphs, or artwork
Not suitable for all subjects or skills
May not calibrate with paper and pencil tests
Computer literacy of test takers
Examinees question the efficacy of “different questions”
Can’t go back and change responses.

Front 56

56. What are signal detection procedures? What is the goal of these approaches? Advantages? Future? .

Back 56

a. Signal is presented and the subject reports whether he/she saw it.
b. Signal can be varied in strength, number, or pairing
c. Goal: sensitively and make distinction between groups that help differentiate it.
d.
e. Advantages
f. Scoring can be simplified
g. Administration can be easily standardized
h. Examiner effects can be minimized
i. Has been adapted for personal computers
j. Results can be readily verified from psychophysical and signal detection procedures
k. Clear but modest relationship between information processing and intelligence.
l.
m. Future: May replace standard procedures.

Front 57

57. Define stress and anxiety. Name the three components of psychological stress?

Back 57

Stress: Response to situations that involve demands, constraints or opportunities.
Has three components: frustration (when goal is blocked), Conflict (occurs when one makes a choice between two or more important goals), and Pressure (external or internal pressure to speed up activities).

Anxiety: State marked by worry, apprehension, and tension

Front 58

58. What is the STAI? Explain what the difference between state and trait. Why is the STAI useful?

Back 58

It provides scores for the two types of anxiety.
State: Emotional reaction that varies y situation (Test-Retest .16-.54)
Trait: personality characteristics: (test-retest .73-.86)
It is useful for it correlates well with other measures of trait anxiety
Discriminate evidence exists for construct validity
Each component measures what it is supposed to measure
Reliable and most items perform well, even under extreme stress
Factor analysis has shown the two-factor structure.

Front 59

59. What is social support? What effect does social support have on longevity and quality of life?

Back 59

It is significant buffers for stressful life events
Moderators of psychological and physical well-being

Social support has both Tangible (financial) and intangible support (encouragement and guidance)

Social support helps mediate stressful life events and speeds recovery from illness. It increases longevity and quality of life.

Front 60

60. What is quality-of-life assessment? What are the 2 common themes? How does the WHO define health?

Back 60

Disease and disability are of concern because they either affect either life expectancy or life quality.
Two THEMES: Avoidance of DEATH and Quality of Life.
WHO defines it as: A complete state of physical, mental, and social well being and not merely absence of disease.

Front 61

61. What is the SF-36 and what are some of the strengths and weaknesses of this measure?

Back 61

Most commonly used behavioral measure in contemporary medicine to measure quality of life statistically
Strength:
Brief, substantial evidence for reliability and validity, can be machine scored, has been evaluated in large population studies

Weakness
Does not have age-specific questions
One can’t determine whether it is equally appropriate across age levels.

Front 62

62. What is decision theory and how is it applied?

Back 62

Cost-Benefit Analysis: talking about quality of life.
Comprehensive measurement system considers side effects and benefits and provides an overall estimate of treatment benefit is needed.

Front 63

63. Define clinical neuropsychology. What fields does it overlap? How does it differ from these fields?

Back 63

Study of human behaviors, emotions, and thoughts and how they relate to the brain, particularly the damaged brain.


Overlaps with NEUROLOGY, PSYCHIATRY, and PSYCHOMETRICS
Neurology focus on sensations and perceptions and motor movements. Psychiatry focuses on the study mood and adaptations to the psychosocial situations. Psychometrics is the use of psychological tests.
DIFFERS due to specialization and focus on:
Attention, memory, learning, language and communication, spatial integration, and cognitive flexibility.
*attempts to relate brain dysfunction and damage to observable and measureable behavioral problems.

Front 64

64. What are some jobs done by a clinical neuropsychologist?

Back 64

Main thing they do is diagnosis. Then treatment implication, assesses school/ work capacity, and lastly rehab.
They work in private practice, hospitals, and in academics

Front 65

65. What types of patients are clinical neuropsychologists most likely to see? What type of assessment are they most likely to complete?

Back 65

Those in rehab: brain damage and stroke
Do diagnosis the most.

Front 66

66. What are the advantages and disadvantages to using clinical neuropsychological services?

Back 66

Advantages:
Previous way to best learn was autopsy
Neuropsychology often finds problems missed by imaging
Can detect diseases in their earliest stages
Determine individual cognitive strengths and weaknesses
Sensitivity and specificity in diagnosis.
Disadvantages
Normally takes a long time
Factors beyond physiology playing a role (motivation, secondary gain, relationship with psychometrics, etc.)
Have to use cost-benefit ratio

Current lack of treatment and direct application.

Front 67

67. What is a fixed battery? What is a flexible battery? What are some advantages and disadvantages of each battery?

Back 67

Fixed Battery: A pre-determined set of tests used for every patient
Allows examination of the same cognitive and behavioral functioning in each individual.
Advantages: Standardized, more uniformed.
Disadvantages: Not specific to diseases

Flexible: Assessment is individually tailored for each patient. Have hypothesis testing: where hypotheses are generated through the course of assessment and tested with specific tests.
Advantages: tailored to each patient
Can go into more depth
Disadvantage: Not as standardized.

Front 68

68. What is one of the most commonly used fixed batteries?

Back 68

Halsteid-Reitan Neuropsychological battery

Front 69

69. What is the general order of presentation for a neuropsychological test battery? Why this order?

Back 69

Test of memory: attention, sensory perception: more basic processes
Go from most basic to most complex.
Need incremental validity when doing tests. Do screening to determine what the patient can actually do.

Front 70

70. What are some problems with current neuropsychological tests of sensation and perception?

Back 70

Few standardized tests of sensation and perception --- mostly bedside neurological examinations of auditory, verbal, and tactile functioning

Front 71

71. Be able to give examples of attention, memory, sensation and perception, motor skills, and executive functions.

Back 71

Attention: Building block for higher cognitive function
EX: count from 1-20 as quickly as you can. Also count by threes, beginning with 1, until test administrator says STOP.

Sensation and Perception: visual fields, auditory, and tactile

Motor tasks: Luria, Go No-Go, Rapid alternating movements, tests of praxis, stirring a drink, button a shirt, scissors, and hammer

Memory: Do stories, or list-learning tasks; also tested using reproductions of drawings or identifying pictures.

Executive functions: Interpreting proverbs, solving everyday problems, performing mental arithmetic, forming concepts, and stroop task

Front 72

72. Know the difference between working memory and long-term memory.

Back 72

Working Memory: recollection or production of material immediately after presentation.
Has limited capacity
Without repetition can be held for only a few minutes
Best Assessed using verbal tests

Long Term Memory: Stored for LONG time, LARGE capacity.

Front 73

73. How is brain function related to localization?

Back 73

Within the area, the brain is localized but it also relates to the other parts of the brain. It’s connected but certain functional areas are localized.

Front 74

74. What deficits are associated with the left or right hemisphere? (now the whole hemisphere specialization slide)

Back 74

Right Hemisphere
Visual-spatial deficits
Impaired visual perception
Neglect
Difficulty writing
Problems with spatial calculations
Problems with gross coordinated voluntary motor not explained by paralysis activities
Inability to recognize a physical deficit.


Left Hemisphere
• Word memory problems
• Right-left disorientation
• Finger agnosia
• Problems recognizing written words
• Problems performing calculations
• Problems with detailed voluntary
motor activities, not due to paralysis
• Problems dressing

Front 75

75. What are the three major concerns that will shape the future of psychological testing?

Back 75

Professional issues, Moral issues, and social issues.

Front 76

76. What are the major issues associated with the three concerns of future testing

Back 76

Social: Rich people tend to get tested (Money in power)
Professional: Concerned with theoretical concerns, adequacy of tests, and actuarial vs. Clinical predictions
Moral: Do they have right to refuse medication? What human rights do they have? Invasion of privacy, Labeling, and divided loyalties, and responsibility of test users and test constructors.

Front 77

77. What rights do all people have when it comes to testing?

Back 77

Not to be tested
To know test scores and interpretations and their life impact
To know who will have access to test data
To confidentiality of test results

Front 78

78. What are the responsibilities of the test developers and test users?

Back 78

Test takers: to know and demand rights; have sufficient knowledge of tests
Propose two questions: Is the test any good as a measure of the characteristics it purports to measure? And Should this test be used for this purpose.
Test developers: ethically protect human rights. Use test for good, not bad. Be concerned when using tests with different populations; provide test taker with necessary information.

Front 79

79. Understand the concept of diagnostic labeling. What are some pros and cons of labeling?

Back 79

Pro: can do treatment and provide specific services
Con: enhancing negative behaviors with self-fulfilling prophecy and self-justification

Front 80

80. Understand the concept of conflict of interest and dividing loyalties. What is the psychologists’ ethical responsibility in the situation of a potential conflict of interest?

Back 80

Psychologists must inform of potential conflicts on interest when testing.

Front 81

81. As stated in the APA 2002 guidelines, when is it OK to test individuals without their expressed consent?

Back 81

1. Mandated by Law
2. Consent implied (like going to school)
3. Evaluate decision making capacity

Front 82

82. What are the exceptions to the rule that all patient testing information is to be kept confidential?

Back 82

1. Harm to themselves
2. Harm others
3. If you were subpoenaed.

Front 83

83. What is an operational definition? A hypothetical construct? How are these used in test development? (Chapter 1)

Back 83

a

Front 84

84. What is reliability? How can one address/improve low reliability (Chapter 4)

Back 84

a

Front 85

85. What is systematic error in a test called? Why is this negative? (Chapter 6)

Back 85

Systematic Error: bad for there is bias. Discriminating inappropriately.
Ex: give to 3 ethnic groups and Caucasians perform systematically worse

Front 86

86. What is validity? What are the three main types of validity evidence? (Chapter 5)

Back 86

a

Front 87

87. What pre-requisites exist for validity (Chapter 5)

Back 87

a

Front 88

88. Be able to define and differentiate between sensitivity, specificity, true positive, true negative, false positive, false negative. Be able to understand examples of each.

Back 88

a

Front 89

89. Know how to differentiate between aptitude, achievement, and intelligence (Chapter 1).

Back 89

a

Front 90

90. Who is your FAVORITE Psych 304 instructor that you have ever had? (All Chapters)

Back 90

a