Psychological Assessment

Front 1

TEST

Back 1

is a measurement device or tech- nique used to quantify behavior or aid in the understanding and prediction of behavior.

Front 2

ITEM

Back 2

is a specific stimulus to which a person responds overtly; this response can be scored or evaluated (for example, classified, graded on a scale, or counted)

Front 3

Psychological test

Back 3

a set of items that are designed to measure characteristics of human beings that pertain to behavior.

Hint 3

Educational test

Front 4

Scales

Back 4

relate raw scores on test items to some defined theoretical or empirical distribution.

Front 5

Individual tests

Back 5

Those that can be given to only one person at a time.

Front 6

Test administrator

Back 6

the person giving the test.

Hint 6

Examiner

Front 7

Group test

Back 7

can be administered to more than one person at a time by a single examiner, such as when an instructor gives every- one in the class a test at the same time.

Front 8

Achievement

Back 8

refers to previous learning

Front 9

Aptitude

Back 9

refers to the potential for learning or acquiring a specific skill.

Front 10

Intelligence

Back 10

refers to a person’s gen- eral potential to solve problems, adapt to changing circumstances, think abstractly, and profit from experience.

Front 11

Human ability

Back 11

In view of the considerable overlap of achievement, aptitude, and intelligence tests, all three concepts are encompassed.

Front 12

Personality tests

Back 12

related to the overt and covert dispositions of the individual—for example, the ten- dency of a person to show a particular behavior or response in a given situation.

Front 13

Structured personality tests

Back 13

provide a state- ment, usually of the “self-report” variety, and require the subject to choose between two or more alternative responses such as “True” or “False”

Front 14

Projective personality test

Back 14

assume that a person’s interpretation of an ambiguous stimulus will reflect his or her unique characteristics.

Front 15

Reliability

Back 15

refers to the accuracy, dependability, consistency, or repeatability of test results.

refers to the degree to which test scores are free of measurement errors.

Front 16

Validity

Back 16

refers to the meaning and usefulness of test results.

refers to the degree to which a certain inference or interpretation based on a test is appropriate.

Front 17

Interview

Back 17

a method of gathering information through verbal interaction, such as direct questions.

traditionally served as a major technique of gathering psychological information in general, but also data from interviews provide an important complement to test results.

Front 18

Test batteries

Back 18

(two or more tests used in conjunction)

Hint 18

Han Dynasty (206 B.C.E. to 220 C.E.)

Front 19

Sir Francis Galton

Back 19

concentrated on demonstrating that individual differences exist in human sensory and motor functioning, such as reaction time, visual acuity, and physical strength.

Front 20

James McKeen Cattell

Back 20

who coined the term mental test

perpetuated and stimulated the forces that ultimately led to the development of modern tests.

Front 21

J. E. Herbart

Back 21

eventually used these mathematical models as the basis for educational theories that strongly influenced 19th- century educational practices.

Front 22

E. H. Weber

Back 22

attempted to demon- strate the existence of a psychological threshold, the minimum stimulus necessary to activate a sensory system.

Front 23

G. T. Fechner

Back 23

devised the law that the strength of a sensation grows as the logarithm of the stimulus intensity.

Front 24

Wilhelm Wundt

Back 24

who set up a laboratory at the University of Leipzig in 1879, is credited with founding the science of psychology, following in the tradition of Weber and Fechner.

Front 25

G. Whipple

Back 25

provided the basis for immense changes in the field of testing by conducting a seminar at the Carnegie

Front 26

Seguin Form Board Test

Back 26

was developed in an effort to educate and evaluate the mentally disabled.

Front 27

Theodore Simon & Alfred Binet

Back 27

developed the first major general intelligence test.

early effort launched the first systematic attempt to evaluate individual differences in human intelligence

Front 28

Binet-Simon scale

Back 28

The first version of the test

determined a child’s mental age, thereby introducing a historically significant concept.

Front 29

Standardization sample

Back 29

represents the popula- tion for which a test will be used has sometimes been ignored or overlooked by test users.

Front 30

Representative sample

Back 30

one that comprises individuals similar to those for whom the test is to be used.

Front 31

Stanford-Binet Intelligence Scale

Back 31

only American version of the Binet test that flourished. It also characterizes one of the most important trends in testing—the drive toward better tests.

Hint 31

L. M. Terman

Front 32

Robert Yerkes

Back 32

who was then the president of the American Psychological Association.

headed a committee of distinguished psychologists who soon developed two structured group tests of human abilities.

Front 33

Army Alpha

Back 33

required reading ability.

Front 34

Army Beta

Back 34

measured the intelligence of illiterate adults.

Front 35

David Wechsler

Back 35

Revised Standford-Binet test and published the first version of the Wechsler intelligence scales.

Front 36

Wechsler-Bellevue Intelligence Scale

Back 36

yielded several scores, permitting an analysis of an individual’s pattern or combination of abilities.

inclusion of a nonverbal scale thus helped overcome some of the practical and theoretical weaknesses of the Binet test.

Front 37

Traits

Back 37

relatively enduring dispositions (tendencies to act, think, or feel in a certain manner in any given circumstance) that distinguish one individual from another.

Front 38

Woodworth Personal Data Sheet

Back 38

The first structuredpersonality test that assumed that a test response can be taken at face value.

Front 39

Rorschach Inkblot Test

Back 39

A highly controversial projective test that provided an ambiguous stimulus (an inkblot) and asked the subject what it might be.

Front 40

Thematic Apperception Test

Back 40

A projective test that provided ambiguous pictures and asked subjects to make up a story.

Front 41

Minnesota Multiphasic Personality Inventory

Back 41

A structured personality test that made no assumptions about the meaning of a test response. Such mean- ing was to be determined by empirical research.

Front 42

California Psychological Inventory

Back 42

A structured personality test devel- oped according to the same principles as the MMPI.

Front 43

Sixteen Personality Factor Questionnaire

Back 43

A structured personality testbased on the statistical procedure of factor analysis.

most well-constructed structured personality tests and an important example of a test developed with the aid of factor analysis.

Front 44

Factor analysis

Back 44

a methodof finding the minimum number of dimensions (characteristics, attributes), calledfactors, to account for a large number of variables.

Front 45

Statistics

Back 45

are used for purposes of description.

Numbers provide conve- nient summaries and allow us to evaluate some observations relative to others

Front 46

Inferences

Back 46

are logical deductions about events that cannot be observed directly.

Front 47

Descriptive statistics

Back 47

are methods used to provide a concise description of a collection of quanti- tative information.

Front 48

Inferential statistics

Back 48

concise description of a collection of quantitative information.

are methods used to make inferences from observations of a small group of people known as a sample to a larger group of indi- viduals known as a population

Front 49

Measurement

Back 49

as the application of rules for assigning numbers to objects.

Front 50

Magnitude

Back 50

the property of “moreness.”

A scale has the property if for particular instance of the attribute represents more, less, or equal amounts of the given quantity than does another instance.

Front 51

Equal Intervals

Back 51

the difference between two points at any place on the scale has the same meaning as the difference between two other points that differ by the same number of scale units.

Front 52

Absolute 0

Back 52

obtained when nothing of the property being measured exists.

Front 53

Nominal scales

Back 53

are really not scales at all;their only purpose is to name objects.

used when the informa- tion is qualitative rather than quantitative.

Front 54

Ordinal scale

Back 54

A scale with the property of magnitude but not equal intervals or an absolute 0.

scale allows you to rank individuals or objects but not tosay anything about the meaning of the differences between the ranks.

Front 55

Interval scale

Back 55

a scale has the properties of magnitude and equal intervals but not absolute 0.

Front 56

Ratio scale

Back 56

A scale that has all three properties (magnitude, equal intervals, and an abso- lute 0)

Front 57

Nominal data

Back 57

to create frequency distributions, but no mathematical manipulations of the data are permissible.

Front 58

Ordinal measurements

Back 58

can be manipulated using arithmetic; however, the result is often difficult to interpret because it reflects neither the magnitudes of the manipu- lated observations nor the true amounts of the property that have been measured.

Front 59

Interval data

Back 59

one can apply any arithmetic operation to the differences between scores.

The results can be interpreted in relation to the magnitudes of the underlying property.

However, interval data cannot be used to make statements about ratios.

Front 60

Distribution of scores

Back 60

summarizes the scores for a group of individuals.

Front 61

Frequency distribution

Back 61

displays scores on a variable or a measure to reflect how frequently each value was obtained.

defines all the possible scores and determines how many people obtained each of those scores

Usually, scores are arranged on the horizontal axis from the lowest to the highest value

The vertical axis reflects how many times each of the values on the horizontal axis was observed.

bell-shaped, with the greatest frequency of scores toward the center of the distribution and decreasing scores as the values become greater or less than the value in the center of the distribution.

Front 62

Percentile ranks

Back 62

replace simple ranks when we want to adjust for the number of scores in a group.

Front 63

Percentiles

Back 63

Are the specific scores or points within a distribution.

It divide the total frequency for a set of observations into hundredths.

Front 64

Mean

Back 64

The arithmetic average score in a distribution.

Front 65

Standard deviation

Back 65

is an approximation of the average deviation around the mean.

Front 66

Variance

Back 66

the average squared deviation around the mean.

Front 67

Z score

Back 67

transforms data into standardized units that are easier to interpret.

is the difference between a score and the mean, divided by the standard deviation

Front 68

McCall’s T

Back 68

One system was established in 1939 by W. A. McCall, who originally intended to develop a system to derive equal units on mental quan- tities.

Hint 68

T Score

Front 69

Quartiles

Back 69

points that divide the frequency distribution into equal fourths.

Front 70

Interquartile range

Back 70

is bounded by the range of scores that represents the mid- dle 50% of the distribution.

Front 71

Deciles

Back 71

are similar to quartiles except that they use points that mark 10% rather than 25% intervals.

Front 72

Stanine system

Back 72

system converts any set of scores into a transformed scale, which ranges from 1 to 9. Actually the term stanine comes from “standard nine.”

Front 73

Norms

Back 73

refer to the performances by defined groups on particular tests.

Front 74

Norm-referenced

Back 74

test compares each person with a norm.

Front 75

Criterion-referenced test

Back 75

describes the specific types of skills, tasks, or knowledge that the test taker can demonstrate such as mathematical skills.

Front 76

Bivariate distributions

Back 76

which have two scores for each individual.

Front 77

Scatter diagram

Back 77

a picture of the relationship between two variables.

Front 78

Correlation coefficient

Back 78

is a mathematical index that describes the direction and magnitude of a relationship.

Front 79

Positive correlation

Back 79

high scores on Y are associated with high scores on X, and low scores on Y correspond to low scores on X.

Front 80

Negative correlation

Back 80

higher scores on Y are associ- ated with lower scores on X, and lower scores on Y are associated with higher scores on X.

Front 81

Regression

Back 81

is used to make predictions about scores on one variable from knowledge of scores on another variable.

Front 82

Regression line

Back 82

defined as the best-fitting straight line through a set of points in a scatter diagram.

Front 83

Principle of least squares

Back 83

minimizes the squared deviation around the regression line.

Front 84

Regression coefficient

Back 84

which is the slope of the regression line.

Front 85

Sum of squares

Back 85

is defined as the sum of the squared deviations around the mean.

Front 86

Covariance

Back 86

is used to express how much two measures covary, or vary together. T

Front 87

Slope

Back 87

describes how much change is expected in Y each time X increases by one unit.

Front 88

Intercept

Back 88

a, is the value of Y when X is 0. In other words

it is the point at which the regression line crosses the Y axis

Front 89

Residual

Back 89

The difference between the observed and predicted score (Y − Y 0)

Front 90

Pearson product moment correlation coefficient

Back 90

is a ratio used to deter- mine the degree of variation in one variable that can be estimated from knowledge about variation in the other variable.

Front 91

Degrees of freedom

Back 91

are defined as the sample size minus two, or N − 2.

Front 92

Two-tailed test

Back 92

This would be tested against the alternative hypothesis that the association between the two measures is significantly different from 0.

Front 93

Regression

Back 93

plots are pictures that show the relationship between variables.

Front 94

Criterion validity evidence

Back 94

the relationship between a test score and some well-defined criterion.

Front 95

Spearman’s rho

Back 95

is a method of correlation for finding the association between two sets of ranks.

Front 96

True dichotomous

Back 96

because they naturally form two categories.

Front 97

Artificially dichotomous

Back 97

because they reflect an underlying continuous scale forced into a dichotomy.

Front 98

Biserial correlation

Back 98

expresses the relationship between a continuous vari- able and an artificial dichotomous variable.

Front 99

Point biserial correlation

Back 99

If the dichotomous variable had been “true” (such as gender)

Front 100

Phi coefficient.

Back 100

then the association between them can be estimated with the use of...

Front 101

Tetrachoric correlation

Back 101

both dichotomous variables are artificial, we might use a special correlation coefficient.

Front 102

Standard error of estimate

Back 102

The standard deviation of the residuals is known as...

Front 103

Coefficient of determination

Back 103

This value tells us the proportion of the total variation in scores on Y that we know as a function of information about X

Front 104

Coefficient of alienation

Back 104

is a measure of nonassociation between two vari-ables.

Front 105

Shrinkage

Back 105

is the amount of decrease observed when a regression equation is created for one population and then applied to another.

Front 106

Cross validation

Back 106

best way to ensure that proper references are being made is to use the regression equation to predict performance in a group of subjects other than the ones towhich the equation was applied.

Front 107

Third variable

Back 107

other possible explanations for the observed relationship

Front 108

Restricted range problem

Back 108

variability is restricted, then significant correlations are difficult to find.

Front 109

Multivariate analysis

Back 109

considers the relationship among combinations of three or more variables.

Front 110

Linear combination

Back 110

of variables is a weighted composite of the origi- nal variables.

Front 111

Multiple regression

Back 111

the goal of the analysis is to find the linear combination of the three variables that provides the best prediction of law school success

Front 112

Discriminant analysis

Back 112

When the task is to find the linear combination of variables that provides a maximum discrimination between categories.

Front 113

Principal components

Back 113

the variables that describe as many of the interrelationships among the variables as possible.

Front 114

Factor loadings

Back 114

Once the linear combinations or principal components have been found, we can find the correlation between the original items and the factors.

Front 115

Methods of rotation

Back 115

transformational methods involve rotating the axes in the space created by the factors.

Front 116

Test score theory

Back 116

assumes that each person has a true score that would be obtained if there were no errors in measurement.

Front 117

Test score theory

Back 117

assumes that each person has a true score that would be obtained if there were no errors in measurement.

Front 118

Domain sampling method

Back 118

considers the problems created by using a limited number of items to represent a larger and more complicated construct.

Front 119

Item response theory

Back 119

the computer is used to focus on the range of item difficulty that helps assess an individual’s ability level.

Front 120

Reliability coefficient

Back 120

ratio of the variance of the true scores on a test to the variance of the observed scores.

Front 121

Test-retest method

Back 121

used to evaluate the error associated withadministering a test at two different times.

This type of analysis is of value onlywhen we measure “traits” or characteristics that do not change over time.

Hint 121

Time sampling

Front 122

Carryover effect

Back 122

occurs when the first testing session influences scores from the second sessions.

Front 123

Parallel forms reliability

Back 123

compares two equivalent forms of a test that measure the same attribute.

Hint 123

Item sampling

Front 124

Split half method

Back 124

a test is given and divided into halves that are scored separately.

The results of one half of the test are then compared with the results of theother. The two halves of the test can be created in a variety of ways.

Front 125

Odd-even system

Back 125

whereby one subscore is obtained for the odd-numbered items in the test and another for the even-numbered items.

Front 126

Spearman-Brown formula

Back 126

which allows you to estimate what the correlation between the two halves would have been if each half had been the length of the whole test.

Front 127

Cronbach's coefficient alpha

Back 127

provides the lowest estimate of reliability that one can expect.

Front 128

Coefficient omega

Back 128

estimates the extent to which all items measure the same underlying trait.

Front 129

Kuder-Richardson 20

Back 129

The formula for calculating the reliability of a test in which the items are dichotomous, scored 0 or 1.

Hint 129

A.k.a KR20 or KR20

Front 130

Difficulty

Back 130

defined as the percentage of test takers who pass the item.

Front 131

Coefficient aplha

Back 131

estimates the internal consistency of tests in which the items are not scored as 0 or 1.

Front 132

Difference score

Back 132

created by subtracting one test score from another.

Front 133

Kappa statistics

Back 133

best method for assessing the level of agreement among several observers.

a measure of agreement between two judges who each rate a set of objects using nominal scales.

indicates the actual agreement as a proportion of the potential agreement following correction for chance agreement.

Front 134

Internal consistency

Back 134

refers to the intercorrelations among items within the same test.

Front 135

How much is reliable, reliable?

Back 135

. 95 and up

Front 136

What do to about low relibility?

Back 136

Increase the number of items

Factor and item analysis

Correction for attenuation

Front 137

Discriminability analysis

Back 137

When the correlation between the performance on a single item and the total test score is low, the item is probably measuring something different from the other items on the test.

Front 138

Validity

Back 138

defined as the agreement between a test score or measure and the quality it is believed to measure.

Front 139

Standards for educational and psychological testing

Back 139

Organization

Foundation

Operation

Front 140

Organization

Back 140

follows the way we have organized the eight editions of this book, into principles, applications, and issues.

Front 141

Foundation

Back 141

similar to our principles and focuses on basic psychometric concepts such as validity and reliability.

Front 142

Operation

Back 142

how tests are designed and built and how they are administered, scored and reported.

Front 143

Face validity

Back 143

mere appearance that a measure has validity.

the items seem to be reasonably related to the perceived purpose of the test.

Front 144

Content validity

Back 144

a test or measure considers the adequacy of representationof the conceptual domain the test is designed to cover.

include characteristics of the items (such as vocabulary words that some students do not understand) and the sampling of items

Hint 144

Content validity evidence

Front 145

Construct underrepresentation

Back 145

describes the failure to capture important components of a construct.

Front 146

Construct-irrelevant variance

Back 146

occurs when scores are influenced by factors irrelevant to the construct.

Front 147

Criterion validity

Back 147

how well a test corresponds with a particular criterion.

A criterion is the standard against which the test is compared.

the test or measure is to serve as a “stand-in” for the measure we are really interested in.

Front 148

Predictive validity evidence

Back 148

purpose of the test is to predict the likelihood of succeeding on the criterion.

Front 149

Concurrent validity evidence

Back 149

when the test and the criterion can be measured at the same time.

Front 150

Validity coefficient

Back 150

the extent to which the test is valid for making statements about the criterion.

Front 151

Evaluation of coefficient

Back 151

Review the subject population

Adequate sample size

Be clear of the criterion and predictor

Check restricted range for both criterion and predictor

Evidence for generalization

Consider differential prediction

Front 152

Generalizability

Back 152

refers to the evidence that the findings obtained in one situation can be generalized that is, applied to other situations.

Front 153

Construct validity

Back 153

involves assembling evidence about what a test means.

This is done by showing the relationship between a test and other tests and measures.

Each time a relationship is demonstrated, one additional bit of meaning can be attached to the test.

Front 154

Convergent evidence

Back 154

measure correlates well with other tests believed to measure the same construct.

Front 155

Discriminant evidence

Back 155

a test should have low correlations with measures of unrelated constructs, or evidence for what the test does not measure.

By providing evidence that a test measures something different from other tests, we also provide evidence that we are measuring a unique construct.

indicates that the measure does not represent a construct other than the one for which it was devised.

Hint 155

Divergent validation

Front 156

Criterion reference test

Back 156

have items that are designed to match certain specific instructional objectives.

Front 157

Guidelines for Item writing

Back 157

1. Define clearly what you want to measure.

2.Generate an item pool.

3.Avoid exceptionally long items.

4. Keep the level of reading difficulty appropriate for those who will complete the scale.

5.Avoid “double-barreled” items that convey two or more ideas at the same time.

6.Consider mixing positively and negatively worded items.

Front 158

Item pool

Back 158

all items are randomly chosen from a universe of item content.

Front 159

Acquiescence response set

Back 159

This means that the respondents will tend to agree with most items.

Front 160

Dichotomous format

Back 160

It offers two alternatives for each item. Usually a point is given for the selection of one of the alternatives.

Hint 160

The most common example of this format is the true-false examination.

Front 161

Advantages of Dichotomous format

Back 161

simplicity

ease of administration

quick scoring

Front 162

Disadvantages of Dichotomous format

Back 162

encourage students to memorize material

do not allow test takers the opportunity to show they understand this complexity

chance of getting any item correct is 50%. Thus, to be reliable, a true-false test

less reliable

less precise

Front 163

Polytomous format

Back 163

It resembles the dichoto- mous format except that each item has more than two alternatives. Typically, a point is given for the selection of one of the alternatives, and no point is given for selecting any other choice.

Hint 163

(sometimes called polychotomous)

The most popular and most encountered example is a multiple-choice examination

Front 164

Advantages of Polytomous format

Back 164

Its easy to score

The probability of obtaining a correct response by chance is lower

It takes little time for test takers to respond to a particular item because they do not have to write

Can cover a large amount of information in a relatively short time.

Front 165

Distractors

Back 165

Incorrect choices

Hint 165

Well-chosen distractors are an essential ingredient of good items.

Front 166

Guessing threshold

Back 166

describes the chances that a low-ability test taker will obtain each score.

Front 167

Likert format

Back 167

One popular for attitude and personality scales requires that a respondentindicate the degree of agreement with a particular attitudinal question.

data are at the ordinal rather than at an interval level

familiar and easy to use.

Hint 167

superior to methods such as the visual analogue scale for measuring complex coping responses

Front 168

Category format

Back 168

Uses an even greater number of choices.

Front 169

Checklist

Back 169

a subject receives a long list of adjectives and indicateswhether each one is characteristic of himself or herself.

requires subjects either to endorse such adjectives or not, thus allowing only two choices for each item.

Front 170

Q-sort

Back 170

increases the number of categories.

can be used to describe oneself or to provide ratings of others

With this technique, a subject is given statements and asked to sort them into nine piles.

Front 171

Item analysis

Back 171

a general term for a set of methods used to evaluate test items, is one of the most important aspects of test construction.

Front 172

Item difficulty

Back 172

defined by the number of people who get a particular item correct.

Front 173

Item discriminability

Back 173

Determines whether the people who have done well on particular items have also done well on the whole test.

Front 174

Discrimination index

Back 174

Find the students with test scores in the top third and those in the bottom third of the class.

Then you would find the proportions of people in each group who got each item correct.

The difference between these proportions

Front 175

Point biserial correlation

Back 175

find the correlation between performance on the item and performance on the total test.

Front 176

Item characteristic curve

Back 176

For particular items, one can prepare a graph for each individual test item.

On these individual item graphs, the total test score is plotted on the horizontal (X) axis and the proportion of examinees who get the item correct is plotted on the vertical (Y) axis.

Front 177

Classical test theory

Back 177

a score is derived from the sum of an individual’s responses to various items, which are sampled from a larger domain that represents a specific trait or ability.

Front 178

Item response theory

Back 178

each item on a test has its own item characteristic curve that describes the probability of getting each particular item right or wrong given the ability level of each test taker.

Front 179

Internal criteria

Back 179

Total test score for evaluating items.

Front 180

External criteria

Back 180

procedures to compare performance on anitem with performance

Hint 180

rarely used in practice

Front 181

Criterion-referenced test

Back 181

approach is popular in individualized instruction programs.

used to determine whether this objective had been achieved.

one should give the test to two groups of students—one that has been exposed to the learning unit and one that has not

Front 182

Limitation of Item analysis

Back 182

They do not help the students learn

Front 183

Th examiner and subject

Back 183

-Relationship between examiner and test taker

-Race of the tester

-Language of the Test taker

-Training of the Test administrators

-Expectancy effect

-Effects of Reinforcing response

-Computer-Assisted Test Administration

-Mode of administration

-Subject variables

Front 184

Rosenthal effect

Back 184

data sometimes can be affected by what an experimenter expects to find.

Hint 184

Expectancy effect

Front 185

Advantages of Computer-assisted test administration

Back 185

▶excellence of standardization

▶ individually tailored sequential administration

▶ precision of timing responses

▶ release of human testers for other duties

▶ patience (test taker not rushed)

▶ control of bias.

Front 186

Test anxiety

Back 186

students often have difficulty focusing attention on the test items and are distracted

three components: worry, emotionality, and lack of self-confidence

Front 187

Reactivity

Back 187

The reliability of observers in behavioral observation studies is usually assessed in selected sessions during which an experimenter “observes the observers.”

Front 188

Drift

Back 188

When trained in behavioral observation methods, observers receive extensive feedback and coaching.

After they leave the training sessions, though, observers have a tendency...

Front 189

Contrast effect

Back 189

The tendency to rate the same behavior differently when observations are repeated in the same context

Front 190

Expectancy

Back 190

probably has some minor biasing effect on behavioral data.

produces a minor but potentially damaging effect.

Hint 190

To avoid this sort of bias, observers should not know what behavior to expect.

Front 191

Deception

Back 191

Most people feel confident that they can accurately judge other people.

For example, we often feel we can figure out whether someone else is lying.

Front 192

Halo effect

Back 192

is the tendency to ascribe positive attributes independently of the observed behavior.

Front 193

Partial correlation

Back 193

in which the correlation between two variables is found while variability in a third variable is controlled.

Front 194

Professional issue

Back 194

continually play an especially important role in the current status and the future of psychological testing.

Front 195

3 Professional Issues

Back 195

Theoretical concern

Adequacy of test

Actuarial vs. clinical prediction

Front 196

Moral issues

Back 196

Human rights

Labeling

Invasion of privacy

Front 197

Divided loyaties

Back 197

the often conflicting commitments of the psychologist who uses tests.

when the individual’s welfare is at odds with that of the institution that employs the psychologist.

Front 198

Responsibilities of the Test Users

Back 198

use assessment instruments whose validity and reliability

use assessment methods that are appropriate to an individual’s lan- guage preference and competence.

characteristics of the person being assessed, such as situational, personal, linguistic, and cultural differences

Front 199

Responsibilities of the Test Users

Back 199

use assessment instruments whose validity and reliability

use assessment methods that are appropriate to an individual’s lan- guage preference and competence.

characteristics of the person being assessed, such as situational, personal, linguistic, and cultural differences

Front 200

Test users

Back 200

must thus possess sufficient knowledge to understand the princi-ples underlying the construction and supporting research of any test theyadminister.

has no excuse for employing an inadequately documented instru- ment that has damaging consequences

must know enough to tell the difference between a test that meets present standards and one that does not.

Front 201

Test developer

Back 201

responsible for providing the necessary information

Front 202

Social Issues

Back 202

Dehumanization

The usefulness of tests

Access to psychological testing sources

Front 203

Current trends of Psychological Assessment

Back 203

Rhe proliferation of new tests

higher standards

improved technology,increased objectivity; greater public

awareness and influence;

computer and Internet applications.

Front 204

Interstate commerce

Back 204

most commonly used authority for regulation.

Front 205

Federal Trade Commission

Back 205

create policies to regulate specific products and activities.

Front 206

Congress

Back 206

also devotes much of its energy to creating laws that regulate specific business activities.

Front 207

EOCC Guidelines for Criterion Validity

Back 207

Technical standards for criterion-related validity studies

Front 208

Technical feasibility

Back 208

The determinationof the number of persons necessary to permit the conduct of a meaningful criterion-related study should be made by the user on the basis of all relevantinformation concerning the selection procedure, the potential sample, and theemployment situation.

Front 209

Analysis of the job

Back 209

a review of job information to determine measures of work behavior(s) or performance that are relevant to the job or group of jobs in question.

Front 210

Criterion measures

Back 210

Proper safeguards should be taken to ensure that scores on selection procedures do not enter into any judgments of employee adequacy that are to be used as criterion measures.

Front 211

Representativeness of the sample

Back 211

the sample subjects should insofar as feasible be representative of the candidates normally available in the relevant labor market for the job or group of jobs in question, and should insofar as feasible include the races, sexes, and ethnic groups normally available in the relevant job market.

Front 212

Statistical relationships

Back 212

The degree of relationship between selection procedure scores and criterion measures should be examined and computed, using professionally acceptable statistical procedures.

Front 213

Operational use of selection procedures

Back 213

evaluate each selection procedure to assure that it is appropriate for operational use, including establishment of cutoff scores or rank ordering.

Front 214

Overstatement of validity findings

Back 214

Users should avoid reliance upon techniques which tend to overestimate validity findings as a result of capitalization on chance unless an appropriate safeguard is taken.

Front 215

Fairness

Back 215

Developing concept

require substantial numbers of employees in the job or group of jobs being studied.

Front 216

Sexual harassment

Back 216

was defined as unsolicited sexual advances, requests for sexual favors, or any other implicit or explicit conduct that might be interpreted as a condition of an individual’s employment.

Front 217

The Truth in Testing Laws

Back 217

(1) disclose all studies on the validity of a test

(2) provide a complete disclosure to students about what scores mean and how they were calculated

(3) on request by a student, provide a copy of the test questions, the correct answers, and the student’s answers.

Front 218

No Child Left Behind

Back 218

reauthorized a variety of different federal programs designed to improve performance of students in both primary and secondary schools.

a failure because it did not address serious long-term reforms that could have reduced large gaps in opportunity for minority students.

Front 219

Test Bias

Back 219

an issue so controversial that it has inspired court evaluations of the meaning of tests for minority group members.

Front 220

1964 Civil Rights Act. Title VII

Back 220

most important legal development was the passage, this act created the Equal Employment Opportunity Commission (EEOC).

Front 221

EEOC guidelines

Back 221

the major guidelines for the use of psychological tests in education and in industry.

Front 222

Differential Validity

Back 222

important differences in performance across racial groups.

Front 223

Differential Item Functioning (DIF) Analysis

Back 223

attempts to identify items that are specifically biased against any ethnic, racial, or gender group.

1. The analysis first equates groups on the basis of overall score.

2.Using these groups, it evaluates differences in performance between men and women on particular items.

3.Items that differ significantly between the groups are thrown out and the entire test is rescored.

Front 224

Isodensity Curve

Back 224

ellipse is used to encircle a specified portion of the cases that constitute a particular group.

Front 225

Chitling Test

Back 225

Developed to demonstrate that there is a body of information about which the white middle class is ignorant

A major aim in developing this was to show that African Americans and whites are just not talking the same language.

Hint 225

A.k.a Dove Counterbalance General Intelligence Test

Front 226

Scientific racism

Back 226

use of intelligence tests is seen as a subtle and thus more dangerous racist move because the tests are supported by scientific validity studies.

Front 227

The Black Intelligence Test of Cultural Homogeneity

Back 227

culture-specific test, but one on which African American subjects outperform whites.

predicts how well a person will survive on the streets or how well he or she will do in school, in life, or in anything else.

Front 228

System of Multicultural Pluralistic Assessment

Back 228

All cultural groups have the same average potential.

attempts to integrate three different approaches to assessment: medical, social, and pluralistic.

Front 229

Estimated learning potentials

Back 229

Adjusted scores due to socio-economic bakcground.

Front 230

Regression

Back 230

Separate regression lines are used for different groups.

Those with predicted criterion scores are selected.

Front 231

Constant ratio

Back 231

Points equal to approximately half of the average difference between the groups are added to the test scores of the group with the lower score.

Then a single regression line is used, and those with the highest predicted scores are selected.

Front 232

Cole/ Darlington

Back 232

Separate regression equations are used for each group, and points are added to the scores of those from the lower group to ensure that those with the same criterion score have the same predictor score.

Front 233

Quota

Back 233

The proportion of people to be selected from each group is predetermined.Separate regression equations are used to select those from each group who are expected to perform highest on the criterion.

Front 234

Differential process theory

Back 234

maintains that different strategies may lead to effective solutions for many types of tasks.

Front 235

Employment Interview

Back 235

helps people make selection and promotion decisions in business and industry.

are complicated because the applicant and the employer are motivated to slant their presentation in order to make an impression, not necessarily to be completely honest

Front 236

Negative factors

Back 236

poor communication skills

lack of confidence or poise

low enthusiasm

nervousness

failure to make eye contact

Front 237

Positive factor

Back 237

ability to express oneself

self-confidence and poise

enthusiasm

the ability to sell oneself, and aggressiveness

Front 238

Cutting score

Back 238

A test is used to make a dichotomous (two-choice) decision, then a cutoff score usually is used.

Score marking the point of decision.

Front 239

Hit rate

Back 239

percentage of cases in which a test accurately predicts success or failure.

Front 240

Base rate

Back 240

the rate of predicting success on the job is high without the test.

Front 241

False positive

Back 241

Are high, then you may want to raise the cutting score.

Front 242

False negative

Back 242

a test developer might lower the cutting score.

With a lower cutting score, the test will make more but safer errors.

Front 243

Selection ratio

Back 243

the percentage of applicants who are selected or admitted.

Front 244

Utility theory

Back 244

used only occasionally in personnel selection, it is beginning to find applications in other fields, including education and medicine

Front 245

Incremental validity

Back 245

determination of how much information a test contributes beyond some simpler method for making the same prediction.

Front 246

Myers-Briggs Type Indicator

Back 246

to determine where people fall on the introversion–extroversion dimension and on which of the four modes they most rely.

Front 247

Wonderlic Personnel Test

Back 247

A quick (12-minute) test of mental ability in adults.

Aquick and stable paper-and-pencil intelligence test with extensive norms.

Widely used for employee-related decisions in industry, it has its greatest value when local validity data are available.

Front 248

Social ecology

Back 248

The study of behavioral settings reveals a great deal about the social rules of the environment.

Front 249

Six Characreristics of Environment

Back 249

Ecological dimensions

Behavioral settings

Organizational structure

Characteristics of inhabitants

Psychosocial and organizational climate

Functional or reinforcing properties

Front 250

Multiphasic Environmental Assessment Procedure

Back 250

includes evaluating the settings according to physical and architectural features, policy and program information, resident and staff information, attractiveness and other physical characteristics, and a general environment scale. Each fea- ture has many subscales.

Front 251

Person–situation interaction

Back 251

The interactionists support their position by reporting the proportion of variance in behavior explained by person, by situation, and by the interaction between person and situation.

Front 252

Analysis of variance

Back 252

separated the proportion of variance attributable to each of these factors.

Front 253

Error variance

Back 253

The proportion of the total not explained by the three sources of influence.

Front 254

Template-matching technique

Back 254

a system that takes advantage of people’s ability to predict their own behavior in particular situations.

Front 255

Strong-Campbell Interest Inventory (SCII)

Back 255

there are six clusters of personality and interest traits; these are the same clusters represented as the six general themes

Hint 255

(realistic, investigative, artistic, social, enterprising, and conventional)

Front 256

Clinical neuropsychology

Back 256

defined as the scientific discipline that studies the relationship between behavior and brain functioning in the realms of cognitive, motor, sensory, and emotional functioning

Front 257

Activities in Neuropsychology

Back 257

identification, description, multivariate quantification, and treatment of diseases of the brain and spinal cord.

Front 258

Neuropsychology vs. Neurology

Back 258

both focus on sensations and perceptions and on motor movements.

Front 259

Neuropsychology vs Psychiatry

Back 259

both study mood and adaptations to psychosocial situations

Front 260

Neuropsychology and Psychometrics

Back 260

both use psychological tests.

Front 261

Neuropsychological assessment

Back 261

has been used to evaluate specific problems in memory.

Front 262

Memory

Back 262

a heterogeneous phenomenon; scientists make distinctions among memory systems such as short- and long-term memory.

Front 263

Short-term memory

Back 263

occurs when one recollects or produces material immediately after it has been presented.

The capacity for short-term memory is probably limited; without repetition one can hold information only a few minutes.

Front 264

Long-term memory

Back 264

may be stored for a long time (more than a few days), and the capacity for long-term memory is quite large.

Front 265

Alcoholic dementia

Back 265

caused by long-term chronic alcoholism, is characterized by dysfunction in visuospatial skills.

Front 266

Factors of mental processing

Back 266

Focus execute

Sustain

Encode

Shift

Front 267

Focus execute

Back 267

child’s ability to scan information and respond in a meaningful way.

Front 268

Sustain

Back 268

describes the child’s capacity to pay close attention for a defined interval of time.

Front 269

Encode

Back 269

related to information storage, recall, and mental manipulation.

Front 270

Shift

Back 270

refers to the ability to be flexible.

Front 271

Dyslexia

Back 271

specific reading disorder characterized by difficulties in decoding single words. The problem may have a genetic base and may result from difficulties in processing phonemes.

Front 272

WAIS

Back 272

Using discriminate function analysis, which is a specialized method for identifying the linear combination of variables that separate groups, the researchers developed an equation that successfully separated malingerers from those who were not exaggerating their brain injury.

Front 273

Concussion Resolution Index

Back 273

to track the recovery following a sports-related concussion.

made up of six subtests including reaction time, visual recognition, and speed of information processing.

Front 274

Level of Neuropsychological assessment

Back 274

1. Application of formal tests to determine the nature of the problem.

2.Assessment of the environment.

3.Predictions about short- and long-term outcomes.

4.Development of an ideal plan.

5.Assessment of resources.

6.Development of a realistic intervention plan

7.Ongoing assessment

Front 275

Halstead-Reitan Neuropsychological Battery

Back 275

full battery includes many psychological tests and sometimes requires 8 to 12 hours to administer.

often receive the full Minnesota Multiphasic Personality Inventory (MMPI) to evaluate their emotional state in response to a medical situation. The battery also includes a full WAIS.

Front 276

Luria-Nebraska Neuropsychological Battery

Back 276

The battery includes 269 items that can be administered in approximately 24 hours.

Front 277

California Verbal Learning Test (CVLT)

Back 277

The test determines how errors are made in learning tasks.

In other words, the intent is to identify different strategies, processes, and errors that are associated with specific deficits. The test attempts to link memory deficits with impaired performance on specific tasks for people who have known neurological problems.

Front 278

Automated Neuropsychological Testing

Back 278

developed by the U.S. Department of Defense, in order to evaluate changes in human performance when people were exposed to difficult environmental circumstances.

The measure has now been used in a variety of clini-cal populations including studies of patients with multiple sclerosis, lupus, Parkin- son’s disease, Alzheimer’s disease, brain injury, and migraine headache.

Front 279

Stress

Back 279

a response to situations that involve demands, constraints, or opportunities.

Front 280

Frustration

Back 280

occurs when the attainment of a goal is blocked.

Front 281

Conflict

Back 281

a type of stress that occurs when we must make a choice between two or more important goals, such as deciding between going to law school and going to graduate school in psychology.

Front 282

Pressure

Back 282

External pressure occurs when your professor assigns a lot of extra read- ing right before the midterm exam.

Internal pressure occurs when no such reading is assigned but you take it on yourself because it fits your style and aspirations.

Front 283

Anxiety

Back 283

an emotional state marked by worry, apprehension, and tension. When you are anxious, your autonomic nervous system becomes activated.

Front 284

State anxiety

Back 284

an emotional reaction that varies from one situation to another.

Front 285

Trait anxiety

Back 285

a personality characteristic.

Front 286

State-Trait Anxiety Inventory

Back 286

provides two separate scores: one for state anxiety (A-State) and another for trait anxiety (A-Trait).

The A-Trait scale consists of 20 items. On a 4-point scale, subjects indicate how they generally feel about each item.

Front 287

Ways of Coping questionnaire

Back 287

one of the most widely used measures in health psychology.

Front 288

Coping Inventory

Back 288

33-item measure derived from clinical interview data.

Of three categories of items, the first describes activities and attitudes that people use to avoid stress.

The second involves items that characterize strategies for working through stressful events.

The third category considers socialization responses, or how each strategy would help the respondent cope with a specific stressful event

Front 289

Coping Resources Inventory

Back 289

been useful in research on both adults and adolescents.

Front 290

Ecological Momentary Assessment

Back 290

It allows you to collect information on a continuing basis.

The equipment might measure blood pressure or hormonal state at specific points in time.

Furthermore, a subject might be prompted to record information about mood, symptoms, or fatigue.

This avoids the biases associated with asking people to remember their moods and symptoms, or experiences with pain

Front 291

Psychometric approach

Back 291

attempts to provide separate measures for the many different dimensions of quality of life.

Front 292

Sickness Impact Profile

Back 292

A 136-item measure that yields 12 different scores displayed in a format similar to an MMPI profile.

Front 293

Decision theory

Back 293

approach attempts to weight the different dimensions of health in order to provide a single expression of health status.

Front 294

Medical Outcome Study Short Form-36

Back 294

includes eight health concepts: physical functioning, role-physical, bodily pain, general health perceptions, vitality, social function- ing, role-emotional, and mental health.

Front 295

Nottingham Health Profile (NHP)

Back 295

The first includes 38 items divided into six categories: sleep, physical mobility, energy, pain, emotional reactions, and social isolation.

The second part of the NHP includes seven statements related to the areas of life most affected by health: employment, household activities, social life, home life, sex life, hobbies and interests, and holiday.

Front 296

mHealth

Back 296

defined as diverse applications of wireless and mobile technologies designed to improve health research, health-care services, and health outcomes.

Front 297

NIH “Toolbox”

Back 297

Developed by National Institutes od Health

can be used for the standardized assessment of neurological and behavioral function.

Front 298

Medical College Admissions Test

Back 298

Administered by computer, and the current version tests physical and biological sciences, verbal reasoning, and writing skills.

The test is quite demanding and it takes 5.5 hours to complete.

Front 299

Strong-Campbell Interest Inventory

Back 299

current form is divided into seven parts. The test, which still retains the core of the SVIB, now has 325 items, to which a person responds “like,” “dislike,” or “indifferent”

Front 300

Strong Vocational Interest Blank

Back 300

the 399 items were related to 54 occupations for men. A separate form presented 32 different occupations for women. (1999)

Front 301

Campbell Interest and Skill Survey

Back 301

assess their degree of interest in 200 academic and occupational topics. Further, it assesses the degree of skill in 120 specific occupations. The system produces an 11-page profile and a 2-page report summary

Front 302

Strong Interest Inventory

Back 302

a substantial revision of the previous measure and features a different item format.

includes 41 content scales to represent these areas. The new Strong includes 244 occupational scales.

Front 303

Kuder Occupational Interest Survey

Back 303

presents the test taker with 100 triads (sets of three) of alternative activities. For each triad, the test taker selects the most preferred and the least preferred alternatives.

Front 304

Career Assessment Inventory

Back 304

designed for people not oriented toward careers requiring college or professional training.

written at the sixth-grade reading level and is designed for the 80% of U.S. citizens who have fewer than four years of postsecondary education.

Front 305

Self-Directed Search

Back 305

self-administered, self-scored, and self-interpreted vocational interest inventory.

attempts to simulate the counseling process by allowing respondents to list occupational aspirations, indicate occupational preferences in six areas, and rate abilities and skills in these areas

Front 306

Osipow’s Vocational Dimensions

Back 306

approach to career guidance is to give extensive tests covering personality,abilities, interests, and personal values to learn as much about a person’s traits as possible.

Front 307

Attribution Theory

Back 307

events in a person’s environment can be caused by one of three sources: persons, entities (things or some aspect of the environment), and times (situations).

Front 308

Traditional testing

Back 308

Are procedures based on a medical model.

The overt manifestations of a disordered psychological condition are only symptoms.

Front 309

Symptoms

Back 309

surface expressions of an underlying cause.

Front 310

Disordered behavioe

Back 310

Believed to be caused by some underlying characteristic such as an early traumatic experience.

Front 311

Treatment

Back 311

In the medical model is based on the idea that unless the cause of a symptom is removed, a new symptom may develop.

Front 312

Cognitive-Behavioral Assessment

Back 312

behaviors, thought processes, or physiological responses that define a disordered condition are considered the real problem.

Front 313

Procedure based on Operant Conditioning

Back 313

must first identify the critical response or responses involved in the disorder.

One can then evaluate these critical responses for frequency, intensity, or duration.

This evaluation establishes the baseline for the particular behavior.

Front 314

Baseline

Back 314

The usual rate of occurrence.

Front 315

Behavioral excesses

Back 315

the behaviors occur too frequently

Front 316

Behavioral deficits

Back 316

The behavior occur too infrequently.

Front 317

Steps of Cognitive-Behavior Assessment

Back 317

1: Identify critical behaviors.

2: Determine whether critical behaviors are excesses or deficits.

3: Evaluate critical behaviors for frequency, duration, or intensity.

4: If excesses, attempt to decrease frequency, duration, or intensity of behaviors; if deficits, attempt to increase behaviors.

Front 318

Self report

Back 318

A list of statements about particular situations.

The subject’s task may be either to respond “True” or “False” to each statement or to circle a number (1 to 5, for example) to indicate the importance or relevance of the statement.

Front 319

Traditional self-report

Back 319

The procedures focus on relatively enduring internal characteristics of the individual (personality traits) that lead to particular response patterns.

In the cognitive-behavioral approach, one sees situations as the primary determinant of behavior.

Front 320

Fear Survey Schedule

Back 320

the oldest and most researched of the cognitive-behavioral self-reportprocedure.

attempts to identify those situations that elicit fear and thus avoidance.

Front 321

Assertive Behavior Survey Schedule

Back 321

type of item found in a self-report questionnaire for assertiveness

help determine whether you can be assertive if necessary, situations in which you might have difficulty being assertive, and your personal attitude toward assertiveness.

Front 322

Self-Report Battery

Back 322

incorporates many of the commonly used self-report techniques, such as a variety of behavioral self-rating checklists and the FSS.

Front 323

Primary scales

Back 323

request general information, such as historical data, and assess general needs.

Front 324

Secondary scales

Back 324

yield information about the need for specific techniques such as relaxation or assertiveness training.

Front 325

Tertiary scales

Back 325

yield information about specific problems such as alcohol and drug abuse, overeating, and inappropriate sexual behavior

Front 326

Functional (behavior-analytic) approach

Back 326

provides an alternative to the traditional diagnostic labeling of the medical model (neurotic, psychotic, and so forth).

Front 327

Irrational Beliefs Test

Back 327

influence of beliefs and expecta- tions, several cognitive-behavioral tests have been developed to measure them.

requires subjects to indicate their level of agreement or disagreement with each of the 100 items on a 5-point scale.

Front 328

Dysfunctional Attitude Scale

Back 328

based on schemas, which are cognitive frameworks or organizing principles of thought.

To evaluate negative schemas.

Front 329

Irrational Beliefs Inventory

Back 329

50-item scale, developed in the Netherlands by Koopmans, Sanderman, Timmerman, and Emmelkamp.

uses a 5-point scale and consists of five subscales (worrying, rigidity, need for approval, problem avoidance, and emotional irresponsibility) plus a total score.

Front 330

Cognitive-functional analysis

Back 330

concerned with ascertaining the environmental factors that precede behavior (environmental antecedents) as well as those that maintain behavior (environmental consequences).

Front 331

Psychophysiological assessment

Back 331

social, behavioral, cognitive, and emotional phenomena are often a function of, and are often reflected in, physiological processes

Front 332

Application of computer to Psychological testing

Back 332

(1) to administer, score, and even interpret traditional tests

(2) to create new tasks and perhaps measure abilities that traditional procedures cannot tap.

Front 333

Computer-Assisted Interview

Back 333

used for everything from comprehensive behavioral psychological assessment and diagnostics to special topic evaluations such as screenings for suicide, human immunodeficiency virus (HIV) risk, depression, sexual behaviors, drug abuse, and phobias.

Front 334

Project Essay Grade

Back 334

The oldest system of computerized writing analysis was developed in 1966 by E. Page.

This system analyses the quality of a writing sample by measuring writing traits such as average word length, use of rare words, and the number of semicolons used.

Front 335

Expository Text Analysis Tool

Back 335

software designed to analyze text rapidly and objectively

accomplishes this task by a symbolic representation system that segments text into nodes, classifies the unidentified nodes, and links them with relational arcs.

Front 336

Intelligent Essay Assessor

Back 336

created in 1989 to index information from documents to allow for simple retrieval of facts.

used to evaluate essays according to content. This is done by listing every relevant content term used by the writer.

Front 337

Educational Testing Services Essay Rater

Back 337

measures syntactic variety by counting the number of modal verbs and subordinate, infinitive, complimentary, and relative clauses

Hint 337

E Rater

Front 338

Major application of computers to CB Assessment

Back 338

(1) collecting self-report data

(2) coding observational data,

(3) directly recording behavior

(4) training

(5) organizing and synthesizing behavioral assessment data

(6) analyzing behavioral assessment data

(7) supporting decision making

Hint 338

By Farell

Front 339

Computer-adaptive

Back 339

tests have been found to be more precise and efficient than fixed-item tests.

used for classroom testing, for evaluating general intelligence, in the selection process for remedial instruction, to assess military personnel and employees, for college and graduate student placement, and in nursing licensure.

Front 340

Drawbacks of computer adaptive test

Back 340

the inability of test takers to go back and change previously answered questions

Front 341

Signal detection approach

Back 341

Scoring can be simplified, administration can be easily standardized, and the effects of the examiner can be minimized. Developers have adapted the reaction time and backward masking tasks for presentation by personal computers

Front 342

Projective hypothesis

Back 342

proposes that when people attempt to understand an ambiguous or vague stimulus, their interpretation of that stimulus reflects their needs, feelings, experiences, prior conditioning, thought processes, and so forth.

Front 343

Rorschach Inkblot Test

Back 343

Perhaps the most powerful psychometric instrument ever envisioned.

constructed each stimulus card by dropping ink onto a piece of paper and folding it. The result was a unique, bilaterally symmetrical form on a white background.

Hint 343

Psychological X-ray

Front 344

Free association phase

Back 344

the examiner presents the cards one at a time.

Front 345

Inquiry

Back 345

the examiner shows the cards again and scores the subject’s responses.

Front 346

Location chart

Back 346

determine where the subject’s perception is located on the inkblot

Front 347

Confabulatory response

Back 347

this response, the subject overgeneralizes from a part to the whole.

Front 348

Deductive Strategies

Back 348

use reason and deductive logic to determine the meaning of a test response.

Front 349

Logical-content method

Back 349

test designers select items on the basis of simple face validity; in the theoretical approach, test construction is guided by a particular psychological theory.

Front 350

Logical-Content Strategy

Back 350

use of this strategy, the test designer tries to logically deduce the type of content that should measure the characteristic to be assessed.

principal distinguishing characteristic of this strategy is that it assumes that the test item describes the subject’s personality and behavior.

Front 351

Theoretical Strategy

Back 351

begins with a theory about the nature of the particular characteristic to be measured.

an attempt is then made to deduce items.

demand that every item in a scale be related to the characteristic being measured.

attempts to create a homogeneous scale and, toward this end, may use statistical procedures such as item analysis.

Front 352

Empirical Strategies

Back 352

rely on data collection and statistical analyses to determine themeaning of a test response or the nature of personality and psychopathology.

attempt to use experimental research to determine empirically the meaning of a test response, the major dimensions of personality, or both.

Front 353

Criterion-Group Strategy

Back 353

a collection of individuals who share a characteristic such as leadership or schizophrenia.

attempts to determine which items discriminate the criterion and control groups.

Front 354

Factor Analytic Strategy

Back 354

uses factor analysis to derive empirically the basic dimensions of personality.

attempt to label these factors by ascertaining what the items related to a particular factor have in common.

Front 355

Test

Back 355

other terms such as inventories, techniques, scales, and assessment procedures

Front 356

Criteria in Selection of Tests

Back 356

(1) they illustrate each of the major strategies

(2) they are widely used, as indicated by surveys of psychological test usage in the United States

(3) they interest the research community, as determined by publication in major journals

(4) they show historical value, as determined by the introduction of new concepts in structured personality testing.

Front 357

Woodworth Personal Data Sheet

Back 357

first personality inventory ever, developed during World War I (1920).

Its purpose was to identify military recruits who would be likely to break down in combat.

The final form of the Woodworth contained 116 questions to which the individual responded “Yes” or “No.”

Front 358

Bell Adjustment Inventory

Back 358

attempted to evaluate the subject’s adjustment in a variety of areas such as home life, social life, and emotional functioning.

Front 359

Bernreuter Personality Inventory

Back 359

used for subjects as young as age 13 and included items related to six personality traits such as introversion, confidence, and sociability.

Front 360

Mooney Problem Checklist

Back 360

contains a list of problems that recurred in clinical case history data and in the written statements of problems submitted by approximately 4000 high-school students.

Front 361

Minnesota Multiphasic Personality Inventory

Back 361

a true–false self-report questionnaire.

were designed to identify psychological disorders such as depression and schizophrenia.

to assist in distinguishing normal from abnormal groups.

requires at least a sixth-grade reading ability.

Front 362

MMPI 2

Back 362

requires an eighth-grade reading ability.

Front 363

Masculinity-femininity

Back 363

contained items differentially endorsed by men and women, and the social-introversion.

Front 364

Social-introversion

Back 364

measures introversion and extroversion.

Front 365

Validity scales

Back 365

to measure test-taking attitude and to assess whether the subject took a normal, honest approach to the test

Front 366

K scale

Back 366

attempts to locate those items that distinguished normal from abnormal groups when both groups produced a normal test pattern.

Front 367

F scale

Back 367

designed to detect individuals who attempt to fake bad, consists of those items endorsed by less than 10% of the control group.

Hint 367

A.k.a Infrequency scale

Front 368

Two-point code

Back 368

Two highest scale, emphasized the importance of conducting research on individuals who showed specific two-point codes and other configural patterns.

Front 369

Response style

Back 369

a tendency to mark an item in a certain way regardless of content.

Hint 369

A.k.a Bias

Front 370

California Psychological Inventory

Back 370

produce measures of personalitycategorized as (1)introversion–extroversion, (2) conventional versus unconventionalin following norms, and (3)self-realization and sense of integration.

contains 20 scales, each of which is grouped into one of fourclasses.

commonly used in research settings to examine everything from typologies of sexual offenders.

Front 371

4 Classes of CPI

Back 371

Class I scales measure poise, self-assurance, and interpersonal effectiveness.

Class II scales, which evaluate socialization, maturity, and responsibility, tend to be conscientious, honest, dependable, calm, practical, cooperative, and alert to ethical and moral issues.

Class III scales measure achievement potential and intellectual efficiency.

Class IV scales examine interest modes.

Front 372

Guilford-Zimmerman Temperament Survey

Back 372

This survey reduces personality to 10 dimensions, each of which is measured by 30 different items.

The 10 dimensions are general activity, restraint, ascendance (lead- ership), sociability, emotional stability, objectivity, friendliness, thoughtfulness, personal relations, and masculinity.

Contains Yes or No statements.

Serves only as historical interests.

Front 373

Sixteen Personality Factor Questionnaire

Back 373

with all the adjectives applicable to human beings so he could empirically determine and measure the essence of personality.

Hint 373

A.k.a 16 PF

Front 374

Surface traits

Back 374

171 terms were reduced to 36 dimensions

Front 375

Source traits

Back 375

reduced personality to 16 basic dimensions.

Front 376

Common variance

Back 376

the amount of variance a particular variable holds in common with other variables.

Front 377

Unique variance

Back 377

refers to factors uniquely measured by the variable. In other words, it refers to some construct measured only by the variable in question.

Front 378

Error variance

Back 378

is variance attributable to error.

Front 379

Edwards Personal Preference Schedule

Back 379

best-known and earliest examples of a theoretically derived structured personality test

used widely in counseling centers.

Front 380

Ipsative scores

Back 380

present results in relative terms rather than as absolute totals.

Front 381

Personality Research Form, Third Edition and Jackson Personality Inventory Revised

Back 381

based on Murray’s (1938) theory of needs.

items for each scale could be as independent as possible, an important consideration in creating homogeneous scales.

Front 382

Biserial correlational analysis

Back 382

locates the items that correlated highest with the proposed scale while showing relatively low correlations with other scales, particularly social desirability.

Front 383

Self concept

Back 383

set of assumptions a person has about himself or herself.

a list of adjectives is presented and subjects are asked to indicate which apply to them.

Front 384

Gough’s Adjective Checklist

Back 384

contains 300 adjectives in alpha- betical order.

Front 385

Piers-Harris Children’s Self-Conceptcontains Second Edition

Back 385

80 self-statements andrequires a “Yes” or “No” response.

Front 386

Tennessee Self-Concept Scale–Second Edition

Back 386

a formal paper-and-pencil test that is designed to measure self-concept data

Front 387

Q-sort technique

Back 387

which a person receives a set of cards with appropriate self-statements.

Front 388

NEO Personality Inventory–Three

Back 388

used both factor analysis and theory in item development and scale construction.

to provide a multipurpose inventory for predicting interests, health and illness behavior, psychological well-being, and characteristic coping styles.

Front 389

Neuroticism

Back 389

defined primarily by anxiety and depression.

The six facets of this domain are anxiety, hostility, depression, self-consciousness,impulsiveness, and vulnerability.

Front 390

Extroversion

Back 390

refers to the degree of sociability or withdrawal a person tends to exhibit.

Its six facets are warmth, gregariousness, assertiveness, activity, excitement seeking, and positive emotions.

Front 391

Openness

Back 391

refers to the breadth of experience to which a person is amenable.

Its six facets are fantasy, aesthetics, feelings (openness to feelings of self and others), actions (willingness to try new activities), ideas (intellectual curiosity), and values.

Front 392

General Self-Efficacy Scale

Back 392

developed to measure an individual’s belief in his or her ability to organize resources and manage situations, to persist in the face of barriers, and to recover from setbacks.

The scale consists of 10 items and takes only 4 minutes to complete

Front 393

Ego Resiliency Scale Revised

Back 393

measure of ego resiliency or emotional intelligence was developed by Block and Kremen in 1996

The Ego Resiliency Scale (ER89-R) consists of 14 items, each answered using a 4-point Likert scale to rate statements

Front 394

Dispositional Resilience Scale

Back 394

developed by Bartone, Wright, Ingraham, and Ursano (1989) to measure “hardiness,” which is defined as the ability to view stressful situations as meaningful, changeable, and challenging.

Front 395

Hope Scale

Back 395

developed by Snyder et al. (1991) and measures the components of this cognitive model.

The scale consists of 12 items that are rated on an 8-point Likert scale ranging from “definitely false” to “definitely true.”

Hint 395

A.k.a Dispositional Hope Scale

Front 396

Life Orientation Test–Revised

Back 396

most widely used self-report measure of dispositional optimism, which is defined as an individual’s tendency to view the world and the future in positive ways.

consists of 10 items developed to assess individual differences in generalized optimism versus pessimism.

Items are answered on a 5-point response scale ranging from “strongly disagree” to “strongly agree.”

Front 397

Satisfaction with Life Scale

Back 397

Five item test eveloped as a multi-item scale for the overall assessment of life satisfaction as a cognitive-judgmental process, rather than for the measurement of specific satisfaction domains.

This simple and flexible instrument is one of the most widely used mea- sures of life-satisfaction or global well-being

As an extremely popular research tool, the SWLS has been used to assess life satisfaction in many groups such as minorities, cancer patients, the elderly, immigrants, university students, those suffering from traumatic injury, and psychiatric patients

Front 398

Positive and Negative Affect Schedule

Back 398

developed by Watson, Clark, and Tellegen (1988) to measure two orthogonal dimensions of affect. One of the most widely used measures of affect the instrument has two scales—one for positive affect (PA) and one for negative affect (NA). Each scale consists of 10 adjectives such as distressed, interested, guilty, afraid, and nervous.

Front 399

Coping Intervention for Stressful Situations

Back 399

48-item questionnaire that measures coping styles by asking subjects how they would respond to a variety of stressful situations.

Using a 5-point Likert scale with choices ranging from “not at all” to “very much,” this inventory assesses individuals according to three basic coping styles: task-oriented coping, emotion-oriented coping, and avoidance-oriented coping.

Front 400

Core Self-Evaluations

Back 400

a framework for understanding and evaluating this core.

This broad-based personality construct is composed of four specific traits: self- esteem, generalized self-efficacy,neuroticism, and locus of control.

Front 401

Individual tests

Back 401

One subject is tested at a time.

Examiner records responses.

Scoring requires considerable skill.

Examiner flexibility can elicit maximum performance if permitted by standardization.

Front 402

Advantages of Individual test

Back 402

Provide information beyond the test score

Allow the examiner to observe behavior in a standard setting

Allow individualized interpretation of test score

Front 403

Advatange of Group Tests

Back 403

Are cost-efficient

Minimize professional time for administration and scoring

Require less examiner skill and training

Have more objective and more reliable scoring procedures

Have especially broad application

Front 404

Characteristics of Group tests

Back 404

paper-and-pencil or booklet- and-pencil tests because the only materials required are a printed booklet of test items, a test manual, a scoring key, an answer sheet, and a pencil.

Front 405

In using Group tests

Back 405

Use Results with Caution

Be Especially Suspicious of Low Scores

Consider Wide Discrepancies a Warning Signal

When in Doubt, Refer

Front 406

Achievement Test

Back 406

Evaluate the effects of a known or controlled set of experiences

Evaluate the product of a course of training

Rely heavily on content validation procedures

Front 407

Aptitude tests

Back 407

Evaluate the effects of an unknown, uncontrolled set of experiences

Evaluate the potential to profit from a course of training

Rely heavily on predictive criterion validation procedures

Front 408

Kuhlmann-Anderson Test

Back 408

a group intelligence test with eight separate levels covering kindergar- ten through 12th grade.

items are primarily nonverbal at lower levels, requiring minimal read- ing and language ability.

suited not only to young children but also to those who might be handicapped in following verbal procedures.

It might even be suitable for adaptation for non-English-speaking populations, assuming proper norming.

Front 409

Henmon-Nelson Test

Back 409

standardized, highly used, and carefully constructed test for all grade levels of mental abilities.

can help predict future academic success quickly.

limita-tions when used as the sole screening instrument for selecting giftedness or identifying learning disabilities in minority, culturally diverse, and economically disadvantaged children.

Front 410

Cognitive Abilities Test

Back 410

provides three separate scores: verbal, quantitative, and nonverbal.

Advantage in evaluating minority, culturally diverse, and economically disadvantaged children.

provides reliable assessment of the academic abilities of both English language learners and those whose primary language is English

a sensitive discriminator for giftedness and a good predictor of future performance.

a good measure of verbal underachievement

Front 411

Miller Analogies Test

Back 411

designed to measure scholastic aptitudes for graduate studies.

It is strictly verbal.

In 60 minutes, the student must discern logical relationships for 120 varied analogy problems, including the most difficult items found on any test.

Front 412

Non verbal

Back 412

may be performance tests that require the subject to do something (draw, solve maze problems), or they may be paper-and-pencil tests that provide printed nonverbal items and instruct the subject to select the best of two or more multiple-choice responses.

Front 413

Raven Progressive Matrices

Back 413

one of the best known and most popular nonverbal group tests.

can be administered without the use of language. In fact, the test is used throughout the modern world.

The 60 matrices of the Raven Plus are graded in difficulty.

Each contains a logical pattern or design with a missing part.

Can be with or without time limit.

Front 414

Goodenough-Harris Drawing Test

Back 414

can be either group or individually administered

one of the quickest, easiest, and least expensive to administer of all ability tests.

A pencil and white unlined paper are the only materials needed.

The subject is instructed to draw a picture of a whole man and to do the best job possible.

Front 415

Culture Fair Intelligence Test

Back 415

provide an estimate of intelligence relatively free of cultural and language influences.

paper-and-pencil procedure that covers three levels (ages 4–8 and mentally disabled adults, ages 8–12 and randomly selected adults, and high-school age and above-average adults).

Front 416

General Aptitude Test Battery

Back 416

use in making employment decisions in government agencies.

It attempts to measure a wide range of aptitudes from general intelligence (g) to manual dexterity.

also produces scores for motor coordination, form perception (awareness of relevant details and ability to compare and discriminate various shapes), and clerical percep- tion (e.g., the ability to proofread).

Scores are also available for verbal, numerical, and spatial aptitudes.

Front 417

Armed Services Vocational Aptitude Battery

Back 417

designed for students in grades 11 and 12 and in postsecondary schools.

The test yields scores used in both educational and military settings. In the latter,results can help identify students who potentially qualify for entry into the military and can recommend assignment to various military occupational training programs.

consists of 10 subtests: general science, arithmetic reasoning, word knowledge, paragraph comprehension, numeral operations, coding speed, auto and shop information, mathematics knowledge, mechanical comprehension, and electron- ics information.

Front 418

Determinant

Back 418

ascertained the location of a response, the examiner must then determine what it was about the inkblot that led the subject to see that particular percept.

Front 419

Pure form response

Back 419

the subject uses only the form of the blot to determine a response.

Front 420

Cooperative movement

Back 420

Numerous movement responses, for example, may suggest high motor activity or strong impulses.

Front 421

Form quality

Back 421

the extent to which the percept (what the subject says the inkblot is) matches the stimulus properties of the inkblot.

Front 422

Holtzman Inkblot Test

Back 422

permitted to give only one response per card. An alternate form is available that correlates well with the original test stimuli.

Interscorer as well as split-half reliabilities are comparable to those found for objective personality tests.

Front 423

Thematic Apperception Test

Back 423

stimuli consist of pictures that depict a variety of scenes.

There are 30 pictures and one blank card. Specific cards are designed for male subjects, others for female.

Some of the cards are appropriate for older people, others for young ones.

Front 424

Reaction time

Back 424

the time interval between the initial presentation of a card and the subject’s first response.

Front 425

Hero

Back 425

the character in each picture with whom the subject seems to identify.

Front 426

Needs

Back 426

particular importance are the motives.

Front 427

Press

Back 427

refers to the environmental forces that interfere with or facilitate satisfaction of the various needs.

Front 428

Alternative thematic apperception test

Back 428

It provides a balance of positive and negative stories and a variety of action and energy levels for the main character.

Front 429

Children’s Apperception Test

Back 429

created to meet the special needs of children ages 3 through 10.

Front 430

Tell Me a Story Test

Back 430

consists of 23 chromatic pictures depicting minority and nonminority characters in urban and familial settings.

Front 431

Gerontological Apperception Test

Back 431

uses stimuli in which one or more elderly individuals are involved in a scene with a theme relevant to the concerns of the elderly, such as loneliness and family conflicts

Front 432

Senior Apperception Technique

Back 432

an alternative to the Gerontological Apperception Test and is parallel in content.

Front 433

Word Association

Back 433

The psychologist says a word and you say the first word that comes to mind.

Hint 433

From Galton and first used in the clinic by Jung.

Front 434

Sentence Completion test

Back 434

involving words is incomplete sentence tasks. These tasks provide a stem that the subject is asked to complete.

Front 435

Rotter Incomplete Sentence Blank

Back 435

provides 40 stems, each of which is scored on a 7-point system. In general, short sentences with some humor and positive content get the highest scores

Front 436

Incomplete Sentences Task of Lanyon and Lanyon

Back 436

Sentences are scored on a 3-point scale (0, 1, 2), and norms are available as a function of age and gender.

Front 437

Washington University Sentence Completion Test

Back 437

measures ego development, or degrees of autonomy, acceptance of self, and awareness of personal faults.

The test consists of 36 incomplete sentences asking individuals to complete sentences.

Front 438

Figure drawing test

Back 438

uses expressive techniques, in which the subject is asked to create something.

Front 439

Draw-a-Person Test

Back 439

the subject, most often a child, is asked to draw the picture of a person. Later the child is asked to tell a story about the person.

Front 440

House-Tree-Person Test

Back 440

subject draws a picture of a house, tree, and person and then makes up a story about it.

Front 441

Kinetic Family Drawing Test

Back 441

subject draws a picture of his or her family.

Front 442

Goodenough-Harris Drawing Test

Back 442

its simplicity and practicality, especially in the evaluation of children who may struggle with the tedious task of completing less child-friendly tests and is useful, especially when used in conjunction with other tests.

Front 443

Interview

Back 443

a method for gathering data or information about an individual.

Front 444

Social facilitation

Back 444

If the interviewer is tense, anxious, defensive, and aloof, then the interviewee tends to respond in kind.

Front 445

Interpersonal influence

Back 445

the degree to which one person can influence another.

Front 446

Intrapersonal attraction

Back 446

the degree to which people share a feeling of understanding,mutual respect, similarity, and the like.

Front 447

Responses to Avoid

Back 447

Judgmental or evaluative statements

Probing statements

Hostile responses

False reassurance

Front 448

Close ended question

Back 448

brings the interview to a dead halt, thus violating the principle of keeping the interaction flowing.

Front 449

Open ended question

Back 449

give the interviewee wide latitude in choosing the topics that he or she feels are important.

Front 450

Paraphrase

Back 450

tends to be more similar to the interviewee’sresponse.

Front 451

Restatement

Back 451

both capture the meaning of the interviewee’sresponse.

Front 452

Summarizing

Back 452

the interviewer pulls together the meaning of several interviewee responses.

Front 453

Clarification

Back 453

serves to clarify the interviewee’s response.

Front 454

Understanding statement

Back 454

capture the meaning and feeling of the interviewee’s communication.

Front 455

Level one responses

Back 455

bear little or no relationship to the interviewee’s response.

Front 456

Level-Two Responses

Back 456

communicates a superficial awareness of the meaning of a statement.

never quite goes beyond his or her own limited perspective.

impede the flow of communication.

Front 457

Level-Three Responses

Back 457

interchangeable with the interviewee’s statement.

the minimum level of responding that can help the interviewee.

Hint 457

Eg. Paraphrasing, verbatim playback, clarification statements, and restatements

Front 458

Level-four response

Back 458

the interviewer adds “noticeably” to the interviewee’s response.

Front 459

Level-Five Responses

Back 459

the interviewer adds “significantly” to it.

Front 460

Active listening

Back 460

the foundation of good interviewing skills for many different types of in.

Front 461

Evaluation interview

Back 461

(1) a discrepancy between what the person is and what he or she wants to become

(2) a discrepancy between what the person says about himself or herself and what he or she does

(3) a discrepancy between the person’s perception of himself or herself and the interviewer’s experience of the person.

Front 462

Structured Clinical Interviews

Back 462

structured clinical interview is the best practice for postpartum depression screening determined that structured or semistructured diagnostic interviews are usually the most appropriate for interviews with children

Front 463

Case History Interview

Back 463

include a chronology of major events in the person’s life, a work history, a medical history, and a family history.

to understand individuals’ back- grounds so that one can accurately interpret individual test scores.

relatively easy to present on a computer rather than in person

Front 464

Mental Status Examination

Back 464

primarily to diagnose psychosis, brain damage, and other major mental health problemsto evaluate a person suspected of hav-ing neurological or emotional problems in terms of variables known to be related to these problemsArea of coverage are include the person’s appearance, attitudes, and general behavior.

Front 465

Developing interviewing skills

Back 465

1. Familiariaze with research and theory on the interview.

2. Supervised practice.

3. Application of principles involved in good interviewing, such as guidelines for keeping the interaction flowing.

Front 466

Sources of Error in the Interview

Back 466

Interview Validity

Interview Reliability

Front 467

Psychometric approach

Back 467

examines the elemental structure of a test.

examine the properties of a test through an evaluation of its correlates and underlying dimensions

Front 468

Information-processing approach

Back 468

examine the processes that underlie how we learn and solve problems.

Front 469

Cognitive tradition

Back 469

focuses on how humans adapt to real-world demands.

Front 470

Alfred Binet

Back 470

Guided by two major concepts of his theory of intelligence.

Front 471

Age Difference

Back 471

the simple fact that one can differentiate older children from younger children by the former’s greater capabilities.

Front 472

General Mental Ability

Back 472

measurements of the total product of the various separate and distinct elements of intelligence.

Front 473

Psychometric g

Back 473

based on the well-documented phenomenon that when a set of diverse ability tests are administered to large unbiased samples of the population, almost all of the cor- relations are positive.

Hint 473

Spearman's notion of general mental ability.

Front 474

Positive manifold

Back 474

resulted from the fact that all tests, no matter how diverse,are influenced by g.

Front 475

Spearman model of Intelligence

Back 475

g=S1 S2 S3

g-General mental ability

S1-Numerical reasoning

S2-Vocabulary

S3-Mechanical skill

Front 476

gc-gc Theory of Intelligence

Back 476

there are two basic types of intelligence: fluid ( f ) and crystallized (c).

Front 477

Fluid intelligence

Back 477

abilities that allow us to reason,think, and acquire new knowledge.

Front 478

Crystallized intelligence

Back 478

represents the knowledge and understanding that we have acquired.

Front 479

1905 Binet Scale

Back 479

>30 items in increasing order of difficulty

>Used outmoded terms:

Idiot Imbecile Moron

>Provided first major measure of human intelligence.

×Issues:

Measuring unit Normative data Validity documentation

Front 480

1908 Binet-Simon Scale

Back 480

items were grouped according to age level rather than simply one set of items of increasing difficulty.

Retained principle of age differentiation

Used age scale format

Introduced concept of mental age

Hint 480

Age scale

Front 481

1916 Stanford-Binet Intelligence Scale

Back 481

Principles of Age differentiation, General mental ability, and Age scale

>Retained:

Principles of Age differentiation, General mental ability, and Age scaleMental age

Mental age concept

>Age range increased (3–14 yr plus average and superior adults)

>Alternate item added

>Increased size of standardization sample

>Introduced IQ concept

Front 482

1937 Stanford-Binet

Back 482

Retained:

Age scale format Age differentiation IQ concept General mental ability

General improvements:

Extended age range Mental age range increased Scoring standards and instructions improved Added performance items

Markedly improved standardization sample

Added an alternate equivalent form

Psychometric properties:

>Reliability:Generally excellent but varies as a function of age and IQ level. Less reliable at younger age ranges and higher IQ levels.

>Differential variability in IQ as a function of age exists

>Validity–Generally supported by Correlational studies and Factor analytic studies.

Front 483

1960 Stanford-Binet Revision and Deviation IQ (SB-LM)

Back 483

Retained:

Age scale format Age differentiation General mental ability

Rejected IQ concept

Added deviation IQ

Combined forms L and M

Made several minor improvements

Front 484

Modern Binet 1986

Back 484

>Retained:

Concept of age differentiation Evaluation of general mental ability Wide range of tasks and content Use of standard scores

>Rejected:

Age scale format

>Format:

Adaptive testing:Basic and Ceiling

15 separate tests 4 major content areas Composite score reflective of g

Front 485

2 Major difference of Wechsler and Binet

Back 485

(1) Wechsler’s use of the point scale concept rather than an age scale

(2) Wechsler’s inclusion of a non- verbal performance scale.

Front 486

Wechsler’s scale

Back 486

>Made for adults:

-Items have content validity for adults -Does not handicap older adults -Considers intellectual deterioration with age

>Point scale:

-Credit received for each item passed -Items grouped by content -Yields multiple scores

>Performance scale:

-Nonverbal measure of intelligence -Nonverbal /performance tasks grouped together

Front 487

WAIS-IV

Back 487

individual subtests, each of which is related to a basic underlying skill or ability

Front 488

full-scale IQ

Back 488

based on the summed scores of these four indexes:verbal comprehension,perceptual reasoning, working memory, and processing speed.

Front 489

Index

Back 489

created where two or more subtests are related to a basic underlying skill

Front 490

Deterioration

Back 490

lowered performance com- pared with a previously higher level) because of emotional factors or brain damage, for example, vocabulary is one of the last functions to be affected.

Front 491

Verbal comprehension

Back 491

>Vocabulary >Similarities >Information

Front 492

Perceptual organization

Back 492

>Picture completion >Block design >Matrix reasoning

Front 493

Working memory

Back 493

>Arithmetic >Digit span >Letter–number sequencing

Front 494

Processing speed

Back 494

>Digit symbol–coding >Symbol search

Front 495

Vocabulary subtest

Back 495

>ability to define words is not only one of the best single measures of intelligence but also the most stable

>provides a relatively stable estimate of general verbal intelligence, one can use it to evaluate baseline or premorbid intelligence

Front 496

Similarities Subtest

Back 496

>Consists of paired items of increasing difficulty.

>The subject must identify the similarity between the items in each pair.

Front 497

Arithmetic Subtest

Back 497

contains approximately 15 relatively simple problems in increasing order of difficulty.

Front 498

Digit Span Subtest

Back 498

>Requires the subject to repeat digits, given at the rate of oneper second, forward and backward.

>Measures short-term auditory memory, and is one of the core subtests in the working memory index.

Front 499

Information Subtest

Back 499

involves both intellective and nonintellective components, including several abilities to comprehend instructions, follow directions, and provide a response.

Front 500

Comprehension Subtest

Back 500

>Has three types of questions: first asks the subject what should be done in a given situation, second type of question asks the subject to provide a logical explanation for some rule or phenomenon, and third type asks the subject to define proverbs

Front 501

Letter–Number Sequencing Subtest

Back 501

>supplementary on the working memory index; it is not required to obtain an index score, but it may be used as a supplement for additional information about the person’s intellectual functioning

>made up of items in which the individual is asked to reorder lists of numbers and letters.

>related to working memory and attention.

Front 502

Digit Symbol–Coding Subtest

Back 502

>requires the subject to copy symbols.

Hint 502

(formerly called digit symbol)

Front 503

Block Design Subtest

Back 503

>include nine variously colored blocks.

>booklet with pictures of the blocks arranged according to a specific geometric design or configuration.

>The subject must arrange the blocks to reproduce increasingly difficult design.

>provides an excellent measure of nonverbal concept formation, abstract thinking, and neurocognitive impairment.

>one of the core measures of the perceptual reasoning index scale in the WAIS-IV.

Front 504

Matrix Reasoning Subtest

Back 504

>a core subtest in the perceptual reasoning index scale in an effort to enhance the assessment of fluid intelligence, which involves our ability to reason.

>subject is presented with nonverbal, figural stimuli which the task is to identify a pattern or relationship between the stimuli.

> a good measure of information-processing and abstract-reasoning skills

Front 505

Symbol Search Subtest

Back 505

>a core measure in the processing speed index scale.

> the subject is shown two target geometric figures which task is then to search from among a set of five additional search figures and determine whether the target appears in the search group.

Front 506

Pattern in Analysis

Back 506

evaluates relatively large differences between subtest scaled scores.

Front 507

Hypothetical Case Studies

Back 507

Drop in Grades

Slow learner

Front 508

Standardization

Back 508

>sample consisted of a stratified sample 2200 adults divided into 13 age groups from 16:00 through 90:11 as well as 13 specialty group°

>The sample was stratified according to gender, race, education, and geographic region based on 2005 census data.

Front 509

Reliability

Back 509

>attest to the internal and temporal reliability of the four index scores, and full-scale IQ.

>uses the split half method.