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98 Cards in this Set
- Front
- Back
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Validity
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The degree to which a test actually measures what it purports to measure
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What are the three types of validity evidence?
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Construct-related
Does the test measure what it purports to measure? Criterion-related Does the test correlate with/predict one’s score on an external criterion? Content-related How adequately do test items measure the construct domain? CCC |
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What prerequisites exist for validity?
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Why is reliability a necessary, but not sufficient, condition for validity?
We cannot infer a construct exists if it cannot be reliably measured. Even with good reliability, we cannot automatically infer that a test measures the construct it purports to measure. A reliable depression test could be interpreted as testing self-esteem Validation studies are necessary to justify inferences that the test is valid (measures what it purports to measure) |
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Define Face Validity. How does it differ from other aspects of validity?
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The mere appearance that a measure has validity.
How is it different? Not really validity because it does not offer evidence to support conclusions drawn from test scores. |
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Define Content Validity
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The degree to which a test or measure adequately represents the conceptual domain (universe) it is designed to measure
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How do construct underrepresentation and construct-irrelevant variance relate to content validity
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Construct underrepresentation: failure to capture important components of a construct
Construct-irrelevant variance: scores are influenced by factors irrelevant to the construct. They relate to content validity in that they can both be detrimental to the content validity of a test. If a test fails to include certain necessary aspects to measure a construct or has superfluous items that are not related to a construct, it lowers the content validity. |
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What is the content validity ratio and how is it calculated?
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The Content Validity Ratio uses a panel of judges to rate items on a 3-point scale (Essential, Useful but not essential, Not necessary)
see. ch5 slide 7 |
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Criterion Validity:
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How well test scores correspond with a particular criterion
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Criterion:
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the standard against which a test is compared
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Name and define the three subtypes of criterion related validity. Be able to give examples.
Predictive validity: |
the accuracy with which test scores predict a criterion obtained at a later time. SAT is predictor and college GPA is the criterion.
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Name and define the three subtypes of criterion related validity. Be able to give examples.
Concurrent validity: |
: the degree to which the test scores are related to the criterion and can be measured at the same time. Job Samples.
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Name and define the three subtypes of criterion related validity. Be able to give examples.
Postdictive validity: |
the accuracy with which a test score predicts a previously obtained criterion (test of antisocial behavior to predict past delinquent acts).
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What is the validity coefficient?
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The relationship between a test and a criterion.
The extent the test is valid for making statements about the criterion. |
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Construct validity:
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The degree to which a set of measurement operations measures hypothesized constructs.
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Construct:
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: something built by mental synthesis.
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What are the two types of evidence in construct validity?
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Convergent
Discriminant (divergent validation) |
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How are these two evidences defined and how are they different from one another?
Convergent evidence: |
A demonstration of similarity
Measures of same construct converge or narrow in on the same thing Since no criterion defines the measure, meaning is defined by associated variables Obtained in one of two ways Show a test measures the same things as other tests used for the same purpose. Demonstrate specific relationships one can expect if the test is doing its job. |
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How are these two evidences defined and how are they different from one another?
Discriminant evidence: |
A demonstration of uniqueness.
Low correlations with measures of unrelated constructs, or evidence for what the test does not measure. Measure doesn’t represent a construct other than its devised purpose |
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What is the relationship between reliability and validity?
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Reliability is how well something is measured, and validity is if it is measuring what it purports to measure
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Which type of validity (besides face validity) is logistical and not statistical?
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Content Validity
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Which type of validity has been referred to as “the mother of all validities”?
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Construct Validity
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What role does the relationship between examiner and test taker play?
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Test scores can be affected by examiner behavior and relationships.
Studies of “enhanced rapport condition” have shown higher scores. Children who took tests in a “disapproving group” scored lower. Fuchs & Fuchs (1986) found IQ performance was .28 SD higher (4 points) when the examiner was familiar with the test taker. In studies of lower SES kids, familiarity accounted for 7.6 IQ points. |
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What were Sattler’s findings regarding the effects of race on testing?
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Sattler answered the question: Should children only be tested by someone of their own race?
Sattler found little evidence that examiner race significantly affects IQ scores. 4 of 29 studies attributed an effect to race. Common Finding: nonsignificant effects for African-American and white children |
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Why would examiner race effects be smaller on IQ tests than on other psychological tests?
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Because IQ tests are highly structured and thus little room is left for the examiners discretion
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What is the standard for test takers who are fluent in two languages?
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Give the test in their “best” language
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Approximately how many IQ tests must be given for graduate students to begin gaining competence?
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At least 10
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Define expectancy effects and know whose name is associated
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Data can be affected by what an experimenter expects to find. Associated with Rosenthal.
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A review of many studies showed that expectancy effects exist in _____________ situations
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some but not all
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What types of situations might require the examiner to deviate from standardized testing procedures
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when testing the blind and the aged
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What advantages and disadvantages were mentioned in lecture and the text regarding CAT?
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Adv: Excellence of standardization, Individually tailored sequential administration, Precision of timing responses, Release of human testers for other duties, Test taker not rushed, Control of bias. Objective and cost effective.
Disadv: Computer generated reports, Hard to detect errors or if validation is adequate, People let the computer do too much of the thinking, Lack of personal interaction, |
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What subject variables can impact testing?
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Motivation and anxiety
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What are the three major problems in behavioral observation studies?
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1.Reactivity
2.expectancies 3.drift RED |
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What is reactivity?
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? When reliability increases because someone is observing the observers.
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How does performance change when people are not being observed or checked?
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Accuracy and inter-rater agreement decrease.
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What is drift?
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When observers drift away from the original instructions and adopt idiosyncratic definitions of behavior.
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How does it relate to contrast effect?
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The contrast effect is a sub category of this. It happens when the same behavior is rated differently when observations are repeated in the same context.
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How can drift be addressed?
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Observers should be periodically retrained and participate in meetings to discuss methods.
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What are experimenter expectancies?
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Experimenters will notice the things that they expect to see.
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How do they introduce bias?
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When observers receive reinforcement for recording a particular behavior.
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How well do people do in detecting deception?
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Poorly
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Which group was most effective?
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Secret Service
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What does a good interviewer know how to do?
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-relaxed and safe atmosphere
-social facilitation -in control and set the tone |
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Good interviewing is more a matter of ______ than ______
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attitude
skill |
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Define interpersonal influence and interpersonal attraction. How are they interrelated?
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Interpersonal influence: the degree to which one person can influence another
Interpersonal attraction: the degree to which people share a feeling of understanding, mutual respect, similarity, etc. They are interrelated in that when one is high the other is likely to be high also. |
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Define and note what types of statements should be avoided to elicit as much information as possible?
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Judgemental statements
evaluative statements (“good/bad/terrible/disgusting/stupid”), probing statements (demanding more info than examinee wants to provide) hostile responses (directing anger toward interviewee), false reassurance |
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What is the main goal in interviewing?
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Keep the interaction flowing
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Define transitional phrase. If it fails, what responses should be used to continue the theme? Define.
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. The interviewer responds to keep the interaction flowing with minimum effort. If this doesn’t work a response should be made that continues the “theme” using one of the following:
playback paraphrasing summarizing clarification empathy understanding |
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38. Memorize
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“Accurate Empathy Elicits Self-Exploration”
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39. What are the five levels of empathy? Be able to differentiate and recognize each
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Level 1: bears little or no relationship to the interviewee’s response.
Level 2: communicates a superficial awareness of the statement’s meaning, never goes beyond ones’ own limited perspective, responses impede the flow of communication. Level 3: interchangeable with the interviewee’s statement, this is the minimum level that can help the interviewee. Level 4: provide accurate empathy and goes beyond the statement given, the interviewer adds “noticeably” to the interviewee’s responses, relevant primarily for therapeutic interviews. Level 5: provide accurate empathy and goes beyond the statement give, the interviewer adds “significantly” to the interviewee’s responses, relevant primarily for therapeutic interviews. |
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40. Memorize “Accurate Understanding Leads to Self-Exploration”
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a
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41. When should direct questions be used in an interview?
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Direct questions can be used toward the end of the interview to fill in details. Unstructured/semistructured interviews use direct questions when data cannot be obtained any other way, time is limited and the interviewer needs specific information, and the interviewee cannot or will not cooperate with the interviewer.
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42. What are the advantages and disadvantages of using structured clinical interviews
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Advantages: uses specified rules for probing so all interviewees are handled the same, they offer reliability, they help researchers document and define groups. Disadvantages: sacrifices flexibility, requires cooperation (particularly hard in some psychiatric and forensic settings), relies exclusively on the respondent making the assumptions questionable. Results should be carefully considered and interpreted.
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43. Why are case history interviews given? What areas are typically addressed?
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Information may be lost with only open-ended questions. The purpose is to have an accurate background so results can be accurately interpreted. Areas typically addressed: developmental, medical, psychiatric, psychosocial, educational, employment, familial.
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44. What is the purpose of a mental status examination? What areas are typically covered?
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used to evaluate and screen: psychosis
brain damage major psychiatric and neurological difficulties. Areas typically covered: appearance attitudes general behavior emotions thought processes thought content memory attention judgment abstract thought sensory factors |
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45. In lecture, Dr. Cleavinger made the analogy that interviewing is like what?
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? Driving a car-there are a million things to concentrate on but once habit sets in, it works. You train yourself to become a good driver.
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46. Define general standoutishness. How does appearance play a role?
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Judging on the basis of one outstanding characteristic biases judgments and prevents objective evaluation. Appearance plays a role, especially aspects that are controllable.
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47. What four suggestions are given for handling cross- ethnic, cultural, and class interviewing?
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flexible
look beyond yourself Increase cultural awareness know yourself |
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48. How much higher is interview reliability for structured interviews?
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Reliability is twice as high for structured interviews.
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49. What were the three research traditions identified by Taylor to study human intelligence?
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1.Psychometric approach
2.information-processing approach 3.cognitive approach |
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How did Binet define intelligence? What 3 facilities are important? What two major concepts guided him?
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He defined intelligence as the capacity to find and maintain a definite direction or purpose, make necessary adaptation to achieve that purpose, engage in self-criticism so necessary adjustments in strategy can be made.
3 Facilities: 1.judgmental 2.attentional 3.reasoning 2 Principles: 1.age differentiation 2.general mental ability |
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Define age differentiation, mental age, general mental ability, and positive manifold.
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. Age differentiation: differentiating older from younger children by the former’s greater capacities.
Mental age: equivalent age capabilities of a child regardless of his/her chronological age. Obtained through age differentiation. General Mental Ability: the decision to measure only the total product of the various separate and distinct elements of intelligence. Positive manifold: when a set of diverse ability tests are administered to large population samples, the correlations are positive. |
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52. Binet searched for tasks that could be completed by what percentage of children in a particular age group?
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The goal was to find tasks in which the age group completion would be 66.67 to 75%.
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53. How did Spearman define intelligence? What concept did he introduce?
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Intelligence consists of one general factor plus a large number of specific factors.
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54. What statistical method did Spearman develop to support his notion of g?
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He developed factor analysis.
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55. According to the gf-gc theory, what are the two basic types of intelligence? How do they differ?
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– Fluid intelligence (gf)
• The abilities that allow us to reason, think, and acquire new knowledge. • Abilities that allow us to learn and acquire information. – Crystallized intelligence (gc) • The knowledge and understanding we have acquired. • The actual learning that has occurred. |
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56. What was the main improvement in the 1908 Binet-Simon scale?
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• Retained the principle of age differentiation.
• Introduced two major concepts: – Age scale: Items were grouped according to age level than difficulty. – Mental age: Performance compared with average individuals in a specific chronological age group |
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57. What improvement did the 1916 Stanford-Binet introduce? When was the IQ scale introduced?
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• Strengths:
– Increased standardization sample size (only white native-Californian children) – Alternate item added. – Age range increased (3-14 years plus average and superior adults). – Concept of Intelligence quotient (IQ): |
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58. Know and be able to calculate IQ using mental age and chronological age
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the chronological age is divided into the mental age
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59. What is a deviation IQ and how was it used in the Stanford-Binet scale? What is the mean and SD?
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– Deviation IQ was added to address differential variation in IQs.
• Standard score with a mean of 100 and SD of 16. • Deviation IQ ascertained by evaluating the SD of mental age for sample at each age level. |
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60. Which was the first version of the Stanford-Binet to include non-whites in the standardization sample?
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1972 a sample had been collected including nonwhites.
1960 Stanford-Binet Revision and Deviation IQ (SB-LM |
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61. What are the major content areas of the 1986 Binet? What was rejected from this version?
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• Aspects Retained:
– Concept of age differentiation – Evaluation of general mental ability – Wide range of tasks and content – Use of standard scores • Rejected: – Age scale format (attempt to avoid uneven distributions across age groups) |
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62. Define and differentiate basal, ceiling, crystallized abilities, fluid-analytic abilities, short-term memory
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– Basal: A minimum criterion number of correct responses is obtained.
– Ceiling: Number of incorrect responses indicates the items are too difficult. |
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63. How did Wechsler define intelligence? What of his focus was different from others?
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Defined intelligence as the capacity to act purposefully and to adapt to the environment.
Believed IQ tests were a way to peer into an individual’s personality and were not based on theory. |
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64. What was a major criticism of the Binet scale by Wechsler?
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a
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65. Why is the inclusion of a point scale a significant improvement? What did a performance scale add?
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Point scale
Credits or points are assigned to each item Individuals receive a specific credit for each item passed. Allows items to be grouped together. Allows analysis of the individual’s ability in a variety of areas. The standard in modern testing (introduced into Binet in 1986). |
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66. Know which subtests are verbal and nonverbal. Know how they are divided into index scores
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Verbal:
vocab Similarities Arithmetic Digit Span Information Comprehension Letter-number sequencing Non-Verbal: Picture Completion Digit Symbol-coding Block Design Matrix Reasoning Picture Arragement Symbol Search Object Assembly |
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67. Be able to know and differentiate the major functions measured by each subtest
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a
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68. Understand and be able to differentiate each WAIS subtest from the others
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a
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69. What are the mean, standard deviation, and range for scaled scores, IQ scores, and index scores?
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a
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70. How are the IQ scores calculated?
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a
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71. Name the index scores and what the purpose of each index is.
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a
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72. Which subtests are grouped under crystallized intelligence? Under Fluid intelligence?
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Crystallized Intelligence (gc)
Vocabulary Information Comprehension Similarities Picture Arrangement Fluid Intelligence (gf) Matrix Reasoning Block Design Object Assembly Similarities Picture Arrangement Arithmetic |
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73. What is pattern analysis? What are the concerns when using such a method?
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Pattern analysis is when one evaluates the large differences between subtest scaled scores. Wechsler reasoned that different types of emotional problems might have different effects on the subtests and cause unique score patterns. The validity of pattern analysis is called under question by researchers after empirical study.
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74. What was one of the major changes of the WISC-IV from previous versions?
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The WISC-IV abandoned the VIQ-PIQ dichotomy and instead uses the four major indexes, which sum to a FSIQ. The WISC uses 5 new subtests.
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75. What is the WPPSI-III? What is the age range? With what tests was it made compatible?
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The WPPSI-III is a test designed to measure intelligence in children aged 2 years and 6 months, to 6 years of age. It was made compatible with the ABAS, WIAT-II, and DAS.
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76. What are the disadvantages of alternative intelligence tests when compared to Binet and Wechsler?
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Weaker psychometrics, less validity documentation, weaker standardization, test manual limitations, and less stable. Scores are not interchangeable with Binet and or Wechsler. Specifically limits the range of functions/abilities measured.
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77. What are the advantages of alternative intelligence tests when compared to Binet and Wechsler?
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Used for specific populations and purposes. Nonverbal administration, or minimized verbal. Useful for screening, supplement, and reevaluations, and there’s less variability due to scholastic achievement.
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78. Which alternative IQ test covers the youngest range? What is one of the major drawbacks of this test?
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The Brazelton Neonatal Assessment Scale (BNAS) coves from 3 days to 4 weeks. Some drawbacks are that there are no norms, poor test/retest reliability and it does not predict future intelligence.
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79. What is the developmental quotient and which test first employed it?
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The Gesell Development Schedules (GDS) was the first test to employ the developmental quotient. The developmental quotient assesses the presence/absence of behavior associated with maturation, it also parallels the mental age concept.
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80. What is the age range for the Bayley II? What are its two scales?
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1-42 months
2 Scales: 1.mental 2.motor |
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81. Which test is the most psychometrically sound test of infant ability available?
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The McCarthy Scale of Children’s Abilities (MSCA)
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82. Which test is a downward extension of the Stanford-Binet scale? Age range? Disadvantages?
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Cattel Infant Intelligence Test
Disadvantages: Outdated (largely unchanged for 60 years) Psychometrically unsound Does not predict future intelligence |
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83. Which test tends to underestimate IQ when used with adults? What is the purpose of this test?
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a
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84. How is learning disability defined? School problems may be the result of a combination of what factors?
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Defined as 1.5-2 SD difference between IQ/ achievement score.
Problems may be a result of low potential, and being emotionally upset following psychosocial factors. |
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85. For what was the WJ-III designed? What does it assess?
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Set up to compare cognitive ability and achievement. The WJ-III was designed to assess general intellectual ability, specific cognitive abilities, scholastic aptitudes, oral language, and achievement.
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86. What are the BVRT and BVMGT? For what is it used? What are reasons for errors on these tests?
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The Benton Visual Retention Test (BVRT) and Bender Visual Motor Gestalt Test (BVMGT) are tests used to assess brain damage. These tests assume that brain damage easily impairs visual memory. Errors can be associated with normal aging, LD, and Schizophrenia. Errors also occur for people with a mental age less than 9, brain damage, nonverbal learning disabilities, and emotional problems.
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87. What four subtests are included in the WRAT-4? What do they measure? What ages can take it?
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subtests:
1.word reading 2.sentence comprehension 3.spelling 4.math computation Word reading measures letter/word decoding through letter ID and word recognition. Sentence comprehension measures ability to gain meaning from words, comprehend ideas, and information, contained in sentences through a modified close technique. Spelling measures ability to encode sounds into written form through the use of a dictated spelling format containing both letters and words. Math Computation measures ability to perform basic math operations. Ages 5-adult can take this test. |
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88. Define and understand assessment, assessment report, IEP, and due process
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Assessment: The process to determine whether a child is entitled to services.
Assessment report: indicates basis for special education services eligibility. IEP: written documentation of the child’s special education needs. Due process: Federal Law guarantees parents of disabled children rights. |
