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131 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Theory of Measurement Error |
Human error in measurement |
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Classical Test Theory |
True score as opposed to the observed score - the difference between the two results due to measurement error |
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Domain sampling method |
Ensuring enough questions in a test cover the relevant domain without sacrificing reliability |
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Item Response Theory |
Use of computer algorithms to adjust test to taker's ability |
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Test Retest reliability |
Test at two different times and correlate the two results |
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Parallel Forms reliability |
Compare two equivalent forms of a test with the same attribute and correlate the two results |
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Split Half reliability |
Take test results and divide them in half and correlate the two halves |
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Spearman-Brown formula |
Allows to estimate the correlation between each half of a test if each half had been the whole length |
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Internal consistency |
Do all the items in a scale correlate with overall test scores |
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KR20 formula |
Test for internal consistency when items are dichotomous |
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Cronbachs alpha |
Testing internal consistency when items are not dichotomous |
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Observer reliability |
Counting the number of times a behaviour is observed and correlate with other observer data |
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Kappa statistic |
The best method to assess level of agreement between observers on a nominal scale |
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Discriminability analysis |
Each scale item should correlate with the overall scale |
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Correction for attenuation |
Where a relationship between two variables may exist but cannot be determined because of Measurement Error |
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Construct Related Validity |
Assembling evidence about what a test/construct means |
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Content Related Reliability |
Does a test cover everything it's meant to measure? |
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Criterion related validity |
How well a test correlates with a criterion |
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Construct underrepresentation |
Not enough material in a test to capture important components of a construct |
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Construct irrelevant variance |
Scores influenced by factors irrelevant to the construct |
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Concurrent validity evidence |
Test and criterion measured at the same time |
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Predictive validity evidence |
How well will someone perform later |
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Validity coefficient |
Relationship between a test and a criterion (rarely higher than 0.6) |
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How is construct validity evidence established |
Series of activities where a researcher defines a construct and a method to measure it |
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Convergent validity |
Do all measures of one construct accurately measure it? |
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Divergent validity |
Is a test unique and measure a construct more easily or accurately than other tests? |
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Dichotomous item format |
Two responses (eg true or false) |
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Polytomous item format |
Multiple choice |
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Distractor |
Item on a multiple choice test that is incorrect Ideal number = 3 |
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Likert format |
Considers the degree of agreement with or without a neutral option |
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Category item format |
On a ten point scale, but often context dependent |
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Checklist |
Checking off traits relevant to something or someone such as describing yourself |
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Q-Sort |
Checklist whereby Ps sort statements into piles (9=exact, 1=not at all) |
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Expectancy Effects |
Administrator biases that affect test takers' results |
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Reinforcing Responses |
Responses from an administrator that bias test results |
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Subject variables |
The state of the test taker |
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Stereotype Threat |
Impact on test scores due to anxiety about perpetuating a stereotype |
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Expectancy effect |
Administrator biases affecting test scores/performance |
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Structured interview |
Follows strict questions and answers |
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Unstandardized interview |
Relaxed and not strict with questions and answers |
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Directive interview |
Interviewer takes lead |
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Nondirective interview |
Interviewee takes lead |
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Selective interview |
Meant for employment |
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Diagnostic interview |
Intended to find out thoughts and emotions |
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Interpersonal influence |
Social facilitation |
Acting like those around us (if interviewer is stressed, interviewee is stressed too) |
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Interpersonal influence |
How much can one influence another |
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Interpersonal attraction |
How much respect people have for each other |
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Verbatim playback |
Repeating what a participant has said to elicit more responses |
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Restatement |
Paraphrasing what a participant has said |
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Summarizing |
Summing up many participants responses |
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Clarification |
Paraphrasing what a participant has said to clarify |
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Evaluation interview |
Statements that point to discrepancies between what a person says and does etc |
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Structured clinical interview |
Reliable set of questions in a particular order |
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Case history interview |
Getting a complete history of an individual |
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Mental status exam |
Intended to diagnose psychosis or brain damage, and looks at how a person is behaving or thinking |
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Active listening |
Intending to give an understanding response |
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Halo effect |
Tendency to judge based on first impressions |
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General standoutishness |
When something stands out and colours all areas of assessment |
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Good estimate of test scores reliability with (structured) interview ratings |
0.4 |
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Level one response |
No relation to interviewer response |
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Level 2 response |
Superficial awareness of interviewer response |
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Level 3 response |
Minimum level response to interviewer that shows awareness |
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Level 4--5 response |
Provides empathy, interviewee adds significantly to the conversation |
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Information processing approach |
Asks how we solve problems and learn from them |
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Cognitive approach |
How do humans adapt to real world demands |
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Psychometric approach |
Focuses on the elemental structure of a test (oldest way of studying intelligence) |
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Age differentiation |
Mental ability of a child in terms of his/her completion of the tasks designed for an average child of a particular age |
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General mental ability |
Measure only the total product of the various separate and distinct elements of intelligence |
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"g" |
A measure of intelligence based on various factors and half the variance in mental ability scores |
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Gf-cf intelligence theory |
Says that intelligence is made of two factors: fluid and crystallized intelligence |
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Three levels if intellectual disability from 1905 Binet Simon scale |
Moron, imbecile, and idiot |
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Age scale |
Items are grouped according to age vs level of difficulty |
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Three abilities stemming from modern Binet scale's g |
Crystallized abilities, fluid-analytic and short term memory |
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What is crystallized abilities divided into in the modern Binet |
Verbal and nonverbal reasoning |
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Basal |
Minimum criterion number of correct responses |
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Ceiling |
Certain number of incorrect responses indiciating items are too difficult |
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Four types of evidence supporting validity in 2003 edition of Binet |
Content, construct, empirical item analyses and criterion related |
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How is the full IQ score determined in the 2003 Binet |
Based on all ten tests (half verbal. Half nonverbal) |
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How does the WAIS conceptualize intelligence |
Capacity to act purposefully and adapt to the environment |
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Three main differences between Binet and WAIS |
Meant for adults; point scale usage; nonverbal scale usage |
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Four factor scores in WAIS |
Verbal comprehension, perceptual reasoning, working memory, and processing speed |
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Three subscales in verbal comprehension |
Similarities, vocabulary, information |
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Three subscales in perceptual reasoning |
Block design, matrix reasoning, visual puzzle |
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Two subscales in working memory |
Digit span and arithmetic |
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Two subscales in processing speed |
Symbol search and coding |
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Index comparisons |
Allows for observing multiple scores for the WAIS and discrepancies between them and helps for diagnostic purposes |
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Pattern analysis |
Evaluating relatively large differences between subtest scaled scores on the WAIS and drawing conclusions based on mental wellbeing (should be done cautiously) |
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WAIS scaled scores mean and SD |
Mean: 10 SD: 3 |
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Three explanations for IQ Gap |
Biological differences; socioeconomic status; tests are culturally biased |
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Differential validity |
Validity for groups has different meanings for each |
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Differential item functioning analysis |
Tries to identify items specifically biased against any group |
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Larry P vs Wilson Riles |
Rules that tests are racially biased against blacks and are discriminatory impact on them |
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parents in action on special education vs Hannon |
Rules tests are not discriminatory because they don't predict inaccurately |
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Chitling test |
Tried to show that African American kids knew different info than whites (no predictive validity) |
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BITCH |
Asks respondents to ID words relevant to African American culture and find Whites score lower (but no validity evidence and small sample size) |
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SOMPA |
Believes all groups have same potential, looks at medical , social and pluralistic aspects (poor correlation with achievement) |
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Qualified individualism |
We should select the best qualified people indifferent of race |
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Unqualified individualism |
Selecting the best qualified people and account race if it helps find them |
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Quotas |
Explicitly recognize race and select best qualified people based on how representative they are in the population |
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Two purposes of psychological tests |
Research and clinical (applied) |
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Test items |
Stimuli that can be scored and evaluated |
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Overt test response |
Either right or wrong |
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Covert test response |
Meant for projective tests |
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What do aptitude tests measure |
Potential |
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What do achievement tests measure |
What has already been learned |
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What was the first psychological test |
Woodworth (for army recruits) |
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Inferential statistics |
Taking a sample of a population and drawing conclusions from it |
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Type I error |
Reporting an effect when none is there |
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Type II error |
Not reporting an effect when one is there |
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Nominal scale |
Categories of things |
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Ordinal scales |
Ranks with magnitude but no absolute zero or equal intervals |
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Interval scale |
Magnitude and equal intervals but no absolute zero |
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Ratio scale |
Have magnitude, equal intervals and absolute zero |
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Percentile rank |
Score where a certain percentage of the distribution falls below |
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Percentile point |
Specific scores in the distribution below which a defined percentage of scores falls |
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Normed/Criterion referenced tests |
Put up against people your own age or certain criteria, respectively |
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Regression line |
The best possible fitting line through a set of points in a scatterplot |
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Goal of regression |
Predict values of one variable given knowledge of another and reduce residuals |
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Regression coefficient |
How much Y changes given each unit change of X |
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Covariance |
How much two variables vary together |
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Coefficient of alienation |
The remaining percentage left over when R2 is accounted for |
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Intercept |
The value of Y when X is zero |
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Pearson's product moment |
Two continuous variables |
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Spearmans Rho |
Ranked ordinal variables |
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Biserial |
Continuous and an artificial dichotomous variable |
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Point biserial |
Continuous and true continuous variable |
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Phi coefficient |
Two dichotomous variables one of which must be true |
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Tetrachoric correlation |
Two artificial dichotomous variables |
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Standard error of estimate |
Standard deviation of the residuals |
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Shrinkage |
Amount of decrease in predictive power when a regression equation is used for a different sample than the one with which it was calculated |
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Restricted range |
Loss of ability to detect a relationship when one or both variables are highly restricted in a range of variability |
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