1. Psychological Assessment Flashcards
1
Q
The gathering and integrating of psychological data for psychological evaluation, through the use of tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures.
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Psychological Assessment
2
Q
The measuring of psychology-related variables by means of devices or procedures designed to obtain samples of behavior
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Psychological Testing
3
Q
An informed, scientific idea developed or generated to describe or explain behavior
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Psychological Construct
4
Q
are enormously varied in their formats and applications.
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tests
5
Q
- A test is considered to be standardized if the procedures for administering it are uniform from one examiner and setting to another.
- Take the “digit span” test for example, the directions are : to present the number at constant rate, to keep a neutral facial expression when examiner records subjects’ answer, and to know how to react to unexpected responses.
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Standardized procedure
6
Q
- Practical constrains dictate that a test is only a sample of behavior. Yet, the sample of behavior is of interest only insofar as it permits the examiner to make inferences about the total domain of relevant behaviors.
- The test items need not resemble the behaviors that the test is attempting to predict.
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Behavior sample
7
Q
- In most cases, all people are assumed to possess the trait or characteristic being measured, albeit in different amounts.
- Cautions: First, the imprecision of testing is simply unavoidable. Second, test results do not represent a thing with physical reality. Typically, they portray an abstraction, such as IQ, that has been shown to be useful in predicting nontest behaviors.
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Scores and categories
8
Q
- An examinee’s test score is usually interpreted by comparing it with the scores obtained by others on the same test.
- For this purpose, test developers typically provide norms—a summary of test results for a large and representative group of subjects.
- An exception to this point occurs in the case of criterion-referenced tests.
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Norms or standards
9
Q
- The ultimate purpose of a test is to ___ additional behaviors, other than those directly sampled by the test.
- The ability of a test to ____ nontest behavior is determined by an extensive body of validational research, most of which is conducted after the test is released.
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Prediction of nontest behavior
10
Q
- Norm-referenced test vs. criterion-referenced test
- In a criterion-referenced test, the objective is to determine where the examine stands with respect very tightly defined educational objectives.
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Further Distinctions In testing
11
Q
- Measure an individual’s ability in relatively global areas such as verbal comprehension, perceptual organization, or reasoning and thereby help determine potential for scholastic work or certain occupations.
- The term ____ refers to a test that yields an overall summary score based on results from a heterogeneous sample of items.
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Intelligence Tests
12
Q
- Measure the capability for a relatively specific task or type of skill; aptitude tests are, in effect, a narrow form of ability testing.
- This tests are often used to predict success in an occupation, training course, or educational endeavor, such as SAT.
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Aptitude Tests
13
Q
- Measure a person’s degree of learning, success, or accomplishment in a subject or task.
- One instrument may serve both purposes, acting as an aptitude test to forecast future performance and an achievement test to monitor past learning.
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Achievement Tests
14
Q
- Assess novel, original thinking and the capacity to find unusual or unexpected solutions, especially for vaguely defined problems.
- Educators were especially impressed that creativity tests required divergent thinking—putting forth a variety of answers to a complex or fuzzy problem—as opposed to convergent thinking—finding the single correct solution to a well-defined problem.
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Creativity Tests
15
Q
- Measure the traits, qualities, or behaviors that determine a person’s individuality; such tests include checklists, inventories, and projective techniques such as sentence completions and inkblots.
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Personality Tests
16
Q
- Measure an individual’s preference for certain activities or topics and thereby help determine occupational choice.
- This tests are based on the explicit assumption that interest patterns determine and, therefore, also predict job satisfaction. For example, if the examinee has the same interests as successful and satisfied accountants, it is thought likely that he or she would enjoy the work of an accountant.
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Interest Inventories
17
Q
- Objectively describe and count the frequency of a behavior, identifying the antecedents and consequences of the behavior.
- The assumption is that behavior is best understood in terms of clearly defined characteristics such as frequency, duration, antecedents, and consequences.
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Behavioral Procedures
18
Q
- Measure cognitive, sensory, perceptual, and motor performance to determine the extent, locus, and behavioral consequences of brain damage.
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Neuropsychological Tests
