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Psych Prep Key Terms > Assessment > Flashcards

Assessment Flashcards

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1
Q

norm-referenced score

A
  • provides information on how a person performed relative to others in the group

(standard scores, z scores, t scores, percentiles)

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2
Q

criterion-referenced score

A
  • provides information on how much of the content the person has mastered

(number of correct answers, percentage correct)

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3
Q

objective tests

A
  • does not rely on a rater’s judgement for scoring
  • has a scoring key used to score the items

(example - MMPI-2, EPPP)

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4
Q

subjective tests

A
  • involve some element of the rater’s judgment

(example - TAT, Rorschach)

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5
Q

normative scores

A
  • tell us how someone performed relative to others
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6
Q

ipsative scores

A
  • tell us about the relative strengths and weaknesses of the person only (does not compare to other people)
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7
Q

empirical criterion keying

A
  • the process of selecting items to be used in a test
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8
Q

Spearman
(theories of intelligence)

A
  • proposed that intelligence is a single factor (called the g-factor)
  • Wechsler and Stanford-Binet tests measure the g-factor)
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9
Q

Thurstone
(theories of intelligence)

A
  • argued that there are 7 distinct primary mental abilities (verbal comprehension, word fluency, numerical fluency, spatial visualization, associative memory, perceptual speed, and reasoning)
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10
Q

Cattell
(theories of intelligence)

A
  • proposed that a “g factor” exists with 2 subtypes
  • fluid intelligence (capacity to acquire new knowledge and solve new problems)
  • crystallized intelligence (knowledge and learning gained over one’s lifetime)
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11
Q

Gardner
(theories of intelligence)

A
  • identified 8 distinct intelligences
  • linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic
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12
Q

Sternberg
(theories of intelligence)

A
  • focused on processes rather than product
  • specifically looked at thinking processes used to arrive at answers to problems
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13
Q

WISC-V components
(6-17)

A
  • verbal comprehension index (VCI)
  • visual-spatial index (VSI)
  • fluid reasoning index (FRI)
  • working memory (WMI)
  • processing speed (PSI)
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14
Q

WAIS-IV components
(16-90)

A
  • verbal comprehension index (VCI)
  • perceptual reasoning index (PRI)
  • working memory (WMI)
  • processing speed (PSI)
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15
Q

Vineland Test of Adaptive Functioning

A
  • used in diagnosing an intellectual disability
  • measures adaptive functioning
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16
Q

floor vs. ceiling

A

floor = the lowest possible score a test can yield

ceiling = the highest possible score a test can yield

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17
Q

Raven’s Progressive Matrices

A
  • non-verbal test of intelligence
  • can be used with children as well as adults
  • good to assess non verbal intelligence on kids with limited English skills
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18
Q

Bayley-4

A
  • infant test of intelligence
  • poor predictor of intelligence in later years
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19
Q

L scale
(MMPI-2)

A
  • the lie scale
  • high score = person is trying to present themself in a favorable light
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20
Q

F scale
(MMPI-2)

A
  • the infrequency scale
  • “fake bad”
  • suggest psychotic processes, a tremendous degree of distress, or an attempt to apppear in a negative light that could reflect a cry for help
  • extremely high score (T of 100 or more) = could be suggestive of malingering
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21
Q

K scale
(MMPI-2)

A
  • the guardedness scale
  • “fake good”
  • the person is attempting to present themself in a positive light
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22
Q

hypochondriasis
(clinical scales on MMPI-2)

A
  • HS
  • a variety of physical complaints that are illness-focused
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23
Q

depression
(clinical scales on MMPI-2)

A
  • D
  • measures depression, general dissatisfaction, and pessimism
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24
Q

hysteria
(clinical scales on MMPI-2)

A
  • HY
  • indicates physical complaints as well as a defensive denial of emotional or interpersonal problems, demand for affection/support, social disinhibition
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25
Q

psychopathic deviate
(clinical scales on MMPI-2)

A
  • PD
  • general level of social adjustment (substance use is common)
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26
Q

masculinity-femininity
(clinical scales on MMPI-2)

A
  • MF
  • male high scores = aesthetic interests, warm
  • male low scores = traditionally more masculine interests
  • high score females = traditionally more male interests, confident + logical
  • low score females = passive and yielding
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27
Q

paranoia
(clinical scales on MMPI-2)

A
  • PA
  • suspicious, resentful, angry, externalize blame
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28
Q

psychasthenia
(clinical scales on MMPI-2)

A
  • PT
  • fears, anxieties, compulsions, obessions, indecisiveness, ruminative self-doubt
  • high scores = a good measure of distress
29
Q

schizophrenia
(clinical scales on MMPI-2)

A
  • SC
  • social/emotional alienation and misunderstanding, confusion and disorganization, lability and impulsivity
  • high scores = unusual thinking, delusions, hallucinations
30
Q

hypomania
(clinical scales on MMPI-2)

A
  • MA
  • overactivity, poor impulse control, excessive speech, flight of ideas, agitation, grandiosity, restlessness, irritability
31
Q

social introversion
(clinical scales on MMPI-2)

A
  • SI
  • shy, unassertive, lack confidence, limited social skills and interactions
32
Q

conversion V
(conversion valley, MMPI-2)

A
  • occurs when an examinee obtains elevated scores on scales 1 (Hypochondriasis)
    3 (Hysteria), and a lower score on scale 2 (Depression)
33
Q

psychotic V
(paranoid valley, MMPI-2)

A
  • occurs when an examinee obtains elevated scores on scales 6 (Paranoia) and 8 (Schizophrenia) with a lower score on scale 7 (Psychasthenia)
34
Q

neurotic triad
(MMPI-2)

A
  • occurs when an examinee obtains elevated scores on scales 1 (Hypochondriasis), 2 (Depression), and 3 (Hysteria)
35
Q

Rorschach Inkblot Test

A
  • a projective personality test consisting of 10 symmetrical inkblots
  • content, location, form quality, and developmental quality are all used to interpret
36
Q

Wisconsin Card Sorting Test

&

Stroop Test

A
  • measure cognitive functioning (problem solving, cognitive flexibility, etc.)
37
Q

Mini-Mental State Exam
(MMSE)

A
  • brief, easy to administer
  • used to screen for cognitive impairment
  • used to follow the course of cognitive changes over time
38
Q

Wide Range Achievement Test

&

Wechsler Individual Achievement Test (WIAT)

A
  • used to assess academic achievement
39
Q

Myers-Briggs Type Indicator
(MBTI)

A
  • derived from Jung’s personality theory
  • provides information on four bipolar personality dimensions…

introversion-extraversion (I, E)
sensing-intuition (S, N)
thinking-feeling (T, F)
judging-perceiving (J, P)

  • results indicate 16 personality types that represent different combinations of the four dimensions
40
Q

NEO Personality Inventory-3
(NEO-PI-3)

A
  • assesses the Big-5 personality traits (use acronym OCEAN to remember)

Openness to experience
Conscientiousness
Extraversion
Agreeableness
Neuroticism

41
Q

Scholastic Assessment Test (SAT)

A
  • provides scores for reading, writing and language, and math, and for an optional essay section that covers reading, analysis, and writing
42
Q

Glascow Coma Scales (GSC)

A
  • used to evaluate the level of consciousness in patients following an acute or traumatic brain injury
  • Scores…
    8 or less = coma and severe injury. 3 is deep coma
    9-12 = moderate injury
    13-15 = mild injury. 15 is fully awake.
    *highest rating possible is 15
43
Q

Halstead-Reitan Neuropsychological Battery

A
  • used to help determine the severity and nature of brain damage
  • Scores…
    0 to 0.2 → normal functioning
    0.3 to 0.4 → mild impairment
    0.5 to 0.7 → moderate impairment
    0.8 to 1.0 → severe impairment
44
Q

Stanford Binet

A
  • preferred for the assessment of giftedness because it has a high ceiling (IQ’s can go all the way up to 180, rather than just to 160 like on the WISC)
45
Q

High F K & L scales in MMPI-2 for parents going through child custody eval’s

A

Parents with these scores report parental alienation syndrome

46
Q

Stroop color wood association test

A

Response inhibition.

Presents list of colour names printed in different colour ink and examiner is asked to state the colour of the ink rather than read the word. To do this, participant must suppress (inhibit) the impulse to respond that way.

47
Q

Two point code of 4-9 or 9-4

A

High scores on Psychpathic deviate and hypomania

Codes associated with narcissistic and antisocial tendencies, impulsivity, low frustration tolerance and substance abuse

48
Q

Two point code 3-4/4-3

A

Passive aggressive behaviour, anger and poor insight

49
Q

Two point code of 7-8/8-7

A

Emotional turmoil, psychosis, pessimism

50
Q

Two point code of 2-7/7-2

A

Excessive worry, depression and physical complaints

51
Q

Which subtests makeup processing speed index of WAIS-IV?

A

Symbol search and coding

52
Q

S scale

A

Superlative.

Assesses examinees tendency to present him/herself in an unrealistic positive way

53
Q

TRIN/VRIN

A

both assess response consistency

54
Q

FB scale

A

Consists of infrequently endorsed items

55
Q

WAIS-IV’s Global Ability index is based on subtests for which indexes?

A

Verbal comprehension and perceptual reasoning

56
Q

Classic aging pattern on measures of IQ

A

Tendency for verbal scores (crystallized intellegence) to hold up well across time until 70/80yrs. While measures of performance (IQ; fluid intelligence) begin to decline in 20s.

57
Q

Computer adaptive tests (advantage, disadvantages)

A

They reduce testing time by requiring examinees to answer only items that are appropriate for their ability level vs requiring them to answer all of the items in the item pool. Another pro: is that they can be designed so they can provide the same amount of measurement precision (accuracy) for all examines

Cons: can be fine and resource intensive to create, and they do not allow examinees to make changes to items once they have already answered. Privacy and security of the assessment is one the primary concerns**

58
Q

WAIS IV has an underlying how many factor structure?

A

4 factor

59
Q

Dot counting test (DCT)

A

Requires examinees to count groups and in grouped dots printed in separate cards as quickly as possible

Poor effort suggested when the time taken to count grouped dots (should be easier) takes equal or longer than individual dots (ungrouped)

Helps to detect feign cognitive impairment (malingering) or unintentional (depression schizophrenia and head injury)

60
Q

Boston process approach

A

Based on the assumption that qualitative analysis of a patient’s responses to test items provides more information than quantitative scores about a patient’s neuropsychological process. By identifying: how, when and why the patient is unable to solve problems presented by test items

61
Q

Columbia mental maturity scale, 3rd edition (CMMS)

A

Originally developed for children with cerebral palsy. But it’s useful for children with sensory, speech or other motor impairments or limited English proficiency.

does not require verbal responses or fine motor skills.

62
Q

Kaufman Assessment Battery for Children, 2nd Ed

A

Measure of cognitive ability for kids 3-18 and designed to be a culture fair test by minimizing cultural content and verbal instructions and responses

63
Q

Leiter-3 (Leiter international performance scale)

A

Non verbal measure of cognitive abilities for individuals 3-75+ who have cognitive delays, speech, hearing impairments, ASD or limited English proficiency

64
Q

Cognitive abilities test form 7

A

Assesses cognitive abilities in verbal quantitative and non verbal domains and is appropriate for kids k-12. Tests linked to academic. Audience: ID students elegible to enter gifted programs

65
Q

Items selected for inclusion in each occupational scale of the strong interest inventory

A

Are distinguished between individuals employed in the occupation assessed by the scale and individuals in a general representative sample.

Use emperion key.

66
Q

Haptic scale & hiskey-Nebraska test

A

Haptic= For kids 16 or older that are blind/partially blind

Hiskey= measure of learning ability for children who have hearing or language impairments

67
Q

Level 1 cross cutting symptom measures are useful for

A

Screening symptoms* or ID’ing areas that require additional evaluation

68
Q

Codes

A
  1. 4-9 or 9-4: Psychopathic Deviate and Hypomania
    • Interpretation: Impulsive, narcissistic, antisocial tendencies, and substance abuse.
    • Associated Traits: Psychopathic Deviate and Hypomania.
  2. 2-7 or 7-2: Depression and Psychasthenia
    • Interpretation: Common in psychiatric populations, linked to depression, excessive worry, agitation, and physical complaints.
    • Associated Traits: Depression and Psychasthenia.
  3. Conversion V: Hypochondriasis, Hysteria, Depression 1-2-3
    • Interpretation: Expression of psychological problems as somatic complaints.
    • Associated Traits: Elevated scores on scales 1 (Hypochondriasis) and 3 (Hysteria) with lower scores on scale 2 (Depression).
  4. Psychotic V: Paranoia, Schizophrenia, Psychasthenia 6-7-8
    • Interpretation: Associated with delusions, hallucinations, paranoia, and disordered thought.
    • Associated Traits: Elevated scores on scales 6 (Paranoia) and 8 (Schizophrenia) with lower scores on scale 7 (Psychasthenia).
  5. Neurotic Triad: Hypochondriasis, Depression, Hysteria 1-2-3
    • Interpretation: Linked to depression, somatic complaints, interpersonal and work-related problems, and general dissatisfaction.
    • Associated Traits: Elevated scores on scales 1 (Hypochondriasis), 2 (Depression), and 3 (Hysteria).

Psych Prep Key Terms (14 decks)

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