Chapter 7: Assessment (Intellectual and Cognitive Measures) Flashcards

Question

What are cognitive (information processing) models?

Answer 1

focus on the way information is processed in the brain

Answer 2

componential abilities: executive functioning experiential abilities: novel problem solving contextual abilities: adaptation to, and of, the environment as a means of coping

Answer 3

multiple intelligences, including spiritual and moral anticipated direct application to education acknowledges that certain unique configurations of intellectual ability are not always reocognized by standard tests focused on identifying, and making use of individua areas of particular intellectual competence; this part is actually compatible with virtually all theories of intelligence

Answer 4

has elements of both factor and cognitive models 6 operations x 6 content areas x 6 products = 216 types of intelligence

Answer 5

estimating extent of brain damage following TBI tracking the progress of a degenerative condition (e.g., Alzheimer's disease) it is inherently difficult to comment on change in the absence of baseline data may be possible to estimate premorbid IQ on the basis of subtests less affected by neurologically-based decline

Answer 6

intellectual assessments, like any other psychological tests, are inherently bound to the construct definitions we base them on to score highly on one measure does not guarantee that one will score as well on a measure based on a different definition of intelligence they are more-or-less valid with respect to any given application

Answer 7

Wechsler Adult Intelligence Scale (WAIS-IV): ages 16 to 90 Wechsler Intelligence Scale for Children (WISC-V): ages 6 to 17 Wechsler Preschool and Primary Scale of Intelligence (WPPSI-IV): ages 2;6 to 3;11

Answer 8

was also a student of Spearman, but was not motivated to develop scales according to any theoretical model just wanted good clinical utility that said, retention of FSIQ (broadest score) suggests an inherently hierarchical model performance and verbal scales were similar in intent to the Army Alpha and Army Beta tests, i.e., to assess literate, and illiterate individuals respectively

Answer 9

WAIS-III underwent significant revision: poor empirical support for VIQ and PIQ, better support for composite or index scores WAIS-IV eliminated VIQ and PIQ completely: format more closely paralleled that of WISC-IV

Answer 10

proceeds from the general to specific, i.e., FSIQ, index scores, subtest scores (profile analysis) often interested in identifying relative rather than normative strengths and weaknesses the broadest scores are the most statistically reliable and the best predictors of academic achievement subtest scores provide more specific information, but are less reliable: it is less certain that they are predictive of academic success, even in narrow domains

Answer 11

to better correspond to the superior support for composite scores improve psychometric properties reduce administration time improved standardization samples; number, cross-cultural representation, foreign norms avoids being an unfair test: people of equal ability will score differently on the basis of an irrelevant influence

Answer 12

in fact, Canadians score slightly higher when US content and norms are applied why: longer academic year, less gender and racial score, disparity, plenty of exposure to US information sources, better public schools

Answer 13

very strict rules; break them and the scores are virtually meaningless a big part of graduate school training most items/instructions have to be read to examinee verbatim; gets easier with practice can't give any feedback concerning performance, but may give praise of effort; rules exist around when additional information can be canvassed strict scoring guidelines; examples are given in addition to the general principles that underlie them

Answer 14

released in 2008 US normative sample > 2000 adults Canadian normative sample > 1000 adults stratified sampling employed excellent reliability coefficients: internal consistency >/= 0.90 somewhat less for individual subsets (which is expected on the basis of fewer items) high correlations between WAIS-IV and WAIS-III scores excellent validation

Answer 15

released in 2014 similar to WAIS-V but uses relatively simplified language, more accessible items, and content appropriate to younger population US standardization sample = 2200 children and adolescents Canadian sample = 1100 also has exceptional psychometric properties

Answer 16

published in 2012 15 subsets, but the full battery is not generally given; subsets are chosen on the basis of examinee age, and referral question psychometric properties also very good, but not quite the same as the other test versions

Answer 17

not as prominent as it once was covers age range of 2 to 85 years originally designed to assess for giftedness and learning disability immense normative sample of 4800 US adults: limited re-standardization data for use on samples outside the US

Answer 18

standardized to correspond to Wechsler IQ measures in combination with IQ data, very useful for diagnosing specific clinical conditions such as dementia, and other forms of memory impairment assesses several facets of immediate, remote, auditory, and visual memory

Answer 19

requires examinee to memorize a list of 15 common nouns over the course of five successive verbal presentations; recall tested after each presentation "learning curve" is constructed differentiates between: immediate and delayed recall as well as cued and non-cued recall assesses ability to utilize semantic versus serial clustering does not address visual memory

Answer 20

standardized measure of academic achievement useful in diagnosis of learning disabilities based on discrepancy between achievement and intellectual ability most subsets have excellent reliability (except learning comprehension); composite scores are nevertheless good