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Testing and Measurement > Chapter 8 > Flashcards

Chapter 8 Flashcards

1
Q

Main Uses of Individual Tests of Intelligence

A
  • Clinical, school, counseling

- Research

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2
Q

Research Purposes

A
  • Study the nature of intelligence

- Use as a control/descriptor variable to explain differences in sample averages

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3
Q

8 Characteristics of Individual Tests

A
  • Individual administration (one-on-one)
  • Require advanced training (not easy)
  • Wide range of abilities (only complete some such as age differences abilities)
  • Need for establishing rapport (warm relationship)
  • Most use a free response format
  • Immediate scoring (reason for training)
  • Administration time of about 60 minutes
  • Opportunity for observation (qualitative, but useful for generating hypotheses)
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4
Q

Francis Galton

A
  • Popularized intelligence testing
  • Set up lab at London’s 1884 International Exposition
  • Devised bivariate distribution to measure relationship between intelligence and social class
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5
Q

Alfred Binet

A
  • Father of intelligence testing
  • Emphasized individual performance on complex task for intelligence measurement
  • Created a test in 1905 to measure intellectual development in children (mental age)
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6
Q

Intelligence Quotient

A
  • Lewis Terman in 1916

- (Mental age / chronological age) x 100

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7
Q

Army Alpha and Beta

A
  • Created by Arthur Otis due to WWI demands
  • Alpha = verbal version for literate adults
  • Beta = non-verbal version for illiterate adults or immigrants who did not speak english
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8
Q

David Wechsler

A
  • Adult clinical psychologist working at NYC’s Bellevue Hospital
  • Created W-Bellevue-IS in 1939 then revised to WAIS in 1955 (for ages 16:0-90:11)
  • Also created WISC (for children 6:0-16:11)
  • Also created WPPSI (ages 2:6-7:7)
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9
Q

Standardized IQ Scores

A
  • Mean = 100

- SD = 15

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10
Q

WAIS-IV Scoring

A
  • Administer 15 different subtests
  • IQ determined through 7 verbal and 8 performance
  • Yields 4 index scores (verbal comprehension, perceptual reasoning, working memory, processing speed)
  • Mean = 10
  • SD = 3
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11
Q

WAIS-IV Norms

A
  • Separated by age group
  • Standardization stratified by age, region, race, gender, and education level
  • 13 age groups, about two per decade (ex: 20-24 and 25-29)
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12
Q

WAIS-IV Psychometrics

A
  • Excellent internal consistency
  • Very reliable
  • Good to excellent test-retest
  • Confirmatory factor analysis validity
  • Contrasted groups show expected patterns
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13
Q

Peabody Picture Vocabulary Test

A
  • Short 10 to 15 minute test
  • Measures vocabulary across lifespan regardless of age
  • One type of item and one global score
  • 228 multiple choice items
  • Examiner reads a word and examinee selects from four pictures
  • Steeply graded in difficulty ranging from preschool to advanced vocabulary up to 90 years old
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14
Q

PPVT-4 Scores and Norms

A
  • Mean = 100
  • SD = 15
  • Scores rise steeply between ages 2 to 15
  • Rise slowly at about 25
  • Nearly flat through the adult years
  • Vocabulary one of the most resistant to aging
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15
Q

PPVT-4 Psychometrics

A
  • Reliability of test-retest
  • Internal consistency
  • Alternate forms good
  • Validity shows strong correlations with lengthier, more complicated tests/measures of vocabulary
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16
Q

Tests of Specific Mental Abilities

A
  • Mental ability that receives the most attention is memory

- Most widely used test for memory ability is the Wechsler Memory Scale (WMS)

17
Q

WMS-IV Structure

A
  • Ages 16 to 90
  • N = 1400
  • Distinguishes between auditory vs. visual input and immediate vs. delayed recall
18
Q

WMS-IV Psychometrics

A
  • Convergent: correlates with other memory tests
  • Discriminant: not simply a measure of ‘g’
  • Factor Analysis: supports the index strcuture
  • Group contrasts: sensitive to identification of groups that would be expected to have memory deficits
  • Excellent internal consistency and test-retest reliability
19
Q

DSM-5 Diagnostic Criteria

A
  • Asses both cognitive capacity and adaptive functioning
  • Severity determined more by adaptive functioning
  • IQ less than 70 constitutes sub-average intellectual functioning
  • Deficits in adaptive functioning must be documented before age 18
20
Q

Vineland-3 (2016)

A
  • Most widely used measure of adaptive behavior
  • Three main forms (comprehensive, full-length and abbreviated versions)
  • Interview
  • Parent/caregiver
  • Teacher
  • Composite score has M = 100 and SD = 15
  • Various domain score has M = 15 and SD = 3
21
Q

Trends in Individually Administered Intelligence Tests

A
  • Use of hierarchical model
  • Increased complexity in structure
  • Provision of remedial materials
  • Growing use of briefer tests
  • Sophistication in norming
  • Attention to test bias
  • Increased frequency of test revision

Testing and Measurement (7 decks)

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