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Psychological Assessment > Chapter 9-10 > Flashcards

Chapter 9-10 Flashcards

1
Q

a multifaceted capacity that manifests itself in difference ways across the life span

A

intelligence

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2
Q

first person to published on the heritability of intelligence, thus framing the contemporary nature-nurture debate

A

Francis Galton

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3
Q

intelligence as “aggressive” or “global” capacity
-considered other factors (traits and personality) in assessing intelligence
-at first, he proposed two qualitatively abilities: Verbal
and Performance
-then, he added other factors: Verbal Comprehension, Working Memory, Perceptual Organization, Processing
Speed

A

DAVID WECHSLER

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4
Q

-intelligence is evolving biological adaptations to the outside world
-focused on the development of cognition in children

A

Jean Piaget

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5
Q

an organized action or mental structure that when applied to the world, leads to knowing and understanding

A

Schema

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6
Q

actively organizing new information so that it fits in with what already is perceived and thought

A

assimilation

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7
Q

changing what is already perceived or thought so that it fits with the new information

A

accomodation

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8
Q

causes the individual to discover new information perceptions and communication skills

A

disequilibrium

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9
Q

proponent of Theory of General Intelligence / Two-Factor Theory of Intelligence

A

Charles SPearman

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10
Q

The greater the magnitude of ______ in a test of intelligence, the better the test was thought to predict overall intelligence

A

general intellectual ability (g)

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11
Q

complex concept by which heredity and environment are presumed to interact and influence the development of one’s intelligence

A

interactionism

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12
Q

focus is squarely on identifying the ability(ies) deemed to constitute intelligence

A

factor-analytic theory

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13
Q

focus is on identifying the specific mental processes that constitute intelligence.

A

information-processing theory

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14
Q

Intelligence is considered
as mental trait. It is the capacity for abstraction, which is inhibitory process. conceived intelligence as being composed of 7 primary abilities

A

Louis Leon Thurstone

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15
Q

Intelligence is a systematic
collection of abilities or functions for the processing of information of different kinds in various ways, De-emphasized (g)

A

JOY PAUL GUILFORD

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16
Q

Intelligence is the ability to
solve problems or to create products, that are valued within one or more cultural settings. He developed the theory of multiple intellgences.

A

Howard Gardner

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17
Q

two major types of cognitive abilities

A

RAYMOND CATTELL

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18
Q

acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal evaluation. Retrieval of information and
application of general knowledge. (eg. vocabulary)

A

Crystallized intelligence

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19
Q

nonverbal, relatively culture-free, and independent of specific instruction. (eg. short term memory)

A

Fluid Intelligence

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20
Q

Addition of seven factors to his mentor’s, Raymond Cattel, work

A

John Horn

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21
Q

decline with age and tend to return preinjury levels following brain damage

A

Vulnerable abilities

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22
Q

tend not to decline with age and may return to preinjury levels following brain damage.

A

Maintained abilities

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23
Q

proponent of Three Stratum Model of Human Cognitive Abilities

A

John Carroll

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24
Q

proponent of Information-Processing Approach -focuses on the mechanisms by which information is processed -

A

ALEKSANDR LURIA

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25
Q

information processing that is integrated all at once

A

Simultaneous/parallel processing

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26
Q

information processing that is each bit individually
processed. Kaufman Assessment Battery for Children 2nd Edition rely heavily on this concept

A

Successive/sequential processing

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27
Q

index that refers to chronological age equivalent to one’s test performance

A

mental age

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28
Q

proponent of triarchic Theory of Intelligence

A

ROBERT STERNBERG

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29
Q

wrote extensively on what
intelligence is, and he usually emphasized that it is
multifaceted and consists not only of cognitive abilities
but also of factors related to personality.

A

David Wechsler

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30
Q

intelligence can be conceived in terms of three clusters of ability: social intelligence (dealing with people), concrete intelligence (dealing with objects), and abstract intelligence (dealing with verbal and mathematical symbols)

A

Louis Leon Thurstone

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31
Q

: IQ scores seem to rise every year, but not coupled with rise in “true intelligence”

A

Flynn effect

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32
Q

the extent to which a test incorporates the vocabulary, concepts, traditions, knowledge and feelings associated with a particular culture

A

Culture loading

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33
Q

test/assessment process
designed to minimize the influence of culture with regard to various aspects of evaluation procedure

A

Culture-fair intelligence test`

34
Q
  • First to have detailed administration and scoring instructions
  • First American test to test IQ
  • First to use alternate items (an item that can be used in place of another)
  • Lacked minority group representation
A

Stanford-Binet Intelligence Scales

35
Q

performance of one individual compared to the performance of others of the same age. Has mean of 100 and standard deviation of 1

A

Deviation Ratio/test composite

36
Q

=(mental age/chronological age)x100

A

Ration IQ

37
Q

testing individually tailored to testtakers to ensure that items are neither too difficult (frustrating) or too easy (false hope)

A

adaptive testing

38
Q

The first published intelligence test to provide
organized and detailed administration and scoring
instructions. The first American test to employ the concept of IQ. And it was the first test to introduce the concept of an alternate item, an item to be substituted for a regular item under specified conditions
-Criticism: lack of representativeness of the
standardization sample

A

Stanford-Binet Intelligence Scales: 1st Edition

39
Q

-Included the development of two equivalent forms, labeled L (for Lewis) and M (for Maud). New types of tasks for use with preschool-level and adult-level test takers. Adequate standardization sample
-Criticism: lack of representation of minority groups during the test’s development

A

Stanford-Binet Intelligence Scales: 1937

40
Q

consisted of only a single form (labeled L-M) and
included the items considered to be the best from the two forms of the 1937 test, with no new items added to the test
-the use of the deviation IQ tables in place of the ratio
IQ tables

A

Stanford-Binet Intelligence Scales: 1960

41
Q

The quality of the standardization sample was
criticized. Norms may also have overrepresented the West, as well as large urban communities

A

Stanford-Binet Intelligence Scales: 1972

42
Q

previous versions used age scale, but this edition uses Point scale

A

4th Edition - Stanford-Binet: Fourth Edition (1986)

43
Q

a test score or index derived from the combination of, and/or a mathematical transformation of, one or more subtest scores

A

Text composite

44
Q
  • designed for administration to assesses as young as 2 and as old as 85 (or older)
    -yields a number of composite scores, including a Full-Scale IQ derived from the administration of ten subtests
    -subtest scores (mean = 10; sd = 3)
    -composite scores (mean = 100, sd = 15)
    -In addition, the test yields five Factor Index scores
    corresponding to each of the five factors that the test is
    presumed to measure
    -it was based on CATTELL-HORN-CARROLL Theory of
    intellectual abilities
A

5th Edition - SB5 (2003)

45
Q

-A stage in a test achieved by a test taker by meeting some preset criterion to continue to be tested for example, responding correctly to two consecutive items on an ability test that contains increasingly difficult items may establish a “base” from which to continue testing

A

Basal Level

46
Q

A stage in a test achieved by a testtaker as a result of meeting some preset criterion to discontinue testing for example, responding incorrectly to two consecutive items on an ability test that contains
increasingly difficult items may establish a presumed
“ceiling” on the test taker’s ability

A

Ceiling Level

47
Q

A procedure that involves
administering test items beyond the level at which the test manual dictates discontinuance

A

Testing the Limit

48
Q

Observations made by an
examiner regarding what the examinee does and how
the examinee reacts during the course of testing

A

Extra Test behavior

49
Q

-Point Scale
-Items were classified by subtest
-Organized into six verbal subtests and five performance subtests and five performances subtests, and all the items in each test were arranged in order of increasing difficulty

A

Wechsler-Bellevue (W-B1) or Wechsler-Bellevue (W-B)
1939

50
Q

Criticisms: The standardization sample was rather restricted. Some subtests lacked sufficient inter-item reliability. Some of the subtests were made up of items that were too easy. The scoring criteria for certain items were too ambiguous

A

Wechsler-Bellevue 2 (W-B 2) - 1942

51
Q

-organized into Verbal and Performance scales
-Scoring yielded a Verbal IQ, a performance IQ, and a Full Scale IQ

A

Wechsler Adult Intelligence Scale (WAIS) - 1955

52
Q

-new norms and materials
-alternate administration of verbal and performance
tests

A

-WAIS-R (1981)

53
Q

-contained updated and more user-friendly materials
-test materials were made physically larger to facilitate
viewing by older adults
-some items were added to each of the subtests that
extended the test’s floor in order to make the test more useful for evaluating people with extreme intellectual deficits
-extensive research was designed to detect and
eliminate items that may have contained cultural bias
-norms were expanded to include test takers in the age
range 74-89
-yielded a full scale (composite) IQ as well as four Index Scores - Verbal
Comprehension, Perceptual Organization, Working
Memory, and Processing Speed -used for more in-depth Interpretation of findings

A

-WAIS-III (1997)

54
Q

It is made up of subtests that are designated either as
core or supplemental.
-Intended for use with individuals ages 16 to 90 years and 11 months
-contains ten core subtests (Block Design, Similarities,
Digit Span, Matrix Reasoning, Vocabulary, Arithmetic, Symbol Search, Visual Puzzles, Information and Coding)
-and five supplemental subtests (Letter-Number Sequencing, Figure Weights, Comprehension, Cancellation and Picture Completion)
-more explicit administration instructions as well as the
expanded use of demonstration and sample items - this in an effort to provide assesses with practice in doing what is required, in addition to feedback on their performance
-all of the test items were thoroughly reviewed to root
out any possible cultural bias
-Floor = 40, Ceiling = 160

A

WAIS-IV (2008)

55
Q

one that is administered to obtain a composite scor

A

Core subtest

56
Q

is used for purposes such as
providing additional clinical information or extending
the number of abilities or processes sampled

A

Supplemental subtest

57
Q

-1st edition 1949
-currently in its 5th edition

A

Wechsler Intelligence Scale for Children (WISC)

58
Q
  • ages 6 years old to 16 years and 11 months
    -FSIQ, Primary Index Scores and Ancillary Index Scores
    -21 subtests; 15 composite scores
    -completion time: 60 minutes
A

WISC-V (2014)

59
Q

-1st edition 1967
-currently in its 4th edition

A

Wechsler Pre-School and Primary Scale of Intelligence
(WPPSI)

60
Q

-ages 2 years and 6 months up to 7 years and 7 months
-completion time:
-ages 2:6 to 3:11 = 30-45 minutes
-ages 4:0 to 7:7 = 45-60 minutes

A

WPPSI (2012)

61
Q

refers to a
test that has been abbreviated in length, typically to reduce the time needed for test administration, scoring
and interpretation

A

Short Forms of Intelligence Test

62
Q

administered to Army recruits who could read. It contained tasks such as general information questions, analogies, and scrambled sentences to reassembl

A

Army Alpha Test

63
Q

designed for administration to foreign-born recruits with poor knowledge of English or to illiterate recruits. It contained tasks such as mazes, coding and picture completion

A

Army Beta Test

64
Q

administered to more than 12 million recruit in World War 2

A

Army General Classification Test (AGCT)

65
Q

an instrument or procedure used to identify a particular trait or constellation of traits at a gross or imprecise leve

A

Screening Tool

66
Q

a psychological dimension that characterizes the
consistency with which one acquires and processes
information

A

Cognitive Style

67
Q

the ability to produce something that is innovative or nonobvious

A

Originality

68
Q

the ease with which responses are reproduced and is usually measured by the total number of responses produced

A

Fluency

69
Q

the variety of ideas presented and the ability to shift from one approach to anothe

A

Flexibility

70
Q

-the richness of detail in a verbal explanation or pictorial display

A

Elaboration

71
Q

-a deductive reasoning process that entails recall and consideration of facts as well as a series of logical judgments to narrow down solutions and eventually arrive at one solution

A

Convergent Thinking

72
Q

-a reasoning process in which thought is free to move in many different directions, making several solutions possible

A

Divergent thinking

73
Q

-a test used to measure creative convergent thinking
-a possible weakness of this test is its focus on verbal
associative habits - meaning it might be more difficult for non-native speakers of English. Also, it may not
favor those who are more comfortable with visual thinking

A

Remote Associates Test (RAT)

74
Q

who developed Remote Associates Test (RAT)

A

Sarnoff Mednick

75
Q
  • consist of word-based, picture-based and sound-based test materials
    -each subtest is designed to measure various characteristics deemed important in the process of creative thought
    -It is interesting that many tests of creativity do not fare well when evaluated by traditional psychometric procedures
A

Torrance Test of Creative Thinking (TTCT)

76
Q

who developed Torrance Test of Creative Thinking (TTCT)

A

E. Paul Torrance

77
Q
  • Process score: index designed to help understand how testtakers process various kinds of information
  • WISC-IV compared to the SB5
A

The Wechsler Intelligence Scale for Children –Fourth Edition (WISC-IV)

78
Q

New school for children under 6
- First major intelligence test which adequately sampled total population of the United States
- Subtests labeled core, supplemental, or optional

A

Wechsler Preschool and Primary Scale of Intelligence-Third Edition (WPPSI-III)

79
Q

summarizing data when
we are not sure how many factors are present in our
data

A

Exploratory factor analysis

80
Q

used to test highly specific factor analysis

A

Confirmatory factor analysis

Psychological Assessment (3 decks)

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