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Psychological Measurements > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

examines the elemental structure of a test through an evaluation of its correlate and underlying dimensions

A

psychometric approach to intelligence

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2
Q

examines the processes that underlie how we learn and solve problems

A

information-processing approach to intelligence

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3
Q

focuses on how humans adapt to real world demands

A

cognitive approach to intelligence

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4
Q

Binet’s Principles of Test Construction

A

Age differentiation and general mental ability

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5
Q

Binet’s definition of intelligence

A
  1. to find and maintain a definite direction or purpose
  2. to make necessary adaptations to achieve that purpose
  3. to engage in self-criticism so that necessary adjustments in strategy can be made
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6
Q

the simple fact that one can differentiate older children from younger children by the former’s greater capabilities

A

age differentiation

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7
Q

the total product of the various separate and distinct elements of intelligence

A

general mental ability

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8
Q

Spearman’s theory of intelligence

A

intelligence consists of one general factor plus a large number of specific factors

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9
Q

based on the well-documented phenomenon that when a set of diverse ability tests are administered to large unbiased samples of the population, almost all of the correlations are positive

A

psychometric g (positive manifold)

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10
Q

a method for reducing a set of variables or scores to a smaller number of hypothetical variables called factors - one can determine how much variance a set of tests or scores have in common

A

factor analysis

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11
Q

theory that there are two basic types of intelligence: fluid and crystallized

A

gf-gf theory

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12
Q

those abilities that allow us to reason, think, and acquire new knowledge

A

fluid intelligence

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13
Q

represents the knowledge and understanding that we have acquired

A

crystallized intelligence

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14
Q

Binet-Simon’s three levels of intellectual deficiency

A

Idiot-most severe
imbecile-moderate
moron-mildest

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15
Q

Downfall’s of the 1905 Binet-Simon scales

A
  • lacked adequate measuring unit to express results
  • lacked validity
  • norms were based on far too small a sample
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16
Q

items are grouped according to age level

A

age scale

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17
Q

1908 Binet-Simon Scale

A
  • improvement
  • age scale format
  • mental age
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18
Q

1916 Stanford-Binet

A
  • larger sample
  • not representative
  • IQ
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19
Q

used a subject’s mental age in conjunction with his or her chronological age to obtain a ratio score, reflecting the subject’s rate of mental development

A

intelligence quotient (IQ)

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20
Q

1973 scale

A
  • extended down the 2-year old level and up to 22 years
  • added some tests beyond verbal skills
  • standardization sample improved
  • ALTERNATE FORMS
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21
Q

1973 scale issues

A
  • reliability was not stable

- variability off

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22
Q

1960 Stanford-Binet

A

-deviation IQ

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23
Q

16 point deviation from a mean of 100 (how many deviations above/below the mean)

A

deviation IQ

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24
Q

Modern Binet Scale

A

-three group factors

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25
Q

three group factors

A

fluid
crystal
short term memory

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26
Q

1986 revision

A
  • age scale eliminated - bad
  • organized by content
  • hierarchical model
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27
Q

2003 5th addition

A
  • age scale and point scale
  • equal verbal and nonverbal
  • mixture of tasks - maintains interest
  • start point
  • 15 point SD
  • 2-85+ age
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28
Q

contains similar content of increasing difficulty

A

point scale

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29
Q

level at which a minimum criterion number of correct responses is obtained

A

basal

30
Q

a certain number of incorrect responses that indicate the items are too difficult

A

ceiling

31
Q

performed tasks rated on performance and not answering questions
measures nonverbal intelligence

A

performance scale

32
Q

measures verbal intelligence

A

verbal scale

33
Q

an age-corrected standard score of 10 with a standard deviation of 3

A

scaled score

34
Q

Why was the Wechsler scale created?

A

Binet was deemed inappropriate for use in adults

35
Q

Wechsler vs. Binet

A

W had point scale and use of non-verbal performance scale

36
Q

characterized by structure and lack of ambiguity

A

structured/objective

37
Q
  • uses reason and deductive logic in the development of personality measures
  • doesn’t have a way to check for ‘faking’
  • woodworth personal data sheet
  • early multidimensional logical-content scales
  • mooney problem checklist
A

logic-content strategy

38
Q
  • begins with a theory about the nature of the particular characteristic to be measured and goes from there
  • Edwards Personal Preference Schedule
A

theoretical strategy

39
Q

criterion-group strategy and factor analytic strategy

A

empirical strategies

40
Q

criterion-group strategy and factor analytic strategy

A

empirical strategies

41
Q

relatively stable and distinctive patterns of behavior that characterize and individual and his or her reactions to the environment
baseline of character

A

personality

42
Q

personality is a combination of

A

traits and states

43
Q

deviation

A

psychopathology

44
Q

the more projective tests you use the weaker your test becomes

A

dilution effect

45
Q

tests can be classified by 3 aspects

A

Guilford’s model of intelligence

46
Q

3 aspects of test classification

A

contents, products, and operations

47
Q

piaget’s stages of cognitive development

A

sensorimotor, preoperational, concrete operational, formal operational, schemas

48
Q

Cattell-Horn

A
  • crystallized and fluid intelligence

- 10 basic tests of human faculties

49
Q

Carrell

A

said G was most important

50
Q

nonintellective aspects of human behavior typically distinguished from mental abilities

A

personality characteristics

51
Q

general descriptions of people

A

personality types

52
Q

a person’s self-definition

an organized and relatively consistent set of assumptions that a person has about himself or herself

A

self-concept

53
Q

suggests that we can use data to tell what items will be useful for differentiating deviant from ‘normal’ people

A

empirical criterion keying

54
Q
  • begins with a criterion group of a collection of individuals that share a characteristic, they’re tested, and the results are checked for items that distinguish the criterion from the control group
  • MMPI
A

criterion group strategy

55
Q

checking how well a scale distinguished a criterion sample from a control group

A

cross-validate

56
Q
  • uses factor analysis to derive empirically the basic dimensions of personality
  • find the minimum number of factors that account for as much of the variability as possible, and attempt to label these factors based on common variables
  • Guilford
  • Cattell
A

factor-analytic strategy

57
Q

Woodworth Personal Data Sheet

A
  • identified military recruits who would break down during combat
  • psychiatric interview on paper
  • controlled for false positives
58
Q

criticisms of the Logical content Approach

A

-subjects evaluating their own behavior

59
Q

MMPI

A
  • has adjustment scales (lie scale, frequency scale, k scale)
  • T Scores
  • distinguishes normal from abnormal groups
  • diagnosis or assessment
60
Q

Lie Scale

A

personality flaws that we should be able to admit to, but liars cannot

61
Q

Frequency Scale

A

very severe pathological issues, if one affirms many they may be faking bad

62
Q

K scale

A

might be lying to make oneself look better

63
Q

California Psychological Inventory (CPI)

A

-evaluates personality in normally adjusted individuals

64
Q

Problems with the factor analytic strategy

A

-subjective nature of naming factors

65
Q

NEO-PI

A
  • combination strategy
  • studies the absence of psychopathology
  • supports the 5 factor model of personality
66
Q

when people attempt to understand an ambiguous or vague stimulus, their interpretation of that stimulus reflects their needs, feelings, experiences, prior conditioning, thought process and so forth.

A

projective hypothesis

67
Q

Rorschach

A
  • not clinically validated
  • Exner’s norms - flawed
  • overpathologizing
  • unreliable scoring
  • lack of relationship to diagnosis
  • lack of validity
  • Problem of “R” (responses)
68
Q

Holtzman

A
  • one response per card
  • standardized
  • won’t exaggerate the usefulness like Rorschach
  • shitty as the Rorschach
69
Q

Spearman’s theory of intelligence

A
  • two-factor

- if you were good at one you were likely good at another

70
Q

Thurstone and the primary mental abilities

A
  • 7 independent uncorrelated factors

- cheated to make them uncorrelated

71
Q

Thematic Apperception Test (TAT)

A
  • well received by scientific community
  • based on Murray’s theory of needs
  • conservative claims
  • not diagnostic
  • psychometrically unsound

Psychological Measurements (4 decks)

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