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Psychometrics > Exam Two > Flashcards

Exam Two Flashcards

1
Q

Personality

A

relatively stable and distinctive patterns

of behaviors, feelings, thoughts, and motives that characterize an individual and his/her reactions to the environment

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2
Q

Reasons psychologists use personality tests

A
  • ID normal v. subnormal mental abilities
  • ID typically-developing vs. non-typically developing youth
  • Suggest how to use our abilities
  • ID non-intellective aspects of human behavior
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3
Q

Collective unconscious

A

Part of Carl Jung’s theory; shared by all people and reflects humanity’s collective evolutionary history

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4
Q

Archetypes

A

Part of Jung’s theory; Universal human instincts and themes of human life cycle (birth, sense of self, parenthood, spiritual search, death)

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5
Q

3 patterns of personality

A

Karen Horney: moving toward, against, or away from other people

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6
Q

Womb envy

A

Karen Horney: in contrast to penis envy, men experience envy of women’s ability to nurture and sustain life

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7
Q

Inferiority/superiority complex

A

Alfred Adler: everyone strives for superiority and success, but when they do not achieve that or overcompensate, they develop either an inferiority or superiority complex.

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8
Q

Self-concept

A

Humanistic perspective: conscious, subjective perception of his/herself

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9
Q

Actualizing tendency

A

Humanistic perspective: first innate drive to maintain and enhance self

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10
Q

Self-efficacy

A

awareness of your own capabilities via mastery experiences and observational learning

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11
Q

3 key differences between social cognitive perspective of personality and others

A
  • based on experimental findings
  • conscious, self-regulated behaviors
  • social contextual influences
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12
Q

Trait perspective

A
  • identify, describe, measure individual differences

- traits exist on a continuum

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13
Q

Traits

A

Unique combo of personality characteristics

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14
Q

Five-Factor Model of Personality

A 
Openness
Conscientiousness
Extraversion
Agreeableness
Neuroticism
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15
Q

Structured personality tests

A
  • objective methods of personality assessment
  • structured, lack ambiguity
  • typically self-report
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16
Q

Projective personality tests

A
  • subjective methods of personality assessment
  • few guidelines
  • open-ended format where admin presents material to the subject, who then interprets the stimulus
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17
Q

Types of deductive test construction

A
  • Logical content

- Theoretical approach

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18
Q

Logical content

A
  • Type of deductive test construction
  • Test designer tries to determine the type of content needed to measure the characteristic being assessed
  • Woodworth, Early Multidimensional tests, Mooney
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19
Q

Theoretical approach

A
  • type of deductive test construction
  • Begins with a theory about the nature of personality characteristics to be assessed
  • Items deduced to be important for measurement must be consistent with this theory
  • EPPS, Myers-Briggs
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20
Q

Types of empirical test construction

A
  • rely upon data collection and statistical analysis
  • Criterion Group
  • Factor Analytic
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21
Q

Criterion group

A
  • type of empirical test construction
  • A criterion group, or collection of individuals with a common feature, is distinguished from a control group
  • control group represents the larger pop from which the CG was drawn
  • Scale is administered to both groups to compare differences (ID which items discriminate the criterion and control groups)
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22
Q

Factor analytic

A
  • type of empirical test construction
  • the goal is to identify the basic factors of personality
  • -intercorrelations between a large number of items or tests are sought
  • factor analysis reduces items to common factors
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23
Q

Woodworth Personal Data Sheet

A
  • logical content personality test
  • developed during WWI-single overall index
  • ID military recruits who may break down in combat
  • psychiatric interview
  • 116 Y/N Qs (self-report)
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24
Q

Early Multidimensional LC Scales

A

-logical content personality tests
1930’s-
-Bell Adjustment Inventory (adjustment to different
areas of life)
-Bemreuter Personality Inventory (introversion,
confidence, sociability)

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25
Q

Mooney Problem Checklist

A

-logical content personality test; 1950
-Subjects reply to list of problems that recur in a variety of areas
-courtship, sex, and marriage; health and physical
development; home and family; morals and religion

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26
Q

Edwards Personal Preference Scale

A

(EPPS) a theoretical personality test, based on Murray’s Need system

  • To boost validity, used forced-choice procedure and repeated items
  • Satisfactory psychometrics`
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27
Q

Myers-Briggs Type Indicator

A
  • A theoretical personality test, based on Carl Jung’s theory of personality types
  • 4 main ways in which we experience the world: sensing, intuiting, feeling, thinking
  • also distinguishes between extroversion/introversion
  • widely used but relatively low reliability and validity
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28
Q

Minnesota Multiphasic Personality Inventory

A

MMPI- a criterion-group personality tests used for psychopathology

  • originally designed to assist with diagnosis- normal vs. non-normal groups
  • K scale - to ID social desirability; F scale - to ID deviant response patterns; L scale - to ID overly favorable self-concept
  • Content scales- groups of items that are specific to certain content areas (anger)
  • Clinical scales- items to ID psych disorders (depression, schizophrenia)
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29
Q

California Psychological Inventory

A

CPI- a criterion group personality test used for normal populations

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30
Q

MMPI-2

A

Most commonly used now

  • expanded validity scales
  • 8th grade reading level
  • larger and more representative
  • -help assess a very wide range of problems, making its clinical utility very strong
  • interpretation of profiles must consider demographic effects
  • 1 issue - some items are on several scales rather than just one —> high intercorrelations between scales that may be artificially increased
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31
Q

Guilford-Zimmerman Temperament Survey

A
  • a factor-analytic personality test
  • Ten dimensions, each assessed with 30 items (single factor: social efficacy)
  • Similar to MMPI in structure and process
32
Q

16 Personality Factor Questionnaire

A
  • a factor-analytic personality test by Cattell

- personality can be accounted for by 16 different traits

33
Q

Combination strategies for personality test construction

A

Modern trend is to use combo of strategies in scale construction

34
Q

NEO-PI

A
  • factor analysis, logical, and theoretical for item development
  • most commonly used personality measure
35
Q

NEO-PI-3

A
  • updated version of the NEO-PI
  • assessment of positive traits-resilience, hardiness, empathy, hope, optimism, etc.
  • positivity was generally defined as an absence of pathology
  • first personality scale to focus on positive traits
36
Q

What are the 3 broad domains represented by NEO?

A

Neuroticism, Extroversion, Openness

-each has 6 different facets

37
Q

Psychometrics of the NEO-PI

A
  • high split-half and test-retest consistency

- high predictive and concurrent validity

38
Q

Strengths of structured inventories

A
  • are standardized
  • use established norms
  • higher reliability and validity
39
Q

Weakness of self-inventories

A

response biases- Ss may “fake” responses to look better/worse
tedious- high number of items leads to loss of interest
accuracy- self-judgments may be inaccurate

40
Q

Hypothesis of projective tests

A

A person’s interpretation of an ambiguous stimulus reflects his or her unique characteristics (personality, feelings, experiences, prior conditioning, thought processes, etc.)

41
Q

Herman Rorschach

A
  • Swiss psychiatrist
  • Highly interested in psychoanalysis
  • author of Psychodiagnostik
  • major contribution: use of inkblots to identify psychological disorders
42
Q

Rorschach test

A
  • atheoretical
  • lacks face validity
  • administrator is purposefully vague and deflects Qs
  • admin should sit beside examinee to reduce cuing
43
Q

Rorschach test administration

A
  • 10 symmetrical inkblots are presented and very little guidance regarding interpretation is offered
  • certain answers from client have specific replies from the test administrator

Two phases of presentation:

  1. Free association
  2. Inquiry
44
Q

Exner’s Comprehensive Scoring System

A

Most widely used scoring system used for Rorschach test

-doesn’t increase diagnostic accuracy

45
Q

Rorschach Criticisms

A
  • Never been adequately normed
  • Over pathologizes
  • Scoring is unreliable (reliability estimates highly variable depending on study cited)
  • Lacks incremental validity within context of comprehensive evals
  • results highly correlated to method in which test was administered
  • not a cost-effective measure in clinical setting
  • no universally accepted method of administration or scoring
  • no consistent empirical data to suggest relationship exists between Rorschach response profile and valid diagnosis of psychological disorders or symptoms
46
Q

Thematic Apperception Test

A
  • 1935, Morgan & Murray (Murray’s theory of needs)
  • Billed as instrument to evaluate human personality characteristics (not a strict diagnostic tool)
  • 31 total stimuli (30 pictures and 1 blank card)
  • Examinees are asked to tell a story about the stimuli
47
Q

TAT administration

A
  • Common standardization procedures are lacking
  • subject responses recorded verbatim
  • 20 items administered in two 1-hr sessions; today, 10-12 items, 1 session more common
  • Vast number of scoring systems available
  • Common themes in scoring: hero, needs, press, themes, outcomes
48
Q

Word association test

A
  • projective test
  • psychologist says a word, subject says 1st word that comes to mind
  • goal is to infer areas of disturbance or problem from the responses given
49
Q

Sentence Completion Tasks

A
  • project test
  • Subjects provided with a stem to complete (I am ____)
  • rated on a 3 point scale, used in clinical and research settings
  • psychometrics are somewhat positive and encouraging
50
Q

Projective Figure drawing tests

A
  • expressive techniques require a person to make something, such as draw a picture of a person/house/family
  • draw a person test, house tree person test, kinetic family drawing test, goodenough draw a man test
  • interpretations tend to overanalyze
  • low reliability
51
Q

Binet scales

A

2 key principles: age differentiation and general mental ability

Second level had three components:

  • crystallized abilities
  • fluid-analytic abilities
  • short-term memories

Reliability is good

52
Q

Wechsler intelligence scales

A

Adult (WAIS)
Child (WISC)

Index scores- verbal comprehension, perceptual reasoning, working memory, processing speed

2 broad scores= summarize general intellectual ability
Hig reliability estimates
Considered the most valid in the world for testing IQ

53
Q

McCarthy Scales of Children’s Abilities

A

MSCA- individual ability test 2-8 years of age

  • 18 scales, 15 of which combine for a general cognitive index
  • Used in research and has strong psychometrics
  • studying relationship between parental behaviors and children’s intellectual skills
54
Q

Kaufman Assessment Battery for Children- Second Edition

A

KABC-II
Supplemental psychological diagnostic test
Individual ability test for 3-18 year olds
Sequential-simultaneous distinction
Has strong psychometrics and shows less racial/ethnic divide than other tests
Criticized for being low in predictive validity for school achievement and not being effective at assessing general intelligence.

55
Q

Columbia Mental Maturity Scale- Third Edition

A

CMMS
3-12 year olds of normal ability or with various handicaps
Requires neither verbal response nor fine motor skills
Test taker decides which card does not belong, discriminating similarities/differences
92 cards grouped into 8 levels, or scales
Untimed test- reduced pressure
Has a strong though outdated standardization sample and good psychometrics

56
Q

Peabody Picture Vocabulary Test-Fourth Edition

A

PPVT-IV
2 through 90 years of age
Multiple choice requiring “yes” or “no” type answers
Primarily used with those with a physical (brain) or language handicap; not appropriate for the deaf
Assess receptive vocabulary and is a nonverbal measure of verbal intelligence
Has strong psychometrics

57
Q

Leiter International Performance Scale-Third Edition

A

Unlike Columbia or Peabody tests, the Leiter is strictly a performance measure
Assesses nonverbal intelligence in 3 to 75 year olds
Used in clinical settings to assess those with pervasive developmental disorders
Untimed

58
Q

Porteus Maze Test (PMT)

A

3 years old and up
Popular test but poorly standardized
12 mazes of increasing difficulty
Requires no verbal instructions; can be used with a variety of special-needs individuals

59
Q

2004 IDEA Amendment

A

Changes the need for a child to have fallen behind before services are provided (“discrepancy model” -> RTI “response to intervention”)

60
Q

Signs of a learning disability

A
  • Disorganization, careless effort, forgetfulness
  • refusal to do schoolwork or homework
  • slow performance, poor attention, moodiness
61
Q

Illinois Test of Psycholinguistic Abilities

A

ITPA-3 - test for learning disabilities

  • Based on the info-processing model
  • Assumes that a learning disability can occur at any stage of this model
  • 12 subtests-visual, auditory, or tactile input
  • Three composite scores: general language, spoken language, written language
62
Q

Woodcock-Johnson IV

A

Assesses general intellectual ability, specific cognitive abilities, scholastic aptitude, oral language and achievement

  • Three independent but coordinated test batteries
  • Comparing cognitive abilities to achievement, learning disabilities may be identified
  • Can help pinpoint source of the deficit
  • Reading disability -> processing speed deficit
  • Good psychometric properties
63
Q

Benton Visual Retention Test- Fifth Edition

A

BVRT-V
Tests for brain damage are based on the idea of psychological deficit
-BVRT assumes that underlying brain damage impairs visual memory ability (can assess such damage or conditions like Alzheimer’s disease)
-It is used for those 8 years and older; visual images must be remembered and then reproduced

64
Q

Memory-for-Designs Test

A
  • similar to BVRT
  • can be administered in just a few minutes
  • drawings are scored on a 0 to 3 point scale
  • reliability estimates are quite good, though validity ratings require further examination
65
Q

Individual tests

A

1 examiner/1 subject

  • one subject is tested at a time
  • examiner records responses
  • scoring requires considerable skill
  • examiner flexibility can elicit maximum performance/information if permitted by standardization
66
Q

Group tests

A

1 examiner/2+ subjects

  • Many subjects are tested at a time (cost effective, minimizes time for admin/scoring)
  • Subjects record own responses
  • Scoring is straightforward and objective
  • There are fewer safeguards (less examiner skill and training)
67
Q

Achievement tests

A
  • originally essay tests, replaced in 1930s
  • easier and more reliable administration and scoring
  • validity determined by content-related evidence
  • Stanford and Metropolitan Achievement Tests
68
Q

Aptitude tests

A
  • assess wide range of experiences in a variety of ways
  • evaluate effects of unknown/uncontrolled experiences
  • validity is based on ability to predict future performance
69
Q

Kuhlmann-Anderson Test- 8th edition

A

KAT- group test of mental abilities

  • eight separate levels from K through 12th grade
  • Remains primarily nonverbal as the grade/age advances
  • Useful for those with certain handicaps or non-English-speaking populations
  • Has drawn praise for its construction and psychometric properties
70
Q

Henmon-Nelson Test

A

H-NT- group test of mental abilities

  • Appropriate for all grade levels
  • Produces a single score but has two sets of norms
  • A quick measure of general intelligence (30 min needed to complete 90 items)
  • Reliability statistics are high, and correlation with other IQ measures are sound
  • Limitations: one dimensional model of intelligence
71
Q

Cognitive Abilities Test Form 7

A

COGAT

  • A measure of fluid intelligence that has similarities to the H-NT
  • Provides three scores rather than one- verbal, quantitative, nonverbal
  • Reliability estimates range from low to high .90s
  • Special care was given to guard against bias
  • A good predictor of giftedness, future performance, and verbal underachievement
72
Q

The New SAT

A

2016
Verbal and Mathematics Test
Renormed in 1994- led to an increase in average scores
Offers an optional essay, along with more widely available test prep opportunies

73
Q

The American College Test

A

ACT

  • Most recent update in 2005; the ACT is more useful for non-native English-speaking students
  • Scores vary between 1 and 36, with a mean of 16 for high school students, 19 for those aspiring to college
  • Correlates well with SAT, and both are predictors of college GPA
74
Q

Graduate Record Examination Aptitude Test

A

GRE

  • verbal and quantitative section
  • psychometrics are adequate to sound, though less impressive than the SAT
  • Moderate correlations between GRE and GPA in some studies, while others find a negative correlation
  • Not significant predictors of success for various groups
  • Overpredicts future achievement of younger students; underpredicts that of older students
  • restricted range problems
75
Q

Miller Analogies Test

A
  • Used to assess scholastic aptitude in a fully verbal format
  • Task is to deduce logical relationships of escalating difficult
  • Correlates well with GRE, but predictive validity is low
  • Accuracy of prediction varies by age group, with more overprediction found for the 45 year old group
  • Useful for discriminating graduate school applications, but care must be taken to consider bias
76
Q

Raven Progressive Matrices

A
  • Well-known, very popular nonverbal test
  • Missing part of a logical sequence is identified
  • 60 items of escalating difficult (with some problems with center-located items)
  • Is considered a strong measure of g
  • Neuroimaging studies found that it assesses activity in specific brain areas
  • Strong psychometrics, particularly useful for groups such as children, those who are culturally deprived, or the language handicapped
77
Q

Culture Fair Intelligence Test

A

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Psychometrics (2 decks)

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