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Cognitive Assessment Midterm > midterm > Flashcards

midterm Flashcards

1
Q

Managing Thinking Errors

A

*Mindfulness
*Self observation
*Willingness to have 6th Sense Experiences
*Nomothetic measures can be helpful/essential

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2
Q

best defense against inaccurate
conclusions

A
  1. Using valid & reliable measures
  2. Using multiple methods of measuring
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3
Q

What does Using valid & reliable measures do?

A

Guard against bias/blindspots

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4
Q

What does Using multiple methods of measuring do?

A

Blend the various strengths and weaknesses
every instrument inevitably has

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5
Q

Attributes of a Good Test

A

*Reliability–consistency
*Validity–measures what it purports to measure
*Clear instructions for administering, scoring and
interpreting
*Efficient use (incremental validity)

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6
Q

RULES for Assessment

A

*Do no harm (non-malfeasance)
*Do good (beneficence)
*Promote autonomy (informed consent)
*Be just (be fair)

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7
Q

New assessment measures

A

-Wartegg Drawing Completion (CWS)
-Adult Attachment Projective
-Thurston Cradock Test of Shame

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8
Q

General Domains of Psychological
Assessment

A

*Personality assessment (traits and states)
*Intellectual assessment
*Neuropsychological assessment
*Vocational assessment

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9
Q

Intelligence

A

It is a general label for a group of processes that are
inferred from observable behaviors.

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10
Q

General areas of most definitions (for Intelligence):

A
  1. Abstract thinking
  2. Learning from experience
  3. Solving problems through insight
  4. Adjusting to new situations
  5. Focusing and sustaining one’s abilities to
    achieve a desired goal
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11
Q

General Domains of Psychological
AssessmentAssessment

A
  • Personality assessment (traits and states)
  • Intellectual assessment
  • Neuropsychological assessment
    -Vocational assessment
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12
Q

Factors that can Influence Scores

A
  • Test anxiety
  • Willingness to cooperate
  • Level of distress
  • Depression or psychosis
  • Tendency to agree or disagree
  • Prior experience with the test or coaching
    -Luck
  • Examiner skill
  • Personal characteristics of examiner in interaction
    with the test-taker
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13
Q

Four Major Traditions in
Approaching Intelligence

A
  1. Psychometric Approaches
  2. Information Processing Approaches
  3. Neuro-biological Approaches
  4. Developmental Approaches
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14
Q

PSYCHOMETRIC APPROACHES

A

Assumes intelligence is a trait in which there
are individual differences (normally distributed)
- started with Binet

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15
Q

Psychometric Approaches—Spearman (1904)

A

Proposed “g” or a general factor common to all types of intellectual activity and “s” specific factors to each task

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16
Q

What is the positive manifold within intelligence

A

Intelligence tests are positively correlated
-Some portion of the variance of scores on each test attributed to each test attributed to “g”

Some regard “g” as the most basic measure of intelligence

17
Q

Structure of WAIS

A

FSIQ

VCI WMI PRI PSI

VC-SI-IN-CO DS-PS-AR BD-VP-MR CD-SS-CA

18
Q

Horn & Cattel (1963)
Three stratum model

A

-g
-Fluid intelligence (Gf)–processing ability
-Crystalized intelligence (Gc)—stored information

19
Q

Fluid Intelligence (Gf)

A
  • Dependent on brains efficiency intactness
  • Enables problem solving, perceiving relationships
  • Primarily non-verbal, culture free
  • Increases until age 14 then levels off until 20 then gradually declines
20
Q

Crystallized Intelligence (Gc)

A

-Largely environmentally determined
- Content oriented (Vocabulary, Information)
-Relatively permanent and not as susceptible to brain damage
-Develops from interaction of Gf and environment
-Grows until age 40 then gradually declines

21
Q

Cattell, Horn, & Carroll (CHC Model) (1993 to ~2013)

A

Merging of two systems (Wechsler and C & H) incorporated several more specialized functions

22
Q

5 Factor Model (Keith factors)

A

-Verbal Comprehension Index
-Working Memory Index
-Visual Spatial Index
-Fluid Reasoning Index
-Processing Speed Index

23
Q

INFORMATION PROCESSING APPROACHES

A

-Focuses on processes rather than content
-How information is received, stored, retrieved, manipulated, transformed

24
Q

Processing Speed and IQ correlation

A

> speed of apprehension, scanning, retrieving, and responding to stimuli
correlations increase as tasks become more complex

25
Q

Information Processing Model–Sternberg (Triarchic Theory)

A

Intelligence involves:
1. Metacomponents–planning, monitoring, evaluating
2. Performance components–administering instructions of metacomponents
3. Knowledge-acquisition components–learning how to do something in the first place

26
Q

NEUROLOGICAL–BIOLOGICAL APPROACHES

A

Search for anatomical and physiological underpinnings of intelligence

27
Q

NEUROLOGICAL–BIOLOGICAL APPROACHES–Thorndike

A

“g” equals the total number of modifiable neural connections

28
Q

Genetics compared to Intelligence

A

-Parent-Child correlations of IQ seem to be between .40 and .50

-BUT as children get older, the correlations between parent and offspring increase

29
Q

Luria (1980)

A
  • Brain is differentiated systems of
    functional units coordinated to form integrated whole

3 main units
1.Arousal (brain stem and midbrain)
2. Sensory input (temporal, parietal, occipital)
3. Executive (frontal)

30
Q

Luria’s PASS system

A

Cognitive functions involve:
Planning - Attention – Successive processing – Simultaneous
processing (PASS)

31
Q

Epigenetics

A

-Evidence that DNA as well as environmental factors may both be in our focus.
- Research has demonstrated that portions of DNA are deactivated or activated by experience

32
Q

DEVELOPMENTAL APPROACHES

A

Concerned with the quality of response or
reasoning behind answers

33
Q

DEVELOPMENTAL APPROACHES (Piaget)

A

(1950) studied children

  • Not concerned so much with right or wrong
    -Noticed patterns of responses related to different age groups (as did Binet)
34
Q

Piaget’s Conclusions

A
  1. Mental growth follows definite patterns and is nonrandom
  2. There are qualitative differences in thinking among ages
  3. Development leads to new cognitive structures and abilities
  4. Mental growth complete in late adolescence

Cognitive Assessment Midterm (1 decks)

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