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Cognitive Assessment > Midterm > Flashcards

Midterm Flashcards

1
Q

What is psychological assessment?

A

The use of standardized procedures and or instruments to observe and measure particular aspects of human behavior in comparison to (normal distribution) nomothetic

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2
Q

What is cognitive assessment?

A

Measuring someone’s cognitive abilities/IQ

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3
Q

What is meant by “normal” or “abnormal”?

A

Normal- at or near the norm (average)
Abnormal- considered significantly deviated from the mean (1.5 to 2 standard deviations, intellectually gifted or disabled)

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4
Q

What are the “pillars” or “components” or main sources of data of assessment?

A

Interviews, norm-referenced measures, behavioral observations, informal assessment procedures

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5
Q

What are the strengths of intelligence testing?

A

Excellent standardization, good overall psychometric properties, useful diagnostic info, good administration procedures, helpful scoring criteria

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6
Q

What are the limitations of intelligence testing?

A

Limited normative data, limitations to psychometric properties, differing number of children used to compute WISC standardization, poor quality of some test materials

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7
Q

Steps in assessment process from referral to feedback

A
  1. review referral information to see why this person is being referred
  2. decide whether or not to accept the referral
  3. obtain relevant background info (aim to understand the patient)
  4. consider the influence of relevant others (parents, teachers, etc.)
  5. select and administer an assessment battery (used only, valid, reliable, representative and appropriate measures for the patient and use standardized administration and appropriate scoring)
  6. interpret the assessment results (consider all adverse factors of assessment, information from informal assessments, uniqueness & implications of conflicting scores)
  7. develop a conceptualization of patients and recommendations
  8. write a report (with empathetic and jargon-free language)
  9. meet with patient and others, if applicable to review results
  10. follow up on recommendations and conduct reevaluation
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8
Q

What is included in the informed consent for assessment (ethics)?

A

When psychologists conduct research, assessment, therapy, counseling or consulting services gain consent in a understandable way (it includes competency, disclosure of info, voluntary participation

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9
Q

Why is informed consent important in assessment?

A

It helps guide clients to make choices about their services

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10
Q

Release of test data

A

Test data- (recordings, client patient responses, psychologists notes)
Psychologists may refrain from releasing test data to protect and client/patient or others from substantial harm

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11
Q

Maintaining test security

A

Psychologists should store test materials in secure locations and prevent unauthorized access, Separating test data and materials, Limiting access to test materials

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12
Q

What are the APA guidelines?

A

Do no harm, respect the rights of patients, recommendations for specific professional behavior and conduct

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13
Q

Who is Galton?

A

Founder of formal testing; studied sensory acuity and reaction time in relation to intelligence

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14
Q

Who is Cattell?

A

Collaborated with Galton and studied individual differences, coined the term “mental test”

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15
Q

Who is Pearson?

A

Collaborated with Galton and Cattell and studied correlation coefficients, created Pearsons r (correlation coefficient)

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16
Q

Who is Binet?

A

developed the first official test of intelligence, created binet-simon scale, which was later translated from French into English by Goddard and then called the Stanford-Binet after it was updated by Terman, one of Goddard’s students

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17
Q

Who is Stern?

A

Developed the concept of an intelligence quotient (IQ)

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18
Q

Who is Yerkes?

A

Took a different approach involving testing with tasks of increasing difficulty, which is the foundation of the WAIS; also helped to develop Army Alpha and Army Beta Tests

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19
Q

Who is Wechsler?

A

Developed modified version of Army Alpha/Beta called Wechsler-Bellevue – First test to have Verbal, Non-Verbal, and Full Scale IQ and served as the foundation for the WISC, WAIS, and WPPSI

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20
Q

Who created the multi-factor theories of intelligence?

A

Thorndike, Cattell and Horn

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21
Q

Who created the general and specific factor theories of intelligence?

A

Spearman, Vernon and Carroll

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22
Q

How is a multi-factor theory of intelligence different than the general/specific factor theory of intelligence?

A

multi-factor theories emphasize a broader array of independent abilities, while general/specific factor theories center around a singular general intelligence that influences specific skills

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23
Q

Factors (hereditary and non) impacting intelligence

A

Hereditary- genes are associated with the mental development
Non-Hereditary- family/home background, biological factors/early development

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24
Q

Krueger & Dunning (1999) (conclusions of research)

A

People with limited knowledge suffer a dual burden: not only do they reach mistaken/regrettable errors, but their incompetence robs them of the ability to realize it

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25
Q

What is intelligence?

A

Capacity to act purposefully, think rationally and deal effectively with the environment

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26
Q

What is the measure of g?

A

general intelligence (g) is often derived from a combination of performance on various cognitive tasks

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27
Q

What is Gf? (Fluid intelligence)

A

A single underlying construct of intelligence responsible for one’s performance on mental tasks

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28
Q

What is Gc? (Crystallized intelligence)

A

Intelligence is the result of interactions between several, distinct cognitive abilities of already accumulated skills

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29
Q

What is reliability?

A

Consistent and predictable measurement

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30
Q

4 types of reliability

A

test-retest, alternate forms, internal consistency and inter-rater

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31
Q

What is validity?

A

Accuracy, does the instrument measure what it claims to measure

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32
Q

7 types of validity

A

content, face, logical, criterion, predictive, concurrent, construct

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33
Q

Content Validity

A

Are the items on the test sufficiently representative of the construct?

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34
Q

Face validity

A

Do the items appear to be relevant to what they are measuring?

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35
Q

Logical Validity

A

Through systematic & empirical study in development, was the domain covered?

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36
Q

Criterion Validity

A

assesses how well a test’s scores correlate with other tests or external criteria (predictive vs concurrent)

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37
Q

Predictive Validity

A

measurement to accurately predict a future outcome, such as a behavior, performance, or disease

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38
Q

Concurrent validity

A

shows how well a new assessment agrees with an established assessment

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39
Q

Discriminant Validity

A

that determines whether measurements or concepts that are not supposed to be related are actually unrelated

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40
Q

What is the normal curve/distribution?

A

represents the shape of an important class of statistical probabilities

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41
Q

What is a percentile rank?

A

A statistical measure that indicates the percentage of scores in a data set that fall below a specific score

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42
Q

What is a confidence interval?

A

A range of values that describes the uncertainty surrounding an estimate

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43
Q

What is the difference between relative and statistically significant differences/strengths and weaknesses?

A

RS indicates intellectual giftedness and RW represents Intellectual deficit

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44
Q

What is the normative sample? who was the test standardized on? WISC/WAIS

A

WISC- 2,200 children who were selected to represent the school-age population in the US in 2012
WAIS- 2,200 individuals from late-adolescence through adulthood without LNS, FW, CA which were used on 1,800 16-69 year olds

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45
Q

WISC age range, demographic breakdown?

A

Age range 6:0-16:11 months, 5 indexes, 10 primary core subtests & 6 supplemental tests

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46
Q

WAIS age range, demographic breakdown?

A

Age range 16:00-90:11, 4 indexes, 10 primary subtests, 5 supplemental

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47
Q

WAIS/WISC use of supplemental subtests

A

The WISC has 6 & WAIS has 5
Can be used to substitute for core subtests if substitution rules are met, may be substituted for a core subtest that was invalidated due to error

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48
Q

WAIS/WISC testing of limits

A

Informal non standardized procedure to provide additional information about an individuals cognitive abilities and processing skills, do this after administered the entire test sometimes we test our limits, meaning some people may need more time to complete a task, if you go over time let them finish but score it a 0, but explain that they did the task but needed more time to complete the task

49
Q

WAIS/WISC providing accommodations

A

Do not give additional help beyond what is specified

50
Q

Where can errors happen in administration?

A

Failure to query, record responses verbatim, record scores correctly, poor training, stress, boredom when administration

51
Q

Clinician characteristics and behaviors that aid in administration

A

Flexibility, adequate hearing, self-awareness, communication skills, emotionally stable, mature and patient

52
Q

WISC how many indexes?

A

5 indexes (VCI, VSI, FRI, WMI, PSI)

53
Q

WAIS how many indexes?

A

4 (VCI, PRI, WMI, PSI)

54
Q

VCI measures (WISC/WAIS)

A

Verbal processing, knowledge, reasoning, understanding of verbal skills

55
Q

WAIS VCI includes what

A

Subtests: similarities, vocabulary, information (supplemental: comprehension)

56
Q

WISC VSI measures and includes what?

A

Nonverbal processing, reasoning, visual motor coordination
Subtests: Block designs (FSIQ) & visual puzzles

57
Q

WISC FRI measures and includes what?

A

Quantitative and inductive reasoning
Subtests: matrix reasoning, figure weights
Supplemental: picture concepts & arithmetic

58
Q

WISC WMI measures and includes what?

A

Auditory and visual perception, holding and manipulating information in one’s mind
Subtests: digit span, picture span
Supplemental: letter-number sequencing

59
Q

WISC/WAIS PSI measures and includes what?

A

Ability to quickly perceive process and make decisions, hand eye coordination
Subtests: coding (FSIQ), symbol search (FSIQ WAIS)
Supplemental: cancellation

60
Q

WISC/WAIS VCI (Similarities)

A

Requires stating how two common objects or concepts are alike, measuring knowledge of words

61
Q

WISC/WAIS VCI (Vocabulary)

A

Requires defining words that are read aloud and presented visually, conceptual thinking

62
Q

WISC/WAIS VCI (Information)

A

WISC-Supplemental
WAIS-Core
Requires answering questions about a broad range of general knowledge

63
Q

WISC/WAIS VCI (Comprehension Supplemental)

A

Requires social problem solving, including explaining situations, actions or activities with which most individuals are familiar, understanding why we do the things we do

64
Q

WISC/WAIS (Block Design)

A

WAIS- core of VSI
WISC- core of PRI
hands on manipulation

65
Q

WISC/WAIS (Visual Puzzles)

A

WISC- core of VSI (no FSIQ)
WAIS- core of PRI (FSIQ)
Mentally putting together puzzle parts

66
Q

WISC/WAIS (Matrix Reasoning)

A

WISC- core of FRI
WAIS- core of PRI
Mentally recognizing patterns, more complex task, (not timed in PRI)

67
Q

WISC/WAIS (Figure Weights)

A

WISC-core of FRI
WAIS- supplemental of PRI (ages 16-69)
mentally figuring out which piece is equal to the picture, quantitative

68
Q

WISC FRI (Picture Concepts) Supplemental

A

Not in WAIS
-requires looking at two or three rows of pictures and then selecting from each row the pictures that fits

69
Q

WISC/WISC (Arithmetic)

A

WISC- supplemental FRI
WAIS- core of WMI
Looks at short math problems with words and numbers, remembering the story as well as numbers

70
Q

WISC/WAIS WMI (Digit Span) core

A

Measures rote memory (only list numbers) can you remember info that has nothing to do with each other

71
Q

WISC WMI (Picture Span)

A

Not included in WAIS
WISC- core of WMI
Requires viewing a stimulus page with one or more pictures of objects for a specific time then selecting pictures in order

72
Q

WISC/WAIS WMI (Letter-number sequencing Supplemental)

A

Supplemental
2-step process separating numbers and letters from each other and order each of them and produce it
WAIS 16-69 age

73
Q

WISC/WAIS PSI (Coding)

A

Core subtests of PSI
Number and symbol associations, it is repetitive because it’s the same symbols connecting with the same numbers, short-term visual memory

74
Q

WISC/WAIS PSI (Symbol Search)

A

Core subtests
-discriminating pieces, because the symbols may be rotated slightly, they do not count, nothing is alike

75
Q

WISC/WAIS PSI (Cancellation Supplemental)

A

Supplemental
Only looking for two types of stimuli, there is also color involved
WAIS 16-69 age

76
Q

WAIS whats included in PRI

A

Core: block design, matrix reasoning, visual puzzles
Supplemental: figure weights, picture completion

77
Q

Whats included WISC FRI?

A

Core: Matrix reasoning, figure weights
Supplemental: picture concepts, arithmetic

78
Q

Whats included in WISC WMI?

A

Core: digit span, picture span
Supplemental: letter-number sequencing

79
Q

Whats included in WISC VSI?

A

Core: Block design, visual puzzles

80
Q

WAIS whats included in WMI?

A

Core: digit span, arithmetic
Supplemental: letter-number sequencing

81
Q

WAIS PRI (picture completion) (supplemental)

A

Not included in WISC
Attention to detail, can we figure out what the most/least relevant details are

82
Q

How is WISC divided up to calculate FSIQ?

A

Only includes 7 subtests, range from 40 to 160

83
Q

How is WAIS divided up to calculate FSIQ?

A

Includes all 10 primary subtests range from 40-160

84
Q

How do each of the subtests reflect overall measurement of g WISC/WAIS

A

assessing a specific cognitive ability that is considered a component of broader intellectual functioning with the combined scores across all subtests providing a comprehensive picture of a child’s general intelligence level

85
Q

WISC/WAIS means and SD

A

Standard scores: mean 100, SD 15
Scaled scores: mean 10, SD 3

86
Q

Range descriptors for subtests WAIS/WISC

A

1-4 (Far below average)
5-7 (Below average)
8-12 (average)
13-15 (Above average)
16-19 (superior)

87
Q

Range descriptors Indexes WISC

A

Greater than 130- extremely high
120-130- very high
110-119- high average
90-109- average
80-89- low average
70-79- very low
Less than 70- extremely low

88
Q

Range descriptors Indexes WAIS

A

Greater than 130- very superior
120-130- superior
110-119- high average
90-109- average
80-89- low average
70-79- borderline
Less than 70- extremely low

89
Q

How do we determine relative strengths and weaknesses at the Index level?

A

If more than 15 point difference between there’s a weakness or strength

90
Q

How do we determine relative strengths and weaknesses at the subtest level?

A

3 points for a strength or weakness between subtests within the index

91
Q

How do we examine the “validity” of the FSIQ?

A

Assess the uniformity/scatter of the index scores, eyeballing the SD (relative strength/weakness) and primary analysis page

92
Q

Steps in interpreting test data

A
  1. Perform a profile analysis
  2. Determine whether the Indexes differ significantly = Validity of FSIQ
  3. Within each index, determine whether subtest scaled scores differ significantly from each other = Variability within the Indexes
  4. Analyze Indexes: Obtain base rate for significant differences between each Index and FSIQ/MIS (Strengths and Weaknesses) or each other index (Pairwise Comparisons)
  5. Analyze Subtests: Obtain base rate for significant differences between each subtest and the MSS-P/MSS-F (Strengths and Weaknesses) or for each primary subtest within a shared index (Pairwise Comparisons)
  6. Develop hypotheses and interpretations
  7. Report findings to patient, referral source, etc.
93
Q

Who is the audience for the reports?

A

Clients, parents, educators, healthcare professionals, employers, researchers

94
Q

What are the different parts of the report and what is included in each part?

A

Identifying information & reason for referral
Notification of Purpose and Limits of Confidentiality
Evaluation Instruments and Sources of Information (in alphabetical order, please)
Relevant History (Demographics and Developmental Hx, Familial Hx and Significant Relationships, Education and Employment Hx, Medical and Psychiatric Hx, Drug and Alcohol Hx, Legal Hx)
Factors Prompting Referral
Behavioral Observations
Assessment Findings (Cognitive, Neuropsych, Personality)
Diagnostic Impressions
Summary
Recommendations

95
Q

Understand behavioral observations

A

Use clinical skills based on your observation, how are they behaving when put in different testing positions, pick these up from situation to situation, seeing how they are when scheduling an appointment, how they are in waiting room

96
Q

Can a test be valid and not reliable?

A

No a test needs to first be reliable

97
Q

Internal consistency reliability

A

Items on test are measuring the same construct are they correlated with each other (split half, cronbachs)

98
Q

Test-retest reliability

A

Does the test measure the same construct consistently when administered at different points in time

99
Q

Inter-rater reliability

A

How consistent scores are based on the difference in raters

100
Q

Alternate forms reliability

A

measuring how consistent a test is by giving two different versions of the same test to the same group of people

101
Q

Construct validity

A

how well a test measures the concept it was designed to evaluate

102
Q

Multifactor theory of intelligence

A

Intelligence is a composite of a number of independent abilities

103
Q

Thorndike multifactor theory

A

Intelligence is the product of many interconnected by distinct intellectual abilities (clusters, like social intelligence or concrete intelligence)

104
Q

Cattell & Horn Multifactor theory of intelligence

A

Two types of intelligence 1. Fluid-nonverbal, culture free, 2. Crystallized- acquired skills and knowledge that are developmentally dependent on exposure to the culture

105
Q

Spearman general & specific factor theory of intelligence

A

2-factor theory of intelligence: he identified the construct g-factor, a general factor (g-general mental energy), & s-factor accounted for performance variation of different tasks of IQ tests

106
Q

Vernon general and specific factor theory of intelligence

A

Hierarchical theory of intelligence: highest level is g, next level are 2 major group factors of verbal education

107
Q

Carroll general and specific factor theory of intelligence

A

proposes that intelligence is made up of three levels of cognition :3-stratum factor analytic theory of cognitive abilities general intelligence (g), broad abilities (Gf & Gc), specific factors

108
Q

Prompting WISC/WAIS

A

Prompts help an individual follow the directions, record a P

109
Q

Queries WISC/WAIS

A

Allow for the evaluation of individuals knowledge more thoroughly, query anything that is unclear and report it as Q

110
Q

Repeated instructions WISC/WAIS

A

On VCI subtests you can repeat items as often as needed, introductory statements can be repeated as often as needed on (BD, DS, LNS, PC! You can only repeat Arithmetic once

111
Q

WISC VCI includes

A

Subtests: similarities, vocabulary (supplementary comprehension and information)

112
Q

What part of the report is the most important piece?

A

The summary! The patient or audience may only read the summary

113
Q

What is the best measure of G?

A

Vocabulary

114
Q

What is the worst measure of G

A

Cancellation

115
Q

WAIS/WISC administration

A

Selecting appropriate test, give clear instructions, shield your writing, be flexible, maintain good rapport, record responses, recheck all scoring

116
Q

Normative sample

A

a group of individuals that is used to establish norms, or what is considered “normal” or “typical” in a population

117
Q

What was the PRI from the WAIS turned into in the WISC?

A

Visual spatial & fluid reasoning

118
Q

What is included in FSIQ for WISC

A

Similarities, vocab, block design, matrix reasoning, figure weights, digit span, coding

119
Q

Behavioral observations examples

A

weight, dress, hair, grooming, other (tattoos, wounds), combativeness, activity (sleep walking, fidget), speech rate, speech quality, volume, mood, affect, hallucinations, delusions, suicide/homicidal ideation, thought process, thought content, concentration, insight, judgment, attitude toward examiner (attentive/defensive), appropriateness

Cognitive Assessment (1 decks)

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