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Cognitive Assessment > Midterm: Interpretation Indices/Subjects > Flashcards

Midterm: Interpretation Indices/Subjects Flashcards

1
Q

What is VIQ and PIQ?

A

What was used before Weschler IV; verbal vs perceptual

-still can suggest outcomes

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2
Q

What is verbal intelligence?

VCI

A

school learning

  • auditory-verbal stimuli
  • vocal-verbal response
  • high demand for previous learning
  • low demand for speed
  • left hemisphere is more VCI
  • crystalized
  • emphases on achievement
  • hard work
  • may be less able to deal with surprises

*higher with higher SES

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3
Q

What is perceptual intelligence?

PRI

A

Speed, adaptation

  • visual-nonverbal stimuli
  • motor-manipulative nonverbal response
  • low demand for previous learning
  • high demand for speed
  • right hemisphere is more PRI
  • fluid
  • cultural disadvantage
  • learning disability

*PRI>VCI bilingual

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4
Q

What is crystallized ability (Gc)?

A
  • “Learned” ability
  • Involved in tasks that utilize
  • Previous training
  • Education
  • Acculturation
  • Vocabulary as prototypical test
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5
Q

What is fluid ability (Gf)?

A
  • “Raw” ability
  • Problem solving
  • Adaptation and flexibility
  • Unfamiliar stimuli
  • Matrix Reasoning as prototypical test
  • Figure Weights an additional Gf test
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6
Q

What does a slow time mean? How can time pressure impact a score?

A
  • greatest impact on PIQ
  • coordination could still complicate
  • slow response may be cultural (rude to speak before someone, value accuracy)
  • may be intelligence
  • substance abuse, broken arm, vision, anxiety, adhd
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7
Q

Does PRI > VCI mean greater perceptual reasoning?

A

NO! could be a number of other factors

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8
Q

What does WMI measure?

A

short-term memory, attention, and concentration

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9
Q

What does PSI measure?

A

speed of performance on visual motor tasks (and inference speed of processing)

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10
Q

Vocabulary subtest

A

VCI
-“Tell the meaning of some words” in order of ascending difficulty
-Number of words known, not elegance of language
-Vocabulary-in-use, not recognition vocabulary (which is not as good a measure of g)
-The best single measure of intelligence (highest g loading)
-Reflects (learning ability (via past learning),
fund of general information, general range of ideas)
-May set upper limit on available concepts

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11
Q

Similarities subtest

A

VCI

  • 2nd loading on g
  • “How are (ostensibly different concepts) alike?”
  • Abstraction, involving
    1. Previous learning (long-term memory, crystallized intelligence)
    2. Verbal comprehension
    3. Associative thinking
    4. Ability to perceive and verbalize similarities that are more abstract than surface dissimilarities
  • have to know concepts and then think abstractly about how they relate
  • May reflect cultural/educational bias
  • “Abstract” responses to easy items may be rote on easier items

**Concrete thinking: often showing autism and intellectual disabilities

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12
Q

Four levels of similarities conceptualization

A
  1. No appreciation of similarity or irrelevant similarity
  2. Concrete similarity (both have skins)
  3. Functional similarity (you can eat both)
  4. Abstract similarity (they’re both fruit)
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13
Q

Information subtest

A 
VCI
Questions regarding
-general information
-“contemporary” affairs
-“cultural” information
-scientific information and numerical information

Assumptions
-Breadth of information related to intelligence
-Info available in “the usual opportunities in the society“
(Idea being: more intelligent person has broader interests, greater curiosity, and seeks more stimulation:
greater fund of information)

  • Questions are Straightforward, Initially easy, Relatively free of emotional content
  • Relatively resistant to decline
  • Rough indication of attainment
  • Index of interest in environment
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14
Q

Comprehension subtest

A

VCI–supplemental

  • Items have form of factual Information items
  • But, several correct ways to respond
  • Calls for judgment regarding which is best

Three types of items

  1. Practical judgment (Using own information to make decision)
  2. Discerning and articulating rationales for various cultural practices, conventions, or principles—also require information
  3. Proverbs
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15
Q

What is the VCI (verbal compression index)?

A

-Measure of acquired knowledge and verbal reasoning
-More refined measure than VIQ
-Not confounded by WMI
-Comprehension subtests shares many characteristics with the VCI subtests
(And is thus a supplemental)

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16
Q

What is the PRI (perceptual reasoning index)?

A
  • Measure of nonverbal, fluid reasoning attention to detail, and visual-motor integration
  • More refined measure than PIQ
  • Less confounded by factor of PSI
17
Q

Block design subtest

A

PRI
-Largely nonverbal (can pantomime instructions)
-has Relatively culture-fair
(no a priori knowledge needed; Low correlation with education)
-Can observe approach to task

Need to:

  • perceive accurately
  • analyze
  • synthesize
  • reproduce

*moderate practice effect

18
Q

Matrix reasoning subtest

A

PRI
-Added to better assess fluid reasoning: “ability to perform mental operations, such as manipulation of abstract symbols” -Sternberg
-Type of task showing greatest Flynn effect
-Visual-spatial stimuli, but Untimed
No manipulation
Oral or pointing response
No indication of correct response (may be good or frustrating)

19
Q

Flynn effect

A

subsequent generations have higher scores on IQ tests than previous

  • rise in IQ tests over time
  • 3 FSIQ points per decade in US
  • greater gains on nonverbal than verbal
  • gains persist through adulthood
  • Flynn argues against “true” increase in “g”
  • -narrower problem solving ability
  • -greater familiarity of tests
  • -greater visual stimulation and practice
20
Q

Visual puzzles subtest

A

PRI

  • Measure of spatial, visual-perceptual reasoning.
  • Must analyze whole into component parts
  • Analyzed parts must exactly match 3 and only 3 alternatives
21
Q

Figure weights subtest

A

PRI–supplemental

  • visual perception
  • quantitative reasoning: inductive (given rule, figure it out) and deductive (figure out rule base on nothing)
22
Q

Picture completion subtest

A

PRI–supplemental

  • Engaging for most participants
  • Easy to administration and score
  • Nonverbal “fund of information”
  • Items vary greatly in factual and cultural information required
  • “Ability to distinguish essential from nonessential detail” -Wechsler
  • Requires attention to detail and concentration
23
Q

What is WMI (working memory index)?

A

Working memory

  • Shows developmental course
  • Is neuropsychologically important
  • Hypothesized interaction with processing speed

Requires

  • Attention to verbal information
  • Briefly retaining and processing information
  • Formulating a response

Hypothesized interaction with processing speed—you can pay more attention to detail (but when its too high, it means you’re not paying as much attention to detail)

24
Q

Arithmetic subtest

A

WMI
*tied for 3rd factor loading on g with comprehension
-Straightforward task, correct answers
-Typically aware of successes and failures
Only the simplest operations required
-Effective performance depends on
–ability to concentrate on the problem
–memory
–logical problem-solving
–Advanced mathematical training not required

  • Task is quite stressful for some, due to
  • -Demand for concentration and memory
  • -Timed nature of task
  • -Appreciation of the importance of the skill
  • Can be useful to test the limits
25
Q

Digit span subtest

A

WMI
-Comparable memory tasks in most intelligence tests and formal Mental Status Examination MSE
-Good test of general intelligence only at lower levels
< 5 forward or , < 3 backward suggests (Organic impairment, developmental disability, disturbance)
-Vulnerable to temporary disruption of attention and concentration
-Requires good “mental control” in addition to memory

ADHD do better on backwards, not forwards (they’re forced to pay more attention)

  • Summary score obscures difference between forward and backward
  • Digits backwards involves the representational level of organization
  • Sequencing involves matching with familiar pattern

*average items people hold in their head is 7+/-2

26
Q

Letter-number sequencing

A

WMI–supplemental

-Added to strengthen the assessment of the third factor, but still supplemental
(Will that remain on WAIS-V?)
-Intermediate between DSpan and Arithmetic in its relationships to other measures
-More complex task similar to Digits Backward
-Little specific research outside WAIS data

27
Q

What is PSI (processing speed index)?

A
  • Measures ability to process visual information and respond quickly
  • Processing speed believed to interact with working memory in important ways
  • Helps clarify the role of time demands on visual-spatial reasoning and problem solving
  • Highly sensitive to impairment
  • But not a very specific measure
28
Q

Coding subtest

A

PSI

  • Previously had similar low loading on both the 2nd and 3rd factors
  • With aging increasingly a 2nd factor test
  • Now loads primarily on 4th factor
  • Involves non-cognitive processes
  • -Visual acuity
  • -Motor coordination
  • -Speed of response
  • Cognitive variables
  • -Sustained concentration
  • -Working under time pressure
  • -Forming set quickly
  • Impaired by
  • -Poor concentration ability
  • -Psychomotor retardation
  • -Difficulty in quickly acquiring a set
  • *All can result from brain impairment
  • *has highest neurological demand
  • *low on coding is a slam dunk neurological assessment recommendation
29
Q

Symbol search subtest

A

PSI

  • Uses abstract symbols that are not numbers
  • Less demand for motor coordination
  • Unfamiliar symbols require more visual analysis (secondary loading on 2nd factor)
30
Q

Cancellation subtest

A

PSI–supplemental

  • Visual recognition and speed of visual processing
  • Simpler motor response than Coding

Cognitive Assessment (9 decks)

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