Midterm Prep Flashcards

1
Q

What is a construct?

A

hypothetical; can’t be touched (e.g., introvertedness, anxious, depressed, intellectual disability, etc)

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2
Q

What is testing?

A

the process of measuring psychologically related variables by means of devices or procedures designed to obtain a sample of behavior; Used to assess constructs

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3
Q

What is assessment?

A

gathering and integration of psychology-related data for the purpose of making a psychological evaluation; focuses on understanding; Tests can be used to assess

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4
Q

What is Fundamental Attribution Bias?

A

We attribute mistakes we make to the situation, but we attribute mistakes that others make to their character

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5
Q

What is Intelligence?

A

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

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6
Q

What was Alfred Binet’s model about intelligence?

A

Alfred Binet suggested that intelligence = mental age (MA) – chronological age (CA)

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7
Q

What is heuristics?

A

models that helps us think in a structural way

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8
Q

Why do assessment?

A
  • To identify or clarify a problem
  • To determine the best environment for a person
  • To advance justice
  • To aid in matching people to opportunities
  • To help a person better understand themselves
  • As an effective short term therapeutic intervention
  • To protect against bias/human thinking errors
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9
Q

What are some ways to manage thinking errors?

A
  • Mindfulness
  • Self observation
  • Willingness to have 6th sense experience
  • Nomothetic measures can be helpful/essential
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10
Q

Why is it important to use multiple methods of measuring?

A

In order to blend the various strengths and weaknesses every instrument inevitably has

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11
Q

Why is it important to use valid and reliable measures?

A

To guard against bias/blind spots

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12
Q

How do we defend against inaccurate conclusions? (2)

A
  • By using valid and reliable measures
  • By using multiple methods of measuring
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13
Q

What are the attributes of a good test? (3)

A
  • Clear instructions for administering, scoring, and interpreting
  • Efficient use (incremental validity)
  • Accurate (Reliability/consistency, Validity/measures what it purports to measure)
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14
Q

What are the General Domains of Psychological Assessment? (4)

A
  • Personality assessment (traits and states)
  • Intellectual assessment (cognitive, often for academic setting)
  • Neuropsychological assessment (brain-behavior relationship, dyslexia, TBI, etc)
  • Vocational assessment (not much in clinical psych)
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15
Q

What are the major goals of psychological assessment? (7)

A
  • Reduce/eliminate errors, misattributions, mistakes in characterizations, inaccurate conclusions
  • Using valid and reliable measures
  • Using multiple methods of measuring
  • Be aware of human thinking errors
  • Consider the nature of various types of data (strengths, weaknesses, peculiarities)
  • Integrate seemingly conflicting data
  • Consider the motivational and environmental circumstances of testing
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16
Q

What are the common definitional aspects of intelligence? (5)

A
  • Abstract thinking
  • Learning from experience
  • Solving problems through insight
  • Adjusting to new situations
  • Sustaining one’s abilities to achieve a desired goal
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17
Q

What are some factors that can influence scores? (7)

A
  • Test anxiety
  • Level of distress (depression, hunger, sleep deprivation, etc)
  • Tendency to agree or disagree
  • Prior experience
  • Luck
  • Examiner skills
  • Personal characteristics of examiner in interaction with the test-taker
    *research shows most of these influence only account for small part of score variance
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18
Q

What are the Four Major Traditions in Approaching Intelligence?

A
  • Psychometric
  • Information processing
  • Neuro-biological
  • Developmental
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19
Q

What is the Developmental approach to intelligence?

A

It is concerned with quality of response or reasoning behind answers

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20
Q

What is the Neuro-biological approach to intelligence?

A

It focuses on search for anatomical and physiological underpinnings of intelligence

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21
Q

What is the Information processing approach to intelligence?

A

It focus on process rather than content (how information is received, stored, retrieved, manipulated, transformed)

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22
Q

What is the Psychometric approach to intelligence?

A

It assumes intelligence is a trait in which there are individual differences (normally distributed); Psychometric approach was started with Binet;

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23
Q

Indices of the WAIS IV:

A

Verbal Comprehension Index
Working Memory Index
Perceptual Reasoning Index
Processing Speed Index

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24
Q

Components of Verbal Comprehension (VCI):

A

Vocabulary (VC)
Similarities (SI)
Information (IN)
Comprehension (CO)

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25
Q

Components of Working Memory (WMI):

A

Digit Span (DS)
Arithmetic (AR)
Letter-Number Sequence (LN)

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26
Q

Components of Perceptual Reasoning (PRI):

A

Block Design (BD)
Visual Puzzles (VP)
Matrix Reasoning (MR)
Figure Weights (FW)
Picture Completion (PCm)

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27
Q

Components of Processing Speed (PSI):

A

Coding (CD)
Symbol Search (SS)
Cancellation (CA)

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28
Q

Different Psychometric Approach Models (3)

A
  • Three Stratum Model (Horn & Cattel)
  • CHC Model
  • Five Factor Model
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29
Q

Components of the Three Stratum Model (Horn & Cattel)

A

g
Fluid intelligence (Gf)
Crystalized intelligence (Gc)

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30
Q

What are three facts about Fluid intelligence (Gf)?

A
  • Process: Processing ability, problem solving, perceiving relationships
  • primarily non-verbal and culture free
  • Increases until age 14 then levels off around 20, then gradually declines
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31
Q

What are four facts about Crystalized intelligence (Gc)?

A
  • Content: Stored information and ability recall information, environmentally determined, content oriented (vocab and info)
  • not as susceptible to brain damage
  • develops from interaction of Gf and environment
  • Grows until age 40, then gradually declines
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32
Q

What is the CHC Model?

A

-Merging of two systems (Wechsler and C&H)
-Further divides the Three Stratum Model by incorporating more specialized functions (Gf-nv, Gf-v, Gc-VL, Gc-KO, Gc-LTM, etc)

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33
Q

What are the components of the Five Factor Model?

A
  • Verbal Comprehension Index
  • Working Memory Index
  • Visual Spatial Index
  • Fluid Reasoning Index
  • Processing Speed Index
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34
Q

What does the Information Processing Approach say about intelligence?

A

-Processing speed (scanning, retrieving, and responding) correlates with IQ
-Correlations increase as tasks become more complex

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35
Q

Sternberg’s Triarchic Theory states that intelligence involves:

A

1) metacomponents (planning, monitoring, evaluating)
2) performance components (administering instructions)
3) knowledge-acquisition components (learning how to do something in the first place)

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36
Q

What did Thorndike say about intelligence?

A
  • “g” equals the total number of modifiable neural connections
  • a part of neurobiological approach
37
Q

What is the Parent-child correlations of IQ?

A
  • Between .40 and .50
  • This correlation increases as the child gets older
38
Q

What is the heritability estimate of IQ according to twin studies?

A

Between .30 to .50

39
Q

What did Alexander Luria say about intelligence?

A

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

40
Q

What are the three main units of brain according to Luria?

A

1) arousal (brain stem and midbrain)
2) sensory input (temporal, parietal, occipital)
3) executive (frontal)

41
Q

What does Luria’s cognitive function model entail?

A

PASS:
Planning
Attention
Successive processing
Simultaneous processing

42
Q

What is Epigenetics?

A

Portions of DNA are activated or deactivated by experience without altering the genetic information itself

43
Q

What does Piaget’s developmental approach suggest?

A
  • Patterns of responses related to different age groups
  • Mental growth follows definite patterns and is nonrandom
  • There are qualitative differences in thinking among ages
  • Mental growth completes in late adolescence
44
Q

What is Assimilation according to Piaget?

A

fitting things into our schema

45
Q

What is Accommodation according to Piaget?

A

adjusting our schema to accommodate facts

46
Q

What does Vygotsky’s developmental approach suggest?

A

intellectual abilities are social in origin

47
Q

What is the “zone of proximal development”?

A
  • Level of performance attainable with help from adult
    -Suggested by Vygotsky
48
Q

What is Dynamic Testing?

A

examines how much someone can learn with a little bit of help, indicates child’s latent potential

49
Q

What are the three significance of dynamic testing?

A

 Children are given feedback to help them improve their performance (scaffolding)
 Measures one’s ability to learn, not the product of past learning
 Especially important when there’s been unequal opportunity in the past

50
Q

Cognitive Assessment System (CAS)- Naglieri, Das, Goldstein (1997)

A

-based on Luria’s PASS system, which is rooted in the neurological-biological approach
-ages 5 through 18
-13 subtests divided among Planning (3), Attention (3), Simultaneous (3), and Successive (4)

51
Q

What are the three types of intelligence in the Triarchic Model (Robert Sternberg)?

A

Creative
Analytical
Practical

52
Q

What is Multiple Intelligence (Howard Gardner)?

A

recognizes many different discrete facets of intelligence

53
Q

What are three reasons why people believe in ideas lacking support?

A

1) Credo consolans
2) Immediate gratification
3) Easy explanation

54
Q

What is credo consolans?

A

idea may be comforting if it supports our existing beliefs, predicts a good outcome, makes us feel powerful, or makes us feel in control; one of the reasons of why people believe in ideas lacking support

55
Q

What is immediate gratification?

A

idea may be attractive if it offers instant solutions for difficult problems; one of the reasons of why people believe in ideas lacking support

56
Q

What is easy explanation?

A

idea may be accepted if it offers a simple story about something that is difficult to understand; one of the reasons of why people believe in ideas lacking support

57
Q

What is the age range for WAIS IV?

58
Q

What is the age range for WISC V?

A

6 to 16yr 11mo

59
Q

What is the age range for WPPSI IV?

A

2yr 6mo to 7 yr 3mo

60
Q

Terman’s claims (1916)

A

Terman, a professor at Stanford, argued that certain races had genetically lower IQs than whites and that “No amount of school instruction will ever make them intelligent voters or capable citizens.”

61
Q

What is the biggest confound in measuring intelligence across context/culture?

62
Q

The Flynn Effect

A

IQ increased at a rate of 0.3 points per year, 3 points every 10 years

63
Q

What is happening to the Flynn effect?

A

evidence is suggesting that the Flynn effect is reaching a plateau in some societies, perhaps as they reach optimal social environments

64
Q

What are some possible reasons for the Flynn effect? (7)

A

-nutrition
-television
-test sophistication
-enhanced SES
-urbanization
-better education
-video games

65
Q

Is heritability estimates of IQ higher or lower for children and adults?

A

lower for children, higher for adults

66
Q

What are some facets that IQ test scores predict? (5)

A

-school performance
-years of education
-occupation level
-social class
-income

67
Q

In low SES, almost all IQ variance is accounted for by environment or genes?

A

Environmental factors

68
Q

As SES increases, how does the influence of environment and genes on IQ change?

A

the variance explained by environment decreases and by genetic increases

69
Q

In high SES, most variance in IQ is explained by environment or genes?

A

most variance in IQ is explained by genes and little by environment

70
Q

What are some cultural biases in IQ testing? (5)

A

-content bias
-standardization bias
-language bias
-construct mismatch
-differential predictive validity

71
Q

What is content bias?

A

test question is more familiar to one culture group than another

72
Q

What are some non-cognitive characteristics that can influence IQ scores? (3)

A

-stereotype threat
-chronic stress
-self-regulation skills

73
Q

What cautions should be considered with intelligence testing? (8)

A

-no test can capture the complexity of human intelligence
-measurements are imperfect
-non-cognitive factors can confound IQ test results
-minorities are at a disadvantage because of stereotype threat, language differences, lack of familiarity with cultural items
-results often look at abstract facts
-long term predictions of IQ are less accurate than short term
-can reflect richness of past experience (rich learning environment from childhood)
-current measurement techniques reflect inherent bias toward convergent analytical modes of thought rather than divergent, creative, artistic modes

74
Q

What is Unitary Construct?

A

a construct measured by adding two or more related subtests AND those component subtests scores are not substantially dissimilar

75
Q

What are some Tenants of Intelligent Testing? (4)

A

-subtests are samples of behavior (they are only limited samples)
-testing assesses mental functioning under fixed experimental conditions
-test batteries are most useful when interpreted from a theoretical model (e.g., information processing model)
-hypotheses should be supported by multiple scores

76
Q

What are considered in WAIS IV Interpretation?

A

normative comparison and idiographic profile

77
Q

What is Intellectual Disability?

A

deficits in intellectual functioning, deficits in adaptive functioning, and onset during developmental period

78
Q

What does Verbal Comprehension Index measure?

A

-long term memory and learning ability
-“retrieval of verbal information from long term storage and reasoning with it.”

79
Q

What does Working Memory Index measure?

A

-information processing capacity
-“encoding stimuli, keeping information accessible, manipulating it and using it in thinking; often called the engine of learning.”

80
Q

What does Perceptual Reasoning Index measure?

A

-spatial reasoning ability
-“reasoning with nonverbal, visual stimuli including the ability to analyze and synthesize abstract visual stimuli.”

81
Q

What does Processing Speed Index measure?

A

-processing visually presented information accurately and quickly
-“visual, motor, and visual-motor processing speed”

82
Q

Good assessors use: (3)

A

-research knowledge
-theoretical sophistication
-solid clinical skills

83
Q

Information Processing Model involves: (4)

A

-Input (how information from the senses enter the brain)
-Integration (interpreting and processing)
-Storage (storing for later retrieval)
-Output (expressing information)

84
Q

Ipsative Method

A

-uses theory to organize the process:
-Wechsler’s 4 indices and/or
-Keith’s 5 factor
-More reliability in composite scores (clusters) than in subtests (the clusters must be unitary)

85
Q

Two ways to analyze WAIS result:

A

-using the second page of the WAIS IV record form
-using Lichentenberger & Kaufman procedure (more thorough)

86
Q

How is Key Asset determined?

A

When both a Personal and Normative Strength are indicated

87
Q

How is High-Priority Concern determined?

A

When both a Personal and Normative Weakness are indicated

88
Q

What is the current gold standard for measuring intelligence?

A

Psychometric model