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Cognitive Assessment > Ppt 1/2 > Flashcards

Ppt 1/2 Flashcards

1
Q

What is a construct

A
  • Constructs are hypothetical, can’t be touched
  • Variables that are not directly observable, they represent behavioral tendencies or complex patterns of behavior and internal processes
  • We can’t see it but we can see evidence or symptoms of a construct
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2
Q

Ex of Constructs

A

intelligence, anxiety, color blindness, schizophrenia, border line personality disorder

Ex: depression
Can see sad affect, but not actual depression

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3
Q

Ex of NOT constructs

A

Emotional intelligence– not a distinct construct even though its really popular

Type A personality

These are useful/heuristics we can understand

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4
Q

Constructs- what we do

A

We sometimes create constructs where there are none.
- We lump things together and don’t see distinct constructs

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5
Q

Popper quote

A

Goal is to “carve nature at its joints”
-discerning what makes up intelligence
- To know is it ‘this’ or ‘that’

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6
Q

Testing Definition

A

“the process of measuring psychologically related variables by means of devices or_ procedures designed to obtain a sample of behavior”

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7
Q

Testing

A

Used to assess constructs

Key to testing: a sample of behavior

“Tests are tools. In the hands of a fool or an unscrupulous person they become pseudoscientific perversions” (Tyler, 1962)

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8
Q

Fundamental Attribution Error

A

an individual’s tendency to attribute another’s actions to their character or personality, while attributing their behavior to external situational factors outside of their control

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9
Q

Assessment Definition

A

gathering and integration of psychology-related data for the purpose of making a psychological evaluation.

accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures”

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10
Q

Assessment vs testing

A

Broader concept, not as focused on measuring but instead focuses on understanding ct

We do tests, behavioral observations, interviews to draw conclusion and try to understand

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11
Q

Why Do Assessment? 7 reasons

A
  1. Identify or clarify a problem
  2. Determine the best environment for a person
  3. Advance justice
  4. Aid in matching people to opportunities
  5. Help someone better understand themselves
  6. short term therapeutic intervention
  7. *To protect against bias / human thinking errors
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12
Q

Acronym for: why do assessment
Think: Juice drink during as assessment

A

Perry
Enjoys
Juice
On
Unusual
Saturday
Brunches

Problem
Environment
Justice
Opportunities
Understand
Short Term intervention
Bias

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13
Q

Thinking Error- Altering Information

A

We tend to alter information if it contradicts our beliefs

Find some way to hold onto underlying belief

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14
Q

Thinking Error - Confirmation Bias

A

Ask question that might confirm our assumption

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15
Q

How to manage thinking errors

A

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

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16
Q

Our best defense against inaccurate conclusions

A

Using valid & reliable measures

Guard against bias/blindspots

Using multiple methods of measuring

Blend the various strengths and weaknesses every instrument inevitably has

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17
Q

incremental validity (aka efficient use)

A

Incremental validity is a type of validity that is used to determine whether a new psychometric assessment will increase the predictive ability beyond that provided by an existing method of assessment

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18
Q

Attributes of a Good Test
CLEAR-V acronym

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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19
Q

Take Aways from Assessment

A

*Do no harm (non-malfeasance)

*Do good (beneficence)

*Promote autonomy (informed consent)

  • Be just (be fair)
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20
Q

New Measures in Assessment

A

Wartegg Drawing Completion (CWS)

Adult Attachment Projective

Thurston Cradock Test of Shame

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21
Q

Domains of assessment

A

*Personality assessment (traits and states)

*Intellectual assessment

*Neuropsychological assessment

*Vocational assessment

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22
Q

How are assessment scores impacted by other variables??

A

Ex: anxiety, cooperativeness, level of distress, luck, etc
BUT
research shows that most of these influences usually account for only a small part of the score variance

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23
Q

What is a major goal of psych assessment

A

To reduce/eliminate errors, misattributions,
mistakes in characterizations, inaccurate conclusions, etc.

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24
Q

How to reduce error.misattributions/ mistakes/innacurate conclusions in a test? (14)

A

Use valid & reliable measure

Use multiple methods of measuring

Be aware of thinking errors: anticipate making mistakes

Consider nature of data- what does it mean: (strengths, weaknesses, peculiarities)

Integrate conflicting data

Consider motivations/env of testing

Be sure you can systematically identify characteristics of
condition under consideration

Test indicators & their absence should be directly linked to these characteristics

Reconcile testing results with history

Systematically revise your impressions by considering data that temper your hypothesis

Make predictions of rare events sparingly

Use empirically validated, statistically derived algorithms when available

Use validity scales and symptom validity measures for distortions

Consider and profit from client feedback

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25
Q

Assessment Feedback

A

now in code of ethics as mandatory

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26
Q

What is intelligence

A

a construct, but not a unitary construct

Open to misuse because it’s a construct

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27
Q

Intelligence definition

A

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

It is framed in different
philosophical assumptions, political agendas, social
issues, and legal restriction

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28
Q

Italics: Weschler definition of intelligence

A

“a global concept that involves an
individual’s ability to act purposefully,
think rationally, and deal effectively
with the environment.”

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29
Q

Italics: Sternberg definition of intelligence

A

“the mental abilities necessary for adaption to, as well as shaping and selection of, any environmental
context.”

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30
Q

Italics: Gottfredson definition of intelligence

A

“Intelligence involves the ability to reason, plan,
solve problems, think abstractly, comprehend
complex ideas, learn quickly, and learn from
experience. It is not merely book learning, a narrow
academic skill, or test-taking smarts. Rather it
reflects a broader and deeper capability for
comprehending our surroundings– ”catching on,” “making sense”, of things, or “figuring out” what to do (p. 13).

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31
Q

Common definitional aspects of 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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32
Q

Intelligence quotient calculation

A

Mental Age= MA
Chronological age= CA
MA-CA= intelligence

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33
Q

Binet- Italics

A

originally made score for placing kids in appropriate level classes

Stanford Binet– when he developed another test with Turman at Stanford University

Terman reconceptualized the marker
IQ = MA/CA x 100
» still a problem (MA levels off)

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34
Q

Are intellectual disabilities/genius realities?

A

Yes

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35
Q

intelligence is complicated

A

intelligence is a viable construct– intellectual disabilities and genius are realities

36
Q

is intelligence a viable construct?

A

Yes

37
Q

why is it important for psychologists to know about intelligence?

A

Important to know the state of knowledge in order to not misuse cognitive testing

38
Q

What are the domains of psych assessment

A

Personality assessment (traits and states)

Personality assessment (traits and states)

Intellectual assessment

Neuropsychological assessment

Vocational assessment

39
Q

True ability or characteristics in scores can be influenced by which factors (12)

A

Test anxiety

Willingness to cooperate

Level of distress

Depression or psychosis

Hunger

Bathroom needs

Sleep deprivation

Tendency to agree or disagree

Prior experience with the test or coaching

Luck

Examiner Skills

Interaction between examiner/ test-taker
(personal characteristics of examiner influence interaction)

40
Q

Why is it important to minimize other factors that can impact scores

A

to maximize the influence of the intended construct

41
Q

What are the 4 major traditions in approaching intelligence?

A

psychometric approaches

information processing approaches

Neuro biological Approaches

Developmental Approaches

42
Q

What is the value of theories?

A

Allows us to discuss aspects of a construct not previously accessible

depth and breadth of understanding

Useful in certain predictions

Motivate effort to operationalize theory

43
Q

what do the 4 major traditions of measuring intelligence represent?

A

different aspects of investigation– think of elephant metaphor

To understand how each tradition understands intelligence differently and what each tradition has to add??

44
Q

psychometric approach to intelligence

A

assumes intelligence is a trait in which there are individual differences that are normally distributed

it all started with Alfred Binet

Two factor theory of intelligence

G of intelligence

45
Q

Who introduced g of intelligence

A

Spearman

46
Q

What is the G and S in intelligence

A

G= general factor common toall types of intellectual activity

S= specific factors to each task

47
Q

Positive Manifold

A

the idea that all the variables are positively correlated

Some portion of the variance of scores on each test attributed to each test attributed to “g”

48
Q

What kind of test is the WAIS IV?

A

Hierarchical model (both unitary, large, and small specific abilities)

49
Q

Psychometric Models

A

Three Stratum Model
Cattell Horn Carroll Model
5 factor model

50
Q

Three Stratum Model

A

by Horn/Cattell

G

gF: Fluid Intelligence– processing ability

gC: Crystallized Intelligence-stored information

51
Q

gF

A

Fluid Intelligence

Dependent on brains efficiency and intactness

Enables problem solving, perceiving relationships

Primarily non-verbal, culture free

Increases until age 14, levels off until 20, then gradually declines after 20

52
Q

gC

A

Crystallized Intelligence

Largely environmentally determined

Content oriented (Vocabulary, Information)

Relatively permanent and not as susceptible to brain damage

Develops from interaction of Gf environment

Grows until age 40 then gradually declines

53
Q

CHC model

A

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

54
Q

5 Factor Model

A

Keith factors

Verbal Comprehension Index

Working Memory Index

Visual Spatial Index

Fluid Reasoning Index

Processing Speed Index

55
Q

Keith Factors- not sure if we need to know this…

A

5 factor model
Gc- crystallized intelligence
SI, VC, and CO subtests

Gv: visual processing
BD and SS subtests

Gf: fluid reasoning
PCn and MR subtests

Gsm: short-term memory
DS and LS subtests

Gs: processing speed (Gs)
SS and CD subtests.

56
Q

Heritibility Estimates in intelligence– TWIN STUDIES

A

Heritability estimates range .30 to .50 (and higher)

The heritability estimates increase as people get older

57
Q

VCI

A

Verbal Comprehension
- Vocabulary (VO)
-Similarities (SI)
-Information (IN)
Supp- Comprehension (CO)

58
Q

PRI

A

Perceptual Reasoning
PICTURES
- Block Design (BD)
- Matrix Reasoning (MR)
- Visual Puzzles (VP)
Supp: Figure Weights (FW)
Supp: Picture Completion (PC)

59
Q

WMI

A

Working Memory
MATH
- Digit Span (DS)
-Arithmetic (AR)
Supp: Letter Number Sequ. (LN)

60
Q

PSI

A

Processing Speed Index
SUPPLEMENTAL PACKETS
- Symbol Search (SS)
-Coding (CO)
Supp: Cancellation (CA)

61
Q

WAIS IV setup

A

4 factor model
VCI: Verbal Comprehension
- Vocabulary (VC)
-Similarities (SI)
-Information (IN)
Supp- Comprehension (CO)

PRI: Perceptual Reasoning
- Block Design
- Matrix Reasoning
- Visual Puzzles
Supp: Figure Weights
Supp: Picture Completion

WMI: Working Memory
- Digit Span
-Arithmetic
Supp: Letter Number Sequ.

PSI: Processing Speed Index
- Symbol Search
-Coding
Supp: Cancellation

62
Q

what is G

A

general factors common to all types of intellectual activity

63
Q

Information Processing Approaches

A

Focuses on processes rather than content

How information is received, stored, manipulated, transformed
- both structural and functional

Structural (sensory reception, STM/LTM

Functional- manipulations and transformations

64
Q

What is IQ associated with in regards to processing speed and correlations?

A

speed of apprehension, scanning, retrieving, and responding to stimuli

correlations increase as tasks become more complex

65
Q

Choice Reaction time

A

correlates -0.4 w/ IQ

66
Q

Who created Triarchic theory?

A

Sternberg

67
Q

Triathic Theory

A

Sternberg
Triarchic Theory
Intelligence involves:
1. Metacomponents–planning, monitoring, evaluating

  1. Performance components–administering instructions of metacomponents
  2. Knowledge-acquisition components–learning how to do something in the first place
68
Q

Neurological/Biological Approaches

A

anatomical and physiological underpinnings for intelligence

69
Q

Thorndike

A

Neurological/Biological Approach

“g”= total # of modifiable neural connections

Wondered if g depends on neural efficiency of brain

70
Q

Thorndike G questions

A

Is the “quality of protoplasm” effect IQ?

Does neural efficiency promote IQ
OR
does IQ help people find faster ways
OR
both?

71
Q

Luria

A

Neurological/Biological Approach
PASS System

Brain is differentiated into systems of functional units that form an integrated whole.
3 main units
Arousal (brain stem and midbrain)

Sensory input
(temporal, parietal, occipital)

Executive (frontal)

72
Q

Luria Pass system

A

Cognitive functions involve:

Planning
Attention
Successive processing Simultaneous processing

73
Q

Naglieri

A

Naglieri et al have worked to develop a measure of intelligence based on these fundamental brain functions

PASS
Planning
Attention
Successive processing
Simultaneous Processing

74
Q

Future directions of neuro-biological approaches

A

Epigenetics

75
Q

Epigenetics

A

Neuro-Biological approach

DNA and environmental factors both important for intelligence

portions of DNA are deactivated or activated by experience

gene activity is modified by this chemical process without changing the genetic info

A type of “long term memory”, preserving environmental effects/cues on genes long after those cues have disappeared

This is effectively how stem cells are guided to develop into different types of tissue—by having only a portion of the DNA active.

Each type of tissue has characteristic methylation patterns

76
Q

What does epigentics tell us about nature vs nurture

A

its both. Environmental factors can influence which parts of our genetic propensities are activated or deactivated.

77
Q

Developmental Approaches

A

Concerned with the quality of response or reasoning behind answers.

Piaget -(1950) studied children
Not concerned so much with right or wrong as why right or wrong

Noticed patterns of responses related to different age groups (as did Binet)

78
Q

Piaget 4 conclusions

A

Developmental Approach

  1. Mental growth follows definite patterns and is non-random
  2. There are qualitative differences in thinking among ages
  3. Development leads to new cognitive structures and abilities
  4. Mental growth completes in late adolescence
79
Q

Piaget view on intelligence

A

Intelligence is a developmental phenomenon of adaptation in which we construct reality in increasingly symbolic terms (Four stages of cognitive development)

80
Q

Piaget- what do people do to reorganize structures to adapt to their environments?

A

assimilation/accomodation

assimilation: fitting things into our schema

Accommodation: adjusting our schema to accommodate facts

81
Q

Vygosky

A

Developmental Approach

Vygotsky’s Theory– Argued all intellectual abilities are social in origin.

”Zone of proximal development”

– Static testing –

**Dynamic testing-

82
Q

Zone of proximal development

A

Vygotsky

level of performance attainable with help from adult

83
Q

Dynamic Testing

A

Vygotsky
examiner provides guided and graded feedback – Indicates child’s latent potential

ability to profit from guided instruction could serve as a measure of one’s “zone of proximal development” (difference between their developed abilities and their latent capacities)

May reveal cognitive skills not revealed by static testing

84
Q

dynamic testing process

A

Children are given feedback to help them improve their performance [scaffolding], so testing and teaching are treated as continuous

Thus, directly measuring one’s ability to learn, not the product of past learning

Especially important when unequal opportunity to learn in the past

BUT dynamic testing is very labor intensive and has not made much progress in the last 40 years

85
Q

what does therapeutic assessment use?

A

Scaffolding

Cognitive Assessment (5 decks)

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