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Psychological T and S - > Psy- Testing & A - Chapter 2 > Flashcards

Psy- Testing & A - Chapter 2 Flashcards

1
Q

What are psychological context

A 
Clinical, 
educational, 
vocational  (rehabilitation )
Organisational / industrial
Military
Legal/forensic 
Private/ practice
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2
Q

What are psychological assessment components

A 
Referral question
Information gathering 
- file, case , notes , etc
-interview with person and / or significant others
- hypothesis. Generation ********
( building hypothesis )
 - psychological testing
- further information gathering
-case formulation
Report
Follow up
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3
Q

Case formulation

A

Is that process , psychologist puts together and integrate and emphasise all the information from all these different sources and tries to make some sort of statement in the report about what is going on in this person’s life at this point and time

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4
Q

Psychological assement

A

It is not just about general fact, it’s Abu gathering lots of data from different sources , interview , psychological test, behaviour observation, and putting all together to answer question or hypothesis. It is about building the hypothesis up and what might be happening in person’s life and try to find out evidence to support or decline those hypothesis

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5
Q

Feral question

A

The specific question/s are the reasons why assessment south

Like does Mrs. jones is experiencing her early stages of dementia

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6
Q

What is the neuro-psychological assessment process

A 
Referral letter
File, case notes
Interview - mrs Jones, significant other
History 
Hypothesis generation 
Psychometric testing
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7
Q

What is hypothesis generation?

A

hypothesis generation is what helps you come up with new ideas for what you need to change. … Hypothesis generation might include things like: Talking to people who buy shoes online to explore what their problems are

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8
Q

What is case formulation

A

Case formulation, also known as clinical formulation, is a theoretical explanation or conceptualization of the information obtained from a clinical assessment.

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9
Q

Referral questions examples or scenarios

A

Mrs. Jones GP refers her for neuropsychological r to see if there is any evidence of dementia

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10
Q

What is DAT

A

DAT is a progressive brain disease

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11
Q

Testing memory

A

Rey auditory verbal learning test (RAVLT)

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12
Q

Attention test

A

Trail making test

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13
Q

Perception/ motor skills

A

Block design

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14
Q

Intellectual functioning

A

WAIS-IV

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15
Q

Geriatric depression scales (GDS)

A

Is a self report measure of depression in older adultuū

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16
Q

Impairment (disorder)

A

The score below what is expected for someone of her age , gender taking into account her educational vocational history

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17
Q

How the GDS scores work

A

0-9 = normal
10-19=mildly depressed
20-30= severely depressed

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18
Q

Psychological assessment

A

Is the gathering and integration of psychology-related data for the purpose of making a psychological evaluation that is accomplished through the use of tools such as tests, interviews, case studies, behavioural observation, and specially designed apparatuses and measurement procedures

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19
Q

Psychological testing

A

As the process of measuring psychology-related variables by means of devices or procedures designed to obtain a sample of behaviour

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20
Q

Pcychometrics

A

The scientific study and measurement of knowledge, abilities, attitudes, personality and other psychological characteristics

Measuring soul

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21
Q

Latent variables

A

The variables that are not directly observable

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22
Q

Manifest

A

Directly observed

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23
Q

Scales : criteria for determining if a scale is a good measure to use

A

Standardised measures of a particular psychological variable such as personality, intelligence or emotional functioning

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24
Q

Reliability

A

The term reliability in psychological research refers to the consistency of a research study or measuring test.

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25
Q

Validiy

A

The concept of validity was formulated by Kelly (1927, p. 14) who stated that a test is valid if it measures what it claims to measure.

For example a test of intelligence should measure intelligence and not something else (such as memory).

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26
Q

Responsiveness

A

Does your measure detect/ reflect clinically significant change?
Do scores reflect actual changes in a person’s health or psychological state?

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27
Q

Utility

A

How practical is it for everyday use?
Time to complete, expense
Readability/reading age
User friendly? Burden

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28
Q

What is psychological measurement ?

A

Stanley smith Stevens. (1906-1973)

In its broadcast sense, measurement is the business of pinning number on things. More specifically, it is the assignment of numbers to objects or events in accordance with a rule of some sort

SS Stevens (1958), scienc, 127, p. 348

This general definition of measurement is consistent with measurement in psychology too. (Psychological measurement is often referred to as psychometrics.) Imagine, for example, that a cognitive psychologist wants to measure a person’s working memory capacity—his or her ability to hold in mind and think about several pieces of information all at the same time.

29
Q

Psychological construction

A

Many variables studied by psychologists are straightforward and simple to measure. These include sex, age, height, weight, and birth order. You can often tell whether someone is male or female just by looking. You can ask people how old they are and be reasonably sure that they know and will tell you. Although people might not know or want to tell you how much they weigh, you can have them step onto a bathroom scale. Other variables studied by psychologists—perhaps the majority—are not so straightforward or simple to measure. We cannot accurately assess people’s level of intelligence by looking at them, and we certainly cannot put their self-esteem on a bathroom scale. These kinds of variables are called constructs (pronounced CON-structs) and include personality traits (e.g., extraversion), emotional states (e.g., fear), attitudes (e.g., toward taxes), and abilities (e.g., athleticism).
Psychological constructs cannot be observed directly. One reason is that they often represent tendencies to think, feel, or act in certain ways. For example, to say that a particular university student is highly extraverted does not necessarily mean that she is behaving in an extraverted way right now. In fact, she might be sitting quietly by herself, reading a book. Instead, it means that she has a general tendency to behave in extraverted ways (talking, laughing, etc.) across a variety of situations. Another reason psychological constructs cannot be observed directly is that they often involve internal processes. Fear, for example, involves the activation of certain central and peripheral nervous system structures, along with certain kinds of thoughts, feelings, and behaviours—none of which is necessarily obvious to an outside observer. Notice also that neither extraversion nor fear “reduces to” any particular thought, feeling, act, or physiological structure or process. Instead, each is a kind of summary of a complex set of behaviours and internal processes.

30
Q

Factors

A

Measuring latent variables sometimes known as “factors”

31
Q

What are parts of psychometric or statistical approaches to identifying latent variables

A

1-Factor analysis
2-confirmatory factor analysis
3- Rasch analysis

32
Q

What is factor analysis

A

A class of mathematical procedure, frequently employed as data, designed identify variables on which people

33
Q

Confirmatory factor analysis CFA

A

A class of mathematical procedures employed when a factor structure that has been explicitly hypothesised is tested for its fit with the observed relationships between the variables

34
Q

Rasch analysis

A 
In measurement, our intent is to use numbers (which are really raw scores/ratings) to indicate "more" or "less" of the trait that is presumed to be homogeneous; actually an important part of investigation is to verify that the data reflect that homogeneity.
Rasch Analysis (RA) is a unique approach of mathematical modeling based upon a latent trait and accomplishes stochastic (probabilistic) conjoint additivity (conjoint means measurement of persons and items on the same scale and additivity is the equal-interval property of the scale ).
35
Q

Why it is important to be clear about which level you are measuring?

A

The type of statically methods appropriate for analysing our data depend on which level we are measuring

36
Q

We should only use “non- parametric” which level of measuring?

A

Ordinal

37
Q

We should use “parametric statistic” which level of measuring ?

A

Interval or ratio

38
Q

Most psychological data is ….

A

Ordinal

39
Q

What is Raw Score?

A

It refers to the summed score for one individual from a scale of psychological test or questionnaire ( without any modification or transformation )
It is straight forward, unmodified accounting of performance, usually numerical and typically used for evaluation or diagnosis

40
Q

How we can convert or transform raw score in to standard score?

A

By using statistical procedure

Some tests used statistical procedure to transform or convert the raw score in to a standard score

41
Q

What is standard score

A

A raw score that has been converted from one scale to another

42
Q

WAIS

A

Weschler adult intelligence acqle

43
Q

Give an example to show that there are scale or sub scales has been converted

A

On WAIS there are 14 sub scales that all scored differently and range from 1-10

44
Q

Frequency

A

A frequency can be defined as how often something happens. For example, the number of dogs that people own in a neighborhood is a frequency.

45
Q

Distribution

A

A distribution refers to the pattern of these frequencies.

46
Q

One of the characteristics of normal distribution

A

Mean and median are equal

47
Q

What is Kurtosis

A

It refers to how steep or peaked a distribution of scores is

48
Q

Three types of Kurtosis

A

1- platykurtic = relatively flat
2- leptokurtic = relatively peaked
3- mesokuritic =mid rang

49
Q

Measures of central tendency

A

Is a statistic that indicates the average or midmost score between the extremes in a distribution

What is happening in the middle

50
Q

Three kinds of measuring of central tendency

A

Mean
Median
Mode

51
Q

What is mean, median and mode I’m measuring of central tendency

A

These statistics provide important information about how the raw test scores cluster around the middle or centre of the range of scores

52
Q

How to describe mean, median and mode

A

Mean is the average score
Median is the middle score
Mode is the most common or frequent score’

53
Q

The mean

A

The average score
Correctly know as the arithmetic mean (there are other types of mean)

Sum all the scores and divide by the number of scores

’

X= EX/n

54
Q

The mean foe a frequency

A

E (FX)/n

55
Q

The mean for a frequency

A

The mean for a frequency distribution

X.             F.         Fx
---          ----       -----
43.          1.           43
47.           2.           86
              Ef =3.       E fx= 129.     X= E(fx)n
56
Q

The median

A

the median
Half the scores in our samples lie below the median and half lie above the medians

Good measure of central tendency
-less sensitive to outliers than the mean which can be distorted by a few extreme (v. Low or v. High) sorces

57
Q

The mode

A

The mode is the score or mark in our sample that occurs the most frequently
There can be more than one mode
E.g. Bimodal distribution

58
Q

Measures of central tendency

A

A measure of central tendency is a statistic that indicates the average or midmost score between the extremes in a distribution

It’s all about what is happening in the middle

59
Q

Mean median mode

A

These statistics provide important information about how the raw test scores cluster around the middle or centre of the range of scores

60
Q

Mean median mode

A

Mean is the average score
M Dian is the middle score
Mode is the most common or frequent score

61
Q

The mean

A

The average score
Correctly know as the arithmetic mean
Sum all the scores and Di ide by number of scores

62
Q

The median

A

Half of the scores in our sample lie below the media. And half lie above the median
Good measure of central tendency
Less sensitive to outliers than the mean which can be distorted by a few extreme ( v. Low or v. High) scores

63
Q

The mode

A

The mode is the score or mark in our sample that occurs the most frequently
There camps be more than one mode
I.e. Bimodal distribution

64
Q

Measures of variability

A

Variability is an indication of how scores in a distribution are scattered or dispersed

65
Q

Measures of variability

A

Range
Interquartile ranges
Variance
Standard deviation

66
Q

Range

A

Difference between the highest and the lowest scores in our sample

R-= h-l

67
Q

Measures of variability

A

A measure of the variability. Variation in scores, or spread of distributions

68
Q

Standard deviation

A

The SD is equal to the square root of the variance
C&S we may define the standard deviation as a measure of variability equal to the square root of the average square deviations about the mea

Psychological T and S - (3 decks)

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