Psych Assessment Prpjet Flashcards
Minnesota Multiphasic Personality Inventory
Minnesota Multiphasic Personality Inventory, 2nd Edition (MMPI-2): The MMPI-2 is a measure of personality and psychopathology for individuals 18 years of age and older and is used to assist with diagnosis, treatment planning, and selecting applicants for high-risk occupations. It consists of 567 true/false items and provides scores on the original MMPI clinical and validity scales as well as restructured clinical scales, additional validity scales, content scales, clinical subscales, and supplementary scales. Raw scores are converted to T-scores that have a mean of 50 and standard deviation of 10. T-scores of 65 and above are considered clinically significant, while scores near 50 are considered normal. For some scales, low scores (under 35 or 40) may have clinical meaning. The MMPI-2 is most commonly used to assist with the diagnosis of mental disorders and is ordinarily combined with other assessment techniques. For example, Widiger and Samuel (2005) propose that the best strategy for diagnosing personality disorders is to combine the MMPI-2 (or other self-report inventory) with a structured clinical interview and to begin with the self-report inventory to identify which personality disorders should be emphasized during the interview.
- Clinical Scales: The original clinical scales were derived using empirical criterion keying, which involved administering a large number of items to eight clinical groups (hospital in-patients who had received specific diagnoses) and a non-clinical control group. Items that discriminated between the clinical and control groups were included in the appropriate clinical scales.
Each clinical scale is labeled with a number, an abbreviation, and a title. A brief description of the scales is provided in the following table:
Clinical Scale
Interpretation of Elevated Scores
1 Hs – Hypochondriasis
preoccupation with physical complaints
2 D – Depression
depression and hopelessness
3 Hy – Hysteria
stress and conflicts expressed as physical symptoms
4 Pd – Psychopathic Deviate
social alienation and disinhibition
5 Mf – Masculinity/Femininity
stereotyped gender roles and interests
6 Pa – Paranoia
suspiciousness and interpersonal sensitivity
7 Pt – Psychasthenia
anxiety and excessive fear and doubt
8 Sc – Schizophrenia
psychosis and severe social and emotional alienation
9 Ma – Hypomania
unstable mood and hyperarousal
0 Si – Social Introversion
social withdrawal and avoidance
Clinical scale scores are interpreted in terms of single scale elevations (spikes) and code types (profiles). Two-point codes indicate the two scales that received the highest scores with the first number in the code being the scale with the higher score. As an example, a two-point code of 4-9 or 9-4 indicate that the examinee’s highest scores are on scales 4 and 9, which are Psychopathic Deviate and Hypomania. These two codes are interpreted in the same way and are associated with impulsive, narcissistic, and antisocial tendencies and substance abuse. And a two-point code of 2-7 or 7-2 indicates that the examinee’s highest scores are on scales 2 and 7, which are Depression and Psychasthenia. This profile is common in psychiatric populations and is associated with depression, excessive worry, agitation, and physical complaints.
The conversion V, psychotic V, and neurotic triad are examples of three-point codes. The conversion V is also known as the conversion valley and occurs when an examinee obtains elevated scores on scales 1 (Hypochondriasis) and 3 (Hysteria) with a lower score on scale 2 (Depression). This code is associated with the expression of psychological problems as somatic complaints. The psychotic V is also known as the paranoid valley and occurs when an examinee obtains elevated scores on scales 6 (Paranoia) and 8 (Schizophrenia) with a lower score on scale 7 (Psychasthenia). This code is associated with delusions, hallucinations, paranoia, and disordered thought. And the neurotic triad occurs when an examinee obtains elevated scores on scales 1 (Hypochondriasis), 2 (Depression), and 3 (Hysteria). It has been linked to depression, somatic complaints, interpersonal and work-related problems, and general dissatisfaction.
Validity Scales
- Validity Scales: The MMPI-2 scales listed in the following table are used to determine the validity of an examinee’s scores on other scales.
Validity Scale
Interpretation of Elevated Scores
L – Lie
attempt to fake good, self-righteousness, denial, or poor insight
F – Frequency
attempt to fake bad, excessive eccentricity, or random responding (endorsed items that are rarely endorsed by “normal” individuals)
K – Correction
attempt to fake good, defensiveness, denial, or poor insight
? – Cannot Say
reading problem, confusion, poor insight, or lack of cooperation
Fb – F Back
attempt to fake bad on last 197 items of the test
VRIN – Variable Response Inconsistency
invalid profile (responded inconsistently to pairs of items that have similar or opposite content)
TRIN – True Response Inconsistency
invalid profile (answered pairs of items that have opposite content in the same way)
Fp – Infrequency/Psychopathology
attempt to fake bad (endorsed items that are rarely endorsed by individuals with psychopathology)
S – Superlative Self-Presentation
Defensiveness, denial, or attempt to appear overly virtuous
Interpretation of the validity scales involves considering individual scales with elevated scores and certain combinations of scale scores. For example, with regard to the latter, when scores on the F and VRIN scales are both elevated, this suggests the examinee answered items in a random way since both scales measure this type of responding. However, when the F scale score is elevated and the VRIN scale score is low, this suggests the examinee has not responded in a random manner but has endorsed items that indicate actual or faked psychopathology. In addition, high L and K scale scores with a low F scale score suggest an attempt to present oneself in a favorable light and, for parents undergoing custody evaluations, is associated with parental alienation syndrome which occurs when one parent attempts to turn the children against the other parent.
Sixteen Personality Factor Questionnaire (16 PF)
Sixteen Personality Factor Questionnaire (16 PF): The 16 PF was developed by Cattell (1947) using the lexical strategy and factor analysis. The lexical strategy is based on the assumption that important personality traits are encoded in language. Therefore, Cattell first identified words in the English language that are used to describe personality and then used factor analysis to convert the list of words to a small number of primary and global traits. The results of his analyses yielded 16 primary traits (e.g., warmth, dominance, sensitivity) and five broader global traits (extraversion, anxiety, tough-mindedness, independence, and self-control) that each include multiple primary traits.
Edwards Personal Preference Schedule (EPPS)
Edwards Personal Preference Schedule (EPPS): The EPPS (Edwards, 1959) assesses 15 basic needs that were derived from Murray’s system of human needs (e.g., achievement, affiliation, dominance, autonomy). Test items contain two statements that each assess a different need and are similar in terms of social desirability, and examinees choose the statement from each pair that best describes them. The test’s forced-choice format yields ipsative scores that indicate the relative strength of an examinee’s needs. These scores allow intra-individual comparisons but do not permit inter-individual comparisons because they don’t provide information on the absolute strengths of an examinee’s needs.
Myers-Briggs Type Indicator (MBTI)
Myers-Briggs Type Indicator (MBTI): The MBTI (Myers & Briggs, 1943/1962) is based on Jung’s personality typology and provides information on four bipolar personality dimensions: introversion-extraversion (I, E), sensing-intuition (S, N), thinking-feeling (T, F), and judging-perceiving (J, P). An examinee’s responses to test’s items are reported in terms of one of 16 personality types that represent different combinations of the four dimensions – e.g., introverted-sensing-thinking-perceiving (ISTP).
NEO Personality Inventory-3 (NEO-PI-3)
NEO Personality Inventory-3 (NEO-PI-3): The NEO-PI-3 assesses the “Big Five” personality traits: openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism. The traits were identified by Costa and McCrae (1985) using a lexical approach and factor analysis. The test provides scores on the five personality traits and six or more facets (specific traits) for each of the five traits. Research using the NEO Personality Inventory and other measures of the Big Five have linked patterns of the five traits to several disorders. For example, a meta-analysis conducted by D’Iorio and colleagues (2018) found that, compared to healthy subjects, patients with Alzheimer’s disease obtained significantly higher scores on neuroticism and lower scores on openness and extraversion on both self-rated and informant-rated measures.
Rorschach Inkblot Test
Projective Personality Tests: Projective personality tests are based on the assumption that “people will ‘project’ their personalities if presented with unstructured, ambiguous stimuli and an unrestricted opportunity to respond” (Pomerantz, 2008, p. 211).
- Rorschach Inkblot Test: The Rorschach Inkblot Test (Rorschach, 1921/1942) includes10 cards that each contain a bilaterally symmetrical inkblot printed on a white background. Test administration usually involves two phases: During the free association phase, the examiner presents the 10 cards one at a time and asks the examinee to describe what he or she sees. Then, during the inquiry phase, the examiner questions the examinee about what parts of the inkblot determined his or her responses. A number of scoring systems are available. Exner’s Comprehensive System is a commonly used method and involves scoring an examinee’s responses in terms of several categories, including the following:
(a) Location: the area in the inkblot that the examinee used to derive his/her response (the whole inkblot, a common detail, or an unusual detail)
(b) Determinants: the characteristic(s) of the inkblot that determined the examinee’s response (the inkblot’s form, movement, color, and/or shading)
(c) Content: the category of the examinee’s response (human, animal, or nature)
(d) Form Quality: the similarity of the examinee’s response to the actual shape of the inkblot
(e) Popularity: the extent to which the examinee’s response is given by other examinees
Interpretation involves considering the number and type of responses the examinee made in each category. For instance, many color responses indicate emotionality and impulsiveness; many “whole” responses suggest creative or theoretical thinking; and confabulation (overgeneralizing a part of the inkblot to the whole) suggests brain injury, cognitive impairment, or schizophrenia.
Thematic Apperception Test (TAT)
Thematic Apperception Test (TAT): Murray (1943) based the TAT on his system of human needs. The test consists of 30 cards that each depict a different picture containing one or more human figures. The examinee is asked to make up a story about each picture that describes what’s happening, what led up to that event, how the people are thinking and feeling, and how the story ends. Murray’s scoring system involves identifying the story’s hero, the hero’s needs and press (internal and external causes of the hero’s behavior), and the outcomes for each story.
Theories of Intelligence
Theories of Intelligence: The major theories of intelligence differ in terms of how many abilities they identify and the organization of those abilities.
- Spearman’s Two-Factor Theory: Spearman’s (1927) two-factor theory was derived from factor analysis and distinguishes between a general intellectual factor (g) and numerous specific factors (s). According to Spearman, performance on any cognitive task depends on general intellectual ability plus one or more specific factors that are required to accomplish the task.
- Horn and Cattell’s Crystallized and Fluid Intelligence: Horn and Cattell’s (1966) theory describes intelligence as consisting of two major factors that are distinct but not entirely independent: Crystallized intelligence (Gc) depends on prior learning and experience and is important for tasks that require the application of acquired knowledge and skills – e.g., the use of verbal and numerical skills and recall of factual knowledge. Fluid intelligence (Gf) is the inherent aspect of intelligence. It represents the basic capacity to learn and does not depend on prior learning or experience. It’s important for tasks that involve forming concepts, solving unfamiliar problems, drawing inferences, and perceiving relationships. Research has found that both types of intelligence increase during childhood and adolescence but that fluid intelligence peaks before crystallized intelligence does. The reported ages at which the two types of intelligence begin to decline vary somewhat from study to study: However, there’s some consensus that fluid intelligence peaks between 30 and 40 years of age, while crystallized intelligence doesn’t peak until 60 or 70 years of age.
- Carroll’s Three-Stratum Theory: Carroll’s (1993) theory distinguishes between three strata (levels) of intelligence. Stratum III is general intelligence (g) which underlies all other cognitive abilities; stratum II consists of eight broad abilities (e.g., crystallized intelligence, fluid intelligence, processing speed); and stratum I consists of numerous specific abilities that are each linked to one of the stratum II abilities.
- Cattell-Horn-Carroll (CHC) Theory of Cognitive Abilities: The CHC theory (Flanagan & McGrew, 1997) combines elements of the Horn-Cattell and Carroll theories. It’s continuously modified based on the results of ongoing research, and the most recent version distinguishes between 16 broad cognitive abilities and over 80 narrow cognitive abilities that are each linked to one of the broad abilities.
- Das, Naglieri, and Kirby’s PASS Theory of Intelligence: The PASS theory of intelligence (Das, Naglieri, & Kirby 1994) was derived from Luria’s research on the cognitive functions of different brain structures. It’s based on the assumption that intelligence is composed of four interdependent functions that interact with a person’s knowledge: planning, attention, simultaneous processing, and sequential processing.
- Gardner’s Theory of Multiple Intelligences: Gardner’s (2011) theory is based on the assumption that all people possess at least nine intelligences that are mediated by different areas of the brain, are relatively independent, and vary from person to person in terms of strength: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, naturalistic, and existential.
- Sternberg’s Triarchic Theory of Successful Intelligence: Sternberg’s (2005) theory proposes that intelligence is comprised of three interacting components that allow people to achieve personally meaningful life goals: Analytical intelligence is comparable to general intelligence (g) and consists of knowledge-acquisition and information-processing skills that are used to analyze, evaluate, and critique information. Creative intelligence is the ability to apply knowledge and information-processing skills to novel problems and unfamiliar situations. And practical intelligence is the ability to apply knowledge and information-processing skills to everyday tasks and situations. According to Sternberg, traditional intelligence tests focus on analytical intelligence and neglect creative and practical intelligence.
Flynn Effect
Flynn Effect: Research conducted by Flynn (1987, 1998) and others found that IQ scores increased by about 3 points per decade throughout the 20th century in both developed and developing countries, with the increase being most robust for measures of fluid intelligence. Because of this “Flynn effect,” a person’s standard scores on an older IQ test with obsolete norms is likely to be higher than the standard scores the person obtains on a newer IQ test with updated norms (Lichtenberger & Kaufman, 2009). An implication of the Flynn effect is that psychologists must be careful when using IQ tests to assist with educational and legal decisions. For example, when using an IQ test to assist with the diagnosis of intellectual disability, it’s important to keep in mind that a client’s IQ score may be affected by the year the client was tested and the test norms used.
Studies conducted in the 21st century indicate that the Flynn effect has plateaued or reversed in some countries and for individuals whose IQs fall within certain ranges. For example, Zhou and Zhu (2007) found a continuation of the Flynn effect in the United States for children and adults with IQs of 70 to 109 but a reverse Flynn effect (a decrease in IQ scores) for those with IQs of 110 and above. Researchers have concluded that the increases and decreases in IQ scores are due to environmental factors because the changes are too rapid to be explained by genetic factors (e.g., Bratsberg & Rogeberg, 2018).
Stanford-Binet Intelligence Test, 5th Edition (SB5)
Stanford-Binet Intelligence Test, 5th Edition (SB5): The SB-5 is a measure of intelligence for individuals 2 to 85 years of age and older. It’s based on a hierarchical general mental ability (g) model that incorporates five cognitive factors derived from the Cattell-Horn-Carroll theory, with each factor being divided into nonverbal and verbal domains:
Cognitive Factor
Nonverbal Domain Subtests
Verbal Domain Subtests
Fluid Reasoning
Object Series/Matrices
Early Reasoning, Verbal Absurdities, Verbal Analogies
Knowledge
Procedural Knowledge, Picture Absurdities
Vocabulary
Quantitative Reasoning
Nonverbal Quantitative Reasoning
Verbal Quantitative Reasoning
Visual-Spatial Processing
Form Board, Form Patterns
Position and Direction
Working Memory
Delayed Response, Block Span
Memory for Sentences, Last Word
- Administration: Administration of the SB5 begins with two routing subtests – Object Series/Matrices and Vocabulary – with the starting point for these subtests being determined by the examinee’s age or estimated ability level. Administration of the other subtests begins at a level slightly below the level indicated by the routing subtests, and the examiner identifies the examinee’s basal level for each subtest, which is the highest point at which the examinee answers all questions correctly for two consecutive age levels. Testing continues until the examinee reaches his or her ceiling level, which is the point at which the examinee misses 75% of the questions at two consecutive age levels.
- Scoring: SB5 subtest scores have a mean of 10 and standard deviation of 3 and are combined to obtain four composite scores that have a mean of 100 and standard deviation of 15: A Full Scale IQ is derived from scores on all of the subtests, a Verbal IQ is derived from scores on the verbal domain subtests, a Nonverbal IQ is derived from scores on the nonverbal domain subtests, and an Abbreviated Battery IQ is derived from scores on the two routing subtests and provides a quick estimate of an examinee’s nonverbal fluid and verbal crystallized cognitive abilities.
Wechsler Adult Intelligence Scale, 4th Edition (WAIS-IV)
Wechsler Adult Intelligence Scale, 4th Edition (WAIS-IV): The WAIS-IV is a measure of intelligence for individuals 16 through 90 years of age. The WAIS-IV is based on a hierarchical model of intelligence and provides a Full Scale IQ score and scores on the Indexes and subtests listed in the following table:
Index
Core and Supplemental Subtests
Verbal Comprehension (VCI)
Core: Vocabulary, Similarities, Information
Supplemental: Comprehension
Perceptual Reasoning (PRI)
Core: Block Design, Matrix Reasoning, Visual Puzzles
Supplemental: Figure Weights, Picture Completion
Working Memory (WMI)
Core: Digit Span, Arithmetic
Supplemental: Letter-Numbering Sequencing
Processing Speed
(PSI)
Core: Symbol Search, Coding
Supplemental: Cancellation
- Administration: The start point for each WAIS-IV subtest is listed in the Record Form and test manual. For most subtests, when an examinee obtains a score of zero on one or both of the first two items administered, the reverse rule is used. This involves administering earlier items in reverse order until the examinee obtains a perfect score on two consecutive items. The discontinue rule for the subtests is either a designated number of consecutive items that receive a score of zero or a designated period of time.
- Scoring: WAIS-IV subtest scores have a mean of 10 and standard deviation of 3 and are combined to obtain a Full Scale IQ score and four Index scores that have a mean of 100 and standard deviation of 15. Interpretation involves considering an examinee’s Full Scale IQ score, Index scores, and subtest scores to identify his or her normative and personal strengths and weaknesses. A General Ability Index (GAI) can be derived from the examinee’s Verbal Comprehension and Perceptual Reasoning Index scores and is useful when an examiner wants a summary score for an examinee that minimizes the effects of working memory and processing speed.
Wechsler Intelligence Scale for Children, 5th Edition (WISC-V) AND Wechsler Primary and Preschool Scale of Intelligence, 4th Edition (WPPSI-IV)
Wechsler Intelligence Scale for Children, 5th Edition (WISC-V): The WISC-V is a measure of intellectual ability for children and adolescents 6 through 16 years of age. In addition to subtest scores, it provides a Full Scale IQ score, five Primary Index Scale scores, and scores on several optional Ancillary and Complementary Index Scales. The Primary Index Scales are Verbal Comprehension (VCI), Fluid Reasoning (FRI), Working Memory (WMI), Visual Spatial (VSI), and Processing Speed (PSI). The subtests included in the Ancillary and Complementary Index Scales are used to obtain additional information about an examinee’s cognitive abilities and assist with the assessment of learning difficulties.
For the EPPP, you want to memorize which WISC-V Indexes have the highest and lowest scores for the following groups (Wechsler, 2014):
Group
Lowest Index Score
Highest Index Score
ADHD
PSI
VCI
Specific Learning Disorder - Reading
WMI
VSI
Autistic Disorder
PSI
FRI
Wechsler Primary and Preschool Scale of Intelligence, 4th Edition (WPPSI-IV): The WPPSI-IV is a measure of cognitive development for children ages 2 years, 6 months through 7 years, 7 months. It provides subtest scores, a Full Scale IQ score, and scores on Primary Index Scales and optional Ancillary Index Scales. For examinees ages 2 years, 6 months through 3 years, 11 months, the test includes three Primary Scales: Verbal Comprehension, Visual Spatial, and Working Memory. For examinees ages 4 years through 7 years, 7 months, the test provides scores on these three scales plus Fluid Reasoning and Processing Speed Scales.
Individual and Group Measures of Cognitive Ability
Individual and Group Measures of Cognitive Ability: In addition to the SB5 and Wechsler tests, you want to be familiar with the following individual of cognitive ability for the EPPP:
- Cognitive Assessment System, Second Edition (CAS2): The CAS2 is a measure of cognitive processing abilities for individuals five to 18 years of age. It’s based on the PASS cognitive/neurological theory, which distinguishes between the four cognitive functions identified by Luria – planning, attention, simultaneous processing, and successive processing.
- Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4): The PPVT-4 is a measure of receptive vocabulary for individuals 2:6 to 90+ years of age. It consists of 228 cards that contain four pictures; and, for each card, the examiner says a word and the examinee indicates the picture that best illustrates the meaning of the word. Because the test does not require reading or writing, it’s useful for examines who have speech or motor impairments.
- Kaufman Assessment Battery for Children, Second Edition (KABC-II): The KABC-II is a measure of cognitive ability for children ages 3:0 through 18:11 and was designed to be a culturally fair test by minimizing cultural content and verbal instructions and responses. It provides scores on five scales (simultaneous, sequential, planning, learning, and knowledge). Results can be interpreted using the Cattell-Horn-Carroll (CHC) model of cognitive abilities or Luria’s neuropsychological processing model when crystallized abilities would not be an appropriate measure of an examinee’s abilities.
- Columbia Mental Maturity Scale (CMMS): The CMMS is a measure of reasoning ability for children ages 3:6 through 9:11. The test consists of 92 cards that contain three to five drawings and that require the examinee to indicate the drawing that does not belong with the others. The CMMS does not require verbal responses or fine motor skills and was originally developed for children with cerebral palsy, but it’s also useful for children with sensory, speech, or other motor impairments or limited English proficiency.
- Leiter International Performance Scale-Third Edition (Leiter-3): The Leiter-3 is a nonverbal measure of cognitive abilities for individuals 3 to 75+ years of age who have cognitive delays, speech or hearing impairments, autism spectrum disorder, or limited English proficiency. It can be administered without verbal instructions and requires examinees to match a set of response cards to corresponding illustrations. Test items emphasize fluid intelligence and assess four areas of cognitive functioning – visualization, reasoning, memory, and attention.
- Raven’s Standard Progressive Matrices (SPM): Raven’s SPM is a nonverbal measure of abstract reasoning that provides an estimate of fluid intelligence. It is relatively free from the effects of specific educational and cultural learning. The test is for individuals ages 6:0 and older; and, because instructions are simple and can be pantomimed, it’s useful for examinees who have hearing or speech impairments, physical disabilities, or limited English proficiency. It has also been found useful for individuals with autism spectrum disorder and is less likely than the Wechsler tests to underestimate their level of intelligence (e.g., Dawson, Soulieres, Gernsbacher, & Mottron, 2007). Raven’s SPM includes 60 matrices that require examinees to indicate which of several alternatives complete each matrix.
Group Intelligence Tests:
Group Intelligence Tests: Group intelligence tests are used in schools, organizations, and the military and include the following:
- Wonderlic Personnel Test-Revised (WPT-R): The WPT-R is a 12-minute test of general intelligence for adults and consists of 50 verbal, numerical, and spatial items. It’s used primarily to assist with hiring decisions.
- Cognitive Abilities Test, Form 7 (CogAT7): The CogAT7 assesses cognitive abilities in three domains – verbal, quantitative, and nonverbal. It’s appropriate for students in grades K through 12 and is used to predict academic performance and identify gifted/talented and at-risk students.
College Admissions Tests: The Scholastic Assessment Test (SAT) and the Graduate Record Exam (GRE) are commonly used to assist with college admission decisions. Both are norm-referenced tests which provide scores that compare an individual examinee’s scores to scores obtained by individuals in the standardization samples. The SAT is a college admissions test for students in grades 11 and 12 and is part of the SAT Suite of Assessments, which also includes Preliminary SATs (PSATs) for students in grades 8 through 10. As described in the SAT Suite of Assessments Technical Manual, these tests are a longitudinal assessment system that measures “the skills and knowledge needed for college readiness at grade appropriate levels” (The College Board, 2017, p. iii). The SAT provides scores for reading, writing and language, and math, and for an optional essay section that covers reading, analysis, and writing.
The GRE consists of a General Test and Subject Tests. The General Test is used as an admissions test for graduate and professional schools. It measures skills that are not related to a specific area of study but are important for academic achievement, and it provides scores on verbal, quantitative, and analytical reasoning. The Subject Tests assess knowledge of six fields of study: biology, chemistry, literature in English, mathematics, physics, and psychology.
