Psychological Assessment Flashcards
MMPI-2 (general info)
- personality and psychopath. assessment.
- 567 true/false
- T-scores. +65 = sig.
- Widiger and Samuel (2005) —> use the MMPI-2 (or other self-report inventory) first, then targeted clinical interview
MMPI-2 (score interpretation)
- clinical scale scores interpreted in terms of single scale elevations (spikes) and code types (profiles..either two-point or three-point).
- 3 point codes: conversion V (1 hypochondriasis, 3 hysteria, low 2 depression), psychotic V (6 paranoia, 8 schizophrenia, low 7 psychasthenia), and neurotic triad (1 hypochondriasis, 2 depression, 3 hysteria)
- validity scales: F (frequency…random or attempt to fake bad) and VRIN = inconsistent responding, high F and low VRIN = endorsed actual or fake psychopathology, high L (lie/fake good) and K (correction/defensiveness)with low F = faking good and associated with parental alienation syndrome
- 4 PD = psychopathic Deviate…common with criminal bx
MMPI-2 (alternatives)
- MMPI-2-RF: recent revision, brief, has 338 items.
- MMPI-A: for adolescents age 14 to 18. 478 t/f questions.
Parent Alienation Syndrome
- when one parent attempts to turn the children against the other parent (typically during custody evaluations)
- on MMPI-2, associated with high L and K scale scores (i.e., faking good scores) with a low F scale score (fake bad) suggest an attempt to present oneself in a favorable light
Individual Measures of Cognitive Ability
- Cognitive Assessment System, 2nd Edition (CAS2): 5-18yo. Based on PASS cog/neuro theory (Luria -4 cog functions: planning, attention, simultaneous processing, successive processing)
- Peabody Picture Vocab. Test-4th Ed. (PPVT-4): Receptive Vocal 2:6 to 90+yo. 228 cards of 4 pics. For ppl w/speech or motor impairments.
- KABC-II: 3:0 to 18:11. Culturally fair test by minimizing cultural content and verbal instructions/responses. 5 scales (simultaneous, sequential, planning, learning, knowledge). Interpret w/ CHC model or Luria’s neuropsych processing (when crystalized abilities not appropriate for examinee).
- Columbia Mental Maturity Scale (CMMS): 3:6 to 9:11. 92 cards w/ drawings (testee ID’s what doesn’t belong). No verbal or find motor requirements. OG w/kids w/CP but good for sensory, speech, motor issues or ESL.
- Leiter International Performance Scale -3rd Ed (Leiter-3): nonverbal measure for 3 to 75+yo. For ppl with delays, speech/hearing issues, ASD, or ESL. Admin w/o verbal instructions. Requires testee match cards to pics. Fluid IQ and 4 areas: visualization, reasoning, memory, attention.
- Raven’s Standard Progressive Matrices (SPM): nonverbal. for fluid IQ. Free from culture/Ed. effects. for 6:0 and older. Simple instructions. Useful for hearing/speech impairments, physical disabilities, ESL. Good for ASD (less likely than Wechsler to underestimate IQ). 60 matrices.
Group IQ Tests (for school, orgs, military)
- Wunderlich Personnel Test-Revised (WPT-R): 12min test of general intelligence for adults. 50 verbal, no., spatial items. Used for hiring.
- Cog. Abilities Test, Form 7 (CogAT7): 3 domains…verbal, quantitative, nonverbal. For students grade K-12. Predict academic performance (at-risk, G&T).
College Admissions Test: Normed. SAT 11th and 12th; PSAT for 8-10 grade. Normed. SAT scores for reading, writing, lang, math, optional essay. Longitudinal for college readiness. GRE (general and subject test). Scores on verbal quantitative, analytical reasoning. (Subject test for bio, chem, Eng. lit, math, physics, psych).
Infant and Toddler Tests
-Fagan Test of Infant Intelligence (FTII): Info processing during infancy predictor of IQ in childhood. for 3-12mo. Selective attention and recognition.
Bayley Scales of Infant and Toddler Dev, 3rd Ed. (Bayley-III): 12-42mo. Measures 5 domains: cog, motor, lang., socio-emotional, adaptive bx.
Computer Adaptive Tests: Begins w/ moderately diff Q. Adapts depending on abilities. Keeps going until good estimate reached. Reduces testing time by 50% or more, same level of precision in eval., maintain test security (not all Q’s administered), positive effect on motivation/satisfaction bc question challenge tailored….however, time and resource intensive, can’t review answered q’s. Based on classical test theory but most use item response theory.
Theories of Intelligence: Spearman’s Two Factor Theory
-(1927). Factor analysis distinguishes between general intellectual factor (G) and numerous specific factors (s). Performance on cog task depends on G plus one or more specific factors required to complete task.
Theories of Intelligence: Horn and Cattell’s Crystalized and Fluid Intelligence
(1966) . Intelligence consists of 2 major distinct factors that aren’t entirely independent.
- Crystalized Intelligence (Gc): Depends on prior learning. Important for applying acquired knowledge and skills (e.g., recall of factual knowledge).
- Fluid intelligence (Gf): Inherent aspect. Basic capacity to learn and does not depend on prior learning. Important for forming concepts, solving novel problems, drawing inferences, and perceiving relationships.
*Per research: Both increase during childhood/adolescence. Fluid intelligence peaks (between 30-40yo) before crystalized intelligence (between 60-70yo).
Theories of Intelligence: Carroll’s Three-Stratum Theory
(1993) . 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);
- stratum I consists of numerous specific abilities that are each linked to one of the stratum II abilities.
Theories of Intelligence: Cattell-Horn-Carroll (CHC) Theory
-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.
Theories of Intelligence: Das, Naglieri, and Kirby’s PASS Theory
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.
Theories of Intelligence: 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 intelligence comprised of THREE interacting components to achieve meaningful goals:
(1) 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.
(2) Creative intelligence is the ability to apply knowledge and information-processing skills to novel problems and unfamiliar situations.
(3) Practical intelligence is the ability to apply knowledge and information-processing skills to everyday tasks and situations.
*According to Sternberg, traditional IQ TESTS FOCUS on analytical intelligence and NEGLECT creative and practical intelligence.
Flynn Effect
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.
SS on older IQ test with obsolete norms likely higher than SS obtained on newer IQ test w/updated norms (Lichtenberger & Kaufman, 2009).
Psychologists must be careful when using IQ tests to assist with educational and legal decisions (e.g., for ID dx, consider IQ score may be affected by testing year and test norms used).
Studies conducted in the 21st century = 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 concluded that increases and decreases in IQ scores due to environmental factors bc changes too rapid to be explained by genetic factors (e.g., Bratsberg & Rogeberg, 2018).
