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Year Three Psychology > Psychological Assessment > Flashcards

Psychological Assessment Flashcards

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1
Q

what does psychometrics measure?

A

difference in personality, intelligence, and psychological function

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2
Q

what are the seven assumptions of psychological assessments?

A

-psychological traits and states exist
-psychological traits can be quantified and measured
-test related behaviour predicts non test related behaviour
-tests have strengths and weaknesses
-various sources of error are part of the assessment process
-testing and assessment can be conducted in a fair, unbiased manner
-testing and assessment benefit society

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3
Q

what complex constructs do psychological assessments set out to measure?

A

mood, intellectual functioning, memory, attitudes

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4
Q

How does psychological compare to medical testing in reliability and validity? (Meyer et al., 2001)

A

-psychological tests are as, or more, reliable than many biological medical tests
-psychological tests are as, or more, valid than many medical tests

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5
Q

How would you describe an intelligent person in the categories of learning, vocabulary and problem solving?

A

learning: remembering lots of information and grasping things easily
vocabulary: can find the rights words quickly
problem solving: applying their knowledge to solve real world problems

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6
Q

what roots does psychological intelligence testing have in history?

A

19th century- pioneers (Galton, Wundt, and Cattell) objectively measured sensory abilities and reaction times
1905, Alfred Binet and Theodore Simon published first modern intelligence scale
WW2- screening intellectual ability of new recruits

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7
Q

David Wechsler (1958) 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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8
Q

What is one of the most widely used intelligence scales?

A

Wechsler Adult Intelligence Test (WAIS). reportedly used by 90% clinical psychologists

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9
Q

What is the most recent version of WAIS?

A

WAIS-IV (the fourth)

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10
Q

What was WAIS standardised according to ?

A

2200 people aged between 16 and 90 in the USA

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11
Q

What two things are extended every time the WAIS is re standardised, and what does this mean?

A

IQ range, and age range. reflects increased longevity but also a recognition that elderly are more commonly referred for testing than other age groups

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12
Q

Why must psychologists resist from deviating the standard instructions of the WAIS?

A

for the fairest test, because the test norms were obtained using the standard instructions

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13
Q

How is intelligence measured in children ages 6 to 16?

A

The Wechsler Intelligence Scale for Children (WISC-V)

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14
Q

In what ways are the WAIS and WISC similar?

A

in structure, subtests, and psychometric properties

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15
Q

How would an elderly raw score be different than young/middle aged individuals in the WAIS?

A

the scores are age corrected and so the elderly raw score will be lower than younger individuals but if someone is exactly average for their age their IQ would still be 100.

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16
Q

How is the WAIS arranged?

A

consists of 10 core subtests arranged to 4 higher level indexes with an overall IQ

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17
Q

Which age do subtests have a peak performance?

A

some subtests including psychomotor speed has a peak performance at 17/18 years whereas other subtests have a later peak performance such as vocabulary

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18
Q

What are the four indexes in the WAIS?

A

-Verbal comprehension
-Perceptual reasoning
-Working memory
-Processing speed

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19
Q

What skills does the Verbal Comprehension Index measure and how does it do this?

A

-measures well consolidated verbal material and verbal reasoning. Words are asked to be defined and similarities testing (asking how two words are alike) for abstract reasoning.
-information measures general knowledge and verbal comprehension

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20
Q

What does Perceptual Reasoning measure and how does it do this?

A

measures perceptual reasoning! using three subtests; matrix reasoning, block design and visual puzzles

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21
Q

What skills does Working Memory measure and how does it do this?

A

tests the ability to retain and manipulate information.
the digit span test is divided into three sections- digits forward, digits backward, and sequencing
there is also an arithmetic subtest

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22
Q

What skills does Processing Speed measure and how does it do this?

A

measures psychomotor speed using two subsets; coding and symbol search

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23
Q

What Processing Speed Function is sensitive to almost any form of Cognitive disfunction?

A

Coding

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24
Q

What indexes are typically impaired following a head injury?

A

working memory and processing speed indexes

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25
Q

true or false: reliability is a necessary condition for validity

A

True

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26
Q

What does a reliability coefficient tell us?

A

how much variability in scores on tests is true variability and how much of it is a measurement error. it also allows us to form confidence intervals on scores

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27
Q

if the reliability coefficient is 0.8, what percentage is measurement error?

A

20%

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28
Q

What does reliability allow us to do?

A

quantify the confidence we have in test results and to assess whether differences between an individuals scores are liable to reflect true differences in ability or may have arisen by chance

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29
Q

why are psychologists warned not to reify a test score?

A

it is only an estimate of an individuals true ability or mood level etc.

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30
Q

What is an example of a failure to consider reliability of measures?

A

Chapman and Chapman (1973): schizophrenic patients were compared to a healthy control sample on two tasks. the schizophrenic sample had severe deficit on one of the tasks. However, the tasks were the exact same tasks but one version rendered less reliable (via shortening the original test)

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31
Q

What did Nunnally and Bernstein (1994) generously propose as a reliability coefficient?

A

0.90

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32
Q

What did Sattler 2001 more recently suggest as a reliability coefficient?

A

0.70 and above

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33
Q

What are two methods to measure reliability?

A

Cronbach’s Alpha and Test-retest Reliability

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34
Q

What is Cronbach’s Alpha determined by?

A

the number of items in the test and the size of correlations between the items

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35
Q

What makes a test more reliable?

A

longer and with higher correlation

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36
Q

Explain why a vocab test with four words would be less reliable than one with many words?

A

there’s an enormous amount of words and a sample of four isn’t enough. some people may do better or worse with four particular words by chance than if all words were tested

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37
Q

Are longer tests unconditionally more reliable?

A

longer tests are only more reliable provided the items in the longer test are as good (highly correlated with other items) as shorter versions

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38
Q

What are short tests developed for and how do they stay reliable?

A

short tests are developed to save time. this can be done by only marginally lowering reliability because poor items (not high correlated with other items) are selectively dropped.

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39
Q

What’s the reliability of WAIS-IV subtest in UK and US?

A

they are all of or above 0.9

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40
Q

What subtests tend to be lower, how are these assessed, and why is it lower ?

A

processing speed subtests which use the test-retest method. Partially this is because it is made up of only two components (coding and symbol search)

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41
Q

What is the reliability of composites (e.g. IQ) related to?

A

a function of reliability of components (subtests) and correlation between the components

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42
Q

Under what circumstances do composites have superior reliability to components?

A

when the components are correlated (which they always are)

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43
Q

What is the nature of reliability of WAIS-IQ and FSIQ?

A

the reliability is among the highest of any psychological instrument

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44
Q

FSIQ has true variance of 0.98. what is the measurement error?

A

2% measurement error

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45
Q

What does temporal stability refer to?

A

the extent which a measure yields consistent scores over time

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46
Q

How is temporal stability tested?

A

using the test-retest method

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47
Q

What is the test-retest method?

A

correlation between scores at test and retest

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48
Q

What was the mean test re-test interval used in stability of WAIS-IV?

A

22 days

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48
Q

What did Deary et al 2000 find in a study that took place over 66 years?

A

found a correlation of 0.73 between an IQ administered age 11 and again at 77

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48
Q

why is there normally an interval between administrations?

A

to avoid inflating estimate of stability due to testee’s memory of previous items

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49
Q

What is the stability coefficient for WAIS-IV FSIQ?

A

0.96

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49
Q

true or false: temporal stability of components will be higher than temporal stability of composite?

A

false. temporal stability of composite will be higher than for its components

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49
Q

what is a complication when psychologists test if individuals cognitive abilities have genuinely improved or deteriorated?

A

practise effects

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50
Q

Why are practise effects problematic?

A

they may exaggerate false impressions of recovery or improvement, and mask a deterioration in functioning

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51
Q

Why is the WAIS bad for practise effects?

A

there are no alternative forms of WAIS and so the same test has to be administered in retesting an individual

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52
Q

True or false: high test reliability indicates absence of practise effects

A

False

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53
Q

Which subtests are particularly susceptible to practise effects?

A

psychomotor and subperceptual subtests

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54
Q

Is an identical score at retest a positive sign?

A

no, this is a cause for concern

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55
Q

How can psychologists deal with practise effects?

A

they can keep in mind to factor the effects of practise effects when interpreting a person’s score

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56
Q

What does HADS (Zigmond and Snaith 1983) stand for?

A

The Hospital Anxiety and Depression Scale

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57
Q

How is the HADS scored?

A

Likert Scale- rank between 0 and 4

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58
Q

List as many Anxiety items in the HADS as you can recall: (there’s 7)

A

-I feel tense or wound up
-I get a sort of frightening feeling as if something awful is about to happen
-worrying thoughts go through my mind
-I can sit at ease and feel relaxed
-I get a sort of frightening feeling like butterflies in the stomach
-I feel restless as if I have to be on the move
-I get sudden feelings of panic

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59
Q

List as many Depression items in the HADS as you can recall: (there’s 7)

A

-I still enjoy the things I used to enjoy
-I can laugh and see the funny side of things
-I feel cheerful
-I feels as if I am slowed down
-I have lost interest in my appearance
-I look forward with enjoyment to things
-I can enjoy a good book or radio or TV programme

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60
Q

What are the pro’s of using self report mood scales?

A

-they are quick to administer
-they are cheap to administer
-they are generally reliable
-the client/patient directly reports their feelings rather than them being filtered through ‘lens’ of a clinician’s

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61
Q

What agreement do psychologist’s have regarding testing?

A

we should use multiple indicators when possible such as self report and clinician’s interview. A patient’s self report scale responses can be raised in the clinician interview

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62
Q

Why are some items in HADS reverse scored?

A

to counter effects of acquiescence bias and as an attempt to have respondents pay attention to items. this is also a check on inattention or lack of motivation

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63
Q

How is the reliability of self report mood scales assessed?

A

Cronbach’s Alpha

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64
Q

Describe the reliability of HADS:

A

fairly high reliability but not as high as for some other self report scales. Cronbach’s alpha 0.84 for anxiety scale, and 0.78 for depression scale in general population sample. overall reliability 0.87 (Crawford et al., 2009)

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65
Q

Why does HADS not contain items that measure somatic or vegetative symptoms?

A

it was developed for use in general medical settings so items were chosen so that effects of a medical condition did not masquerade as depression or anxiety

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66
Q

In what way was the solution to not involve medical condition in the HADS flawed?

A

any major medical problem could lead people to endorse ‘I feel as if I’m slowed down’

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67
Q

Can HADS measure independent dimensions of anxiety and depression?

A

contrary to Zigmond and Snaith 1983, it cannot

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68
Q

What are Zigmond and Snaith’s original cut of scores for HADS (Normal, Mild, Moderate, Severe)?

A

Normal: 0-7
Mild: 8-10
Moderate: 11-15
Severe: >16

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69
Q

What did clinician’s decide about Zigmond and Snaith’s cut off for ‘mild’ and what is evidence for this?

A

the cut off for mild is very inclusive and should not be used to establish caseness.
Crawford et al 2001: reported 33% of general population sample scored 8 or above on anxiety scale

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70
Q

What is validity?

A

Does a test measure what is claims to measure. A valid test shown to be valid for a particular use, population, and time

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71
Q

What is validation?

A

The process of acquiring evidence and evaluation

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72
Q

What are three types of validity that add to pool of evidence?

A

content validity, criterion-related validity, construct validity

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73
Q

Define Face Validity:

A

does a test appear to measure what it claims to measure?

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74
Q

Why is face validity a potential problem for some neuropsychological tests?

A

Tests can appear like a child’s game, losing cooperation with adults when there is no clear focus

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75
Q

When is face validity undesirable?

A

detection of deception

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76
Q

Define Content Validity:

A

does the measure adequately sample that domain of interest

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77
Q

Describe content validity in context of education and depression:

A

education- does a test sample everything that was taught
depression- do items cover all core symptoms

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78
Q

How can content validity be evaluated?

A

experts writing or reviewing items, comparing against a formal established criteria for example does depression scale cover list of symptoms for a diagnosis of depression in DSM?

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79
Q

What are the top three depression scales when evaluated against the DSM criteria for depression?

A

1- Hamilton Rating Scale- 7 criteria addressed completely, 2 addressed partially

2-Beck Depression Inventory- 6 criteria addressed completely, 2 partially

3-Zung Self-Rating Depression Scale- 5 criteria addressed completely, 4 partially

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80
Q

What is the DSM-IV criteria for a Major Depressive Episode?

A

five or more criteria must be present during the same two week period, criteria one and two must be present.
There are 9 Criteria:
-depressed mood most of the day nearly everyday
-diminished interest or pleasure in all or almost all activities
-significant weight loss or gain and significant change in appetite
-insomnia or hypersomnia nearly everyday
-psychomotor agitation or retardation nearly every day
-fatigue or loss of energy nearly every day
-feelings of worthlessness or excessive guilt nearly every day
-diminished ability to think or concentrate or indecisiveness
-recurrent thoughts of death or suicidal ideation or a suicide attempt

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81
Q

At what points are individual symptoms of depression discredited towards diagnosis?

A

when symptoms are clearly due to a medical condition or when symptoms arise from effects of a substance

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82
Q

How many symptoms in the DSM-IV Depression Criteria are concerned with vegetative or psychomotor aspects?

A

4 out of 9. traditionally more emphasis has been placed on these in the UK

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83
Q

Do you have to report being depressed for a diagnosis of depression?

A

No, you can meet criteria without reporting being depressed e.g. in instances when patient might not know they are experiencing depression

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84
Q

In what 3 symptoms of depression in DSM-IV would a deviation from norm in either direction count towards a diagnosis?

A

Weight, Psychomotor, Sleep

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85
Q

Which depression scales do well in terms of content validity when evaluated against DSM criteria?

A

Hamilton Rating Scale, and Beck Depression Inventory

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86
Q

How is Hamilton Rating Scale commonly used?

A

widely used as a clinician’s rating scale, not a self report scale

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87
Q

What issue does PHQ-9 depression scale manage to tackle?

A

tackles the issue of content validity directly and explicitly. items are designed to index each of the nine DSM symptoms for depression

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88
Q

List as many items from PHQ-9 depression scale (Kroenke et al., 2001) as you can recall:

A

-little interest or pleasure in doing things
-feeling down, depressed, or hopeless
-trouble falling or staying asleep, or sleeping too much
-feeling tired or having little energy
-poor appetite or overeating
-feeling bad about self or that you are a failure, or that you have let your family down
-trouble concentrating on things such as reading newspaper or watching TV
-moving or speaking so slowly that others have noticed or the opposite being so fidgety or restless that you have been moving around a lot more than usual
-thoughts that you would be better off dead or hurting yourself in some way

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89
Q

Define ecological validity:

A

refers to the degree which test performance corresponds to real world performance

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90
Q

How can ecological validity be assessed?

A

test scores can be compared with rating of every day behaviour for the domain of interest using self and informant questionnaires, clinical rating scales, and observation of stimulates tasks

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91
Q

What is executive function?

A

executive function refers to skills in problem solving, decision making, planning and completion of tasks, and reflecting on activity

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92
Q

What are examples of dysexecutive problems?

A

starting or finishing tasks, planning ahead, making decisions, thinking through problems and forming solutions, behaving appropriately and controlling emotion such as anger

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93
Q

Describe the Dysexecutive Questionnaire (DEX, Burgess et al., 1998):

A

20 items measuring behavioural, cognitive, motivational, and emotional changes from pre morbid functioning generating

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94
Q

What can neuropsychological tests of executive functioning be compared to?

A

Dysexecutive Questionnaire (DEX) scores

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95
Q

What are four putative executive tests (Burgess et al., 1998) that correlate with DEX ratings, and are these significant?

A

-Phonemic Fluency
-Modified Card Sorting Test
-Six elements
-Cognitive estimates
all the correlations are significant with exception of Cognitive Estimate Task (CET)

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96
Q

Asides from DEX, what is another test that measures dysexecutive problems?

A

behavioural assessment of the dysexecutive syndrome (BADS) Wilson et al., 1996

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97
Q

Aside from Burgess reports, what information provides better correlations with ecological validity?

A

informant, clinical, parent or carer ratings

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98
Q

What factors can effect ecological validity test results?

A

environment, limited behaviour observed, compensatory strategies

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99
Q

Why are ratings of everyday functioning unreliable?

A

relatives may be protective or overly negative

100
Q

Describe construct validity:

A

the broadest form of validity, does a test measure what it’s meant to test

100
Q

How can construct validity be assessed?

A

constructs are unobservable but tests such as the WAIS can measure them. researchers can assess this by making predictions on how scores may change in various ways: test homogeneity, evidence from changes with age, evidence from pre test and post test changes, evidence from distinct groups, convergent and divergent evidence, and factor analysis

101
Q

What are convergent, and Divergent evience?

A

Convergent=Demonstrates that two different measurement methods produce similar results for the same construct

Divergent= Demonstrates that a measurement of one construct is distinct from measurements of other constructs

102
Q

What is factor analysis?

A

Factor analysis determines the underlying relationships between sets of variables such as test scores

103
Q

What are factors in factor analysis?

A

relationships are called factors i.e. the construct such as intelligence or personality test

104
Q

How is Factor Analysis used in psychometrics?

A

FA is used as a data reduction technique. It takes individual tests and the correlations between them. Patterns of scores clustering together suggest they are measuring the same thing

105
Q

‘do you like going to parties/socialising/are you the life and soul of a party’ may all be constructs measuring what?

A

Extraversion

106
Q

How may researchers use Factor Analysis data?

A

they can collect data and make specific predictions on how scores should correlate based on their theories

107
Q

What has factor analysis traditionally been used to study?

A

Construct Validity

108
Q

What is Confirmatory Factor Analysis used for?

A

a relatively recent technique for evaluating the construct validity of psychological tests. it is now widely used.

109
Q

Define Latent Variable:

A

an underlying factor that is not directly observable

110
Q

What does a single headed arrow indicate in CFA?

A

causality

111
Q

How are latent variables represented in CFA?

A

as ovals or circles

112
Q

what does error represent in Confirmatory Factor Analysis?

A

it is treated as a latent variable that represents that variance in observed variables that is not explained by the factor

113
Q

explain first order and second order factors in CFA:

A

two factors are first order factors. a further higher factor accounts for the relationship between the two factors

114
Q

What are fit statistics?

A

a number of statistics that tell us which model the data best fits

115
Q

What does a large chi square value tell us in factor analysis?

A

that a model has poor fit

116
Q

Describe cumulative fit indices in factor analysis:

A

Cumulative fit indices values indicate the model’s fit. There are a variety of CIF which have characteristics ranging from 0 to 1. High values, which is usually above 0.9, suggest the model has good fit

117
Q

What is indicated by a null model?

A

there are no relationships between variables

118
Q

What is the status of construct validity of WAIS-IV?

A

findings support construct validity for WAIS-IV. results replicate the results found in a USA standardisation sample. this shows the WAIS-IV is measuring the same broad dimensions of ability in UK and USA

119
Q

How is the model with best fit identified?

A

subtests are combined into four indexes plus overall. Confirmatory Factor Analysis tells us the model structure that has best fit

120
Q

What increases a psychologists confidence in a measure?

A

if the initial findings have been replicated

121
Q

Explain convergent validity:

A

if a measure has convergent validity it correlates with other measures of the same construct.
it is preferable for the test to correlate with ratings obtained by multiple methods

122
Q

How can construct variance be interfered with?

A

some construct variance can be swamped by method variance (the way we have measured it)

123
Q

In the Ratings of Child Depression from children and their Mothers there was good agreement across different scales when children rated their own level of depression, and good agreement across the same scales when mother’s rated their child’s level of depression. Explain why there is still a low correlation

A

There is very poor agreement between the two different methods of assessment

124
Q

What does it mean if a measure has good discriminant validity?

A

it does not correlate with measures it should be unrelated to or weakly related to

125
Q

If a test on geographical knowledge correlates highly with writing speed, what is this an example of?

A

poor discriminant validity

126
Q

why is there a problem with the discriminant validity of depression scales and social desirability scales?

A

depression scales correlate highly with measures of social desirability. social desirability scales are meant to measure the extent to which people attempt to present themselves in an overly positive light. this is why there is an issue in validity when it correlates with self rated depression scales.

127
Q

Why do social desirability scales have poor discriminant validity?

A

non depressed people protect their self esteem by seeing themselves in overly positive light, depressed people do not, and actually devalue themselves. therefore the social desirability scales correlating with depression scales means they have poor discriminant validity

128
Q

True or False: Anxiety and depression scales have generally good convergent validity

A

True

129
Q

What is the nature of discriminant validity between anxiety and depression scales?

A

they have poor discriminant validity. the correlation is not significantly different from 0.1

130
Q

How do anxiety scales commonly correlate with other anxiety scales?

A

anxiety scales correlate more highly with depression scales than other anxiety scales

131
Q

What is the Tripartite Theory? (Clark and Watson)

A

proposes that anxiety and depression share a common feature: negative affectivity

132
Q

What is negative affectivity?

A

refers to unpleasant engagement including feeling distressed, scared, upset, irritable.

133
Q

What is it proposed that anxiety and depression scales may measure instead of anything specific to each one?

A

the predominantly measure negative affectivity

134
Q

What component is specific to depression according to Tripartite Theory?

A

low positive affect, the absence of feelings like enthusiasm and interest. this is similar to anhedonia

135
Q

What component is specific to anxiety according to Tripartite Theory?

A

physiological hyperarousal

136
Q

How can the discriminant problem be solved between anxiety and depression?

A

if self report depression scale targets low positive effect, and anxiety scales target anxious arousal

137
Q

what are two scales part of the Mood and Anxiety Symptom Questionnaire (MASQ, Clark and Watson)?

A

Anhedonic Depression Scale; measures specific components of depression

Anxious Arousal Scale; measures specific components of anxiety

138
Q

What is the reliability and Validity of the MASQ?

A

it is at least as reliable as existing scales and they have decent convergent validity. MASQ scales have good discriminant validity, and have better psychometric properties which appear to target specific components of anxiety and depression

139
Q

What are legal requirements that must be considered in the employment process?

A

there is a legal requirement to try and avoid subjective influences and unconscious biases

140
Q

what are six job analysis methods?

A

observations, records, questionnaires, interviews, diaries

141
Q

what is the purpose of job analysis?

A

to understand the nature of job task requirements, job descriptions and person specification

142
Q

Describe the Position analysis Questionnaire (Sanchez and Levine, 2013):

A

consist of self report and employer/management report. covers areas like knowledge, skills, organisational relationships, responsibilities, decision making, working environment, qualifications, primary purpose of job

143
Q

What is the reliability and validity of the Position Analysis Questionnaire?

A

acceptable reliability: inter-rater reliability 0.79

reasonable validity: relatively few studies with small sample sizes, potential source for subjective bias

144
Q

What are four steps in recruitment process:

A

1) job analysis
2) job and person description
3) advertise
4) select best candidate

145
Q

Name five selection techniques:

A

autobiographical data
interviews
cognitive ability tests
personality and integrity tests
assessment centres

146
Q

is autobiographical data reliable?

A

tends to be reliable, low faking levels
good predictor of job performance, useful for screening candidates

147
Q

for psychology students what autobiographical data is a predictor (Sulastra et al., 2015)?

A

-work experience is a predictor of getting a job after graduation
-GPA is a predictor of getting a psychology based job

148
Q

What is the purpose of job interviews?

A

interviews are a form of assessment that are frequently used as an initial method of data collection for job selection. interviews gather data about people and make predictions about their behaviours

149
Q

What is the reliability and validity of employment interviews?

A

poor inter-rater reliability and predictive validity (Wagner, 1949). however, panel interviews are better than single interviews and structured interviews have better reliability and predictive validity compare to unstructured interviews (Wiesner and Cronshaw 1988)

150
Q

what are disadvantages of unstructured job interviews?

A

free ranging and unplanned, potential for halo effects, influenced by social situation and biases

151
Q

define halo effects:

A

the tendency for an impression created in one area to influence opinion in another area

152
Q

what are advantages of structured job interviews?

A

standardised questions thar focus on job, relate to job analysis and person specification, consistent panel with transparent scoring, reduces biases

153
Q

What type of job interview is typically a better assessment? (Levashina et al., 2014)

A

structured interviews have considerably higher predictive validity and reliability.
they reduce bias against women and ethnic minority groups

154
Q

what are some examples of cognitive ability tests?

A

intelligence, verbal skills, numerical ability, spatial perception, problem solving, speed of processing

155
Q

Describe the Wonderlic Personnel Test:

A

multiple aptitude with job relevant abilities; mechanical, motor, perceptual, clerical. often use group multiple choice tests

156
Q

what is the reliability and validity of group cognitive ability tests for job assessment?

A

excellent reliability and generally good predictive validity. cognitive ability is well established predictor of job performance

157
Q

What are the five factors in the Five Factor Model of Personality (Costa and Macrae)?

A

OCEAN; openness, conscientiousness, extraversion, agreeableness, neuroticism

158
Q

what is the Five Factor Model of Personality measure by and is it reliable/valid for job assessment?

A

measured by Neo-PI questionnaire. Good reliability but low predictive validity

159
Q

Describe Personality X Situation interactions for conscientiousness, neuroticism, and extraversion (Judge and Zapata 2015):

A

Conscientiousness= predicts job performance where job requires independence

Neuroticism= negatively related to job performance when dealing with difficult customers

Extraversion= positively related to job performance where social skills are required, but not when job requires attention to detail

160
Q

True or False: predictive validity of personality traits for appropriate jobs is less than that of predictive validity for jobs as a whole

A

False: predictive validity of personality traits for appropriate jobs double that of predictive validity for jobs as a whole

161
Q

What are integrity tests?

A

detect undesirable behaviours and attitudes e.g. attitudes to theft, disregard for fellow employees

162
Q

what is a criticism for the predictive validity of integrity tests?

A

it is dependent on the test publisher information

163
Q

what is the most co effective procedure for identifying integrity attitudes in job assessment?

A

The Counterproductive Behaviour Index

164
Q

what are some key elements of assessments centres?

A

leaderless group discussion, role play, presentation skills, interview, work sample or situational judgement test, case analysis

165
Q

what assessments were used in the assessment centre for anaesthetists(Gale et al 2010)?

A

structured interviews, portfolio review, previews, medical stimulation

166
Q

what does emotional intelligence overlap with in job assessment?

A

cognitive ability and personality traits

167
Q

what are the best combinations to predict job success (Schmidt and Hunter 1998)?

A

ability tests + work sample

168
Q

According to UK data, what jobs is assessment a stronger predictor for?

A

complex/managerial jobs

169
Q

what was the underlying cause of was Mrs Y being referred to social services for not being able to look after/control her kids?

A

she’d had a serious head injury 25 years previous

170
Q

What was Mrs Y estimated premorbid IQ and WAIS FSIQ?

A

premorbid IQ= 115
WAIS FSIQ= 98

171
Q

List five uses of Clinical Neuropsychological Assessment for Patients with Suspected Brain illness:

A

-case formulation
-patient care
-prognosis
-planning interventions
-legal assessment

172
Q

What is the main aim of Clinical Neuropsychological Assessments?

A

understand nature of problems and how best to support functioning in everyday life

173
Q

what do structured clinical interviews assess for patients with brain injury/illness?

A

symptoms and awareness, mental state

174
Q

what are six procedures for assessing brain damage?

A

-personal and family history
-demographics
-neuroimaging
-observations
-tests
-questionnaires/informant ratings

175
Q

Define a percentile:

A

percentage of the population who achieve less than a given score

176
Q

what percentile is an IQ of 70?

A

2nd percentile

177
Q

what does sensitivity in a sample indicate?

A

percentage of diseased patients a test can capture

178
Q

what does specificity in a sample indicate?

A

percentage of healthy patients a test can exclude

179
Q

what factors should be considered when interpreting test scores in patients with brain damage?

A

malingering and litigation- can be improve by multiple testing sessions over time looking for inconsistencies and trajectory

concentration, motivation, and emotions i.e. distractibility, fatigue, flat affect, frustration

180
Q

what is the long term prevalence of anxiety and depression following brain injury?

A

anxiety= 36%
depression=43%

181
Q

what are risk factors for developinganxiety and depression following brain injury/illness?

A

gender (women), unemployment/employment status, psychiatric history

182
Q

what are psychiatric risk factors for developing anxiety and depression following brain injury/illness?

A

apathy, psychosis, functional neurological disorder

183
Q

name three structured interviews used to assess mood in clinical psychology:

A

-SCID (structured clinical interview for DSM)
-DSM
-Brief Psychiatric Rating Scale

184
Q

what are three self report assessments used to assess mood in clinical neuropsychology?

A

-Beck Depression Inventory
-Hospital Anxiety and Depression Scales (HADS)
- importance of insight

185
Q

How did performance in SCID compare to HADS following a study involving 100 participants with traumatic brain injuries? (Whelan-Goodinson et al., 2009)

A

31% of participants scored in the clinical range for anxiety in HADS but did not meet the criteria for clinical anxiety in SCID

186
Q

what factors can be used in estimating premorbid ability ?

A

age, sex, gender, ethnic and cultural background, education and occupation

187
Q

how much variance of FSIQ is predicted by demographic variables?

A

about 50%

188
Q

what is the best predictor for estimating premorbid ability?

A

Occupation

189
Q

what are ‘Hold tests’ and how accurate are they?

A

Vocabulary tests which are often multiple choice.These are insensitive to brain injury

190
Q

what are word reading tests and how useful are these in assessing brain illness/injury?

A

e.g. National Adult Reading test (NART), Weschler Test of Adult Reading (WTAR). fairly insensitive to illness/injury, highly correlated to IQ in healthy sample

191
Q

True or False: demographic variables are poorer at predicting IQ

A

True

192
Q

How effectively did NART predict WAIS-IQ in healthy sample?

A

strongly predicted (r=.69)

193
Q

what can be used to add validity to NART prediction of IQ?

A

demographics

194
Q

reading tests are sensitive to which brain disorders?

A

moderate dementia and aphasia

195
Q

in what circumstance might reading tests be invalid in predicting premorbid ability?

A

-in patients with dyslexia or pre existing language problems
-when English is not their first language
-when their access to education has been poor

196
Q

how was the cognitive functioning of Camelford sample (poisoned by water) different to the control sample of relatives?

A

the poisoning impaired cognition. they had poorer memory and attention than relatives

197
Q

What happened to Carole Cross after being poisoned by water with aluminium?

A

she died in hospital aged 59. she was found to have a severe form of a brain disease (cerebral amyloid angiopathy) associated with Alzheimer’s disease. there was an elevated level of aluminium in her brain

198
Q

After JD was in a car crash he had problems with attention and executive function, what did this entail?

A

mild speech and motor issues, inability to return to work, difficulty multitasking, time management, memory, and social interactions

199
Q

Did JD’s condition ever improve?

A

intensive rehabilitation resulted in improvements in executive function, time management, and function ability

200
Q

sensory reception and perception, memory, thinking and decision making, motor functions, language, numerical processing, executive functions: are all examples of what?

A

classes of cognitive functions

201
Q

What three aspects does cognitive function cover?

A

intelligence, memory, language

202
Q

describe the structure of the WAIS:

A

ten core subsets
subsets arranged into four indexes
full scale IQ obtained by summing scores on all subtests

203
Q

what can intelligence screening be useful for in clinical assessment?

A

-initial screening assessment; help decide areas to explore in more detail

204
Q

How reliable and valid is WAIS?

A

excellent norms, good reliability and construct validity but poor predictive validity and treatment validity

205
Q

what is procedural/implicit memory?

A

type of long-term memory that allows people to perform skills and actions without conscious thought.

206
Q

what is prospective memory?

A

the ability to remember to perform a planned action in the future

207
Q

What does the Wechsler Memory Scale assess?

A

auditory-verbal immediate and delayed memory, visual-spatial immediate and delayed memory, working memory

208
Q

What aspects do WMS and WAIS-IV not measure?

A

WMS: does not assess procedural or prospective memory

WAIS: no assessment of verbal working memory

209
Q

What is more sensitive to head injury; WMS or WAIS-IV?

A

WMS

210
Q

what diagnostic scale can diagnose aphasia?

A

Boston Diagnostic Aphasia Exam (BDAE III)

211
Q

What are the 8 subscales of BDAE?

A

fluency, auditory, comprehension, naming, oral reading repetition, automatic speech, reading comprehension, writing

212
Q

What does the Cookie Theft Task entail?

A

patient must describe the scene in a picture spontaneously

213
Q

Evaluate Boston Diagnostic Aphasia exam:

A

time consuming, requires specialist training. small normal sample. acceptable reliability. good construct validity, diagnostic validity and treatment validity. only valid for those with relevant education and language exposure

214
Q

How do executive functions compare to cognitive variables when predicting functional outcomes?

A

predict functional outcomes better than other cognitive variables

215
Q

Struchen et al 2008 study with 121 people with brain injuries, what did executive functions predict?

A

return to work, social integration, marital success, caregiver burden

216
Q

what was a more powerful predictor of occupational status than IQ, demographics, and clinical factors, including illness severity in bipolar ?

A

Executive Functioning

217
Q

What are three types of executive functions?

A

-Planning: decide goals, execute and adapt plans
-initiation, monitoring and control: inhibition and switching, apathy
-socioemotional control: regulating mood and social behaviour

218
Q

How can you measure executive function?

A

-Neuropsychological test: fluency, Wisconsin Card Sort Test, Tower of London, Stroop
-Structured interviews: dysexecutive questionnaire (DEX)
-Rating Scales
-Behavioural Assessments: multiple errands test

219
Q

What are some issues in assessing EF?

A

-traditional psychometrics might not apply (can’t test-retest, must be unstructured)
-ecological validity is important
-poor convergent delivery

220
Q

Describe the Tower Task:

A

mentally plan sequence of moves to solve puzzle in fewest moves possible, then execute the plan

221
Q

What are strengths of the Tower Task?

A

sensitive to brain damage, correlates with measures of functioning and real world planning. suitable for use in children and adults, participants find tasks enjoyable

222
Q

what is the Dysexecutive Questionnaire (DEX)?

A

20 item questionnaire. control emotion, behaviour cognition

223
Q

What is the Multiple Errands Test?

A

shopping/work errands tasks; requires planning, self initiation, monitoring

224
Q

Evaluate the Multiple Errands Test?

A

-observe behaviours and social interactions, assess behaviour in naturalistic setting, help design rehabilitation. evidence of adequate inter-rater reliability, predicts functional outcome

-observe behaviours and social interactions, assess behaviour in naturalistic setting, help design rehabilitation. evidence of adequate inter-rater reliability, predicts functional outcome

225
Q

Why did General Pinochet fake dementia for tests?

A

he was being accused of war crimes and wanted to be deemed ‘unfit’ to stand trial

226
Q

what are six key domains in assessment of older adults?

A

-medical history and medications
-informant reports
-clinical interview: mood and mental status test
-cognitive assessment
-activities of daily living/functional capacity
-legal decision making capacity

227
Q

what activities are included in the basic activities of daily living? (ADL)

A

feeding, continence, bathing, personal grooming, movement

228
Q

what activities are included in the instrumental activities of daily living (IADLs)?

A

shopping, cooking, managing finances, reading, news awareness, transport, medication, telephone

229
Q

what do activities of daily living measure and how is this assessed?

A

assessed using self report or performance based tasks

230
Q

what assessment of daily living is typically used for elderly people?

A

Lawton’s IADL assessment

231
Q

describe the reliability and validity of IADL:

A

good reliability, good construct validity, convergent validity with other measures of functional status but there’s few studies

232
Q

According to the DSM V what criteria must be met for a dementia diagnosis?

A
  1. Evidence of significant cognitive decline
  2. Cognitive deficits interfere with everyday activities
  3. Cognitive deficits not attributable to delirium or other mental disorder/other aetiology (e.g. stroke)
  4. Insidious onset and gradual progression of impairment
233
Q

what is considered as evidence of significant cognitive decline for dementia diagnosis (DSM)?

A

concern from the individual informant or clinician, and substantial impairment in standardized neuropsychological testing in memory plus at least one other cognitive domain

234
Q

what six neuropsychological assessments are procedure for suspected dementia?

A

-medical background and personal history
-mental state assessment
-current cognitive functioning
-premorbid ability
-mood
-ADLs

235
Q

what is assessed towards mental state?

A

quick assessment of orientation, memory, thought, feeling, judgement

236
Q

Which tasks are involved in Mini Mental State Exam (MMSE)?

A

orientation: what is the year/season/date/day/month

registration and recall: repeat three words, later given surprise recall test

attention: serial 7’s

language: name objects and repeat sentence

motor abilities: copy drawing

237
Q

Evaluate MMSE:

A

good reliability, good predictive validity (sensitive to dementia), poor specificity (numerous reasons for low scores), does not assess executive function or problem solving

238
Q

What is the MMSE not very sensitive to?

A

-early/mild dementia
-dementia in highly educated people

239
Q

How would someone with Alzheimer’s Disease perform in Rey Auditory Verbal Learning Test?

A

impaired verbal learning (flat learning curve across repeated trials), recall impaired, recognition deteriorates, greater recency and less primacy (more reliance on short term memory)

240
Q

What is Rey Auditory Verbal Learning Test able to predict (for two years later)?

A

dementia diagnosis

241
Q

How did iris Murdoch’s final novel indicate she might be in early stages of Alzheimer’s?

A

the novel showed reduced vocabulary and simpler sentences

242
Q

What happens to language in people with mild Alzheimer’s?

A

word finding difficulties, naming problems, circumlocution

243
Q

what happens to language in people with moderate Alzheimer’s?

A

content of language more vague, verbal perseveration, syntax simplified

244
Q

what is a key screening test of language in Alzheimer’s disorder?

A

semantic fluency (e.g. name as many animals as you can in one minute)

245
Q

why should word reading tasks be insensitive to dementia?

A

If word reading tasks like NART are a valid measure of premorbid ability they should be insensitive to dementia

246
Q

What raises uncertainties of word reading tests being a good measure of premorbid ability?

A

the ability to read irregularly spelt words is adversely affected in Alzheimer’s disorder

247
Q

how was dementia/AD detected in a chess player (73) with high IQ but declining memory and chess skills?

A

through assessment of change collecting evidence of deterioration over time

248
Q

name three types of dementias:

A

Alzheimer’s disease, frontotemporal dementia, vascular dementia

249
Q

What can be difficult to differentiate dementia from?

A

different types of dementia, illness like delirium and stroke, cognitive decline in normal aging, mild cognitive impairment (MCI), mood disorders

250
Q

what two disorders have an overlap of prominent features with dementia?

A

delirium and depression

Year Three Psychology (4 decks)

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