Psychological Assessment Flashcards
A domain-referenced score is most useful for:
A. predicting an examinee’s status or performance on a external criterion
B. determining an examinee’s level of mastery on a particular domain
C. comparing an examinee’s performance to the performance of examinees in a standardization sample
D. categorizing an individual in terms of two or more domains or categories
Determining an examinee’s level of mastery on a particular domain
An examinee’s score on which of the following Rorschach variables is most useful for estimating his or her level of intelligence?
A. organizational activity
B. perceptual thinking
C. WSum6
D. SCON
Organizational activity
- reflects the extent to which the examinee organizes that various elements of the inkblot into a unified image
- correlates most highly with intelligence
- DQ, Lambda, F% also correlate with intelligence
PERCEPTUAL THINKING (PTI)
- developed as a measure of thought disorders
- Individuals with Schizophrenia or other psychotic disorders typically obtain high scores on this index
WSUM6
- used to identify thought disorders
SCON
- suicide constellation
- evaluate suicide risk
Schaie’s (1996) Seattle Longitudinal study examinted the relationship between cognitive abilities and:
A. SES
B. speed of processing
C. age
D. gender
Age
- Investigated age-related changes in cognitive abilities
- Schaie’s study found that IQ remains relatively stable during adulthood and that substantial age-related declines prior to age 70 are apparent for only 2 abilities:
- perceptual speed
- numerical ability
To assess the general intelligence of a 6 year old child who is deaf, you would use which of the following tests?
A. Halsteid-Reitan
B. Kaufman Asesssment Battery for Children
C. Fagan test
D. Hiskey-Nebraska test
Hiskey-Nebraska test
- developed for use with deaf and hard-of-hearing children aged 3-17
HALSTEAD-REITAN:
- neuropsychological screening test for brain injury damage
- Assesses sensorimotor, perceptual, language functioning
KAUFMAN ASESSMENT BATTERY:
- designed to be a culturally fair measure of cognitive ability for children ages 3-18
FAGAN TEST OF INFANT INTELLIGENCE:
- intelligence test for infants from 3-12 months of age
A “general representative sample” was used to develop which of the following Strong Interest Inventory Scale:
A. General Occupational theme
B. Basic interest scale
C. Occupational scales
D. College major scales
Occupational scales
- derived using a criterion keying method that involved comparing the responses of individuals employed in specific occupational groups to individuals in a general representative sample
- General Occupational Themes & Basic Interest Scales utilized a logical content method
Research on Raven’s progressive matrices has confirmed that it is a measure of:
A. nonverbal memory
B. Spearman’s g
C. psychomotor ability
D. sequential processing
Spearman’s g
RAVEN’S PROGRESSIVE MATRICES
- measure of nonverbal intelligence
- present examinees with a series of designs that each have a missing part
- examinee is required to choose the missing part from several alternatives
In the context of the Rorschach, form quality indicates:
A. what aspect of the inkblot determined the response
B. the degree of congruence between response and reality
C. the extent to which the response is based on an unusual or common detail
D. the extent to which form is well integrated with other determinants
The degree of congruence between response and reality
With regard to IQ, the average reported correlation coefficient for identical (monozygotic) twins reared together is .85, while the coefficient for a parent and biological child when the child is reared by the parent is approximately:
A. 0.68
B. 0.40
C. 0.25
D. 0.18
0.40
- Range of correlation coefficients is:
0. 39 - 0.43 for a PARENT and BIOLOGICAL child (REARED TOGETHER)
NOTE:
The contribution of heredity to IQ is demonstrated by studies showing that, the greater the genetic similarity between individuals, the higher the correlation coefficient for their IQs.
- IDENTICAL TWINS REARED APART: 0.68
- BIOLOGICAL SIBLINGS REARED APART: 0.25
- ADOPTIVE PARENT & CHILD: 0.18
The correlation coefficient for IQ scores for biological siblings reared together is:
A. .85
B. .65
C. .45
D. .25
0.45
- IDENTICAL TWINS REARED APART: 0.68
- BIOLOGICAL SIBLINGS REARED APART: 0.25
- ADOPTIVE PARENT & CHILD: 0.18
Research has consistently shown that the greater the genetic similarity between people, the more highly correlated their IQ test scores. Which of the following does NOT accurately represent the correlation coefficients reported in the research?
A. identical twins reared together: 0.85
B. identical twins reared apart: 0.67
C. biological siblings reared together: 0.45
D. unrelated individuals reared together: 0.06
Unrelated individuals reared together: 0.06
- UNRELATED INDIVIDUALS (reared together): 0.30.
- ADOPTIVE PARENT AND CHILD (who are “unrelated” individuals): 0.18
*ON EXAM
To assess the reading, spelling, and arithmetic skills of an elementary school child who may have a learning disability, you would use which of the following?
A. WRAT
B. DAT
C. PPVT
D. CAS
WRAT
- rapid screening device for assessing reading, spelling, and math skills
- designed to be used to assist in the diagnosis of a learning disability
Differential Aptitude Test (DAT):
- assesses job related abilities
- broad intellectual skills used to vocational counseling
Peabody Picture Vocabularly Test (PPVT):
- measure of receptive vocabulary that provides nonverbal estimate of intelligence
Cognitive Assessment System (CAS):
- measure of basic cognitive processes central to learning
Which of the following approaches was used to derive the “Big 5” personality traits?
A. theoretical
B. empirical criterion keying
C. lexical
D. multitrait-multimethod matrix
Lexical
- a-theoretical
- based on the assumption that all socially-relevant personality traits have been incorporated into language
- For the BIg 5, this initially involved identifying personaity traits listed in a dictionary
Most interpretations of performance on the Bender-Gestalt are directed toward:
A. screening for brain damage
B. assessing for personality
C. evaluating executive functioning
D. assigning a psychiatric diagnosis
Screening for brain damage
In the assessment of cognitive abilities with a standardized test, you would most likely “test the limits”:
A. before administering the test using standardized procedures
B. as an alternative to administering the test using standardized procedures
C. after administering the test standardized procedures
D. whenever it seems appropriate to do so
After administering the test standardized procedures
- Testing the limits is done after the entire test has been administered under standardized conditions
- It is used to obtain additional information and may involve providing cues or asking additional questions
When using the Cleary (1968) model, test bias is evaluated by:
A. comparing the results of a factor analysis for members of different groups
B. comparing the test’s regression lines for members of different groups
C. comparing the test’s means for different groups
D. comparing the “base rates” for members of different groups
Comparing the test’s regression lines for members of different groups
According to the Clearly model, if the test has the same regression lines, for members of both groups, the test is NOT biased even if it has different means for both groups
*ON EXAM
The results of the Seattle Longitudinal study found that:
A. measures of crystallized and fluid intelligence both begin to show substantial age-related declines in the mid-to late 40s
B. measures of crystallized intelligence show earlier age-related declines than measures of fluid intelligence
C. measures of perceptual speed and numeric ability begin to show age-related declines sooner than measures of vocabulary and verbal memory
D. measures of inductive reasoning, spatial organization, and verbal memory begin to show age-related declines in the mid to late 20s
Measures of perceptual speed and numeric ability begin to show age-related declines sooner than measures of vocabulary and verbal memory
SEATTLE LONGITUDE STUDY:
- used a cross-sequential design that combined cross-sectional & longitudinal methodologies
- overall intelligence remains relatively stable until the late 60’s
- Of the mental abilities, perceptual speed & numeric ability are the first to decline
Jung differs from Freud in that all of the following ways except:
A. Jung’s perspective reflects a more optimistic view of human nature
B. Jung promoted a more active interchange between analyst and patient
C. Jung conceptualized the psyche as continuing to evolve throughout the lifespan
D. Jung replaced the concept of the ego with the concepts of the self and the ideal self
Jung replaced the concept of the ego with the concepts of the self and the ideal self
The ego is an important part of Jung’s theory, and although he did make use of the notion of the “self” he considered the self to be the archetype for the ego
Which of the following test is associated with the PASS model of intelligence?
A. Columbia Mental Maturity Scale
B. Fagan test
C. Cognitive Assessment system
D. Wonderlic
Cognitive Assessment system
- measure of basic cognitive processes
- associated with the PASS model of intelligence which distinguishes between 4 cognitive functions:
- planning
- attention
- simultaneous processing
- sequential processing
Examinees with Mild Cognitive impairment, Major Depression, or Traumatic brain injury are less likely to achieve the highest score on which of the following indexes?
A. Perceptual Reasoning
B. Processing Speed
C. Verbal Comprehension
D. Working memory
Verbal Comprehension
When conducting a Functional behavioral asessment, a behavior’s function is described in terms of:
A. the skills required to perform it
B. the criteria used to measure it
C. its antecedents and consequences
D. its physical characteristics
Its antecedents and consequences
In a scatterplot, a “slope bias” is indicative of which of the following?
A. shrinkage
B. criterion contamination
C. measurement error
D. differential validity
Differential validity
- In a scatterplot, a “slope” refers to the angle of the regression line
- Slope bias occurs when a PREDICTOR has DIFFERENT VALIDITY COEFFICIENTS for DIFFERENT GROUPS, which produces regression lines with different angles
You would use the Leiter-R to assess the:
A. intelligence of a non-English speaking child or adolescent
B. linguistic abilities of a child with a language disability
C. functional skills of a child or adolescent with Mental retardation
D. intelligence of an adolescent or adult who is blind or partially sighted
Intelligence of a non-English speaking child or adolescent
Raven’s Progressive Matrices is a measure of:
A. psychomotor ability
B. simultaneous and sequential processing
C. “successful intelligence”
D. Spearman’s “g”
Spearman’s “g”
Which of the following is a 12 minute, 50 item test of general cognitive ability for adults?
A. Leiter-R
B. Kuhlmann-Andereson
C. Haptic
D. Wonderlic
Wonderlic
WONDERLIC PERSONNEL TEST:
- 12 minute, 50 item test of general mental ability for adults
- Used by employers to assist with hiring decisions
The Scholastic Assessment Test (SAT) appears to be LEAST accurate as a predictor of college grades for examinees who score:
A. in the mid-range
B. at the high or low end
C. in the lower one-third
D. in the upper one-third
In the mid-range
Factors analyses have indicated that psychomotor skills:
A. are highly interdependent
B. depend primarily on strength and speed
C. are highly independent
D. are reflective of “g”
Are highly independent
NOTE:
- In contrast to intelligence, psychomotor ability does not seem to have an underlying “g” factor
- Psychomotor skills are relatively independent
Research investigating the predictive validity of interest inventories suggests that they are LEAST accurate for predicting:
A. job performance
B. job choice
C. job persistence
D. job satisfaction
Job performance
Job performance is LEAST related to interest test scores, probably because performance is affected by a variety of factors including ABILITY, EXPERIENCE, and MOTIVATION
Which of the following is NOT one of Gardner’s (1998) multiple intelligences?
A. bodily-kinestic
B. logical-mathematical
C. spatial
D. auditory
Auditory
GARDNER’s 8 INTELLIGENCES:
- linguistic
- musical
- logical-mathematical
- bodily kinesthetic
- spatial
- interpersonal
- intrapersonal
- naturalistc
On the MMPI-2, an attempt to “Fake bad” is suggested when an examinee obtains a:
A. a very high F or K scale score
B. a very high F scale or a very low K scale score
C. a very low F scale score or a very high K scale score
D. a very low F or K scale score
A very high F scale or a very low K scale score
F SCALE:
- measures extent to which examinee answers in a TYPICAL or DEVIANT manner
-
HIGH F-SCALE suggests:
- random responding
- significant pathology
- Faking bad
K SCALE:
- measures extent to which examinee describes himself in OVERLY POSITIVE terms
-
LOW SCORE on K-SCALE:
- lack of insight
- attempt to fake bad
- disorientation
The General Occupations Theme (GOT) scale of the current version of the Strong Interest Inventory provides information on which of the following?
A. five personal styles
B. 30 basic occupational themes
C. Super’s major life roles
D. Holland’s occupational themes
Holland’s occupational themes
GENERAL OCCUPATIONS THEME (GOT):
- information on occupational themes and more specificaly, on Holland’s 6 occupational theme
STRONG INTEREST INVENTORY:
provides information on four scales:
- General Occupational themes
- Basic interest scales
- Occupational scales
- Personal Style Scales
PERSONAL STYLE SCALES:
- provides scores on work style, learning environment, leadership style, risk taking, team orientation
BASIC INTEREST SCALES:
- provides scores on 30 basic interests
The Fagan Test of Intelligence assesses which of the following?
A. sensorimotor skills
B. visual motor integration
C. selective attention to novel stimuli
D. personal self-sufficiency
Selective attention to novel stimuli
- measures intelligence from children 3-12 months of age
- evaluates an infant’s selective attention, which is presumed to to reflect his or her ability to retain information
To determine if a predictor is biased against members of a particular group, you would compare:
A. the means of the different group on the predictor
B. the means of the different groups on criterion
C. the regression lines for the different groups
D. The Y-intercept for the different groups
The regression lines for the different groups
SLOPE (PREDICTIVE) BIAS:
- predictor has a different validity coefficient for different groups
- When a test has different validity for different groups, it will have DIFFERENT REGRESSION LINES since the slope of the regression line is directly related to the magnitude of the validity coefficient
NOTE: Y-intercepts DO NOT NECESSARILY indicate bias but may instead reflect differences in criterion performance
The Cattell-Horn -Carroll (CHC) model can be used to interpret an examinee’s scores on which of the following tests?
A. KABC-II
B. PPVT-4
C. Cognitive Assessment System
D. Slosson Intelligence Test
KABC-II (Kaufman Assessment Battery for Children, Second Edition)
based on two models:
- Luria’s neuropsychological model
- Cattell-Horn-Carrol’s theory of cognitive abilities
Research by K.W. Schaie (1971) on age and intelligence provided support for which of the following theories of intelligence?
A. Guilford’s convergent and divergent thinking
B. Spearman’s “g” factor
C. Thurston’s primary mental abilities
D. Luria’s simultaneous and successive processing
Thurston’s primary mental abilities
Schaie used a **CROSS-SEQUENTIAL DESIGN ** to examine the effects of age on 6 primary mental abilities
- verbal ability
- inductive reasoning
- verbal memory
- spatial orientation
- numeric ability
- perceptual speed
- Schaie found that the effects of increasing age differed for each ability, thereby confirming Thurston’s primary mental abilities that intelligence consists of SEVERAL BROAD FACTORS rather than a SINGLE “G” FACTOR
Therapy clients who obtain a two-point code of 49/94 on the MMPI-2 – i.e., who receive elevated scores on Scales 4 (Pd) and 9 (Ma) – will most likely:
A. somaticize their psychological symptoms; lack psychological sophistication; and be unlikely to benefit from insight-oriented therapy.
B. have low self-confidence; be suspicious and distrustful; and be likely to benefit most from concrete, behavior-oriented interventions.
C. have severe adjustment problems; be impulsive, nonconforming, and unpredictable; and be unable to form a beneficial therapeutic relationship.
D. have antisocial tendencies; be self-indulgent, impulsive, and sensation-seeking; and, in therapy, express little motivation to change.
Have antisocial tendencies; be self-indulgent, impulsive, and sensation-seeking; and, in therapy, express little motivation to change.
NOTE:
A two-point code of 4-9/9-4 on the MMPI-2 is characteristic of individuals:
- antisocial tendencies
- poorly developed conscience
- shallow relationships
- history of legal, family, and work-related problems
- They rarely seek therapy voluntarily
- come to therapy at the insistence of another person or referral by the court
- experience low levels of distress
- usually unmotivated to change
frequently terminate therapy prematurely
2-1/1-2 CODE:
- somaticize their psychological symptoms
- lack psychological sophistication
- unlikely to benefit from insight-oriented therapy
6-8/8-6 CODE:
- low self-confidence
- suspicious and distrustful
- likely to benefit most from concrete, behavior-oriented interventions
4-8/8-4 CODE:
- severe adjustment problems
- impulsive
- nonconforming
- unpredictable
- unable to form a beneficial therapeutic relationship
On the MMPI-2, generally elevated scales may indicate functional impairment. In addition, functional impairment is especially associated with elevations on which of the following scales?
A. Paranoia (6, Pa), Schizophrenia (8, Sc), and/or Hypomania (9, Ma)
B. Paranoia (6, Pa), Schizophrenia (8, Sc), and/or Psychasthenia (7, Pt)
C. Schizophrenia (8, Sc), Hypomania (9, Ma), and/or Depression (2, D)
D. Psychopathic Deviation (4, Pd), Psychasthenia (7, Pt), and Schizophrenia (8, Sc)
Paranoia (6, Pa), Schizophrenia (8, Sc), and/or Hypomania (9, Ma)
NOTE:
According to Groth-Marnat (2003), functional impairment is especially associated with elevations on the Paranoia (6, Pa), Schizophrenia (8, Sc), and/or Hypomania (9, Ma)
