Psychological Assessment Flashcards by E H

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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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*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

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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

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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

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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

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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

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*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:_ 1. linguistic 2. musical 3. logical-mathematical 4. bodily kinesthetic 5. spatial 6. interpersonal 7. intrapersonal 8. 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 1. verbal ability 2. inductive reasoning 3. verbal memory 4. spatial orientation 5. numeric ability 6. 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**)