Psychological Assessment Flashcards
This refers to the degree to which test scores are free from the effects of measurement error. a. Validity b. Standardization c. Reliability d. Relevance
c
This refers to the degree to which a test measures what it was designed to measure. a. Validity b. Standardization c. Reliability d. Relevance
a
These types of scores permit comparisons between an examinee’s test performance and the performance of individuals in the norm group. percentile ranks and standard scores are examples of these: a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores
a
These are also known as domain-referenced scores and content-referenced scores and permit interpreting an examinee’s test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance or status on an external criterion. a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores
b
These scores are provided by ipsative scales, which permit intraindividual comparisons - i.e., comparisons of an examinee’s score on one scale with his/her scores on other scales. a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores
c
The research confirms that interviews can be used to obtain reliable and valid data from children as young as age: a. 4 b. 6 c. 8 d. 10
b
This refers to acquired knowledge and skills, is affected by educational and cultural experiences, and includes reading and numerical skills and factual knowledge: a. Linguistic intelligence b. Fluid intelligence c. Crystallized intelligence d. Naturalistic intelligence
c
This type of intelligence does not depend on specific instruction, is relatively culture-free, and enables an individual to solve novel problems and perceive relations and similarities: a. Linguistic intelligence b. Fluid intelligence c. Crystallized intelligence d. Naturalistic intelligence
b
Spearman’s two-factor theory predicts that performance on any cognitive task depends on ____________ plus one or more specific abilities.
g (general intelligence)
Sternberg’s triarchic theroy proposes that successful intelligence is composed of which three abilities: a. practical, instructional, and analytical b. analytical, creative, and practical c. informative, analytical, and creative d. creative, informal, and formal
b
According to Guilford, this relies on rational, logical reasoning and involves the use of logical judgment and consideration of facts to derive the correct solution to a problem. a. Divergent thinking b. Convergent thinking c. Analytical thinking d. Creative thinking
b
According to Guilford, this involves nonlogical processes and requires creativity and flexibility to derive multiple solutions: a. Divergent thinking b. Convergent thinking c. Analytical thinking d. Creative thinking
a
Which intelligence theorist would argue that traditional intelligence tests focus on analytical ability but neglect creative and practical abilities, which are also important contributors to academic and occupational achievment? a. Gardner b. Guilford c. Sternberg d. Horn and Cattell
c. Sternber’s triarchic theory defines successful intelligence as the ability to adapt to, modify, and choose environments that accomplish one’s goals and the goals of society and proposes that it is composed of three abilities- analytical, creative, and practical
Which intelligence theorist would argue that the traditional view of intelligence is too narrow? His theory of multiple intelligences distinguishes between eight types of cognitive abilities - linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. a. Gardner b. Guilford c. Sternberg d. Horn and Cattell
a
Research suggests that, at least until middle-age: a. the impact of genetic factors on IQ decreases while the impact of environmental factors increases with increasing age. b. the impact of genetic factors and environmental factors on IQ both decrease with increasing age. c. the impact of genetic factors and environmental factors on IQ both increase with increasing age. d. the impact of genetic factors on IQ increases while the impact of environmental factors decreases with increasing age.
d
Intelligence test scores become fairly consistent after about age ___, although some fluctuations in specific abilities are not uncommon. a. 7 b. 12 c. 16 d. 23
a
The impact of heredity on intelligence is demonstrated by studies showing that, the greater the ______________ similarity between people, the higher the correlation coefficient between their IQ test scores. For example, the correlation for identical twins reared together is about _____, while the correlation for biological siblings reared together is ____.
genetic; .85; .45
The influence of the environment on intelligence is demonstrated by research on the __________ effect which found (with some recent exceptions) a steady increase in IQ test scores in the US and other industrialized countries.
Flynn
Males and females do not differ in a consistent way in terms of mean scores on IQ tests, but females tend to outperform males on measure of _________ ability, while males obtain higher scores on measure of certain __________ and math skills.
verbal; spatial
Several experts argue that cognitive ability tests are biased against members of certain groups. They distinguish between _________ bias, which occurs when there is differential validity, and _________ bias, which occurs when means scores on the predictor differ for different groups.
slope; intercept
The Stanfor-Binet Fifth Edition (SB5) reflects a _______ model of intelligence that includes five cognitive factors and is appropriate for individuals ages _____________.
hierarchical; 2 to 85+
The five cognitive factors of the SB5
- fluid reasoning
- knowledge
- quantitative reasoning
- visual-spatial processing
- Working Memory
WAIS-IV indexes
Working memory, Verbal comprehension, Processing speed, Perceptual reasoning
Subtests that measure Working Memory on the WAIS-IV
Digit Span, Arithmetic, Letter-number sequencing