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PGSP Assessment Comp > Q1 - Psychometrics/Theory > Flashcards

Q1 - Psychometrics/Theory Flashcards

1
Q

How are confidence intervals calculated?

A

obtained score +/- (z) (SEM)

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2
Q

What is a Z score? How is it calculated? What is the range, mean, and SD?

A

Also called the standard score, it’s the # of standard deviations from the mean that the data point it.

(score - mean)/SD

  • Range: (-4 to 4)
  • Mean = 0
  • SD = 1
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3
Q

What are the Mean and SD of scaled scores?

A

M= 10, SD = 3

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4
Q

What is a criterion referenced test, and what is it used for?

A

Uses a threshold (like the comp; a percentage, an absolute score, etc.). It is NOT norm-referenced.

It’s used to determine if someone has mastery over the subject matter

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5
Q

What was the Larry P. Riles case about?

A

Court case that created the California law prohibiting the administration of standardized IQ tests to African American children for the purpose of placing them in classes for the educable mentally retarded, given finding that IQ tests are racially biased against African Americans

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6
Q

What is the Flynn Effect? What should we take away from it?

A

Performance on mental abilities tests has risen each generation for a century, but they plummet when a new test is released.

  • Tests should be regularly updated
  • You should know what the norms of the test you are giving are and what they will mean in the context of today’s population
  • Be cautious about using outdated norms (~10 years)
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7
Q

Describe Spearman’s Two-Factor Theory

A

g: general ability construct
- Universal inborn ability that varies between individuals and helps in different mental operations
- Overall estimate of general intelligence

s: Every individual possesses some specific abilities and usually gets success in the same
- Arithmetic, spatial reasoning, logical, mechanical
- People can have more than one special ability in varying degrees
- Abilities can be learned, acquired, and strengthened
- Not measured on an IQ test

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8
Q

Describe Cattell-Horn’s Two-Factor Theory

A

Distinction between fluid intelligence (gf) and crystallized intelligence (gc)

Fluid intelligence g(f):

  • Refers to quantitative reasoning, processing ability, adaptability to new environments and novel problem solving
  • Ability to think on the spot, solve novel problems
  • Tends to be nonverbal

Crystallized Intelligence g(c):

  • Refers to accumulation of knowledge
  • Vocabulary, fund of knowledge, skills already learned and practiced
  • Factual knowledge about the world
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9
Q

Describe Sternberg’s Triarchic Theory

A

3 components:

Componential (analytical):
- Acquire knowledge and solve problems effectively
Metacomponents, performance, knowledge, acquisition

Contextual (practical):

  • Solve problems by searching for real life information
  • Adaptation, selection, shaping

Experiential (creative):

  • Adapt creatively in new situations
  • Novelty, automation
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10
Q

Describe Cattell-Horn-Caroll (CHC) Theory

A
  • Most widely cited theory of intelligence today

- Hierarchical organization of pervasive, broad, and narrow abilities

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11
Q

What is intelligence testing good/bad for?

A

Good:

  • Predicting future academic/occupational success
  • Short term, not long term predictions

Bad:
- Doesn’t capture motivation/why someone scored low

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12
Q

What are some things to include in an intake interview?

A

Social history, substance use, mental health, presenting problem, family history, etc.

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13
Q

Components of MSE

A
  • Physical Appearance
  • Behavior and Attitudes
  • Mood and Affect - “Feeling”
  • Perception
  • Thought Content and Processes
  • Sensory and Intellectual Functioning
  • Insight and Judgment
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14
Q

When can 3rd parties be in the room for assessment?

A

ONLY during the intake interview; NEVER during testing (except translator)

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15
Q

What should you ask about in terms of symptoms at intake?

A

Onset / course / severity / impact on functioning

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16
Q

How can you encourage a response without talking about right/wrong?

A
  • Say “give it a try” if they say “i don’t know”

- Comment on overall effort / perseverance

17
Q

Can you take audio recordings of response?

A

NO

18
Q

What should you do if a person is exhibiting testing anxiety?

A
  • Break standardization to get accurate data
  • Interpret w/ caution if extreme
  • Breaks
  • Switch order of tests (Begin and end with success)
19
Q

What are some things to do when using a translator?

A
  • Confirm their proficiency
  • Shortened test battery (will still take a long time
  • Walk through administration strategy with interpreter
  • Always face client when speaking (eye contact)
20
Q

What are nominal, ordinal, interval, and ratio schedules?

A 
Nominal = Unordered discrete variables (race / ethnicity)
Ordinal = Ordered ranked discrete variables (military ranks)
Interval = Continuous variables w/ equal spacing
Ratio = Continuous variables, equal spacing, zero point (BAC)
21
Q

When should you use Pearson’s R

A
  • 2 variables continuous and normally distributed
  • Linear relationship between variables exists
  • Predictor variable predicts as well at high score as at low score ranges
  • If not, then problem = restriction of range
22
Q

How do you get the Coefficient of Determination, and what does it tell you?

A
  • R^2

- Quantifies amount of variance in one variable that’s explained by association with another variable

23
Q

Describe the characteristics of the Normal Curve

A
  • Symmetrical distribution (Mean median mode all the same)
  • Specific percentages of observations fall between each SD & the mean
    • 68% between -1 SD and +1 SD
    • 95% between -2 SD and +2 SD
  • Majority of scores in the middle
  • Mean Median Mode all the same
24
Q

What is the range, mean, and SD for Standard Scores

A
  • 0-200
  • Mean = 100 (Average 85-115)
  • SD = 15
25
Q

What is the range, mean, and SD for Scaled Score

A
  • 0-20
  • Mean = 10 (Average 7-13)
  • SD = 3
26
Q

What is the range, mean, and SD for T scores

A
  • 0-100
  • Mean = 50 (Average Range: 40-60)
  • SD = 10
27
Q

How do you convert a Z score to a T score

A
  • Multiply T score by 1.5 and add 25

- T x 1.5 + 25

28
Q

Given the score and SEM on a test, how do you measure the confidence interval?

A

Score +/- Z score (# of standard deviations away) * SEM

29
Q

What are some differences with child assessment?

A
  • Kids generally are not requesting services
  • Info is collected from multiple sources
  • Developmental considerations (findings may change over time)
  • Results may not be given to them
30
Q

What are some disadvantages of personality tests?

A
  • Potential deception
  • Inaccuracy on self-reports
  • Time consuming
  • Can you really capture someone’s uniqueness?
31
Q

What were the two major paradigm shifts in the MMPI from the 40s`?

A
  • Codes types added

- Criterion keying (ignoring content)

32
Q

What were some updates to the MMPI II?

A
  • Revised, Expanded, Modernized Item pool (grammar, suicidality added, etc.)
  • More Diverse Normative Sample
    • Validated w/ Diverse Clinical and Non-Clinical
      Populations
  • New Scales Developed (FBS, VRIN, TRIN, S)
33
Q

What ages can take PAI? How long does it take to complete?

A

For 18+, 50 mins to complete

34
Q

What are some of the goals of Therapeutic Assessment?

A
  • Reduce power differential between patient & assessor

- Work together to understand problem and explore new ways of thinking and being

35
Q

What does the Specificity of a test refer to?

A

True Negative rate

36
Q

What does the Sensitivity of a test refer to?

A

True Positive rate

PGSP Assessment Comp (4 decks)

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