Readings Flashcards
APA (2008) - Statement for Disclosure of Test Data
Tests used by psychologists and related professionals may suffer irreparable harm to their validity if any materials are publicly distributed
Test materials should be granted only to qualified psychologists or other professionals who use the material in their research or clinical practice
Such materials should be distributed through the course professor, practicum supervisor, or like personnel
Must store all psychological test materials under conditions that prevent access by unauthorized individuals
Simulated test items should be used to demonstrate any given device or technique
Students aware that being the subject of such a demonstration can have the effect of invalidating the test for them
Students must take the appropriate prerequisites and be supervised in practice and initial administrations
It’s inappropriate for students to administer tests outside a controlled and standardized situation
Only report results to the test-taker under supervision
Unauthorized modifications a published or unpublished test is unethical and illegal
APA (1999) - Statement on the Use of Secure Psychological
Tests in the Education of Graduate and Undergraduate Psychology Students
Disclosing individuals test results requires consideration of:
(a) maintaining confidentiality of test data;
(b) informing the test taker of the purpose, use, and results of testing;
(c) releasing data with the consent of the test taker;
(d) releasing data to unqualified persons;
(f) releasing data without impairing test security;
(f) releasing data without impairing copyright or other intellectual property interests of third parties (e.g., test publishers);
(g) conforming to legal mandates and rules pertaining to test data; and
(h) other issues
- Reprinting test items
- Use of test items in teaching and training
- Retention and maintenance of testing data
WAIS-IV Administration and Scoring Manual (Ch 2)
General Testing Guidelines
- Maintain a standard administration whenever possible.
Need:
- Stopwatch
- Pencil
- Clipboard
Before the testing session, arrange the materials so that they are easily accessible to you during the session but out of the examinee’s view.
To provide an ideal environment, administer the test in a well-lit, quiet room that is free from distractions and interruptions (e.g., an office or clinical treatment room)
Sit directly across from the examinee so that you can fully observe test-taking behavior.
Maintain rapport, give the client your full attention, have a confident and relaxed approach, be professional and unhurried
Demonstrate enthusiasm and interest by praising the examinee’s effort.
Examines suspected of intellectual disability or general intellectual deficiency should always begin with Item .1
The reverse rule applies to subtests that do not start with Item 1.
Regardless of the examinees performance on items preceding the start point, full credit is awarded for preceding items if perfect scores are obtained on the start point and subsequent item.
In order to meet the discontinue criterion, the examine must obtain scores of 0 on all trials within a single item
Subtests with strict time limits include Block Design, Arithmetic, Symbol Search, Visual Puzzles, Coding, Figure Weights, Cancellation, and Picture Completion.
Queries are used to elicit additional information when an examine’s response is incomplete, vague, or unclear.
Waterhouse, L. (2006)
Reviews evidence for Multiple Intelligences, the Mozart effect, and emotional intelligence
Argues that despite their wide currency in education these theories lack adequate empirical support and should not be the basis for educational practice.
Unfortunately, the lack of sound empirical support for MI, ME, and EI theories suggests that their continuing acceptance in education might also be considered educational malpractice
1. First, teaching these theories harms educators.
2. Second, these theories harm students.
3. Finally, the acceptance and promulgation of these theories does harm to the field of education.
These theories should not be taught without providing the context of their existing empirical support.
Multiple Intelligences Theory (Waterhouse, 2006)
MI Theory:
- Gardner in 1983
- He proposed the existence of seven distinct intelligences: linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, intrapersonal sense of self and interpersonal
To date there have been no published studies that offer evidence of the validity of the MI
- Argument 1: Empirical evidence for MI is not necessary
- Argument 2: Intelligence is not a tangible object
- Argument 3: MI are novel constructs requiring new measures.
- Argument 4: Ml theory has been validated by its classroom applications.
- Argument 5: MI theory profiles cognitive skills better than do IQ subtests.
- Summary: The Lack of Empirical Evidence for MI Theory Remains a Problem
- Summary: Cognition Research Evidence Does Not Support MI Theory
Mozart Theory (Waterhouse, 2006)
ME Theory:
- Beginning in 1993 a series of studies reported that experiencing Mozart might generate improved spatial skill.
- When we learn something that we can recall again and again, it is represented in our long-term memory.
- Repetition induces learning.
- Excitement induces learning.
- Cortical Arousal May Be the Source of the ME
- Some Research Disconfirms the ME
- The present available evidence does not support the belief that the ME is a newly discovered mechanism that can improve spatial skill without practice or emotional arousal.
Emotional Intelligence Theory (Waterhouse, 2006)
EI Theory:
- 1995 Goleman and his book Emotional Intelligence.
- Goleman’s idea of a unitary
“emotional intelligence”consisted of five domains: knowing one’s emotions, managing one’s emotions, motivating one- self, recognizing emotions in others, and handling relationships.
- He redefined El as the ability to develop competence in four domains: self-awareness, self-management, social awareness, and relationship management.
- Research concluded that there was no supporting evidence fora unitary El either in”brain function, in basic in- formation processing, in high- level interactions of person-environment interaction, or by reconceptualizing existing personality traits
- Many Conflicting Constructs of El
- El has not Been Differentiated From Personality Plus IQ
- The Claim That EI Determines Real-World Success HasNot Been Validated
- Alternatives to El Theory: Theories of Multiple Socioemotional Skills
- Summary: The Problems With El Theory are Unresolved
WAIS-IV Administration and Scoring Manual (Ch 3)
General Tips
Before the assessment:
Need individuals name, birthdate, handedness, hearing/vision difficulties, colorblind, meds, history of TBI, seizures
Overall:
- Timer on top = timed section
- Queries - ask “What do you mean” or “Can you tell me more?”
- Pay attention to where the start point is after the samples
- If someone switches their response, “So you said 1 and you said 3, which one do you mean?”
- Reverse rules - need a perfect score of 2
- Use a pencil without an eraser
- Avoid using the word intelligence
Item Administration:
Bold = instruction for me
Non-bold = what to say
Block Design - Timed
- Dominant hand closer to the blocks
- Book ~7 inches from the table
Similarities - Can repeat
Digit Span - No repeating
- Separate numbers by 1 second when reading them
Matrix Reasoning - Can repeat instructions
Vocabulary
Arithmetic - Can repeat 1 time and 1 time only
- If read past 30, then time is up
- Timed
- Start at item 6
Symbol Search - Timed
Visual Puzzles - Timed
Information - Can repeat as often as necessary
- Record responses verbatim
Coding - Timed
Letter - Number Sequencing
Future Weights - Timed
Comprehension - Can repeat as often as necessary
Cancellation - Timed
Picture Completion - Timed
Converting Raw Scores to Scaled Scores:
- Always use 95% confidence interval
- If greater than the number listed for Index Score Comparison, there is a sig. difference
Nisbett; Aronson; Blair; Dickens; Flynn; Halpern; Turkheimer (2012)
Intelligence: new findings and theoretical developments
New findings include the following:
(a) Heritability of IQ varies significantly by social class.
(b) Almost no genetic polymorphisms have been discovered that are consistently associated with variation in IQ in the normal range.
(c) Much has been learned about the biological underpinnings of intelligence.
(d) “Crystallized” and “fluid” IQ are quite different aspects of intelligence at both the behavioral and biological levels.
(e) The importance of the environment for IQ is established by the 12-point to 18-point increase in IQ when children are adopted from working-class to middle-class homes.
(f) Even when improvements in IQ produced by the most effective early childhood interventions fail to persist, there can be very marked effects on academic achievement and life outcomes.
(g) In most developed countries studied, gains on IQ tests have continued, and they are beginning in the developing world.
(h) Sex differences in aspects of intelligence are due partly to identifiable biological factors and partly to socialization factors.
(i) The IQ gap between Blacks and Whites has been reduced by 0.33 SD in recent years.
We report theorizing concerning
(a) the relationship between working memory and intelligence,
(b) the apparent contradiction between strong heritability effects on IQ and strong secular effects on IQ,
(c) whether a general intelligence factor could arise from initially largely independent cognitive skills,
(d) the relation between self-regulation and cognitive skills, and
(e) the effects of stress on intelligence.
Council of National Psychological Associations for the Advancement of Ethnic Minority
Interests (2016)
Testing and assessment of people and communities of color
Test bias
Slope bias
Intercept bias
According to the Testing Standards, there are four general perspectives to fairness in testing: (1) lack of test bias—avoid use of tests that produce results that have different meaning across groups;
(2) equitable treatment in the testing process—give all examinees an equal opportunity to demonstrate their standing on the construct the test is measuring;
(3) equality in outcomes of testing—examinees who perform equally well on the test should have an equal chance of being chosen regardless of group membership; and
(4) opportunity to learn— each group being measured must have had equal opportunity to learn or achieve the construct being measured.
WISC
