Test (more detail)

Question 1

What are the 5 factors and the overall factor of the Stanford-Binet Intelligence scale?

Answer 1

(Quiet Cats Focus Very Well) Fluid reasoning (fluid intelligence), Knowledge (crystallized intelligence), Quantitative reasoning, Visual-spatial reasoning, Working memory OVERALL: G or general intelligence

Question 2

How many core subtests in the stanford binet and how many factors do these yield?

Answer 2

10 core subtests, 5 factor scores

Question 3

What standardisation sample did they use for the stanforf binet (how many, ages, was it stratified?)

Answer 3

Standardization sample: 4800 participants between 2 and 85 years of age. Another 3000 people from other groups were also tested (e.g. gifted, intellectually disabled, ADHD).
Sample was stratified by age, race/ethnicity, geographical region (in US), and socioeconomic level.

Question 4

What are the means and standard deviations for the stanford binet?

Answer 4

the mean is 100 and SD 15 (standard intelligence)

Question 5

What are the 5 factors/ primary scores of the WISC-V? and what are they combined to measure?

Answer 5

Pet Whale Very Very Fat
1.Verbal comprehension

2.Visual perceptual

3.Fluid reasoning

4.Working memory

5.Processing speed
combined = a measure of general intellectual functioning

Question 6

What is the youngest age you can be to take the RPM?

Answer 6

5

Question 7

Do you need language to take the RPM?

Answer 7

no

Question 8

What was the RPM designed to do?

Answer 8

Designed to assess military recruits (supposedly) independent of educational factors. - “Impressive set” of norms from all around the world

Question 9

What kind of validity was used to validate the RPM?

Answer 9

Validity - correlates with other aptitude tests and to a lesser degree with academic ability (though correlations not high).- broadly construct validity, specific: convergent validity.

Question 10

The specific version of RPM called the SPM (Standard Progressive Matrices) is designed to measure what?

Answer 10

abstract reasoning

Question 11

What is the specific age range for the Peabody?

Answer 11

2- adult

Question 12

How do you respond to the peabody? if no speaking necessary?

Answer 12

pointing response or can even look at picture they wish to choose

Question 13

Does the Peabody require any reading ability?

Answer 13

No, it provides a rough and ready measure of IQ for people who might be unable to do the Binet or Wechsler tests (much quicker to administer too) - though it’s not a proper substitute (measures ASPECTS of intelligence)

Question 14

What kind of reliability was tested for the Peabody (3 types)?

Answer 14

alternate-forms, internacy consistency, and test-retest, all high!

Question 15

Does the peabody have content validity?

Answer 15

yes, words all in the dictionary

Question 16

What are the three forms of empirical validity the Peabody has?

Answer 16

• Empirical validity 1: test scores increase with age in the predicted way.
• Empirical validity 2 (convergent validity): correlates well with other established vocabulary tests, and also measures of oral language, and reading.
• Empirical validity 3: special populations were found to score as expected (e.g. mental retardation, developmental delay, autism, language disorder, etc).

Question 17

What are three specific things Neale measures and between which ages?

Answer 17

Measures oral reading, comprehension, and fluency of non-special needs students aged 6 to 12 years. But may also be used to diagnose reading difficulties in older readers (i.e. can be used with special needs adults).

Question 18

How does the Neale work?

Answer 18

Children read a selection of stories out loud and then completes a comprehension test on the story. The test administrator notes down any errors and how long the child took to read it.

Question 19

The Neale is scored to give measures of? (3 things)

Answer 19

1. Reading accuracy, 2. Reading rate, and 3. Comprehension.

Question 20

How do you analyse the Neale scores? e.g. do they need converting?

Answer 20

raw scores need to be converted into standardised scores, determine year of schooling and state and how many years of schooling he’s received (if a student has repeated a year, don’t count it as an extra year of schooling) (accuracy, comprehension, and rate each have their own conversion tables)

Question 21

What percentile rank indicates average ability on the Neale? and what rank indicates significant problems?

Answer 21

40-60 percentile rank is average ability
percentile rank below 20 indicates significant problems with reading

Question 22

What does the WIAT (Wechsler Individual Achievement Test) assist you in/inform?

Answer 22

identifying the academic strengths and weaknesses of a student; informing decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability; and designing instructional objectives and planning interventions

Question 23

What tests are included in the WIAT?

Answer 23

Word reading, text comprehension, maths problem solving, oral expression, writing fluency, spelling, sentence composition.

Question 24

What might you use the WIAT and WISC together for?

Answer 24

to diagnose a learning disorder. (achievement and intelligence test together bc discrepancy between two is useful for diagnosis)

Question 25

How was the 16PF developed?

Answer 25

lexical approach using factor analysis → - Cattell reviewed earlier work which identified 18000 names for personality traits in the English language.
- Of these, a quarter were ‘real traits’ rather than “temporary and specific behaviour”. as personality traits are supposed to be pretty consistent across situations and across time
- Cattell got people to rate “just distinguishable” differences between the words.
- This reduced the list to 171 trait names.
- Students were asked to rate their friends on these 171 traits. These data were put into a factor analysis, which reduced the traits to 36.
- Further research reduced these to 16 basic traits - though some were intercorrelated.

Question 26

The most well known test of the big 5 is…

Answer 26

The NEO-PI-3 (Neuroticism, Extroversion, Openness - Personality Inventory – Version 3) by Costa and McCrae (previously NEO-PI-R).

Question 27

How many items does the NEO-PI-3 have, how long does it take and how many versions, mean, and SD?

Answer 27

It has 240 items, takes 30-40 minutes, uses T scores, has different self-report and observer rating versions. - mean of 50 SD of 10

Question 28

What do the big 5 correlate with?

Answer 28

many other personality factors and established personality tests, as well as social outcomes and behaviours

Question 29

What is the most frequently used test by neuropsychologists?

Answer 29

the MMPI

Question 30

How was the MMPI developed? (steps)

Answer 30

Using the “criterion groups” method of development, also known as “empirical criterion keying”.
1. They created a large pool of items (logic, reason, literature reviews, expert opinion).
2. They gave the preliminary questionnaire to several groups of psychiatric in-patients and a control group.
3. They used item analysis to choose the items that could discriminate the best between the groups.
4. They standardised the test using a control group.
5. The more recent versions of the MMPI have refined the question set using other methods, including inspecting content, convergent, and divergent validity.

Question 31

One competitor to the MMPI is the…

Answer 31

PAI

Question 32

How do you do Empirical Criterion Keying?

Answer 32

Imagine we recruit individuals with demoralization and individuals without demoralization (general unhappiness and dissatisfaction).
We create 4 true/false statements and give them to both groups. In e.g. for item 1 3 out of 4 people with disorder answered true to that item but four people without disorder none of them answered true

the bigger the difference in percentages, the better the item e.g. two people in disorder group say true and two in non-disorder group say true so useless in telling apart

Question 33

Does the sign of the difference matter in empirical criterion keying?

Answer 33

The sign of the difference doesn’t necessarily matter, as long as the groups are separated.

Question 34

For empirical criterion keying, if you have a scale instead of T/F responses, what do you inspect?

Answer 34

the standardised mean differences between the groups.

Question 35

Does the content of the items in criterion keying matter?

Answer 35

For this technique to work, the content of the items doesn’t necessarily matter, as long as they discriminate between the groups (i.e., they may lack face or content validity).→ would still take into account content to some degree

Question 36

What was the clinical standardisation sample used in the MMPI and how many questions and scales and criterion groups are in it?

Answer 36

• Raw scores converted to T scores (M = 50, SD = 10). Clinical standardisation sample = 1620 people (representative of US population). Adolescent and Spanish versions also available.
• 335 True-False questions, 8 clinical scales (8 criterion groups):

Question 37

what are the 8 criterion groups in the MMP?

Answer 37

1.Demoralisation (general unhappiness and dissatisfaction)

2.Somatic complaints (diffuse physical health complaints)

3.Low positive emotions (lack of positive emotional responsiveness)

4.Antisocial behaviour (rule breaking and irresponsible behaviour)

5.Ideas of persecution (self-referential beliefs that others pose a threat)

6.Dysfunctional negative emotions (maladaptive anxiety, anger, irritability)

7.Aberrant experiences (unusual perceptions or thoughts associated with thought dysfunction)

8.Hypomanic activation (overactivation, aggression, impulsivity, or grandiosity).

Question 38

The MMPI validity scales have been found to detect

Answer 38

• Over-reporting in a sample of forensic disability claimants instructed to simulate exaggerated reporting of their symptoms.
• Over-reporting in a college sample instructed to ‘fake’ as though they had ADHD to gain accommodations/allowances in their classes.
• Over-reporting in a college sample instructed to over-report in an attempt not to be found criminally responsible for serious criminal conduct.
• Under-reporting in a public safety sample where people were completing pre-employment psychological assessment for desirable job positions they wanted.

Question 39

What are the psychometric properties of the MMPI3? (reliability & validity)

Answer 39

Reliability Internal consistency for normative and outpatient populations (moderate to high), test-retest reliability. Construct validity (Studies have mapped specific MMPI profiles onto specific behaviours (e.g., alcoholism, eating disorders, posttraumatic stress, delinquency, neurological disorders). Convergent & discriminant validity: Demonstrated in broad range of samples/ settings (e.g., US normative sample, college students, outpatients, spinal injury pre-surgery patients, disability claimants, prison inmates, police candidates). Criterion validity: MMPI scores for psychiatric outpatients mapped onto intake ratings and diagnoses by professionals treating them.

Question 40

What is the MMPI good for?

Answer 40

The MMPI can be used to help with the following problems (amongst others):
Eating disorders.
Soldiers’ reactions in battle.
Posttraumatic stress syndrome.
Detection of sexual abuse in children.
Prediction of delinquent behaviour.
Prediction of likelihood of dropping out of PTSD cognitive behaviour therapy.