Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

AP Psychology > Testing and Individual Differences > Flashcards

Testing and Individual Differences Flashcards

Use these cards to study how psychologists design tests and assess individual differences, such as intelligence. The AP Psych exam devotes 5-7% of its multiple choice questions to the content in this deck.

You may prefer our related Brainscape-certified flashcards:
AP® Psychology flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

What is the purpose of a test?

A

Tests are used to make decisions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What do psychometricians do?

A
  • measurement psychologists
  • analyze psychological data
  • test development
  • measure mental traits and processes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Define:

constructs

A

theoretical ideas about a group of events related to behavior

Examples:

intelligence, happiness, honesty

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Define norms as it relates to testing.

A

standards used to compare the scores between test takers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

List three traits of a good test.

A
  1. standardized
  2. reliable
  3. valid
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Define standardization as it relates to testing.

A

Two-part test development process:

  1. establishes test norms from test results of large sample
  2. ensures test is administered and scored uniformly for everyone
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Define reliability as it relates to testing.

A

consistency of results over time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What are the four types of reliability?

A
  1. test-retest
  2. split-half
  3. equivalent (or alternate) form
  4. interrater
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Define:

test-retest reliability

A
  • scores are consistent on a given test when the same participants are tested on two separate occasions
  • problematic because of familiarity with test questions

Example:

If you take your French test once on Monday and again on Friday, your scores should be similar.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Define:

split-half reliability

A

consistency between scores on one half of the test and scores on the other half of the test

Example:

The scores on even-numbered questions should correlate with the scores on odd-numbered questions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Define:

equivalent form reliability

A
  • two tests with different questions about the same material given to the same participants produce consistent scores
  • a.k.a. alternative form reliability

Example:

Your score on the September SAT should be consistent with your score on the October SAT.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Define:

interrater reliability

A

consistency in scores given by different graders

Example:

If you pass your road test with one instructor, you should pass the test with any instructor.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Define validity as it relates to testing.

A

extent to which a test accurately measures what it is supposed to

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are the five types of validity?

A
  1. face
  2. content
  3. criterion-related
  4. predictive
  5. construct
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Define:

face validity

A

content of the test reflects the material it is supposed to, according to the test takers

Example:

The AP Psych exam should reflect the material provided in the test outline.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Define:

content validity

A

content of the test reflects a wide range of the material it is supposed to, not just a small portion

Example:

Research on depression should examine the biological, behavioral, and cognitive aspects.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Define:

criterion-related validity

A

test scores correlate with other measures of the same material

Example:

Scores on the written driving test should correlate with scores on the road test.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Define:

predictive validity

A

test scores accurately predict a future result

Example:

High SAT scores should predict high grades in college.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Define:

construct validity

A

operational defintion of the tested variable agrees with its theoretical construct

Example:

The score on an IQ test should reflect one’s intelligence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

If a test is __________, someone will earn the same score no matter who scores it.

A

standardized

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

If a test is __________, someone will earn the same score no matter where, when, or how many times they take the test.

A

reliable

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

An algebra exam that contains questions about geography lacks __________.

A

validity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

What is the difference between projective tests and inventory tests?

A

Projective tests, including the Rorschach Inkblot or TAT, allow for interpretation of ambiguous stimuli, while inventory-type tests require answers to standardized questions.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Define and give an example of:

performance test

A
  • test taker knows how to respond to questions and tries to succeed
  • can be speed test or power test

Examples:

IQ tests, SATs, AP exams, road test, classroom tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

What is the difference between a speed test and a power test?

A

A speed test presents a large number of easy questions in a limited time frame, while a power test presents a varying level of questions and allots more time.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Define and give an example of:

observational test

A

test taker is assessed on specific behavior or performance

Example:

job interview

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Define and give an example of:

self-report test

A

test taker describes his or her own beliefs, attitudes, feelings, or physical state

Example:

Minnesota Multiphasic Personality Inventory (MMPI-2) and other personality tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Define and give an example of:

ability test

A
  • examines performance on cognitively demanding tasks, including scholastic performance
  • includes aptitude and achievement tests

Examples:

SATs and AP exams

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

What is the difference between an aptitude test and an achievement test?

A
  • An aptitude test, such as the SAT, predicts a person’s future performance or his/her capacity to learn
  • An achievement test, such as the AP Psych exam, assesses what a person has already learned
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Define and give an example of:

interest test

A

uses a person’s likes and dislikes to predict future life satisfaction

Example:

Strong-Cambell Interest Inventory and other career tests

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Define and give an example of:

personality test

A

aims to reveal a consistency in behavior over a wide range of situations

Examples:

Minnesota Multiphasic Personality Inventory (MMPI-2), Myers-Briggs Type Indicator, Rorschach Inkblot, and Big Five Factor Inventory

32
Q

What is the difference between a group test and an individual test?

A

Group tests:

  • given to many people at once by one instructor
  • cheaper and more objective
  • AP Psych exam is an example

Individual tests:

  • require interaction between one test taker and the examiner
  • expensive and subjective
  • Stanford-Binet Intelligence Test is an example
33
Q

What are the purposes of ethical standards in testing?

A
  • promote best interest of client
  • guard against misuse or malpractice
  • monitor test purpose and use of results
  • respect client’s confidentiality and dignity
34
Q

What are culture-relevant tests?

A

test skills and knowledge related to the specific cultural experiences of the test takers

35
Q

What is the operational definition of intelligence?

A

an individual’s capacity to act purposefully, think rationally, and deal effectively with the environment

36
Q

When is a construct reified?

A

Reification occurs when a construct, such as intelligence, is treated as if it were a concrete, tangible object.

37
Q

What was Francis Galton’s contribution to intelligence testing?

A
  • used psychomotor tasks to determine intelligence
  • people with high physical ability are more likely to survive, therefore more intelligent
  • based work off his cousin, Charles Darwin
38
Q

Define:

mental age

A
  • age at which typical children give same response to test questions
  • based on Alfred Binet’s idea that knowledge becomes more sophisiticated as people get older
39
Q

The Stanford-Binet Intelligence Scale was developed by __________.

A

Lewis Terman

40
Q

How does the Stanford-Binet Intelligence Scale measure someone’s intelligent quotient (IQ)?

A

IQ = MA/CA * 100

MA = mental age

CA = chronological age

41
Q

What are the five ability areas measured both verbally and nonverbally by the Stanford-Binet Intelligence Scale?

A
  1. knowledge
  2. fluid reasoning
  3. working memory
  4. visual-spatial processing
  5. quantitative reasoning
42
Q

What are the three types of Wechsler intelligence scales?

A
  1. Wechsler Preschool and Primary Scale of Intelligence (W.P.P.S.I.)
  2. Wechsler Intelligence Scale for Children (W.I.S.C.)
  3. Wechsler Adult Intelligence Scale (W.A.I.S.)
43
Q

What are the two types of scores on the Wechsler intelligence scales?

A
  1. verbal score (vocabulary, comprehension, arithmetic)
  2. performance score (picture arrangement, object assembly, block design)
44
Q

How do the Wechsler scales determine intelligent quotients (IQ)?

A
  • intelligence has a bell curve distribution
  • how spread out the scores are from mean of 100
45
Q

What are the most prominant IQ levels on the Wechsler scale?

A
  • under 70 = cognitively disabled
  • 80-115 = normal
  • above 130 = gifted

About 68% of the population falls in the normal range.

46
Q

When are the Wechsler intelligence scales more appropriate to use than the Stanford-Binet?

A
  • Wechsler scales are key in identifying extreme levels of intelligence, including mental retardation and giftedness
  • The difference between Wechsler’s verbal and performance scores is helpful in identifying learning disabilities
47
Q

An appropriate synonym for “mentally retarded” is __________.

A

cognitively disabled

48
Q

What are the four levels of mental retardation based on IQ scores?

A
  • under 20 = Profound
  • 20-34 = Severe
  • 35-49 = Moderate
  • 50-70 = Mild

About 85% of cognitively disabled individuals are considered mild.

49
Q

Explain the differences between mild, moderate, severe, and profound mental retardation.

A
  • mild: self-care, 6th grade education, hold job, live independently, social skills
  • moderate: self-care, 2nd grade education, menial job, function in group home
  • severe: limited language, requires care, no social skills
  • profound: requires complete care
50
Q

A specific type of deinstitutionalization, known as __________, moved the cognitively disabled out of hospitals and into group or family homes.

A

normalization

51
Q

Define:

factor analysis

A

statistical procedure that identifies common factors within a group of items by determining which variables are most correlated

52
Q

How did Charles Spearman contribute to intelligence research?

A
  • tested a wide variety of mental tasks on a large number of people
  • identified underlying variables g and s
53
Q

What are Spearman’s g and s variables?

A
  • g* = general factor underlying all intelligence
  • s* = less important specialized abilities
54
Q

Louis Thurstone identified seven distinct intelligence factors, called primary mental abilities.

Name them.

A
  1. inductive reasoning
  2. word fluency
  3. perceptual speed
  4. verbal comprehension
  5. spatial visualization
  6. numerical ability
  7. associative memory
55
Q

John Horn and Raymond Cattell divided intelligence into the factors of __________ and __________.

A

fluid intelligence; crystallized intelligence

56
Q

Define:

fluid intelligence

A

cognitive abilities that require quick learning and diminish with age

57
Q

Define:

crystallized intelligence

A

learned knowledge and skills that increase with age, such as vocabulary

58
Q

Define:

savant

A

an individual, considered mentally retarded, who is exceptionally skilled in a specific area, usually math, art, or music

59
Q

Who proposed the theory of multiple intelligences?

A

Howard Gardner

60
Q

What is the theory of multiple intelligences?

A
  • idea that people process information differently and intelligence is composed of different factors
  • stemmed from unusual nature of savants
61
Q

According to Howard Gardner, what are the eight types of intelligence?

A
  1. logical-mathematical
  2. verbal-linguistic
  3. spatial
  4. bodily-kinesthetic
  5. musical
  6. interpersonal
  7. intrapersonal
  8. naturalistic
62
Q

What is the significance of emotional intelligence?

A
  • ability to perceive, express, understand, and regulate emotions
  • based on Gardner’s intrapersonal and interpersonal intelligence
  • term coined by Peter Salovey and John Mayer
  • later studied by Daniel Goleman
  • led to Multifactor Emotional Intelligence Scale (MEIS)
63
Q

The triarchic theory of intelligence was proposed by __________.

A

Robert Sternberg

64
Q

What is the triarchic theory of intelligence?

A

Idea that there are three separate and testable intelligences:

  1. analytical (facts)
  2. practical (street smarts)
  3. creative (seeing multiple solutions)
65
Q

Define creativity as it relates to testing.

A

ability to generate new, original, and useful ideas and solutions

66
Q

What is the threshold theory?

A

idea that certain level of intelligence is necessary, but not sufficient for creativity

67
Q

Intelligence is 75% attributed to __________ and 25% to __________.

A

nurture; nature

68
Q

What are examples of evidence supporting the idea that intelligence is hereditary?

A
  • mental retardation from genetic defects (Down syndrome)
  • twin studies (identical twins have higher correlation between IQs than fraternal twins)
  • IQ scores of adoptees are more similar to biological parents than adopted parents
69
Q

What are examples of evidence supporting the idea that intelligence is learned?

A
  • mental retardation from prenatal exposure to alcohol (Fetal alcohol syndrome)
  • cultural-familial retardation (from sociocultural deprivation)
  • school attendance increases IQ scores
  • Flynn effect (increase in IQ scores over time due to better health care and schooling)
70
Q

Define heritability as it relates to testing.

A

proportion of variation among individuals in a population resulting from genetic causes

71
Q

How does the reaction range model explain intelligence using both nature and nurture influences?

A

This model states that genetic makeup determines the limits for a person’s IQ. The upper limit can be reached when in an ideal environment, just as the lower limit can be displayed when in an impoverished environment.

72
Q

How do IQ scores of African Americans, Native Americans, and Hispanic Americans compare with white children?

A

white children typically score 10-15 points higher

73
Q

Define:

within-group differences

A

range of scores for variables being measured for a group of individuals

74
Q

Define:

between-group differences

A

difference between means of two groups for a common variable

75
Q

Define:

stereotype threat

A
  • idea that anxiety influences test score
  • performance could confirm negative stereotype
  • proposed by Claude Steele

AP Psychology (13 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions