Tutorials Flashcards

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1
Q

Tutorials in this deck

A
  • Tutorial 3: Test fairness & test bias (Reading (Anastasi & Urbina, 1997)
  • Tutorial 4: IQ Testing – WAIS-IV
  • Tutorial 5: Current Issues in IQ Testing (Reading (Nisbett et al., 2012)
  • Tutorial 6: Personality Tests – 16PF
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2
Q

IQ is broken into two groups

A

o Crystallised: learned things, what you learn from your environment e.g. teachers
o Fluid: problem-solving ability

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3
Q

One cannot devise a test that is FREE from cultural influences

A

true. one cannot. But labels changed from cultural-free tests to ‘culture-common’ and ‘culture-fair’ and ‘cross-culture’.
However, still it is unlikely that all tests are going to be equally fair. Especially if we are catering each one to the needs of group e.g. one is nonverbal, one is performance etc. every test tends to favour the culture in which it was made for.

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4
Q

What is a cultural handicap and when might it arise?

A

when person moves out of their culture and into another, with the expectation of competing with ppl in a novel culture.

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5
Q

What is cultural deprivation?

A

a state of reduced cognitive modifiability, produced by a lack of mediated learning experience (parents passing information and learning skills down to next generation). Child without this lack the prerequisites for high level cognitive functioning. Whereas kids who have had it are able to ‘modify’ their behaviour and adapt to new cultures easier.

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6
Q

What is stereotype vulnerability?

A

The belief you will do poorly in a test because of internalised self stereotypes about culture e.g. reduced effort, low expectation of success,

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7
Q

In tute 3 we went from a current affair sport test to the standard progressive matrices test. What were the differences btn these?

A

Current affair test: Not fair test, specialised in area of sport, cultural focus on Australia. We should vary the interest, broadening current affairs more than sport. It assumes reading ability, assumes you are familiar with multiple choice tests. We can remove the burden on language. Remove language content.

Standard progressive matrices test: culturally fair, lengthy administration procedure, familiarity with numbers. Instead can get participant to point to answer. Can have interpreters.

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8
Q

What was the queensland test?

A

Subtest of an iq test. Tactile blocks. Made in 1970s. designed for when communication is reduced. Also used in deaf community. Idea is to test problem solving ability.

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9
Q

potential problems with queensland test?

A

Would need some level of hand eye coordination to move blocks and tap right one, also visually impaired. At what point does it stop testing iq/problem solving and start testing recall ability. We may be reducing the construct validity. E.g. we may be measuring another aspect of intelligence rather than actual problem solving ability. Construct validity→testing what you set out to test.

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10
Q

what is test bias?

A

term used to say a test favours one group over another.

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11
Q

What are the two types of test bias?

A

1) intercept bias→test fairness/unfairness or

2) slope bias

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12
Q

What is Predictive validity?

A

When a test is used to predict a certain outcome (most commonly used in personnel selection e.g. interviews).

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13
Q

What is slope bias?

A

when slope of regression line for one group is significantly different from another group. The slope of the reg line (denoted by b in the equation, equals the correlation btn test scores x and the criterion scores y.

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14
Q

Another word for slope bias?

A

Differential validity

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15
Q

If there are different slope correlations btn test and criterion for 2 groups the test is equally valid for use in the 2 groups. True or false?

A

False!

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16
Q

What is intercept bias?

A

when the slope of the regression lines for two groups are equal (the test is equally valid for both groups), but the intercept of a regression line for one group is significantly different from another group.
The intercept of a regression line is the point at which the regression line intercepts the y axis. In our idealise equations it is the constant a. When most people talk about test unfairness they talk about intercept bias.

17
Q

In tute four we looked at Weshler iq tests, but particularly at the WISC (4th edition not the 5th updated one). How many core and additional subsets are there in this test?

A

the WISC-IV contains 10 core subtests and 5

additional subtests

18
Q

How many indexes do these cover and name all.

A

(the Verbal Comprehension Index, the Perceptual

Reasoning Index, the Working Memory Index and the Processing Speed Index) and one Full Scale IQ (FSIQ)

19
Q

What does the verbal comprehension index measure and what tests can we use to test it?

A

measures: Verbal concept formation.

Tests include Similarities, Vocabulary, and Comprehension. Optional tests
are Information and Word Reasoning.

20
Q

Perceptual Reasoning Index (PRI)??? what does it measure and tests we can use to measure it.

A

Measure: Non-verbal and fluid reasoning.

Tests include Block Design, Picture Concepts, and Matrix Reasoning. Optional test is Picture Completion.

21
Q

Working Memory Index (WMI)??

A

Measure: Working memory. Tests include Digit Span and Letter-Number Sequencing. Optional test is
Arithmetic.

22
Q

Processing Speed Index (PSI)??/

A

Measure: Speed of Information Processing. Tests include Coding and Symbol Search. Optional test is
Cancellation.

23
Q

Three things we should be able to answer about the following test measures e.g. block design etc.

A

(1) How is the task administered? Explain the task to the class and demonstrate how the task is
administered.
(2) What cognitive processes are being measured?
(3) What factors could affect performance on this task?

24
Q

Letter-Number Sequencing?

A

Letter-Number Sequencing - The child is presented a mixed series of numbers and letters and rearranges them
such that numbers come first, from lowest to highest; then letters are next, in alphabetical order. The child also
receives full credit if s/he organizes letters followed by numbers, if the letters and numbers are correctly ordered.
The test measures working memory. Briefly, working memory describes one’s skill at organizing and
manipulating two or more somewhat different verbal concepts quickly and accurately. To perform LNS well,
one must be able to remember the numbers and letters, then rearrange them in several rapid steps while
remembering them

25
Q

Matrix Reasoning?

A

Matrix Reasoning - The child is presented with a partially filled grid and asked to select the item that properly
completes the matrix. The test measures fluid reasoning. Fluid reasoning describes a child’s skill at grasping
nonverbal concepts (i.e., shapes, designs, visuospatial patterns) such that s/he can identify missing or incorrect
aspects of those concepts and complete or correct them

26
Q

Coding-Digit Symbol?

A

Coding-Digit Symbol: Common shapes (Ages 6-7) or numbers 1 - 7 (ages 8 and older) are paired with symbols
on a key presented to child. Child has 120 seconds to go through a grid of 90 numbers/shapes and place the
correct symbol below each one. Measures visual-motor speed and complexity and motor coordination.

27
Q

Similarities?

A

Similarities: Items requiring child to describe how two given things are alike. Score on each item varies
according to the degree to which the response describes a general property primarily pertinent to both items in
the pair. Measures the child’s skill in comparative reasoning. This is one’s skill in recognizing the similarities
(and, by extension, the differences) between verbal ideas.

28
Q

Picture Completion:

A

Picture Completion: Several pictures, each having a part missing. Child must identify the missing part.
Measures ability to observe details and recognize specific features of the environment (i.e., whole to part
discrimination). Also measures performance in deliberately focusing attention on a task.

29
Q

Symbol Search:

A

Symbol Search: The child is presented with several rows of items. On the right of the row, there are one or two
symbols. On the left of the row are several symbols. The child must determine, as quickly as s/he can, if the
symbol (or one of the two symbols) on the right also appears among the symbols to the left. This test is another measure of speed and accuracy with which the child processes nonverbal information.

30
Q

Block Design:

A

Block Design: Perhaps the butt of more jokes than any other Wechsler scale! Included in the test are nine red and
white square blocks and a spiral booklet of cards showing different color designs that can be made with the
blocks. The child must arrange the blocks to match the design formed by examiner or shown on cards. In
addition to being scored for accuracy, each item is scored for speed as well. Measures spatial problem-solving
and manipulative abilities, and fluid intelligence (specifically, whole to part/part to whole organization). Part to whole organization describes one’s skills in mentally “putting together” complex objects by seeing and mentally
manipulating it’s individual parts.

31
Q

Comprehension?

A

Comprehension: Items that require child to explain what should be done in certain circumstances, the meaning
of proverbs, why certain societal practices are followed, and so forth. The test measures practical judgment,
common sense, and the ability to understand and adapt to social customs. Score on each item varies (0-2 pts)
according to the degree to which the response describes the most pertinent aspects of the question.

32
Q

Cancellation

A

Cancellation - Measures processing speed using random and structured animal target forms (foils are common
non-animal objects). The child is asked to place a strike through selected targets interspersed among a much
larger group of targets on two minutes.