Unit 1 Flashcards
Grad Record Exam (GRE)
Administered by ETS (Educational Testing Service), decides future school/career advancements
-Verbal reasoning, quantitative reading, analytical writing
Issue: What is a norm/comparison?
-Does accurately rep?
-Consistent/reliable? Valid?
Places making decisions based on Assessments
-Hospitals make diagnostics, treatment, and triage
-Schools assess Cog, higher education placement, emotion, & bhvr
-College/U decide admissions, scholarships, & licensing’s
-Jobs decide Hiring, placement, and promotion
-Neuropsych: Diagnosis, treatment, prognosis
-FP: Trials, custody, ect
Chinese Civil Service Exams
The first series of psych. ass. of 3 exams, testing diverse topics, that were physically grueling, exhausting, & stressful
Physiognomy, phrenology, and psych. graphing
Judging INS (inside) w/ outside features/shape of head
-Bigger/smaller area phy. relfects INC/DEC INT there
German Psych
Memory drum test, testing visual & verbal perceptions
Conrad Reiger
Developed battery tests (100+), ass. cog. abilities after a TBI
Brass Instruments Era
1800s role of psych noticed
-Sensory threshold & reaction time measured
-“AVG” brain interest
-Wilhelm Wundt
The Father of Eugenics
S. Francis Galton AKA Father of Health Testing
-Set up human measurement lab
-Individual differences and INT measurement
-Corr. techniques for data analysis
-Author of Hereditary Genius, promotion of eugenics
Brass Instrument Tech
Imported to America by Cattell
-Studied by Wundt & Galton
-Coined term “Mental test”
Est. of psych corp, promotion, and testing
Rating Scales
Quantify subjective psy. Vs
-Christian Thomasius made first PER. scale
Switching to higher mental proscesses
-Binet coins the term “higher mental processes”
-Belief that INTs and memory could be enhanced/higher
-“Non-INT” factors (Attention, motivation, ect) affect INT performance
-Binet helped ID those needing special/different educations
Binet-Simon Scale
30-item scale testing child-mental DEV
-Short test ~1hr
-Items arranged by difficulty
-Didn’t like IQ, believing INT can’t be measured/not fixed
-“mental age” introduced
-Revisions introducing teenagers, then eventually adulthood
IQ (INT Quotient)
Mental age VS actual ratio
-Was 5-10 VS 30-35 OR 2-4 VS 10-12
-Now Mental age / # age X 100 (to make easier to understand)
Binet-Simon Scale CONT
(Lewis Terman) Stanford U changes Q RNG, testing “Low” or “Superior” INT
-Yields IQ
-LT wanted to test people to better place them in careers
Early use & Abuse of tests in US
-Vineland training school in NJ
-Binet-S scale translated to use on immigrants, still reflecting US culture only
-“Feeble minded” (deemed at 8-12) thought to need to be contaminated to stop spreading
Ellis Island
Goddard tasked to screen 12M immigrants
-“Feeble minded” thought to be the cause of crimes, ect
-Test was janky and conditions were harsh
-Reports of “FM” inferiority, later recanted
Army Alpha Assess. VS Army Beta Assess
Alpha: 8 verbally loaded tests to screen AVG-HIGH INT
Beta: 8 parallell non-verbal tasks to test those illiterate, and non-native-Engl speaking
-Both had poor/janky testing conditions, instructions
-Brigham wrote Study of American Intelligence, comparing to non-Americans, causing racial prejudices and belief that they were inferior
Immigration Restriction Act
Sterilization of the “FM”
- Brigham eventually recants statement, admiting that cultural, language, & educational differences were the cause of “FM”, not genetic inferiority
National INT Test
1920s, given to children, establishing the College Entrance Exam Board (CEEB) to screen students
-CEEB replaced by Educational Testing Service (ETS), developing GRE & SAT
Interest Inventories
Measures for guidance counseling and career interest
-Carnegie Interest Inventory, Kudar preference Record
Personal Data sheet
Woodworth data sheet used to study army recruits
Minnesota Multiphasic Personality Inventory (MMPI)
Clinically used to do psy. diagnosis, pre-employment screening, medical/substance use testing, forensic evals, ect
-Inspires the Big 5 PER Inventory (Openness, conscientiousness, extraversion, agreeableness, and neuroticism
Projective Hypothesis
Reveals/projects hidden needs, desires, conflict responding to ambiguous stim
-Expands clinical psy, health psy, Child-clinical psy, FP, and industrial psy
Emphasis on Evidence Based Practices
Need for proof that therapy works
-Ass. of patients for insurance
-Clinical psych was thought to be just “mental testing”
Descriptive VS Inferential Stats
Descriptive describes, Inferential uses math to infer about a sample
Magnitude
How much, “value”, M-L-=to
Equal Interval
Difference btwn Vs (distance btwn A & B)
Nominal data
categorical data, no magnitude, 0, and =Intervals
Ordinal data
Ranking data (1st-3rd place)
-Has magnitude and =intervals, no 0
Interval data
Has magnitude and =intervals, no 0 (temperature)
Ratio data
time, calories, ect
-Has magnitude, =intervals, and 0
Criterion test VS Norm test#
Criterion: Must = or surpass a certain degree
-Final grade for a pre-requisite class
Norm test: AVG, comparison test
Frequency Distribution
All scores listed going up or down w/ # of times scored
-Could be cumulative
Grouped Freq. Distributions
Score intervals used to sum. data
-Must be =intervals
Histogram
Scores tested along x, freq. along y, using continuous data
Frequency Polygon
Scores tested along x, freq. along y, Line graph that uses continual data
Bar graph
Scores tested along x, freq. along y, Uses discrete data
Normal VS + skewed VS - skewed
A normal distribution is a perfect bell curve. Negatively skewed data clusters to the right side.
-Test too easy, insufficient ceiling
Positively skewed data clusters to the left side.
-Test too hard, insufficient floor
Arithmetic M (ean)
Sum of scores / n
-Can be influenced by extreme scores
Mdn & Mode
Mdn - Middle score of dist. listed L-G or G-L
Mode - Most common/freq. score
-Highest point on freq. curve
Measures of central tendency
M, Mdn, Mode
Measure of Variability/Dispersion
How close together or spread out are the scores in the group?How do the scores vary/are dispersed on the graph?
-Rng
-Variance & SD
Range
Difference between highest and lowest score
-Doesn’t offer much info
-Scores are possible outliars
Normal Curve
Smooth, bell-shaped, mathematically defined curve
-Highest in center (Mode)
-M is +/- 1SD
Standard Score
Raw score converted from original scale to another to arbitrarily set the M & SD
-EX common currency VS $ in another country
-z-score, t-score, SAT scores
Z Score
EX: Score: 74, M = 70, SD = 4. The person scored +1SD from the average.
-x(score) - M / SD = z-score
-WK: Can be + or -, can have decimals
t-scores
Have an advantage over z-score by eliminating decimals and NEG scores.
-Common in personality tests & interest inventories
Percentile
% of people/subjects falling below a given score
-STR: Readily understandable by most people
-WK: Unequal intervals along a number line
-Sm scores in middle, Lg on outside
-Not like a test score
Standard Test
Clearly IDs procedures for administration
-EX timed VS untimed tasks
-Clearly IDs scoring proceedures
Norm/Standardization
Rep. sample of test takers to give scores/results context
-Closer the client, better the comparison
Random VS Stratified Sample
Random sampling gives each person in Pop. an = chance to be selected. Stratified has those from “key” subgroups in the same proportion they occur in the population.
Incidental/Convenient Sample
The conveniently available sample, those willing to participate
Subgroup Norm
Scores compared only to those in the same subgroup, the norm of the subgroup.
-EX concussed Skelly VS others w/ concussion
Location Norm, Age Norm, & Grade Norm
Location = Norms in a certain area.
Age = AVG performance for each age in the norm sample.
-Can change w/ age, allows for comparison to others the same age
Grade = AVG performance of a certain school lvl/year
Norm Ref Test VS Criterion/mastery Ref Test
Norm is based on AVG
-Examines L-H, uses REP sample, provide MAX discrimination
Criterion-ref test must meet a certain standard and has relevance
-INC used to determine HS eligibility
