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z. Psychological Testing and Assessment > W5 - Chapter 9 (DN) > Flashcards

W5 - Chapter 9 (DN) Flashcards

1
Q

accommodation

A

Piagetian theory

  • one of two basic mental operations through which learning occurs
  • changing what is already perceived or thought
  • so it fits with new information
  • contrast with assimilation
    p. 290
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2
Q

assimilation

A

Piagetian theory

  • one of two mental operations through which learning occurs
  • actively organising new information
  • so it fits in with what is already perceived & thought
  • contrast with accommodation
    p. 290
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3
Q

contrast assimilation & accomodation

A
  • assimilation = acting on (organising) new to fit in with old
  • accomodation = acting on (changing) old to fit with **new **
  • where
    • new = new information
    • old = what is already perceived or thought
    • acting on = actively organising or changing
  • the difference is in how the information is being operated on or (acted on) & the direction of that operation i.e., new > old or old >new.
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4
Q

alerting response

A
  • brightening & widening of the eyes
  • in response to a stimulus
  • indicates an infants capacity for responsiveness
  • contrast with orienting response
    p. 297
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5
Q

ceiling effect

A
  • diminished utility of a tool of assessment in distinguishing testtakers at the high end of the ability, trait, or other attribute being measured
    p. 259, 307
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6
Q

CHC model

A
  • abbreviation for the Cattell-Horn-Carroll model of cognitive abilities
    p. 294-295
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7
Q

cross-battery assessment

A
  • an evaluation
  • employs tests from different test batteries
  • involves interpretation of data from specified tests to provide a comprehensive assessment
    p. 295
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8
Q

crytallized intelligence

A
  • in Cattell’s two-factor theory of intelligence
  • acquired skills & knowledge
  • highly dependent on formal & informal education
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9
Q

culture-fair intelligence test

A
  • test or assessment process
  • designed to minimise the influence of culture on certain evaluation procedures
    • e.g., administration, instructions, item content, required responses, and interpretations

p.313-316

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10
Q

culture-free intelligence test

A
  • the ideal in psychometrics
  • a test completely devoid of any cultural influence
  • therefore not favouring people from any one culture over another
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11
Q

culture loading

A
  • an index of the magnitude to which a test incorporates the
    • vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture

p.313-316

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12
Q

emotional intelligence

A
  • popularisation of aspects of Gardner’s theory of multiple intelligences
  • emphasis on the notions of interpersonal and intrapersonal intelligence
    p. 293
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13
Q

factor-analytic theories (of intelligence)

A
  • focus on identifying the ability or groups of abilities deemed to constitue intelligence
  • Factor analysis is a group of statistical techniques - designed to determine underlying relationships
  • Theorists have used factor analysis to study correlations between tests (of intelligence)
  • Spearman’s Two-Factor theory of intelligence (1904)
  • Carroll’s Three-Stratum Theory
  • Gardner’s Theory of Multiple Intelligences
  • The CHC Model

p.291

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14
Q

fluid intelligence

A
  • in Cattell’s two-factor theory of intelligence
  • non-verbal activities that are relatively less dependent on culture & formal instruction
  • contrast with crystallized intelligence
    p. 293
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15
Q

Flynn effect

A
  • “intelligence inflation”
  • the fact that intelligence measured using a normed instrument rises each year after the test was normed
  • usually in the absence of any academic dividend

p.306-309

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16
Q

g (factor of intelligence)

A
  • in Spearman’s two-factor theory of intelligence
  • the general factor of intelligence
  • the factor that is measured to greater or lesser degrees by all tests of intelligence
  • contrast with s factor and group factors
    p. 292, 303, 311, 344
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17
Q

Gf and Gc

A
  • fluid-crystallized intelligence
  • as described in Cattell-Horn model, Carroll’s three-stratum theory, and other models
    p. 293-294
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18
Q

giftedness

A
  • performance that is consistently remarkable in any positively valued area
    p. 307-308
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19
Q

group factors

A
  • according to Spearman
  • factors common to a group of activities indicating intelligence
    • such as linguistic, mechanical or arithmetic abilities

p.292

20
Q

hierarchical model

A
  • a theoretical model organised in two or more layers
  • each layer is subsumed by or incorporated in the preceding layer
  • e.g., Carroll’s three-stratum theory of cognitive abilities
    • g is the top layer
    • then two layers of cognitive abilities & processes

p.294

21
Q

information-processing theories (of intelligence)

A
  • a way of looking at intelligence
  • focusses on identifying the specific mental processes that make up intelligence
    • i.e., how information is processed, rather than what is processed

p.291

22
Q

intelligence

A
  • a multifaceted capacity
  • includes the abilities and capacities to
    • acquire & apply knowledge
    • reason logically & effectively
    • exhibit sound judgement
    • be perceptive
    • be intuitive
    • be mentally alert
    • find the right words & thoughts with facility
    • be able to cope & adjust to new situations & new types of problems
23
Q

interactionism

A
  • the belief that heredity & environment interact to influence the development of one’s mental capacity & abilities
    p. 304
24
Q

interpersonal intelligence

A
  • in Gardner’s theory of multiple intelligences
  • the ability to understand other people
    • what motivates them
    • how they work
    • how to work cooperatively with them
  • contrast with intrapersonal intelligence
    p. 292
25
Q

intrapersonal intelligence

A
  • in Gardner’s theory of multiple intelligence
  • a capacity to form accurate self perceptions
  • to discriminate accurately between emotions
  • to be able to draw upon one’s emotions as a means of understanding & as an effective guide
  • contrast with interpersonal intelligence
    p. 292
26
Q

maintained abilities

A
  • in the Cattell-Horn model of intelligence
  • cognitive abilities that
    • don’t decline with age
    • tend to return to pre-injury levels after brain damage
  • contrast with vulnerable abilities
    p. 293
27
Q

mental age

A
  • an index, now seldom used
  • derived by reference to the chronological age at which most testtakers can pass or meet some performance criterion
  • with respect to individual items or groups of items

p.299

28
Q

nominating technique

A
  • a method of peer appraisal
  • members of a class, team, work unit, or other group are asked to select (nominate) people
  • in response to a question or statement

p.308

29
Q

parallel processing

A
  • based on Luria’s writings
  • a type of information processing
  • information is integrated & synthesized all at once and as a whole
  • also referred to as simultaneous processing
  • contrast with successive processing
    p. 295, 296
30
Q

PASS model

A
  • Information-processing model
  • developed by Luria
  • PASS
    • Planning
    • Attention
    • Simultaneous
    • Successive

p.296

31
Q

predeterminism

A
  • the doctrine that one’s abilities are predetermined by genetic inheritance
  • that no amount of learning or other intervention can enhance what is genetically coded to unfold
  • contrast with……bollocks!!!
    p. 302
32
Q

preformationism

A

the doctrine that

  • all living organisms are
    • preformed at birth
  • and intelligence like other preformed “structures”
    • cannot be improved upon by environmental intervention
  • contrast with……more bollocks!!!
    p. 301
33
Q

psychoeducational assessment

A
  • psychological evaluation in a school or other setting
  • usually to diagnose. remedy, or measure academic or social progress
    • or otherwise enrich a student’s education

p.295

34
Q

schema

A
  • in Piagetian theory
  • an action or mental structure
  • that when applied to the world
  • leads to knowing or understanding

p.289

35
Q

schemata

A
  • the plural of schema
  • e.g., infants are born with several schemata (sucking, grasping)
    p. 289
36
Q

sequential processing

A
  • based on Luria’s writings
  • a type of information processing
  • information is processed in a
    • sequential, bit by bit fashion
    • arranged & rearranged until it is logical
  • also referred to as successive processing
  • contrast with simultaneous processing
    p. 295-296
37
Q

s factor (of intelligence)

A

Specific Skill or Ability

38
Q

simultaneous processing

A
  • based on Luria’s writings
  • a type of information processing
  • information is integrated & synthesized all at once and as a whole
  • also referred to as parallel processing
  • contrast with successive processing
    p. 295, 296
39
Q

successful intelligence

A
  • a cross-cultural conception of intelligence
  • gauged by the extent to which one effectively
    • adapts, shares, shapes, and selects environments
    • in a way that conforms to both personal & societal standards of success

p.296

40
Q

successive processing

A
  • based on Luria’s writings
  • a type of information processing
  • information is processed in a
    • sequential, bit by bit fashion
    • arranged & rearranged until it is logical
  • also referred to as sequential processing
  • contrast with simultaneous processing
    p. 295-296
41
Q

temperament

A
  • with reference to personality assessment of infants
  • the distinguishing manner of the child’s observable actions and reactions
    p. 310
42
Q

“Termites”

A
  • humorous reference to the gifted children who participated in Lewis M. Terman’s study of intelligence initiated in 1916
    p. 305n3
43
Q

three-stratum theory of cognitive abilities

A
  • John B. Carroll’s conception of mental abilities & processing
  • Classified by three levels of strata
    • Level 1 - g at the broadest level
    • Level 2 - eight abilities or processes
    • Level 3 - a number of more narrowly defined abilities and processes

p.293

44
Q

two-factor theory of intelligence

A
  • Spearman’s theory of general intelligence
  • Postulates the existence of a general intellectual abillity factor (g)
    • which is partially tapped by all other mental abilities

p.291

45
Q

Verbal, Perceptual, and Image Rotation (VPR) model

A
  • a hierarchical model of the structure of mental abilities
  • with a g factor that contributes to
    • verbal, perceptual & image rotation abilities plus
  • eight more specialized abilities

p.303

46
Q

vulnerable abilities

A
  • in the Cattell-Horn model of intelligence
  • Cognitive abilities that
    • decline with age
    • do not return to pre-injury levels after brain damage
  • contrast with maintained abilities
    p. 293
47
Q

Why did McGrew-Flanagan CHC model omit g?

A
  • They did recognise the existence of g but could not test it
  • more to do with the reason why they created the model in the first place than a reflection on their view of g

Reason:

  • to improve psychological assessment is education (psychoeducational assessment)
    • by implementing cross-battery student assessments
    • g lacked utility & had little practical relevance to cross-battery assessment & interpretation
    • thus it was omitted

z. Psychological Testing and Assessment (35 decks)

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