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Cognitive Assessment > Week 2 > Flashcards

Week 2 Flashcards

1
Q

General Domains of psychological assessment (and examples)

A

4 types

Personality assessment (traits and states – emotions, intra-relational)

Intellectual (school related issues

Neuropsychological assessment (brain injury)

Vocational Assessment (more common in counseling)

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2
Q

Factors that influences scores in cognitive assessment

A

Test anxiety

Willingness to cooperate

Level of distress (Depression or psychosis, Hunger, Bathroom needs, Sleep deprivation)

Tendency to agree or disagree

Prior experience with the test or coaching

Luck

Examiner skill

Personal characteristics of examiner in interaction with the test-taker

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3
Q

How much do factors that influence scores actually influence score variation?

A

research shows that most of these influences usually account for only a small part of the score variance

Some have more variance than others. Ex. agreeableness doesn’t have a ton of influence.

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4
Q

The four major traditions in approaching intelligence

A
  1. Psychometric approaches
  2. Information processing approaches
  3. Neuro-biological approaches
  4. Developmental approaches

**Each of these 4 traditions represent different aspects of exploring intelligence

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5
Q

Which tradition of approaching intelligence is the WAIS

A

Psychometric

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6
Q

Value of theories

A

Allow us to discuss constructs, or parts of something we can’t yet describe the whole thing of (blind men and the elephant)

Increase depth and understanding

useful in certain prediction

Motivate effort to operationalize theory

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7
Q

Psychometric approaches, general

A

Assumes intelligence is a trait in which there are individual differences

Started with Binet

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8
Q

Positive Manifold

A

Positive manifold is the idea that all the variables are positively correlated.

Intelligence tests are positively correlated. Some portion of the variance of scores is attributed to “g”

–> g being the most basic measure of intelligence

associated with psychometric tests

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9
Q

“g”

A

The most basic measure of intelligence

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10
Q

Structure of the WAIS-5

A
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11
Q

WAIS

A

Wechsler Adult Intelligence Scale

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12
Q

FSIQ

A

Full-Scale Intelligence Quotient

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13
Q

VCI

A

Verbal Comprehension Index

Made up of:

Similarities (SI)
Vocabulary (VC)
Information (IN)
*Comprehension (CO)

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14
Q

WMI

A

Working Memory Index

Made up of:

Digit Span (DS)
Arithmetic (AR)
*Letter number sequencing (LN)

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15
Q

PRI

A

Perceptual Reasoning Index

Made up of:

Block Design (BD)
Matrix Reasoning (MR)
Visual Puzzels (VP)
*Figure Weights (FW)
*Picture Completion (PCm)

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16
Q

PSI

A

Processing Speed Index

Made up of:

Symbol Search (SS)
Coding (CD)
*Cancelation (CA)

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17
Q

Different psychometric models

A

Horn & Cattel (1963) - Three stratum model

Cattell, Horn, and Carrol (1993-2013) – CHC Model

Five factor model (Keith Factors)

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18
Q

Three Stratum Model

A

1963, Horn and Cattell

Measure three things:

  • Intelligence (g)
  • Fluid Intelligence (Gf)
  • Crystallized Intelligence (Gc)
19
Q

Fluid intelligence

A

Gf –> looks at processing

Dependent on brains efficiency and intactness (effected by brain damage)

Looks at problems solving, perceiving relationships

Primarily non-verbal and culture free (not based on facts)

20
Q

Fluid intelligence ages

A

Increases until 14, then levels off until 20 and then gradually declines

21
Q

Crystallized Intelligence

A

Gc –> looks at stored information

Largely enviornmentally determined

content oriented (vocab, information)

Relatively permanent and not as susceptible to brain damage

Develops from interaction of Gf and enviornment

22
Q

Crystallized intelligence ages

A

grows until age of 40, then gradually declines

23
Q

Johnson and Bouchard’s influence on intelliegence testing

A

Example of evidence that moved us toward a 5-factor model

24
Q

Five factor model – what are the 5 factors

A

Verbal Comprehension Index

Working Memory Index

Visual Spatial Index

Fluid Reasoning Index

Processing Speed Index

25
Q

Information processing approaches

A

Focuses on processes rather than content

How information is received, stored, retrieved, manipulated, transformed BOTH structurally and functionally

Structure: sensory reception, short and long term memory

Functional: manipulations and transformations

26
Q

Processing Speed and IQ

A

IQ correlates with speed of certain information professing functions

speed of apprehension, scanning, retrieving and responding to stimuli, Correlations with IQ increase as tasks become more complex

Ex. Choice reaction time and inspection time studies

27
Q

Choice Reaction Time

A

Ex of Processing Speed and IQ

STUDY: Moving finger from home to the button that lights up among 8 target buttons (Jensen, 1987)
correlations as high as -0.40 with IQ

More complex tasks (3 of the 8 buttons light each time&raquo_space; choose the most isolated) (Frearson & Eysenck, 1986)
> Even higher correlations with IQ

28
Q

Correlation of reaction time and IQ

A

Jensen (1987): Correlation as high as -0.4 with IQ

Frearson and Esyneck (1986): even higher correlations with iQ

29
Q

Information Processing Model - Sternberg

A

Triarchic Theory
Intelligence involves:

  1. Metacomponents–planning, monitoring, evaluating
  2. Performance components – administering instructions of metacomponents
  3. Knowledge-acquisition components – learning how to do something in the first place

these are on his slides, you get different shit if you look it up??

30
Q

Neuro-Biological Approaches

A

Search for anatomical and physiological underpinnings of intelligence

31
Q

Thorndike

A

neuro-biological approach

“g” equals the total number of modifiable neural connections

32
Q

Does g depend on neural efficiency of the brain

A

Is it the qualify of protoplasm that effects IQ

OR

Does neural efficiency promote IQ OR help people find faster ways OR both

33
Q

Genetic Basis of Intelligence – Parent child correlations

A

Plomin, DeFries, Knopik, & Neiderhiser (2013)
Parent-Child correlations of IQ seem to be between .40 and .50

Of course families share an environment too

BUT as children get older, the correlations between parent and offspring increase

34
Q

Correlations of IQ between parent-child

A

.4 and .5

35
Q

Alexander Luria

A

1980, Russian

Brain is diffefenties systems of functional units coordinated to form integrated whole

3 main units:
- Arousal
- Sensory input
- Executive

Developed PASS system

36
Q

Luria’s 3 main units

A

3 main units

Arousal (brain stem and midbrain)

Sensory input
(temporal, parietal, occipital)

Executive (frontal)

37
Q

Luria’s PASS System

A

Cognitive functions involve PASS
- planning
- attention
- Successive processing
- simultaneous processing

Naglieri and others have worked to develop a measure of intelligence based on these fundamental brain functions

38
Q

Future of Neuro-Biological approaches

A

Lots of new research

Epigenetics

CRISPR: genetic sequencing

39
Q

Epigenetics

A

Evidence of nature vs nurture: DNA as well as environmental factors may both be important considerations

Research has demonstrated that portions of DNA are deactivated or activated by experience

These chemical processes modify gene activity without altering the genetic information itself.

A type of “long term memory”, preserving environmental effects/cues on genes long after those cues have disappeared

This is effectively how stem cells are guided to develop into different types of tissue—by having only a portion of the DNA active.

Each type of tissue has characteristic methylation patterns

40
Q

Developmental Approaches

A

Concerned with the quality of response or reasoning behind answers

41
Q

Piaget definition of intelligence

A

Developmental Approaches to Intelligence

Studied children, why they got things right/wrong. Noticed patterns of responses related to different age groups

Intelligence is a developmental phenomenon of adaptation in which we construct reality in increasingly symbolic terms (Four stages of cognitive development)

42
Q

Piagets conclusions on kids: developmental approaches to intelligence

A

CONCLUSIONS:

  1. mental growth follows definite patterns and is nonrandom
  2. there are qualitative differences in thinking among ages
  3. development leads to new cognitive structures and abilities
  4. Mental growth complete in late adolescence. But as they continue to grow they reorganize structures to adapt to environment (assimilation, accommodation)
43
Q

Dynamic Testing

A

Vygotsky (1978)

Ability to profit from guided instruction could serve as a measure of ones “zone of proximal development” (difference between their developed abilities and their latent capacities)

44
Q

Dynamic Testing Process

A

Children are given feedback to help improve their performance (scaffolding) so testing and teaching are treated as continuous

So you directly measure ones ability to learn, not the product of past learning

Pro: **This is especially helpful when unequal opportunity to learn in the past

Con: its labor intensive, hasn’t made much progress in the last 40 years

Cognitive Assessment (10 decks)

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