Psychological Testing #2 Flashcards

Question

What is a nominal scale?

Answer 1

Where the scales are simply categories, without any absolute order. Male = 1, Female = 2.

Answer 2

A scale with categories following a specific order, but the distance between the categories is variable. Freshman, Sophomore, Junior, Senior. Ranking something from most liked to least liked

Answer 3

A scale in which the units have an order and equal distance between each unit. It does not posses an absolute 0. A Likert scale is considered an interval scale for statistical purposes.

Answer 4

A ratio scale is rare in psychological measurement. A scale with an absolute 0, which also allows for categorization, ranking, and intervals.

Answer 5

``` "No single scaling method is uniformly better than the others." Expert Ranking Likert scales Guttman scales Empirical keying Rational scale construction ```

Answer 6

The Glasgow Coma Scale How would experts rank each of these responses.

Answer 7

A procedure for obtaining a measure of absolute item difficulty based on different age groups of test takers. You don't want questions to be bunched around certain ages and leave gaps at others.

Answer 8

You develop a long list of questions and try them out on contrasting groups (depressed/not depressed, delinquents/non-delinquents) and try and see if the groups answer the questions differently.

Answer 9

That all the scale items correlate positively with each other and also with the total score for the scale. The questions need to correlate with each other, or we won't keep them.

Answer 10

Range of difficulty Item format Item difficulty Item-discrimination

Answer 11

Norm-referenced tests would have a greater range of difficulty, because we want to know who the outliers our. Criterion-referenced tests would be more restricted, because no one cares if you're in the 99th percentile of drivers on your driving test.

Answer 12

A multiple choice questions can capture conceptual as well as factual knowledge and can be easily judge for fairness based on statistics. However, they can be difficult to write with good distractors, and they can can queue a half knowledgeable respondent. Matching questions are problematic because the responses may not be independent. True/false questions can be easy to understand but people may choose the most desirable answer. Forced choice questions can prevent people from picking the most desirable option, but they haven't been embraced yet by test developers.

Answer 13

It depends on the test.

Answer 14

We measure how many people get the item correct. An item with a .3 is an item 3% of people got correct. So it's hard. An easier question would be a .8. Generally, item difficulty hovers around .5 with a range of .3-.7, but this will change depending on the type of test.

Answer 15

1. High vs low scorers - If a lot of the high scoring people get it right, and the low scoring people get it wrong, it's a good question. So what if most of the people As and Bs get it wrong and the people who get Cs and Ds get it right? Then there might be a problem with the key or the question is poorly worded. 2. Analysis of item choices - What was the variability of the choices? Did everyone guess A and B and no one guesses C or D? Then C and D are wastes of space. You want good distractors. Occasionally, B could be too close to A, so you want to make the distractor less like the actual answers.

Answer 16

Cross-validation means using the original regression equation in a new sample to determine whether the test predicts the criterion as well as it did in the original sample. Because the test was developed based on the original sample, it follows that it would correlate less with the second sample. This phenomenon is called validity shrinkage.

Answer 17

You can give questionnaires to the examinees after the test or you can have them think aloud about it in an open-ended manner. The Inter-University entrance exam was modified in numerous ways in response to feedback. Time limits on some sections were increased. Perceived culturally unfair items were deleted.

Answer 18

Tri-fold board instead of just one piece of cardboard. Books that stand up on their own. Intelligence tests have a lot of components that need to be manipulated, and on top of those manuals, stopwatches, and small children.

Answer 19

Technical manual and user's manual - A test user needs both of these. The technical manual tells you the background and helps you determine if you want to use the test.

Answer 20

A real definition is one that seeks to tell us the true nature of the thing being defined. An operational definition is a definition of a concept in terms of the way it is measured.

Answer 21

They are circular: "What the tests test." | They block further progress in understanding the nature of intelligence.

Answer 22

Intelligence is: 1. The capacity to learn from experience. 2. The capacity to adapt to one's environment. These two themes occur again and again in definitions of intelligence. Many textbooks also include the ability to engage in abstract reasoning.

Answer 23

Two factors - G and S G = General factor - This is what Spearman emphasized. Your score on a test would be strongly affected by G. So he wanted tests that would measure G. S = Specific ability - Like verbal skills, spacial skills.

Answer 24

Unlike Spearman, Thurstone didn't believe in a general ability or G factor. Instead he said there were several broad factors like verbal comprehension and perceptual speed. He called these Primary Mental Abilities.

Answer 25

Their had a fairly complex theory with lots of pieces. They said there were three types of intelligence, which kind of combine Spearman's and Thurstone's theories. 1) Pervasive (similar to G) 2) Broad (similar to Primary Mental Abilities) 3) Specific (similar to S) Their broad factors included the differentiation of fluid and crystallized intelligence.

Answer 26

Higher level reasoning, like testing hypothesis, inductive reasoning, etc. Mostly non-verbal and not culturally bound. Could also be considered the process for the process for solving problems.

Answer 27

Our acquired knowledge, what we accumulate across time. Especially cultural knowledge and language.

Answer 28

Structure of Intellect Model Guilford went a little overboard and came up with 150 factors of intelligence. He had to simplify that somehow, so now we have these three things: 1) Operations - What kind of intellectual operation required by the test? Is memorization or evaluation? 2) Contents - How are the materials or information presented to the examinee? Are they visual or auditory? 3) Products - What kind of mental structure must the brain produce? A unit or a system?

Answer 29

PASS: Planning, Attention, Simultaneous, and Successive Theory Can be considered an information processing theory. Does something need simultaneous or successive processing? Planning is the last step.

Answer 30

Theory of Multiple Intelligences 7 types of intelligences according to this book, with three under investigation Gardner doesn't have the most pieces, but his theory is the broadest, covering things like bodily-kinesthetic ability although many wouldn't consider that an intelligence. He uses research with savants to defend his intelligences. Savants challenge Spearman's G.

Answer 31

Triarchic Theory of Intelligence Componential (Analytical) - part of traditionally IQ testing Experiential (Creative) - how we deal with novelty and automatize information processing, not really assessed by IQ tests Contextual (Practical) - how we select, adapt, and shape our environment, not really assessed by IQ tests

Answer 32

Because we need a knowledge of a tests strengths and weaknesses as they pertain to the referral question.

Answer 33

Described by some as the first successful test of intelligence for adults because for a long time, intelligence testing was based on what works with kids, which adults found boring. Wechsler through out mental age, which didn't mean anything for adults, and use IQ constancy instead.

Answer 34

The IQ retains its properties and remains constant across different ages, even though raw intellectual ability might shift.

Answer 35

Verbal Scale IQ Performance Scale IQ Composite score

Answer 36

WPPSI-IV (ages 2-7) WISC-IV (ages 6-16) WAIS-IV (16-90)

Answer 37

Wechsler Preschool and Primary Scale of Intelligence

Answer 38

Wechsler Intelligence Scale for Children

Answer 39

Wechsler Adult Intelligence Scale

Answer 40

This has helped them stay relevant, because once you're trained in one, you are trained in others.

Answer 41

Vocabulary. ...but you can't use this test alone.

Answer 42

Picture completion because it may be inappropriate for culturally disadvantaged. One of the early tests had a tennis court with a net missing. Some children would say the body was missing in the picture of the face. Some children never see pictures of just a face.

Answer 43

Information

Answer 44

1) Used when a problem occurs with another subtest. It doesn't happen very often. 2) When additional information is needed. People are tired of you and tired of taking the test after an hour to and hour and a half, so you don't need to do any more than necessary.

Answer 45

Verbal comprehension Perceptual reasoning Working memory Processing speed

Answer 46

The domains: nonverbal and verbal The factors: Fluid reasoning, knowledge, quantitative reasoning, visual-spatial processing, and working memory. 2 Domains X 5 Factors = 10 subtests

Answer 47

A routing procedure is on the SB5. It estimates the general cognitive ability of the examinee in order to determine the starting points on subtests.

Answer 48

Verbal IQ | Nonverbal IQ

Answer 49

It has extensive high- end items and improved low-end items. It can be used to assess individuals with limited English. The test was evaluated on fairness, including religious tradition. The working memory factor can help assess ADHD.

Answer 50

It has 10 subtests, and 16 composite scores, including general intelligence, optimal level, and 14 ability areas (in 7 dichotomies). General intelligence correlates, but the theory behind the other composites hasn't been supported. Also, there are more composite scores than subtests, which is weird.

Answer 51

Based on PASS Children with ADHD score lower on Planning and Attention. Less differences between black and white scores.

Answer 52

Simultaneous and Successive

Answer 53

It only takes about 20 minutes. Mainly a screening test. Correlates strongly with the WISC, but tends to overestimate scores by about 3-5 points.

Answer 54

Intelligence tests are designed to measure the broad mental abilities of the individual, but achievement tests are intended to appraise what a person has learned in school or some other course of study. They are often used in diagnosing learning disabilities.

Answer 55

Kaufman Test of Educational Achievement. Individual Test of Achievement It scores ages 4 1/2 - 25 Reading Mathematics Written Language Oral Language.

Answer 56

It's a long story... The government says one thing, but it didn't get help to kids who needed it. The NJCLD said a Learning disorder is an intrinsic to the individual, identifies the central nervous system dysfunction as the origin, and states that LD may extend into adulthood. A person who has weakness in all areas does not have an LD.

Answer 57

Response to intervention (RTI) The focus is on early results and outcomes rather than later spending excessive time and resources on children who are already feeling because of their LD.

Answer 58

1. a relative weakness in one area (intraindividual) 2. a coexisting condition cannot be the primary cause 3. They are heterogeneous 4. developmental 5. social and emotional difficulties

Answer 59

Dyslexia or verbal learning disability (left brain) | Right hemisphere or nonverbal learning disability

Answer 60

Ability Aptitude Achievement The distinction between these is often fuzzy, they differ mainly in their functions and applications but not so much in content.

Answer 61

Estimate current intellectual level. Maybe used for screening or placement purposes such as the gifted and talented program.

Answer 62

They measure a few homogeneous segments of the ability are designed to predict future performance. Predictive validity is most important.

Answer 63

Assess current skill attainment in relation to the goals of school and training programs.

Answer 64

1. Some examination score far below their true ability. | 2. Invalid scores and I'll be recognizes such.

Answer 65

Culture free tests are impossible, all of our knowledge is acquired in a culture. Culture-fair tests are questionable. Some people say you can reduce the impact of culture so it's fair, but other people say it's just a nice idea. Even a novel stimulus, that no 5yo has ever encountered before, a child may pick something different as the goal. A lot of culture fair tests have validity problems.

Answer 66

The margin of error to be expected in the predicted criterion score.

Answer 67

A scale where if you endorse one statement, you also endorse all the milder statements. I occasionally feel sad or blue. I often feel sad or blue. I feel sad or blue most of the time. I always feel sad or blue.

Answer 68

The Wechsler Individual Achievement Test Ages 4-50 Linked with all Wechsler scales for comparison of intelligence and achievement. Good for identifying learning disabilities.

Answer 69

The Woodcock-Johnson III Tests of Achievement Co-normed with its own intelligence test. The most extensive and comprehensive achievement battery of any tests. Area scores are linked directly to federal standards of public law 94-142.

Answer 70

Wide Range Achievement Test-4 A screening instrument (15-25 min) not for specific achievement deficits.

Answer 71

Rules that tell us when to start the test and when to stop them. Used in the Wechsler Scales.

Answer 72

Although the overall scores of each test correlate strongly, the different approaches yield distinct sets of subscores. Also the referral question. Know strengths and weaknesses of each test.

Answer 73

13-15 subtests Breakdown of scores 4 ways A common metric for IQ and Index scores across all three tests. Common subtests among the tests

Answer 74

Originally designed to measure Spearman's G, the eduction of correlates (eduction = figuring out relationships) Two factors, with conjectured associated skills: Adding and subtracting items = rapid decision making and perception of part-whole relationships Pattern of progression items = mechanical ability, estimating projected movement, and mental rotations. Test-retest reliability isn't great, especially with younger subjects. About as culture fair as it gets.

Answer 75

Military - It screens people and helps the military determine what kind of training or role they should have. It has lots of composite scores made up of the subtests. But these composite scores correlate strongly. Most widely used aptitude test.

Answer 76

Good measure of general cognitive ability. Only about r = .42-.62 correlation, with the higher level from using HS GPA. Colleges probably feel like they make better decisions with this than without it.

Answer 77

Various ways that tests are culturally and sexually biased. A test is deemed biased if it is differentially valid for different subgroups.

Answer 78

1. Items ask for information that ethnic minority or disadvantaged persons have not had equal opportunity to learn. 2. The scoring of the items is improper, since the test author has arbitrarily decided on the only correct answer, which may not be correct in all cultures. 3. The wording may be unfamiliar.

Answer 79

Expert judges cannot identify culturally biased test items based on an analysis of item characteristics.

Answer 80

Factor analysis Regression equations Intergroups comparisons of difficulty levels Rank ordering of item difficulties

Answer 81

A test is deemed biased if it is differentially valid for different subgroups. Test fairness is a broad concept that recognizes to importance of social values in test usage.

Answer 82

Unqualified individualism Quotas Qualified individualism

Answer 83

How much of our psychological make-up comes from our genetics vs. the environment. Research using twin studies.

Answer 84

Environmental circumstances impact intelligence. Lack of enrichment means kids' scores actually go down with time.

Answer 85

Socioeconomics Test bias Genetics (not strong because the gap has decreased over time)

Answer 86

Cross-sectional is not the best way to research these questions. Cross-sequential research has shown important points: Overall, declines begin to occur around age 70. Different findings for different abilities More decline for processing speed May even have improvements in some skills (vocabulary)

Answer 87

IQ scores improve through generations. Are you taking a new test or one that's about to be replaced. It could make a difference on whether they receive educational benefits. Test revisions are essential. Mazes are no longer used in IQ tests.

Answer 88

A test that is relatively more difficult for members of one group than another when there's not reasonable explanation for it.

Answer 89

A test measures different hypothetical trains for one group than the other.

Answer 90

The best candidates without exception should be selected.

Answer 91

Selecting employees to match the general racial make-up of the area, even if people aren't the most qualified.

Answer 92

Refusing to race or sex to make decisions, even when it is empirically justified to do so.