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AP Psych Period 3 > Unit 11- Testing and Individual Differences > Flashcards

Unit 11- Testing and Individual Differences Flashcards

1
Q

What is the purpose of a test?

A

Tests are used to make decisions.

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2
Q

What do psychometricians do?

A
  • measurement psychologists* analyze psychological data* test development* measure mental traits and processes
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3
Q

Define:constructs

A

theoretical ideas about a group of events related to behavior## FootnoteExamples: intelligence, happiness, honesty

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4
Q

Define norms as it relates to testing.

A

standards used to compare the scores between test takers

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5
Q

List three traits of a good test.

A
  1. standardized2. reliable3. valid
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6
Q

Define standardization as it relates to testing.

A

Two-part test development process:1. establishes test norms from test results of large sample2. ensures test is administered and scored uniformly for everyone

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7
Q

Define reliability as it relates to testing.

A

consistency of results over time

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8
Q

What are the four types of reliability?

A
  1. test-retest2. split-half3. equivalent (or alternate) form4. interrater
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9
Q

Define:test-retest reliability

A
  • scores are consistent on a given test when the same participants are tested on two separate occasions* problematic because of familiarity with test questions## FootnoteExample: If you take your French test once on Monday and again on Friday, your scores should be similar.
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10
Q

Define:split-half reliability

A

consistency between scores on one half of the test and scores on the other half of the test## FootnoteExample: The scores on even-numbered questions should correlate with the scores on odd-numbered questions.

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11
Q

Define:equivalent form reliability

A
  • two tests with different questions about the same material given to the same participants produce consistent scores* a.k.a. alternative form reliability## FootnoteExample: Your score on the September SAT should be consistent with your score on the October SAT.
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12
Q

Define:interrater reliability

A

consistency in scores given by different graders## FootnoteExample: If you pass your road test with one instructor, you should pass the test with any instructor.

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13
Q

Define validity as it relates to testing.

A

extent to which a test accurately measures what it is supposed to

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14
Q

What are the four types of validity?

A
  1. face2. content3. construct4. criterion-related * predictive
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15
Q

Define:face validity

A

content of the test reflects the material it is supposed to, according to the test takers## FootnoteExample: The AP Psych exam should reflect the material provided in the test outline.

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16
Q

Define:content validity

A

content of the test reflects a wide range of the material it is supposed to, not just a small portion## FootnoteExample: Research on depression should examine the biological, behavioral, and cognitive aspects.

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17
Q

Define:criterion-related validity

A

test scores correlate with other measures of the same material## FootnoteExample: Scores on the written driving test should correlate with scores on the road test.

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18
Q

Define:predictive validity

A

test scores accurately predict a future result## FootnoteExample: High SAT scores should predict high grades in college.

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19
Q

Define:construct validity

A

operational defintion of the tested variable agrees with its theoretical construct## FootnoteExample: The score on an IQ test should reflect one’s intelligence.

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20
Q

If a test is __________, someone will earn the same score no matter who scores it.

A

standardized

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21
Q

If a test is __________, someone will earn the same score no matter where, when, or how many times they take the test.

A

reliable

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22
Q

An algebra exam that contains questions about geography lacks __________.

A

validity

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23
Q

What is the difference between projective tests and inventory tests?

A

Projective tests, including the Rorschach Inkblot or TAT, allow for interpretation of ambiguous stimuli, while inventory-type tests require answers to standardized questions.

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24
Q

Define and give an example of:performance test

A
  • test taker knows how to respond to questions and tries to succeed* can be speed test or power test## FootnoteExamples: IQ tests, SATs, AP exams, road test, classroom tests
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25
Q

What is the difference between a speed test and a power test?

A

A speed test presents a large number of easy questions in a limited time frame, while a power test presents a varying level of questions and allots more time.

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26
Q

Define and give an example of:observational test

A

test taker is assessed on specific behavior or performance## FootnoteExample: job interview

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27
Q

Define and give an example of:self-report test

A

test taker describes his or her own beliefs, attitudes, feelings, or physical state## FootnoteExample: Minnesota Multiphasic Personality Inventory (MMPI-2) and other personality tests

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28
Q

Define and give an example of:ability test

A
  • examines performance on cognitively demanding tasks, including scholastic performance* includes aptitude and achievement tests## FootnoteExamples: SATs and AP exams
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29
Q

What is the difference between an aptitude test and an achievement test?

A
  • An aptitude test, such as the SAT, predicts a person’s future performance or his/her capacity to learn* An achievement test, such as the AP Psych exam, assesses what a person has already learned
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30
Q

Define and give an example of:interest test

A

uses a person’s likes and dislikes to predict future life satisfaction## FootnoteExample: Strong-Cambell Interest Inventory and other career tests

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31
Q

Define and give an example of:personality test

A

aims to reveal a consistency in behavior over a wide range of situations## FootnoteExamples: Minnesota Multiphasic Personality Inventory (MMPI-2), Myers-Briggs Type Indicator, Rorschach Inkblot, and Big Five Factor Inventory

32
Q

What is the difference between a group test and an individual test?

A

Group tests:* given to many people at once by one instructor* cheaper and more objective* AP Psych exam is an exampleIndividual tests:* require interaction between one test taker and the examiner* expensive and subjective* Stanford-Binet Intelligence Test is an example

33
Q

What are the purposes of ethical standards in testing?

A
  • promote best interest of client* guard against misuse or malpractice* monitor test purpose and use of results* respect client’s confidentiality and dignity
34
Q

What are culture-relevant tests?

A

test skills and knowledge related to the specific cultural experiences of the test takers

35
Q

What is the operational definition of intelligence?

A

an individual’s capacity to act purposefully, think rationally, and deal effectively with the environment

36
Q

When is a construct reified?

A

Reification occurs when a construct, such as intelligence, is treated as if it were a concrete, tangible object.

37
Q

What was Francis Galton’s contribution to intelligence testing?

A
  • used psychomotor tasks to determine intelligence* people with high physical ability are more likely to survive, therefore more intelligent* based work off his cousin, Charles Darwin
38
Q

Define:mental age

A
  • age at which typical children give same response to test questions* based on Alfred Binet’s idea that knowledge becomes more sophisiticated as people get older
39
Q

The Stanford-Binet Intelligence Scale was developed by __________.

A

Lewis Terman

40
Q

How does the Stanford-Binet Intelligence Scale measure someone’s intelligent quotient (IQ)?

A

IQ = MA/CA * 100## FootnoteMA = mental ageCA = chronological age

41
Q

What are the five ability areas measured both verbally and nonverbally by the Stanford-Binet Intelligence Scale?

A
  1. knowledge2. fluid reasoning3. working memory4. visual-spatial processing5. quantitative reasoning
42
Q

What are the three types of Wechsler intelligence scales?

A
  1. Wechsler Preschool and Primary Scale of Intelligence (W.P.P.S.I.)2. Wechsler Intelligence Scale for Children (W.I.S.C.)3. Wechsler Adult Intelligence Scale (W.A.I.S.)
43
Q

What are the two types of scores on the Wechsler intelligence scales?

A
  1. verbal score (vocabulary, comprehension, arithmetic)2. performance score (picture arrangement, object assembly, block design)
44
Q

How do the Wechsler scales determine intelligent quotients (IQ)?

A
  • intelligence has a bell curve distribution* how spread out the scores are from mean of 100
45
Q

What are the most prominant IQ levels on the Wechsler scale?

A
  • under 70 = cognitively disabled* 80-115 = normal* above 130 = gifted## FootnoteAbout 68% of the population falls in the normal range.
46
Q

When are the Wechsler intelligence scales more appropriate to use than the Stanford-Binet?

A
  • Wechsler scales are key in identifying extreme levels of intelligence, including mental retardation and giftedness* The difference between Wechsler’s verbal and performance scores is helpful in identifying learning disabilities
47
Q

An appropriate synonym for “mentally retarded” is __________.

A

cognitively disabled

48
Q

What are the four levels of mental retardation based on IQ scores?

A
  • under 20 = Profound* 20-34 = Severe* 35-49 = Moderate* 50-70 = Mild## FootnoteAbout 85% of cognitively disabled individuals are considered mild.
49
Q

Explain the differences between mild, moderate, severe, and profound mental retardation.

A
  • mild: self-care, 6th grade education, hold job, live independently, social skills* moderate: self-care, 2nd grade education, menial job, function in group home* severe: limited language, requires care, no social skills* profound: requires complete care
50
Q

A specific type of deinstitutionalization, known as __________, moved the cognitively disabled out of hospitals and into group or family homes.

A

normalization

51
Q

Define:factor analysis

A

statistical procedure that identifies common factors within a group of items by determining which variables are most correlated

52
Q

How did Charles Spearman contribute to intelligence research?

A
  • tested a wide variety of mental tasks on a large number of people* identified underlying variables g and s
53
Q

What are Spearman’s g and s variables?

A

g = general factor underlying all intelligences = less important specialized abilities

54
Q

Louis Thurstone identified seven distinct intelligence factors, called primary mental abilities.Name them.

A
  1. inductive reasoning2. word fluency3. perceptual speed4. verbal comprehension5. spatial visualization6. numerical ability7. associative memory
55
Q

John Horn and Raymond Cattell divided intelligence into the factors of __________ and __________.

A

fluid intelligence; crystallized intelligence

56
Q

Define:fluid intelligence

A

cognitive abilities that require quick learning and diminish with age

57
Q

Define:crystallized intelligence

A

learned knowledge and skills that increase with age, such as vocabulary

58
Q

Define:savant

A

an individual, considered mentally retarded, who is exceptionally skilled in a specific area, usually math, art, or music

59
Q

Who proposed the theory of multiple intelligences?

A

Howard Gardner

60
Q

What is the theory of multiple intelligences?

A
  • idea that people process information differently and intelligence is composed of different factors* stemmed from unusual nature of savants
61
Q

According to Howard Gardner, what are the eight types of intelligence?

A
  1. logical-mathematical2. verbal-linguistic3. spatial4. bodily-kinesthetic5. musical6. interpersonal7. intrapersonal8. naturalistic
62
Q

What is the significance of emotional intelligence?

A
  • ability to perceive, express, understand, and regulate emotions* based on Gardner’s intrapersonal and interpersonal intelligence* term coined by Peter Salovey and John Mayer* later studied by Daniel Goleman* led to Multifactor Emotional Intelligence Scale (MEIS)
63
Q

The triarchic theory of intelligence was proposed by __________.

A

Robert Sternberg

64
Q

What is the triarchic theory of intelligence?

A

Idea that there are three separate and testable intelligences:1. analytical (facts)2. practical (street smarts)3. creative (seeing multiple solutions)

65
Q

Define creativity as it relates to testing.

A

ability to generate new, original, and useful ideas and solutions

66
Q

What is the threshold theory?

A

idea that certain level of intelligence is necessary, but not sufficient for creativity

67
Q

Intelligence is 75% attributed to __________ and 25% to __________.

A

nurture; nature

68
Q

What are examples of evidence supporting the idea that intelligence is hereditary?

A
  • mental retardation from genetic defects (Down syndrome)* twin studies (identical twins have higher correlation between IQs than fraternal twins)* IQ scores of adoptees are more similar to biological parents than adopted parents
69
Q

What are examples of evidence supporting the idea that intelligence is learned?

A
  • mental retardation from prenatal exposure to alcohol (Fetal alcohol syndrome)* cultural-familial retardation (from sociocultural deprivation)* school attendance increases IQ scores* Flynn effect (increase in IQ scores over time due to better health care and schooling)
70
Q

Define heritability as it relates to testing.

A

proportion of variation among individuals in a population resulting from genetic causes

71
Q

How does the reaction range model explain intelligence using both nature and nurture influences?

A

This model states that genetic makeup determines the limits for a person’s IQ. The upper limit can be reached when in an ideal environment, just as the lower limit can be displayed when in an impoverished environment.

72
Q

How do IQ scores of African Americans, Native Americans, and Hispanic Americans compare with white children?

A

white children typically score 10-15 points higher

73
Q

Define:within-group differences

A

range of scores for variables being measured for a group of individuals

74
Q

Define:between-group differences

A

difference between means of two groups for a common variable

75
Q

Define:stereotype threat

A
  • idea that anxiety influences test score* performance could confirm negative stereotype* proposed by Claude Steele

AP Psych Period 3 (14 decks)

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