Week 6 - Student Supplied MCQ's Flashcards
(24 cards)
A table could be used to help at which step in the data integration process? A: Accumulating the data B: Identifying themes C: Organising the data D: Finalising themes E: All of the above
C - Organising the data
Which of the following is NOT a model of conceptualisation A. Common function model B. Developmental themes model C. Common dysfunction model D. Developmental mismatch model E. Diathesis-stress model
C - Common dysfunction model
Which neuropsychological constructs should not be taken for granted as universal across cultures: A. Intelligence, spatial reasoning or colour perception B. Intelligence, critical reasoning or depth perception C. Intelligence, reasoning or colour perception D. Intelligence, spatial reasoning or depth perception E. Intelligence, critical reasoning or colour perception
C - Intelligence, reasoning or colour perception
The Sapir-Whorf hypothesis contends that our understanding of the world is mediated by: A. Culture B. Memory C. Language D. Environment E. Genetics
C - Language
According to Fernandez and Abe (2017), what are the sources of bias in neuropsychological testing? A. Construct bias, method, item and language bias B. Construct, method, item and cultural bias C. Formulation, method and item bias D. Construct, method and item bias E. Formulation, method and cultural bias
D - Construct, method and item bias
When integrating data as part of a psychological assessment, what themes should the data be categorised into? A. Self, others, thinking, feeling, behaviour, coping and context B. Self, interpersonal connections, thinking, feeling, behaviour, somatics and context C. Self, others, thinking, feeling, behaviour, coping and past experience D. Self, others, thinking, feeling, behaviour, somatics and past experience E. Self, interpersonal connections, thinking, feeling, behaviour, coping and context
A - Self, others, thinking, feeling, behaviour, coping and context
Three-Stratum Factor Analytic Theory or Cattel-Horn-Carroll (CHC) theory of intelligence encompasses which three levels of cognitive abilities: A. Visual processing, long-term memory, auditory processing B. Olfactory processing, long-term memory, quantitative knowledge or auditory processing C. Olfactory processing, short-term memory, auditory processing D. Visual processing, short-term memory, quantitative knowledge E. Visual processing, short-term memory, quantitative knowledge or auditory processing
E - Visual processing, short-term memory, quantitative knowledge or auditory processing
Which of the following neuropsychological constructs seem to be universal across cultures? A. Language, attention, memory and spatial skills B. Language, attention, memory, spatial skills and executive functions C. Language, short term memory, spatial reasoning and executive functions D. Attention, short term memory, spatial reasoning and executive functions E. Short term memory, spatial skills and executive function
B - Language, attention, memory, spatial skills and executive functions
Why might assessment scores vary between different cultural groups? A. The assessment is biased B. The assessment is flawed C. The different scores could reflect genuine cultural or social differences between the groups D. The different scores could reflect educational differences between the groups E. The assessment is unfair
C - The different scores could reflect genuine cultural or social differences between the groups
What’s a main difference of assessing children versus adults? A. Adults are tested in group settings and children are tested individually B. Children complete standardised intelligence tests, but adults don’t C. Adults require in-person observations, but children don’t D. Assessing children involves more sources of information, such as visiting their school E. Children are assessed through self-report, while adults are observed in other environments
D - Assessing children involves more sources of information, such as visiting their school
What should a clinician consider when assessing children? A. Use academic tests to gauge reading comprehension B. Complete all testing measures, regardless of how long it takes C. Avoid using games or breaks during testing, as it may result in inaccurate results D. Start with any time-consuming tasks, before the child loses interest E. Alternate test types to reduce fatigue
E - Alternate test types to reduce fatigue
Where is a good place to administer an assessment? A. The client’s home, where they’re comfortable B. A quiet, neutral place with minimal distractions C. A familiar room to reduce anxiety D. A busy space with access to plenty of distractors E. An office with decorations and a warm atmosphere
B - A quiet, neutral place with minimal distractions
When might a psychologist shift to a more therapeutic role during an assessment? A. When the client shows signs of suicidal thoughts B. When the client gets bored C. When the client gets an answer wrong D. When trying to build rapport with the client E. When the client asks for a break
A - When the client shows signs of suicidal thoughts
What does ‘testing the limits’ mean in assessment? A. Making an assessment harder for the client B. Exploring the client’s true capability by asking additional questions after the assessment C. Limiting how many times a client can be assessed D. Giving an assessment until the client is too tired to continue E. Only using a computer-based assessment
B - Exploring the client’s true capability by asking additional questions after the assessment
What is it called when a psychologist assigns 0, 1, or 2 to a response based on the manual’s criteria? A. Coding B. Scoring C. Norming D. Standardising E. Evaluation
A - Coding
What’s the correct sequence for integrating data in assessment? A. Collecting data, identifying themes, organising data in a chart, finalising themes, conceptualising B. Identifying themes, collecting data, organising data in a chart, conceptualising, finalising themes C. Collecting data, organising data in a chart, identifying themes, finalising themes, conceptualising D. Organising data in a chart, collecting data, identifying themes, conceptualising, finalising themes E. Collecting data, identifying themes, finalising themes, organising data in a chart, conceptualising
A - Collecting data, identifying themes, organising data in a chart, finalising themes, conceptualising
What are the seven traditional psychological themes for categorising data? A. Cognition, emotion, personality, relationships, history, symptoms, and functioning B. Perception, memory, language, attention, intelligence, motivation, and mood C. Thoughts, emotions, behaviors, background, relationships, strengths, and needs D. Assessment, diagnosis, prognosis, intervention, evaluation, termination, and follow-up E. Self, others, thinking, feeling, behavior, coping, and context
E - Self, others, thinking, feeling, behavior, coping, and context
What is a ‘construct’ in neuropsychological testing? A. A way of assessing cognitive abilities across cultures B. The operational definition of a psychological trait that’s being measured C. The materials and procedures used during the assessment process D. A standardised score derived from test performance E. A way of ensuring test validity
B - The operational definition of a psychological trait that’s being measured
What are item biases? A. Differences in the administration procedures between tests B. When there are variations in test results due to the cultural background of clients C. When individuals from different cultural groups have different meanings for the same test items, impacting their scores regardless of the construct being measured D. When there’s a lack of appropriate norms for certain populations E. When there is misinterpretation of cognitive abilities due to language barriers
C - When individuals from different cultural groups have different meanings for the same test items, impacting their scores regardless of the construct being measured
What’s the structured three-level approach to addressing cross-cultural bias in neuropsychological testing? A. Creating new tests, but only after extensively adapting the existing ones B. A hierarchical strategy involving behavioural assessments, test adaptations, and simultaneous development of new tests across cultures C. Focusing only on the training of test administrators to minimise bias D. Conducting separate tests for each culture, without considering comparisons E. Utilising universal tests that don’t require cultural adjustments
B - A hierarchical strategy involving behavioural assessments, test adaptations, and simultaneous development of new tests across cultures
According to Wright (Week 6), what is an appropriate reason to test the limits? A. To replace standardized administration procedures B. To speed up assessment process C. To make the test more difficult for high-performing clients D. To evaluate whether the client has potential for higher functioning E. To evaluate whether the client fatigue level in earlier test
D - To evaluate whether the client has potential for higher functioning
When finalizing themes, what should be done with data that has been tagged as fitting into more than one theme? A. Decide where it fits best with the story and keep it in only one theme B. Keep it in all themes where it fits C. Create a new theme specifically for ambiguous data D. Discard it as unreliable data E. Align them with DSM categories
A - Decide where it fits best with the story and keep it in only one theme
What is an example of a minor administration error in the WISC-V Similarities subtest? A. Skipping items that seem too difficult B. Providing the correct answer when a client struggles C. Over querying on a response that does not require a query D. Administering the test in reverse order E. Completing the test with no breaks
C - Over querying on a response that does not require a query
What does the common function model of conceptualization emphasize? A. The chronological development of symptoms B. Psychological assessment C. The impact of cultural factors on psychological functioning D. The relationship between cognitive and emotional factors E. How different themes serve the same psychological purpose
E - How different themes serve the same psychological purpose
