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EPPP 1664 > Psychological Assessment > Flashcards

Psychological Assessment Flashcards

1
Q

This refers to the degree to which test scores are free from the effects of measurement error. a. Validity b. Standardization c. Reliability d. Relevance

A

c

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2
Q

This refers to the degree to which a test measures what it was designed to measure. a. Validity b. Standardization c. Reliability d. Relevance

A

a

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3
Q

These types of scores permit comparisons between an examinee’s test performance and the performance of individuals in the norm group. percentile ranks and standard scores are examples of these: a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores

A

a

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4
Q

These are also known as domain-referenced scores and content-referenced scores and permit interpreting an examinee’s test performance in terms of what the examinee can do or knows with regard to a clearly defined content domain or in terms of performance or status on an external criterion. a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores

A

b

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5
Q

These scores are provided by ipsative scales, which permit intraindividual comparisons - i.e., comparisons of an examinee’s score on one scale with his/her scores on other scales. a. Norm-referenced scores b. Criterion-referenced scores c. Self-referenced scores d. Assessment scores

A

c

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6
Q

The research confirms that interviews can be used to obtain reliable and valid data from children as young as age: a. 4 b. 6 c. 8 d. 10

A

b

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7
Q

This refers to acquired knowledge and skills, is affected by educational and cultural experiences, and includes reading and numerical skills and factual knowledge: a. Linguistic intelligence b. Fluid intelligence c. Crystallized intelligence d. Naturalistic intelligence

A

c

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8
Q

This type of intelligence does not depend on specific instruction, is relatively culture-free, and enables an individual to solve novel problems and perceive relations and similarities: a. Linguistic intelligence b. Fluid intelligence c. Crystallized intelligence d. Naturalistic intelligence

A

b

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9
Q

Spearman’s two-factor theory predicts that performance on any cognitive task depends on ____________ plus one or more specific abilities.

A

g (general intelligence)

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10
Q

Sternberg’s triarchic theroy proposes that successful intelligence is composed of which three abilities: a. practical, instructional, and analytical b. analytical, creative, and practical c. informative, analytical, and creative d. creative, informal, and formal

A

b

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11
Q

According to Guilford, this relies on rational, logical reasoning and involves the use of logical judgment and consideration of facts to derive the correct solution to a problem. a. Divergent thinking b. Convergent thinking c. Analytical thinking d. Creative thinking

A

b

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12
Q

According to Guilford, this involves nonlogical processes and requires creativity and flexibility to derive multiple solutions: a. Divergent thinking b. Convergent thinking c. Analytical thinking d. Creative thinking

A

a

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13
Q

Which intelligence theorist would argue that traditional intelligence tests focus on analytical ability but neglect creative and practical abilities, which are also important contributors to academic and occupational achievment? a. Gardner b. Guilford c. Sternberg d. Horn and Cattell

A

c. Sternber’s triarchic theory defines successful intelligence as the ability to adapt to, modify, and choose environments that accomplish one’s goals and the goals of society and proposes that it is composed of three abilities- analytical, creative, and practical

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14
Q

Which intelligence theorist would argue that the traditional view of intelligence is too narrow? His theory of multiple intelligences distinguishes between eight types of cognitive abilities - linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. a. Gardner b. Guilford c. Sternberg d. Horn and Cattell

A

a

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15
Q

Research suggests that, at least until middle-age: a. the impact of genetic factors on IQ decreases while the impact of environmental factors increases with increasing age. b. the impact of genetic factors and environmental factors on IQ both decrease with increasing age. c. the impact of genetic factors and environmental factors on IQ both increase with increasing age. d. the impact of genetic factors on IQ increases while the impact of environmental factors decreases with increasing age.

A

d

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16
Q

Intelligence test scores become fairly consistent after about age ___, although some fluctuations in specific abilities are not uncommon. a. 7 b. 12 c. 16 d. 23

A

a

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17
Q

The impact of heredity on intelligence is demonstrated by studies showing that, the greater the ______________ similarity between people, the higher the correlation coefficient between their IQ test scores. For example, the correlation for identical twins reared together is about _____, while the correlation for biological siblings reared together is ____.

A

genetic; .85; .45

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18
Q

The influence of the environment on intelligence is demonstrated by research on the __________ effect which found (with some recent exceptions) a steady increase in IQ test scores in the US and other industrialized countries.

A

Flynn

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19
Q

Males and females do not differ in a consistent way in terms of mean scores on IQ tests, but females tend to outperform males on measure of _________ ability, while males obtain higher scores on measure of certain __________ and math skills.

A

verbal; spatial

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20
Q

Several experts argue that cognitive ability tests are biased against members of certain groups. They distinguish between _________ bias, which occurs when there is differential validity, and _________ bias, which occurs when means scores on the predictor differ for different groups.

A

slope; intercept

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21
Q

The Stanfor-Binet Fifth Edition (SB5) reflects a _______ model of intelligence that includes five cognitive factors and is appropriate for individuals ages _____________.

A

hierarchical; 2 to 85+

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22
Q

The five cognitive factors of the SB5

A
  1. fluid reasoning
  2. knowledge
  3. quantitative reasoning
  4. visual-spatial processing
  5. Working Memory
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23
Q

WAIS-IV indexes

A

Working memory, Verbal comprehension, Processing speed, Perceptual reasoning

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24
Q

Subtests that measure Working Memory on the WAIS-IV

A

Digit Span, Arithmetic, Letter-number sequencing

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25
Q

Subtests that measure Verbal Comprehension on the WAIS-IV

A

Vocabulary, Similarities, Information, Comprehension

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26
Q

Subtests that measure Processing Speed on teh WAIS-IV

A

Symbol Search, Coding, Cancellation

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27
Q

Subtests that measure Perceptual Reasoning on the WAIS-IV

A

Block Design, Matrix Reasoning, Visual Puzzles, (Figure Weights, Picture Completion)

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28
Q

Samples of individuals with Mild Alzheimer’s Dementia, Major Depression, ADHD, and Traumatic Brain injury obtained the lowest score on which index of the WAIS-IV? a. Perceptual Reasoining b. Verbal Comprehension c. Working Memory d. Processing Speed

A

d

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29
Q

In samples of individuals with mild Alzheimer’s Dementia or Traumatic Brain Injury, what were their lowest and highest composite scores on indexes on the WAIS-IV? a. Working Memory and Perceptual Reasoning b. Working Memory and Verbal Comprehension c. Processing Speed and Verbal Comprehension d. Processing Speed and Working Memory

A

c

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30
Q

On the WAIS-IV, the FSIQ must be interpreted with caution when there is a difference of ____ standard deviations or more between any two Index scores.

A

1.5

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31
Q

According to studies of children with an Autistic Disorder, what are their highest and lowest subtest scores?

A

Highest: Block design, matrix reasoning, and picture concepts Lowest: Comprehension, Symbol Search, Coding

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32
Q

According to studies of children with ADHD, what are their highest and lowest subtest scores?

A

Highest: Picture concepts, picture completion, word reasoning, similarities Lowest: Cancellation, Arithmetic, Coding

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33
Q

The WISC-IV is appropriate for children and adolescents age _________.

A

6:0 to 16:11

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34
Q

The WPPSI-III is appropriate for children ages _________.

A

2:6 through 7:3

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35
Q

Which of the following tests was designed to be a culture-fair test by minimizing verbal instructions and measures cognitive ability for children ages 3:0 to 18:11? a. Weschler Intelligence Scale for Children b. Weschler Primary and Preschool Scale of Intelligence c. Kaufman Assessment Battery for children d. Cognitive Assessment System

A

c

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36
Q

Which test would you use if you were wanting to obtain a quick estimate of mental ability and to identify if a 3:6 year old was at risk for educational failure or required more extensive testing? a. Cognitive Assessment System b. Kaufman Brief Intelligence Test- Second Edition c. Wechsler Primary and Preschool Scale of Intelligence d. Slosson Intelligence Test Primary

A

d

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37
Q

You want to screen a 16 year old with a visual impairment’s crystallized (verbal) intelligence. Which test would be best? a. Cognitive Assessment System b. Kaufman Brief Intelligence Test- Second Edition c. Slosson Intelligence Test- Revised 3rd Edition for Children and Adults d. Weschler Intelligence Scale for Children

A

c

38
Q

If you wanted to look at ability-achievement discrepancies and assess strengths and weaknesses in cognitive and academic abilities, which testing materials might you use? a. WISC-IV b. Slosson Tests c. Woodcock-Johnson III d. Cognitive Assessment System

A

c

39
Q

This is a brief assessment device for developmental delays in children from birth to 6 years of age and is based on direct observation of children’s responses to items. a. Bayley Scales of Infant and Toddler Development b. Fagan Test of Infant Intelligence c. Wechsler Primary and Preschool Scale of Intelligence d. Denver Developmental Screening Test

A

d

40
Q

_________________ is a test of general reasoning ability for children ages 3:6 through 9:11, does not require verbal responses of fine motor skills and is useful for children with brain damage, mental retardation, speech impairments, hearing loss, or limited English proficiency.

A

Columbia Mental Maturity Scale

41
Q

_________________ measure receptive vocabulary and provides an estimate of verbal intelligence and is designed fro examinees ages 2:6 to 90+ years. It is useful for people with a motor or speech impairment and can be administered to any examinee who is able to hear the stimulus word, see the drawings, and in some way communicate a response.

A

Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4)

42
Q

The ____________ is for individuals ages 16:0 and older who are blind or partially sighted.

A

Haptic Intelligence Scale for the Adult Blind

43
Q

The _________________ is a measure of learning ability for children ages 3:0 to 17:6 who have hearing or language impairments.

A

Hiskey-Nebraska Test of Learning Aptitude

44
Q

The __________________ was designed as a culture-fair measure of cognitive abilities for individuals ages 2:0 to 20:11 years. The test requires examinees to match a set of response cards to corresponding illustrations on an easel.

A

Leiter International Performance Scale-Revised (Leiter-R)

45
Q

____________________ are nonverbal measure of general intelligence and are considered useful as multicultural tests because they are relatively independent of the effects of specific educational and cultural learning.

A

Raven’s Progressive Matrices

46
Q

“Testing the limits” is ordinarily done: a. as an alternative to administering the test using standardized procedures b. before the test is administered using standardized procedures c. after the test has been administered using standardized procedures d. whenever the examinee makes an unexpected or unusual response

A

c. Testing the limits is a type of dynamic assessment that involves providing the examinee with cues, prompts, or suggestions in order to obtain additional information about the examinee. It is ordinarily done after standard administration of the test in order to maintain the test’s psychometric properties.

47
Q

A measure of crystallized intelligence would include items that assess which of the following? a. short-term memory b. general knowledge c. ability to solve novel problems d. processing speed

A

b

48
Q

Studies examining the impact of heredity on IQ have correlated the IQs of children and their siblings and/or parents. These studies suggest that the correlation for biological siblings reared together is about: a. .10 to .15 b. .25 to .30 c. .40 to .45 d. .55 to .60

A

c

49
Q

An adult in his/her late 50’s is most likely to exhibit an age-related decline on cognitive ability tasks that measure: a. verbal memory b. spatial orientation c. processing speed d. inductive reasoning

A

c

50
Q

In a scatterplot, a “slope bias” is indicative of which of the following? a. shrinkage b. criterion contamination c. measurement error d. differential validity

A

d In a scatterplot, “slop” refers to the angle of the regression line, and slope bias occurs when a predictor has different validity coefficients for different groups, which produces regression lines with different angles

51
Q

An adult with mild Alzheimer’s dementia is likely to obtain the lowest score on whic of the following WAIS-IV Indexes? a. Verbal Comprehension b. Perceptual Reasoning c. Working Memory d. Processing Speed

A

d

52
Q

A child with ADHD would most likely obtain the highest score on which of the following WISC-IV subtests? a. Cancellation b. Arithmetic c. Picture Concepts d. Coding

A

c

53
Q

You would use the Leiter-R to assess the: a. intelligence of a non-English speaking child or adolescent b. linguistic abilities of a child with a language disability c. functional skills of a child or adolescent with Mental Retardation d. intelligence of an adolescent or adult who is blind or partially sighted

A

a

54
Q

Raven’s Progressive Matrices is a measure of: a. psychomotor ability b. simultaneous and sequential processing c. “successful intelligence.” d. Spearman’s “g”

A

d

55
Q

Which of the following is a 12-minute, 50 item test of general cognitive ability for adults? a. Leiter-R b. Kuhlmann-Anderson c. Haptic d. Wonderlic

A

d

56
Q

A brief standardized and validated measures of basic academic skills; used with school-age children. Ex: Diagnostic Dynamic Indicators of Basic Literacy Skills (DIBELS)

A

Curriculum-Based Measurement - (CBM)

57
Q

AKA “authentic assessment” – observe and judge skill in carrying out a physical activity. Egalitarian, useful for assessing culturally and linguistically diverse groups. BUT: might reflect prior knowledge and/or experience.

A

Performance-Based Assessment – (PBA)

58
Q

ages 5-13, strengths and weaknesses in terms of linguistic abilities. Based on Osgood’s communication model. Three global composite scores: General Language, Spoken Language, Written Language, also eight specific composite scores.

A

Illinois Test of Psycholinguistic Abilities (ITPA-3)

59
Q

based on Holland’s RIASEC. Most recent form appropriate for high-school through adults. Gives three-letter summary code, also factors related to career readiness (congruence, coherence, consistency, differentiation, commonness).

A

Self-Directed Search (SDS)

60
Q

The Self-Directed Search (SDS) yields scores on six __________ that are conceptualized in terms of a hexagon. Starting at the upper left of the hexagon and moving clockwise, the six categores are Realistic, Investigative, _______, Social, Enterprising, and ________. Holland believed that several factors are important when interpreting an examinee’s scores on the SDS, icnluding _________, which refers to the similarity of the examinee’s two strongest measured interests, and ___________, which refers to the degree of distinctiveness of an examinee’s measured interests.

A

occupational themes; Artistic; Conventional; consistency; differentiation

61
Q

scores from 0-63; 0-13=minimal depression, 14-19= mild depression, 20-28=moderate, and 29-63=severe. Also: Beck Hopelessness Scale, Beck Scale for Suicidal Ideation, Beck Anxiety Inventory.

A

Depression: Beck Depression Inventory (BDI-II)

62
Q

measure of cognitive functioning during first weeks-months after a head injury. Ten levels (I-X). I=no response, total assistance, IV= confused/agitated, maximal assistance, VIII=purposeful/appropriate response, stand-by assistance, X=purposeful/appropriate, modified independence. (There are levels in-between.)

A

Rancho Scale of Cognitive Functioning-Revised

63
Q

assess level of consciousness, through three responses: visual, best motor, best verbal. Score range from 3-15, lower score indicates more severe brain injury. 3-8=unconscious state.

A

Glasgow Coma Scale

64
Q

screening test for cognitive impairment in older adults. Not developed to diagnose dementia, but sometimes used and needs to be in conjunction w/other measurements. Six aspects of cognitive functioning (orientation, registration/immediate recall, attention and calculation, delayed recall, language, and visual construction. Max score= 30, cutoff of 23-24 to indicate impairment. Not good for those w/limited English skills, communication disorder or a visual/hearing impairment. Has a standard version, brief version, and expanded version (as of 2010).

A

Mini-Mental State Exam (MMSE)

65
Q

measure of memory for older adolescents and adults. Six primary subtests, gives 5 index scores (auditory memory, visual memory, visual working memory, immediate memory, delayed memory). Co-normed with WAIS, can compare scores on WAIS-IV general ability index to see if memory is consistent w/general cognitive functioning. Sensitive to Alzheimer’s dementia, TBI and schizophrenia.

A

Wechsler Memory Scale-IV (WMS-IV)

66
Q

Measures attention, memory and executive functioning. Poor performance linked to frontal lobe damage, ADHD, autism, and depression.

A

Tower of London

67
Q

go through list of color words (don’t match up) say ink color rather than read color name. Sensitive to frontal lobe damage, poor performance linked to ADHD, mania, depression, and schizophrenia.

A

Stroop-Color Word Association Test (“Stroop Test”)

68
Q

ages 6:6-81. Ability to form abstract concepts and shift cognitive strategies in response to feedback. Sensitive to frontal lobe damage, impaired performance linked to alcoholism, autism, schizophrenia, depression and malingering.

A

Wisconsin Card Sorting Test (WCST)

69
Q

assess visual-motor integration skills, ages 2+. ID deficits associated w/neurological impairments, or might lead to learning/behavioral problems. Increasingly difficult geometric figures to copy.

A

Beery-Buktenica Developmental Test of Visual-Motor Integration (Beery VM1)

70
Q

269 items, 11 content scales. Assess motor, visual-spatial, memory, language, etc. 0=normal functioning, 2=brain injury suspected. Item scores converted to T-scores for each scale. Less time to administer than H-R, better coverage of neurological deficits, more precise info regarding brain damage.

A

Luria-Nebraska Neuropsychological Battery (LNNB)

71
Q

detect presence of brain damage, determine severity and possible location. Ages 15+. Assess: memory, concentration, abstract reasoning, language, visual-motor integration, manual dexterity. Often administered with other measures of specific functions (e.g., WAIS or WISC, MMPI). Looks at performance on individual areas + performance overall. Halstead Impairment Index (HII): ranges 0-1; 0-0.2=normal functioning. 0.3-0.4=mild impairment, 0.5-0.7= moderate impairment, 0.8-1.0= severe impairment.

A

Halstead-Reitan Neuropsychological Battery (H-R):

72
Q

Curriculum-based measures are useful for: a. monitoring a student’s progress to evaluate instructional effectiveness b. assessing a student’s mastery of the curriculum in high school to predict his/her performance in college c. determining what cognitive strategies a student is using to solve complex academic problems d. ensuring that test items are tailored to the abilities of the individual student

A

a

73
Q

The Scholastic Assessment Test (SAT) appears to be least accurate as a predictor of college grades for examinees who score: a. in the mid-range b. at the high or low end c. in the lower one-third d. in the upper one-third

A

a

74
Q

Factor analyses have indicated that psychomotor skills: a. are highly interdependent b. depend primarily on strength and speed c. are highly independent d. are reflective of “g.”

A

c

75
Q

On the Self-Directed Search (SDS), the artistic theme is most similar to which of the following themes: a. enterprising b. realistic c. conventional d. investigative

A

d

76
Q

Research investigating the predictive validity of interest inventories suggests that they are least accurate for predicting: a. job performance b. job choice c. job persistence d. job satisfaction

A

a

77
Q

A T-score of 100 or higher on the MMPI-2’s F Scale suggests: a. an invalid profile b. an absence of significant pathology c. an attempt to “fake good” d. brain pathology

A

a

78
Q

Confabulation on the Rorschach is most suggestive of: a. brain damage b. giftedness c. sociopathy d. an invalid record

A

a. Confabulation refers to overgeneralizing from a part of an inkblot to the whole and is associated with brain damage, emotional disturbance, and mental retardation

79
Q

The Bender-Gestalt test is commonly used as a: a. measure of personality b. screening test for brain damage c. measure of field dependence/independence d. screening test for substance abuse/dependence

A

b

80
Q

The Stroop Color-Word Association test would be most useful for evaluating: a. impulse control and selective attention in a child with ADHD b. processing speed and divided attention in a child with ADHD c. implicit memory in an adult with Alzheimer’s dementia d. problem-solving ability in an adult with Alzheimer’s dementia

A

a

81
Q

A score of 24 or higher on the Mini Mental State Exam (MMSE) suggests which of the following? a. normal functioning b. depression c. delirium d. dementia or psychosis

A

a. Scores on the MMSE range from 0 to 30, with higher scores indicating better cognitive functioning and a score above 23 suggesting normal functioning

82
Q

To confirm a diagnosis of Mental Retardation for a six-year-old child, you would administer the SB5 and which of the following? a. Vineland II b. Fagan Test c. WRAT4 d. KABC-II

A

a The diagnosis of Mental Retardation requires substantially subaverage intellectual functioning in three domains - communication, daily living skills, and socialization

83
Q

This measure of personality is based on Murray’s personality theory which distinguishes between 15 basic needs. a. Edwards Personal Preference Schedule b. Sixteen Personality Factor Questionnaire c. NEO Personality Inventory-3 d. Myers-Briggs Type Indicator

A

a

84
Q

This measure of personality assesses the Big Five Personality traits -extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience. a. Edwards Personal Preference Schedule b. Sixteen Personality Factor Questionnaire c. NEO Personality Inventory-3 d. Myers-Briggs Type Indicator

A

c

85
Q

This measure of personality was constructed on the basis of factor analysis, which identified primary personality traits. a. Edwards Personal Preference Schedule b. Sixteen Personality Factor Questionnaire c. NEO Personality Inventory-3 d. Myers-Briggs Type Indicator

A

b

86
Q

This measure of personality is based on the work of Carl Jung and describes personality in terms of four bipolar dimensions: Introversion-Extraversion, Sensing-Intuition, Thinking-Feeling, and Judging Perceiving. a. Edwards Personal Preference Schedule b. Sixteen Personality Factor Questionnaire c. NEO Personality Inventory-3 d. Myers-Briggs Type Indicator

A

d

87
Q

This measure of personality is used to assist in diagnosing DSM Axis I and Axis II disorders and is appropriate for ages 18+. a. Edwards Personal Preference Schedule b. Sixteen Personality Factor Questionnaire c. Millon Clinical Multiaxial Inventory III d. Myers-Briggs Type Indicator

A

c

88
Q

If an examinee’s responses to the Rorschach involve a large number of “whole” responses, this is indicative of what? a. Schizophrenia b. Depressive tendencies c. Obsessive compulsive features d. Integrated, organized thinking

A

d

89
Q

Many color responses on the Rorschach indicate: a. brain damage b. mental retardation c. emotionality and impulsivity d. integrated, organized thinking

A

c

90
Q

Use of white space on the Rorschach indicates: a. brain damage b. oppositional tendencies c. emotionality and impulsivity d. integrated, organized thinking

A

b

EPPP 1664 (16 decks)

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