-
Ability
Test
- a. intelligence tests; broad range of
- abilities, supposed to tap into capacity, or potential.
-
Aptitude
- Test: measures
- segments of ability.; still capacity, but in narrowly defined areas,
- sometimes ability and aptitude are used interchangeably.
-
Achievement
Tests
- a. current level of skill or functioning; measures
- learned info. And abilities.
-
Operational
definition iq
- i. A
- definition of a concept in terms of the way it is measured, such as,
- intelligence is “what the tests test”
-
Real
Definition iq
- i. A
- definition that seeks to tell us the true nature of the thing being defined.
-
1.
What
are the common themes to all definitions of intelligence?
- a. Capacity
- to learn from experience
- b. Capacity
- to adapt to the environment
-
Spearman
- a.
- Developed the two factor theory of intelligence (g & s factors) general
- intelligence + Specific factors.
- i. General
- Ability (G) required for all mental tests of ability.
- ii. Specific
- Factors (s): special Abilities required for performance on just one.
-
Thurstone
- first Multi-factor
- approach to assessment of intelligence. Said there are 7 broad factors of
- intelligence.
-
-
worked with army to preform intelligence
tests to assess army recruits during WWI.
-
-
Critical on the heavy verbal loading in the
- Standford-Binet Test. Developed a
- test to included verbal and non-verbal measures. Most used test in adults and
- children.
-
Cattell
- a.
- G factor could be further divided: gf
- (fluid
- intelligence. Aptitude, may
- involve drawing inferences, forming concepts, generating and testing hypo.,
- understanding implications, inductive reasoning, and deductive reasoning. .
- nonverbal and heavey depondent on exposure to specific culture.); gc (crystallized
- intelligence. Achievement, solve/learn problems, depended
- upon your culture and life experiences). Developed
- and IQ test that attempted to assess only fluid analytical reasoning skills,
- Cattell Culture Fair intelligence test.
-
Guilford
- a.
- Structure
- of the intellect model, expanded thurstone’s theory. 150 factors of
- intelligence falling into categories of contents, products and operations.
-
Gardner
- disagreed with Spearman’s G’. prposed idea of multiple
- intelligences included linguistic, musical, logical-mathematical, pscail,
- bodily kinesthetic, interpersonal and intrapersonal intelligence. Emotional intelligence.
-
Sternberg
- Trarchic
- theory of intelligence. Emphasize pratical intelligence, good memory,
- speed of processing and adaption ability. 1.
- Componential subtheory
- (analytical); metacomponents, performance, knowledge acquisition- strategies to
- enhance performance. 2. Experiential
- subtheory (creative); Novelty-automation- ability to deal with novel
- situations with no previous exposure. 3.
- Contextual subtheory (practical). Adaption, selection, shaping
- appropriate response given the contex
-
How
do laypersons and experts define intelligence? Similarities? Differences?
- a. For
- the most part equally agree BUT experts place a greater emphasis on verbal
- skills, and lay ppl on practical problem solving skills.
-
1.
What
do we know about the stability of IQ?
- a.
- Fairly stable, older the personal the more
- stable iQ, health and living conditons can cause iQ can effect iQ.
-
What
do we know about the correlates of IQ?
- 1)family
- size; those with smaller families score higher. 2) birth order; 1st
- born score higher. 3)SES; kids with lower/working class fam score on average
- 10-20pts. Below the middle and upper class children. 4) ethnicity; Asians score better than whites,
- whites score better than latino & black.
-
What do we know about decline in intelligence with age?
- 1. ?
- Mixed evidence, most decline seen in fluid
- Intelligence.
-
Wppsi-3
- Wechsler Preschool
- and primary scale of intelligence. Ages 3-7.5
-
WISC-4,
- WechslerIntelligence Scale for Children
- Ages 6.5-16.5.
-
WISC-4 background
i. Score obtained: mean = 100, SD= 15
ii. Subtests:
2. Similarities
5. Coding
6. Vocab
- 7. Letter-number
- sequencing
9. Comprehension
12. Cancellation
13. Information
14. Arithmetic
iii. Index score
- 1.
- Verbal comprehension index
- 2.
- Perceptual reasoning index
- 4.
- Processing speed index
- 5.
- *Full Scale IQ (sum of the 10 core subtests)
-
Psychometrics for WISC-IV
Reliability
- a.
- split half and test-retest in .90’s
- b.
- Subtests range from .79 (cancellation &
- symbol search) to .90 (letter-number sequencing), most in high .80’s
-
1.
Validity - i. Psychometrics for WISC-IV
- a.
- Many studies to support all 3 types of
- validity
- b. IQ
- average of 3 points lower on WISC-IV than on WISC-III (is typical of new tests)
-
WAIS-4,
Wechsler Adult Intelligence scale. Ages 16-91.
-
WAIS-4,
- 1.
- 10 core tests for FSIQ and 4 Composite
- scores
- 2.
- 5 supplemental subtests
- 3.
- Same scoring as WISC-IV
- 4.
- Slightly different subtests
- 5.
- 2 New Subtests on this version
-
WAIS-4, Standardization, Reliability, Validity
- Stand; lots of ppl, good
- relia;1.
- Exceptional
- 2.
- Split half .90-.96, .98 for FSIQ
- 3.
- Weaker for subtests scores
- 4.
- SEM and 2.6 for 16/17year olds, 2.1 for
- others
- 5.
- 8 point band of error!!!
- val; 1.
- Content- very good
- 2.
- CRV- correlates
- very highly w/ other IQ tests
- 3.
- Construct-
- Much research done, highly supportive.
-
Stanford-Binet
5ed
- i. 5
- factors of intelligence: fluid reasoning, knowledge, quantitative reasoning,
- visual-spatial reasoning, working memory.
- ii. Two
- Domains: verbal & nonverbal
- iv. 3
- iQ scores given: FSIQ, VIQ, PIQ
- Good at testing individuals at the extreme
- ends of IQ
-
a.
Detroit
Tests of Learning Aptitude-4
16scores,
a lot It has more composite scores than subtests, resulting in overlap.
-
o
Kaufman
Assessment Battery for Children-II
- §
- Goal of reducing influence of culture/ethnicity
- on scores
- §
- No FSIQ, but rather gives over all scored based
- on different
- model
- ·
- Luria: mental processing index
- ·
- CHC:
- fluid-crystallized index
-
o
Kaufman
Brief Intelligence Test-2
- ·
- Nonberbal (fluid-matrices)
- ·
- Composite score (overall)
-
o
Why might we use individualized tests of
achievement?
- o
- See what the person has learned
- o
- Asses for learning problems
-
o
Know the
general features of the KTEA.
- o
- Screening tool as well, up to 90 yrs old
- o
- 8 subtests with 4 areas
- §
- Reading, math, written language, oral language.
- §
- total battery composite score
- §
- useful for qualitative analysis of error
- §
- can check if tests fits with school curriculum
-
o
How have learning
disabilities typically been diagnosed? (i.e., discrepancy approach)
- o
- Look for severe discrepancy (1SD) between
- intelligence and achievement in 1 or 7 areas
-
o
What are
some of the problems with this approach?
- o
- some ppl screw up all over the place on different
- tests
- o
- different states use diff criteria
- o
- Diff tests produce diff scores.
-
o
According
to the new definition, what are the essential features of a learning
disability?
- ·
- Id a weakness in 1+ area alongside strengths in
- several areas
- ·
- Trace discrepancy to central nervous system or
- info-processing problems
- ·
- Evaluate relevance of psychosocial skills,
- physical abilities/ sensory abilities to the disability
- ·
- Rule out alt explanations
- ·
- Determine if kid passes 1-4 meet criteria.
-
o
What are the main differences between individual
and group tests?
- o
- Huge standardize populations
-
o
What are the benefits/drawbacks of individual
and group tests of intelligence?
- o
- +large amount of takers
- o
- –score low due to motivation or direction issues
- o
- –Dependent
- on reading abilities
- o
- – cant differentiate test takers as finely as
- individual tests
- o
- –invalid scores may not be recognized
-
o
Know the Shipley-2 in detail (use the slides
that we went over in class after taking it): original use, actual use,
subtests, scores obtained, factors affecting performance, psychometric
properties, etc.
- o
- Original
- use: measure intellectual
- deterioration
- o
- actual
- Use: measure of general intellectual functioning in edu, counseling,
- personnel, and research settings.
- o
- Subtests: vocabulary and abs traction OR vocab &
- block patterns
- o
- Scores
- Obtained: added both subtests, M=
- 100 SD=15
- o
- Factors
- affecting performance: heavily dependent on verbal ability. Not appropriate
- for: non-native English speakers, individuals with difficulty reading.
- Abstraction score affected by motivation/attention, and working memory.
- o
- Psychometric
- properties: has improved since it
- first came out, good diverse standardized population.
-
o
Why is
the MAB-II inappropriately named?
- o
- Because it is used for screening, research, and
- career counseling, not so much Aptitude.
-
o
Why are the Culture Fair Intelligence Test
(CFIT) and Raven’s Progressive Matrices different other group tests of intelligence (ability)?
What unique approach did each of those tests have/use?
- o Culture fair intelligence test and raven’s
- progressive matrices different from other group tests of intelligence(ability)?
- Tests non-verbal skills
- o Cool approach: CFIT removed crystalized iQ,
- free of culture bias. RPM: removed language.
-
What
are aptitude tests primarily used for
-
o
Be familiar with the DAT in some detail: uses,
general range of subtests, scores, psychometric properties, etc.
- o
- Uses: intended
- for student assessment battery to determine suitability of work or choice of
- college major.
- o
- Subtests
- range: 8 subtests, well take 3
- hours to complete.
- o
- Scores: gives
- tests taker a cool visual profile.
- o Psychometric properties: good
- reliability (.80-.90), Vr + NA has good ability to predict college grades
- (.70-.80). lacking gin prediction of job performance.
-
What
do we know about the college performance tests & their ability to predict
college performance?:
that its good, but high school record is better.
-
o
What are
the postgraduate selection tests (i.e., GRE)? How well do they work?
- o
- GRE
- good/Mcat poor/LSAT ok/ = Aptitude
- tests.
-
o
Why do
post-selection tests have limited predictive validity?
- o
- Bc they only can tests those that get into the
- school, its not a big rich sample of ppl.
-
o
What is
the essence of the controversy of race differences in intelligence tests
scores?
- o
- Whether tests differences reflect actual group
- differences or a bias that favors certain groups over others
-
o What are the 3 main hypotheses that
attempt to explain group differences in intelligence test scores?
- o
- Test Bias Hypothesis: tested are fucked
- up towards minorities, test are normed on middle class whites.
- §
- Response: test now attempt to make tests
- culture free. Modern tests show low bias, difference could be due to motivation
- and the value placed on rapid performance on tests.
- o
- Genetic Hypo: some groups re genetically
- smarter than others.
- §
- Response: no reliable research to support
- this hypo., studies found that we are more alike than we are different.
- o
- Environmental Hypothesis: IQ influences
- our iQ., those raised in impoverished environments develop low iQ’s.
- §
- Response: supported by studies. Tie in
- motivation and valued placed on testing.
-
o
What is
the definition of test bias?\
- o
- Is a test differentially valid for different
- groups.
-
o
What is
test fairness?
- Subjective vales state a test a test is fair in the
- way it is used to make decisions
-
o
What is
and how do we assess for bias in content validity?
- o
- Content validity, does the tests include what we
- need.
- o
- Biase in content validity occurs when an
- item/subscale of the test is harder for one group and not the other. even
- though general ability of the two groups is similar.
-
o
What is
and how do we assess for predictive validity bias?
- o
- Determined whether we can predict our criterion
- equally well for members of different groups, if so, tests is not bias.
- §
- If test does not meet criteria of homogeneous
- regression (graph with a precition line and if groups score under or above
- the line.)then test is bias.
- o
- Do the test work well in predictive power, WIS
- predicts school achievement equally well for whites/blacks/mex.
-
o
What is
and how do we assess for bias in construct validity?
- o
- Construct validity is whether a test is shown to
- measure different hypothetical traits or measure the same trait but with
- different degrees of accuracy.
- §
- Example, ESL kids taking a math word problem
- tests. This measures English and math for ESL kids, but only math for native
- Eng. Speakers.
-
o
What are
the three ethical positions regarding social values & test fairness?
- o
- Unqualified individualism. –we use any
- and all valid predictor variables (sex/race/ect.)
- o
- Qualified Individualism: selection should
- be based off of tested abilities with out any other considerations.
- o
- Quotas: selection done to reflect the
- population.
-
o
Why is
testing infants & preschoolers more difficult?
- o
- Shorter attention spans
- o
- Lack of reading and writing abilities
-
o
Why do we
test infants? What are the main uses of test results?
- o
- iD developmental delay or brain damage
- o
- early intervention, leads to better prognosis
- o
- not intended for prediction
-
o
Be generally familiar with the NBAS test of infant development (i.e., general
purposes, uses, age ranges).
- o
- General
- Purpose: give parents feedback about babies’ uniqueness, and anticipate
- responses. Ex) baby cries when held to long, baby is overly stimulated and
- needs space.
- o
- Age
- range: 2 months, usually first week of life.
- §
- Low test reliability/ interrater agreement.
-
o
Know the Bayley-III (BSID-III) in more detail: how is
the test used, what results do you get, age ranges, scores, psychometric
properties, etc.
- o
- Test
- usage: provides most comprehensive measure of developmental status in
- infants. tests uses sights, sounds, movements and props to attract babies.
- o
- results
- you get: core 5 scales
- §
- 1-3 scales, cognitive, motor, language
- §
- 4-5 scales, parents questionnaires
- ·
- Social-emotional/adaptive behavior.
- §
- Test-retst
- reliability: .76
- §
- Inter-rater
- reliability: .75
§ Split-half: .81-.93 (increase with age)
- § good
- concurrent validity for identifiying
- at risk kids and extent of developmental delays.
-
-
o
Why do
scores on infant tests correlate low with other tests of intelligence?
- §
- Primarily Sensorimotor
- vs. Primarily Verbal
-
o
What type
of validity is most important for developmental tests?
- § we
- are looking for agreement across multiple assessments modalities. (tests/paretns/teachers
- assessment. Ect.)
- § these
- test lack predictive validity
-
§ DAS
- o
- General
- Purpose: measures short term memory,
- speed of info processing, used for clinical analysis only
- o
- Background:
- reliability good for preschoolers
- o Age: 2.5- 18 years old. (3 overlapping
- batteries)
-
§ WPPSI-III
o 2.5-7years old
-
o
Know the Denver-II in more detail: how is the
test used, what results do you get, age ranges, scores, psychometric
properties, etc.
- o
- What
- results do you get: screening instrument to assess healthy and at risk kids
- 0-6yrs old.
- o
- Scores: series
- of pass and fail items. 4 areas: personal-social, fine motor, language, gross
- motor.
- ·
- Normal
- passes each evaluated area
- ·
- Questionable
- one deley in any evaluated area
- ·
- Abnormal
- two or more delays in any evaluated area
- o Psychometric properties: normed on over
- 2,000 kids Colorado (south park).
- § Excellent
- intterscoring reliability
- § Test
- re-test reliability .90
- ·
- Test is good at finding salient issues with
- kids, subtle issues may go undetected.
-
o
How is
the HOME used?
- o
- Includes home observation/parent interview
- provides a measure of physical and social enviro
- §
- Infant/toddler, early childhood, middle
- childhood
-
o
What is
Public Law 93-112?
- o
- Bill of rights disabled people.
- §
- Outlawed discrimination
-
o
What is
Public Law 94-142?
- o
- Education for all handicapped children act
- §
- Disabled students must receive appropriate
- assessment and educational opportunities.
-
o
What
effect did these laws have on testing practices?
- o
- Psychologist mandated to assess for disabilities
- using appropriate measures.
-
o
How do we
approach assessment of special populations?
- o
- With appropriate measures.
-
o
What is
the main premise of the nonlanguage tests?
- o
- Good for ppl w language impairments.
- o
- Nonverbal intelligence tests, culture-reduced
- exams.
-
o
Name the
most commonly used nonlanguage tests.
leiter-internation performance scales - revised
-
o
What is
the main premise of the nonreading & motor-reduced tests?
- o
- Cant read, issues with speech, motor issues
-
o
How do we
approach testing persons with visual impairments?
- o
- Use non-visual stimuli. Verbal and non verbal
- items.
-
o
How do we
approach testing individuals who are deaf or hard of hearing?
o
Give
traditional tests used sign language
- o
- Give
- traditional tests used sign language
- §
- Wechsler performance subtests ex.
-
o
What is
the definition of intellectual disability?
- o
- Characterized by significant limitations both in
- intellectual functioning and in adaptive behavior as expressed in conceptual,
- social, and practical adaptive skills.
- §
- 3 PARTS. 1. Prior to 18 years old. 2. iQ under
- 70., 3. Deficits in adaptive behaviors.
-
o
How do we
assess adaptive behavior?
- §
- independent behavior-revised
- §
- independent living behavior checklist
- §
- inventory for client and agency planning
-
o
Be
familiar with the Vineland Adaptive Behavior Scales-II (VABS-II) in some
detail. Know the general purposes, ages, scales, scores, psychometric
properties, etc.
o
General
Purposes
- §
- to measure personal and social skills used for
- everyday living
o Age 5+
- o
- Scales
- M and SD same as regular IQ
- o
- Psychometric
- properties: standardization on a ton of ppl
- §
- High tests retest reliability (.80-.90)
- §
- Good concurrent validity. Correlates with WISC-R
- ( .47-.70)
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