Psych Assessment Exam 2

a set of color pictures of common objects and settings, each of which is missing an important part that the examinee must identify

a series of orally and visually presented words that the examinee orally defines

a series of numbers, each of which is paired with its own corresponding hieroglyphic-like symbol; using a key, the examinee writes the symbol corresponding to its number

a series of orally presented pairs of words for which the examinee explains the similarity of the common objects or concepts they represent

a set of modeled or printed two-dimensional geometric patterns tha tthe examinee replicates using two-color cubes

a series of arithmetic problems that the examinee solves mentally and responds to orally

a series of incomplete gridded patterns that the examinee completes by pointing to or saying the numbers of the correct response from five possible choices

a series of orally presented number sequences that the examinee repeats verbatim for Digits Forward and in reverse for Digits Backward

a series of orally presented questions that thap the examinee's knowledge of common events, objects, places, and people

a set of pictures presented in a mixed-up order that the examinee rearranges into a logical story sequence

a series of orally presented questions that require the examinee to understand and articulate social rules and concepts or solutions to everyday problems

a series of paired groups, each pair consisting of a target group and a search group; the examinee indicates, by marking the appropriate box, whether either target symbol appears in the search group

a series of orally presented sequences of letters and numbers that the examinee simultaneously tracks and orally repeats, with the numbers in ascending order and the letters in alphabetical order

a set of puzzles of common objects, each presented in a standardized configuration, that the examinee assembles to form a meaningful whole

Vocabulary
Similarities
Arithmetic
Digit Span
Information
Comprehension
Letter-Number Sequencing

Picture Completion
Digit-Symbol Coding
Block Design
Matrix Reasoning
Picture Arrangement
Symbol Search
Object Assembly

Similarities
Vocabulary
Information

Comprehension (Supplemental)

Block Design
Matrix Reasoning
Visual Puzzles (NEW)

Picture Completion (Supplemental)
Figure Weights (Supplemental & NEW)

Digit Span
Arithmetic

Letter Number Sequencing (Supplemental)

Symbol Search
Coding

Cancellation (Supplemental & NEW)

- eliminated VIQ & PIQ to be replaced by Index Scores
- enhanced measures of: Fluid Intelligence, Working Memory and Processing Speed
- added subtests: Figure Weighs, Cancellation, Visual Puzzles
- eliminated subtests: object assembly, picture arrangement, coding recall & coding copy
- co-normed with WSM, special group studies, improved validity/reliability
- add demonstration items, reduced vocab instructions, dropped object assembly, reduced emphasis on motor demands and time bonus, enlarged visual stimuli & eliminated rhyming letters/numbers
- reduced discontinue rules

Split Half=.94-.98
Test-Retest=.88-.95
SEM=2.29-3.75

correlate w/ WISC- III=.86-.94

Split Half= .88-.97
Test-Retest=lower

cruss cultural factor analysis

Vocabulary
Similarities
Comprehension
Information

Block Design
Matrix Reasoning
Picture Completion
Picture Arrangement

Digit Span
Letter Number Seq
Arithmetic

Coding
Symbol Search

Information
Vocabulary
Word Reasoning
Comprehension
Similarities
Receptive Vocabulary

Block Design
Matrix Reasoning
Picture Concepts
Picture Completion

Symbol Search
Coding

the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment

V: Analogies
NV: Matrices

V: Vocab
NV: Recognize Absurdities in Pictures

V&NV: Quantitative Problems

V: Positions & Directions
NV: Form Board

V: Sentence Pattern
NV: Block Pattern

2-85 yo
Full Scale:.98
NV: .95
V: .96
Test-Retest: .7-.9
Interscorer: .9
Validity w/Weschler: .8

-cultural experiences
- Flynn-effect
- predictive validity for academic success
-stereotype threat

REMEMBER INDIVIDUAL>GROUP

1905: 30 items on vocab
1908: age scales w/ single mental age score
1916: Terman's w/ larger sample, IQ=MA/CA X 100, max mental=19.5
1937: 3000 rep sample, 2-22 yo, perf, standardization, reliability&validity studied; probs: better reliability for older ages and lower IQs, different ages=different SDs (no developmental)
1960: standard score w/ SD=16
1972: non white norms

Social Construct

ability to learn, adapt, think abstractly

ability to deduce relationships

first formal theory of intelligence, high correlations meant that there was one general mental ability; technically a two factor theory with S that represented areas that didn't correlate; mental energy; best predictor of work and esp school performance

crystallized: sum of everything that you have learned
fluid: spead with which one can process

biologically based multiple intelligence theory; linguistic, musical, logical, mathematical, spatial, bodily, itrapersonal, interpersonal, environmental; maximize everyone's potential bc everyone is good at something

analytical, creative, practical; triarchic model of componential, experiential and contextual; componential mental processes: planning, monitoring & evaluating; experiential: familiarity of the task; contextual: adapting, changing, or selecting

emotional intelligence or self awareness + empathy

divergent thinking, correlated with intelligence but not w/ high IQ

multiple factors of primary mental abilities: spatial, perceptual, numerical, verbal, memory, words, induction, reasoning, deduction

given by schools
state, national and international (accountability)
certification/licensiing
psychoeducational batteries

discrepancy between projected mental ability and actual achievement

DSM: 2 SDs and impaired functioning

d/o of phonemic awareness

problems with decoding: breaking a word into parts rapidly enough to read the whole word, coupled with problesm reading singl, small words

effects: reading speed, acuracy, and comprehension

80% of LDs

60-80% male

probs with: encoding (spelling), grammar, punctuation, organization and handwriting

difficulty in: recognizing numbers/symbols, memorizing facts, aligning numbers, understanding abstract concepts

core defecits in: arithmetic calculation or reasoning

22 Subtests
Reading
Math
Spelling
Writing
Phonemic Awareness

familiarity with the building blocks/sounds of words

take out one of the sounds in the word as instructed (working memory)

change one of the sounds in the word as instructed (working memory)

switch the order of the sounds in a word (working memory)

repeating words that are unfamiliar (working memory)

M=100 SD=10
split half=.8-.9
factor analysis validity

KABC
Wide Rance Achievement Test (WRAT)
Peabody Individual Achievement Test

Gray Oral Reading Test (GORT)
Comprehensive Test of Phonological Processing (CTOPP)

can be used for Dyslexia, especially the CTOPP for more comprehensive

2-90 yo for Special Needs
measures receptive rather than expressive vocab
good reliability & validity

IQ of 70 or below and impairment of adaptive functioning

Communication
Daily Living Skills
Socialization
Motor Skills
Maladaptive Behavior Index (optional)

receptive
written
expressive

personal
domestic
community

interpersonal relationships
play/leisure time
coping skills

fine
gross

internalizing
externalizing
other

1-42 months
M=100 SD=16
based on motorbehavior
limited predictive ability other than MR