Psychological Assessment in Education
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Questions and Answers

According to the 2 Factor theory of intelligence, what does intelligence equal?

  • Only g
  • g + s + e (correct)
  • Gf + Gc
  • g + sensory integration

    • The Cattell-Horn-Carroll model emphasizes only general intelligence (g).

    False (B)

    Who initiated the development of information processing models?

    Aleksandr Luria

    In the CHC model, Gc represents __________ intelligence.

    <p>crystallized</p> Signup and view all the answers

    Match the intelligence theories or models with their main characteristics:

    <p>2 Factor Theory = Intelligence equals g + s + e Thurstone = Complex of primary mental abilities Cattell = Sub-components of g: Gc and Gf Carroll = Three-stratum theory of cognitive abilities</p> Signup and view all the answers

    Which processing method does Luria associate with synthesizing information all at once?

    <p>Simultaneous/parallel processing (C)</p> Signup and view all the answers

    What does Gf denote in the context of Cattell's theory?

    <p>Fluid intelligence</p> Signup and view all the answers

    What was one of the characteristics of the first Wechsler test?

    <p>It had a point scale format. (C)</p> Signup and view all the answers

    The WAIS-IV combines verbal and performance scores into a single score.

    <p>True (A)</p> Signup and view all the answers

    What cognitive abilities does the Verbal Comprehension Index (VCI) estimate?

    <p>Cattell’s Gc</p> Signup and view all the answers

    The WAIS-IV has been standardized on a sample of more than _______ persons in the U.S.A.

    <p>2000</p> Signup and view all the answers

    Match the following WAIS-IV factor scores with their descriptions:

    <p>VCI = Verbal Comprehension PRI = Perceptual Reasoning WM = Working Memory PSI = Processing Speed</p> Signup and view all the answers

    What is the average reliability coefficient range for factor scores in the WAIS-IV?

    <p>0.90 to 0.97 (A)</p> Signup and view all the answers

    Canadian norms for the WAIS-IV were not established.

    <p>False (B)</p> Signup and view all the answers

    What subtests are used to generate the index or factor scores in WAIS-IV?

    <p>Sub-tests listed in Table 8.4</p> Signup and view all the answers

    In the WAIS-IV, PRI refers to _______ reasoning.

    <p>Perceptual</p> Signup and view all the answers

    What does the Working Memory Index (WMI) evaluate?

    <p>Holding information while manipulating it (D)</p> Signup and view all the answers

    What type of validity was established by comparing the Stanford-Binet 5 with other achievement tests?

    <p>Predictive validity (D)</p> Signup and view all the answers

    The Stanford-Binet test has a mean IQ score of 120.

    <p>False (B)</p> Signup and view all the answers

    What is the maximum score range for those classified as 'very gifted or highly advanced'?

    <p>145 - 160</p> Signup and view all the answers

    The Stanford-Binet test uses __________ measures to determine a suitable starting point.

    <p>routing</p> Signup and view all the answers

    Match the following IQ score categories with their corresponding ranges:

    <p>Very gifted or highly advanced = 145 - 160 Gifted or very advanced = 130 - 144 Average = 90 - 109 Borderline impaired or delayed = 70 - 79</p> Signup and view all the answers

    What is the primary use of factor analytic studies in relation to the Stanford-Binet test?

    <p>To establish construct validity (C)</p> Signup and view all the answers

    What is the standard deviation for the IQ scores in the Stanford-Binet test?

    <p>15</p> Signup and view all the answers

    The scoring manual of the Stanford-Binet test contains instructions for standardized scoring and interpretation.

    <p>True (A)</p> Signup and view all the answers

    A person scoring in the range of 80 to 89 on the Stanford-Binet test is categorized as __________.

    <p>low average</p> Signup and view all the answers

    What does the CCAT 7 primarily test?

    <p>Reasoning abilities (C)</p> Signup and view all the answers

    The SAT was originally named the Scholastic Achievement Test.

    <p>False (B)</p> Signup and view all the answers

    What is one of the significant changes in the SAT's verbal portion over time?

    <p>Increased emphasis on critical reading.</p> Signup and view all the answers

    The Woodcock-Johnson IV Test measures different features of cognitive ability, identifying areas of average, below, or above __________ ability.

    <p>cognitive</p> Signup and view all the answers

    Match the following tests with their primary purpose:

    <p>Woodcock-Johnson IV = Intelligence assessment for cognitive abilities CCAT 7 = Reasoning assessment SAT = Post-secondary admission and career direction Scholastic Ability Test = Original name for the SAT</p> Signup and view all the answers

    What is the average validity coefficient range for the WAIS-IV in relation to concurrent convergent validity?

    <p>.7 to .9 (D)</p> Signup and view all the answers

    The correlation between WMI and measures of AD/HD should be direct.

    <p>False (B)</p> Signup and view all the answers

    What composite scores from the Brown AD/HD test show the largest inverse correlations with WAIS-IV?

    <p>WMI and Effort, Memory and Total Brown scores</p> Signup and view all the answers

    The FSIQ of intellectually gifted individuals is expected to be __________ compared to a control group.

    <p>higher</p> Signup and view all the answers

    Match the WAIS-IV factor to its corresponding description:

    <p>WMI = Working Memory Index FSIQ = Full Scale Intelligence Quotient VIQ = Verbal Intelligence Quotient PIQ = Performance Intelligence Quotient</p> Signup and view all the answers

    What is the mean and standard deviation of the WAIS-IV Full-Scale IQ scores?

    <p>Mean 100, SD 15 (C)</p> Signup and view all the answers

    Scaled scores for WAIS-IV sub-tests have a mean of 15.

    <p>False (B)</p> Signup and view all the answers

    In what statistical manner should the correlation between WMI and AD/HD measures be observed?

    <p>inverse</p> Signup and view all the answers

    The confidence intervals for WAIS-IV scores are based on the tests' reliability coefficients and __________.

    <p>standard error of measurement</p> Signup and view all the answers

    What statistical distribution do WAIS-IV scores follow?

    <p>Normally distributed (B)</p> Signup and view all the answers

    Flashcards

    Two-Factor Theory of Intelligence

    This theory proposes that intelligence is composed of a general factor (g) and specific factors (s and e).

    Primary Mental Abilities

    Multiple, independent intelligences, rather than a single general factor.

    Crystallized Intelligence (Gc)

    Learned knowledge and skills, like facts and vocabulary.

    Fluid Intelligence (Gf)

    Mental processing abilities like problem-solving, independent of learned knowledge.

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    Cattell-Horn-Carroll (CHC) model

    A widely used model of intelligence that integrates previous theories, identifying the structure of cognitive abilities.

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    Simultaneous processing

    Processing information all at once, integrating different pieces of information.

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    Sequential Processing

    Processing information step-by-step, in a logical order.

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    Predictive Validity of Stanford-Binet 5

    The Stanford-Binet 5's ability to predict future academic performance, established by comparing it to other achievement tests.

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    Construct Validity of Stanford-Binet 5

    Stanford-Binet 5's validity established by using factor analysis to examine the underlying intellectual factors it measures.

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    Stanford-Binet 5 Structure

    Organized into age-based "task baskets" of increasing difficulty ranked under six levels.

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    Routing measures

    Starting points on the Stanford-Binet 5; adjustments to test difficulty to suit the test-taker's ability level.

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    Raw scores (Stanford-Binet 5)

    The initial scores obtained from each subtest of the Stanford-Binet 5 test.

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    Standard scores (Stanford-Binet 5)

    Transformed raw scores into comparable units for different age groups, typically with a mean of 100 and standard deviation of 15, akin to Wechsler scales.

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    Full-Scale IQ Range Categories

    A standard breakdown of IQ scores into different cognitive ability levels, ranging from very gifted to mildly impaired.

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    Wechsler Adult Intelligence Scale (WAIS)

    A widely used intelligence test for adults designed to measure cognitive abilities.

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    Scoring Manual (Stanford-Binet)

    Provides instructions for standardized administration, scoring, and interpreting results on the Stanford-Binet 5 test.

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    Wechsler test

    A test designed to measure intelligence, developed in reaction to limitations in the Stanford-Binet test. It includes adult norms, a point scale, and a non-verbal performance scale.

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    Point scale format

    A way to group items in Wechsler tests by difficulty to measure cognitive ability in graduated levels of difficulty.

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    WAIS-IV

    The latest version of the Wechsler Adult Intelligence Scale, that provides factor scores (VCI, PRI, WM, PSI) along with the combined full-scale IQ score.

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    Verbal Comprehension Index (VCI)

    A factor score from the WAIS test, estimating general knowledge and vocabulary.

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    Perceptual Reasoning Index (PRI)

    A factor score from WAIS that measures visual-spatial reasoning and problem-solving abilities.

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    Working Memory Index (WM)

    A factor score measuring the ability to hold information in mind while manipulating it.

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    Processing Speed Index (PSI)

    A factor score measuring how quickly the test-taker can process visual information.

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    Standardization (WAIS-IV)

    The WAIS-IV was tested on a large, representative sample of the US population. Canadian norms are also available.

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    Reliability (WAIS-IV)

    The WAIS-IV has high reliability, with correlation coefficients ranging from .90 to .97 for factor scores and full-scale IQ.

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    Full-Scale IQ

    A composite score combining verbal and performance scores on the Wechsler tests.

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    Concurrent Validity of WAIS-IV

    The WAIS-IV's validity is supported by strong correlations with other intelligence tests.

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    WAIS-IV and Full Scale IQ (FSIQ)

    Correlation between scores on the WAIS-IV and FSIQ (Full Scale IQ) are examined for concurrent validity evidence.

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    WAIS-IV Validity Evidence (AD/HD)

    The Working Memory Index (WMI) of the WAIS-IV should show an inverse correlation with measures of ADHD.

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    Brown AD/HD Test and WAIS-IV Correlation

    The largest inverse correlations are observed between the Working Memory Index (WMI) and Effort Index of the WAIS-IV and the Total Brown AD/HD scores.

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    Contrasting Groups Method

    Comparing the cognitive scores of intellectually gifted individuals to a control group to identify validity.

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    Scaled Score

    Calculated from raw scores on WAIS-IV subtests, representing a score within a standard distribution.

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    WAIS-IV Subtest Scoring

    Sub-test raw scores are transformed into scaled scores for age-based comparison using the test manual.

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    Standard Scores (Mean/SD)

    WAIS-IV subtest scaled scores, composite scores, and FSIQ use a standard normal distribution with a mean of 100 and standard deviation of 15.

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    Percentile Rank

    Composite scores of WAIS-IV are expressed as percentile ranks based on the normal distribution.

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    Confidence Intervals

    Ranges around obtained scores on the WAIS-IV, reflecting the associated uncertainty in the measure due to reliability.

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    What is the Woodcock-Johnson IV Test of Cognitive Ability?

    A widely used test for assessing cognitive ability in primary school students, measuring different aspects of intelligence.

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    What are Aptitude Tests used for in Secondary School?

    Aptitude tests are used to assess a student's potential for success in different career paths and to aid in their post-secondary education selection.

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    What was the original name of the SAT?

    The Scholastic Ability Test, it reflected the original focus on measuring innate mental capabilities.

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    How has the SAT changed over time?

    The emphasis has shifted from simple vocabulary and computation to critical reading and reasoning skills.

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    Why is the SAT a poor predictor of college grades for students in the middle range?

    Students with average scores show a less predictable pattern of success due to the influence of other factors like motivation and study habits.

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    Study Notes

    Psychological Assessment in Education Contexts

    • Cognitive ability tests are used in education to assess learning potential and progress.
    • Achievement tests measure learning accomplishments in specific areas, after instruction.
    • Ability/Aptitude tests estimate capacity for learning specific skills, like mechanical or clerical aptitude. More generalized is cognitive ability.
    • Intelligence tests measure the general capacity to learn, solve problems, and adapt. It's the most encompassing ability on the continuum.

    Intelligence

    • Intelligence is a complex concept with various definitions:
      • Galton's approach emphasized sensory abilities.
      • More recent views link physiological measures to intelligence.
      • Binet emphasized definite direction, adaptation, and self-criticism.
      • Wechsler defined it as a global capacity to act purposefully.
    • Factor analysis identifies the extent of correlation among measures.

    Factor Analytic Theories

    • Factor analysis is a statistical method.

    • It identifies correlations among distinct measures.

    • The degree of correlation reveals the extent to which scores on factors correlate with each other.

    • Cattell's model includes crystallized and fluid intelligence, with Gc and Gf respectively.

      • Crystallized intelligence, Gc, represents well-learned skills and knowledge.
      • Fluid intelligence, Gf, is active mental processing.

    • Horn (1989) elaborated on Cattell’s categories.

    • Carroll's three-stratum theory includes a general factor (g), broad ability factors, and narrow ability factors.

    Intelligence Testing (the Stanford-Binet)

    • The Stanford-Binet intelligence scales have been used in education.
    • Alfred Binet and Theodore Simon developed the initial tests to identify students needing remedial education.
    • Early tests used age-level tasks.
    • The tests assessed attention, judgment, and reasoning. A sum of abilities, general mental ability (g).
    • Further revisions included "mental age" which lead to the concept of intelligence quotient (I.Q).
    • Modern tests use a point scale format.
    • Intelligence tests are now more comprehensive, with separate verbal, nonverbal, and full scales for overall intelligence. Modern scoring is primarily concerned with Deviation IQ scores rather than the earlier ratio scores.

    Psychometric Properties: Standardizations, Reliability, Validity

    • Standardizations encompass larger representative samples, often stratified by socio-economic factors, ability category, education level etc.
    • Reliability involves the consistency of scores, often through test-retest reliability. Scores for the same test should be relatively consistent.
    • Validity evaluates the test's ability to measure what it intends to measure.
      • Content validity is supported by expert analysis and empirical data.
      • Criterion validity looks at correlations with other tests.
      • Construct validity is established through factor analytic studies.

    Test Administration

    • Tests use age-based (chronological) norms
    • The tests identify suitable beginning points.

    Wechsler Tests (WAIS and WISC)

    • Wechsler tests (e.g., WAIS-IV, WISC-V) have a point scale format for graded degrees of difficulty.
    • These tests identify verbal and performance sub-categories (e.g., Verbal Comprehension (VCI), Perceptual Reasoning (PRI), Working Memory (WM), processing speed (PSI), and Full Intelligence score (IQ).
    • The scoring and interpretation of these modern tests often have standard deviation 15 as a parameter. The mean is standardly 100.

    Other Tests

    • CCAT-7, GRE
    • The CCAT-7 and GRE are further assessments of cognitive abilities at secondary and college levels. GRE is a common measure of admission to postgraduate programs. The tests are highly stratified (e.g., age, academic levels etc).
    • Other aptitude tests, in particular for graduate work.

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    Explore key concepts in psychological assessment within educational contexts. This quiz covers cognitive ability tests, achievement tests, and various theories of intelligence, including factor analysis approaches. Understand how these assessments impact learning potential and educational outcomes.

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