Week 8 and 9 Lectures.pdf

Commonly-Used Psychological Tests Professor Mark Horswill School of Psychology The University of Queensland [email protected]...

Commonly-Used Psychological Tests Professor Mark Horswill School of Psychology The University of Queensland [email protected] PSYC4121: Scientist Practitioner Model  The aim of these lectures The goal of these lectures is to give you – “What? You wanted to use the WAIS on an some familiarity with commonly-used 8 year old? You must feel SO embarrassed!” psychological tests. – “So, what test do they use to measure This is a requirement of our APAC memory at UQ?” (Australian Psychology Accreditation Learning research indicates that factual Council) accreditation (without which knowledge should precede skill. none of you would be about to practice as a registered psychologist using your Some things are useful to know “off degree). the cuff” reliably and retained long term. The aim is to deal with possible interactions in your future career such Completing these lectures won’t mean as: you can go and use these tests because most of them require extensive – “What – you haven’t heard of the WRAML? I thought you had a psychology degree training and practice. Some require from UQ? What did they teach you there?” certification to use.  Tests most commonly loaned from the Psychology Resource Centre Requested by Clinical Interns: Requested by Organisational Psychology postgrads: CBCL Conners NEO D-KEFS 16PF Hayling and Brixton Raven’s PAI WAIS, WRAML (again) MMPI TEA Other well-known tests (less often loaned): TEA-CH Kit WAIS Stanford-Binet WIAT Neale Analysis of Reading WISC Peabody Picture Vocabulary Woodcock Johnson RBANS WPPSI WRAML  Information about tests Go to: http://guides.library.uq.edu.au/how-to-find/tests-education-psychology Information about tests (this URL is a link in Learning Resources) http://guides.library.uq.edu.au/how-to-find/tests-education-psychology Mental Measurements ETS test collection: Yearbook (Buros) sydneyplus.etc.org Comprehensive via UQ library lists of tests Where to Books about Publishers’ catalogues – find via Buros listing find out individual tests about tests (library search) Academic journals Text books on psychological testing (library search) Find a review of a psychological test using the Mental Measurements Yearbook http://guides.library.uq.edu.au/how-to-find/tests-education-psychology Find a review of a psychological test using the Mental Measurements Yearbook https://www.library.uq.edu.au/ Note that you may need to enter “University of Queensland” if it asks for your institution here. You can also find this database by searching the library catalogue for “Mental Measurements Yearbook”. Search for a test on a subject of your choice Type in a search term (e.g., “anxiety”) and then click on the results to view information and reviews on tests  Mark’s “Commonly-Used Psychological Tests” Summary Sheet Short Name Full Name What does it measure? Main target population 16PF Cattell's 16 Personality Factor Questionnaire Personality (non-clinical) Adults CASL Comprehensive Assessment of Spoken Language Spoken language Adults and children (3-21 years) CBCL Child Behaviour Checklists Problem behaviour Children Behavioral, emotional, social, and Conners Conners Comprehensive Behavior Rating Scales academic concerns (inc ADHD) Children D-KEFS Delis-Kaplan Executive Function System Executive function Adults and children Hayling & Hayling and Brixton Clinical Assessment of Executive Functioning Executive function Adults Brixton tests MMPI Minnesota Multiphasic Personality Inventory Personality (clinical) Adults (separate adolescent version) Neale Neale Analysis of Reading Reading Adults and children (mainly children) NEO NEO-PI-3 (covers the Big Five) Personality (non-clinical) Adults PAI Personality Assessment Inventory Personality (clinical) Adults (separate adolescent version) Peabody/PPVT Peabody Picture Vocabulary Test Vocabulary Adults and children (mainly children) RBANS Repeatable Battery for the Assessment of Neuropsychological Status Cognitive decline/improvement Adults and children (12 to 89) RPM Raven's Progressive Matrices (also: Raven's or Raven's Matrices) Intelligence Adults and children Stanford-Binet Stanford-Binet Intelligence Scales Intelligence Adults and children TEA Test of Everyday Attention Attention Adults TEA-CH Test of Everyday Attention for Children Attention Children WAIS Wechsler Adult Intelligence Scale Intelligence Adults WIAT Wechsler Individual Achievement Test Academic achievement Adults and children WISC Wechsler Intelligence Scale for Children Intelligence Children (primary to high school) Woodcock Intelligence, achievement, and Johnson Woodcock Johnson Tests of Cognitive Abilities language Adults and children Children (pre-school to primary WPPSI Wechsler Preschool and Primary Scale of Intelligence Intelligence school) WRAML Wide Range Assessment of Memory and Learning Memory & attention Adults and children Go to UQpoll (ID 66102) and enter your answer without looking it up Statement 1: The 16PF is a test of personality. Statement 2: The CBCL is a test of academic achievement. (a) Both statements are true. (b) Statement 1 is true; Statement 2 is false. (c) Statement 1 is false; Statement 2 is true. (d) Both statements are false. Tests to be covered in more detail Stanford-Binet Wechsler Tests Peabody Neale WIAT 16PF NEO MMPI Go to UQpoll and enter your answer without looking it up The five groups of tests used in the Stanford-Binet Intelligence Scale (5th edition) are: (a) Fluid Intelligence, Processing Speed, Working Memory, Perceptual Reasoning, Verbal Comprehension. (b) Fluid Reasoning, Crystallized Intelligence, Working Memory, Quantitative Reasoning, Visual-spatial Reasoning. (c) Working Memory, Fluid Reasoning, Knowledge, Verbal Comprehension, Perceptual Reasoning. (d) Quantitative Reasoning, Verbal Comprehension, Working Memory, Fluid Reasoning, Crystallized Intelligence. Go to UQpoll and enter your answer without looking it up Factor analysis of the Stanford-Binet Intelligence Scale (5th edition) suggests that, at most ages, the test has five factors just as the underlying theory predicts. This represents evidence for: (a) Test-retest reliability. (b) Incremental validity. (c) Construct validity. (d) Internal consistency. Stanford-Binet Intelligence Scale (5th Edition) 1. Fluid reasoning (fluid intelligence) Based on the Cattell-Horn- – novel problem solving, e.g. Carroll (CHC) model of matrices intelligence, which is a hierarchical model with 5 2. Knowledge (crystallized factors: intelligence) – things like vocabulary 3. Quantitative reasoning – numerical ability 4. Visual-spatial reasoning – ability to see patterns in visual stimuli Alfred 5. Working memory (short-term Binet memory)  Stanford-Binet (5th Edition) 10 core subtests yield 5 factor scores and can be combined to give an overall score for g (Full Scale IQ). Standardization sample: 4800 participants between 2 and 85 years of age. Another 3000 people from other groups were also tested (e.g. gifted, intellectually disabled, ADHD). Sample was stratified by age, race/ethnicity, geographical region (in US), and socioeconomic level.  Test Interpretation: Stanford-Binet Reduced version to IQ Range Classification memorize for the test Very gifted or highly 145–160 advanced 130–144 Gifted or very advanced Gifted 120–129 Superior 110–119 High average 90–109 Average Average 80–89 Low average Borderline impaired or 70–79 delayed 55–69 Mildly impaired or delayed Mildly impaired Moderately impaired or 40–54 delayed Go to UQpoll (ID 66102) and enter your answer without looking it up Statement 1: Bob has an IQ on 135 on the Stanford Binet and hence is considered “gifted”. Statement 2: Amy has an IQ of 75 and hence is considered “mildly impaired”. (a) Both statements are true. (b) Statement 1 is true; Statement 2 is false. (c) Statement 1 is false; Statement 2 is true. (d) Both statements are false. Go to UQpoll and enter your answer without looking it up The five groups of tests used in the WISC-V intelligence test are: (a) Processing Speed, Working Memory, Visual Perceptual, Fluid Reasoning, and Verbal Comprehension. (b) Fluid Reasoning, Crystallized Intelligence, Quantitative Reasoning, Visual Perceptual, and Visual-spatial Reasoning. (c) Crystallized Intelligence, Working Memory, Fluid Reasoning, Knowledge, Verbal Comprehension. (d) Quantitative Reasoning, Visual-Spatial, Verbal Comprehension, Working Memory, Fluid Reasoning. The Wechsler tests WPPSI-IV: Wechsler Pre- School and Primary Scale of Intelligence. For 3-7 year olds. Wechsler WISC-V: Wechsler Intelligence Scale for Children – 5th edition. For 6-16 year olds. WAIS-IV: Wechsler Adult Intelligence Scale – 4th edition. There is a lot of overlap between these three tests. Wechsler The Wechsler tests WPPSI-IV: Wechsler Pre-School and Primary Scale of Intelligence (4th edition). For 3-7 year olds. WISC-V: Wechsler Intelligence Scale for Children (5th edition). For 6-16 year olds. WAIS-IV: Wechsler Adult Intelligence Scale (4th edition). For 16 upwards. WASI-II: Wechsler Abbreviated Scale of Intelligence (2nd edition) - 30 min and 15 min versions.  WISC-V Wechsler Intelligence Scale for Children There are five “primary scores”: 1. Verbal comprehension 2. Visual perceptual 3. Fluid reasoning 4. Working memory 5. Processing speed These can be combined to form a measure of general intellectual functioning (Full Scale IQ or FSIQ). The test can be given on a pair of linked ipads.  Test interpretation: WISC-V IQ Classification Reduced version to memorize for the test >130 Very superior Very superior 120-129 Superior 110-119 High Average 90-109 Average Average 80-89 Low Average 70-79 Borderline 69 and below Extremely Low Extremely Low Go to UQpoll (ID 66102) and enter your answer without looking it up Statement 1: Birrani has an IQ on 135 on the WISC-V and hence is her intelligence considered “very superior”. Statement 2: Larry has an IQ of 69 and hence his intelligence is considered “extremely low”. (a) Both statements are true. (b) Statement 1 is true; Statement 2 is false. (c) Statement 1 is false; Statement 2 is true. (d) Both statements are false. Go to UQpoll and enter your answer without looking it up ID: 66102 Which of the following has been claimed for Raven’s Progressive Matrices test? (a) It requires verbal skills to complete. (b) It is an example of an achievement test. (c) It correlates highly with academic ability. (d) It allows the intelligence of people who speak different languages to be compared. Go to UQpoll and enter your answer without looking it up Statement 1: In principle, RPM allow the intellectual comparison of people who speak different languages. Statement 2: RPM requires a one-on-one testing session. (a) Both statements are true. (b) Statement 1 true; Statement 2 false. (c) Statement 1 false; Statement 2 true. (d) Both statements are false.  Raven’s Progressive Matrices (RPM) Non-verbal group ability test - “research Validity - correlates with other aptitude supports use of (the test) as a measure of… tests and to a lesser degree with academic Spearman’s g” Kaplan & Saccuzzo, 2001, ability (though correlations not high). p.363 (designed to measure g by Raven). There’s a specific version of Raven’s called Age 5 upwards the SPM (Standard Progressive Matrices) designed for a general population that’s No language needed. taught in our Organisational Masters as a Designed to assess military recruits measure of abstract reasoning. independent of educational factors. “Impressive set” of norms from all around the world (Kaplan & Saccuzzo, 2001, p.364). Go to UQpoll and enter your answer without looking it up The Peabody Picture Vocabulary Test: (a) Is a picture-based test of reading. (b) Can be used with people who have significant (but not total) motor impairment. (c) Is appropriate for people with significant visual impairment. (d) Is considered an excellent measure of intelligence.  Test creation/administration: PPVT or Peabody Picture Vocabulary Test For people aged between 2 and adult. Multiple choice - only requires a pointing response. Leota Dunn  Peabody Picture Vocabulary Test Requires no reading ability (though respondent must be able to hear). Provides a rough and ready measure of IQ for people who might be unable to do the Binet or Wechsler tests (much quicker to administer too) - though it’s not a proper substitute. Lloyd Dunn  Psychometric properties: Peabody Picture Vocabulary Test Reliability: Alternate-forms reliability was between.87 and.93, internal consistency averaged between.96 to.97, test- retest coefficients were.92 to.96 [don’t need to memorize numbers for the quiz]. Content validity: words all in the dictionary… Empirical validity 1: test scores increase with age in the predicted way. Empirical validity 2 (convergent validity): correlates well with other established vocabulary tests, and also measures of oral language, and reading. Empirical validity 3: special populations were found to score as expected (e.g. mental retardation, developmental delay, autism, language disorder, etc).  Test Administration/Interpretation: Neale Measures oral reading, comprehension, and fluency of non-special needs students aged 6 to 12 years. May also be used to diagnose reading difficulties in older readers (i.e. can be used with special needs adults). Children read a selection of stories out loud and then completes a comprehension test on the story. The test administrator notes down any errors and how long the child took to read it. These are scored to give measures of : 1. Reading accuracy, 2. Reading rate, and 3. Comprehension. Go to UQpoll and enter your answer without looking it up Statement 1: The Neale Analysis of Reading involves children being told a word and then pointing to the picture (in an array of four pictures) that corresponds to that word. Statement 2: The Neale Analysis of Reading includes scores based on accuracy and speed. (a) Both statements are true. (b) Statement 1 true; Statement 2 false. (c) Statement 1 false; Statement 2 true. (d) Both statements are false.  WIAT-III (Wechsler Individual Achievement Test) “The WIAT-III A&NZ assists you in identifying the academic strengths and weaknesses of a student; informing decisions regarding eligibility for educational services, educational placement, or diagnosis of a specific learning disability; and designing instructional objectives and planning interventions.” https://www.pearsonclinical.com.au/products/view/588 Tests include: Word reading, text comprehension, maths problem solving, oral expression, writing fluency, spelling, sentence composition. The WIAT-III is one of the most commonly requested tests from the UQ resource centre (e.g. by Clinical Interns). You might use the WIAT and the WISC together to diagnose a learning disorder. Go to UQpoll and enter your answer without looking it up Statement 1: The 16PF is an example of a comprehensive personality measure designed for normal populations. Statement 2: The 16PF was created using the lexical approach. (a) Both statements are true. (b) Statement 1 true; Statement 2 false. (c) Statement 1 false; Statement 2 true. (d) Both statements are false. Test creation: 16PF (16 Personality Factor Questionnaire) For the 16PF, Cattell reviewed earlier work which identified 18000 names for personality traits in the English language (lexical approach). Of these, a quarter were ‘real traits’ rather than “temporary and specific behaviour”. Cattell got people to rate “just distinguishable” differences between the words. This reduced the list to 171 trait names. Students were asked to rate their friends on these 171 traits. These data was put into a factor analysis, which reduced the traits to 36. Further research reduced these to 16 basic traits - though some were intercorrelated. This led to the publication of the self-report 16 Personality Factor Questionnaire (16 PF). Go to UQpoll and enter your answer without looking it up One of the Big Five personality traits is: (a) Compliance. (b) Competence. (c) Agreeableness. (d) Assertiveness.  The Big Five Currently, there is a general consensus in the literature that a five factor solution best describes all individual differences in personality: the Five Factor Model or the Big Five. Note that Cattell’s 16 Personality Factor Questionnaire can be scored to yield these five factors instead. Extroversion Neuroticism Openness to experience (or culture) The Big Five Agreeableness Conscientiousness Acronyms: OCEAN or CANOE  The NEO-PI-3 The most well-known test of the Big Five is probably the NEO-PI-3 (Neuroticism, Extroversion, Openness - Personality Inventory – Version 3) by Costa and McCrae (previously NEO-PI-R). It has 240 items, takes 30-40 minutes, uses T scores, has different self-report and observer rating versions. Extroversion Neuroticism Openness to experience (or culture) The Big Five Agreeableness Conscientiousness  The NEO-PI-3 Factors Definition (Kaplan & Saccuzzo, 2018, page 360) Neuroticism Degree to which a person is anxious and insecure as opposed to calm and self-confident. Extroversion Degree to which a person is sociable, leader-like, and assertive as opposed to withdrawn, quiet, and reserved. Openness to Degree to which a person is imaginative and curious, as experience opposed to concrete-minded and narrow in thinking. Agreeableness Degree to which a person is warm and cooperative as opposed to unpleasant and disagreeable. Conscientiousness Degree to which a person is persevering, responsible, and organized as opposed to lazy, irresponsible, and impulsive.  What can the Big Five do? 5 factors correlate with many other personality factors and established personality tests, as well as social outcomes and behaviours (McCrae & Costa, 1999). For example, conscientiousness has been found to predict the GPA of University Students beyond entrance exam mark (Conrad 2005). The Big Five personality traits have been used to predict job performance. For example, Judge et al (2002) did a meta-analysis of 222 correlations from 73 samples. They found that correlations between the five individual traits and leadership was never huge (.08 to.31). However, when the traits were combined in a five factor model they could predict leadership effectiveness with a multiple correlation of.48. Photo: www.abc.net.au Go to UQpoll (ID 66102) and enter your answer without looking it up Which of the following is the closest description of someone who scores high on the MMPI scale known as demoralization? (a) They have diffuse physical health complaints. (b) They experience general unhappiness and dissatisfaction. (c) They display rule breaking and irresponsible behaviour. (d) They have maladaptive anxiety, anger and irritability. Minnesota Multiphasic Personality Inventory (MMPI) The Minnesota Multiphasic Personality Inventory – now in its 3rd edition (MMPI-3) – is an example of a comprehensive personality test designed to diagnose abnormal/clinical groups. It is the most frequently used test by neuropsychologists (Camara et al., 2000). It used the “criterion groups” method of development, also known as “empirical criterion keying”. One competitor to the MMPI used in our School is the PAI (Personality Assessment Index).  Test Creation: Minnesota Multiphasic Personality Inventory (MMPI) 1. They created a large pool of items (logic, reason, literature reviews, expert opinion). 2. They gave the preliminary questionnaire to several groups of psychiatric in-patients and a control group. 3. They used item analysis to choose the items that could discriminate the best between the groups. 4. They standardised the test using a control group. 5. The more recent versions of the MMPI have refined the question set using other methods, including inspecting content, convergent, and divergent validity.  How to do Empirical Criterion Keying Imagine we recruit individuals with demoralization and individuals without demoralization (general unhappiness and dissatisfaction). We create 4 true/false statements and give them to both groups. Respondent: Item Item Item Item Criterion group 1 2 3 4 Geoff T T F T Demoralization With disorder Monique T F F T Demoralization Tegan T F F T Demoralization Derek F T F F Demoralization Zoe F F T T Without disorder No Demoralization Jessica F F T T No Demoralization Simon F T T F No Demoralization Maggie F T F F No Demoralization  Empirical Criterion Keying Respondent: Item Item Item Item Criterion group 1 2 3 4 Geoff T T F T Demoralization With disorder Monique T F F T Demoralization Tegan T F F T Demoralization Derek F T F F Demoralization Zoe F F T T No Demoralization Without disorder Jessica F F T T No Demoralization Simon F T T F No Demoralization Maggie F T F F No Demoralization The sign of the difference doesn’t necessarily % True with disorder 75% 50% 0% 75% matter, as long as the groups are separated. % True without 0% 50% 75% 50% disorder If you have a scale instead of T/F responses, you % Difference 75% 0% -75% 25% could instead just inspect the standardised mean differences between the groups.  Empirical Criterion Keying This number is known as the Item Item Item Item Item Discrimination Index for validity (when 1 2 3 4 expressed as a probability rather than a percent). If we defined the two groups % Difference T 75% 0%T F -75% T 25% based on overall test score, then it would T F F T instead tell us how each item contributed to internal consistency (Item T F F T Discrimination Index for reliability). “I am F T F F somewhat sad” T/F F F T T F T F “I’m stupidly T “On Thursdays, “I often have I pretend I’m a happy all the F demoralising T T F penguin.” T/F time” T/F thoughts” T/F F T F F For this technique to work, the content of the items doesn’t necessarily matter, as long as they discriminate between the groups (i.e., they may lack face or content validity). In the above example, Items 1 and 3 are the best, Item 4 is second best, and Item 2 is useless. Minnesota Multiphasic Personality Inventory (3rd edition) Ben-Porath Tellegen Raw scores converted to T scores (M = 50, SD = 10). Clinical standardisation sample = 1620 people (representative of US population). Adolescent and Spanish versions also available. 335 True-False questions, 8 clinical scales (8 criterion groups): 1. Demoralisation (general unhappiness and dissatisfaction) 2. Somatic complaints (diffuse physical health complaints) 3. Low positive emotions (lack of positive emotional responsiveness) 4. Antisocial behaviour (rule breaking and irresponsible behaviour) 5. Ideas of persecution (self-referential beliefs that others pose a threat) 6. Dysfunctional negative emotions (maladaptive anxiety, anger, irritability) 7. Aberrant experiences (unusual perceptions or thoughts associated with thought dysfunction) 8. Hypomanic activation (overactivation, aggression, impulsivity, or grandiosity). Go to UQpoll and enter your answer without looking it up Statement 1: One of the scales used in the MMPI-3 is neuroticism. Statement 2: One of the scales used in the MMPI-3 is hypomanic activation. (a) Both statements are true. (b) Statement 1 true; Statement 2 false. (c) Statement 1 false; Statement 2 true. (d) Both statements are false.  MMPI-3 “validity scales” The MMPI-3 has “validity scales” to detect faking or biased responding. They can indicate if scores on the clinical scales might be uninterpretable. Inconsistent responding Invalid response count (e.g., marked both T and F, left blank) indicators: Detect people who are not Count of inconsistent responses to pairs of processing the question questions designed to ask the same thing content or not taking the test seriously Agree with “eccentric” statements with low endorsement rates (“it would be better if all laws were thrown away”) Overreporting indicators: Say they have symptoms infrequent in psychiatric and/or Detect people who may medical patient populations be faking bad Say they have symptoms that are “non-credible” Claim negative statements that apply to most people (“I do not Underreporting always tell the truth”) are not true of them indicators: Detect people who may Claim an uncommonly high level of psychological adjustment (claim be faking good “embarrassing” statements that apply to most people do not apply to them)  Do the MMPI validity scales work? The MMPI validity scales have been found to detect (Ben-Porath & Tellegen, 2020): – Over-reporting in a sample of forensic disability claimants instructed to simulate exaggerated reporting of their symptoms. – Over-reporting in a college sample instructed to ‘fake’ as though they had ADHD to gain accommodations/allowances in their classes. – Over-reporting in a college sample instructed to over-report in an attempt not to be found criminally responsible for serious criminal conduct. – Under-reporting in a public safety sample where people were completing pre-employment psychological assessment for desirable job positions they wanted.  Psychometric Properties of the MMPI-3 Reliability: Internal consistency =.69-.89 (normative) &.76-.93 (outpatient). Test-retest reliability =.81-.94 [you don’t need to memorize these numbers for the quiz; just know they’re okay to high]. Construct validity: Studies have mapped specific MMPI profiles onto specific behaviours (e.g., alcoholism, eating disorders, posttraumatic stress, delinquency, neurological disorders). Convergent & discriminant validity: Demonstrated in broad range of samples/ settings (e.g., US normative sample, college students, outpatients, spinal injury pre-surgery patients, disability claimants, prison inmates, police candidates; see Ben-Porath & Sellborn, 2021). Criterion validity: MMPI scores for psychiatric outpatients mapped onto intake ratings and diagnoses by professionals treating them.  What is the MMPI good for? The MMPI can be used to help with the following problems (amongst other things, see p. 347, Kaplan & Saccuzzo, 2018): – Eating disorders. – Soldiers’ reactions in battle. – Posttraumatic stress syndrome. – Detection of sexual abuse in children. – Prediction of delinquent behaviour. – Prediction of likelihood of dropping out of PTSD cognitive behaviour therapy. Go to UQpoll and enter your answer without looking it up Statement 1: The criterion validity for the MMPI-3 was evaluated by seeing if test scores correlated with ratings by treating professionals for psychiatric outpatients. Statement 2: The MMPI-3 has used to predict the likelihood of delinquent behaviour. (a) Both statements are true. (b) Statement 1 true; Statement 2 false. (c) Statement 1 false; Statement 2 true. (d) Both statements are false. THE END