Chapter 11: Testing and Individual Differences
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cmdancer927 on April 30, 2011
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38 terms
Terms | Definitions |
|---|---|
 tests | ___ are used to make decisions |
| psychometricians (measurement psychologists) | focus on methods for acquiring and analyzing psychological data; measure mental traits, abilities, and processes |
| constructs | hypothetical abstractions related to behavior and defined by groups of objects or events (someone tells truth=honesty but can't observe honesty) |
| standardization | 2-part test development procedure: 1st establishes test norms from the test results of the large representative sample then assures that the test is both administered and scored uniformly for all test takers |
| norms | standards used to compare scores of test takers |
| reliability | consistency of results over time (repeatability); methods of measurement include test-retest, split half, alternate form |
| validity | rest measures what it is supposed to measure; methods of measurement include face, content, predictive, construct |
| performance tests | test taker knows how to respond to questions and tries to succeed |
| speed tests | large # of relatively easy items in limited test period |
| power tests | items of varying difficulty with adequate test period |
| aptitude tests | assess person's capacity to learn, predict future performance (SAT) |
| achievement tests | assess what a person has already learned (AP) |
| group tests | test many people at one time; test taker works alone; cheaper; more objective |
| individualized tests | interaction of one examiner with one test taker; expensive; subjective grading |
| APA guidelines | detail standards to promote best interests of client, guard against misuse, respect client's right to know results, and safeguard dignity, informed consent needed, confidentiality guaranteed |
| culture-relevant tests | test skills and knowledge related to cultural experiences of the test takers |
| reification | construct treated as a concrete, tangible object |
| intelligence | aggregate or global capacity to act purposefully, to think rationally, and to deal effectively with the environment |
| stanford-binet intelligence test | constructed by lewis terman, individual IQ test with IQ calculated using ratio formula: mental age/chronological age x 100. now, IQ based on deviation from mean. 5 ability areas assessed both verbally and nonverbally |
| wechsler intelligence tests | 3 age-based individual IQ tests: WPPSI (wechsler preschool and primary scale of intelligence), WISC (wechsler intelligence scale for children), WAIS (wechsler adult intelligence scale); 2 scores- verbal and performance; difference between 2 helpful for identifying learning disabilities; deviation IQ score- 100 mean/mode/median, 15 pt SD; good for extremes of gifted and mentally retarded or cognitively disabled |
| degrees of mental retardation | mild-IQ 50-70; can self-care, hold job, may live independently, form social relationships moderate-IQ 35-49; may self-care, hold menial job, function in group home severe-IQ 20-34; limited language and limited self-care, lack social skills, require care profound-IQ under 20; require complete custodial care |
| factor analysis | a statistical procedure that identifies common factors among groups of items by determining which variable have a high degree of correlation |
| Charles Sperman | used factor analysis to identify g: general factor underlying all intelligence, also s: less important specialized abilities |
| g | general factor underlying all intelligence according to sperman |
| s | less important specialized abilities according to sperman |
| Thurstone | primary mental abilities- 7 distinct intelligence factors |
| horn and cattell | identified 2 intelligence factors: fluid and crystallized intelligence |
| fluid intelligence | those cognitive abilities requiring speed or rapid learning that tend to diminish with adult aging |
| crystallized intelligence | learned knowledge and skills, such as vocabulary, which tend to increase with age |
| multiple intelligences | howard gardner's theory that people process information differently and intelligence is composed of many different factors, including at least 8 intelligences: logical-mathematical, verbal-linguistic, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalistic |
| emotional intelligence | peter salovey and john mayer's construct defined as the ability to perceive, express, understand, and regulate emotions; similar to gardner's interpersonal and intrapersonal intelligences |
| triarchic theory of intelligence | robert sternberg's idea of 3 separate and testable intelligences: analytical (facts), practical ("street smarts"), and creative (seeing multiple solutions |
| cultural-familial retardation | retardation attributed to sociocultural deprivation |
| identical; fraternal; siblings | correlation if IQs of ___ twins was much higher than___ twins or ___ |
| flynn effect | steady increase in performance on IQ tests over the last 80 years, possibly resulting from better nutrition, educational opportunities, and health care |
| within-group differences | range of scores for variable being measured for a group of individuals |
| between-group differences | usually the difference between means of 2 groups of individuals for a common variable |
| stereotype threat | claude steele's concept that anxiety influences achievement of members of a group concerned that their performance on a test will confirm a negative stereotype. may account for lower scores of blacks on intelligence tests or girls on math tests |
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