PSYC 3200

Tests & Measurement

Class 1. week 1 ↳ WWI

tests and measurement * army alpha test -

literate

→ historical overview * beta test illiterate

army
-

↳ ancient ( 2200 BCE) ↳

China personality testing

* civil service exams * structured (self -

report items)

↳ 19th century •
Woodworth data sheet
personal

* Germany * France •
MMPI

*
England * North America * projective
↳ individual differences •
Rorschach inkblot test

* Darwin * Cattell ~ mental test

* Galton

↳ experimental

* Fechner * Wundt ~
psych . lab , founder

↳ mental measurement

* Francis Galton

inheritance of
genius (e. g. reaction times)
•
•

•
co -
relations

believed in
eugenics
•

↳ James McKeen Cattell

* studied under Wundt

* worked w/ Galton

* brought their ideas +

methodology to U.S .

* mental measurement

↳ Alfred Binet

* commissioned French to develop

by gov .

a test to determine if a child would

benefit from a standard classroom

instruction

* the first 1905

developed intelligence test in
Class 2
,
week 2 *
peaked ness is measured by kurtosis

statistics review •
flat distribution ~
Platykurtic

→ of
scales measurement •
high peak -
Leptokurtic

↳ nominal •
normal ~ Mesokurtic

* not numerical ,
numbers are labels

↳ ordinal

* rank
ordering

↳ interval

* equal intervals , no absolute zero

↳ ratio

* equal intervals with an absolute zero

→
frequency distributions
→
transformations

↳ ↳
displays scores
showing how often each
percentiles

one occurs in a data set

( observed score - mean )

→ ↳ 2- score
describing distributions -
Stan . deviation

↳ measures of central tendency * how far away from the mean the score is

* mean standard deviation units

average in
~

* median ~
middle score ↳ t -
score

* mode ~ most common score * mean = 50

↳ measures * stddev 10
of
variability
=
.

*
range
-
highest score -
lowest score ↳ standard scores ( IQ scores)

2
I. ( X -
5)
* variance ~ OE n (I =
mean ) * mean = too

* standard deviation ~
represents the
average * Std dev = 15

amount of from the →

deviation mean percentile ranks

É
o= n
↳ determines how many items in a data set

↳
measures of
symmetry and
"
peaked ness
" fall below a given point

* skewness e.
g. placed 62/63 runners in a race .

pointed (t ) , low observation 1/63=-016

•
positive ~
the tail is percentile rank = ✗ 100=1.6 percentile

•
negative - tail pointed f) , high observation Pr = ¥ ✗
100 =
percentile rank of Xi
→
percentiles * types of correlation coefficients

↳ similar to percentile rank •

Pearson Product Moment CPPM)

>
* percentile deals in raw score units relationship between 2 continuous variables

* is a measure of relative performance •

Spearman's Rho ( p)
→ deciles > 2
quartiles and sets of ordinal data

↳ divide the distribution into equal Bi serial

quartiles
•

fourths >
relationship between a continuous and an

* inter is the interval of orificial

quartile range dichotomous variable

°
scores between the 25th and 75th percentiles true dichotomous -

naturally from 2
Categories

represents 50.1 of distribution °

the middle . artificial dichotomous -

underlying continuous

* deciles divide the distribution into 10 equal scale forced into a

dichotomy
↳
groups regression
→ normative
samples *
regression line

↳ obtained from sample of

scores a * regression equation

individuals on a
particular test •
slope ( y=mx + b)
↳ reference
used as a
group , to which scores •
intercept

can be compared to assess examinees * prediction

relative position in a
population * linear relationships

→
Group based morning * regression to the mean

↳ aka :
demographically corrected norms *
range restriction -
restricted variability

↳ somewhat controversial decreases the likelihood of

finding significant
→ correlation and regression correlations

↳ correlation ~
measure of the linear
'
→ coefficient of determination -
r2 which

association between two variables reflects the amount of variance in the

* scatter plot for

graphed by criterion that is accounted by the predictor

from -1 to
'
* values +1 → coefficient of alienation 1 r2
range which
-
~

* significance testing represents the amount of variance not

•
influenced by N accounted for
'→
multiple regression class 3 , week 3

* can have
any number of predictors reliability
* coefficient →
reliability the consistency of
each
regression represents scores
-

unique contribution of IV in
predicting DV Obtained
by the same
persons
↳ the first of " "
test
* more often see standardized
regression requirement a
good
↳
coefficients as well as an standardized consistent and replicable

coefficients * two measurements should lead to approx .

↳ cross validation the same results

↳
* capitalization on chance variability
* * between
shrinkage people

* independent * with themselves

replications

*
randomly splitting samples → classical test theory
↳ factor analysis ↳
goals

* can a set of measures be reduced to * estimate errors in measurement

a smaller set ! * improve tests to minimize errors

* "new "
be ↳ measurement
"
noise "
can the
resulting variables error

interpreted? * caused by factors that randomly influence

* role in measurement the measurement of a variable across the

sample

* increase decrease scores

may or

* not " "

to the
necessarily random individual

to the data
* adds variability but does not

affect
average group performance
→ sources of error

↳ error due to the instrument

↳ content
heterogeneity
↳ time
sampling
↳
testing / experimental conditions

↳ oriented conditions
person -
→
estimating reliability ↳ split half
-

reliability

↳ correlation coefficient * divided into two

randomly measures items

* of relationship between two sets sets calculate correlation between two sets
r=
degree and

'→
of scores
homogeneity / internal consistency

↳ (rxx) * split half

reliability coefficient -

reliability

* index of measurement consistency * Cronbach 's Alpha / KR -20

* index of the relative influence of true score • a measure of inter item

-

consistency -

and error scores on obtained test scores the degree to which items on a particular

*
range of values : 0 -1 (only positive) measure relate to each other

0-2-1 0-2-1
rxx =
ozx r ✗✗ = 0-2-1 + oze ⑥ equivalent to
average of all possible split -

→ half
methods of
assessing reliability estimates

↳ alternate forms
/ parallel tests (rformaformz) •
estimate
using formula that
provides the

* 2 different versions of the test

average inter -
item correlation for a set of items

* statistical considerations for parallel tests • KR -20 used for dichotomous items only (e. g. IT / F)
•
have the same standard deviation Cronbach 's alpha is of
• a more
general case

•
correlate with the same set of true scores KR -20 and can be used for dichotomous

•
error is
truly random items or
continuously scaled items (e. g. ,
Likert type)
-

'
* forms are correlated → inter -

reliability (rraterseraterz)

* test construction * assesses the

degree to which different raters

* limitations estimates of the

provide similar same

•
expensive phenomenon (e. g. , panel interview)

• time * estimate two ways

consuming
-

•
difficult to create equivalent forms that •
if
ratings are continuous ,
correlation between

contain the same number and type of items raters

'

ratings

reliability (rtimesstimez ) categorical (yes/ no)

↳ test-retest •
calculate
if
ratings are ,

* administer same measure to same sample the % agreement between raters

at two different times •

Kappa statistic ~
indicates the actual
agreement

* correlate first set of scores with second as a

proportion of the
potential agreement

* limitations following correction for chance

agreement
between time two * limitations
•
genuine change one and
2 more raters to be consistent
• hard to get or

•
reactivity -
experience may influence results • rater - ratee effects can be difficult to overcome

•
time frame ( too far apart / too close together)
→ can measurement error be reduced ? → standard SEM = S
er ror of measurement 2- rxx .

↳ to reduce ↳ the
ways error
degree to which an individual's scores would

* test development vary if they were to take the same test numerous times

•
ensuring wording is clear ↳ the Std der . .
of a theoretically normal distribution

pilot test measures of test scores obtained by one person

• on

* test administration equivalent tests

•
test environment variables ↳ can be used to estimate the that
range an

•
consistency individual 's
"
true score
"
would fall within , given a

* test interpretation specific level of confidence

scoring and

•
ensure scorers are well trained ↳ confidence interval ( CI )

ensure data entered

accurately * the
range of scores around an individual's
•
are

→
increasing reliability observed score where their true score is likely

↳ increase the number of items to be

→
↳ removal of
problematic items relationship between reliability and validity

↳ factor ↳ relates to test

analysis validity -
the
degree to which a

→ N and reflects
r effects on rxx score what you are
trying to measure

high reliability high reliability no reliability high reliability

low
validity low validity no validity high validity

→ how reliable should tests be ?

→ ↳
Using knowledge of error high reliability necessary when:

↳ * tests to final decisions

reliability coefficient are used make

* the variance that ↳ lower is

proportion of observed score reliability acceptable when :

is "
true " rather than "
error
"
* preliminary rather than final decisions

* standard error of measurement ( SEM) ↳

general guidelines

•
allows for the estimation of the of * > 80 90 decisions
degree about people
- ~
. .

closeness between an individual 's observed * 7. 70 ~ research purposes

test score and their actual true score * . 50 ~ true scores and er ror have equal effects
on test scores
Class 4 ,
week 4 * test homogeneity

validity measures
single construct
•
a

→
validity ~ denotes the scientific
utility of •
Cronbach 's alpha , item -
total correlation

a
measuring instrument , broadly stat able * convergent validity
in terms of how well it measures what •
test scores correlate with scores

it to predicted from theory

purports measure on other measures , as

→ contrasted w/ reliability • correlate new measure with more

↳
reliability established measure similar or related

* consistency constructs

* precision and dependability * discriminant validity

* easy to access
•
test scores do not correlate with

↳
validity scores on other measures they ought
* to not to
speaks whether what is
being correlate with ,
as
predicted

is from theory
measured really being measured

* must
"
build a case
"
to assert validity * changes over time or with
age

↳ reliability is but not sufficient test scores increase decrease

necessary or
•

and places an
upper limit on validity over time or as a function of age
→ main
types of
validity as
predicted
↳
construct validity ~ is a
judgement * contrasted or distinct
groups validity

about the extent to which test •

scores obtained by of different
a
people

measures a theoretical construct

groups differ as predicted

informed scientific * test / post test

* construct an pre changes
- - -
,

idea developed to
explain behaviour •
test scores obtained at time 1 and time

* construct validation process 2 differ as

theoretically predicted
•
reflects role of
psychological theory * the matrix (multi trait -
multi method matrix)

↳
in the test development process represents multiple traits and

test test matrix

hypotheses about what methods within
•
a

scores should (not) relate to ↳

helps establish convergent and discriminant

validity evidence , and other data

* content validity -
the extent to which a class 6 week 6

test measures the universe of content item writing and analysis

to base tests → item

used assess achievement
writing
•

* criterion related ↳
validity ~
validity that is six guidelines for
writing test items

based on some external criterion measure * define clearly what

you wish to measure

•
predictive ~ occurs when we have a * generate pool of items

measure that 's used to predict * avoid items that are exceptionally long

performance on some criterion measure * be aware of the reading level of those taking

in the future ( using test scores to

predict) the scale and the reading level of the items

concurrent measures the that two ideas

same
point * avoid items at
• more
convey
~
or

in time ( correlating test scores w/ GPA ) the same time

* face validity ~ the

degree to which a * consider using questions that mix positive and

measure appears to measure the traits it negative wording

claims to measure → the dichotomous format

→ decision ↳ this
validity and theory approach offers two choices for each question

↳ test as sit decision * personality tests

in
making appears on educational as well as

* base rate the proportion of people * e.

g. , yes/ no , true / false
~

↳
in the population who would be expected advantages

to perform well * simplicity * often requires absolute judgement

↳
* hit rate ~
proportion of all decisions disadvantages
that * promote memorization without
are accurate can
understanding

* test score
cut score ~
determining * many situations are not truly dichotomous

whether one passes ( at or above) or * 50-1 .

of getting any item right even if

fails ( below) material is not known

→ the polytomous format

↳ similar to dichotomous method ,

but has more

than two options

↳ most common example is a multiple-choice

* incorrect called distractor s

options are
↳ → item
difficulty
guessing index

limited ↳ ID
* on a test item with a number of ( p) = % of passing item

responses , a certain number can be answered ↳ test difficulty =

average item -
difficulty

↳ what difficulty ?
correctly through simple guessing would be the ideal item -

→ the likert format * ideal is 0.5 or , mid -

point between 2.0 and

↳ offers a continuum of responses that allow chance success rate

for measurements of altitudes on various topics → item -

discrimination index (d)

↳ open to factor analysis and of items ↳ how well

, groups an item distinguishes between high

that
go together can be identified and low scorers on an entire test

→ the
category format →
extreme groups method

↳ similar likert but with a number ↳

performance of
to
greater compares high and low scorers on

of choices each item

"
↳ scale of one to ten . . .
"
↳ D= H -
L

↳ controversy * 1-1=-1 of
high scorers answered correct
.

* factors that 1-
ratings can be affected
by * L of low scorers answered correct
-
=

can threaten the validity * d ranges between -1 and 2

→ item
* context can change the way one responds discrimination

↳ visual scales ↳ item total correlation method

analogue
-

→ tests and
criterion referenced mastery * correlation between the score on an individual

↳ criterion referenced testing item and the total test score

* depends the purpose of the test →

analysis of distractor
upon

* individuals '
scores are important insofar as ↳ after examining difficulty and discrim inability

they predict the criterion look at the number of times each distractor

↳
mastery testing
-

mastery of content was chosen by the

high and low scoring groups
→ individual differences → item characteristic curves

↳ item ↳
validity provide information about how an item relates

* bi serial
point to the total test across performance levels

↳ inter item → item

-
correlations response theory

* compare item -
criterion correlations with ↳ a complex method for assessing item performance
inter item correlations ↳ actual performance compared to
-

is expected

performance
the Wechsler scales ~ week 8 ↳ 30 items

galton (1822-1911)
" "
→ Sir francis ↳ Idiot ,
"
Imbecile" , and
"
moron
"

↳
genius ( 1869)
"
↳ hereditary normed on 50 normal " children

↳ founder of → Stanford-Binet
individual psychology intelligence scale

↳ ↳ lQ= MA / CA
eugenics ✗ 100

↳ inventor of fingerprint identification * first used in the 1916 version

↳ half cousin of Charles Darwin ↳ current on the 5th edition

spearman (1863-1945)
→ * measures
Chaires fluid reasoning , knowledge , quantitative

↳ student of Wundt reasoning , visual -

spatial processing , working memory

↳ two factor of ↳ abilities

theory intelligence crystallized

}
realization of
>
g general intelligence * reflect learning the potential
~
,
,,
most established
predictor of
>s ~
specific intelligence performance
"
through experience

↳ factor ↳ fluid
analysis -

analytic abilities

→
raymond B . Cattell (1905-1998) * represents
original potential , the ability to

↳ crystallized and fluid intelligence acquire crystallized abilities

* c- Knowledge overtime → Wechsler intelligence scales

* f- abilities that allow new

knowledge ↳ Wechsler - Bellevue (1939)

↳ the ↳ wats ↳ WAIS III

aggregate , or
global capacity act -

to

↳ WAIS R ↳ WAIS ☒
purposefully ,
think rationally , and deal - -

(current)

↳ moved
effectively with the environment away from a
single score indication

↳ intelligence
intelligence is an aspect of
personality , of

rather than an isolated entity ↳ considered the role of "

non intellective
"
factors

→ Alfred Binet (1857-1911) ↳

challenged Binet scale inappropriateness for

↳ Binet - Simon scale use with adults

↳ Stanford-Binet scale → Wechsler vs . Stanford-Binet

Stanford-Binet ↳
→ scale Important differences

↳ established in order to identify mentally disabled * point scale

children in the Paris school system > Binet scale grouped items by age level , and

↳ first major of if questions successfully

measure intelligence minimum were not

answered , no credit was received

 different → scores
>
types of questions were also

scattered throughout the test ↳ each subtest produces a raw score based
,

> in scale credit ( points) awarded the number of correct

a point ,
are on answers given

for each item ↳ raw score is converted to an index scale score :

* performance scale * mean __ 10

> nonverbal
examined
intelligence in a
way * Std . dev .
=3

not addressed by early Binet scales ↳ index scores are calculated by combining the index

> Wechsler test had verbal and

original scale scores on the subtests contained in that index

performance * mean = 100

> most recent versions have 5 Std dev 15

as many as * . .
=

scales → index scores

> it could reduce bias from and ↳

language verbal comprehension

culture * more subtle and informative than the original

→ WAIS -
II subtests verbal IQ score

* a measure of crystallized intelligence

↳
perceptual organization

* a measure of fluid intelligence

↳
working memory

* most important development of recent IQ tests

→ WAIS II indexes ↳
processing speed
-

* how quickly the mind works

vocabulary

verbal comprehension similarities

information → FSIQ

picture completion

block design
perceptual organization matrix reasoning

arithmetic
digit span
working memory
letter number
sequencing

✓ digit symbol -

coding
processing speed -
symbol search
→ of WAIS II ↳
interpretation -

applications

↳ Index * *
score comparisons psycho educational neuropsychological
-

then interpretation depends * selection / promotion disability

* it scores are similar
job *

upon the level of the scores * psychiatric diagnostic * treatment effectiveness

* if they are significantly different could reflect * research

lateralized deficit ,
learning disability ,
or

individual differences (SES)

↳
pattern analysis

* relatively large discrepancies between sub test

scaled scores can be evaluated and provide

information about different problems

* research into validity of pattern analysis has

been inconsistent and inconclusive

* until there is research

more confirmatory ,
this

should be done for hypothesis building only

↳
psychometric properties

* standardization

> 2200 adults in 13 and 13

age groups

specialty groups

* reliability
>
high reliability estimates for both internal

and temporal reliability

*
validity

> valid world for

considered the most in the

IQ
testing

↳ extensions

* WISC -
I ( 1949) -

ages 6- 16

* WPPSI -
☒ ( 1967) -
ages 2.5 -

Ty 7m

* WASI ~ contains 2 to 4 scales

testing in healthcare ~ week 9 → the biological basis of behaviour

cerebral cortex

→ what clinical
is
neuropsychology

↳ studies the relationship between behaviour pareto occipital

-

lobe

and brain
functioning in
cognitive ,
motor
,
thalamus

sensory , and emotional realms

↳ overlaps with Neurology and psychiatry

↳ involves the assessment and treatment of those

diagnosed with or suspected of having disorders ↳ frontal lobe

of the central nervous system * foresight * speech

↳ history * problem * primary motor cortex

solving

* Broca and Wernicke * inhibitory control * abstract thought

* WWI and WWII * concentration and attention

* significant growth in the 1970s and 1980s ↳ temporal lobe

* relatively recent advances in computerized * primary auditory cortex

assessment * hippocampus (memory)

↳ what is assessment ? * Wernicke 's ( speech

neurological area and comprehension)

* different from neuroimaging ; provides a * visual association area

unique set of information ↳ lobe

parietal

information
* provides in how well the brain *
primary sensory cortex

is
functioning in order to complete various * mathematical computations

cognitive and affective tasks * visual spatial

* what is it used for ? ↳ occipital

> >
diagnosis return to work * primary visual cortex

>
legal >
driving →
developmental neuropsychology

> treatment ↳ of children

recommendations testing can present unique challenges

>
post -

surgical change * child 's ability to adapt to new situations

> assessment of strength and weakness * brain development

* neuroplasticity

>
assessment of cognitive decline * behavioural issues

> assessment of
competency
↳ types of tests for children
neuropsychological →
neuropsychological assessment

* tests that assess general development and ↳ the neuropsychological interview

adaptive functions * medical hx * psychiatric hx

* tests that estimate attention and executive * developmental milestones * family hx

functions * hx
psychosocial

↳ > home > academic

neuropsychological testing can also be used hx

> work >

to identify learning disabilities , such as dyslexia legal

* children these issues entitled *

with are legally presenting complaint thx

them
to services to help overcome such *
personality

challenges * behavioural observations

→
neuropsychological deficits (D= absence of )
. . .
> lateralized
Signs > motor

↳ Acalculia ~
inability to perform arithmetic >
sensory
>
thought processes
>
calculations >
language memory

↳ Agnosia ~
deficit in
recognizing sensory
>
attention
>
executive functioning

stimuli > affect

faces ↳
*
prosopagnosia
- unable to distinguish neuropsychological testing

↳ Alexia ~
inability to read * fixed battery approach

↳ Amnesia of memory >

~ loss exact same test for every patient
>
↳ Aphasia ~ deficit in
language halstead -
reitan battery ( most common )

↳ Apraxia halstead finger

•
~
voluntary movement disorder in the category test • oscillation test

absence of paralysis
•
tactual performance test •
WAIS

↳ MMPI
conditions that neuropsychological rhythm test
• •
can cause

deficits •
speech sounds perception test

>
* head
injury * seizure disorder frequently added

•
* stroke / CVA * psychiatric disorders trail test hand dynamometer
making
•

* dementia * ADHD •
grooved pegboard
•
sensory perceptual exam

* HIV / Aids * substance abuse •

CULT -
II or II •
WMS -
II

* neuro development disorders * flexible battery approach

>
* other neurotoxins and more core set of tests that are common across

most ( or all) patients , but tests can be added

or subtracted as needed
 > luria -
nebraska battery testing in healthcare 2 ~
week 10

functions rhythm → tests

neuropsychological
• •
motor

•
tactile • visual ↳ Intellectual

•
memory
•
reading * WAIS * Kaufman

•
receptive speech •
expressive speech * Stanford-Binet

•
intellectual processes • arithmetic skills ↳ achievement

→ domains of neuropsychological testing * Woodcock johnson * WIAT

↳ intellectual ↳ * wide test

sensory range achievement

↳ achievement ↳ perceptual ↳ motor

↳ motor ↳ visual
spatial * finger oscillation * grip strength

↳
language ↳ memory *
grooved pegboard
↳
learning ↳
↳ emotional
sensory

↳ personality * sensory test

perceptual

↳ attention and concentration

↳ visual spatial / visuo -
constructional

↳ executive *
judgement of line orientation
functioning
↳ performance * clock
validity drawing test

* test of * block
memory malingering design

15 task
* rey item test * hooper visual
organization
-

↳ symptom validity ↳
language
* assessment * vocabulary * token test
personality inventory

* structured inventory of malingered symptoms * multilingual aphasia exam * boston naming test

* controlled word association test

* PPVT (non -
verbal vocab test)

* WRAT reading spelling

,

↳
memory

* California verbal learning test -

III (CULT II) -

*
recognition memory test ( RMT)

* rey complex figure test CRCFT)

* sentence repetition test

* Wechsler
memory scale -
II ( Wms -
II )
↳
learning ↳ emotional

* California verbal learning test -

III (CULT III)
-
* beck depression inventory

* hopkins verbal
learning test -

( HVLT) * beck anxiety inventory

* *
bushke selective reminding test
geriatric depression scale single construct measures

* rey verbal learning test (HVLT ) * GAD -7 ( anxiety)

↳ attention and concentration * PHQ -9 (depression)

* digit vigilance test ( DVT) * child behaviour checklist

→ stress
* digit span and anxiety

* continuous performance test CCPT) ↳ stress -

a response to situations that involves

* paced auditory serial addition test ( PASAT) demands ,

constraints , or opportunities

↳ California verbal test (CVLT) * a experience but for

learning common some it advances

* examines how errors are made rather to pathological , disruptive levels

than just totalling right and wrong answers * estimated to be involved in 50-1 .
to 80.1 .
of illnesses

* examines of variables ↳ three components of stress

a
range

* many forms of analysis are conducted * frustration * pressure

* has been used to compare patients with * conflict

Alzheimer's ↳ anxiety
or
Huntington's ,
as well as is an emotional state marked by

Korsakoff 's syndrome worry , apprehension , and tension

* has been released in children's version → state trait

a -

anxiety inventory

* psychometrics ↳ state from situation

are
generally high , and anxiety varies to

'

correlates with other tests of same areas situation -

trait anxiety is a
personality

↳ executive functioning characteristic

* category test ( problem solving test) ↳ the STAI produces separate scores for each

* Stroop test ↳ 20 items for each type of anxiety ,

4 pt likert

↳
* Wisconsin card sorting test promising psychometrics

* COW AT ↳ correlates well with other measures of anxiety

* trails B →
ecological momentary assessment

↳ personality ↳ valuable to measure a

single construct at

* MMPI -2 different times , on an

ongoing basis

*
personality assessment inventory
↳ ecological momentary assessment ( EMA) can computers and basic psychological science in

measure physical qualities at diff . times

testing ~ week 11

* also for information about → behavioural

calls
recording cognitive -
assessment procedures us .

Moods , State anxiety , fatigue ,

etc . the medical model of assessment

* occurs in nature environment and leads to ↳ the rationale for cognitive - behavioural assessment

a lot of data * traditional assessment based on the medical model

↳ different technologies may improve this >

disordered behaviour is a symptom of an
underlying

approach cause

→ NIH toolbox * cognitive -

behavioural assessment views behaviours,

↳ non proprietary , publicly available thoughts , and physiological processes as the problem

↳ four domains >

does not deny the importance of psychological disorders

* cognition * motor '

often evaluates the importance of both internal

* emotion * sensation and external factors

↳ 3 to 85 of
years age * more direct than traditional
psychological tests

* traditional us .
Cognitive - behavioural assessment

traditional cognitive -
behavioural

target underlying cause disordered behaviour

focus of treatment
symptoms superficial
indirect ; not related direct ; related to

assessment to treatment treatment

theory medical model behavioural model

→ of assessment
quality life
determine cause analyze disordered

goal symptoms behaviour

↳ two common themes of

is ↳
* premature mortality not desirable early procedures based on operant conditioning

* quality of life is important * consequences of behaviours are thought to affect

→ health -
related quality of life those behaviours in the future

↳ WHO : "
health is a complete state of * multiple steps :

>
physical mental , social
,
and well -

being identify the critical behaviour of interest ( deficits or excesses )

"
and not merely the absence of disease >
employ interventions to increase or decrease the behaviour

↳ two
major approaches as needed

* psychometric
> determine what change in behaviour has occurred and

* decision
theory adjust intervention
* used for a variety of problems -
examples include * assertiveness

>
habits , addiction , and diet ability appropriately stand for
smoking , study poor the to or speak up

* steps in a cognitive behavioural

-
assessment one 's self in a difficult situation

>
② identify critical behaviours distinguished from aggressiveness ( e. g. , temper tantrum)

② determine > of have

whether critical behaviours are excesses many measures assertiveness been developed

or deficits such as the Assertive Behaviour Survey schedule

③ evaluate critical behaviours for frequency duration , or

•
requires to would behave
, you imagine how you in a

intensity (i. e. , obtain a baseline situation that would typically call for as assertive response

④ if excesses , attempt to decrease frequency ,

duration , * evaluation of self report
-

procedures

>
or intensity of behaviours ; if deficits , attempt to psychometric data on self -
report instrument have

increase behaviours traditionally been lacking

↳ self >
of
-
report techniques early pencil -
and -
paper tests are very reminiscent

* observation of actual problematic behaviours is not modern self report

-

procedures

>
always possible typically have problems with face validity and all of its

* self report -

techniques involve
considering a list of various complications

>
statements about a given situation -
often true / false very few of them have been subjected to adequate ,

* traditional methods focus on

enduring internal well -

designed research

characteristics , while cognitive -

behavioural approach ↳ the dysfunctional altitude scale

focuses on the importance of situations * beck 's cognitive model of psychopathology

>
traditional method : a
person is always fear ful * schemas -
cognitive frameworks that guide our

>
cognitive -
behavioural method : a
person is fear ful knowledge ,
beliefs , and actions

>
only in certain circumstances negative ( dysfunctional ) schemas underlie
pathological

* the fear survey schedule CFSS) behaviours

> DAS with its

oldest and most researched cognitive -
behavioural * the , parallel forms , assesses the

self-report procedure presence and extent of such

negative schemas

> different versions * 7-

have between 50 and 122 items , point Likert scale is used ,
and research

with a 5- or 7- point Likert scale supports the validity of the DAS

>
different versions for different and
age groups

cross -
cultural studies have been done

> attempts to identify situations or stimuli that elicit

fear
responses
↳ irrational beliefs test →
psychophysiological procedures

* in a same manner , the irrational or unrealistic ↳ physiological variables with treatment implications

beliefs we hold can drastically affect our * is psychophysiological assessment feasible -

yes

emotions and actions * examines involuntary responses to stimuli

* the Irrational Belief Test ( Jones 1968) , was * some examples of such measurement

designed to measure these cognitions using a >

polygraph to measure various functions

100 -
item scale • blood pressure • heart rate

*
agree or
disagree with statements
using a •
galvanic skin response ( GSR)

5- point Likert scale > tests to assess sexual responses

↳ evaluation of
* adequate psychometrics ,
and was initially psychophysiological testing

used quite heavily in clinical

settings * some studies find a relationship between

↳ Irrational Beliefs Inventory (IBI) physiological responses and certain cognition

* of the IBT failure > dilation

a weakness was the to
intelligence vs .
pupillary

beliefs from >

separate negative emotions pulse and skin conductance variability us .

1131 that issue processing intensity

* the addressed , attempting to

assess thoughts independent of * can devices separate true changes

only negative assessment

emotions from artifacts

5 * what
* uses a 5- point scale and contains subscales changes are considered significant?

* consistent 5 * factors considered ?

psychometrics , the subscales are are
demographic

found to be → computers and

independent of eachother , and has
psychological testing

↳ two
a variety of uses in clinical settings basic ways to use computers in
testing

↳
cognitive functional analysis * administer, score , and interpret tests

* the basis of cognitive functional analysis is * create new tasks to test abilities that traditional

the notion that what people say to themselves procedures cannot

plays roll behave ↳ first " Eliza ,

a
large in how they computer assessment tool " was an

* internal is critical part of assessment Al

dialogue a this like creation that interviewed clients and
-

* components gave empathetic responses

> environmental
antecedents internal ↳ its did not it
>
dialogue creator expect to work

>
environmental consequences

* the role of self devices / tools

-
monitoring
↳ computer-assisted interview ↳ tests only possible by computer

* computers be used to individual data * virtual reality

can
gather

> treatment of
in a manner equal or more valid than a pencil phobias

and >
paper response exposure -
based interventions

* if > of skills treatment

the computer version is
approximately the certain types social

↳
same as a written version ,
what accounts for computer adaptive testing

increased accuracy ? * tests that adjust to the answers provided

>
standardized questions * time and cost reduction benefits

> lack of social desirability effect * not suitable for types of situations
all testing

> for
reduces embarrassment delicate topics

↳ tests
computer -
administered

* test administered by computers are increasing ,

and results suggest that many produce similar

evaluations as pencil -

paper formats

* some do produce different results

> > which

why ? is more accurate ?

* benefits

> less time -

consuming
> cost -
effective

> often more accurate > better

accepted

↳ and of results
computer diagnosis , scoring , reporting

* the use of computers is highly debated

* interpretation by computers appear to be similar

to that of humans

* the same may be true for projective tests

* divided ; no true of humans

research is
replacing

↳ internet
usage for
psychological testing

for
* internet is a
thriving source psychological

test but for entertainment

test bias * differential ( DIF)
~ week 11 item
functioning analysis

→
why is test bias controversial ? > educational testing service (ETS)

↳ all created equal ,

people may be but they are

not all treated that way

↳ when test scores show differences , are those

differences real , or an artifact of bias in the test

↳ studies found the differences

have consistently same

but why do they occur

* environmental factors

* biological differences and the g factor

↳ even when such information about test takers is

not reported , these do not seem to close

gaps

→ the traditional of
defense testing

↳ differential validity

* if a test is valid in different ways for

different groups ,
is it really valuable ?

* what factors impact the way these differences

are considered

↳ content -
related evidence for validity

* items on
intelligence tests may unfairly favour

or hinder certain
groups

* Flaugher ( 1978) -

problems that appear to indicate

test bias stem from misunderstanding about how

tests are interpreted

* individual items are less important than general

trends in scores

* a response to this is to point to specific items that

are more familiar to certain

groups , indicating bias

"
* (2016) found "
Drasgrow et al . that purifying tests

to eliminate items that bias

would indicate did

not reduce differences between

groups