(3) What are the most crucial next steps in research?

(2) How can it best be measured by group tests?

∙ 1921 symposium published by journal of educational psychology o This symposium consists of a group of responses by fourteen psychologists to three questions put by the editors of the Journal of Educational Psychology: (1) What is intelligence?

Psyc 3325 Exam 3 Study Guide Chapter 9 ∙ Chapter 9 Meet an Assessment Professional, Dr. Barbara Pavlo o Use interIf you want to learn more check out mtsu chemistry
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view assessments the most o Use assessment data in the development, implementation, and fine  tuning of interventions  ∙ Commonalities in Wechsler's, Binet's and Piaget's perspective on intelligence o Wechsler  Acknowledgement of the complexity of intelligence and its  conceptualization as an aggregate or global capacity  o Binet  Did not elave us an explicit definition of intelligence  He did, however, write aobut the component sof intelligence   These components included reasoning, judgment, memory, and  abstraction  o Piaget  Piaget used the term schema to refer to an organized action or  mental strucutre that, when applied to the world, leads to  knowing or understanding. Infants are born with several simple  schemata (the plural of schemea), including sucking and  grasping.  ∙ 1921 symposium published by journal of educational psychology o This symposium consists of a group of responses by fourteen psychologists to  three questions put by the editors of the Journal of Educational Psychology: (1)  What is intelligence? (2) How can it best be measured by group tests? (3) What  are the most crucial next steps in research? ∙ Carroll's three statum model o The first stratum is g, followed by a levelconsituted of eight abilities  and processes (e.g., Gf, Gc, general memory and learning (Y), and  processign speed (T)), followed by a stratum containing varying level  factors and speed factors  ∙ Assessing intelligence across the life span o Varies in different IQ scores ∙ Assessment o In infancy, intellectual assessment consisits of measuring sensorimotor development (e.g. nonverbal motor responses) o In older children, intellectual assessment focuses on verbal and  performance abilities (e.g., vocabulary or social judgment  ∙ PL 95-561 o The text of Public Law 95­561, the Education Amendments of 1978 is presented.  Contents focus on such topics as basic skills improvement, special projects  (including metric education, arts in education, and correction education), state  leadership, emergency school aid, bilingual education, community education,  education for gifted and talented students and Indian education. (CL) ∙ Garder's intelligenceso Gardner chose eight abilities that he held to meet these criteria: musical rhythmic, visual­spatial, verbal­linguistic, logical­mathematical, bodily­kinesthetic, interpersonal, intrapersonal, and naturalistic. He later suggested that existential  and moral intelligence may also be worthy of inclusion. Chapter 10 ∙ SB5 and types of subtests o CHC Factor name: fluid intelligence (Gf)  SB5 factor name: fluid reasoning (FR)  Brief definition: Novel problem solving: understanding of  relationships that are not culturally bound  Sample SB5 Subtest: Object Series/ Matrices (nonverbal) verbal  analogies (verbal) o CHC factor name: Crystallized knowledge (Gc)  SB5 factor name: Knowledge (KN)  Brief description: skills and knowledge acquired by formal and  informal education  Sample SB5 Subtest: Picture absurdities (nonverbal)/ vacabulary  (verbal) o CHC factor name: Quantitative knowledge (Gq)  SB5 factor name: Quantitative reasoning (QR)  Brief definition: knowledge of mathematical thinking including  number concepts, estimation, problem solving, and  measurement  Sample SB5 Subtest:Verbal quantitative reasoning  (Verbal)/nonverbal quantitative reasoning (nonverbal) o CHC factor name: Visual processing (Gv)  SB5 factor name: visual-spatial processing (VS)  Brief definition: Ability to see patterns and relationships and  spatial orientation as well as the gestalt among diverse visual  stimuli  Sample SB5 subtest: Position and direction (verbal)/Form board  (nonverbal) o CHC factor name: Short term memory (Gsm)  SB5 factor name: working memory (WM)  Brief definition: Cogntiive process of temporarily storing and  then transforming or sorting information in memory   Sample SB5 Subtest: Memory for sentences (verbal)/Delayed  response (nonverbal) ∙ Ability tests o The main types of ability test used in selection are: Tests of General or Global  Ability (also called "g", intelligence, IQ) Tests of Specific Cognitive  abilities(Abstract Reasoning, Verbal Reasoning, Numerical Reasoning) ∙ WASI o The WASI (Wechsler Abbreviated Scale of Intelligence) is a screener of  verbal, non­verbal, and general cognitive ability. ∙ IQ test scores and what they represent (categories) o 145-160  Very gifted or highly advanced o 130-144  Gifted or very advanced o 120-129  Superior o 110-119  High average o 90-109  Average o 80-89  Low average o 70-79  Borderline impaired or delayed o 55-69  Mildly impaired or delayed o 40-54  Mdoerately impaired or delayed ∙ David Wechsler and development of tests o The Wechsler tests  A series of individually administered intelligence tests to assess  the intellectual abilitiesof people from preschool through  adulthood  Until recently, all Wechsler scales yielded several possible  composite scores, including a Full Scale IQ (a measure of general intelligence), a Verbal IQ, and a Performance IQ ∙ WISC-IV o Yields a measure of general intellectual funcitoning (a full scale IQ) as  well as four index scores: a Verbal Comprehension Index, a Perceptual  Reasoning Index, a Working Memory Index, and a Processing Speed  Index o It is also possible to derive up to seven process scores  Process score: an index designed to help understand the way  the testtaker processes various kinds of information  ∙ WAIS to WAIS-R, WAIS-IV o Contains 10 core subtests (block design, similarities, sigit span, matrix  reasoning, vacabulary, aritmetic, symbol search, visual puzzles,  information, and coding) and five supplemental subtests (letter number sequencing, figure weights, comprehension, cancellation, and  picutre completion)  ∙ Army Beta test o Designed for administration to foreign born recruits with poor  knowledge of English or to illiterate recruits (defined as someone who  could not read a newspaper or write a letter home)Chapter 11 ∙ Achivement testing o Designed to measure accomplishment  ∙ Intra-individual comparison of psychoeducational test scores o - Inter-individual interpretation: comparing a student to a peer norm  group - Intra-individual interpretation comparing a student with his or  her own performance. ∙ GRE preparation o Step 1: Visit the official GRE website maintained by Educational Testing Service (ETS) at www.ets.org/gre. Navigate to the Subject TEsts, and  then click on Psychology. Use this resouce to the fullest to get all the  information you can about the current form of the test, even a practice  sample of the test o Step 2: Dust off your introductory psychology textbook and then reread it, review it, do whatever you need to in order to relearn it. If for some  reason you no longer have that textbook, or if you took introductory  psychology ages ago, ask your instructor to recommend a current text  that provides a comprehensive revi3ew of the field. Then, read that  textbook diligently from cover to cover o Step 3: Many students have praise for some commercially available  review books. There are many available. Spend an evening at your  favorite bookstore browsing through the ones available; identify the  one that you think will work best for you, and buy it. Typically, these  exam preparation books contain a number of sample tests that may be helpful in pinpointing areas that will requrire extra study.  o Step 4: Use all of the resources available to you (textbooks in your  personal library, books in your school library, the Internet, etc) to fill in  the gaps of knowledge you have identified. Additionally, you may find  it helpful to read about effective test preparation and test taking  strategies  ∙ CBA vs CBM o Curriculum based assessment (CBA), a term used to refer to  assessment of information acquired form teachings at school o Curriculum based measurement (CBM), a type of CBA, is characterized  by the use of standardized measurement procuedures to dervie local  norms to be used in the evaluation of student performance on  curriculum based tasks ∙ ADHD o Aptitude tests at the preschool level   CRS-R can be used to screen for ADHD and other behaivor  problems  BASC-2 utilizes teacher and parent ratings to identify adaptive  difficulties on 16 scales ranging from activities of daily living  (ADLs) to study skills∙ A self-report of personality (SRP) may also be  administered if the respondents are believed to have  sufficieint insight into their own behavior  ∙ Authentic assessment o In educational contexts as evaluation of relevant, menaingful tasks  that may be conducted to evaluate learning of academic subject  matter but that demonstrate the student;s transfer of that study to real world activities  ∙ SAT o Aptitude tests at the secondary-school level  Scholastic aptitude test (SAT) consists of a number of tests ∙ A multipart test referred to as the SAT (containing  measures of reading, writing, and mathematics) ∙ SAT subject tests  The SAT developers claim that SAT scores, combined with a  consideration of high school GPA, yields the best available  predictor of academic success in college  ∙ Understandably, a great deal of controversy surrounds  this statement o Aptitude tests at the secondary school level  American College Testing Assessment (ACT) is a curriculum  based college entrance exam, wherein scores may be predictive  of creativity as well as academic success   Some evidence suggests that the ACT and the SAT scores were  highly correlated with general intelligence  ∙ WIAT-III o For ages 4 - 50 - Designed for use in schools as well as clinical and research settings,  containing a total of 16 subtests - The tests reviews actionable data relating to the student achievement in academic areas such as reading, writing, and math ∙ Performance tests o As a work sample designed to elicit representative knowledge, skills,  and values from a particular domain of study. Performance assessment  will be defined as an evaluation of performance tasks according to  criteria developed by experts from the domain of study tapped by  those tasks  ∙ PL-99-457 o A set of amendments extended downward to birth the obligation of  states toward children with disabilities  - Mandated that (starting in 1990) all disabled children from ages 3-5  were to be provided with a free, appropriate education Chapter 12 ∙ Faking bad and faking goodo participants faking good images of themselves will perceive all three  forms of perfectionism as more desirable than participants faking bad  images or giving honest answers ∙ Item formats were illustrated in the chapter 12 everyday psychometrics  entitled "some common item formats" ∙ MMPI-2 and reliability o Quite similar to its predecessor, though some important differences  exist  The MMPI-2 was normed on a more representative  standardization sample  Some content was rewritten to correct grammatical errors and  make the language more contemporary and less discriminatory  Items were added that addressed topics such as drug abuse,  suicidality, marital adjustment, attitudes toward work, and type  A behavior patterns  Three additional validity scales were added: Back-Page  Infrequency (fb), True response inconsistency (TRIN), and  Variable REsponse Inconsistency (VRIN) ∙ Ipsative item format o A testtaker's responses and the presumed strength of measured traits  are interpreted relative to the strenght of measured traits for that  same individual  ∙ NEO-PI-R o The big five inventory o Measure of five major dimensions of personality and 30 facets that  define each dimension (extraversion, neuroticism, openness,  agreeableness, and conscientiousness) ∙ Semantic differential test items o Scale used for measuring the meaning of things and concepts  ∙ Self report measures o Self report methods are very common when exploring an assessee's  self concept  Self concept: one's attitudes, beliefs, opinions, and related  thoughts about onself  Some self concept measures are based on the notion that states and traits related to self concept are to a large degree context  dependent  ∙ Self concept differentiation: the degree to which a person  has different self concepts in different roles  ∙ Culturally sensitive tests o ∙ Acculturation  o An ongoing process by which an individual's thoughts, behaviors,  values, worldview, and identity develop in relation to the thinking,  behavior, customs, and values of a particular cultural gorup  Acculturation begins at birth and proceeds throughout  development