PYC4807 - Psychological Assessment (2022 - Semester 1 - Assignment 1)

PYC4807 – Psychological Assessment 2022 – Semester 1 – Assignment 1 Question #1: If an individual obtains a percentile score of 25, it means that … a) the individual obtained a raw score of 25 on the measure b) 25 per cent of the normative group obtained a raw score lower than the individual c) the individual obtained 25 per cent on the measure d) 25 per cent of the normative group obtained a percentage lower than the individual Question #2 In the article by Gadd and Phipps (2012), they refer to the challenges faced by psychological and, specifically, neuropsychological assessment. Their study focused on a preliminary standardisation of the Wisconsin Card Sorting Test (a non-verbal measure) for Setswana-speaking university students. The US normative sample is described as participants (N = 899) from both genders who were screened beforehand to exclude individuals with a history of neurological, learning, emotional and attention difficulties. The South African sample consisted of university students (N = 93) from both genders, between the ages of 18 and 29, who were screened in terms of hearing and visual impairments and any history of psychiatric/neurological difficulties. The latter was done to prevent contamination of the results by these variables. The students were from the University of Limpopo, Medunsa Campus. Which unique characteristic would probably have the greatest effect on the performance of the local sample in comparison to the original norm sample? a) culture b) gender c) hearing or visual impairments d) language REMAINING ANSWERS ONLY AVAILABLE UPON PURCHASE OF THIS DOCUMENT Disclaimer: Extreme care has been used to create this document, however the contents are provided ‘as is’ without any representation or warranties, express of implied. This document is to be used for comparison, research and reference purposes ONLY. Directly submitting and/or reselling/distribution/reproduction any part of this document is not permitted.   Question #3: Gadd and Phipps (2012) found that the results of the South African sample on the Wisconsin Card Sorting Test did not resemble a normal distribution and could not be converted to a normal distribution. This implies that the … a) mean performance of this sample cannot be calculated b) results cannot be replicated c) standard deviation will differ below and above the mean d) mean and standard deviation do not provide a predetermined distribution of performance Question #4: In the article by Gadd and Phipps (2012), they refer to the challenges faced by psychological and, specifically, neuropsychological assessment. Their study focused on a preliminary standardisation of the Wisconsin Card Sorting Test (a non-verbal measure) for Setswana-speaking university students. The US normative sample is described as participants (N = 899) from both genders who were screened beforehand to exclude individuals with a history of neurological, learning, emotional and attention difficulties. The South African sample consisted of university students (N = 93) from both genders, between the ages of 18 and 29, who were screened in terms of hearing and visual impairments and any history of psychiatric/neurological difficulties. The latter was done to prevent contamination of the results by these variables. The students were from the University of Limpopo, Medunsa Campus. A full standardisation of the Wisconsin Card Sorting Test for the South African population as a whole, would imply a sample that is more representative than the present sample in terms of … (a) age (b) gender (c) educational level (d) language (e) impairments (a) (b) (d) (a) (c) (d) (c) (d) (e) (b) (c) (e) Question #5: In the article by Gadd and Phipps (2012), they refer to the challenges faced by psychological and, specifically, neuropsychological assessment. Their study focused on a preliminary standardisation of the Wisconsin Card Sorting Test (a non-verbal measure) for Setswana-speaking university students. The US normative sample is described as participants (N = 899) from both genders who were screened beforehand to exclude individuals with a history of neurological, learning, emotional and attention difficulties. The South African sample consisted of university students (N = 93) from both genders, between the ages of 18 and 29, who were screened in terms of hearing and visual impairments and any history of psychiatric/neurological difficulties. The latter was done to prevent contamination of the results by these variables. The students were from the University of Limpopo, Medunsa Campus. The South African normative sample is not representative of the broader South African population aged 18 to 29 years in terms of … (a) age (b) gender (c) educational level (d) language (c) (d) (a) (b) (a) (c) (b) (d) Question #6: The number of response categories (i.e. dichotomous or multiple response categories), should be considered when determining … reliability. a) split-half b) test-retest c) inter-item d) alternate-form Question #7: Internal consistency refers to … a) the degree of relatedness of items in a test b) stability of the scores on the test over time c) equivalence of two versions of the same test d) equivalence of two different tests Question #8: Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social wellness, Emotional wellness and Spiritual wellness. The Cronbach’s Alpha coefficients ranged between 0.80 and 0.96 for the seven subscales of the questionnaire and the test-retest coefficients ranged between -0.04 and 0.71 for the seven subscales. Internal consistency is a suitable type of reliability to determine in this context. Choose the most correct response. a) False, the wellness construct is expected to be influenced by developmental initiatives. b) True, the items in each subscale should measure the same construct. c) True, reliability refers to consistency in responses. d) False, some psychological measures have no dichotomous responses. Question #9: Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social wellness, Emotional wellness and Spiritual wellness. The Cronbach’s Alpha coefficients ranged between 0.80 and 0.96 for the seven subscales of the questionnaire and the test-retest coefficients ranged between -0.04 and 0.71 for the seven subscales. Are the values of the test-retest reliability coefficients acceptable? Order the following statements from MOST correct to LEAST correct: (a) The values are not acceptable because the test will only be used in a group context. (b) Decisions will be made about individuals and the values are too low for this. (c) The values are acceptable because this test can be grouped with cognitive tests. (c) (b) (a) (c) (a) (b) (a) (b) (c) (b) (a) (c) Question #10: Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social wellness, Emotional wellness and Spiritual wellness. The Cronbach’s Alpha coefficients ranged between 0.80 and 0.96 for the seven subscales of the questionnaire and the test-retest coefficients ranged between -0.04 and 0.71 for the seven subscales. Which factors could have affected the test-retest coefficients? Choose the most correct response. a) a lack of internal consistency b) transfer effects such as practice and memory c) changes in the wellness construct over time d) error due to content sampling Question 11: The criterion measure used to determine criterion-related validity should meet the following requirements. (a) It should be appropriate in terms of the predictor measure. (b) Results on the measure should be obtained at a later stage. (c) It should be reliable. (d) Only psychological tests should be used as criterion measures. (e) The criterion measure should be free from rater bias. (b) (c) (d) (c) (d) (e) (a) (b) (d) (a) (c) (e) Question 12: Suppose that researchers want to use The Wellness Questionnaire for Higher Education to determine if wellness plays a role in academic achievement. They would need to determine the … validity of the questionnaire. a) concurrent b) construct c) content d) predictive Question 13: If a questionnaire of wellness correlates highly with a measure of resilience and with a measure of working memory, this implies that the wellness questionnaire shows … a) high convergent but low discriminant validity b) high convergent and discriminant validity c) low convergent and discriminant validity d) low convergent but high discriminant validity Question 14: Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social wellness, Emotional wellness and Spiritual wellness. They reported that no practically significant differences were found between the mean wellness of demographic groups (gender, language or academic year level). This is in line with wellness theory and previous research. Factor analysis also revealed the expected factor structure. Correlations between the seven subscales furthermore indicated that scales measure the same theoretical construct (i.e., Wellness). These findings reflect positively on the … validity of the questionnaire. a) face and content b) convergent and discriminant c) construct and differential d) concurrent and predictive Question 15: Gradidge and De Jager (2011) evaluated the psychometric properties of the Wellness Questionnaire for Higher Education. The questionnaire comprises seven subscales, namely Physical wellness, Career wellness, Intellectual wellness, Environmental wellness, Social wellness, Emotional wellness and Spiritual wellness. They reported that no practically significant differences were found between the mean wellness of demographic groups (gender, language or academic year level). This is in line with wellness theory and previous research. Factor analysis also revealed the expected factor structure. Correlations between the seven subscales furthermore indicated that scales measure the same theoretical construct (i.e., Wellness). The theoretical model of wellness employed here is relevant for a multicultural South African student population. a) True, a new theoretical model was identified. b) True, the theoretical model was replicated across subgroups. c) False, the underlying structure differed between subgroups. d) False, the underlying structure differed from the theoretical model.