Psychometrics Exam 1 with accurate detailed answers ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Psychological Assessment - correct answer✔✔A systematic process of collecting ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
information that can be used to make inferences about the characteristics of people ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Testing: - correct answer✔✔Administering and scoring tests; focused on collecting data
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-only using 1 source of info
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Assessment: - correct answer✔✔Using *several* clinical tools including a variety of tests, ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
observations, and interviews ||\\//|| ||\\//||
Focused on *integrating* findings and *interpreting* data
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-outcome, conclusion ||\\//||
Testing vs. Assessment - correct answer✔✔Testing produces findings, assessment gives
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
meaning to those findings by putting them in the context of the person's life.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Multi-method assessment (5) - correct answer✔✔-psychologists strive for multi method ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
assessment
-multi-informant, multi-setting (in order to diagnose one needs to see the problem in ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
different settings), multi-focus (look at cognitive and social abilities, daily functioning,etc),
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
multi-techniques (all 4 pillars), strengths and abilities ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
4 pillars of assessment (multi-technique) - correct answer✔✔1) Interviews : intake
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
interviews --> how doing in different domains, develop history ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
,2) Behavioral observations: can do this while waiting in waiting room
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
3) Informal assessment data: records and reports, informal tests and procedures
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(medical/school records, dream journal, drawing of family, informal personality assessment: ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
kid fills in sentences)
||\\//|| ||\\//|| ||\\//|| ||\\//||
4) *Norm-referenced measures*: tests that have been standardized so that can compare to a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
normative population --> where does this person stand in regard to peers of his/her age ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(Ex: WAIS, WISC) ||\\//|| ||\\//||
Assessment Process: Part 1 - correct answer✔✔1) Review referral information (is this ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
referral appropriate for me? I work with kids, but an adult comes in) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
2) obtain additional information: call on phone, ask questions (need to know if have a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
disability, blind, deaf, reading disability,etc) ||\\//|| ||\\//|| ||\\//|| ||\\//||
3) Observe behavior: , do an in person intake interview, school/medical records --> this info
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
will lead you to select a test battery
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
4) Select Test Battery: what tests should I give the client?
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
5) Administer tests ||\\//|| ||\\//||
Assessment Process: Part 2 - correct answer✔✔6) Interpret results: (first have to score), ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
integrate results across tests to develop recommendations ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
7) Develop Recommendations
||\\//|| ||\\//||
8) Write the Report ||\\//|| ||\\//|| ||\\//||
9) Share the Report with individual and important people in their lives
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
10)Follow up & Reassess ||\\//|| ||\\//|| ||\\//||
Calculate age in a WAIS-IV - correct answer✔✔-just subtract actual age from test age ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-if less days than on test date than birthdate then subtract a month and add 30 days to test
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
age
- if less months on test date than birthdate then subtract a year and add 12 months to test
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
age
,History of Intelligence: 1800s (look up who did insanity) - correct answer✔✔Early 1800s -
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Jean Esquirol ||\\//||
-differentiates intellectual deficits from insanity (first differentiate mental illness from ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
aspects of intellectual ability) ||\\//|| ||\\//|| ||\\//||
||\\//|| -continuum from mild to severe ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -attempts to measure thru verbal skills ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| (how many words did the person say, did
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| they only make sounds?) ||\\//|| ||\\//|| ||\\//||
||\\//|| -insanity vs. idiocy -- from early differentiating of mental illness ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Late 1800s (Laboratory Period of Psychology)- Galton, Wundt, Cattell
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-focus on objective measurement of psychological factors
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -did this through sensory and motor tests
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-known as the lab period of psychology bc it was the first time ppl saw the measurement of
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
psychometric constructs ||\\//||
-not testing on all different intelligence models
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Wundt: most well known for rx time, setting up labs ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Galton: founder of psychometrics, mental test --> measurement --> looking at reliability
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
and validity, crafted idea of correlation
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-ppl used this information to sterilize: identify inferior/superior ppl based on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
heredity/genetics (eugenics movement) ||\\//|| ||\\//||
, Cattell: ||\\//||
Like Galton focused on the study of individual differences in bx.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
History of Intelligence Testing: Early 1900s (look over format of 1916 s-b) - correct ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
answer✔✔1) Alfred Binet: ||\\//|| ||\\//||
-1st to examine higher mental processes
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-1905 Binet-Simon scale: 1st IQ test to measure higher mental processes (not measuring
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
head size, rx time); measured primarily through verbal abilities (asking questions)
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -was used to identify children in France who ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| needed help to do well in school --> ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| prosocial goal; good at predicting children ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| who need extra instructions ||\\//|| ||\\//|| ||\\//||
-thought there were different types of intelligence ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
2) Lewis Terman: ||\\//|| ||\\//||
-1916 revision and standardization creates Stanford-Binet ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
- Introduces the term IQ = mental age/chronological age x 100
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
issues: didn't put kids on a normal curve; today, the curve is standardized so that 50% fall
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
above the mean of 100 and 50% fall below; the 1916 Stanford-Binet would pick items for the
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
test that were different from one age to another (selection and placement of items were
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
based on the percentages of children who passed each item at successive age levels and on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
whether the items yielded a median IQ of 100) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| ------the problem with this was that too many people fell on upper end (negative skew) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Psychological Assessment - correct answer✔✔A systematic process of collecting ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
information that can be used to make inferences about the characteristics of people ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Testing: - correct answer✔✔Administering and scoring tests; focused on collecting data
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-only using 1 source of info
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Assessment: - correct answer✔✔Using *several* clinical tools including a variety of tests, ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
observations, and interviews ||\\//|| ||\\//||
Focused on *integrating* findings and *interpreting* data
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-outcome, conclusion ||\\//||
Testing vs. Assessment - correct answer✔✔Testing produces findings, assessment gives
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
meaning to those findings by putting them in the context of the person's life.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Multi-method assessment (5) - correct answer✔✔-psychologists strive for multi method ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
assessment
-multi-informant, multi-setting (in order to diagnose one needs to see the problem in ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
different settings), multi-focus (look at cognitive and social abilities, daily functioning,etc),
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
multi-techniques (all 4 pillars), strengths and abilities ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
4 pillars of assessment (multi-technique) - correct answer✔✔1) Interviews : intake
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
interviews --> how doing in different domains, develop history ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
,2) Behavioral observations: can do this while waiting in waiting room
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
3) Informal assessment data: records and reports, informal tests and procedures
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(medical/school records, dream journal, drawing of family, informal personality assessment: ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
kid fills in sentences)
||\\//|| ||\\//|| ||\\//|| ||\\//||
4) *Norm-referenced measures*: tests that have been standardized so that can compare to a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
normative population --> where does this person stand in regard to peers of his/her age ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
(Ex: WAIS, WISC) ||\\//|| ||\\//||
Assessment Process: Part 1 - correct answer✔✔1) Review referral information (is this ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
referral appropriate for me? I work with kids, but an adult comes in) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
2) obtain additional information: call on phone, ask questions (need to know if have a
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
disability, blind, deaf, reading disability,etc) ||\\//|| ||\\//|| ||\\//|| ||\\//||
3) Observe behavior: , do an in person intake interview, school/medical records --> this info
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
will lead you to select a test battery
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
4) Select Test Battery: what tests should I give the client?
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
5) Administer tests ||\\//|| ||\\//||
Assessment Process: Part 2 - correct answer✔✔6) Interpret results: (first have to score), ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
integrate results across tests to develop recommendations ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
7) Develop Recommendations
||\\//|| ||\\//||
8) Write the Report ||\\//|| ||\\//|| ||\\//||
9) Share the Report with individual and important people in their lives
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
10)Follow up & Reassess ||\\//|| ||\\//|| ||\\//||
Calculate age in a WAIS-IV - correct answer✔✔-just subtract actual age from test age ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-if less days than on test date than birthdate then subtract a month and add 30 days to test
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
age
- if less months on test date than birthdate then subtract a year and add 12 months to test
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
age
,History of Intelligence: 1800s (look up who did insanity) - correct answer✔✔Early 1800s -
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Jean Esquirol ||\\//||
-differentiates intellectual deficits from insanity (first differentiate mental illness from ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
aspects of intellectual ability) ||\\//|| ||\\//|| ||\\//||
||\\//|| -continuum from mild to severe ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -attempts to measure thru verbal skills ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| (how many words did the person say, did
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| they only make sounds?) ||\\//|| ||\\//|| ||\\//||
||\\//|| -insanity vs. idiocy -- from early differentiating of mental illness ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Late 1800s (Laboratory Period of Psychology)- Galton, Wundt, Cattell
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-focus on objective measurement of psychological factors
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -did this through sensory and motor tests
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-known as the lab period of psychology bc it was the first time ppl saw the measurement of
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
psychometric constructs ||\\//||
-not testing on all different intelligence models
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Wundt: most well known for rx time, setting up labs ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
Galton: founder of psychometrics, mental test --> measurement --> looking at reliability
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
and validity, crafted idea of correlation
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-ppl used this information to sterilize: identify inferior/superior ppl based on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
heredity/genetics (eugenics movement) ||\\//|| ||\\//||
, Cattell: ||\\//||
Like Galton focused on the study of individual differences in bx.
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
History of Intelligence Testing: Early 1900s (look over format of 1916 s-b) - correct ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
answer✔✔1) Alfred Binet: ||\\//|| ||\\//||
-1st to examine higher mental processes
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
-1905 Binet-Simon scale: 1st IQ test to measure higher mental processes (not measuring
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
head size, rx time); measured primarily through verbal abilities (asking questions)
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| -was used to identify children in France who ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| needed help to do well in school --> ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| prosocial goal; good at predicting children ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| who need extra instructions ||\\//|| ||\\//|| ||\\//||
-thought there were different types of intelligence ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
2) Lewis Terman: ||\\//|| ||\\//||
-1916 revision and standardization creates Stanford-Binet ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
- Introduces the term IQ = mental age/chronological age x 100
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
issues: didn't put kids on a normal curve; today, the curve is standardized so that 50% fall
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
above the mean of 100 and 50% fall below; the 1916 Stanford-Binet would pick items for the
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
test that were different from one age to another (selection and placement of items were
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
based on the percentages of children who passed each item at successive age levels and on
||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
whether the items yielded a median IQ of 100) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
||\\//|| ------the problem with this was that too many people fell on upper end (negative skew) ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//|| ||\\//||
