Achievement tests = measures skills/achievements already acquired
Adaptive test = measures conceptual, social, practical skills
Agnosia = recognising abilities
Aptitude test = measures specific abilities for future behaviour (college admission)
Assessment = subjective info collecting process (interviews, observations)
Behavioural procedures = measures antecedent + conseq of behaviour (for treatment purposes)
Biodata = objective autobiographical data (predicts employee performance)
Broadband tests = measure full range of functioning (problem ⇒ conflict with classification + dimensionality)
CBT = uses positive reinforcements + punishment
Central tendency errors = rating all aspects of performance average
Creativity tests = measures ability to produce new ideas, solutions, artisticness (divergent thinking)
Criterion-referenced test = results referenced to a set score → measures what u can do (for training + rehabilitation)
Cohort effect = differences between cohorts due to different experiences (generations)
Context errors = rating employees by comparison instead of objective performance
Cross-sectional design = different cohorts of ppl
Cross-sequential design = combination of longitudinal + cross sectional (re-test cross sectional sample)
Developmental coordination disorder = fine motor function disorder (clumsiness → not always neuro cause)
Disharmonic IQ = significant differences between 2+ subscale scores (higher than 15)
Divided attention = ability to follow 2+ tasks
Dreams = unconscious motives in disguised form (sexual or agressive)
Dunning-kruger effect = imcompetent ppl don’t know they’re incompetent
Dyspraxia = inability to deal with spatial relationships + designing shapes
Ego = mediate id & reality (conscious self)
Hazardous hypothesis = psychosocial problems of environment impact recovery negatively
Halo effect = tendency to rate employees on all dimensions based on global impression
Id = immediate satisfaction (unconscious)
Infant measures = birth → 2.5yrs (focuses on screening sensory + motor development → poor prognosis value)
Intelligence test = measures heterogeneous skills to estimate general intelligence (schools)
Interest inventories = measures preference for certain things (predicts job satisfaction)
Lake wobegon effect = majority schools score above 50th percentile (scoring should be equal)
Longitudinal design = same people over many years
Neurological tests = identify brain injury/dysfunction (fixed-flexible)
Norm-referenced test = results referenced to other people (for diagnosis + classification)
Omnibus test = measures wide range of symptoms and behaviour
Orienting attention = directs attention to threatening stimuli (flight/fight)
Personality tests = measures character + attributes
Preschool measures = 2.5→6yrs (focuses on cognitive skills: verbal comp + spatial thinking → better prognosis value)
Psychodynamic therapy = uses awareness of unconscious processes/attachments
Psychometrician = specialist in psych/education that develops/evaluates psychological tests
, Reticular formation = clusters of nuclei in distributed throughout brainstem that gives rise to consciousness
Savant phenomenon = mentally deficient but extremely talented in an area
Selective attrition = tendency of unhealthy people to drop out/discontinue (unrealistic view on ageing)
Selective attention = helps identify single relevant stimuli from flow of other info
Source trait = stable + constant
Superego = 5yrs + (societal moral standards → con + uncon)
Stereotype threat = confirming neg stereotype of a group → poor performance
Systemic therapy = awareness of relationship with others
Youth diagnostics = child + parent are the client
Problems:
● Either diagnosis or not
● Not all disorders in childhood fit into homogenous categories
● Valuable info gets lost
● Diagnostic criteria not well defined → leaves room for interpretation
● Lack of clear procedures
Volition = intentional behaviour, conceptualising goals
Characteristics of tests
● Standardised procedure → same for everyone (instructions, administration)
● Limited samples of examinee’s behaviour → only cover part of patient’s behaviour (items must be chosen so
inferences can be made about the entire domain)
● Prediction of non-test behaviour → prediction of depression w/ sleep questions
● Classification/quantification → inferences + categorization made
● Interpretation based on norms → does patient score averagely? Extent to which it deviates?
Uses of tests
● Classification
○ Placement → sorting ppl into categories based on their needs/skills
○ Screening → quick tests identifying ppl with special needs
○ Certification → indicates someone has min. skill required (driving)
○ Selection → (attending uni, job)
● Diagnosis → etiology + choices for treatment
● Self-knowledge → insightful (change careers)
● Program evaluation → what can be done to improve program??
● Research → applied or theoretical
Influences of tests
● Non-standard procedures → render invalid results (clinical judgements can have larger deviations)
● Test administration
○ Individual → sensitivity to disabilities (mild: adjustments) + (severe: special tests, adjusted norms)
○ Group → incorrect timing, clarity, noise, failure to explain no guessing
● Examiner → establishing comfortable environment, sex, experience, race
● Examinee → text anxiety, malingering
Responsibilities of test publishers
● Public marketing issues → should include manuals, guides
● Competence of test purchasers → restricted access
○ Level A → non-psychologists
Adaptive test = measures conceptual, social, practical skills
Agnosia = recognising abilities
Aptitude test = measures specific abilities for future behaviour (college admission)
Assessment = subjective info collecting process (interviews, observations)
Behavioural procedures = measures antecedent + conseq of behaviour (for treatment purposes)
Biodata = objective autobiographical data (predicts employee performance)
Broadband tests = measure full range of functioning (problem ⇒ conflict with classification + dimensionality)
CBT = uses positive reinforcements + punishment
Central tendency errors = rating all aspects of performance average
Creativity tests = measures ability to produce new ideas, solutions, artisticness (divergent thinking)
Criterion-referenced test = results referenced to a set score → measures what u can do (for training + rehabilitation)
Cohort effect = differences between cohorts due to different experiences (generations)
Context errors = rating employees by comparison instead of objective performance
Cross-sectional design = different cohorts of ppl
Cross-sequential design = combination of longitudinal + cross sectional (re-test cross sectional sample)
Developmental coordination disorder = fine motor function disorder (clumsiness → not always neuro cause)
Disharmonic IQ = significant differences between 2+ subscale scores (higher than 15)
Divided attention = ability to follow 2+ tasks
Dreams = unconscious motives in disguised form (sexual or agressive)
Dunning-kruger effect = imcompetent ppl don’t know they’re incompetent
Dyspraxia = inability to deal with spatial relationships + designing shapes
Ego = mediate id & reality (conscious self)
Hazardous hypothesis = psychosocial problems of environment impact recovery negatively
Halo effect = tendency to rate employees on all dimensions based on global impression
Id = immediate satisfaction (unconscious)
Infant measures = birth → 2.5yrs (focuses on screening sensory + motor development → poor prognosis value)
Intelligence test = measures heterogeneous skills to estimate general intelligence (schools)
Interest inventories = measures preference for certain things (predicts job satisfaction)
Lake wobegon effect = majority schools score above 50th percentile (scoring should be equal)
Longitudinal design = same people over many years
Neurological tests = identify brain injury/dysfunction (fixed-flexible)
Norm-referenced test = results referenced to other people (for diagnosis + classification)
Omnibus test = measures wide range of symptoms and behaviour
Orienting attention = directs attention to threatening stimuli (flight/fight)
Personality tests = measures character + attributes
Preschool measures = 2.5→6yrs (focuses on cognitive skills: verbal comp + spatial thinking → better prognosis value)
Psychodynamic therapy = uses awareness of unconscious processes/attachments
Psychometrician = specialist in psych/education that develops/evaluates psychological tests
, Reticular formation = clusters of nuclei in distributed throughout brainstem that gives rise to consciousness
Savant phenomenon = mentally deficient but extremely talented in an area
Selective attrition = tendency of unhealthy people to drop out/discontinue (unrealistic view on ageing)
Selective attention = helps identify single relevant stimuli from flow of other info
Source trait = stable + constant
Superego = 5yrs + (societal moral standards → con + uncon)
Stereotype threat = confirming neg stereotype of a group → poor performance
Systemic therapy = awareness of relationship with others
Youth diagnostics = child + parent are the client
Problems:
● Either diagnosis or not
● Not all disorders in childhood fit into homogenous categories
● Valuable info gets lost
● Diagnostic criteria not well defined → leaves room for interpretation
● Lack of clear procedures
Volition = intentional behaviour, conceptualising goals
Characteristics of tests
● Standardised procedure → same for everyone (instructions, administration)
● Limited samples of examinee’s behaviour → only cover part of patient’s behaviour (items must be chosen so
inferences can be made about the entire domain)
● Prediction of non-test behaviour → prediction of depression w/ sleep questions
● Classification/quantification → inferences + categorization made
● Interpretation based on norms → does patient score averagely? Extent to which it deviates?
Uses of tests
● Classification
○ Placement → sorting ppl into categories based on their needs/skills
○ Screening → quick tests identifying ppl with special needs
○ Certification → indicates someone has min. skill required (driving)
○ Selection → (attending uni, job)
● Diagnosis → etiology + choices for treatment
● Self-knowledge → insightful (change careers)
● Program evaluation → what can be done to improve program??
● Research → applied or theoretical
Influences of tests
● Non-standard procedures → render invalid results (clinical judgements can have larger deviations)
● Test administration
○ Individual → sensitivity to disabilities (mild: adjustments) + (severe: special tests, adjusted norms)
○ Group → incorrect timing, clarity, noise, failure to explain no guessing
● Examiner → establishing comfortable environment, sex, experience, race
● Examinee → text anxiety, malingering
Responsibilities of test publishers
● Public marketing issues → should include manuals, guides
● Competence of test purchasers → restricted access
○ Level A → non-psychologists
