Psychometrics 2 BES31414 - Mastery Assessment Review

Spearman

Definitions of Intelligence

• “In truth, intelligence has become a word with so many meanings, that finally, it has none.” (1927)

Psychological assessment tools

Designed to help employers explore three fundamental qualities of an employee: capabilities, aptitude for the job, and the right personality fit.

Capabilities, Aptitude for the job, Right personality fit

What are the three fundamental qualities of an employee that is being measured in psychological assessment tools?

Person-Job Fit

How well a person’s skills, interests, and abilities match the requirements of a job

All Things Talent

A knowledge platform that delves deeper into the vagaries of people, talent and culture (HR).

Galton

Definitions of Intelligence

• “Most intelligent persons were those equipped with the best sensory abilities.” (1883)

Binet, as cited in Varon

Definitions of Intelligence

• “The components of intelligence are reasoning, judgment, memory, and abstraction.” (1936)

Weschler

Definitions of Intelligence

• “Intelligence is the aggregate or global capacity of the individual to act purposefully, think rationally, and to deal effectively with the environment.” (1958)

Piaget

Definitions of Intelligence

• “Intelligence is a kind of evolving biological adaptation to the outside world.” (1954, 1971)

Interactionism

The view that heredity and environment are presumed to interact and influence the development of one’s intelligence.

Binet, as cited in Terman

Definitions of Intelligence

• “The tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a desired end, and the power of autocriticism.” (1916)

Spearman

Definitions of Intelligence

• “The ability to deduce either relations or correlates.” (1923)

Freeman

Definitions of Intelligence

“Adjustment or adaptation of the individual to his total environment,” “the ability to learn,” and “the ability to carry on abstract thinking.” (1955)

Das

Definitions of Intelligence

• “The ability to plan and structure one’s behavior with an end in view.” (1973)

Gardner

Definitions of Intelligence

“Ability to resolve genuine problems or difficulties as they are encountered.” (1983)

Sternberg

Definitions of Intelligence

“Mental activities involved in purposive adaptation to, shaping of, and selection of real-world environments relevant to one’s life.” (1986; 1988)

Anderson

Definitions of Intelligence

• “Intelligence is two-dimensional and based on individual differences in information-processing speed and executive functioning influenced largely by inhibitory processes.” (2001) 

Deary, Penke, and Johnson

Definitions of Intelligence

• “A blend of abilities including personality and various aspects of memory.” (2010)

Factor Analysis

• used to study correlations between tests that measure attributes that are linked to intelligence. The intercorrelations between such tests was measured by Charles Spearman (1924). 

Two Factor Theory of Intelligence

• According to Spearman, there is a “general intellectual ability factor” that is partially tapped by all other mental abilities. He labeled this as “g” and the other factor is “s” representing “specific components.” He called this the ____________.

g

Factor Analysis

• This refers to the general intellectual ability factor.

• Ex. cognitive tasks such as reasoning, problem-solving, learning

s

Factor Analysis

• This refers to specific components, such as skills specific to a particular domain.

• Ex. mathematical ability, verbal fluency, spatial reasoning

highly saturated with g

Factor Analysis

• According to Spearman, tests that exhibited high positive correlations with other intelligence tests were thought to be ________.

measures of specific factors

Factor Analysis

• Tests with low or moderate correlations with other intelligence tests were viewed as possible __________ (such as visual or motor ability). 

magnitude of g

Factor Analysis

The greater the ________ in a test of intelligence, the better the test was thought to predict overall intelligence.

Gardner’s Theory of Multiple Intelligences, Cattell’s Fluid vs Crystallized Intelligence, Thorndike’s Three Clusters of Ability

What are the 3 Multifactor Models of Intelligence?

Gardner: Theory of Multiple Intelligences

Multifactor Models of Intelligence

Logical-mathematical, bodily-kinesthetic, linguistic, musical, spatial, interpersonal, and intrapersonal.

Logical-mathematical, bodily-kinesthetic, linguistic, musical, spatial, interpersonal, intrapersonal

Gardner’s Theory of Multiple Intelligences

What are the 7 intelligences?

Cattell: Fluid vs Crystallized Intelligences

Multifactor Models of Intelligence

• Crystalized intelligence (Gc) includes acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education (vocabulary, for example). Retrieval of information and application of general knowledge are conceived of as elements of crystallized intelligence. 

• The abilities that make up fluid intelligence (symbolized Gf) are nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits).

Crystallized Intelligence

Multifactor Models of Intelligence

• Includes acquired skills and knowledge that are dependent on exposure to a particular culture as well as on formal and informal education (vocabulary, for example).

• Retrieval of information and application of general knowledge are conceived of as elements of __________. 

• Symbolized by Gc.

Fluid Intelligence

Multifactor Models of Intelligence

• The abilities that make up this form of intelligence are nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits).

• Symbolized by Gf.

Social Intelligence, Concrete Intelligence, Abstract Intelligence

Multifactor Models of Intelligence

What are the Three Clusters of Ability according to Thorndike?

Social Intelligence

Thorndike’s Three Clusters of Ability

Involves dealing with people.

Concrete Intelligence

Thorndike’s Three Clusters of Ability

Involves dealing with objects.

Abstract Intelligence

Thorndike’s Three Clusters of Ability

Involves dealing with verbal and mathematical symbols.

general mental ability

Multifactor Models of Intelligence

This factor refers to the total number of modifiable neural connections or “bonds” available in the brain.

Information-Processing View

Intelligence and its Measurement

• by Luria

• Conceptualized an approach to understanding intelligence by focusing on the mechanisms by which information is processed 

  • How information is processed, not what is being processed. 

  • Simultaneous/parallel processing: information is integrated all at one time 

  • Successive/sequential processing: each bit of information is individually processed in sequence

PASS Model of Intellectual Functioning

Intelligence and its Measurement

• by Das and Naglieri

• Planning (strategy development for problem-solving) 

• Attention or Arousal (receptivity to information) 

• Simultaneous and Successive (type of information-processing involved)

Planning

PASS Model of Intellectual Functioning

Refers to strategy development for problem-solving.

Attention or Arousal

PASS Model of Intellectual Functioning

Refers to the receptivity of information.

Simultaneous and Successive

PASS Model of Intellectual Functioning

Refers to the type of information-processing involved.

Wechsler Adult Intelligence Scale (WAIS), Wechsler Intelligence Scale for Children (WISC), Wechsler Pre-School and Primary Scale of Intelligence

What are examples of Individual Administered Tests?

Individual Administered Tests

These types of tests are administered individually.

Ex. Wechsler Tests

Group Administered Tests

• The need for these types of tests was brought about by the number of Army recruits that had to undergo assessment.

• There are many examples of such tests.

  • Ex. Scholastic Aptitude Test (SAT), National Achievement Test (NAT), MMPI, 16PF

Culture and Measured Intelligence, The Flynn Effect

What are the 2 Issues in the Assessment of Intelligence?

Culture and Measured Intelligence

Issues in the Assessment of Intelligence

• Since people from different cultures put different values on certain types of abilities and pursuits, test takers bring with them variable amounts of ability, achievement, and motivation 

  • Items on an intelligence test tend to reflect the culture of the society where the test is employed. 

  • Thus, members of subcultures who choose not to identify with the mainstream culture tend to score lower. 

  • There are cultural differences in the ways intelligence is expressed.

Culture Free

Culture-Free VS Culture-Fair

Eliminating the influence of culture.

Culture Fair

Culture-Free VS Culture-Fair

Minimizing the influence of culture.

Culture Loading

The extent to which a test incorporates the vocabulary, concepts, traditions, knowledge, and feelings associated with a particular culture.

The Flynn Effect

Refers to the progressive rise in intelligence test scores that is expected to occur on a normed test intelligence from the date when the test was first normed.

Purdue Non-Language Test, Culture Fair Intelligence Test, SRA Verbal and Non-Verbal

3 tests that measure intelligence

Purdue Non-Language Test (PLNT)

• A “culture fair” test designed to measure mental ability. Since it consists entirely of geometric forms, there is evidence to show that it can be used effectively with persons having markedly different cultural or educational backgrounds. 

Purdue Non-Language Test (PLNT)

• This intelligence test has two (2) Forms (A and B). 

• It has 48 items, with a time limit of 25 minutes.

48 items; 25 minutes

How many items are there in the Purdue Non-Language Test?

How long is the time limit?

Culture Fair Intelligence Test

• Designed to provide an estimate of intelligence relatively free of cultural and language influences.

• Although this test succeeds no more in this regard than any other such attempt, the popularity of the test reflects the strong desire among users for a test that reduces cultural factors as much as possible.

Culture Fair Intelligence Test

• All cultures tend to reinforce certain skills and activities at the expense of others. One purpose of nonverbal and performance tests is to remove factors related to cultural influences so that one can measure pure intelligence independently of learning, culture, and the like.

Culture Fair Intelligence Test

This intelligence test has four sub-tests:

• Test 1: Series (3 mins. – 13 items) 

• Test 2: Classifications (4 mins. – 14 items) 

• Test 3: Matrices (3 mins. – 13 items) 

• Test 4: Topology (2.5 mins. – 10 items)

SRA Verbal and Non Verbal

• Developed through several years of research, specifically for use in business and industrial reasons.

• They are short, quickly scored tests of general Intelligence – for use with all types of job applicants, from unskilled factory laborers to company presidents.

Verbal Form

SRA Verbal and Non Verbal

Used mainly for executive, supervisory, accounting, clerical and similar personnel– with at least a junior high education with no language handicaps.

Verbal Form

SRA Verbal and Non Verbal

Uses items proven by research to test abilities to think with words and numbers.

84 items; 15 minutes

How many items are there in the SRA Verbal Form Test?

And how long is the duration of the test?

Non-Verbal Form

SRA Verbal and Non Verbal

Measures the intelligence of personnel with reading difficulties; illiterates, and foreign born– where tests requiring a knowledge of English word meaning cannot be used.

Non-Verbal Form

SRA Verbal and Non Verbal

Uses items testing ability to reason out differences in pictured objects. No reading is required. Research has shown that recognition of differences is basic to learning aptitude.

60 items; 10 minutes

How many items are there in the SRA Non-Verbal Form Test?

And how long is the duration of the test?

Differential Aptitude Tests (DAT), Occupational Aptitude Survey and Interest Schedule (OASIS-3:IS)

What are tests measuring aptitude and interests?

Differential Aptitude Tests

• Designed to measure students’ ability to learn or to succeed in a number of different areas, such as mechanical reasoning, verbal reasoning, numerical reasoning, or space relations.

• 5th edition (1990)

Aptitude

• The capacity to learn given appropriate training and environmental input.

• NOT inherited; rather, they are considered to be developed abilities. 

Differential Aptitude Test (DAT)

The philosophical basis of this test involves the premise that human intelligence or mental ability is made up of many different aptitudes, and that these aptitudes must be measured from several points of view.

Verbal Reasoning, Numerical Reasoning, Abstract Reasoning, Scholastic Aptitude

4 Aptitudes to be measured in the DAT

Verbal Reasoning

DAT

• This test measures the ability to see relationships among words. The test consists of analogies. Each analogy has two words missing – the first word in the first relationship, and the second word in the second relationship. 

Verbal Reasoning

DAT

This may be useful in helping to predict success in academic courses, as well as in many occupations, including business, law, education, journalism, and the sciences.

Numerical Reasoning

DAT

• This test measures the ability to perform mathematical reasoning tasks. In order to ensure that reasoning, rather than computational facility is stressed, the computational level of the problems is well below the grade level of students for whom the test is intended. 

Numerical Reasoning

DAT

• This is important for success in such courses as mathematics, physics, chemistry, and engineering. The ability to reason with numbers is also important in such occupations like bookkeeping, laboratory work, carpentry, and toolmaking.

Abstract Reasoning

DAT

• This test is a nonverbal measure of reasoning ability. It assesses how well students can reason with geometric figures or designs. The test consists of figural series completion items.

• These items measure the ability to supply the next step in a geometric series in which each element changes according to a given rule. The student is required to infer the rule(s) operating and to predict which figure would be the next set in the series, based upon these rules.

Scholastic Reasoning

DAT

The combined VR and NR score is a measure of general scholastic aptitude, or the ability to learn from books and teachers, and to perform well in school subjects

Occupational Aptitude Survey and Interest Schedule

Developed to assist individuals in 8th grade through post-secondary settings in their career search by providing them with information regarding their vocational interests related to the world of work.

Occupational Aptitude Survey and Interest Schedule (OASIS)

• Comprises 240 items scored on a 3-point scale anchored by the terms like, neutral, and dislike.

• Each item is assigned to 1 of 12 scales, and each scale is made up of 20 items. Of the 20 items for each scale, 10 are occupational titles (e.g., “Chemist”) and 10 are job activities (e.g., “Develop new chemical products”).

240 items; untimed

How many items in OASIS?

Time limit?

12 scales; 20 items

How many scales in OASIS?

How many items for each scale?

Artistic (ART), Scientific (SCI), Nature (NAT), Protective (PRO), Mechanical (MEC), Industrial (IND), Business Detail (BUS), Selling (SEL), Accommodating (ACC), Humanitarian (HUM), Leading-Influencing (LEA), Physical-Performing (PHY)

What are the 12 scales of the OASIS:3-IS?

5th grade level

Vocabulary used in BPI

12 scales; 240 items

How many scales in the BPI?

How many items?

Basic Personality Inventory (BPI)

• a 240-item questionnaire measure of personality and psychopathology, was designed to yield information helpful to psychologists and other professionals in a wide variety of contexts. 

• It is suitable for both paper-and-pencil and computer administration. 

Basic Personality Inventory

The aim of this test is to produce a set of personality scales, with acceptable psychometric properties, capable of describing a number of different kinds of adolescent and adult behavioral syndromes in the normal and psychopathological ranges.

Hypochondriasis, Depression, Denial, Interpersonal Problems, Alienation, Persecutory Ideas, Anxiety, Thinking Disorder, Impulse Expression, Social Introversion, Self-Deprecation, Deviation

What are the 12 scales of the BPI?

Random or non-purposeful responses, high Denial score, faking

What are 3 evidences of an invalid profile?

McCrae and Costa

Who are the proponents of the NEO-PI-R?

41 or more

The examiner should NOT score the NEO-PI-R if _______ responses are missing.

Neutral response

If fewer than 41 responses are made, the missing items should be scored as if the ________ was selected.

Acquiescence

• Count the number of Agree and Strongly Agree responses across the whole test. If the number exceeds 150, the NEO-PI-R should be interpreted with caution. 

Nay-Saying

• This is indicated in the NEO-PI-R by a paucity of agree or strongly agree responses. Count the number of Agree and Strongly Agree responses, and if they are less than 50, the NEO-PI-R should be interpreted with caution.

Random Responding

• Endorsements of strongly disagree to more than six consecutive items, disagree to more than nine consecutive items, neutral to more than 10 consecutive items, agree to more than 14 consecutive items, or strongly agree to more than nine consecutive items INVALIDATE formal scoring and interpretation of the NEO-PI-R.

Neuroticism, Extraversion, Openness to Experience, Agreeableness, Conscientiousness

5 Domains of NEO-PI-R

House Tree Person Test

• A projective technique developed by John Buck that was originally an outgrowth of the Goodenough scale utilized to assess intellectual functioning. 

John Buck

Proponent of the House Tree Person Test.

John Buck

HTP Test

• He felt artistic creativity represented a stream of personality characteristics that flowed onto graphic art.

John Buck

HTP Test

• He believed that through drawings, subjects objectified unconscious difficulties by sketching the inner image of the primary process. 

over striving for achievement

HTP Test

For instance, the branches of the Tree overextended upward or outward frequently mirror the subject's _____________.

evasive attitude in social relations

HTP Test

If only a part of the Person is drawn in a profile view (for example, head in profile, body in front view), it appears to reflect an _________________.

deeply depressed

HTP Test

Lack of many details, incomplete holes, and use of very faint lines are a combination found in subjects who are ____________.