PSYCHOMETRICS 2 (TERMS ONLY) - PRELIMS

FIVE REASONS TO USE PSYCHOMETRIC TESTING

1.           Reduces the risk of a bad hire

2.           Makes the process rigorous

3.           Access to additional information on candidates

4.           It presents a professional company brand

5.           All conducted online

PERSON JOB FIT

The degree of match between an individual's skills, abilities, and interests and the demands, rewards, and opportunities of a specific job

PERSONALITY INVENTORIES

Also called self-rating questionnaires

PERSONALITY INVENTORIES

The individual rates himself in terms of his overt behavior, feelings about himself, and his environment

EXTROVERTS

Are energized by people, enjoy a variety of tasks, a quick pace, and are good at multitasking

SENSORS

Are realistic people who like to focus on the facts and details, and apply common sense and past experience to come up with practical solutions to problems

INTROVERTS

Often like working alone or in small groups, prefer a more deliberate pace, and like to focus on one task at a time

INTUITIVES

Prefer to focus on possibilities and the big picture, easily see patterns, value innovation, and seek creative solutions to problems

THINKERS

Tend to make decisions using logical analysis, objectively weigh pros and cons, and value honesty, consistency, and fairness

JUDGERS

Tend to be organized and prepared, like to make and stick to plans, and are comfortable following most rules

FEELERS

Tend to be sensitive and cooperative, and decide based on their own personal values and how others will be affected by their actions

PERCEIVERS

Prefer to keep their options open, like to be able to act spontaneously, and like to be flexible with making plans

Highly recommended

Person is excellent fit for the job

Moderately recommended

Person is a good fit, but there may be few areas to work on

Recommended with reservations

The person might fit, but there are some significant concerns to consider

Not recommended

Person is not a good match for the job based on the test

Very Superior

Suggested Qualitative Description : 97-99

Superior

Suggested Qualitative Description : 90 - 96

Above Average

Suggested Qualitative Description : 75 - 89

High Average

Suggested Qualitative Description : 60 - 74

Middle Average

Suggested Qualitative Description : 40 - 59

Low Average

Suggested Qualitative Description : 25 - 39

Below Average

Suggested Qualitative Description : 10 - 24

Low

Suggested Qualitative Description : 4 - 9

Very Low

Suggested Qualitative Description : 1 - 3

SUPERIOR / VERY SUPERIOR

Highly, strongly, marked, without much difficulty

ABOVE AVERAGE

Considerably, above par

HIGH AVERAGE

Reasonably

MIDDLE AVERAGE

Moderately, adequately, sufficiently, enough, at par, within par, average

LOW AVERAGE

To some extent, somehow

BELOW AVERAGE

Below par, insufficient, inadequate, lacking in, wanting in

LOW / VERY LOW

Highly insufficient, sorely lacking

Spearman, 1927

“In truth, intelligence has become a word with so many meanings, that finally, it has none”

Galton, 1883

“Most intelligent persons were those equipped with the best sensory abilities”

Varon, 1936

According to Binet, the components of intelligence are reasoning, judgment, memory, and abstraction

Wechsler, 1958

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

Piaget, 1954, 1971

“Intelligence is a kind of evolving biological adaptation to the outside world”

Binet, as cited in Terman, 1916

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

Spearman

“The ability to educe either relations or correlates”

Freeman, 1955

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

Das, 1973

“The ability to plan and structure one’s behavior with an end in view”

Gardner, 1983

“The ability to resolve genuine problems or difficulties as they are encountered

Sternberg, 1986 / 1988

“Mental activities involved in purposive adaptation to, shaping of, and selection of real-world environments relevant to one’s life” 

Anderson, 2001

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

Deary, Penke, and Johnson, 2010

“A blend of abilities including personality and various aspects of memory”

INTERACTIONISM

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

FACTOR ANALYTIC THEORIES OF INTELLIGENCE

was used to study correlations between test 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”

TRUE

T/F : ·       The greater the magnitude of g in a test of intelligence, the better the test was thought to predict overall intelligence.

GARDNER’S  THEORY OF MULTIPLE INTELLIGENCES

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

CRYSTALLIZED 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.

FLUID INTELLIGENCE (Gf)

Nonverbal, relatively culture-free, and independent of specific instruction (such as memory for digits)

THORNDIKE’S  THREE CLUSTERS OF ABILITY (1909,1921)

Social Intelligence, Concrete Intelligence, Abstract Intelligence

Social Intelligence

Dealing with people

Concrete Intelligence

Dealing with objects

Abstract Intelligence

Dealing with verbal and mathematical symbols

GENERAL MENTAL ABILITY FACTOR

Total number of modifiable neural connections or “bonds” available in the brain.

LURIA’S SIMULTANEOUS vs SEQUENTIAL PROCESSING

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

Information is integrated all at one time

SUCCESSIVE / SEQUENTIAL

Each bit of information is individually processed in sequence

DAS AND NAGLIERI’S THE PASS MODEL OF INTELLECTUAL FUNCTIONING (1988)

Planning, Attention or arousal, Simultaneous and Successive

Planning

Strategy development for problem solving

Attention or arousal

Receptivity to information

Simultaneous and Successive

Type of information processing involved

Very Gifted or Highly Advanced

Measured IQ Range : 145 - 160

Gifted or Very Advanced

Measured IQ Range : 130 - 144

Superior

Measured IQ Range : 120 - 129

High Average

Measured IQ Range : 110 - 119

Average

Measured IQ Range : 90 - 109

Low Average

Measured IQ Range : 80 - 89

Borderline impaired or delayed

Measured IQ Range : 70 - 79

Mildly impaired or delayed

Measured IQ Range : 55 - 69

Moderately impaired or delayed

Measured IQ Range : 40 - 54

GROUP ADMINISTERED TESTS

The need for these tests was brought about by the number of Army recruits that had to undergo assessment. There are many examples of such tests

CULTURE AND MEASURED INTELLIGENCE

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

CULTURE FREE

Eliminating the influence of culture

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.

B.I.T.C.H (Black Intelligence Test of Cultural Homogeneity)

Used for Black Americans

PURDUE NON-LANGUAGE TEST (PNLT)

• 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.

• It has two (2) Forms (A and B)

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

CULTURE FAIR INTELLIGENCE TEST

was designed to provide an estimate of intelligence relatively free of cultural and language influences.

Series

Test 1 of CFIT with 13 items for 3 mins

Classification

Test 2 of CFIT with 14 items for 4 mins

Matrices

Test 3 of CFIT with 13 items for 3 mins

Topology

Test 4 of CFIT with 10 items for 2.5 mins

SRA VERBAL AND NON VERBAL

have been 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 laborer to company president

VERBAL FORM

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

• It uses items proved by research to test abilities to think with words and numbers.

• 84 items; 15 minutes

NON-VERBAL FORM

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

• It 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

APTITUDE

The capacity to learn given appropriate training and environmental input. In other words, aptitudes are NOT inherited; rather, they are considered to be developed abilities

DIFFERENTIAL APTITUDE TESTS (DAT)

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

VERBAL REASONING

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

Rather than focusing on vocabulary recognition, these analogies assess the ability to infer the relationship between the first pair of words, and apply that relationship to a second pair of words, so that the first two words are related to each other in the same way as the last two words

VERBAL REASONING

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

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

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

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 APTITDUE

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

OCCUPATIONAL APTITUDE SURVEY INTEREST  SCHEDULE (OASIS-3 : IS)

was developed to assist individuals in 8^th 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 INTEREST  SCHEDULE (OASIS-3 : IS)

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 (ex. “Chemist”) and 10 are job activities (ex. “Develop new chemical products”)