...process.” Furthermore, Hogan stated that a test is a systematic and standardized qualification procedure or device that produces information about behavior, and cognitive processes, and measures a sample of behavior rather than an extensive examination of the variety of individual’s behaviors Describe the major categories of tests and identify the major uses of these tests. The major categories of psychological tests are, mental ability, achievement, personality, interests and attitudes, and neuropsychological tests. Mental ability tests measure cognitive functions, such as intelligence, memory, spatial visualization, and creative thinking. Achievement tests assess capability within certain areas of expertise, and sometimes include assessments of reading, math, science, and social studies, at the same time identify more specific achievement. Personality tests are designed to produce information about personality and are most widely applied of all psychological tests. These tests compare an individual’s responses to different clinical groups for similarity, and sometimes measure depression, eating disorders, pathological or disabling conditions, or fascinations of the human personality. Interests and attitudes tests include vocational interest...
Words: 758 - Pages: 4
...Attitude Survey Paper Lola Shannon PSY/475 September 24, 2011 Stephanie Mead Attitude Survey Paper The purpose of this survey is to show the relationship between social anxieties, fruits/vegetable, food consumption, dieting, and eating attitudes. The behavior between physical and weight control, cigarette smoking and how much fruits/vegetable is consumption is examined within this study. The (EAT) “Eating Attitudes Test” is used around the world as a measure for self reports and eating disorders. Garner and Garfinkel developed the test to measure anorexia nervosa symptoms in (1979). The scores on the EAT-26 derive as the sum of the composite items, ranging from 0-53, with a score of 20 on the EAT-26 used as the cut off (Garner et al., 1982). The three EAT-26 factors are as such: Dieting-F1: avoidance degree, fatty foods, and the thinning preoccupation, Bulimia F2: Food preoccupation/Oral control F3: self control degree when in the present of food. The EAT-26 reliability determines the pilot study of food. The anxiety social physique scale is an original designed of Hart, Leary, and Rejeski (1989). The ASPS of the individual self inventory is a participation respond of 13 items on a point of 5 Likert scale. Historical evidence from 1959 to 1988 has the illustration of the continual shift toward an increased thinner physique in the Western society (Garner, Garfinkel, Schwartz, & Thompson, 1980; Wiseman, Gray, Mosimann, & Ahrens, 1992). In today’s society the...
Words: 1447 - Pages: 6
...Intelligence • Measured biologically, individual difference and cognitive process • Constructed by the ability to problem solve, environment and judgment The relationship between measures of intelligence and achievement are essential to theories and standard and psychological tests. Intelligence tests are used by practitioners to calculate achievement. The difference between the two tests may signify the presence of a learning disability, thus necessitating an intervention (Gottfredson & Saklofske, 2009). But to compare and contrast the different constructs and measures understanding the definition of intelligence and achievement is important. Intelligence is the ability to memorize, use imagination, knowledge, experience and understand reasoning and mental speed (Hogan, 200, p256). Intelligence is based on potential and it constructed by environment and the ability to problem solve. Three ways intelligence is measured, cognitive process, biological and individual difference. Slide 2 Achievment Achievement is the result of an effort a person put in toward something to have gain. Tests have been created to measure the level of success or learning in a specific subject (Hildreth & Gertrude, 1929). The achievement test will allow the researcher to know how much the individual has mastered in the specific subject. To obtain accuracy in an Achievement test, it has to be measured more than once. References Gottfredson, L., & Saklofske, D. H. (2009). Intelligence:...
Words: 253 - Pages: 2
...2007, p. 38). In addition, Anastasi and Cronbach define test as “an objective and standardized measure of a sample behavior” and “there is no fully satisfactory definition” respectively (Hogan, 2007, p. 39). Essentially, Hogan (2007) gathered the test definitions and identified six critical elements: device or procedure, gather information, behavior or cognitive processes, sample, standardized and quantified. “A test is a standardized process or device that yields information about a sample or behavior or cognitive processes in a quantified manner” (Hogan, 2007, p. 41). However concise this definition may seem, in order to further understand psychological testing one must uncover the basics, identify the major categories, and compare and contrast validity and reliability as it associates to psychology. Major Categories of Tests Administering tests in several structured approaches involve analyzing information. Ideally, they enable researchers to touch on every possible outcome. Discussing the major categorizes, users and uses of tests will give one a gradual understanding of...
Words: 992 - Pages: 4
...Intelligence Definition and Measurement Psychology 525: Measurements and Statistics Tonya Oliver February 7, 2010 Dr. Alexis Hernandez In this critique I will attempt to examine the major definitions for the Wechsler Individual Achievement Test, Terra Nova Achievement Test, Shipley-2 Intelligence Test and the Wiig Assessment of Basic Concepts. I will also attempt to explain which theory of intelligence test best fit these instruments that have been selected, as well as explaining how the definitions and measures are related. Each instrument selected will be evaluated on reliability, validity, normative procedures and biases if any. I will also compare and contrast each instrument on the goals of the test as well as in similarities that may be evident, how the test are administered, the used and the purposes for administering the test mentioned. I will carefully endeavor to explore any ethical considerations related to each of the instruments selected in this paper. The Wechsler Individual Achievement Test, created by David Wechsler, is a diagnostic achievement test that evaluates the academic success of children and adults ages 4 through to 85. The test is designed to evaluate of a wide range of academics skills or a specific area of need. The WIAT-III is a revision of the WIAT-II, which was done to make the test more comprehensive, and to make it...
Words: 1192 - Pages: 5
...provide examples of children who may display those qualities and/or tendencies: • Resilience children who are rebound from serious early life traumas to construct successful adult lives. They have special talent, such as to regulate their emotions. They have a high sense of self-efficacy and an optimistic worldview. They possess a strong faith or sense of meaning in life. An example would be Winston Churchill who was beaten by his headmaster in school but later took out Hitler in World War one. 2. Describe how children may be impacted by divorce and the factors that are most critical to the child positively adjusting after the divorce. • Childrearing tends to become more disorganized as couples struggle with their feelings and try to rearrange their lives. Parents have a hard time talking about the divorce and it leaves the child to become confused, angry and sad. To keep children rebound from this trauma is to keep daily life as consistent as possible. Relocating puts stress on a child. The main key to a long term, however, adjustment lies in the quality of care the parent who gets custody provides 3. What does it mean to be intelligent from the perspective of Spearman, Sternberg or Gardener, and your WISC scores? • The WISC is the standard intelligence test used in childhood, consisting of a verbal scale, a performance scale, and a variety of subtests. According to Sternberg, conceptions of what it means to “be...
Words: 683 - Pages: 3
...GENERAL PSYCHOLOGY (SOC SCI 101) 5 JOURNALS OF PSYCHOLOGY PSYCHOLOGY | > the science seeking to describe, understand, and predict the behavior and mental processes of organisms. > the goals of psychology are to describe, explain, predict, and control behavior. ABNORMAL PSYCHOLOGY * Abnormal psychology is the branch of psychology that studies unusual patterns of behavior, emotion and thought, which may or may not be understood as precipitating a mental disorder. * Although many behaviors could be considered as abnormal, this branch of psychology generally deals with behavior in a clinical context. * There is a long history of attempts to understand and control behavior deemed to be aberrant or deviant (statistically, morally or in some other sense), and there is often cultural variation in the approach taken. * The field of abnormal psychology identifies multiple causes for different conditions, employing diverse theories from the general field of psychology and elsewhere, and much still hinges on what exactly is meant by "abnormal". * There has traditionally been a divide between psychological and biological explanations, reflecting a philosophical dualism in regards to the mind body problem. * There have also been different approaches in trying to classify mental disorders. * Abnormal includes three different categories, they are: * subnormal * supernormal * paranormal * The science...
Words: 5375 - Pages: 22
...University of South Florida Scholar Commons Textbooks Collection USF Tampa Library Open Access Collections 2012 Social Science Research: Principles, Methods, and Practices Anol Bhattacherjee University of South Florida, abhatt@usf.edu Follow this and additional works at: http://scholarcommons.usf.edu/oa_textbooks Part of the American Studies Commons, Education Commons, Public Health Commons, and the Social and Behavioral Sciences Commons Recommended Citation Bhattacherjee, Anol, "Social Science Research: Principles, Methods, and Practices" (2012). Textbooks Collection. Book 3. http://scholarcommons.usf.edu/oa_textbooks/3 This Book is brought to you for free and open access by the USF Tampa Library Open Access Collections at Scholar Commons. It has been accepted for inclusion in Textbooks Collection by an authorized administrator of Scholar Commons. For more information, please contact scholarcommons@usf.edu. SOCIAL SCIENCE RESEARCH: PRINCIPLES, METHODS, AND PRACTICES ANOL BHATTACHERJEE SOCIAL SCIENCE RESEARCH: PRINCIPLES, METHODS, AND PRACTICES Anol Bhattacherjee, Ph.D. University of South Florida Tampa, Florida, USA abhatt@usf.edu Second Edition Copyright © 2012 by Anol Bhattacherjee Published under the Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Social Science Research: Principles, Methods, and Practices, 2nd edition By Anol Bhattacherjee First published 2012 ISBN-13: 978-1475146127 ...
Words: 39864 - Pages: 160
...Predictors of Reading Literacy in the Netherlands Drs. Andrea Netten, National Language Center, The Netherlands Prof. dr. Ludo Verhoeven, National Language Center, The Netherlands Dr. Mienke Droop, National Language Center, The Netherlands Abstract The purpose of this study was to construct a longitudinal model that predicts reading literacy at the end of primary school. The data of 822 students who participated on a combined PRIMA and PIRLS 2001 study and PRIMA 2003 study were analyzed. The following student variables were considered for the model predicting Reading Literacy in grade 6: Nonverbal Intelligence, Home Reading Resources, Decoding, Language Comprehension, Mathematics, Reading Motivation, Academic Self-confidence and Reading Literacy in grade 4. The fit of the model was found to be good. The model explained 62% of the variance in Reading Literacy in Grade 6. The three school-learned skills that were entered in the model; Language, Decoding and Mathematics have proven to be important predictors for reading literacy. With respect to the two variables measuring attitudes, Reading Motivation and Academic Self-Confidence, it can be concluded that they contributed, either direct or indirect, to the prediction of reading literacy in grade 6, although they explained only a small part of the variance. Introduction For a student to become a successful and productive adult in society, good reading skills are essential. To refer to the demands for literacy in today’s society...
Words: 5536 - Pages: 23
...Arizona, USA creativity, intelligence, and problem solving: a defmition and design for cross-cultural research and measurement related to giftedness Abstract A new definition of giftedness is proposed based on a review of the constructs of intelligence, creativity, and problem solving. A research design employed in a series of studi~s of giftedness in children and adults is presented, along w1th a summary of important results. Finally, implications of the design for both research and practice are outlined. Intelligence A central concept in many theories and definitions of intelligence is solving problems or adaptation to one's environment. Although the phrase "problem solving" is not always found, the concept of "adaptation" or "ability to adapt", a central concept in many definitions (Binet & Simon, 1909 (cited in Terman, 1916); Boynton, 1933; Colvin, 1921; French, 1962; Piaget, 1981; Pintner, 1921; Stern, 1914; Wechsler, 1941 ), implies that individuals encounter situations (problems) to which they must devise ways of reacting. Thus, they are solving problems. Later theorists and researchers revised these general concepts of "adaptation" by adding the idea of adapting to the cultural as well as the biological environment (Laboratory of Comparative Human Cognition, 1982_; Goodnow, 1976; Charlesworth, 1976; Olson, 1976; Ne1sser, 1976; Gardner, 1983). In an introduction to an edited book on conceptions of intelligences, Sternberg & Salter (1982) ...
Words: 9926 - Pages: 40
...A test or examination is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[1] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statisticalanalysis of a large number of participants. A standardized test is any test that is administered and scored in a consistent manner to ensure legal defensibility.[2]Standardized tests are often used in education, professional certification, psychology (e.g., MMPI), the military, and many other fields. A non-standardized test is usually flexible in scope...
Words: 11960 - Pages: 48
...This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. Copyright 1998 by the American Psychological Association, Inc. 0033-2909/98/S3.00 Psychological Bulletin 1998, Vol. 124, No. 2, 262-274 The Validity and Utility of Selection Methods in Personnel Psychology: Practical and Theoretical Implications of 85 Years of Research Findings John E. Hunter Michigan State University Frank L. Schmidt University of Iowa This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19 selection procedures for predicting job performance and training performance and the validity of paired combinations of general mental ability (GMA) and Ihe 18 other selection procedures. Overall, the 3 combinations with the highest multivariate validity and utility for job performance were GMA plus a work sample test (mean validity of .63), GMA plus an integrity test (mean validity of .65), and GMA plus a structured interview (mean validity of .63). A further advantage of the latter 2 combinations is that they can be used for both entry level selection and selection of experienced employees. The practical utility implications of these summary findings are substantial. The implications of these...
Words: 14627 - Pages: 59
...ultimately make thought possible. Three stages in the development of speech a. Social speech – speech to control the behavior of others b. Egocentric speech – three to seven year olds – talking to themselves to learn c. Inner speech – soundless speech – thinking in our head • ZONE OF PROXIMAL DEVELOPMENT: The discrepancy between a child's mental age [indicated by the static test] and the level he reaches in solving problems with assistance is the zone of his proximal development. _________________________________ ABRAHAM MASLOW http://www.ship.edu/~cgboeree/m aslow.html HEIRARCY OF NEEDS • Physiological needs • Safety needs • Belonging needs • Esteem needs • Self-actualization • Principles: learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge – DISCOVERY and INQUIRY LEARNING • Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness). • Instruction must be structured so that it can be easily grasped by the student (spiral organization). • Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given). • • •...
Words: 7945 - Pages: 32
...The media Anne O’Keeffe Historical overview of media discourse ‘The media’ is a very broad term, encompassing print and broadcast genres, that is anything from newspaper to chat show and, latterly, much more besides, as new media emerge in line with technological leaps. The study of ‘the media’ comes under the remit of media studies from perspectives such as their production and consumption, as well as their aesthetic form. The academic area of media studies cuts across a number of disciplines including communication, sociology, political science, cultural studies, philosophy and rhetoric, to name but a handful. Meanwhile, the object of study, ‘the media’, is an ever-changing and ever-growing entity. The study of ‘the media’ also comes under the radar of applied linguistics because at the core of these media is language, communication and the making of meaning, which is obviously of great interest to linguists. As Fairclough (1995a: 2) points out, the substantively linguistic and discoursal nature of the power of the media is a strong argument for analysing the mass media linguistically. Central to the connection between media studies and studies of the language used in the media (media discourse studies) is the importance placed on ideology. A major force behind the study of ideology in the media is Stuart Hall (see, for example, Hall 1973, 1977, 1980, 1982). Hall (1982), in his influential paper, notes that the study of media (or ‘mass communication’) has had...
Words: 7914 - Pages: 32
...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
Words: 31653 - Pages: 127
