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Cognitive andPersonality Assessment

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Cognitive Testing

Personality Testing

Clinical Inference and Judgment

Communicating Assessment Results

Neuropsychological assessment examines brain- behavior relationships.

Personality testing accesses both underlying intrapsychic issues and overt behavioral manifestations of each individuals unique psyche.

Cognitive Testing

Cognitive Testing

the assessment of a wide range of information processing or thinking skills and behaviors. They include general neuropsychological functions involving brain-behavior relationships, general intellectual functions (such as reasoning and problem solving) as well as more specific cognitive skills (such as visual and auditory memory), language skills, pattern recognition, visual perceptual skills, academic skills, and motor functions.

Cognitive testing

may include

aptitude testing= assesses cognitive potential such as general intelligence

achievement testing= assesses proficiency in specific

skills such as reading or mathematics.

Cognitive testing refers to many different types of tests measuring many different types of thinking and learning skills.

Intelligence Testing

During the beginning of the field, the goals of intellectual testing were to evaluate children in order to help them maximize their educational experience and to assist teachers for children with special needs. It was also used to screen military recruits.

Now, it is used for vocational planning, assessing learning disabilities, determining eligibility for gifted and special education programs, and examining brain-behavior relationships following head injuries, strokes, or other medical conditions.

ELIGIBILITY: APPROPRIATENESS

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We can learn about an individuals cognitive strengths and weaknesses by INT testing. It is used not only to measure INT but to assess cognitive functioning in general.

IQ testing has been frequently misused by some professionals and the public. Argument about the reliability, validity, meaning, and usefulness of IQ scores and testing continues today.

What Is Intelligence?

There is no agreement about definition or theory of INT.

Boring (1923)defined INT as what INT tests measure.

Spearman offered a two-factor theory of INT: general abilities of INT (referred to as g) and specific abilities of INT (referred to as s).

Thurstone suggested that INT included nine independent skills or primary mental abilities: verbal relations, words, perceptual ability, spatial ability, induction, deduction, numerical ability, arithmetic reasoning, and memory. These distinct and separate abilities comprise INT.

intelligence as what intelligence tests measure.: CONSTRUCT VALIDITY.

INDUCTION: TME VARIM

DEDUCTION: TMDEN GELM

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Cattell defined fluid abilities as the persons genetic or inborn intellectual abilities, crystallized abilities are what a person learns through experience, culture, and various opportunities arising from interaction with the world. Fluid abilities resemble Spearmans g and refer to general problem-solving abilities, abstract reasoning, and ability to integrate and synthesize information quickly and efficiently. Crystallized abilities resemble Spearmans s and refer to specific skills developed by training and experience.

Fluid intelligence >>>> interaction with culture: Crystallized intelligence.

FLUID INT: THE CAPACITY OF LEARNING AND PROBLEM SOLVING,

IS USED IN THE ADAPTATION TO A NEW SITUATION,

CULTURE FREE

CONSSTS OF NON VERBAL ABILITIES.

Crystallized INT: CULTURE-BOUND.

IS USED IN THE TASKS REQUIRED LEARNED RESPONSE.

CONSISTS OF KNOWLEDGE AND SKILLS ACQUIRED BY LEARNING AND EXPERIENCE

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Piaget added a developmental perspective to intellectual theory. He suggested that humans have four stages of cognitive development:

sensorimotor,

preoperational,

concrete operational, and

formal operations

Piaget used the terms

assimilation to refer to gathering information accommodation to refer to changing existing cognitive structures (or schemes) to allow for the newly incorporated and assimilated information.

Contemporary views of INT include practical, creative, and emotional aspects in addition to more traditional abstract reasoning and academic abilities. Sternberg and Gardner accept a more biopsychosocial perspective in the description of INT.

Sternberg offered a triarchic theory of INT.

Three categories of INT:

componential factor includes analytical thinking,

experiential factor includes creative abilities.

contextual factor refers to good street smarts and the ability to adapt to and manipulate the environment.

Gardner developed a theory of multiple INTs comprising

six different types of intelligence:

linguistic,

logical-mathematical,

musical,

bodily-kinesthetic,

spatial, and

personal.

Knowing and managing ones emotions and recognizing emotions in others are part of emotional INT(EQ) of Goleman.

However, Sternberg and Gardners new views of INT have not resulted in the development of new tests. The traditional IQ tests have been used.

How Do Clinical Psychologists Measure Intelligence?

There are different tests for children, adults, ethnic minority group members, the gifted, and the disabled. Some tests are administered individually, others are administered in groups. Some are easy to administer and score, others are very difficult to use.

The most popular and frequently used tests are the Wechsler Scales.The second most frequently used INT test is the Stanford-Binet (Fifth Edition).

Wechsler Scales for Adults

The Wechsler- Bellevue INT Scale was developed in 1939.

The Wechsler Adult INT Scale (WAIS) in 1955

The Wechsler Adult INT Scale-Revised (WAIS-R)in 1981 in WAIS-III in 1997

WAIS-IV in 2008

The WAIS-IV consists of:

4 verbal subtests: Information, Similarities, Vocabulary and Comprehension,

5 perceptual reasoning subtests: Picture Completion, Block Design, Matrix Reasoning, Visual Puzzles and Figure Weights.

3 working memory subtests: Arithmetic, Digit Span, Letter-Numbering Sequencing

3 processing speed subtests: Symbol Search, Coding and Cancellation.

Wechsler Scales

The WAIS-IV generally takes about one to one-and-a-half hours to individually administer to someone between the ages of 16 and 74.

Four IQ scores are determined using the WAIS-IV:

Verbal Comprehension Index Score

Perceptual Reasoning Index Score

Working Memory Index Score

Processing Speed Index Score +++++

Full Scale IQ score

Wechsler Scales

The mean IQ score is 100 with a SD of 15.

Scores between 90 and 110 the average range of intellectual functioning.

Scores below 70 are considered to be in the mentally deficient (MR) range,

Scores above 130 are considered to be in the very superior range.

Wechsler Scales

Kaplan have developed WAIS-R as a Neuropsychological Instrument (WAIS-R NI) with additional subtests (Sentence Arrangement, Spatial Span, Symbol Copy) as well as modifications for administration and scoring in order to measure individuals who have brain dysfunction.

We can make inferences about cognitive strengths and weaknesses by examining the pattern of scores obtained on each WAIS-IV subtest.

Wechsler Scales

High scores on the vocabulary subtest relative to very low scores on the block design subject might suggest that the person has good use of language in solving problems and a poorer ability to solve problems using perceptual and motor integration skills.

We can learn about neuropsychological problems such as brain damage. For example, low scores on performance subtests of the WAIS-IV relative to high scores on the verbal subtests has been associated with alcoholism and dementia.

Wechsler Scales For Children

The Wechsler INT Scale for Children (WISC) in 1949

The Wechsler INT Scale for Children- Revised (WISC-R) in 1974

The Wechsler INT Scale for Children-Third Edition (WISC-III) in 1991

The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in 2003. The WISC-IV was developed for children aged 6 to 16.

Wechsler Scales For Children

four categories:

Verbal Comprehension: Similarities, Vocabulary, and Comprehension

Perceptual Reasoning: Block Design, Picture Concepts, and MatrixReasoning

Working Memory: Digit Span,Letter-Number Sequencing

Processing Speed: Coding, Symbol Search

Wechsler Scales For Children

The WISC-IV provides four index score IQs +++++++

a full-scale IQ score.

These IQ scores all are set with a mean of 100 and a standard deviation of 15. Subtest scores have a mean of 10 and a standard deviation of 3.

The Wechsler Preschool and Primary Scale of INT (WPPSI)

The WPPSI in 1967

the WPPSI-R in 1989

the WPPSI-III in 2002, the current version

The WPPSI-III is used for children ranging in age from 2 to 7.

four IQ scores:

Verbal IQ: Information, Vocabulary, and Word Reasoning

Performance IQ: Block Design, Matrix Reasoning, and Picture Concept

Processing Speed IQ: Symbol Search and Coding Subtest

+++++

Full Scale IQ.

IQ scores have a mean of 100 and a standard deviation of 15, while the subtest scores have a mean of 10 and a standard deviation of 3.

Stanford-Binet Scales

The first standardized INT test, developed by Alfred Binet in 1905.

The test has been revised many times and most recently, in 2003.

It can be used with individuals from 2 years of age through adulthood.

It consists of Nonverbal (NV) and Verbal (V) domains +++++

a full-scale IQ score.

The age of the subject determines which subtests are used in any evaluation.

IQ scores are based on a mean of 100 and a standard deviation of 15.

Stanford-Binet Scales

five areas:

Fluid Reasoning (FR): Object Series/Matrices, Early Reasoning, Verbal Absurdities, and Verbal Analogies

Knowledge (KN): Vocabulary, Procedural Knowledge, and Picture Absurdities

Visual-Spatial processing (VS): Form Board, Form Patterns, Position and Direction

Working Memory (WM): Block Span, Memory for Sentences, and Last Word

Quantitative Reasoning (QR): Quantitative Reasoning

Other Tests of Intellectual Ability

Other tests are available for specific populations such as gifted children, hearing impaired individuals, or with minority group members.

Kaufman Tests (Kaufman Assessment Battery for Children [K-ABC-II]

Peabody Picture Vocabulary Test- Revised,

Woodcock-Johnson Psychoeducational Battery,

Ravens Progressive Matrices,

General Ability Measure for Adults,

System of Multicultural Pluralistic Assessment (SOMPA)

Neuropsychological Testing

Other tests focus on brain-behavior relationships and neuropsychological functioning. Brain impairment is due to head injury, substance abuse, stroke, or other illnesses and injuries. Brain impairment impacts the cognitive ability to use language, think and make appropriate judgments, perceive and respond to stimuli, and remember old or new information.

Neuropsychological testing assesses intellectual, abstract reasoning, memory, visual-perceptual, attention, concentration, gross and fine motor, and language functioning.

GROSS AND FINE MOTOR SKILLS: KABA VE NCE MOTOR BECERLER..

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Neuropsychological Testing

Neuropsychological test batteries:

The Halstead-Reitan Battery and the Luria- Nebraska Battery are the most commonly used. The Halstead- Reitan Battery can be administered to persons aged 15 through adulthood and consists of 12 separate tests, the MMPI-2 and the WAIS-III. It takes 6 to 8 hours to administer.

The Luria-Nebraska Battery consists of 11 subtests which assess reading, writing, speech, memory, arithmetic, and other skills. It takes about 2.5 hours to administer.

Bilnot Battery, Prof. Dr. Sirel Karaka

Neuropsychological Testing

Another neuropsychological testing approach, the Boston Process uses a subset of a wide variety of tests in order to answer specific neuropsychological questions. Performance on one test determines which tests or subtests will be used next. The testing process could be short or long involving few or many tests.

Individual neuropsychological tests:

the Wechsler Memory Scale-III , the Benton Visual Retention Test, the WAIS-R as a Neuropsychological Instrument and Wisconsin Card Sorting Test.

Neuropsychological Testing

Physiological tests such as evoked potentials, electroencephalography (EEG), and reaction time measures may be useful in the assessment of INT and cognitive abilities.

Evoked potentials assess the brains ability to process the perception of a stimulus.

EEG measures electrical activity of the brain.

We are currently not licensed to administer neuroimaging techniques such as computerized axial tomography (CAT), magnetic resonance imaging (MRI), and positron emission tomography (PET), these techniques investigate brain structure and function.

In the SCH, AD, anorexia nervosa, alcoholism, and mood disorders, cortical atrophy or actual loss of brain tissue has occured.

Neuropsychological tests are used with clinical interviews, behavioral observations, and other cognitive, personality, and physiological assessment tools. Neuropsychological testing is not isolated from other evaluation techniques. Neuropsychologists must have a high level of information about brain structure and functioning.

Questions on IQ and Cognitive Testing

ARE WE BORN WITH A CERTAIN IQ?

For some people, we are born with an innately determined level of IQ that is not influenced by social, emotional, and environmental factors. For some, there are some IQ differences among different racial groups. The book, The Bell Curve (Herrnstein & Murray, 1994) suggested African Americans