Title: Personality
1- Lecture 3.
- Personality
- and
- intelligence assessment
2Reference
- Murphy, K. R. Davidshofer, C. O. (1998).
Psychological testing. Principles and
applications International Edition (6/e). Upper
Saddle River, N.J. Prentice-Hall, Inc.
(chapters 15 17).
3Types of tests
- Criterion the form of recording the examinees
behaviour (Cattell) - Tests of performance
- Behavior observations
- Self-report
4Tests of Performance Referred to as "Tests of
Maximal Performance" Examinees are given a
well-defined task that they try to perform
successfully. Examinee must know what he/she
must do in response to the task. The subject
exerts maximal effort to succeed. Performance
tests are designed to uncover what an individual
can do, given the specific test conditions.
Examples - Intelligence Tests, language
proficiency - Biology test, flight simulator
5Self Report Instruments
- - Participant is asked to report his or her
feelings, attitudes, beliefs, values. - When self-report makes sense
- Self-report relies upon the test takers
awareness and honesty. - It is the best method to measure internal states
- things only the person themselves can be aware
of and judge. - People are not always good judges of their
ability - Provides an estimate
6Self Report Instruments
- Many personality inventories such as the MMPI and
the 16PF measures are based on self-report. - Clinicians include self-report measures as part
of their initial examinations of presenting
clients. - Self-Report measures are frequently subject to
self-censorship. - People know their responses are being measured
and wish to be seen in a favorable light.
(self-serving bias) - Items are frequently included to measure the
extent to which people provide socially desirable
responses.
7Behaviour Observation Naturalistic
observation Involves observing the subjects
behaviour and responses in a particular
context. Differs from performance tests in that
the subject does not have a single, well defined
task. The observer can record duration
intensity Examples - Examiner might observe
children interacting or an individual having a
conversation or some other social interaction. -
Companies recruit observers to pose as
salespeople to observe employees behaviors.
Subjects may be unaware they are being tested.
8History of Test Development circa 1000 BC.
Chinese introduced written tests to help fill
civil service positions Civil Laws, Military
Affairs, Agriculture, Geography 1850 The United
States begins civil service examinations. 1885
Germans tested people for brain damage 1890
James Cattell develops a "mental test" to assess
college students . Test includes measures of
strength, resistance to pain, and reaction time.
1905 Binet-Simon scale of mental development
used to classify mentally retarded children in
France. 1914 World War I produces need in U.S.
to quickly classify incoming recruits. Army Alpha
test and Army Beta test developed. Looked at
psychopathology. 1916 Terman develops Stanford
- Binet test and develops the idea of
Intelligence Quotient
9History of Test Development 1920 - 1940 factor
analysis, projective tests, and personality
inventories first appear. 1941-1960 vocational
interest measures developed 1961-1980 item
response theory and neuropsychological testing
developed 1980 - Present Wide spread
adaptation of computerized testing. "Smart"
Tests which can give each individual different
test items develop
10Formal classification of tests
- One-dimensional tests (one-scale instruments)
interpretation in terms of trait intensity
(quantitative diagnosis) or typological
(qualitative diagnosis). - Multi-dimensional tests (multi-scales
instruments) interpretation in terms of profile
(model of parallel or hierarchical traits), which
may lead to the typological or differential
(within subject) diagnosis.
11Fig 1. The test scores, assessing the trait
intensity
Average score moderate trait intensity
Low score low trait intensity
High score high trait intensity
12Fig. 2. One-scale test scores, serving for
typological diagnosis
Test score similar to the upper group
Test score similar to the lower group
13Typological diagnosis of one-scales scores
- Typological (one-scale diagnosis) refers to the
special one-type. - Typological diagnosis may refer also to two-types
classification - abnormal (type I) normal abnormal (type
II, opposite to type I) -
14Fig. 3. Multi-scale test scores, serving for
profile diagnosis (parallel traits)
15Differential diagnosis of the test profile
- Comparisons of the scales within one subject,
like comparison between verbal IQ and nonverbal
IQ (strictly quantitative assessment).
16Famous tests
- 1905 Binet Simon the first intelligence
scale - 1906 Heymans Wiersma the first personality
assessment (peer-rating) - 1917 Woodworth the first personality inventory
(psychopathology) - 1927-1934 Strong/Kuder the first vocational
inventories
17The history of well-known tests
- 1939 Wechsler Wechsler-Bellevue Intelligence
Scale (1997 - WAIS-III) - 1943 Hathaway McKinley Minnesota
Multiphasic Personality Inventory (1989 - MMPI
2) - 1949 Cattell 16 PF (Personality Factors)
- 1950 - 1990 - Eysenckian inventories
- 1990 2000 Big Five inventories (Costa
McCrae).
18Journals presenting tests (and psychometric
problems)
- Psychometrika
- Educational and Psychological Measurement
- Applied Psychological Measurement
- Journal of Educational Measurement
- Journal of Educational Psychology
- Journal of Applied Psychology
- Personnel Psychology
- Journal of Consulting and Clinical Psychology.
19Advantages and disadvantages of the tests
Tests represent the best, fairest, and the
most accurate technology available for making
many important decisions about individuals, but
at a time the psychological testing is highly
controversial (Murphy Davidshofer, 1989, p.
2).
20Ethical (controversial) aspects of testing
- The impact of testing on society (artificial or
real differences, efficiency or equity, helping
or hurting people) - Invasion of privacy (information about private
life, problem of confidentiality and informed
consent) - The fair use of tests (the equal availability of
the test material testing disabled examinees).
21WAIS
22Wechslers Definition of IQ
- Intelligence is the aggregate or global capacity
of the individual to act purposefully, to think
rationally and to deal effectively with his
environment. - Global because it characterizes individuals
behavior as a whole - Aggregate because it is composed of elements or
abilities that are qualitatively differentiable - Wechsler, 1939
23WAISIII Subtests for IQ Scores
- Verbal
- Vocabulary
- Similarities
- Arithmetic
- Digit Span
- Information
- Comprehension
- Performance
- Picture Completion
- Digit SymbolCoding
- Block Design
- Matrix Reasoning
- Picture Arrangement
24Earlier Coordinate Versions
- 1939 Wechsler-Bellevue Intelligence Scale (WB)
- 1946 Wechsler-Bellevue Intelligence Scale-2nd
Edition (WB-II) - 1949 Wechsler Intelligence Scale for Children
(WISC) Ages 5-15.11 - 1955 Wechsler Adult Intelligence Scale (WAIS)
- 1967 Wechsler Preschool and Primary Scale of
Intelligence (WPPSI) Ages 4-6.5 - 1981 Wechsler Adult Intelligence Scale-Revised
(WAIS-R) - 1989 Wechsler Preschool and Primary Scale of
Intelligence-Revised (WPPSI-R) Ages 3-7.3 - 1991 Wechsler Intelligence Scale for Children,
3rd Edition (WISC-III) - 1991 Wechsler Adult Intelligence Scale-Revised-as
a Neuropsychological Instrument (WAIS-R-NI) - 1999 WISC-III as a Process Instrument
(WISC-III-PI) - 2003 Wechsler Intelligence Scale for Children,
4th Edition (WISC-IV) Ages 6-16.11
25The Weschler Test (WAIS-IIIR)
26Applications of WAIS-III
- Assessment of intellectual ability
- 1. Used as psychoeducational test for secondary
abd post-secondary school planning and placement - often a core test for assessing learning
disabilities and for determining exceptionality
and giftedness - Used in school settings to predict future
academic achivement - Used to retest an adolescent if tests were uesd
for decision of special education placement - 2. Useful for the differential diagnosis of
neurological and psychiatric disorders - Range of application age 16-89 (80-89 data drawn
exclusively from the US sample)
27WAIS - III
- The Weschler Test (WAIS-IIIR)
- 14 subtests
- 7 subtests make up verbal intelligence
- 6 subtests make up performance intelligence
- Summary Scores Verbal IQ (VIQ), Performance IQ
(PIQ), and Full-Scale IQ (FSIQ). Range of FSIQ
45-155
28What are we Measuring in the WAIS?
- Verbal IQ Score
- Measure of acquired knowledge, verbal reasoning
and attention to verbal materials - Performance IQ score
- Measure spatial processing, attentiveness to
detail and visual motor integration
29What are we Measuring in the WAIS?
- Verbal Comprehension
- Measure of verbal acquired knowledge and verbal
reasoning - Working Memory
- Measures how one attends to, holds and processes
information briefly.
30What are we Measuring in the WAIS?
- Perceptual Organization
- Measures spatial processing and attentiveness to
detail - Processing Speed
- Measures ability to process visual information
quickly
31Verbal Subtests
- The verbal scales assess the individuals
competency in the following areas - A) The ability to work with abstract symbols
- B) The amount degree of benefit a person has
garnered from their education - C) Memory verbal ability
- D) Verbal fluency.
- The verbal scales are generally more vulnerable
to cultural influence than the performance
scales.
32Vocabulary
- Sample Question
- What is the definition of breakfast?
- What is the definition of tirade?
33Vocabulary
- Measures
- Language development
- Word knowledge
- Overall verbal intelligence
- Language usage and accumulated verbal learning
ability - Educational background
- This test tests acquired verbal knowledge, and
the ability to easily express many ranges of
ideas. - Vocabulary is the most stable (least variable) of
all the subtests. As such, it is often used to
indicate a test takers intellectual potential and
sometimes to estimate their premorbid level of
function. - High scores on vocabulary indicate high
intelligence. Test takers with high scores often
have wide ranges of interests, have acquired lots
of general information, and sometimes have high
achievement needs. Low scores suggest a poor
educational background, lower IQ, impaired
development of language and/or poor motivation.
34Similarities
- Sample Items
- In what ways are a piano and drum alike?
- In what ways are steam and fog alike?
35Similarities
- Logical, abstract thinking, concept formation,
crystallized and fluid intelligence,
distinguishing essential from nonessential
details - Requires that the test taker be aware of the
belongingness or togetherness of objects in the
environment. Thus, test takers require the
ability to reason abstractly and to form verbal
concepts. - Scores decrease substantially in persons
afflicted with schizophrenia, persons who are
very rigid or inflexible thinkers, persons with
senile dementia. - High scores show good verbal concept formation
and good abstract reasoning.
36Information
- Sample Question
- At what temperature does water boil?
- Who was Catherine the Great?
37Information
- Measures
- A) Range of general factual knowledge
- B) Old learning or schooling
- C) Intellectual curiosity and commitment to
collect knowledge - D) Awareness of day-to-day world
- E) Long-term memory
- This test samples the type of knowledge that an
average person with average opportunities should
know. The knowledge is usually based on
over-learned material. - This type of knowledge is very resistant to
neurological damage (unless left hemisphere
stroke) and psychological disturbance.
38Comprehension
- Sample Items
- What do people use money for?
- Tell me some reasons why child labor laws are
needed.
39Arithmetic
- Sample Items
- How much is 4 dollars plus 5 dollars?
- The price of shirts is 2 for 31 dollars. What
is the price of 1 dozen shirts?
40Arithmetic
- Measures
- Computational skills and school learning
- fluid intelligence,
- Auditory memory and sequencing ability / short
term memory (esp. auditory) - Numerical reasoning, auditory sequencing, and
numerical manipulation speed - Concentration and attention
- Contact reality and mental alertness
- Logical reasoning and abstraction
- Test takers often find this subtest more
challenging and stressful than the other subtests
because it is more demanding and is timed. - Persons who do well here tend to come from high
socioeconomic families, are obedient
teacher-oriented students and persons with
intellectualizing tendencies. It also shows
alertness, concentration, and good auditory
short-term memory. - Low scores suggest poor mathematical reasoning,
poor concentration, distractibility, or poor
auditory short-term memory.
41Digit Span
- Sample Items
- 7-1
- 4-2-5-3-9-8-6
42Digit Span
- Measures
- A) Immediate recall both forwards and backwards
- B) Ability to shift thought patterns
(reversibility) - C) Attention and concentration, short-term
memory - D) Auditory sequencing.
- Test of auditory/vocal short-term memory and
attention. - 1) The person must accurately encode the
information - 2) The test taker must accurately recall,
sequence, and vocalize the auditory information. - Persons who are less anxious appear to do best on
this test. - Persons who score well on digit backwards
generally reflect persons who are flexible, have
considerable concentration skills, and tolerate
stress well. - Digit span along with digit symbol/coding are the
most sensitive subtest for determining brain
damage, intellectual impairments, and learning
disabilities. - A) A 5-item discrepancy between digit forward and
backward may suggest organic damage. Especially
if digit backward scores are lower than the
information and vocabulary subtests. - B) Lowered digit forward is more often associated
with left hemisphere lesions, lowered digit
backward with right frontal damage or diffuse
brain damage.
43Letter-Number Sequencing
- Sample Items
- L-2 (2-L)
- D-2-G-5-H-8-K-3 (2-3-5-8-D-G-H-K)
44Letter-Number Sequencing
- The test taker must reorder and repeat the list
by saying the numbers first (in ascending order)
and then the letter in alphabetical order. - Overall the verbal component is assessing the
ability to work with abstract symbols, verbal
fluency, and verbal meaning. - highly influenced by the amount and degree a
person has received from education ? subject to
cultural effects.
45Performance Subtests
- Overall the scores on the performance scales
represent - A) The degree and quality to which an individual
makes nonverbal contact with the surrounding
environment. - B) The capacity to integrate perceptual stimuli
with purposeful motor behaviour. - C) The ability to work quickly in concrete
situations. - D) The ability to interpret visuospatial stimuli.
- The performance tests are not as vulnerable to
cultural bias as the verbal subtests. - If a person scores significantly better on the
Performance than the Verbal subtests (i.e., 12
points or greater) what could this mean? - Superior perceptual organization abilities.
- Very good at working under time constraints.
- A tendency toward low academic achievement
- Greater possibility of acting out
- Someone for a low SES.
- The presence of a language deficit (e.g.,
learning disability). - Certain populations are also likely to have a P gt
V discrepancy Native Americans, Hispanics,
bilingual persons, and blue-collar workers where
visual-spatial learning is stressed.
46Picture Completion
47Picture Completion
- Measures
- A) Visual recognition and identification
(long-term visual memory). - B) Reality contact awareness of environmental
detail. - C) Visual conceptual ability (perception of whole
to its parts). - D) Discrimination of essential from nonessential
details. - E) Ability to organize visually organized
material. - Persons who find it difficult to detach
themselves emotionally from each object also
score poorly. - Persons who are impulsive also score low (quick
responses without detail analysis). Low scorers
may also have poor concentration, and poor visual
organization. - Persons scoring high are alert, have good visual
acuity, and have the ability to recognize
important visual information.
48Block Design
49Block Design
- Measures
- A) Analysis of whole into its parts.
- B) Spatial visualization
- C) Nonverbal Concept Formation
- D) Visual-motor coordination and perceptual
organization - E) Ability to concentrate and perceptual speed.
- It involves nonverbal problem solving skills
since it requires an understanding of a problems
components and then putting these components back
into a whole. - To score well a person must be able to think
abstractly and demonstrate a high degree of
flexibility since the frame of reference changes
quickly. - Administration is such that the researcher can
directly observe the test takers responses. - It is relatively culture free, and has low
correlations (.4) with education. - Depression and right hemisphere brain damage
significantly lower block design scores. - Persons afflicted with Alzheimers score very low
on block design. It is a good tool for early
diagnosis/detection of Alzheimers.
50Matrix Reasoning
51Matrix Reasoning
52Matrix Reasoning
- Measures
- A) Planning ability.
- B) Nonverbal reasoning (perceptual organization).
- C) Visual-motor coordination and speed.
- High scores indicate an efficiency for planning
ahead, and a flexible mental orientation. These
abilities suggest and excellent ability to
inhibit impulsive action. - Low scores reflect impulsivity and poor
visual-motor coordination. Often low scores also
indicate frontal cerebral impairment.
53Picture Arrangement
54Picture Arrangement
- Measures
- A) Ability to plan and anticipate consequences
(understanding an entire situation). - B) Time conception and sequencing.
- C) Understanding nonverbal interpersonal
situations. - D) Speed of planning and associating information.
- Picture arrangement is a test of ability to plan,
interpret, and anticipate social events within a
cultural context. - Picture arrangement and block design are key
measures of nonverbal intelligence, with block
design being less influenced by culture. - Picture arrangement is very sensitive to brain
damage in areas that disrupt nonverbal social
skills.
55Digit Symbol-Coding
1
2
1
2
56Digit Symbol/Coding
- Measures
- A) Psychomotor speed with paper-and-pencil,
ability to follow directions, short-term memory. - B) Ability to learn a new task.
- C)Ability to quickly shift mental sets.
- D) Capacity for sustained attention and
concentration. - E) Sequencing ability.
- To score high persons need to have high
psychomotor speed as well as good visual-motor
integration. - The test requires appropriately combining newly
learned memory of the digit with a particular
symbol. - Digit symbol is highly sensitive to both organic
and functional impairments. As with block design
depressed and brain damaged persons have a great
deal of difficulty with this test. Scores are
also highly dependent on age. The older you are
the poorer your performance. - Since much time pressure exists, anxiety,
obsessiveness, and perfectionism significantly
lower scores.
57Symbol Search
58Symbol Search
- Measures
- A) Speed of visual search.
- B) Planning and speed of information processing.
- C) Encoding information for further processing
(learning). - It is designed to be a pure test to assess
information-processing speed. - High scores indicate that test takers rapidly
absorb information and can also integrate and
respond to this information. Good amounts of
visual-motor coordination, short-term visual
memory, planning, attention, and concentration
are also needed. - Low scores suggest slow mental process, visual
perceptual troubles, lack of motivation, anxiety,
and short-term memory impairment. A reflective,
perfectionistic, or obsessive problem-solving
style also tends to lower scores.
59Object Assembly
60Object Assembly
- Measures
- A) Ability to benefit from sensory-motor
feedback. - B) Visual-motor integration.
- C) Holistic processing (parallel processing).
- D) Synthesis. Putting things together in familiar
configurations. - E) Differentiation of familiar objects.
- Object Assembly is a test of motor coordination
and control (like block design and digit symbol).
- Persons who have difficulty changing their frame
of references (e.g., obsessive-compulsive
persons) tend to do very poorly. - Persons who score well or poorly on block design
tend to score similarly with object assembly.
61Common test errors
- A) Failure to record test taker responses, circle
scores, or record times. - B) Too lenient or too tough! Give too many or too
few points for an answer. - C) Failing to question when required by test
manual. - D) Improper questioning of test taker.
- E) Clerical errors (improper conversion of raw to
standard scores, calculation of chronological
age, etc.)
62Culture IQ
- IQ tests have been criticized for being biased in
favor of white, middle-class people. - But efforts to construct culture-free and
culture-fair tests have been disappointing. - Culture affects nearly everything to do with
taking a test, from attitudes to problem-solving
strategies. - Negative stereotypes about a persons ethnicity,
gender, or age may cause the person to suffer
stereotype threat, a burden of doubt about his or
her own abilities, which can lead to anxiety or
"disidentification" with the test.
63Many social scientists consider IQ tests useful
for predicting school performance and diagnosing
learning difficulties, as long as test scores are
combined with other information and used
"intelligently." But ... critics would like to
dispense with the tests because they are so often
misused or misinterpreted.
64Cultural Differences - USA
- Researchers have found that
- European Americans have higher IQ scores than
African Americans - Hispanic Americans have higher IQ scores than
African Americans but lower IQ scores than
European Americans - Asian Americans have higher IQ scores than all of
the groups
65Gender Differences
- Researchers have found that
- Men score higher on math problem solving
- Men score higher on visual spatial rotation
- Women tend to score higher on verbal fluency
66FCBTI answer key
- Briskness (Zwawosc)
- Yes 3, 29, 31, 34, 37, 49, 55, 94, 110, 114,
115, 116, 119 - No 11, 36, 41, 57, 62, 83, 98
- Perseveration(Perseweratywnosc)
- Yes 2, 7, 9, 26, 32, 40, 46, 61, 78, 103, 107
- No 1, 15, 16, 19, 21, 24, 28, 47, 85
- Sensory sensitivity (Wrazliwosc sensoryczna)
- Yes 14, 17, 48, 51, 77, 93, 102, 112, 113
- No 8, 10, 23, 27, 30, 33, 45, 56, 100, 106,
109,
67FCBTI answer key
- Emotional reactivity(Reaktywnosc emocjonalna)
- Yes6, 12, 25, 35, 43, 50, 63, 66, 68, 69, 74,
91, 99 - No 39, 42, 44, 59, 70, 108, 120
- Endurance (Wytrzymalosc)
- Yes 60, 64, 79, 87, 90, 92, 95, 101, 117
- No 5, 38, 52, 58, 71, 72, 76, 80, 81, 82, 84
- Activity (Aktywnosc)
- Yes 13, 18, 20, 22, 53, 54, 67, 75, 86, 88,
89, 96, 97, 104, 105, 111, 118 - No 4, 65, 73
68The Regulative Theory of Temperament (RTT) - an
overview
- Theory primarily presented by Strelau about
twenty year ago, has undergone several changes - The current status of the RTT - described by nine
postulates - It ascribes temperament to formal characteristics
of behavior present since early infancy in humans
and animals, and underline the biological
background of temperament characteristics as well
as their possible changes due to biologically
determined life-span variation and individual-
specific interaction with the environment - RTT underlines the functional significance of
temperament characteristics especially under
extreme demands
69The Regulative Theory of Temperament (RTT) - an
overview
- the structure of temperament is described by six
following traits briskness, perseverance,
sensory sensitivity, emotional reactivity,
endurance, and activity - the location of RTT traits among dozens of other
temperament and personality characteristics can
be demonstrated by means of correlational and
factor analytic studies - a theoretical model of the "temperament-stress"
aimed at examining the functional significance of
temperamental characteristics as postulated by
the RTT is constructed
70Temperament - definition
- Temperament refers to basic, relatively stable,
personality traits expressed mainly in the formal
(energetic and temporal) characteristics of
reactions and behavior. These traits are present
from early childhood and they have their
counterparts in animals. Primarily determined by
inborn biological mechanisms, temperament is
subject to changes caused by maturation and
individual-specific genotype-environment
interplay - (Strelau, 1998)
71Postulates of RTT
- 1. Temperament reveals itself in the formal
characteristics of behavior. This statement,
based on the conviction that for centuries formal
traits of behavior have constituted the most
frequently quoted feature that describes the
nature of temperament, determined from the very
beginning our way of studying temperament.
72Briskness (BR)
- tendency to react quickly, to keep a high tempo
in performing activities, and to shift easily in
response to changes in the surroundings from one
behavior (reaction) to another
73Perseveration (PE)
- tendency to continue and to repeat behavior after
cesation of stimuli (situations) evoking this
behavior
74Sensory Sensitivity (SS)
- Ability to react to sensory stimuli of low
stimulative value - Pertains to different modalities
75Emotional Reactivity (ER)
- tendency to react intensively to
emotion-generating stimuli, expressed in high
emotional sensitivity and in low emotional
endurance
76Endurance (EN)
- ability to react adequately in situations
demanding long-lasting or high stimulative
activity and under intense external stimulation