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Cognitive and Personality Assessment

Cognitive and Personality Assessment. Lecture Preview. Cognitive Testing Personality Testing Clinical Inference and Judgment Communicating Assessment Results. N europsychological assessment examines brain- behavior relationships .

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Cognitive and Personality Assessment

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  1. Cognitive andPersonality Assessment

  2. Lecture Preview • Cognitive Testing • Personality Testing • Clinical Inference and Judgment • Communicating Assessment Results

  3. Neuropsychological assessment examines brain- behavior relationships. Personality testing accesses both underlying intrapsychicissues and overt behavioral manifestationsof each individual’s unique psyche.

  4. Cognitive Testing

  5. Cognitive Testing the assessment of a wide range of informationprocessingor thinking skills and behaviors.Theyinclude general neuropsychologicalfunctions involving brain-behavior relationships,general intellectual functions (such asreasoning and problem solving) as well asmore specific cognitive skills (such as visualand auditory memory), language skills, patternrecognition, visualperceptualskills, academic skills, and motorfunctions.

  6. Cognitive testing may include • aptitudetesting= assesses cognitive potentialsuch as general intelligence • achievementtesting= assesses proficiency in specific skills such as reading or mathematics. Cognitive testing refers to manydifferent types of tests measuring many differenttypes of thinking and learning skills.

  7. Intelligence Testing Duringthe beginning of the field,the goals of intellectual testing were to evaluate children in orderto help them maximize their educational experienceand to assist teachers for children with special needs. It was also used to screen military recruits. Now, it is used forvocational planning, assessing learning disabilities,determining eligibility for gifted andspecial education programs, and examining brain-behavior relationships following head injuries, strokes, or other medical conditions.

  8. We can learn about an individual’scognitive 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 frequentlymisused by some professionals and the public. Argument about the reliability, validity, meaning, and usefulnessof IQ scores and testing continues today.

  9. What Is Intelligence? There is no agreement about definitionor theory of INT. Boring (1923)defined INTas what INT tests measure. Spearman offereda two-factor theory of INT: general abilities of INT (referred to as g) and specific abilitiesof INT (referred to as s). Thurstone suggested that INTincluded nineindependent skills or primary mentalabilities: verbal relations, words, perceptualability, spatial ability, induction, deduction,numerical ability, arithmetic reasoning, andmemory. These distinctand separate abilities comprise INT.

  10. Cattell defined fluid abilities as theperson’s genetic or inborn intellectual abilities,crystallized abilities are what a personlearns through experience, culture, and variousopportunities arising from interactionwith the world. Fluid abilities resemble Spearman’sg and refer to general problem-solvingabilities, abstract reasoning, and ability to integrateand synthesize information quicklyand efficiently. Crystallized abilities resembleSpearman’s s and refer to specific skills developed bytraining and experience.

  11. Piaget addeda developmentalperspective to intellectual theory.He suggested that humans have fourstages of cognitive development: sensorimotor, preoperational, concrete operational,and formal operations Piaget used the terms assimilationto refer to gathering information accommodationto refer to changing existingcognitive structures (or schemes) to allow forthe newly incorporated and assimilated information.

  12. Contemporaryviews of INT includepractical, creative, and emotional aspects inaddition to more traditional abstract reasoningand academic abilities. Sternberg and Gardner accepta more biopsychosocialperspective in the description of INT. Sternberg offered a triarchic theory of INT. Threecategories of INT: componential factorincludes analyticalthinking, experiential factorincludes creative abilities. contextual factorrefers to good “street smarts” and the ability toadapt to and manipulate the environment.

  13. Gardner developed atheory of multiple INTs comprising six different types of intelligence: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, and personal.

  14. Knowing and managingone’s emotions and recognizing emotions inothers are part of emotional INT(EQ) of Goleman. However, Sternberg and Gardner’s new views of INT have not resulted in thedevelopment of new tests. The traditional IQ tests have been used.

  15. How Do Clinical Psychologists Measure Intelligence? There are differenttests forchildren,adults, ethnic minority group members, thegifted, and the disabled. Sometests are administered individually,others are administered in groups. Some are easy toadminister and score, others are very difficult to use. The most popular and frequently usedtests are the Wechsler Scales.The second most frequentlyused INTtest is the Stanford-Binet (Fifth Edition).

  16. Wechsler Scales for Adults The Wechsler-Bellevue INT Scale was developed in1939. 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.

  17. Wechsler Scales The WAIS-IVgenerally takes aboutone to one-and-a-half hours to individuallyadminister to someone between the ages of 16and 74. FourIQ 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

  18. Wechsler Scales The mean IQ scoreis 100 with a SD of 15. Scores between 90and 110 the averagerange of intellectual functioning. Scores below70 are considered to be in the mentally deficient (MR) range, Scores above 130 are consideredto be in the very superior range.

  19. Wechsler Scales Kaplan have developedWAIS-R as a NeuropsychologicalInstrument (WAIS-R NI) with additional subtests (Sentence Arrangement, Spatial Span, Symbol Copy) aswell as modifications for administration and scoring in order to measure individualswho have brain dysfunction. We can make inferences about cognitive strengths and weaknesses by examining thepattern of scores obtained on each WAIS-IV subtest.

  20. 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 subtestsof the WAIS-IVrelative to high scores on the verbal subtestshas been associated with alcoholism and dementia.

  21. Wechsler Scales For Children The Wechsler INTScale for Children(WISC) in 1949 TheWechsler INT Scale for Children-Revised (WISC-R)in 1974 The Wechsler INTScale for Children-Third Edition (WISC-III) in 1991 The Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) in 2003. The WISC-IV was developedfor children aged 6 to 16.

  22. 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

  23. 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 100and a standard deviation of 15. Subtest scores have a mean of 10 and astandard deviation of 3.

  24. The Wechsler Preschool and Primary Scale of INT (WPPSI) The WPPSIin 1967 the WPPSI-R in 1989 the WPPSI-IIIin 2002, the current version The WPPSI-III is used forchildren ranging in age from 2 to 7. four IQ scores: Verbal IQ:Information, Vocabulary, andWord Reasoning Performance IQ: Block Design, Matrix Reasoning, and PictureConcept Processing Speed IQ: Symbol Search and Coding Subtest +++++ Full Scale IQ. IQ scores have a meanof 100 and a standard deviation of 15, whilethe subtest scores have a mean of 10 and astandard deviation of 3.

  25. 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. Itconsists of Nonverbal(NV) and Verbal (V) domains +++++ a full-scale IQ score. The age of the subject determineswhich subtests are used in any evaluation. IQ scores are based on a meanof 100 and a standard deviation of 15.

  26. 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

  27. Other Tests of Intellectual Ability Other tests are available for specific populationssuch as giftedchildren, 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, Raven’s Progressive Matrices, General Ability Measure for Adults, System of Multicultural Pluralistic Assessment (SOMPA)

  28. Neuropsychological Testing Other tests focuson brain-behavior relationships andneuropsychological functioning. Brainimpairment isdue to head injury, substanceabuse, stroke, or other illnesses and injuries. Brain impairment impactsthe cognitive ability to use language,think and make appropriate judgments,perceive and respond tostimuli, and remember old or new information. Neuropsychological testing assessesintellectual, abstractreasoning, memory, visual-perceptual,attention, concentration, gross and fine motor,and language functioning.

  29. Neuropsychological Testing Neuropsychological test batteries: • The Halstead-Reitan Battery and the Luria- Nebraska Battery are the most commonly used. The Halstead-ReitanBattery can be administered to personsaged 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 of11 subtests whichassessreading, writing, speech, memory, arithmetic,and other skills. It takesabout 2.5 hours to administer. • Bilnot Battery, Prof. Dr. Sirel Karakaş

  30. Neuropsychological Testing Another neuropsychological testing approach, the Boston Processuses a subset of a wide varietyof tests in order to answer specific neuropsychologicalquestions.Performance on one test determines which tests or subtestswill be used next. The testing process couldbe short or long involving few or many tests. Individual neuropsychological tests: • the WechslerMemory Scale-III , the BentonVisual Retention Test, theWAIS-R as a Neuropsychological Instrument and Wisconsin Card Sorting Test.

  31. Neuropsychological Testing Physiologicaltests such as evoked potentials, electroencephalography(EEG), and reaction timemeasures may be useful in the assessment of INTand cognitive abilities. Evoked potentialsassess the brain’s ability to process the perceptionof a stimulus. EEG measures electricalactivity of the brain. We are currently not licensed to administer neuroimaging techniques such ascomputerized axial tomography (CAT), magneticresonance imaging (MRI), and positronemission tomography (PET), these techniques investigatebrain structure and function.

  32. In the SCH, AD, anorexia nervosa, alcoholism, and mood disorders, cortical atrophy or actual loss of brain tissue has occured. Neuropsychological tests areused with clinical interviews, behavioral observations,and other cognitive, personality, andphysiological assessment tools. Neuropsychologicaltesting is not isolated from otherevaluation techniques. Neuropsychologistsmust have a high level of information about brain structure and functioning.

  33. Questions on IQ and Cognitive Testing ARE WE BORN WITH A CERTAIN IQ? For some people, we are born with an innatelydetermined 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 <Caucasians <Asians less intelligent. Heritabilityof INTis between .40 and .80. • biological (e.g., prenatal care, genetics, nutrition), • psychological (e.g., anxiety, motivation, self-esteem), and • social (e.g., culture, SES) factors areassociated with INT.

  34. Questions on IQ and Cognitive Testing ARE IQ SCORES STABLE OVER TIME? Many factors influence the stability of IQ scores. 1. Scores obtained when a child is very young arelikely to be less stable than scores obtainedwhen a child is older. Earlychildhood tests focus onperceptual and motor skills, tests forolder children and adults focus more on verbal skills. 2. The longer the time between testing administrations,the more unstable the IQ score will appear. 3.Environmental factors such as stress, nutrition,educational opportunities, exposure to toxinssuch as lead, and illness play a role in the IQ scores.

  35. Questions on IQ and Cognitive Testing ARE IQ SCORES BIASED? Do children from high SES performbetter on IQ teststhan those from lower SES? IQ tests may not be appropriatefor ethnic minority groups. • Moststandardized IQ tests such asthe Wechsler and Stanford-Binet scales are not biased. But, tests can be misused by both unqualified and well-meaning people.

  36. Questions on IQ and Cognitive Testing Flynn effect IQ scores have increased over generations, by about 3 points every 10 years. This is due to influences such as better education, improved nutrition, technological advances, and nuclear family.

  37. Questions on IQ and Cognitive Testing SHOULD THE TERMS INTELLIGENCE QUOTIENTOR IQ CONTINUE TO BE USED? Someexperts suggest thatgeneral IQ scores mustbe left out. Some new tests such as the newest version of the Stanford-Binet have not used the terms intelligence quotient orIQ.

  38. Conclusion Cognitive testing is used to identifyoverallintellectual skills, to identify cognitive strengths and weaknesses, to assess the presence of learning disabilities, to predict academic success, to examine brain dysfunction, and to assess personality.

  39. We must be cautious in the use of cognitive testing. We must be aware ofthe limitations of the testing situation and thetest. We mustbe careful to use tests forthe purpose for which the test was developed. We must understand the biopsychosocial influences that might affect the scores. Stress level and coping abilities are associated with cognitive abilities.

  40. Personality Testing

  41. Personality testing strivesto observe and describethe structure and content of personality. Personality can be defined as the characteristic ways inwhich an individual thinks, feels, and behaves. Personality testing is useful inclarifying diagnosis, problematic patterns and symptoms, intrapsychic and interpersonal dynamics, and treatment implications.

  42. What Are Personality andPsychological Functioning? Each individual has a unique manner of interacting with the world. Personality isthe enduring styles of thinking andbehaving when interacting with the world. Personality is influenced by biological, psychological,and social factors. Between20% and 60%of the variance in personality traits are influenced by genetic factors, remaining is influenced by psychosocial factors (e.g., relationships withparents, siblings, and friends, as well as life events).

  43. Psychological functioning is a more generalterm. It refersto the individual’s cognitive,personality, and emotional worlds. Psychological functioning includes personality as well as other aspects of emotional, behavioral, cognitive, and interpersonal functioning. But, we mean topsychological functioning asnoncognitive areas offunctioning such as mood and interpersonalrelationships. Whileanxiety,depr, and anger may be persistent personalitytraits, they can also be temporarymood states. Someone facing stressful lifeevents, such as the death of a loved one, may experience severe anxiety, depr, or anger. The individual may feel and behave in an anxiousor depressed manner as a reaction to thestressful event(s) but does not tend to be anxiousor depressed most of the time.

  44. Is Personality Really Persistent? Many peoplebelieve that behavior is consistent across situations, many argue that behavior is generally situation specific. Behavior is predictable but is not rigidly consistent. People have personality styles that are generally consistentbut interact with situational factors; personality and behavior differsfrom situation to situation.

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