Psychological Testing: An Overview

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Psychological Testing:

An Overview

Jonathan A. Pastor,

Jonathan A. Pastor, Psy

Psy. D.

. D.

Washington Heights Community

Service, NYSPI

Summary of Presentation



You try it out first!



Psychological Testing: Key Concepts



Intelligence Testing –

Intelligence Testing

– Cognitive function

Cognitive function



Neuropsychological Assessment



Personality Tests:



Objective Personality Measures (MMPI-2)Objective Personality Measures (MMPI-2)



Projective Personality Tests (Rorschach,Projective Personality Tests (Rorschach,

Thematic Apperception Test, Draw-A-Person) Thematic Apperception Test, Draw-A-Person)

(2)

Your First-hand Look at Testing

Wechsler Adult Intelligence Scales (3

rdrd

_ed.)









What does “

What does

“tirade

tirade”

” mean?

mean?



What does “

What does

“compassion

compassion”

” mean?

mean?



What does the saying “

What does the saying

“one swallow does not

one swallow does not

make the summer

make the summer”

” mean?

mean?



How are a fly and a tree similar?



Who’

Who

’s buried in Grant

s buried in Grant’

’s Tomb?

s Tomb?

Psychological Testing: Key Concepts

Psychological Test:

An objective and

standardized

measure of a sample of behavior



Standardization

Standardization –

– uniform procedure of

uniform procedure of

administering and scoring test, which reduces

measurement error

–

– i.e., differences between

i.e., differences between

subjects

subjects’

’ scores are due to

scores are due to “

“true

true”

” differences

differences

rather than random factors unrelated to what

the test is measuring.



Norms:

Scores of a representative sample of

the population of a particular test

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Psychological Testing: Key Concepts

(2)

Reliability:

Reliability: Consistency; how much a test provides Consistency; how much a test provides consistent, repeatable results

consistent, repeatable results Validity:

Validity: How much a test measures what it is supposed How much a test measures what it is supposed to measure; e.g., does the

to measure; e.g., does the ““intelligence”intelligence” test really test really measure

measure ““intelligenceintelligence””?? Normal Distribution:

Normal Distribution: When approx. the same number of When approx. the same number of people scored better than and worse than the mean, people scored better than and worse than the mean, with the most people scoring close to the mean -- a with the most people scoring close to the mean -- a “

“bell curvebell curve”” Standard Deviation:

Standard Deviation: Measure of variance Measure of variance –– 68% of all 68% of all scores fall one standard deviation from the mean; 95% scores fall one standard deviation from the mean; 95% are within two

are within two S.D.S.D.’’ss Standard Scores:

Standard Scores: A raw score A raw score’’s distance from the means distance from the mean (average) in terms of standard deviation units

(average) in terms of standard deviation units

Reasons for Testing Referrals



Referral Source needs to specify:

A. What areas of functioning need

clarification?

B. Assessment relevant to cognitive

functioning, treatment, disposition, etc.?

C. Is the client near their normal level of

functioning?

(4)

Intelligence Testing



What is intelligence?

Spearman

: Mental tasks require two kinds of

ability: general ability,

ability: general ability, “

“g

g”

”; specific abilities,

; specific abilities, “

“s

s”

”

Cattell

: Two kinds of intelligence:



 Fluid: On-the-spot reasoning, problem-solving,Fluid: On-the-spot reasoning, problem-solving, understanding complex relationships

understanding complex relationships



 Crystallized: Knowledge acquired about the worldCrystallized: Knowledge acquired about the world

Wechsler

: High ability on one task predictive

of other abilities; intelligence centered on ability

to

act purposefully, think rationally and deal

effectively with environment

Studies of Intelligence



Heredity vs. Environment: Approx. 50/50 contributionHeredity vs. Environment: Approx. 50/50 contribution



Stability of Intelligence: Infant tests have mixed abilityStability of Intelligence: Infant tests have mixed ability to predict later performance

to predict later performance



Gender DifferencesGender Differences



Birth OrderBirth Order



Racial/Ethnic DifferencesRacial/Ethnic Differences



 The Genetic-based Argument (The Genetic-based Argument (The Bell Curve (1994)The Bell Curve (1994)



 Flaws of the Genetic-based ArgumentFlaws of the Genetic-based Argument



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Stanford-Stanford-Binet

Binet Intelligence Scale

Intelligence Scale



Forerunner of Intelligence Tests developed in

1916 by Alfred

1916 by Alfred Binet

Binet in France.

in France.



15 subtests of Verbal and Performance items

grouped by age levels, from age two to adult.



Early versions showed intelligence by the ratio

IQ (intelligence quotient) score of mental age

divided by chronological age times 100.



Latest version, in 1986, changed

Latest version, in 1986, changed “

“IQ

IQ”

” to

to

Standard Age Scales (SAS) in response to WAIS

Wechsler Intelligence Scales



Most commonly used intelligence tests; All are

Most commonly used intelligence tests;

All are

standardized by age norms



Average score = 100, Standard deviation = 15;

Subtest average score = 10, Standard deviation =

3. Variability among subtests can be great from

subject to subject; therefore

subject to subject; therefore inter-test scatter

inter-test scatter

must be assessed



WISC-R

(Wechsler Intelligence Scale for Children-

(Wechsler Intelligence Scale for

Children-Revised) for children ages 6 to 16; has 13 subtests

Revised) for children ages 6 to 16; has 13 subtests

divided into Verbal and Performance Scales



WPPSI-R

(Wechsler Preschool Primary Scale of

Intelligence) specialized for children ages 4 to 6



WAIS-III

(Wechsler Adult Intelligence Scales, 3

rdrd

edition)

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WAIS-III

Verbal Subtests

Verbal Subtests (from best to worst “(from best to worst “gg”” correlation correlation):):









VocabularyVocabulary - learning ability, concept formation, - learning ability, concept formation, long-term memory; very stable over lifetime, but long-term memory; very stable over lifetime, but dependent on life experiences

dependent on life experiences



Information - Information - crystallized intelligence –crystallized intelligence – mostmost

culture-sensitive,

culture-sensitive, leastleast affected by brain injury affected by brain injury



SimilaritiesSimilarities - abstract verbal ability - abstract verbal ability



ComprehensionComprehension - social judgment - social judgment



Arithmetic Arithmetic –– reasoning, concentration and mental reasoning, concentration and mental arithmetic

arithmetic



Letter-Number Sequencing - Letter-Number Sequencing - concentration,concentration, tracking, set-shifting

tracking, set-shifting









Digit SpanDigit Span - attention, short-term memory - attention, short-term memory

WAIS-III (continued)

Performance Subtests: Performance Subtests:









Block Design - visual-motor coordination, nonverbalBlock Design - visual-motor coordination, nonverbal concept formation and visual-spatial comprehension concept formation and visual-spatial comprehension



Matrix Reasoning – Matrix Reasoning – non-verbal reasoning; analogy non-verbal reasoning; analogy



Symbol Search - Processing speedSymbol Search - Processing speed



Picture Completion – Picture Completion – visual organization, visual organization, concentration

concentration



Picture Arrangement – Picture Arrangement – nonverbal reasoning, nonverbal reasoning, interpretation of social situations

interpretation of social situations



Object Assembly –Object Assembly – perceptual organization, motor perceptual organization, motor coordination

coordination









Digit-Symbol Coding – Digit-Symbol Coding –visual-motor coordination,visual-motor coordination, short-term memory

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WAIS-III: Interpretation









Full-scale IQ



Verbal-Performance IQ’

Verbal-Performance IQ

’s (diff. of 12+ pts.

s (diff. of 12+ pts.

Significant)



Subtest Variability



Intra-subtest Variability



Qualitative Analysis –

Qualitative Analysis

– what do the responses

what do the responses

say about the subject beyond representing

his/her intelligence?

Adaptive Functioning



Intelligence testing may notIntelligence testing may not fully represent overall fully represent overall intelligence;

intelligence; other domains may differ from testingother domains may differ from testing

domain



Vineland Adaptive Behavior ScalesVineland Adaptive Behavior Scales–– Measures personal Measures personal and social sufficiency, based on three principles:

and social sufficiency, based on three principles:









Adaptive behavior develops with ageAdaptive behavior develops with age



Adaptive behavior is defined by Adaptive behavior is defined by expecationsexpecations of others of others



Adaptive behavior relates to Adaptive behavior relates to performance performance ––not abilitynot ability Domains:

Domains:



 CommunicationCommunication



 Daily living skillsDaily living skills



 SocializationSocialization



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Neuropsychological Assessment:

Bender

Bender Visuomotor

Visuomotor Test

Test



Test of visual-motor coordination used as aTest of visual-motor coordination used as a

screening device

screening device for brain damage and psychiatric for brain damage and psychiatric disorders

disorders



9 simple designs presented one at a time to be copied9 simple designs presented one at a time to be copied by subject on a single piece of paper

by subject on a single piece of paper



Memory test: One minute later, asked to recallMemory test: One minute later, asked to recall

Signs of organic brain disorder: Signs of organic brain disorder: 

Rotation (partial in organics, fully in psychotics)Rotation (partial in organics, fully in psychotics)



Difficulties with anglesDifficulties with angles



PerseverationPerseveration



DistortionDistortion



Overlapping figuresOverlapping figures



Personality featuresPersonality features

Bender Stimuli

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Bender: An Example of

Bender: An Example of Organicity

Organicity

Minnesota

Multi-Minnesota Multi-Phasic

Phasic Inventory

Inventory

(MMPI-2)



Most commonly used clinical personality test

today, developed to distinguish people with

clinical disorders from normal individuals



Large numbers of people, both

Large numbers of people, both “

“normals

normals”

” and

and

people already known to have clinical disorders,

were asked hundreds of true/false questions;

when certain groups tended to answer

differently from

differently from “

“normals

normals”

”, these items were

, these items were

placed on

clinical scales

that suggest different

clinical problems

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MMPI-2: Scales

Clinical Scales (examples)

Hypochondriasis

Hypochondriasis: : Preoccupation with bodily functionsPreoccupation with bodily functions Depression:

Depression: Helplessness, worthlessness Helplessness, worthlessness Hysteria:

Hysteria: Physical symptoms with functional origin Physical symptoms with functional origin

Psychopathic Deviate:

Psychopathic Deviate: Antisocial tendencies Antisocial tendencies Masculinty

Masculinty-Femininity: -Femininity: Interests typical of the opposite sex Interests typical of the opposite sex

Validity Scales

? Scale:

? Scale: More than 30 unanswered questions is problematicMore than 30 unanswered questions is problematic

L (Lie) Scale:

L (Lie) Scale: elevations = elevations = perfectionisticperfectionistic self-image self-image

F (Infrequency) Scale:

F (Infrequency) Scale:““looking badlooking bad””, either intentionally or not, either intentionally or not K(Correction

K(Correction):): Defensiveness, guardedness Defensiveness, guardedness

Projective Tests: Rorschach



Psychoanalysts: Projective tests, esp. Rorschach, are aPsychoanalysts: Projective tests, esp. Rorschach, are a window to

window to primary process thinking: instinctualprimary process thinking: instinctual drives, wishes, fears

drives, wishes, fears



Rorschach Rorschach devised by Hermann Rorschach in 1921:devised by Hermann Rorschach in 1921: Most commonly used test after the WAIS and MMPI Most commonly used test after the WAIS and MMPI



10 inkblots, five chromatic, five achromatic. Subjects10 inkblots, five chromatic, five achromatic. Subjects asked to

asked to free associatefree associate and then elaborate and then elaborate



Avg. of 20-30 responses total for the 10 cards,Avg. of 20-30 responses total for the 10 cards, followed by inquiry

followed by inquiry



ExnerExner Scoring System Scoring System developed in 1986 to make developed in 1986 to make scoring more uniform and objective

scoring more uniform and objective –– this was to allow this was to allow for better

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Rorschach Interpretation

Location

1.

1. W = Whole - assdW = Whole - assd. with striving, integrating,. with striving, integrating, intellectualizing (20%-30%)

intellectualizing (20%-30%) 2.

2. D = Detail –D = Detail – conventional (approx. 50%) conventional (approx. 50%) 3.

3. Dd = Rarely noticed Detail Dd = Rarely noticed Detail –– assdassd. with. with obsessiveness

obsessiveness or paranoia (10%) or paranoia (10%)



W = White space –W = White space – assd. with negativism,assd. with negativism, antagonism (5-10%)

antagonism (5-10%)

Rorschach Interpretation (2)

Determinants (i.e., What makes it look as it does?) Determinants (i.e., What makes it look as it does?) 

Form (F)Form (F)–– most common most common determdeterm. High F = conforming,. High F = conforming, rigid, emotionally cut-off; Low F = poor reality-testing,

rigid, emotionally cut-off; Low F = poor reality-testing,

impulse control (also assigned a Form Quality score)



Movement: MMovement: M–– human movement = strong inner resources, human movement = strong inner resources,

sense of agency;

sense of agency; FMFM–– animal movement = impulse toward animal movement = impulse toward immediate gratification;

immediate gratification; mm–– inanimate object movement = inanimate object movement = tension, helplessness. Movement assigned

tension, helplessness. Movement assigned a a or or p p scorescore 

Color (C) Color (C) –– Represents emotional life; Represents emotional life; achromatic (Cachromatic (C’’)) = =

withdrawn, depressed, subdued;

withdrawn, depressed, subdued; chromaticchromatic = sociable, active, = sociable, active,

“

“Pure CPure C”” = effusive, hysterical = effusive, hysterical 

Texture (T) Texture (T) –– soft = warm, need for physical closeness; hard soft = warm, need for physical closeness; hard = tough, standoffish

= tough, standoffish



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Rorschach Interpretation (3)

Content Content Humans

Humans –– Interest in and awareness of others Interest in and awareness of others Animals

Animals –– Tending toward stereotype, conventional, Tending toward stereotype, conventional, immature

immature Anatomy

Anatomy –– Concern with bodily harm; somatic Concern with bodily harm; somatic preoccupation

preoccupation Art

Art –– when used often = intellectualizing, distancing when used often = intellectualizing, distancing from feelings

from feelings

Popular vs. Original Percepts Popular vs. Original Percepts

High

High PopularsPopulars = conventionality, conformity = conventionality, conformity Low

Low PopularsPopulars = rebelliousness or thought disorder = rebelliousness or thought disorder

Rorschach Interpretation (4)

Special Scores

Special Scores –– Some examples Some examples COP

COP –– Cooperative = people working together good Cooperative = people working together good socialization

socialization

MOR

MOR –– Morbid = Doubtful about world, antic. Failures Morbid = Doubtful about world, antic. Failures DV

DV –– Deviant response Deviant response INCOM

INCOM –– Incongruous Combination of = strained logic Incongruous Combination of = strained logic systems, disregard for reality

systems, disregard for reality

PSV

PSV ––PerseverationPerseveration = cognitive inflexibility; = cognitive inflexibility; organicityorganicity/retard./retard. ALOG

ALOG ––AlogicalAlogical response response

CONTAM

CONTAM –– Contamination Contamination –– e.g., e.g., ““itit’’s as a butterflower

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Projective Tests: Thematic

Apperception Test (TAT)



““ApperceptionApperception””:: Perception influenced by personal Perception influenced by personal attitudes, drives and perspectives, and thereby

attitudes, drives and perspectives, and thereby distorted by them.

distorted by them.



Developed in 1935 by Henry Murray -- 31 pictures,Developed in 1935 by Henry Murray -- 31 pictures, mainly of people. Subjects asked to tell stories about mainly of people. Subjects asked to tell stories about some pictures, presumably revealing their personal, some pictures, presumably revealing their personal, individual

individual ““apperceptionapperception” of ambiguous stimuli;” of ambiguous stimuli; Approx. 10 are used to

Approx. 10 are used to focus on interpersonalfocus on interpersonal relationships

relationships



Subjects asked to tell a story with a beginning, middleSubjects asked to tell a story with a beginning, middle and end, and include thoughts and feelings

and end, and include thoughts and feelings



More structured than Rorschach; yet requires moreMore structured than Rorschach; yet requires more complex and meaningfully organized verbal response complex and meaningfully organized verbal response

TAT Interpretation

Determinants of the Story









Situational context of testing



Perceptual Impact –

Perceptual Impact

– what is/isn

what is/isn’

’t noticed?

t noticed?



Needs and Affects



“Presses

“

Presses”

”

–

– What are the environmental

What are the environmental

forces in the story?



Defenses –

Defenses

– How does the subject cope with

How does the subject cope with

stress/anxiety?

(14)

Draw-a-Person Test



Developed in 1949 for personality assessment inDeveloped in 1949 for personality assessment in conjunction with other tests

conjunction with other tests



Characteristics of Characteristics of ““normalnormal”” drawings: drawings:



 Same sex as subjectSame sex as subject



 Whole face, head, body, clothed, 6-7Whole face, head, body, clothed, 6-7”” tall tall



Warning indicators of mental disturbance:Warning indicators of mental disturbance:



 Strange succession of/approach to drawing figureStrange succession of/approach to drawing figure



 Omission of important partsOmission of important parts



 NudesNudes



 Tiny or huge figureTiny or huge figure

Putting it All Together:

The Testing Report



Report typically broken into five sections:



Reason for referralReason for referral



Tests administeredTests administered



Behavioral ObservationsBehavioral Observations



Cognitive FunctioningCognitive Functioning

