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Psychological TestingPsychological Testing

Robyn von Maltzahn Robyn von Maltzahn

HAVEG – Room 11 HAVEG – Room 11

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Psychological TestingPsychological Testing

3 Lectures3 Lectures– History of testing/assessmentHistory of testing/assessment– Intelligence testing and Neuropsychological Intelligence testing and Neuropsychological

teststests– Projective testsProjective tests

ReferencesReferences– Foxcroft, C.D., & Roodt, G. (2001). Foxcroft, C.D., & Roodt, G. (2001). An An

introduction to psychological assessmentintroduction to psychological assessment. . Cape Town: Oxford University Press.Cape Town: Oxford University Press.

– Lots of information on the web – be careful Lots of information on the web – be careful of the source.of the source.

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TestingTesting

“Psychology cannot attain the certainty and exactness of the physical sciences, unless it rests on a foundation of experiment and measurement. A step in this direction could be made by applying a series of mental tests and measurements to a large number of individuals. The results would be of considerable scientific value in discovering the constancy of mental processes, their interdependence, and their variation under different circumstances. Individuals, besides, would find their tests interesting, and, perhaps, useful in regard to training, mode of life or indication of disease. The scientific and practical value of such tests would be much increased should a uniform system be adopted, so that determinations made at different times and places could be compared and combined.” (Cattell, 1890)

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What is a test?What is a test?

Health Professions Act, 56 of 1974– A psychological act with respect to assessment is

defined as being “the use of measures to assess mental, cognitive, or behavioural processes and functioning, intellectual or cognitive ability or functioning, aptitude, interest, emotions, personality, psychophysiological functioning, or psychopathology (abnormal functioning)”

Measure constructsMeasure constructs Try to quantify traits and behaviourTry to quantify traits and behaviour Represent the individual characteristic of the Represent the individual characteristic of the

person on the constructperson on the construct Differences in scores should represent Differences in scores should represent

differences in the constructdifferences in the construct

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Testing vs. Testing vs. AssessmentAssessment Psychological tests are one component of assessmentPsychological tests are one component of assessment AssessmentAssessment

– Multiple measures/testsMultiple measures/tests– Multiple domainsMultiple domains– Multiple sources e.g. parents, friends, teachersMultiple sources e.g. parents, friends, teachers– Multiple observations e.g. observation, naturalisticMultiple observations e.g. observation, naturalistic– Multiple occasions (if you are lucky!)Multiple occasions (if you are lucky!)– All this info is then synthesised and integratedAll this info is then synthesised and integrated

Administered in a variety of settingsAdministered in a variety of settings– schools, universities, hospitals, outpatient healthcare schools, universities, hospitals, outpatient healthcare

settings, social agencies, prisons, and employment or settings, social agencies, prisons, and employment or human resource offices human resource offices

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People involved in People involved in testingtesting Individual and group level:Individual and group level:

– The test developerThe test developer– The test userThe test user– The test taker The test taker

May be a group or and individualMay be a group or and individual

– Society at largeSociety at large

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Why is testing Why is testing important?important? Estimated 200 million Estimated 200 million

achievement and ability tests achievement and ability tests administered at schools in the USadministered at schools in the US

Can have subtle or profound Can have subtle or profound effects on life – can change liveseffects on life – can change lives

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Dimensions of TestDimensions of Test

InterestInterest AptitudeAptitude Achievement testsAchievement tests Personality inventoriesPersonality inventories Intelligence testsIntelligence tests Neurological functioningNeurological functioning

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History of History of Psychological TestingPsychological Testing Astrology, humorology, phrenology, Astrology, humorology, phrenology,

graphologygraphology

2020thth century advances in assessment century advances in assessment due to advances in:due to advances in:– Theories of human behaviourTheories of human behaviour– Statistical methodsStatistical methods– Application of psychology in various Application of psychology in various

settingssettings– Treatment of mentally disturbed and Treatment of mentally disturbed and

retarded people retarded people

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Why look at the past?Why look at the past?

History influences current practiceHistory influences current practice– Relevance Relevance – Evolved and progressedEvolved and progressed

History is important:History is important:– Helps explain current practiceHelps explain current practice– Strengths and weaknessesStrengths and weaknesses– Prevent repetitions of the ‘wrongs of the Prevent repetitions of the ‘wrongs of the

past’past’

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Early originsEarly origins

China 2200BCChina 2200BC– First form of testFirst form of test– ““fitness for office”fitness for office”– Refined and developed and written Refined and developed and written

exams were introduced 202BCexams were introduced 202BC– Civil law, military affairs, agriculture, Civil law, military affairs, agriculture,

revenue and geographyrevenue and geography

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The start in psychiatryThe start in psychiatry

1885 German Hubert von Grashey1885 German Hubert von Grashey– PhysicianPhysician– Developed the antecedent of the memory Developed the antecedent of the memory

drumdrum

Conrad RiegerConrad Rieger– PsychiatristPsychiatrist– Test battery for brain damageTest battery for brain damage– 100 hours to administer100 hours to administer

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Early testingEarly testing

Brass instrument eraBrass instrument era– Mistook simple sensory processes Mistook simple sensory processes

for intelligencefor intelligence

Wilhem Wundt (1832-1920)Wilhem Wundt (1832-1920)– 11stst psychological lab in 1879 in psychological lab in 1879 in

Leipzig, GermanyLeipzig, Germany

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Francis GaltonFrancis Galton(1822-1911)(1822-1911)

Continued with brass instruments but Continued with brass instruments but increased sample sizeincreased sample size– Clever ways of collecting dataClever ways of collecting data

11stst battery of tests battery of tests– Sensory and motor measuresSensory and motor measures

Height, weight, hand length, head breadth, arm Height, weight, hand length, head breadth, arm span, length of middle finger, strength of hand span, length of middle finger, strength of hand squeeze, vital capacity of lungs, highest audible squeeze, vital capacity of lungs, highest audible tone, reaction timetone, reaction time

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James McKeen CattellJames McKeen Cattell

Studied with GaltonStudied with Galton ““Mental tests and measurements”Mental tests and measurements”

– Strength of hand squeeze as measured by dynamometerStrength of hand squeeze as measured by dynamometer– Rate of hand movement through a distance of 50 centimetersRate of hand movement through a distance of 50 centimeters– Two-point threshold for touchTwo-point threshold for touch

minimum distance at which two points are still perceived as separateminimum distance at which two points are still perceived as separate– Degree of pressure needed to cause painDegree of pressure needed to cause pain

rubber tip pressed against the foreheadrubber tip pressed against the forehead– Weight differentiationWeight differentiation

discern the relative weights of identical-looking boxes varying by one gram from discern the relative weights of identical-looking boxes varying by one gram from 100 to 110 grams100 to 110 grams

– Reaction time for soundReaction time for sound– Time for naming colorsTime for naming colors– Bisection of a 50-centimeter lineBisection of a 50-centimeter line– Judgment of 10 seconds of timeJudgment of 10 seconds of time– Number of letters repeated on one hearingNumber of letters repeated on one hearing

Clark Wissler (student) aimed to demonstrate test result could Clark Wissler (student) aimed to demonstrate test result could predict academic performancepredict academic performance

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Alfred BinetAlfred Binet(1857-1911)(1857-1911)

1904 French commission to identify retardation1904 French commission to identify retardation 1905 Binet-Simon scale1905 Binet-Simon scale

– Differed to previous testsDiffered to previous tests Did not precisely measure a single constructDid not precisely measure a single construct Brief and practicalBrief and practical Pragmatic view of intelligencePragmatic view of intelligence StandardisedStandardised conditions and norms conditions and norms

1911 Third version of the B-S scale1911 Third version of the B-S scale– Adult rangeAdult range– Mental age scoring and later a quotientMental age scoring and later a quotient

1916 Standford-Binet1916 Standford-Binet– Introduction of IQIntroduction of IQ

US use with immigrantsUS use with immigrants

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The 1905 Binet-Simon The 1905 Binet-Simon ScaleScale1. Follows a moving object with the eyes.1. Follows a moving object with the eyes.2. Grasps a small object which is touched.2. Grasps a small object which is touched.3. Grasps a small object which is seen.3. Grasps a small object which is seen.4. Recognizes the difference between a square of chocolate and a square of 4. Recognizes the difference between a square of chocolate and a square of

wood.wood.5. Finds and eats a square of chocolate wrapped in paper.5. Finds and eats a square of chocolate wrapped in paper.6. Executes simple commands and imitates simple gestures.6. Executes simple commands and imitates simple gestures.7. Points to familiar named objects, e.g., “Show me the cup.”7. Points to familiar named objects, e.g., “Show me the cup.”8. Points to objects represented in pictures, e.g., “Put your finger on the window.”8. Points to objects represented in pictures, e.g., “Put your finger on the window.”9. Names objects in pictures, e.g., “What is this?” 9. Names objects in pictures, e.g., “What is this?” 10. Compares two lines of markedly unequal length.10. Compares two lines of markedly unequal length.11. Repeats three spoken digits.11. Repeats three spoken digits.12. Compares two weights.12. Compares two weights.13. Shows susceptibility to suggestion.13. Shows susceptibility to suggestion.14. Defines common words by function.14. Defines common words by function.15. Repeats a sentence of 15 words.15. Repeats a sentence of 15 words.16. Tells how two common objects are different, e.g., “paper and cardboard.”16. Tells how two common objects are different, e.g., “paper and cardboard.”17. Names from memory as many as possible of 13 objects displayed on a board 17. Names from memory as many as possible of 13 objects displayed on a board

for 30 seconds. for 30 seconds.

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The Scale Cont.The Scale Cont.

18. Reproduces from memory two designs shown for 10 seconds.18. Reproduces from memory two designs shown for 10 seconds.19. Repeats a longer series of digits than in item 11 to test immediate 19. Repeats a longer series of digits than in item 11 to test immediate

memory.memory.20. Tells how two common objects are alike, e.g., “butterfly and flea.”20. Tells how two common objects are alike, e.g., “butterfly and flea.”21. Compares two lines of slightly unequal length.21. Compares two lines of slightly unequal length.22. Compares five blocks to put them in order of weight.22. Compares five blocks to put them in order of weight.23. Indicates which of the previous five weights the examiner has removed.23. Indicates which of the previous five weights the examiner has removed.24. Produces rhymes, e.g., “What rhymes with ‘school’?”24. Produces rhymes, e.g., “What rhymes with ‘school’?”25. A word completion test based on those proposed by Ebbinghaus.25. A word completion test based on those proposed by Ebbinghaus.26. Puts three nouns, e.g., “Paris, river, fortune” (or three verbs) in a sentence.26. Puts three nouns, e.g., “Paris, river, fortune” (or three verbs) in a sentence.27. Responds to 25 abstract (comprehension) questions, e.g., “When a person 27. Responds to 25 abstract (comprehension) questions, e.g., “When a person

has offended you, and comes to offer his apologies, what should you do?”has offended you, and comes to offer his apologies, what should you do?”28. Reverses the hands of a clock.28. Reverses the hands of a clock.29. After paper folding and cutting, draws the form of the resulting holes.29. After paper folding and cutting, draws the form of the resulting holes.30. Defines abstract words by designating the difference between, e.g., 30. Defines abstract words by designating the difference between, e.g.,

“boredom and weariness.”“boredom and weariness.”

The 1908 scale had 58 problemsThe 1908 scale had 58 problems

1919

WWI and group testsWWI and group tests

Yerkes created a test to classify and assign Yerkes created a test to classify and assign new recruits:new recruits:– Army Alpha. Army Alpha.

(1) following oral directions(1) following oral directions(2) arithmetical reasoning(2) arithmetical reasoning(3) practical judgment(3) practical judgment(4) synonym–antonym pairs(4) synonym–antonym pairs(5) disarranged sentences(5) disarranged sentences(6) number series completion(6) number series completion(7) analogies(7) analogies(8) information (8) information

– Army BetaArmy Beta Visual perceptual and motor tests for illiterate peopleVisual perceptual and motor tests for illiterate people

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The Army AlphaThe Army Alpha

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The Army Alpha cont.The Army Alpha cont.

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The Army BetaThe Army Beta

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The Army Beta cont.The Army Beta cont.

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TimelineTimeline

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South AfricaSouth Africa

Earliest tests were standardised on Earliest tests were standardised on whites whites

Initially used to place white students in Initially used to place white students in special educationspecial education

Measures of intellectual ability were Measures of intellectual ability were used to draw distinctions between the used to draw distinctions between the races – an attempt to show superiority races – an attempt to show superiority of one race groupof one race group

1960-1984 many tests were developed 1960-1984 many tests were developed along cultural lines for political purposesalong cultural lines for political purposes

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Culture Fair TestCulture Fair Test

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Internet TestingInternet Testing

Better, faster, and cheaper services

Easier to updateEasier to update Easier to scoreEasier to score

Relationship and Relationship and rapport between rapport between test taker and test taker and administratoradministrator

Test security Test security BandwidthBandwidth Presenting the Presenting the

exact same exact same imageimage

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ExampleExample

BBCBBC Psychological Research on the NePsychological Research on the Ne

tt

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DIYDIY

www.iqtest.comwww.iqtest.com http://http://

darkwing.uoregon.edu/~gsaucier/darkwing.uoregon.edu/~gsaucier/gsau41.htmgsau41.htm

www.humanmetrics.com/cgi-win/Jwww.humanmetrics.com/cgi-win/JTypes1.htmTypes1.htm

www.intelligencetest.comwww.intelligencetest.com www.psychology.wadsworth.com/www.psychology.wadsworth.com/

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