UNIVERSITY OF WAH.DEPARTMENT OF PSYCHOLOGY.ASSINGMENT.SUBJECT NAME: PSYCHOLOGICALTESTING.SUBMITTED BY: SIDRA BUTT.SUBMITTED TO: MAM RUKAYA.MSC-1.TOPICS:-1.VERBAL PSYCHOLOGICAL TEST.2.NONVERBAL PSYCHOLOGICAL TEST.3.POWER TEST.DATE:-VERBAL PSYCHOLOGICAL TESTS.
DEFINITION:-
“A verbal (or symbol) test poses questions to which the subjectsupplies symbolic answers (in words or in other symbols, such asnumbers)”.
LIST OF VERBAL PSYCHOLOGICAL TESTS:-
Verbal psychological tests are given below,
1.Auditory Verbal Learning.
2.
Direct observation tests.3.Verbal Intelligence Test (VIT) H.
Children's Auditory Verbal Learning Test-2(CAVLT-2)
Jack L. Talley, Ph.D.Category:
Child and Adolescent Clinical Assessment.User Qualification:
Psychologist.
Suitable For:
Children and Adolescents Aged 6.6 to 17.11 Years.
Time:
Untimed, approximately 25 minutes, 3 word lists.
Description
The CAVLT-2 measures auditory verbal learning and memory abilities-processes commonly disrupted in learning disabilities and braintrauma. This test is designed to be used with children and adolescentsas part of a comprehensive psychoeducational or neuropsychologicalassessment battery. The CAVLT-2 is composed of 1 recognition and 2 free-recall memoryword lists designed specifically for young people. The first free-recallword list is presented for 5 trials. The second free-recall test ispresented as an interference list, after which the individual is asked torecall words from the first list. Following words from the first list.Finally, words from a new recognition list are presented; the individualmust decide whether each word was included in the original free-recallwordlist.
Administration/Scoring
The CAVLT-2 yields measures of immediate memory span, level of learning, immediate recall, delayed recall, recognition accuracy, andtotal intrusions. The CAVLT-2 scores for each trial may now be obtainedand baserate tables are included for standard score comparisons.Scores are reported as both percentiles and normalized standardscores. Performance profiles for both learning trials and CAVLT-2summary scores can be plotted on the test booklet.
Reliability/Validity
Normative data are provided for 12 age groups and include learningtrial scores. Results from generalizability and validity studies arecontained in the manual. Four case studies, including a learning-disabled sample, are also presented.
Direct observation tests
Although most psychological tests are "rating scale" or "free response"measures, psychological assessment may also involve the observationof people as they complete activities. This type of assessment isusually conducted with families in a laboratory, home or with childrenin a classroom. The purpose may be clinical, such as to establish a pre-intervention baseline of a child's hyperactive or aggressive classroombehaviors or to observe the nature of a parent-child interaction in orderto understand a relational disorder. Direct observation procedures arealso used in research, for example to study the relationship betweenintrapsychic variables and specific target behaviors, or to exploresequences of behavioral interaction.
TheParent-Child Interaction Assessment-II(PCIA; Holigrocki, Kaminski& Frieswyk, 1999) is an example of a direct observation procedure thatis used with school-age children and parents. The parents and childrenare video recorded playing at a make-believe zoo. TheParent-Child Early Relational Assessment(Clark, 1999) is used to study parents andyoung children and involves a feeding and a puzzle task. TheMacarthur Story Stem Battery(MSSB; Brotherhood et al., 1990) is usedto elicit narratives from children. TheDyadic Parent-Child Interaction Coding System-II(Edberg, 1981) tracks the extent to which childrenfollow the commands of parents and
vice versa
Verbal Intelligence Test (VIT).
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Verbal Psychological Tests
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| Category: | Uncategorized. |
| Rating: | (1 Rating) |
| Upload Date: | 02/05/2009 |
| Copyright: | Attribution Non-commercial |
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