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performance on a test helps the clinician understand something about the person, and during the
assessment process, it contributes to understanding what the potential diagnostic issues may be.
The ten most commonly used tests included: Wechsler adult intelligence scale, Wechsler
intelligence scale for children; five projective techniques (Rorschach, Thematic Apperception
Test, Mach over draw-a- person, house-tree-person, rotter incomplete sentences blank); one
personality inventory (MMPI); and the bender –gestalt visual motor test.
intellectual functioning and cognitive abilities. ... Higher IQ scores are assumed to mean that the
specific learning disorder. The information obtained from an IQ assessment can also identify
specific areas of high or low functioning which can provide an initial estimate of the individual’s
A comprehensive cognitive battery such as the WISC-V provides insight into the client’s
logical inductive reasoning, working memory and processing speed. Identification of deficit
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areas can provide useful information for providing compensations, adaptations and modifications
A number of procedures exist for the study of infants and very young children. The more
commonly used include the Cattell infant intelligence scale, Bayley scale and Gesell
development schedule. These procedures involve observation of child which yield ratings of
Achievement. Aptitude tests evaluate a distinct aspect of a person's cognitive abilities. ...
test evaluates the information or skills a student has already learned. An aptitude test is designed
to assess what a person is capable of doing or to predict what a person is able to learn or do given
Related are those procedure which asses the subject’s interest and orientation toward, rather than
particular aptitude for occupational roles. Two well-known procedure are the Kuder preference
and the strong vocational interest blank (SIVB) which ask the subject to express preference for
More general orientation toward social values are measured by the Allport-Vemon-Lindezy
study of values Morris paths of life is similar attempt to get a basic value orientation.
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In general .clinicians work more with broad-scaled, multicellular procedures, personality and
clinical research.
These are tests that provide some sort of ambiguous stimulus or task, and the individual is
required to give a subjective opinion of the stimulus or to complete the task, such as a drawing
task. There are no rights or wrong answers to these tests; the data gleaned from these tests
consists of the individual’s interpretation and expression to the stimulus or task. These tests are
designed to tap personality variables that individuals are not overtly aware of (in the unconscious
mind). The most well-known of these tests is the Rorschach or ink blot test.children apperception
By far the most commonly used inventory is the MMPI .a related technique develop for
assessment of normal and more tuned to the healthy dimensions of personality, is gouge’s
Other inventories are sixteen personality factor questionnaire, the Edward personal preference
schedule.Both ACL and Q-sort can be used equally well for self-report or to describe a patient.
Neuroticism, and Openness to experience. Additionally, the test measures six subordinate
dimensions of each of the "Big Five" personality factors. the measurement of personal
psychological theory and research and to increase the probability that wise decisions will be
made in applied settings (e.g., in selecting the most promising people from a group of job
applicants). The approach taken by the specialist in personality assessment is based on the
assumption that much of the observable variability in behavior from one person to another results
from differences in the extent to which individuals possess particular underlying personal
characteristics (traits). The assessment specialist seeks to define these traits, to measure them
Attention should be drawn to other procedures of value to clinical assessment which are not tests,
in the usual sense. The patient does not describe himself or perform test task in standard
situation. These include the lorr and Klett inpatient multidimensional psychiatric scale, spitzer’s
psychiatric status scale. Interpersonal checklists, peer rating, stoichiometric rating is also used.
The test is scored in terms of intelligence quotient, or IQ, a concept first suggested by German
psychologist William Stern and adopted by Lewis Term an in the Stanford-Binet Scale. The IQ
was originally computed as the ratio of a person’s mental age to his chronological (physical) age,
multiplied by 100. Thus, if a child of 10 had a mental age of 12 (that is, performed on the test at
the level of an average 12-year-old), then the child was assigned an IQ of (12/10) X 100, or 120.
A score of 100, for which the mental age equaled the chronological age, was average; scores
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above 100 were above average, scores below 100 were below average. The concept of mental
age has fallen into disrepute, however, and few tests now involve the computation of mental
ages. Yet many tests still yield an IQ; this figure is now computed on the basis of the statistical
percentage of people who are expected to have a certain IQ. Intelligence test scores follow an
approximately “normal” distribution, with most people scoring near the middle of the
distribution curve and scores dropping off fairly rapidly in frequency away from the curve’s
centre. For example, on the IQ scale about 2 out of 3 scores fall between 85 and 115 and about
19 out of 20 scores fall between 70 and 130. A score of about 130 or above is considered gifted,
Intelligence tests have provoked a great deal of controversy about what kinds of mental
abilities constitute intelligence and whether the IQ adequately represents these abilities, with
debate centring on cultural bias in test construction and standardization procedures. Critics have
charged that intelligence tests favour groups from more affluent backgrounds and discriminate
against less privileged racial, ethnic, or social groups. Consequently, psychologists have
attempted to develop culture-free tests that would more accurately reflect an individual’s native
ability. One such test, the Johns Hopkins Perceptual Test, developed by Leon Rosenberg in the
early 1960s to measure the intelligence of preschool children, has a child try to match random
forms (ordinary geometric forms, such as circles, squares, and triangles, are avoided because
some children may be more familiar with the forms than are others). Another attempted solution
to the problem was to use test material pertinent to a child’s living environment; for example, for
The Wechsler-Bellevue test quickly became the most widely used adult intelligence test in the
United States, and in 1942 Wechsler issued his first revision. The Wechsler Intelligence Scale for
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Children was published in 1949 and updated in 1974. In 1955 Wechsler developed yet another
adult intelligence test, the Wechsler Adult Intelligence Scale (WAIS), with the same structure as
his earlier scale but standardized with a different population, including 10 percent nonwhites to
reflect the U.S. population. (The earlier test had been standardized for an all-white population.)
He contributed to the revision of the WAIS in 1981, shortly before his death. The last of his
intelligence tests, the Wechsler Preschool and Primary Scale of Intelligence, was issued in 1967
as an adaptation of the children’s scale for use with very young children. His intelligence tests
Information consist of twenty-nine question covering a variety of topics which adults should
know about by virtue of having lived in our culture .specialized and technical information is
avoided.
Performance scale
Test which has often been used in non-verbal test procedures. There are nine symbols paired
with nine numbers. With the key before him the subject must fill in as many of blanks on the
answer sheet as he can in one-and-a-half minutes. There is a little learning, memory, problem
Hypochondriasis
Depression
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Hysteria
Psychopathic deviate
Masculinity-femininity
Paranoia
Psychoasthenia
Schizophrenia
Hypomania
Social introversion
The Minnesota Multiphasic Personality Inventory (MMPI), is probably the personality inventory
in widest use in the English-speaking world. Also available in other languages, it consists in one
version of 550 items (e.g., “I like tall women”) to which subjects are to respond “true,” “false,”
or “cannot say.” Work on this inventory began in the 1930s, when its construction was motivated
by the need for a practical, economical means of describing and predicting the behavior of
administration and scoring and to overcome many of the known defects of earlier personality
inventories. Varied types of items were included and emphasis was placed on making these
printed statements (presented either on small cards or in a booklet) intelligible even to persons
Earlier inventories lacked subtlety; many people were able to fake or bias their answers since the
items presented were easily seen to reflect gross disturbances; indeed, in many of these
inventories maladaptive tendencies would be reflected in either all true or all false answers.
Perhaps the most significant methodological advance to be found in the MMPI was the attempt
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on the part of its developers to measure tendencies to respond, rather than actual behavior, and to
rely but little on assumptions of face validity. The true-false item “I hear strange voices all the
time” has face validity for most people in that to answer “true” to it seems to provide a strong
indication of abnormal hallucinatory experiences. But some psychiatric patients who “hear
strange voices” can still appreciate the socially undesirable implications of a “true” answer and
may therefore try to conceal their abnormality by answering “false.” A major difficulty in
placing great reliance on face validity in test construction is that the subject may be as aware of
the significance of certain responses as is the test constructor and thus may be able to mislead the
tester. Nevertheless, the person who hears strange voices and yet answers the item “false” clearly
not be the aspect of personality to which the item seems to refer; thus, careful study of responses
Their approach does not depend heavily on theoretical predilections and hypotheses. For this
reason the inventory has proved particularly popular with those who have strong doubts about
the eventual validity that many theoretical formulations will show in connection with personality
measurement after they have been tested through painstaking research. The MMPI also appeals
to those who demand firm experimental evidence that any personality assessment method can
In recent years there has been growing interest in actuarial personality description—that is, in
description studies yield rules by which persons may be classified according to their personal
attributes as revealed by their behavior (on tests, for example). programs are now available for
diagnosing such disorders as hysteria, schizophrenia, and paranoia on the basis of typical group
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profiles of MMPI responses. Computerized methods for integrating large amounts of personal
data are not limited to this inventory and are applicable to other inventories, personality tests
Projective techniques
One group of assessment specialists believes that the more freedom people have in picking their
responses, the more meaningful the description and classification that can be obtained. Because
personality inventories do not permit much freedom of choice, some researchers and clinicians
prefer to use projective techniques, in which a person is shown ambiguous stimuli (such as
shapes or pictures) and asked to interpret them in some way. (Such stimuli allow relative
freedom in projecting one’s own interests and feelings into them, reacting in any way that seems
personality. Defense mechanisms, latent impulses, and anxieties have all been inferred from data
Personality inventories and projective techniques do have some elements in common; inkblots,
for example, are ambiguous, but so also are many of the statements on inventories such as the
MMPI. These techniques differ in that the subject is given substantially free rein in responding to
projective stimuli rather than merely answering true or false, for example. Another similarity
between projective and questionnaire or inventory approaches is that all involve the use of
While projective techniques are often lumped together as one general methodology, in actual
practice there are several approaches to assessment from a projective point of view. Although
projective techniques share the common characteristic that they permit the subject wide latitude
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in responding, they still may be distinguished broadly as follows: (1) associative techniques, in
which the subject is asked to react to words, to inkblots, or to other stimuli with the first
associated thoughts that come to mind; (2) construction techniques, in which the subject is asked
techniques, in which the subject is asked to finish a partially developed stimulus, such as adding
the last words to an incomplete sentence; (4) choice or ordering techniques, in which the subject
is asked to choose from among or to give some orderly sequence to stimuli—for example, to
choose from or arrange a set of pictures or inkblots; (5) expressive techniques, in which the
subject is asked to use free expression in some manner, such as in finger painting.
Hidden personality defense mechanisms, latent emotional impulses, and inner anxieties all have
been attributed to test takers by making theoretical inferences from data gathered as they
responded in projective situations. While projective stimuli are ambiguous, they are usually
derived from subjects’ responses to them. These include the number of responses one makes to a
series of inkblots and the number of responses to the blots in which the subject perceives what
effort to reduce the time required in psychiatric diagnosis. His test consists of 10 cards, half of
which are in colour and half in black and white. The test is administered by showing the subject
the 10 blots one at a time; the subject’s task is to describe what he sees in the blots or what they
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remind him of. The subject is usually told that the inkblots are not a test of the kind he took in
Rorschach’s work was stimulated by his interest in the relationship between perception and
personality. He held that a person’s perceptual responses to inkblots could serve as clues to basic
personality tendencies. Despite Rorschach’s original claims for the validity of his test,
subsequent negative research findings have led many users of projective techniques to become
dubious about the role assigned the inkblots in delineating relationships between perception and
personality. In recent years, emphasis has tended to shift to the analysis of nuances of the
subject’s social behaviour during the test and to the content of his verbal responses to the
examiner—whether, for example, he seeks to obtain the assistance of the examiner in “solving”
the inkblots presented to him, sees “angry lions” or “meek lambs” in the inkblots, or is
Over the years, considerable research has been carried out on Rorschach’s inkblots; important
statistical problems in analyzing data gathered with projective techniques have been identified,
and researchers have continued in their largely unsuccessful efforts to overcome them. There is a
vast experimental literature to suggest that the Rorschach technique lacks empirical validity.
Recently, researchers have sought to put the Rorschach on a sounder psychometric (mental
testing) basis. New comprehensive scoring systems have been developed, and there have been
improvements in standardization and norms. These developments have injected new life into the
A similar method, the Holtzman Inkblot Test, has been developed in an effort to eliminate some
of the statistical problems that beset the Rorschach test. It involves the administration of a series
of 45 inkblots, the subject being permitted to make only one response per card. The Holtzman
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has the desirable feature that it provides an alternate series of 45 additional cards for use in
Research with the Rorschach and Holtzman has proceeded in a number of directions; many
studies have compared psychiatric patients and other groups of special interest (delinquents,
underachieving students) with ostensibly normal people. Some investigators have sought to
derive indexes or predictions of future behavior from responses to inkblots and have checked, for
example, to see if anxiety and hostility (as inferred from content analyses of verbal responses)
concerns the effects of special conditions (e.g., experimentally induced anxiety or hostility) on
the inkblot perceptions reported by the subject and the content of his speech.
that an individual will project something of himself into his description of an ambiguous
stimulus.
The TAT, for example, presents the subject with pictures of persons engaged in a variety of
activities (e.g., someone with a violin). While the pictures leave much to one’s imagination, they
are more highly specific, organized visual stimuli than are inkblots. The test consists of 30 black
and white pictures and one blank card (to test imagination under very limited stimulation). The
cards are presented to the subject one at a time, and he is asked to make up a story that describes
each picture and that indicates the events that led to the scene and the events that will grow out
of it. He is also asked to describe the thoughts and feelings of the persons in his story
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Although some content-analysis scoring systems have been developed for the TAT, attempts to
score it in a standardized quantitative fashion tend to be limited to research and have been fewer
than has been the case for the Rorschach. This is especially the state of affairs in applied settings
in which the test is often used as a basis for conducting a kind of clinical interview; the pictures
are used to elicit a sample of verbal behaviour on the basis of which inferences are drawn by the
clinician.
In one popular approach, interpretation of a TAT story usually begins with an effort to determine
who is the hero (i.e., to identify the character with whom the subject seems to have identified
himself). The content of the stories is often analyzed in terms of a so-called need-press system.
Needs are defined as the internal motivations of the hero. Press refers to environmental forces
that may facilitate or interfere with the satisfaction of needs (e.g., in the story the hero may be
physically attacked, frustrated by poverty, or suffer the effects of rumors being spread about
him). In assessing the importance or strength of a particular inferred need or press for the
individual who takes the test, special attention is given to signs of its pervasiveness and
consistency in different stories. Analysis of the test may depend considerably on the subjective,
personal characteristics of the evaluator, who usually seeks to interpret the subjects’ behavior in
the testing situation; the characteristics of his utterances; the emotional tone of the stories; the
kinds of fantasies he offers; the outcomes of the stories; and the conscious and unconscious
References