Dissertations / Theses on the topic 'Psychological test data'

The belief that certain disorders will produce specific patterns of cognitive strengths and weaknesses on psychological testing is pervasive and entrenched in the area of clinical neuropsychology, both with respect to expectations regarding the behaviour of individuals and clinical groups. However, there is little support in the literature for such a belief. To the contrary, studies examining patterns of cognitive performance in different clinical samples without exception find more than one pattern of test scores. Lange (2000) in his comprehensive analysis of WAIS-R/WMS-R data for a large sample of mixed clinical cases found that three to five profiles described variations in test performances within clinical diagnoses. Lange went on to show that these profiles occurred with approximately equal frequency in all diagnostic groups. He additionally found four profiles in an exploratory analysis of WAIS-III/WMS-III data from a similar sample. The goals of the current dissertation were to: a) replicate Lange’s findings in a larger clinical sample; b) extend the scope of these findings to a wider array of psychological tests; and c) develop a method to classify individual cases in terms of their psychological test profile. The first study assessed 849 cases with a variety of neurological and psychiatric diagnoses using hierarchical cluster and K-Means analysis. Four WAIS-III/WMS-III profiles were identified that included approximately equal numbers of cases from the sample. Two of these profiles were uniquely related to two of Lange’s profiles, while the remaining two demonstrated relationships with more than one of Lange’s clusters. The second study expanded the neuropsychological test battery employed in the analysis to include the Trail Making Test, Boston Naming Test, Wisconsin Card Sorting Test, Controlled Oral Word Association Test, and Word Lists from the WMS-III reducing the number of clinical cases to 420. In order to compensate for the impact of the reduced number of cases and increased number of variables on potential cluster stability, the number of test score variables was reduced using factor analysis. In this manner the 22 variables were reduced to six factor scores, which were then analysed with hierarchical cluster and K-Means analysis yielding five cognitive profiles. The third study examined the potential clinical utility of the five cognitive profiles by developing a single case methodology for allocating individual cases to cognitive profiles. This was achieved using a combination of a multivariate outlier statistic, the Mahalanobis Distance, and equations derived from a discriminant function analysis. This combination resulted in classification accuracies exceeding 88% when predicting the profile membership based upon the K-Means analysis. The potential utility of this method was illustrated with three age-, education-, gender-, and diagnostically-matched cases that demonstrated different cognitive test profiles. The implications of the small number of cognitive profiles that characterise test performance in a diverse sample of neurological and psychiatric cases as well as the clinical utility of an accurate classification method at the individual case level was discussed. The role of such a classification system in the design of individualised rehabilitation programmes was also highlighted. This research raises the intriguing possibility of developing a typology based on human behaviour rather than a medical nosology. In effect, replacing the medical diagnosis so ill-suited to encompassing the complexities of human behaviour, with a more appropriate “psychological diagnosis” based on cognitive test performance.

The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students. A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test. The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know." It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

Concussion is a common form of brain injury, especially amongst sports players of all age groups. ImPACT is a valid and reliable measure of a variety of cognitive functions commonly affected by such injuries, which allows for objective return-to-play decision making (Iverson, Lovell, & Collins, 2003). However, studies show that the transfer of such tests from one ethnic group to another without appropriate standardization is highly problematic (Ardila, 1995). Thus, the relative absence of South African normative data for the ImPACT 3.0 programme is an issue for concern. Consequently, this study aimed to establish norms for semi-rural Xhosa-speaking schoolboys with an advantaged education (ages 14, 16 and 18) for the ImPACT 3.0 programme as administered in English. Administrative and linguistic difficulties that were experienced by individuals during completion of the battery were also identified. Finally, the study included a comparison of the percentile scores of this sample to the USA norms for boys of a similar age group. Subtests scores were generated for 70 schoolboys and the data were then subjected to statistical analysis. A significant difference between English proficiency of the Grade 8 and Grade 12 boys was found. This indicates the importance of including an English proficiency test with the ImPACT battery when assessing such populations. No other significant differences were found between these age group samples. Although this requires further investigation, the comparison of the USA and SA percentiles suggests the use of local norms for this population. South African boys in this study consistently scored lower than the USA sample. Finally, it is recommended that symptom selfreports should be verbally investigated with each boy after testing, given indications of comprehension problems. In closing, limitations and future possible studies are discussed.

The advent of text messaging as a popular and cheaper form of communication has offered a new research perspective on adolescent development. Erikson’s identity formation theory, the core tenets of existentialism, and the developmental factors of adolescence provided a conceptual framework for the present investigation, which was guided by two research questions: What are the needs of adolescents seeking assistance through text-based messaging? How do the needs expressed align with the stage of development that adolescents are in? Since the data set had already been established from text messaging between learners and tutors in the Dr Math online tutoring programme, secondary data analysis was employed. A qualitative approach, rooted in an interpretivist paradigm, was used. In total 143, of the 5284, messages were included based on the inclusion and exclusion criteria. Thematic network analysis served to enable coding and grouping of the data into thematic networks for analysis. A bottom-to-top hierarchy of codes, basic themes, and organising themes led to the formulation of the global themes of romantic curiosity, emotional expression, academic and career concerns, personal counselling, and social interactions as central to arriving at a better understanding of adolescents’ psychosocial needs in an increasingly technological communication environment. Further research is recommended into ways in which training and development in technology can be used for aiding adolescents in South Africa, as well as into the role of technology in advancing practice and research for professionals.
Mini-dissertation (MEd)--University of Pretoria, 2014.
tm2015
Educational Psychology
MEd
Unrestricted

This study investigates the effects of cumulative mild head injury on the cognitive functioning of elite rugby players. A comprehensive battery of neuropsychological tests was administered to top national (Springbok) rugby players (n=26), national Under 21 rugby players (n= 19), and a non-contact sport control group of national hockey players (n=21). The test results of the Total Rugby group (Springbok Rugby and Under 21 Rugby players), the Under 21 Rugby group, the hockey controls, and the Total Rugby and Under 21 Rugby forward and backline players respectively, were each compared with established normative data. Results showed significant differences in the direction of a poorer performance relative to the norms for the Total Rugby and Under 21 Rugby groups, and for the Total Rugby Forwards and Under 21 Rugby Forwards, on tests sensitive to the effects of diffuse brain damage. On the other hand, the Hockey Control group and the Total Rugby Backs and Under 21 Rugby Backs tended to perform within the normal range or better than the norm on some tests. These results confirm the hypothesis that rugby players, and the forward players in particular, are at risk of adverse cognitive effects consequent on cumulative mild head injury. The theoretical implications are that the aggregate effects of multiple exposures to mild head injuries in the rugby players served to reduce their brain reserve capacities and acted as a threshold-lowering influence associated with symptom onset.

Increasing focus is being placed on fair assessment practices in South Africa. Most psychological tests used in this country were designed and developed in other countries. Research has shown that when using these tests on a different target population, it is important to determine the suitability of the test for that population. This involves investigating reliability, validity and possible sources of bias. It is equally important to have local normative data with which scores can be compared and interpreted. Research in this area has been limited. The purpose of this study was to undertake such research by evaluating a widely used test, the Raven's Coloured Progressive Matrices (RCPM), and its existing norms, for Zulu children in South Africa. The study also aimed to provide raw data, which could be used to assist with the compilation of local norms. The test was administered to a convenience sample of 522 primary school children between the ages of 5 and 12 years old. The sample was divided into two groups to represent two different geographical locations: rural and urban. The sample consisted of 284 rural children and 237 urban children. There were 263 males and 259 females in the sample. Findings indicated good test reliability for this sample. Test validity however could not be confirmed as possible sources of bias at the content and item levels were shown. Age had a significant effect on performance, but level of education appeared to be the strongest predictor of performance on the RCPM for this sample. Significant gender differences were found. There was a tendency for males to outperform females on the test. Location had a significant effect on scores, where urban children performed better than rural children. Comparison of Zulu sample scores with those produced by the British standardisation sample, revealed a large discrepancy in performance between the two different cultural groups. The Zulu sample mean scores were significantly lower than the British mean scores. These findings highlight the need for locally developed normative data. The validity of the test for the sample requires further investigation. Results indicate that test adaptation may be required for Zulu children.
Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

The purpose of this research was to investigate the effect that mode of test administration could have on computerised assessment results involving proctored and unproctored test conditions. Two South African test instruments, the Learning Potential Computerised Adaptive Test (LPCAT) and the Career Preference Computerised Adaptive Test (CPCAT) were used in the study. A quantitative, quasi-experimental design was used, and a convenience sample for LPCAT (N=82) and CPCAT (N=81) consisted of employees in the hospitality industry. Using a within-participants design, the dependent t-test was used for statistical analysis. For the total group the LPCAT results yielded no statistically significant differences between the mean scores for the two different modes of administration. For the total group the CPCAT results yielded statistically significant differences in the mean scores per mode of administration for five out of 34 dimensions, however, for the majority of the CPCAT sub-dimensions, the mode of administration did not impact on results. It was concluded that mode of administration did not impact on the cognitive test scores and only to a very limited degree on the non-cognitive test scores. Based on the results the null hypotheses for the effect of mode of administration were not rejected.
Industrial & Organisational Psychology
M.A. (Industrial and Organisational Psychology)

Title page, abstract and table of contents only. The complete thesis in print form is available from the University of Adelaide Library.
http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1274742
Thesis (Ph.D.) -- University of Adelaide, School of Psychology, 2007

D.Litt. et Phil.
In recent times the South African society has been subject to rapid and important changes. These changes resulted in new responsibilities placed on social workers and psychologists. This situation has lead to the development of new perspectives and the expansion of knowledge and understanding. Social workers and psychologists are increasingly under pressure to provide cost effective services to an increasing number of clients without reducing accountability. Counsellors have to be able to support their decisions with scientific evidence ...

Orientação: Célia Regina Gomes Oliveira ; co-orientação: Pedro Machado dos Santos
O presente trabalho corresponde a um estudo piloto, desenvolvido a partir da avaliação inicial de um grupo de participantes que integra um programa de estimulação cognitiva (mental health and aging – MenTHa), cuja aplicação e validação se encontra em curso. Objetivos: 1) caracterizar e comparar o perfil cognitivo de sujeitos com declínio cognitivo e esquizofrenia comórbida com um grupo equivalente com declínio cognitivo sem perturbação comórbida; e 2) avaliar a associação entre as variáveis sociodemográficas e declínio cognitivo. Método: A amostra total incluí oito participantes do sexo feminino entre os 61 e os 90 anos, sendo que uma (12.5%) participante é analfabeta, três (37.5%) estudaram entre um a quatro anos, três (37.5%) entre cinco a 10 anos e uma (12.5%) mais que 11 anos. Foram constituídos grupos emparelhados para analisar o efeito da perturbação em sujeitos com o mesmo nível de declínio cognitivo, neste sentido o GE (DC + Esquizofrenia) é composto por quatro participantes com idades compreendidas entre os 61 e 90 anos, sendo que três (75.0%) estudaram entre os cinco a dez anos e uma (25.0%) estudou mais de 11 anos. Já o GC (Declínio Cognitivo) é constituído por quatro participantes entre os 63 e 86 anos, sendo que uma é analfabeta (25.0%) e três (75.0%) estudaram entre um a quatro anos. Foram utilizadas duas medidas: Questionário Sociodemográfico e a Avaliação Cognitiva de Addenbrooke - Revised (ACE-R). Resultados: Revelou-se que na comparação de grupos há diferenças estatisticamente significativas no variável nível de escolaridade. Ao analisar as médias e o desvio-padrão dos resultados nas subescalas do ACE-R verificou-se que também existe diferenças entre os grupos em estudo. Nas correlações das variáveis sociodemográficas e as subescalas do ACE-R, nenhuma variável relacionou-se com as subescalas do ACE-R. Conclusões: Ainda que se trate de um estudo exploratório, o presente estudo procura ser um contributo para novas pesquisas no âmbito da avaliação do funcionamento cognitivo e esquizofrenia em idosos e o efeito das variáveis sociodemográficas. Para além de permitir compreender o fenómeno do declínio cognitivo em idosos, permite caracterizar o perfil cognitivo de sujeitos com declínio cognitivo e esquizofrenia comórbida.
The present work corresponds to a pilot study, developed from the initial evaluation of a group of participants that is part of a cognitive stimulation program (mental health and aging - MenTHa), the application and validation of which is profress. Objective: 1) to characterize and compare the cognitive profile of subjects with cognitive impairment and comorbid schizophrenia with an equivalent group with cognitive impairment without comorbid disorder; and 2) to evaluate the association between sociodemographic variables and cognitive impairment. Method: The total sample included eight female participants aged 61 to 90 years, one (12.5%) participant is illiterate, three (37.5%) studied between one and four years, three (37.5%) between five and 10 years and one (12.5%) more than 11 years. Paired groups were formed to analyze the effect of the disturbance in subjects with the same level of cognitive impairment. In this sense, the GE (DC + Schizophrenia) is composed of four participants aged between 61 and 90 years, and three (75.0%) studied between five and ten years and one (25.0%) studied more than 11 years. The CG (Cognitive Impairment) consists of four participants between 63 and 86 years old, one of whom is illiterate (25.0%) and three (75.0%) studied between one and four years. Two measures were used: Sociodemographic Questionnaire and the Addenbrooke - Revised Cognitive Assessment (ACE-R). Results: It was revealed that in the comparison of groups there are statistically significant differences in the educational level variable. By analyzing the means and standard deviation of the results in the ACE-R subscales, it was found that there are also differences between the groups under study. In the correlations of sociodemographic variables and ACE-R subscales, no variable was related to ACE-R subscales. Conclusions: Although this is an exploratory study, the present study seeks to contribute to further research on the assessment of cognitive functioning and schizophrenia in the elderly and the effect of sociodemographic variables. In addition to understanding the phenomenon of cognitive impairment in the elderly, it allows to characterize the cognitive profile of subjects with cognitive impairment and comorbid schizophrenia.