Psyc 6484 Cognitive Assessment

Fall 2005

Instructor:  C. Ervin Davis, Ph.D.                                              Office Hours:      T 1-2,   W 10-11

Office:  Rawl    239                                                                  Also by appointment

Phone:  328-6308                                                                               

E-Mail:  daviscl@ecu.edu

Meeting Schedule:  T,TH 8-9:15

Goal: Introduction to intellectual and personality assessment for children aged birth to sixteen and adults across the lifespan including theoretical foundations, major issues, and applications to specific populations

Examinations and Basis of Grading:

Two Exams (60%),  Final Exam or Review Paper (40%)

Required Texts:

(1) Alan S. Kaufman, Elizabeth O. Lichtenberger (June 2005). Assessing Adolescent and Adult Intelligence, 3rd Edition

New York:  Wiley. Hardcover.

(2) Mather, N., Wendling, B.J., & Woodcock, R.W.  (2001).  Essentials of WJ-III Tests of Achievement Assessment.  New York:  Wiley.

(3) Sattler, J. M.  (2001).  Assessment of Children:  Cognitive Applications:  Fourth Edition.  San Diego:  Sattler Press.

(4) Sattler, J.M. & Dumont, R.  (2004).  Assessment of Children:  WISC-IV and WPPSI-III Supplement.  San Diego:  Sattler Press.

Recommended:

(5) Wechsler, D. (1997).  Manual for the Wechsler Adult Intelligence Scale - Third Edition.  New York:  Psychological Corporation.  Psychcorp.com.

(6) Wechsler, D. (2003).  Manual for the Wechsler Intelligence Scale for Children - Fourth Edition.  New York:  Psychological Corporation.  Psychcorp.com.

(7) Anne Anastasi, Susana Urbina (1996). Psychological Testing - 7th Edition. Prentice Hall.

Additional required readings (indicated by S): Placed on reserve or from instructor.

General Intelligence Testing Issues/Psychometrics

S1  (McFall & Townsend, 1998)

S2  (Matarazzo, 1990)

S3 (Foster & Cone, 1995)

S3A (Cronbach & Meehl, 1955)

Adult Intelligence (WAIS-III)

S4 (Caruso & Cliff, 1999)

S5 (Kaufman, Lichtenberger, & McLean, 2001)

**S6 (Dickens & Flynn, 2001)

Brief Assessment/Screenings

S7 (Ryan & Ward, 1999)

S7A (Smith, McCarthy, & Anderson, 2000)

Special Populations

S8 (Berger, 1998)

S9 (Kanaya, Ceci, & Scullin, 2003)

S10 (Ackerman, Holloway, Youngdahl, & Dykman, 2001)

S11 (D'Angiulli & Siegel, 2003)

S12 (Fishkin, Kampsnider, & Pack, 1996)

S13 (Simpson et al., 2002)

S14 (Naglieri, Goldstein, Delauder, & Schwebach, 2005)

(Holahan, Sears, & Cronbach, 1995)

Computers in Cognitive Assessment

S15 (Faust & Ziskin, 1989)

S16 (Harrier & DeOrnellas, 2005)

S17 (McMinn, Ellens, & Soref, 1999)

S18 (Noyes, Garland, & Robbins, 2004)

S19 (Schatz & Browndyke, 2002)

S20 (White et al., 2003)

Applied Psychology (Forensic/Legal, Industrial/Organizational, Malingering)

S21 (Daniel & Menninger, 1983)

S22 (Evans, 2003)

S23 (Faust & Ziskin, 1988)

S24 (Heller, Traylor, Ehrlich, & Lester, 1981)

S25 (Lees Haley, 1984)

S26 (Nestor, Daggett, Haycock, & Price, 1999)

Mental Illness

S27 (Fuller et al., 2002)

S28 (Guarch, Marcos, Salamero, & Blesa, 2004)

S29 (Johnstone, Hogg, Schopp, Kapila, & Edwards, 2002)

Neuropsychology

S30 (Berger, 1998)

S31 (Taylor & Heaton, 2001)

Neuroscience

S32  (Haier, Jung, Yeo, Head, & Alkire, 2004)

S33 (Haier, Jung, Yeo, Head, & Alkire, 2005)

S34 (Matarazzo, 1992)

Multicultural Issues

S35 (Chapman & Chapman, 1973)

S36 (Cooper, 2005)

S37 (Dickens & Flynn, 2001)

S38 (Helms, 1992)

S39 (Livingstone, 1995)

S40 (Myerson, Rank, Raines, & Schnitzler)

S41 (Nyborg & Jensen, 2000)

S42 (Powers, Hagans Murillo, & Restori, 2004)

S43 (Reynolds, 2000)

S44 (Steele, 1997)

S45 (Suzuki & Valencia, 1997)

Schedule (subject to change):

Class                           Topic                                                               Reading

Meeting

A few comments about the course schedule:  Sometimes it is necessary to alter the course schedule given inclement weather or other unforeseeable events.  The instructor reserves the right to alter the schedule as necessary.  However, if alterations must be made, the student will be notified in advance and given sufficient time to prepare for any changes.

If you should happen to miss class (please don’t):  If you should happen to miss a class, you are still responsible for the material covered.  Do not ask the instructor for lecture notes.

In the event of a weather emergency, information about ECU can be accessed through the following sources:  ECU emergency notices http://www.ecu.edu/alert

ECU emergency information hotline:  252-328-0062

East Carolina University seeks to fully comply with the Americans with Disabilities Act (ADA).  Students requesting accommodations based on a covered disability must go to the Department for Disability Support Services, located in Brewster A-114, to verify the disability before any accommodations can occur.  The telephone number is 252-328-6799.

                                                                Supplemental Readings

Ackerman, P. T., Holloway, C. A., Youngdahl, P. L., & Dykman, R. A. (2001). The double-deficit theory of reading disability does not fit all. Learning Disabilities Research and Practice, 16(3), 152-160.

Berger, S. (1998). The WAIS-R factors: Usefulness and construct validity in neuropsychological assessments. Applied Neuropsychology, 5(1), 37-42.

Caruso, J. C., & Cliff, N. (1999). The properties of equally and differentially weighted WAIS-III factor scores. Psychological Assessment, 11(2), 198-206.

Chapman, L. J., & Chapman, J. P. (1973). Problems in the measurement of cognitive deficits.

Cooper, R. S. (2005). Race and IQ: Molecular Genetics as Deus ex Machina. American Psychologist, 60(1), 71-76.

Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests.

D'Angiulli, A., & Siegel, L. S. (2003). Cognitive functioning as measured by the WISC-R: Do children with learning disabilities have distinctive patterns of performance? Journal of Learning Disabilities, 36(1), 48-58.

Daniel, A. E., & Menninger, K. (1983). Mentally retarded defendants: Competency and criminal responsibility. American Journal of Forensic Psychology, 1(4), 11-22.

Dickens, W. T., & Flynn, J. R. (2001). Heritability estimates versus large environmental effects: The IQ paradox resolved. Psychological Review, 108(2), 346-369.

Evans, T. M. (2003). Juvenile competency to stand trial: Problems and pitfalls. American Journal of Forensic Psychology, 21(2), 5-18.

Faust, D., & Ziskin, J. (1988). The expert witness in psychology and psychiatry. Science, 241(4861), 31-35.

Faust, D., & Ziskin, J. (1989). Computer-assisted psychological evaluation as legal evidence: Some day my prints will come. Computers in Human Behavior, 5(1), 23-36.

Fishkin, A. S., Kampsnider, J. J., & Pack, L. (1996). Exploring the WISC-III as a measure of giftedness. Roeper Review, 18(3), 226-231.

Foster, S. L., & Cone, J. D. (1995). Validity issues in clinical assessment. Psychological Assessment, 7(3), 248-260.

Fuller, R., Nopoulos, P., Arndt, S., O'Leary, D., Ho, B. C., & Andreasen, N. C. (2002). Longitudinal assessment of premorbid cognitive functioning in patients with schizophrenia through examination of standardized scholastic test performance. Am J Psychiatry, 159(7), 1183-1189.

Guarch, J., Marcos, T., Salamero, M., & Blesa, R. (2004). Neuropsychological markers of dementia in patients with memory complaints. Int J Geriatr Psychiatry, 19(4), 352-358.

Haier, R. J., Jung, R. E., Yeo, R. A., Head, K., & Alkire, M. T. (2004). Structural brain variation and general intelligence. Neuroimage, 23(1), 425-433.

Haier, R. J., Jung, R. E., Yeo, R. A., Head, K., & Alkire, M. T. (2005). The neuroanatomy of general intelligence: sex matters. Neuroimage, 25(1), 320-327.

Harrier, L. K., & DeOrnellas, K. (2005). Performance of Children Diagnosed With ADHD on Selected Planning and Reconstitution Tests. Applied Neuropsychology, 12(2), 106-119.

Heller, M. S., Traylor, W. H., Ehrlich, S. M., & Lester, D. (1981). Intelligence, psychosis, and competency to stand trial. Bulletin of the American Academy of Psychiatry and the Law, 9(4), 267-274.

Helms, J. E. (1992). Why is there no study of cultural equivalence in standardized cognitive ability testing? American Psychologist, 47(9), 1083-1101.

Holahan, C. K., Sears, R. R., & Cronbach, L. J. (1995). The gifted group in later maturity.

Johnstone, B., Hogg, J. R., Schopp, L. H., Kapila, C., & Edwards, S. (2002). Neuropsychological deficit profiles in senile dementia of the Alzheimer's type. Arch Clin Neuropsychol, 17(3), 273-281.

Kanaya, T., Ceci, S. J., & Scullin, M. H. (2003). The rise and fall of IQ in special ed: Historical trends and their implications. Journal of School Psychology, 41(6), 453-465.

Kaufman, A. S., Lichtenberger, E. O., & McLean, J. E. (2001). Two- and three-factor solutions of the WAIS-III. Assessment, 8(3), 267-280.

Lees Haley, P. R. (1984). Detecting the psychological malingerer. American Journal of Forensic Psychology, 2(4), 165-169.

Livingstone, D. W. (1995). For whom The Bell Curve tolls. Alberta Journal of Educational Research, 41(3), 335-341.

Matarazzo, J. D. (1990). Psychological assessment versus psychological testing: Validation from Binet to the school, clinic, and courtroom. American Psychologist, 45(9), 999-1017.

Matarazzo, J. D. (1992). Psychological testing and assessment in the 21st century. American Psychologist, 47(8), 1007-1018.

McFall, R. M., & Townsend, J. T. (1998). Foundations of psychological assessment: Implications for cognitive assessment in clinical science. Psychological Assessment, 10(4), 316-330.

McMinn, M. R., Ellens, B. M., & Soref, E. (1999). Ethical perspectives and practice behaviors involving computer-based test interpretation. Assessment, 6(1), 71-77.

Myerson, J., Rank, M. R., Raines, F. Q., & Schnitzler, M. A. Race and general cognitive ability: The myth of diminishing returns to education. Psychological Science, 9(2), 139-142.

Naglieri, J. A., Goldstein, S., Delauder, B. Y., & Schwebach, A. (2005). Relationships between the WISC-III and the Cognitive Assessment System with Conners' rating scales and continuous performance tests. Archives of Clinical Neuropsychology, 20(3), 385-401.

Nestor, P. G., Daggett, D., Haycock, J., & Price, M. (1999). Competence to stand trial: A neuropsychological inquiry. Law and Human Behavior, 23(4), 397-412.

Noyes, J., Garland, K., & Robbins, L. (2004). Paper-based versus computer-based assessment: Is workload another test mode effect? British Journal of Educational Technology, 35(1), 111-113.

Nyborg, H., & Jensen, A. R. (2000). Black-white differences on various psychometric tests: Spearman's hypothesis tested on American armed services veterans. Personality and Individual Differences, 28(3), 593-599.

Powers, K. M., Hagans Murillo, K. S., & Restori, A. F. (2004). Twenty-five Years after Larry P.: The California Response to Overrepresentation of African Americans in Special Education. California School Psychologist, 9, 145-158.

Reynolds, C. R. (2000). Why is psychometric research on bias in mental testing so often ignored? Psychology, Public Policy, and Law, 6(1), 144-150.

Ryan, J. J., & Ward, L. (1999). Validity, reliability, and standard errors of measurement for two seven-subtest short forms of the Wechsler Adult Intelligence Scale--III. Psychological Assessment, 11(2), 207-211.

Schatz, P., & Browndyke, J. (2002). Applications of computer-based neuropsychological assessment. Journal of Head Trauma Rehabilitation, 17(5), 395-410.

Simpson, M., Carone, D. A., Jr., Burns, W. J., Seidman, T., Montgomery, D., & Sellers, A. (2002). Assessing giftedness with the WISC-III and the SB-IV. Psychology in the Schools, 39(5), 515-524.

Smith, G. T., McCarthy, D. M., & Anderson, K. G. (2000). On the sins of short-form development. Psychological Assessment, 12(1), 102-111.

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52(6), 613-629.

Suzuki, L. A., & Valencia, R. R. (1997). Race-ethnicity and measured intelligence: Educational implications. American Psychologist, 52(10), 1103-1114.

Taylor, M. J., & Heaton, R. K. (2001). Sensitivity and specificity of WAIS-III/WMS-III demographically corrected factor scores in neuropsychological assessment. Journal of the International Neuropsychological Society, 7(7), 867-874.

White, R. F., James, K. E., Vasterling, J. J., Letz, R., Marans, K., Delaney, R., et al. (2003). Neuropsychological screening for cognitive impairment using computer-assisted tasks. Assessment, 10(1), 86-101.