Psychological testing : principles, applications, and issues

목차 (Table of Contents)

• CONTENTS
• Part Ⅰ Principles = 1
• CHAPTER 1 Introduction = 3
• Basic Concepts = 7
• What a Test Is = 7
• Types of Tests = 9
• Overview of the Book = 11
• Principles of Psychological Testing = 11
• Applications of Psychological Testing = 12
• Issues of Psychological Testing = 12
• Historical Perspective = 13
• Early Antecedents = 13
• Charles Darwin and Individual Differences = 14
• Experimental Psychology and Psychophysical Measurement = 15
• The Evolution of Intelligence and Standardized Achievement Tests = 16
• Personality Tests : 1920 - 1940 = 19
• The Emergence of New Approaches [o Personality Testing = 21
• The Period of Rapid Changes in the Status of Testing = 22
• The Current Environment = 23
• Summary = 25
• InfoTrac College Edition Exercise = 25
• Web Activity = 26
• CHAPTER 2 Norms and Basic Statistics for Testing = 27
• Why We Need Statistics = 28
• Scales of Measurement = 29
• Properties of Scales = 29
• Types of Scales = 31
• Permissible Operations = 32
• Frequency Distributions = 33
• Percentile Ranks = 36
• Percentiles = 39
• Describing Distributions = 40
• Mean = 40
• Standard Deviation = 41
• Z Score = 44
• Standard Normal Deviation = 46
• McCall's T = 51
• Quartiles and Deciles = 53
• Norms = 54
• Age-Related Norms = 55
• Tracking = 55
• Criterion-Referenced Tests = 60
• Summary = 61
• InfoTrac College Edition Exercise = 61
• Web Activity = 61
• CHAPTER 3 Correlation and Regression = 63
• The Scatter Diagram = 64
• Correlation = 66
• Regression = 67
• The Regression Line = 67
• The Best-Fitting Line = 69
• Testing the Statistical Significance of a Correlation Coefficient = 71
• How to Interpret a Regression Plot = 76
• Other Correlation Coefficients = 80
• Terms and Issues in the Use of Correlation = 82
• Multivariate Analysis(Optional) = 85
• General Approach = 86
• An Example Using Multiple Regression = 86
• Discriminant Analysis = 87
• Factor Analysis = 88
• Summary = 89
• Appendix 3-1 : Calculation of a Regression Equation and a Correlation Coefficient = 92
• InfoTrac College Edition Exercise = 96
• Web Activity = 96
• CHAPTER 4 Reliability = 98
• History and Theory of Reliability = 99
• Conceptualization of Error = 99
• Spearman's Early Studies = 100
• Basics of Test Score Theory = 100
• The Domain Sampling Model = 103
• Models of Reliability = 105
• Sources of Error = 105
• Time Sampling : Test-Retest Method = 106
• Item Sampling : Parallel Forms Method = 107
• Split-Half Method = 108
• $$KR_20$$ Formula = 110
• Coefficient Alpha = 112
• Reliability of a Difference Score = 113
• Reliability in Behavioral Observation Studies = 115
• Connecting Sources of Error with Reliability Assessment Method = 118
• Using Reliability Information = 119
• Standard Errors of Measurement and the Rubber Yardstick = 119
• How Reliable Is Reliable? = 122
• What to Do About Low Reliability = 122
• Summary = 126
• Appendix 4-1 : Using Coefficient Alpha to Estimate Split-Half Reliability When the Variances for the Two Halves of the Test Are Unequal = 127
• Appendix 4-2 : The Calculation of Reliability Using $$KR_20$$ = 127
• InfoTrac College Edition Exercise = 129
• Web Activity = 129
• CHAPTER 5 Validity = 130
• Defining Validity = 132
• Aspects of Validity = 132
• Face Validity = 133
• Content-Related Evidence for Validity = 133
• Criterion-Related Evidence for Validity = 135
• Construct-Related Evidence for Validity = 144
• Relationship Between Reliability and Validity = 150
• Summary = 151
• InfoTrac College Edition Exercise = 152
• Web Activity = 152
• CHAPTER 6 Writing and Evaluating Test Items = 153
• Item Writing = 154
• Item Formats = 155
• Other Possibilities = 162
• Item Analysis = 163
• Item Difficulty = 163
• Discriminability = 165
• Pictures of Item Characteristics = 167
• Linking Uncommon Measures = 173
• Items for Criterion-Referenced Tests = 173
• Limitations of Item Analysis = 175
• Summary = 175
• InfoTrac College Edition Exercise = 176
• Web Activity = 177
• CHAPTER 7 Selection and Decision Analysis = 178
• The Test Manual = 179
• Base Rates and Hit Rates = 181
• Taylor-Russell Tables = 185
• Utility Theory and Decision Analysis = 191
• Incremental Validity = 192
• Locating Information About Published Tests = 194
• Tests in Print V = 194
• The Mental Measurements Yearbook = 195
• Unpublished Experimental Mental Measures = 196
• International Assessment of Health-Related Quality of Life = 196
• Summary = 196
• InfoTrac College Edition Exercise = 197
• Web Activity = 197
• CHAPTER 8 Test Administration = 198
• The Examiner and the Subject = 199
• The Examiner ／ Test-Taker Relationship = 199
• The Race of the Tester = 200
• Language of Test Taker = 202
• Training of Test Administrators = 203
• Expectancy Effects = 203
• Effects of Reinforcing Responses = 205
• Computer-Assisted Test Administration = 208
• Subject Variables = 209
• Behavioral Assessment Methodology = 210
• Reactivity = 211
• Drift = 211
• Expectancies = 212
• Problems in Rating Accuracy = 212
• Statistical Control of Rating Errors = 213
• Summary = 214
• InfoTrac College Edition Exercise = 214
• Web Activity = 215
• Part Ⅱ Applications = 217
• The Issue of Test Use = 219
• Concepts and Distinctions = 221
• Test Battery = 221
• Testing Versus Assessment = 221
• Summary = 222
• CHAPTER 9 Interviewing Techniques = 223
• The Interview as a Test = 227
• Reciprocal Nature of Interviewing = 228
• Principles of Effective Interviewing = 229
• The Proper Attitudes = 229
• Responses to Avoid = 229
• Effective Responses = 231
• Responses to Keep the Interaction Flowing = 232
• Measuring Understanding = 236
• Types of Interviews = 238
• Evaluation Interview = 238
• Structured Clinical Interviews = 239
• Case History Interview = 243
• Mental Status Examination = 244
• Employment Interview = 245
• Developing Interviewing Skills = 247
• Sources of Error in the Interview = 247
• Interview Validity = 247
• Interview Reliability = 250
• Summary = 250
• InfoTrac College Edition Exercise = 252
• Web Activity = 252
• CHAPTER 10 Theories of Intelligence and the Binet Scale = 253
• The Problem of Defining Intelligence = 254
• Binet's Principles of Test Construction = 256
• Principle 1 : Age Differentiation = 257
• Principle 2 : General Mental Ability = 257
• Spearman's Model of General Mental Ability = 257
• Implications of General Mental Intelligence(g) = 258
• The gf-gc Theory of Intelligence = 259
• The Early Binet Scales = 259
• The 1905 Binet-Simon Scale = 259
• The 1908 Scale = 260
• Terman's Stanford-Binet Intelligence Scale = 262
• The 1916 Stanford-Binet Intelligence Scale = 262
• The Intelligence Quotient(IQ) = 263
• The 1937 Scale = 264
• The 1960 Stanford-Binet Revision and Deviation IQ = 265
• The Modem Binet Scale = 266
• Model of the Modem Binet Scale = 268
• Characteristics of the 1986 Revision = 269
• Psychometric Properties of the Modem Binet = 271
• Research on the Modern Binct = 273
• Evaluation of the Modem Binet = 275
• Summary = 275
• InfoTrac College Edition Exercise = 276
• Web Activity = 276
• CHAPTER 11 The Wechsler Intelligence Scales = 278
• The Wechsler Intelligence Scales = 280
• Point and Performance Scale Concepts = 280
• From the Wechsler-Bellevue Intelligence Scale to the WAIS-Ⅲ = 282
• Scales, Subtests, and Indexes of the WAIS-Ⅲ = 282
• The Verbal Subtests = 283
• Raw Scores, Scaled Scores, and the Verbal IQ = 287
• The Performance Subtests = 287
• Performance IQs = 289
• Full-Scale IQs = 290
• Index Scores = 291
• Interpretive Features of the Wechsler Tests = 291
• Verbal-Performance IQ Comparisons = 291
• Pattern Analysis = 292
• Hypothetical Case Studies = 293
• Psychometric Properties of the Wechsler Adult Scales = 295
• Standardization = 295
• Reliability = 295
• Validity = 296
• Evaluation of the Wechsler Adult Scales = 296
• Downward Extensions of the WAIS-Ⅲ : the WISC-Ⅲ and WPPSI-R = 297
• The WISC-Ⅲ = 298
• Evaluation of the WISC-Ⅲ = 302
• The WPPSI-R = 303
• Summary = 304
• InfoTrac College Edition Exercise = 306
• Web Activity = 306
• CHAPTER 12 Other Individual Tests of Ability = 307
• Alternative Individual Ability Tests Compared with the Binet and Wechsler Scales = 308
• Alternatives Compared with One Another = 310
• Specific Individual Ability Tests = 310
• Infant Scales = 311
• Major Tests for Young Children = 317
• General Individual Ability Tests for Handicapped and Special Populations = 324
• Individual Tests of Ability for Specific Purposes = 327
• Learning Disabilities = 327
• Visiographic Tests = 330
• Creativity : Torrance Tests of Creative Thinking(TTCT) = 333
• Individual Achievement Tests : Wide Range Achievement Test - 3(WRAT-3) = 334
• Summary = 334
• InfoTrac College Edition Exercise = 335
• Web Activity = 335
• CHAPTER 13 Group Ability Tests : Intelligence, Achievement, and Aptitude = 337
• Comparison of Group and Individual Ability Tests = 338
• Advantages of Individual Tests = 339
• Advantages of Group Tests = 340
• Overview of Group Tests = 341
• Characteristics of Group Tests = 341
• Selecting Group Tests = 341
• Using Group Tests = 342
• Group Tests in the Schools : Kindergarten Through 12th Grade = 343
• Achievement Tests Versus Aptitude Tests = 343
• Group Achievement Tests = 344
• Group Tests of Mental Abilities(Intelligence) = 346
• College Entrance Tests = 349
• The Scholastic Assessment Test = 349
• Cooperative School and College Ability Tests = 353
• The American College Test = 353
• Graduate and Professional School Entrance Tests = 354
• Graduate Record Examination Aptitude Test = 354
• Miller Analogies Test = 359
• The Law School Admissions Test = 361
• Nonverbal Group Ability Tests = 362
• Raven Progressive Matrices = 362
• Goodenough-Harris Drawing Test = 365
• IPAT Culture Fair Intelligence Test = 365
• Group Tests for Specific Purposes = 366
• Tests for Use in Industry : Wonderlic Personnel Test = 366
• Tests for Assessing Occupational Aptitude = 368
• Armed Services Vocational Aptitude Battery = 368
• Summary = 369
• InfoTrac College Edition Exercise = 370
• Web Activity = 370
• CHAPTER 14 Tests for Choosing Careers = 372
• Measuring Interests = 374
• The Strong Vocational Interest Blank = 374
• The Strong-Campbell Interest Inventory = 375
• The Campbell Interest and Skill Survey = 378
• The Kuder Occupational Interest Survey = 382
• The Jackson Vocational Interest Survey = 386
• The Minnesota Vocational Interest Inventory = 386
• The Career Assessment Inventory = 386
• The Self-Directed Search = 387
• Eliminating Gender Bias in Interest Measurement = 388
• Aptitudes and Interests = 388
• Measuring Personal Characteristics for Job Placement = 389
• Trait Factor Approach : Osipow's Vocational Dimensions = 389
• The Career Maturity Inventory : Super's Development Theory = 390
• The California Occupational Preference Survey : Roe's Career-Choice Theory = 390
• Are There Stable Personality Traits? = 392
• Measuring Characteristics of the Work Setting = 393
• The Social-Ecology Approach = 393
• Classifying Environments = 395
• Job Analysis = 397
• Measuring the Person-Situation Interaction = 399
• Summary = 402
• InfoTrac College Edition Exercise = 403
• Web Activity = 403
• CHAPTER 15 Structured Personality Tests = 404
• Strategies of Structured Personality-Test Construction = 406
• Deductive Strategies = 407
• Empirical Strategies = 408
• Criteria Used in Selecting Tests for Discussion = 409
• The Logical-Content Strategy = 410
• Woodworth Personal Data Sheet = 410
• Early Multidimensional Logical-Content Scales = 410
• Mooney Problem Checklist = 411
• Criticisms of the Logical-Content Approach = 411
• The Criterion-Group Strategy = 411
• Minnesota Multiphasic Personality Inventory = 412
• California Psychological Inventory - Revised Edition = 422
• The Factor Analytic Strategy = 424
• Guilford's Pioneer Efforts = 424
• Cattell's Contribution = 425
• Problems with the Factor Analytic Strategy = 427
• The Theoretical Strategy = 428
• Edwards Personal Preference Schedule = 428
• Personality Research Form and Jackson Personality Inventory = 431
• Temperament : The Myers-Briggs Type Indicator = 433
• Self-Concept = 434
• Combination Strategies = 435
• The Millon Clinical Multiaxial Inventory = 435
• The NEO Personality Inventory(NEO-PI-R) = 436
• Summary = 439
• InfoTrac College Edition Exercise = 440
• Web Activity = 440
• CHAPTER 16 Projective Personality Tests = 442
• The Projective Hypothesis = 444
• The Rorschach Inkblot Test = 445
• Historical Antecedents = 445
• Stimuli, Administration, and Interpretation = 446
• Psychometric Properties = 453
• An Alternative Inkblot Test : The Holtzman = 458
• The Thematic Apperception Test = 458
• Stimuli, Administration, and Interpretation = 459
• Psychometric Properties = 463
• Alternative Apperception Procedures = 464
• Nonpictorial Projective Procedures = 464
• Word Association Test = 465
• Sentence Completion Tasks = 466
• Figure Drawing Tests = 466
• Summary = 467
• InfoTrac College Edition Exercise = 468
• Web Activity = 468
• CHAPTER 17 Cognitive-Behavioral Assessment = 470
• Cognitive-Behavioral Assessment Procedures = 472
• The Rationale for Cognitive-Behavioral Assessment = 472
• Procedures Based on Operant Conditioning = 474
• Self-Report Techniques = 476
• Kanfer and Sas1ow's Functional Approach = 480
• The Dysfunctional Attitude Scale = 481
• Irrational Beliefs Test = 482
• Cognitive Functional Analysis = 482
• Psychophysiological Procedures = 484
• Physiological Variables wi[h Treatment Implications = 484
• Evaluation of Physiological Techniques = 485
• Computers and Psychological Testing = 486
• Psychophysical and Signal Detection Procedures = 486
• Other Uses of Computers = 489
• The Computerization of Cognitive-Behavioral Assessment = 489
• Summary = 490
• InfoTrac College Edition Exercise = 491
• Web Activity = 491
• CHAPTER 18 Testing In Health Psychology and Health Care = 493
• Neuropsychological Assessment = 494
• Clinical Neuropsychology = 494
• Developmental Neuropsychology = 498
• Adult Neuropsychology = 501
• California Verbal Learning Test = 507
• Anxiety and Stress Assessment = 510
• Stress and Anxiety = 510
• The State-Trait Anxiety Inventory = 511
• Measures of Test Anxiety = 512
• Measures of Coping = 516
• Ecological Momentary Assessment = 517
• Measures of Social Support = 518
• Quality of Life Assessment = 519
• What Is Health-Related Quality of Life? = 520
• Common Methods for Measuring Quality of Life = 520
• Summary = 523
• InfoTrac College Edition Exercise = 524
• Web Activity = 525
• Part Ⅲ Issues = 527
• CHAPTER 19 Test Bias = 529
• Why Is Test Bias Controversial? = 530
• Test Fairness and the Law = 531
• The Traditional Defense of Testing = 534
• Content-Related Evidence for Validity = 535
• Criterion-Related Sources of Bias = 538
• Other Approaches to Testing Minority Group Members = 541
• Ignorance Versus Stupidity = 542
• The Chitling Test = 544
• The Black Intelligence Test of Cultural Homogeneity = 545
• The System of Multicultural Pluralistic Assessment = 546
• Suggestions for Solutions = 550
• Ethical Concerns and the Definition of Test Bias = 550
• Thinking Differently : Finding New Interpretations of Data = 553
• Developing Different Criteria = 556
• Changing the Social Environment = 557
• Summary = 560
• InfoTrac College Edition Exercise = 562
• Web Activity = 562
• CHAPTER 20 Testing and the Law = 563
• Laws Governing the Use of Tests = 565
• Federal Authorities = 565
• Specific Laws = 573
• Major Lawsuits That Have Affected Psychological Testing = 576
• Early Desegregation Cases = 576
• Stell v. Savannah-Chatham County Board of Education = 577
• Hobson v. Hansen = 577
• Diana v. State Board of Education = 578
• Larry P. v. Wilson Riles = 579
• Parents in Action on Special Education v. Hannon = 581
• Crawford et al. v. Honig et al. = 585
• Marshall v. Georgia = 585
• Debra P. v. Turlington = 586
• Regents of the University of California v. Bakke = 588
• Golden Rule Insurance Company et al. v. Washburn et al. = 589
• Adarand Constructors, Inc. v. Pena, Secretary of Transportation et al. = 590
• Affirmative Action in Higher Education = 590
• Personnel Cases = 591
• Cases Relevant to the Americans with Disabilities Act = 596
• A Critical Look at Lawsuits = 597
• Summary = 597
• Web Activity = 598
• CHAPTER 21 The Future of Psychological Testing = 599
• Issues Shaping the Field of Testing = 600
• Professional Issues = 600
• Moral Issues = 605
• Social Issues = 608
• Current Trends = 611
• The Proliferation of New Tests = 611
• Higher Standards, Improved Technology, and Increasing Objectivity = 612
• Greater Public Awareness and Influence = 613
• The Computerization of Tests = 614
• Testing on the Internet = 614
• Future Trends = 614
• Future Prospects for Testing Are Promising = 615
• The Proliferation of New and Improved Tests Will Continue = 615
• Revolutionary Changes : "Perestroika" in School Testing? = 616
• Controversy, Disagreement, and Change Will Continue = 618
• The Integration of Cognitive Science and Computer Science Will Lead to Several Innovations in Testing = 618
• Summary = 619
• InfoTrac College Edition Exercise = 619
• Web Activity = 619
• APPENDIX 1 Areas of a Standard Normal Distribution = 621
• APPENDIX 2 Publishers of Major Tests = 624
• APPENDIX 3 Critical Values of r for α ＝ .05 and α ＝ .01(Two-Tailed Test) = 627
• APPENDIX 4 Critical Values of t = 628
• APPENDIX 5 Code of Fair Testing Practices In Education = 630
• Glossary = 635
• References = 641
• Author Index = 687
• Subject Index = 695