Psychological testing

목차 (Table of Contents)

• CONTENTS
• PREFACE = ⅸ
• 1 THE NATURE OF PSYCHOLOGICAL TESTING = 1
• WHAT IS A TEST? = 1
• TEST VERSUS ASSESSMENT = 2
• WHO USES TESTS? = 2
• SETTINGS AND PURPOSES OF TESTS = 2
• SOURCES OF INFORMATION = 3
• HISTORICAL PERSPECTIVE = 4
• Early Civil Service Tests = 4
• Early Experimental Psychologists = 4
• Binet's Influence = 4
• Intelligence Tests in America = 5
• Development of Group Tests = 5
• Projective Personality Tests = 6
• Tests in Education = 6
• Interest Inventories = 6
• 2 BASIC STATISTICS = 8
• ORGANIZING DATA = 8
• Using Numbers = 8
• Frequency Distributions = 9
• Shapes of Frequency Distributions = 12
• MEASURES OF CENTRAL TENDENCY = 14
• Mean = 14
• Median = 14
• Mode = 15
• Summary Remarks = 15
• MEASURES OF VARIABILITY = 15
• Range = 16
• Variance = 16
• Standard Deviation = 17
• CORRELATION = 18
• z-Scores = 18
• Correlation Coefficient = 19
• REGRESSION EQUATIONS = 23
• With z-Scores = 23
• With Raw Scores = 24
• Errors in Prediction = 25
• Summary Remarks = 26
• 3 BASIC CHARACTERISTICS OF TESTS = 27
• STANDARDIZATION = 27
• RELIABILITY = 28
• Two Approaches to Reliability = 29
• Conceptual Model = 29
• Sources of Error = 30
• Parallel Tests = 31
• Reliability Defined = 32
• EMPIRICAL METHODS OF ESTIMATING RELIABILITY = 32
• Test-Retest = 32
• Internal Consistency = 33
• Analysis of Variance = 35
• Ratings and Percent Ageement = 36
• Factors Influencing Reliability = 37
• Standard Error of Measurement = 38
• VALIDITY = 39
• Face Validity = 40
• Content Validity = 40
• Criterion-Related Validity = 41
• Construct Validity = 42
• Convergent and Discriminant Validity = 43
• Factors Influencing Validity = 45
• Evaluating Validity = 46
• SUMMARY = 53
• 4 ADMINISTERING AND SCORING TESTS = 54
• CATEGORIZING TESTS = 54
• Group versus Individual Tests = 54
• Typical versus Maximum Performance Tests = 55
• Objective versus Projective Tests = 55
• Speed versus Power Tests = 55
• Limited-Response versus Free-Response Tests = 56
• ADMINISTERING TESTS = 56
• Environmental Conditions = 57
• Rapport = 57
• SCORING TESTS = 58
• Summative Scoring = 58
• Expression of Performance = 59
• Norms = 65
• Profiles = 66
• Criterion-Referenced Testing = 68
• FACTORS INFLUENCING PERFORMANCE = 70
• Characteristics of Examinee = 70
• Effects of Examiner = 74
• SUMMARY = 76
• 5 INTELLIGENCE AND THE STANFORD-BINET SCALE = 77
• INTELLIGENCE = 77
• Definitions of Intelligence = 78
• Conceptual Approaches to Intelligence = 79
• STANFORD-BINET INTELLIGENCE SCALE = 82
• Historical Development = 83
• Characteristics = 88
• Evaluation = 95
• 6 WECHSLER INTELLIGENCE SCALES = 96
• WECHSLER ADULT INTELLIGENCE SCALE-REVISED (WAIS-R) = 97
• Content = 97
• Administration and Scoring = 99
• Reliability = 100
• Reliability of Difference Scores = 104
• Validity = 105
• WECHSLER INTELLIGENCE SCALE FOR CHILDREN-REVISED (WISC-R) = 108
• Content = 110
• Administration and Scoring = 111
• Reliability = 113
• Validity = 114
• WECHSLER PRESCHOOL AND PRIMARY SCALE OF INTELLIGENCE (WPPSI) = 120
• Content = 120
• Administration and Scoring = 121
• Reliability = 122
• Validity = 123
• EVALUATION OF THE WECHSLER SCALES = 126
• 7 INDIVIDUAL TESTS OF MENTAL ABILITY : TESTS USED WITH PRESCHOOL CHILDREN AND SPECIAL POPULATIONS = 128
• MC CARTHY SCALES OF CHILDREN'S ABILITIES (MSCA) = 128
• Content = 129
• Administration and Scoring = 132
• Reliability = 135
• Validity = 137
• Evaluation = 141
• TESTS FOR SPECIAL POPULATIONS = 141
• Infants = 141
• Motor and Speech Handicaps = 147
• Learning Disabilities = 147
• Visual and Hearing Impairments = 150
• Different Cultures = 151
• 8 GROUP TESTS Of APTITUDE AND ACHIEVEMENT = 159
• APTITUDE-ACHIEVEMENT DISTINCTION = 159
• APTITUDE TESTS = 161
• Multilevel Tests-Cognitive Abilities Test (CAT) = 161
• Aptitude Batteries = 166
• College Level Aptitude Tests = 172
• Scholastic Aptitude Test (SAT) = 172
• American College Testing Program (ACT) = 181
• Comparison of the SAT and ACT = 188
• Postcollege Aptitude Tests for Graduate and Professional Schools = 189
• ACHIEVEMENT TESTS = 196
• Stanford Achievement Test (SACHT) = 197
• 9 PERSONALITY ASSESSMENT : PROJECTIVE TECHNIQUES = 207
• PROJECTIVE VERSUS OBJECTIVE TESTS = 208
• INTERPRETATION OF PERSONALITY TESTS = 211
• PROJECTIVE TECHNIQUES = 212
• RORSCHACH INKBLOT TEST = 213
• History and Development = 213
• Materials and Administration = 214
• Interpretation = 215
• Evaluafion of the Rorschach = 218
• HOLTZMAN INKBLOT TEST = 220
• THEMATIC APPERCEPTION TEST = 220
• Materials and Administration = 220
• Interpretation of TAT Stories = 221
• Evaluation of the TAT = 223
• TAT-LIKE TECHNIQUES = 225
• DRAWINGS = 226
• INCOMPLETE SENTENCES BLANK = 227
• Materials and Administration = 227
• Interpretation = 228
• Evaluation = 228
• SOME OTHER PROJECTIVE TECHNIQUES = 229
• GENERAL CONCLUSIONS ABOUT PROJECTIVE TECHNIQUES = 230
• 10 PERSONALITY ASSESSMENT : INVENTORIES = 231
• STRATEGIES FOR INVENTORY CONSTRUCTION = 231
• Content Validation = 231
• Criterion (Empirical) Keying = 232
• Factor-Analytic Approaches = 233
• Sequential Strategy = 233
• FREQUENTLY USED PERSONALITY INVENTORIES = 234
• MINNESOTA MULTIPHASIC PERSONALITY INVENTORY = 235
• Rationale and Development = 235
• Materials, Administration, Scoring = 236
• Interpretation = 240
• Evaluation = 241
• CALIFORNIA PSYCHOLOGICAL INVENTORY = 243
• Rationale and Development = 243
• Materials Administration, Scoring = 245
• Interpretation = 245
• Evaluation = 247
• SIXTEEN PERSONALITY FACTOR QUESTIONNAIRE = 250
• Rationale and Development = 250
• Materials, Administration, Scoring = 251
• Interpretation = 252
• Evaluation = 255
• Conclusions = 257
• EDWARDS PERSONAL PREFERENCE SCHEDULE = 257
• Rationale and Development = 257
• Materials, Administration, Scoring = 259
• Interpretation = 259
• Evaluation = 261
• PERSONALITY RESEARCH FORM = 262
• Rationale and Development = 262
• Materials, Administration, Scoring = 264
• Interpretation = 264
• Evaluation = 266
• OTHER PERSONALITY INVENTORIES = 268
• Adjustment Inventory (AI) = 268
• California Test of Personality (CTP) = 269
• Comrey Personality Scales (CPS) = 269
• Edwards Personality Inventory (EPI) = 269
• Eysenck Personality Inventory (EPI) = 269
• Guilford-Zimmeman Temperament Survey (GZTS) = 270
• IPAT Anxiety Scale Questionnaire (ASQ) = 270
• Interpersonal Check List (ICL) = 270
• Jackson Personality Inventory (JPI) = 270
• Millon Clinical Multiaxial Inventory (MCMI) = 271
• Mooney Problem Check Ust (MPCL) = 271
• PERSONALITY INVENTORIES FOR CHILDREN = 271
• Missouri Children's Picture Series (MCPS) = 271
• Personality Inventory for Children (PIC) = 273
• 11 INTERVIEWING AND BEHAVIORAL ASSESSMENT = 275
• INTERVIEWING = 275
• Types of Interviews = 275
• Structured versus Unstructured Interviews = 276
• The Interview Process = 277
• Evaluating the Interview = 279
• BEHAVIORAL ASSESSMENT = 281
• Comparison of Traditional and Behavioral Approaches = 281
• Steps Involved in Behavioral Assessment = 282
• Techniques Used in Behavioral Assessment = 285
• Evaluation = 293
• Comparative Validity of Traditional and Behavioral Assessment = 294
• 12 MEASURING INTERESTS, VALUES, AMTUDES, AND PERSONAL ORIENTATION = 296
• INTEREST INVENTORIES = 297
• Strong-Campbell Interest Inventory (SCII) = 297
• Other Interest Inventories = 311
• MEASURING VALUES = 318
• Study of Values Scale = 320
• Other Measures of Value = 322
• MEASURING ATTITUDES = 323
• Likert Scale = 323
• Thurstone Scaling = 324
• Semantic Differential = 326
• PERSONAL ORIENTATION = 327
• Type A Behavior = 329
• Sex-Role Orientation (Masculinity-Femininity) = 331
• State-Trait Anxiety Inventory = 335
• 13 THE ASSESSMENT PROCESS = 337
• IMPORTANCE OF THE INTERPRETER = 337
• STAGES IN THE ASSESSMENT PROCESS = 337
• Input = 338
• Processing = 339
• Output = 339
• BASE RATES = 339
• CLINICAL VERSUS STATISTICAL PREDICTION = 340
• AMOUNT OF INFORMATION = 341
• EXPERIENCE OF ASSESSOR = 342
• SOURCES OF ASSESSMENT DATA = 343
• CLINICAL JUDGMENT RESEARCH = 344
• CONCLUDING COMMENTS = 345
• 14 CONTROVERSIAL ISSUES IN TESTING = 347
• HISTORICAL PERSPECTIVE = 348
• TEST BIAS = 350
• The Context for Test Bias = 350
• Definitions of Test Bias = 350
• Evidence on Bias in Ability Tests = 350
• Bias in Personality Measures = 356
• SELECTION MODELS = 356
• SEX BIAS = 358
• Ability Testing = 359
• Personality Testing = 360
• Interest Testing = 361
• THE IQ CONTROVERSY = 362
• ETHICAL ISSUES IN TESTING = 364
• Invasion of Privacy = 364
• Confidentiality = 366
• Client's Right To Information = 368
• LEGAL ISSUES = 368
• Test Bias In Education = 368
• Employment Testing = 369
• Consumerism = 371
• AUTOMATED PSYCHOLOGICAL TESTING = 374
• REFERENCES = 382
• INDEX = 419