Psychological testing : history, principles, and applications

목차 (Table of Contents)

• CONTENTS
• Preface = xxv
• CHAPTER 1 THE HISTORY OF PSYCHOLOGICAL TESTING = 1
• TOPIC 1 The Origins of Psychological Testing = 1
• The Importance of Testing = 2
• The Importance of History = 2
• Case Exhibit 1.1 The Consequences of Test Results = 3
• Rudimentary Forms of Testing in China in 2200 B.C. = 4
• Psychiatric Antecedents of Psychological Testing = 4
• Beginning of Modern Testing in the Brass Instruments Era = 5
• Wundt and Mental Measurement = 6
• Galton and the First Battery of Mental Tests = 6
• Cattell Imports Brass Instruments to the U.S. = 8
• The End of the Brass Instruments Era of Testing = 10
• Changing Conceptions of Mental Retardation in the 1800s = 11
• Newfound Humanism Toward the Mentally Retarded in the 1800s = 11
• Esquirol and Diagnosis in Mental Retardation = 12
• Seguin and Education of the Mentally Retarded = 12
• Influence of Binet's Early Research on His Famous Test = 12
• Binet and Testing for Higher Mental Processes = 14
• The 1905 Scales = 14
• The 1908 and 1911 Scales and the Advent of IQ = 16
• Summary = 17
• TOPIC 2 Early Testing in the United States = 18
• Early Uses and Abuses of Intelligence Testing in America = 18
• First Translation of the Binet-Simon Scale = 18
• The Binet-Simon and Immigration = 19
• The invention of Nonverbal Tests in the Early1900s = 21
• The Stanford-Binet The Early Mainstay of IQ = 21
• Group Tests and the Classification of WWI Army Recruits = 22
• The Army Alpha and Beta Examinations = 22
• The Army Tests and Ethnic Differences = 25
• Early Educational Testing = 27
• The Development of Aptitude Tests = 28
• Personality and Vocational Testing After WWI = 29
• The Origins of Projective Testing = 30
• The Development of Interest Inventories = 31
• Summary of Major Landmarks in the History of Testing = 32
• Summary = 33
• CHAPTER 2 TESTS AND THE TESTING PROCESS = 34
• TOPIC 3 The Nature and Uses of Psychological Tests = 34
• Definition of a Test = 35
• Standardized Procedure = 36
• Behavior Sample = 37
• Scores or Categories = 37
• Norms or Standards = 38
• Prediction of Additional Behaviors = 38
• Norm-Referenced Versus Criterion-Referenced Tests = 38
• The Difference between Testing and Assessment = 39
• Type of Tests = 39
• Intelligence Tests = 40
• Aptitude Tests = 41
• Achievement Tests = 41
• Creativity Tests = 42
• Personality Tests = 42
• Interest Inventories = 42
• Behavioral Procedures = 42
• Case Exhibit 3.1 A Typical Behavioral Assessment Procedure = 44
• Neuropsychological Tests = 44
• Uses of Testing = 44
• Classification = 45
• Diagnosis and Treatment Planning = 46
• Self-knowledge = 46
• Case Exhibit 3.2 Test Results as Self-knowledge = 47
• Research = 48
• Who May Obtain Tests = 48
• Case Exhibit 3.3 Test Access and the Selection Process = 49
• Sources of Information on Tests = 50
• Summary = 51
• Key Terms and Concepts = 52
• TOPIC 4 The Testing Process = 53
• Administering Tests = 54
• The Importance of Standardized Procedures = 54
• Case Exhibit 4.1 A Worst Case Vignette of Non-Standard Testing = 54
• The Need for Reasoned Flexibility in Procedures = 55
• Desirable Procedures of Test Administration = 56
• Desirable Procedures of Testing Individual Tests = 56
• Sensitivity to Handicaps = 57
• Desirable Procedures of Testing Group Tests = 60
• Case Exhibit 4.2 Nonstandard Testing Conditions with a Group Test = 62
• Influence of the Examiner = 63
• The Importance of Rapport = 63
• Examiner Sex, Experience, and Race = 64
• Background and Motivation of the Examine = 64
• Test Anxiety = 64
• Case Exhibit 4.3 Over Faking of Test Results = 66
• Motivation to Deceive = 66
• Effects of Coaching on Test Results = 66
• Issues in scoring = 67
• Summary = 68
• Key Terms and Concepts = 69
• CHAPTER 3 NORMS AND RELIABILITY = 70
• TOPIC 5 Norms and Test Standardization = 70
• Raw Scores = 71
• Case Exhibit 5.1 Outmoded Tests and Outdated Norms = 72
• Essential Statistical Concepts = 72
• Frequency Distributions = 73
• Measures of Central Tendency = 74
• Measures of Variability = 74
• The Normal Distribution = 76
• Skewness = 77
• Raw Score Transformations = 79
• Percentiles and Percentile Ranks = 79
• Standard Scores = 80
• T Scores And Other Standardized Scores = 83
• Stanines, Stens, and C Scale = 85
• A Summary of Statistically Based Norms = 85
• Selecting a Norm Group = 86
• Age and Grade Norms = 87
• Local and Subgroup Norms = 88
• Expectancy Tables = 88
• Criterion-Referenced Tests = 90
• Summary = 90
• Key Terms and Concepts = 91
• TOPIC 6 Concepts of Reliability = 93
• Classical Theory and the Sources of Measurement Error = 94
• Case Exhibit 6.1 Test Reliability and Courtroom Testimony = 95
• Sources of Measurement Error = 96
• Item Selection = 96
• Test Administration = 96
• Test Scoring = 97
• Systematic Measurement Error = 97
• Measurement Error and Reliability = 98
• The Reliability Coefficient = 99
• The Correlation Coefficient = 99
• Computation of the Correlation Coefficient = 101
• The Correlation Coefficient as a Reliability Coefficient = 101
• Reliability as Temporal Stability = 102
• Test-Retest Reliability = 102
• Alternate-Forms Reliability = 103
• Reliability as Internal Consistency = 104
• Split-Half Reliability = 104
• The Spearman-Brown Formula = 104
• Critique of the Split-Half Approach = 105
• Coefficient Alpha = 105
• The Kuder-Richardson Estimate of Reliability = 106
• Inter-Scorer Reliability = 106
• Which Type of Reliability Is Appropriate? = 106
• The Domain Sampling Model and Generalizability Theory = 107
• Special Circumstances in the Estimation of Reliability = 109
• Unstable Characteristics = 109
• Speed and Power Tests = 109
• Restriction of Range = 109
• Reliability of Criterion-Referenced Tests = 110
• The Interpretation of Reliability Coefficients = 110
• Reliability and the Standard Error of Measurement = 111
• Computing the Standard Error of Measurement = 112
• The SEM and Individual Test Scores = 112
• The SEM and Differences between Scores = 112
• Summary = 113
• Key Terms and Concepts = 115
• CHAPTER 4 VALIDITY AND TEST DEVELOPMENT = 116
• TOPIC 7 Basic Concepts of Validity = 116
• Validity A Definition = 117
• Case Exhibit 7.1 Research as the Essential Proof of Test Validity = 117
• Content Validity = 118
• Quantification of Content Validity = 119
• Face Validity = 120
• Criterion-Related Validity = 120
• Characteristics of a Good Criterion = 121
• Concurrent Validity = 122
• Predictive Validity = 123
• Validity Coefficient and the Standard Error of the Estimate = 123
• Decision Theory Applied to Psychological Tests = 124
• Taylor-Russell Tables = 712
• Construct Validity = 127
• Approaches to Construct Validity = 129
• Test Homogeneity = 130
• Appropriate Developmental Changes = 130
• Theory-Consistent Group Differences = 130
• Theory-Consistent Intervention Effects = 131
• Convergent and Discriminant Validation = 131
• Factor Analysis = 133
• Summary = 134
• Key Terms and Concepts = 135
• TOPIC 8 Test Construction = 136
• Defining the Test = 137
• Selecting a Scaling Method = 138
• Levels of Measurement = 138
• Representative Scaling Methods = 139
• Expert Rankings = 139
• Method of Equal-Appearing Intervals = 140
• Method of Absolute Scaling = 141
• Likert Scales = 142
• Guttman Scales = 142
• Method of Empirical Keying = 143
• Constructing the Items = 143
• Initial Questions in Test Construction = 143
• Table of Specifications = 144
• Item Formats = 144
• Testing the Items = 146
• Item-Difficulty Index = 146
• Item-Reliability Index = 147
• Item-Validity Index = 147
• Item-Characteristic Curves = 148
• Item-Discrimination Index = 149
• Revising the Test = 151
• Cross-Validation = 151
• Validity Shrinkage = 152
• Publishing the Test = 152
• Production of the Testing Materials = 153
• Technical Manual and User's Manual = 153
• Testing Is Big Business = 153
• Summary = 154
• Key Terms and Concepts = 155
• CHAPTER 5 FOUNDATIONS OF INTELLIGENCE TESTING = 156
• TOPIC 9 Theories and the Measurement of Intelligence = 156
• Definitions of Intelligence = 157
• Expert Definitions of Intelligence = 157
• Layperson and Expert Conceptions of Intelligence = 158
• Case Exhibit 9.1 Learning and Adaptation as Core Functions of Intelligence = 159
• Theories of Intelligence = 160
• Galton and Sensory Keenness = 160
• Spearman and the g Factor = 161
• Thurstone and the Primary Mental Abilities = 162
• R. Cattell and the Fluid／Crystallized Distinction = 164
• Piaget and Adaptation = 164
• Guilford and the Structure of Intellect Model = 167
• Intelligence as a Biological Construct = 169
• Gardner and the Theory of Multiple Intelligence = 171
• Sternberg and the Triarchic Theory of Intelligence = 172
• Summary = 174
• Key Terms and Concepts = 175
• TOPIC 10 The Wechsler Tradition of Intelligence Testing = 176
• Overview of the Wechsler Tests = 177
• Origins of the Wechsler Tests = 177
• General Features of the Wechsler Tests = 178
• Description and Analysis of the Wechsler Subtests = 179
• Information = 180
• Digit Span = 180
• Vocabulary = 181
• Arithmetic = 181
• Comprehension = 181
• Similarities = 182
• Picture Completion = 182
• Picture Arrangement = 183
• Block Design = 183
• Object Assembly = 184
• Coding or Digit Symbol = 185
• Mazes = 186
• WPPSI-R Subtests = 186
• The Wechsler Adult Intelligence Scale-Revised(WAIS-R) = 187
• WAIS-R Standardization = 187
• Reliability = 188
• Validity = 188
• The Wechsler Intelligence Scale for Children-Revised(WISC-R) = 191
• The Wechsler Preschool and Primary Scale of Intelligence-Revised(WPPSI-R) = 193
• Summary = 194
• Key Terms and Concepts = 195
• CHAPTER 6 INDIVIDUAL AND GROUP TESTS OF INTELLIGENCE = 196
• TOPIC 11 Intelligence Tests Alternatives to the Wechsler Tradition = 196
• Stanford-Binet Intelligence Scale Fourth Edition = 197
• The SB FE Model of Intelligence = 198
• Subtest on the SB FE = 200
• Standardization and Psychometric Properties of the SB FE = 200
• Administration and Scoring of the SB FE = 202
• Validity of the SB FE = 203
• Appraisal of the SB FE = 203
• Kaufman Assessment Battery for Children (K-ABC) = 203
• McCarthy Scales of Children's Abilities = 210
• Detroit Test of Learning Aptitude-2 = 214
• Slosson Intelligence Test = 215
• Differential Ability Scales = 217
• Summary = 218
• Key Terms and Concepts = 219
• TOPIC 12 Group Tests of Intelligence220
• Origins and Characteristics of Group Tests = 221
• Origins = 221
• Differences between Group and Individual Tests = 221
• Advantages and Disadvantages of Group Testing = 222
• Case Exhibit 12.1 Pitfalls of Group Testing = 223
• Multidimensional Aptitude Battery (MAB) = 223
• Background and Description = 223
• Technical Features = 224
• Comment on the MAB = 226
• Culture Fair Intelligence Test (CFTT) = 227
• Background and Description = 227
• Technical Features = 224
• Comment on the CFTT = 229
• Raven's Progressive Matrices (RPM) = 229
• Background and Description = 229
• Technical Features = 230
• Comment on the RPM = 231
• Shipley Institute of Living Scale (SILS) = 231
• Background and Description = 232
• Technical Features = 232
• Comment on the SILS = 233
• A Multilevel Battery The Cognitive Abilities Test (CogAt) = 234
• Background and Description = 234
• Technical Features = 235
• Comment on the CogAT = 236
• In Brief Additional School-based Intelligence Tests = 236
• Summary = 237
• Key Terms and Concepts = 239
• CHAPTER 7 SPECIAL POPULATIONS AND ISSUES IN INTELLIGENCE TESTING = 240
• TOPIC 13 Testing Special Populations = 240
• Types of Tests and Procedures for Special Populations = 242
• The Legal Mandate for Assessing the Handicapped = 242
• Public Law 94-142 = 242
• Public Law 99-457 = 243
• Nonlanguage Tests = 243
• Leiter International Performance Scale = 243
• The Goodenough--Harris Drawing Test = 244
• Hiskey-Nebraska Test of Learning Aptitude = 247
• Test of Nonverbal Intelligence = 248
• Nonreading and Motor-Reduced Tests = 249
• Peabody Picture Vocabulary Test-Revised = 249
• Case Exhibit 13.1 The Challenge of Assessment in Cerebral Palsy = 250
• Columbia Mental Retardation = 253
• Tests for Blind and Visually Impaired Persons = 252
• Assessment of Adaptive Behavior in Mental Retardation = 253
• Definition of Mental Retardation = 253
• Scales of Independent Behavior = 256
• Independent Living Behavior Checklist (ILBC) = 258
• Additional Measures of Adaptive Behavior = 258
• Summary = 260
• Key Terms and Concepts = 262
• TOPIC 14 Issues and Controversies in Intelligence Testing = 263
• Genetic and Environmental Determinants of Intelligence = 264
• Genetic Contributions to Intelligence = 264
• Environmental Effects Impoverishment and Enrichment = 265
• Teratogenic Effects on Intelligence and Development = 268
• Effects of Environmental Toxins on Intelligence = 268
• Origins of Black-White IQ Differences = 269
• The Nature of Black-White IQ Differences = 269
• The Genetic Hypothesis in Black-White IQ Differences = 269
• Tenability of the Genetic Hypothesis = 271
• Applications of Infant Intelligence Test = 271
• Gesell Developmental Schedules = 272
• Denver Development Screening Test = 273
• Uzgiris-Hunt Scales = 273
• Bayley Scales of Infant Development = 274
• Practical Utility of the Bayley and Other Infant Scales = 275
• Age Changes in Intelligence = 277
• Early Cross-Sectional Research on Age and Intelligence = 277
• Sequential Studies of Intelligence with Multidimensional Instruments = 278
• Postformal Operations in Adulthood and Old Age = 281
• Summary = 284
• Key Terms and Concepts = 286
• CHAPTER 8 APTITUDE TESTS, ACHIEVEMENT TESTS, AND TESTS FOR LEARNING DISABILITIES = 287
• TOPIC 15 Aptitude and Special Ability Tests = 287
• A Primer of Factor Analysis = 288
• The Correlation Matrix = 289
• The Factor Matrix and Factor Loadings = 290
• Geometric Representation of Factor Loadings = 291
• The Rotated Factor Matrix = 292
• The Interpretation of Factors = 294
• Issues in Factor Analysis = 295
• Multiple Aptitude Test Batteries = 296
• The Differential Aptitude(DAT) = 296
• The General Aptitude Test Battery(GATB) = 299
• The Armed Services Vocational Aptitude Battery(ASVAB) = 300
• The Assessment of Creativity and Artistic Aptitude = 304
• Creativity as Process = 304
• Creativity as Personal Characteristics = 305
• Creativity as Product = 306
• Comment on Creativity Tests = 309
• Summary = 309
• Key Terms and Concepts = 311
• TOPIC 16 Achievement Tests and the Assessment of Learning Disabilities = 312
• Essential Concepts in Achievement Testing = 313
• Group and Individual Achievement Tests = 313
• Norm-Referenced and Criterion-Referenced Tests = 313
• Ability, Aptitude, and Achievement Tests = 313
• The Functions of Achievement Testing = 314
• Educational Achievement Tests = 314
• Iowa Tests of Basic Skills = 315
• Metropolitan Achievement Test, Sixth Edition = 316
• The Iowa Tests of Educational Development = 318
• The Tests of Achievement and Proficiency = 319
• Additional Group Standardized Achievement Tests = 319
• Individual Achievement Tests = 320
• Merits of Individual Achievement Tests = 320
• Overview of Individual Achievement Tests = 321
• Kaufman Test of Educational Achievement (K-TEA) = 321
• Assessment of Learning Disabilities = 324
• The Definition of Learning Disabilities = 324
• Essential Features of Learning Disabilities = 326
• Test Batteries in the Assessment of Learning Disabilities = 328
• Assessment of Attention-Deficit Hyperactivity Disorder = 330
• Summary = 333
• Key Terms and Concepts = 335
• CHAPTER 9 INDUSTRIAL AND OCCUPATIONAL TESTING = 336
• TOPIC 17 Psychological Measurement in Industry = 336
• A Framework for Industrial Testing and Assessment = 337
• The Role of Testing and Assessment in Personnel Selection = 338
• Autobiographical Data = 339
• The Nature of Biodata = 339
• The Validity of Biodata = 340
• The Employment Interview = 341
• Reliability of the Interview = 342
• Validity of the Interview = 342
• Why Are Interviews Used? = 343
• Work Samples and Situational Exercises = 343
• The In-Basket Test = 345
• Ability and Personality Tests = 346
• Ability Tests = 346
• Wonderlic Personnel Test = 346
• Bennett Mechanical Comprehension Test = 347
• Minnesota Clerical Test = 349
• Personality tests = 349
• Overt Integrity Tests = 350
• Personality-Based Integrity Tests = 350
• Polygraph Data = 351
• Performance Evaluation in Industry = 353
• Functions of Performance Evaluation = 353
• Types of Performance Measures = 353
• Rating Scales = 355
• The Social Context of Rating Scales = 355
• Summary = 358
• Key Terms and Concepts = 359
• TOPIC 18 Tests of Interests and Values = 360
• An Overview of Interest Assessment = 360
• Strong Interest Inventory(SII) = 361
• Origins and Assumptions of the SVIB = 361
• The Strong Interest Inventory (SII) = 362
• Evaluation of the SII = 363
• Jackson Vocational Interest Survey (JVIS) = 366
• Kuder General Interest Survey and Other Kuder Inventories = 367
• The Kuder General Interest Survey = 367
• Critique of the KGIS = 368
• Self-Directed Search (SDS) = 368
• Moral Judgment Scales = 370
• The Moral Judgment Scale = 370
• Stage of Moral Development = 370
• Critique of the Moral Judgment Scale = 371
• The Defining Issues Test = 372
• Consumer Assessment = 373
• Telephone Surveys = 373
• Mail Surveys = 374
• Focus Groups = 374
• Psychophysiological Measurement = 376
• Summary = 377
• Key Terms and Concepts = 379
• CHAPTER 10 NEUROPSYCHOLOGICAL ASSESSMENT = 380
• TOPIC 19 Foundations of Neuropsychological Assessment = 380
• Anatomy of the Brain = 381
• Case Exhibit 19.1 Brain Dysfunction and Test Results = 382
• Functional Organization of the Brain = 382
• Hindbrain = 384
• Midbrain = 386
• Diencephalon = 386
• Limbic Lobe = 387
• Basal Ganglia = 388
• Corpus Callosum = 388
• Cerebral Cortex = 389
• Functions of the Frontal, Parietal, Temporal, and Occipital Lobes = 390
• Occipital Lobes = 391
• Parietal Lobes = 391
• Temporal Lobes = 393
• Frontal Lobes = 395
• Lateralization of Function within the Cerebral Hemispheres = 398
• Language Functions of the Left Hemisphere = 399
• Specialized Functions of the Right Cerebral Hemisphere = 401
• Clinical Tests and Brain Imaging Techniques = 402
• Real-life Applications of Neuropsychological Test Findings = 402
• Case Exhibit 19.2 Reprise on the Failing Premedical Student = 402
• Summary = 404
• Key Terms and Concepts = 406
• TOPIC 20 Neuropsychological Tests and Procedures = 407
• A Conceptual Model of Brain-Behavior Relationships = 408
• Assessment of Sensory Input = 408
• Sensory-Perceptual Exam = 408
• Finger Localization Test = 410
• Other Sensory Measures = 411
• Measures of Attention and Concentration = 412
• Subtracting Serial Sevens = 413
• Continuous Performance Test = 413
• Paced Auditory Serial Addition Test = 413
• Additional Measures of Attentional Impairment = 414
• Test of Learning and Memory = 415
• Wechsler Memory Scale-Revised = 415
• Rey Auditory Verbal Learning Test = 416
• Fuld Object-Memory Evaluation = 417
• Additional Tests of Learning and Memory = 419
• Assessment of Language Functions = 419
• Clinical Examination for Aphasia = 419
• Screening and Comprehensive Diagnostic Tests for Aphasia = 421
• Tests of Spatial and Manipulatory Ability = 423
• Drawing Tests = 424
• Assembling Tests = 424
• Assessment of Executive Functions = 426
• Assessment of Motor Output = 429
• Reprise Test Batteries in Neuropsychological Assessment = 430
• Case Exhibit 20.1 Evaluation of a Stroke Patient with the Luria-Nebraska Neuropsychological Battery = 432
• Summary = 433
• Key Terms and Concepts = 434
• CHAPTER 11 ORIGINS OF PERSONALITY TESTING = 435
• TOPIC 21 Theories and the Measurement of Personality = 435
• Psychoanalytic Theories of Personality = 436
• Origins of Psychoanalytic Theory = 437
• The Structure of the Mind = 437
• The Role of Defense Mechanisms = 438
• Assessment of Defense Mechanisms and Ego Functions = 438
• Type Theories of Personality = 441
• Physique and Temperament = 441
• Type A coronary-Prone Behavior Pattern = 442
• Phenomenological Theories of Personality = 443
• Origins of the Phenomenological Approach = 443
• Carl Rogers, Self Theory, and the Q-Technique = 443
• Behavioral and Social Learning Theories = 445
• Trait Conceptions of Personality = 446
• Cattell's Factor-Analytic Trait Theory = 447
• Eysenck's Trait-Dimensional Theory = 447
• Critique of the Trait Concept = 447
• Summary = 449
• Key Terms and Concepts = 450
• TOPIC 22 Projective Techniques = 451
• The Projective Hypothesis = 452
• A Primer of Projective Techniques = 452
• Origins of Projective Techniques = 452
• The Popularity of Projective Tests A Paradox = 452
• A Classification of Projective Techniques = 453
• Association Techniques = 453
• The Rorschach = 453
• Comment of the Rorschach = 455
• Holtzman Inkblot Technique = 457
• The Word Association Test = 457
• Completion Techniques = 459
• Sentence Completion Tests = 459
• Rotter Incomplete Sentences Blank = 460
• Rosenzweig Picture Frustration Study = 462
• Construction Techniques = 464
• The Thematic Apperception Test(TAT) = 464
• The Picture Projective Test = 466
• Children's Apperception Test = 466
• Other Variations on the TAT = 467
• Expression Techniques = 468
• The Draw-A-Person Test = 468
• The House-Tree-Person Test = 468
• Reprise The Projective Paradox = 470
• Summary = 471
• Case Exhibit 22.1 Projective Tests as Ancillary to the Interview = 471
• Key Terms and Concepts = 473
• CHAPTER 12 STRUCTURED PERSONALITY ASSESSMENT = 474
• TOPIC 23 Self-Report Inventories = 474
• Theory-Guided Inventories = 475
• Edwards Personal Preference Schedule = 476
• Personality Research Form = 478
• Myers-Briggs Type Indicator(MBTI) = 480
• Jenkins Activity Survey(JAS) = 480
• Survey of Work Styles(SWS) = 482
• State-Trait Anxiety Inventory(STAI) = 482
• Factor Analytically Derived Inventories = 482
• Sixteen Personality Factor Questionnaire(16 PF) = 482
• Eysenck Personality Questionnaire = 487
• Guilford-Zimmerman Temperament Survey = 491
• Comrey Personality Scales = 492
• Criterion-Keyed Inventories = 492
• Minnesota Multiphasic Personality Inventory(MMPI) = 494
• MMPI Interpretation = 496
• Technical Properties of the MMPI = 497
• Minnesota Multiphasic Personality Inventory-2(MMPI-2) = 497
• California Psychological Inventory(CPI) = 498
• Millon Clinical Multiaxial Inventory(MCMI) = 500
• Personality Inventory for Children(PIC) = 502
• Summary = 504
• Key Terms and Concepts = 506
• TOPIC 24 Behavioral Assessment and Related Approaches = 507
• Foundations of Behavior Therapy = 508
• Behavior Therapy and Behavioral Assessment = 509
• Exposure-Based Methods = 509
• Contingency Management Procedures = 510
• Cognitive Behavior Therapies = 511
• Assertiveness and Social Skills Training = 512
• Self-Monitoring Procedures = 514
• Assessment of Nonverbal Behavior = 515
• Visual Interaction = 516
• Paralinguistics = 518
• Facial Expression = 519
• Profile of Nonverbal Sensitivity(PONS) = 520
• Summary = 521
• Key Terms and Concepts = 523
• CHAPTER 13 SOCIAL AND LEGAL CONSEQUENCES OF TESTING = 524
• TOPIC 25 Test Bias and Extra-Validity Concerns = 524
• The Test Bias Controversy = 526
• Criteria of Test Bias and Test Fairness = 526
• The Technical Meaning of Test Bias A Definition = 527
• Fallacious Notions of Test Bias = 527
• Bias in Content Validity = 528
• Bias in Predictive or Criterion-Related Validity = 529
• Bias in Construct Validity = 531
• Reprise on Test Bias = 534
• Social Values and Test Fairness = 534
• Unqualified Individualism = 535
• Quotas = 535
• Qualified Individualism = 535
• Reprise on Test Fairness = 536
• Extra-Validity Concerns and the Widening Scope of Test Validity = 536
• Unintended Side Effects of Testing = 536
• The Lake Wobegon Effect Social Consequences of Standardized Testing = 537
• The Widening Scope of Test Validity = 538
• Computerized Applications in Testing Validity and Extra-Validity Concerns = 539
• Advantages of Computerized Testing and Report Writing = 540
• Clinical Versus Actuarial Judgment = 540
• Computerized Adaptive Testing(CAT) = 542
• Disadvantages of Computerized Testing and Report Writing = 542
• Summary = 544
• Key Terms and Concepts = 546
• TOPIC 26 Legal and Ethical Issues in Testing = 547
• Ethical Principles in Testing = 548
• Best Interests of the Clint = 549
• Confidentiality = 549
• Expertise of the Test User = 549
• Informed Consent = 549
• Case Exhibit 26.1 Overzealous Interpretation of the MMPI = 550
• Psychological Tests and Courtroom Testimony = 550
• Standards for the Expert Witness = 551
• Not Guilty by Reason of Insanity = 552
• Competency to Stand Trial = 553
• The Prediction of Violence = 556
• Child Custody = 556
• Personal Injury and Related Testimony = 557
• Controversy over the Testimony in a Personal Injury Case = 558
• Case Exhibit 26.2 Expert Testimony in a Personal Injury Case = 558
• Legal Issues in School-Based Intelligence Testing = 559
• Hobson v. Hansen = 560
• Diana v. State Board of Education = 560
• Larry P. v. Riles = 561
• Parents in Action on Special Education(PASE) v. Joseph P. Hannon = 562
• Georgia Conferences of NAACP v. Georgia = 562
• Legal Issues in Employment Testing = 563
• Early Court Cases and Legislation = 563
• Advent of EEOC Employment Testing Standards = 564
• Uniform Guidelines on Employee Selection = 565
• Legal Implication of Subjective Employment Devices = 566
• Epilogue Legal References for Court Cases = 567
• Summary = 567
• Key Terms and Concepts = 569
• Appendix A Major Landmarks in the History of Testing = 571
• Appendix B Test Publisher Addresses = 574
• Appendix C Major Tests and Their Publishers = 576
• Appendix D Standard and Standardized-Score Equivalents of Percentile Ranks in a Normal Distribution = 579
• Glossary = 582
• References = 592
• Index of Names = 649
• Index of Subjects = 661