Psychological testing

목차 (Table of Contents)

• CONTENTS
• PART Ⅰ : PRINCIPLES OF PSYCHOLOGICAL TESTING
• 1. FUNCTIONS AND ORIGINS OF PSYCHOLOGICAL TESTING = 3
• Current uses of psychological tests = 3
• Early interest in the classification and training of the feebleminded = 5
• The first experimental psychologists = 6
• The contributions of Francis Galton = 7
• Carrell and the early "mental tests" = 8
• Binet and the rise of intelligence tests = 10
• Group testing = 11
• Tests of special aptitudes = 12
• Differential aptitude batteries = 14
• The measurement of personality = 16
• 2. PRINCIPAL CHARACTERISTICS OF PSYCHOLOGICAL TESTS = 21
• What is a psychological test? = 22
• Varieties of psychological tests = 31
• Sources of information about tests = 39
• 3. THE USE OF PSYCHOLOGICAL TESTS = 43
• Code of professional ethics pertaining to psychological tests = 43
• Principal reasons for controlling the use of psychological tests = 45
• Motivation and rapport = 47
• The influence of practice and coaching upon test performance = 52
• Malingering and cheating = 56
• Practical problems of test administration = 60
• Problems of scoring = 64
• 4. NORMS : THEIR NATURE AND INTERPRETATION = 72
• Age scores = 73
• Percentiles = 77
• Standard scores = 80
• The specificity of norms = 87
• 5. TEST RELIABILITY = 94
• Types of test reliability = 94
• Techniques for measuring test reliability = 101
• The reliability of speed tests pon the sample tested = 110
• Dependence of test reliability upon the sample tested = 114
• 6. TEST VALIDITY = 120
• "Face validity" = 121
• Content validity = 122
• Factorial validity = 123
• Empirical validity = 127
• The criterion = 137
• Combining tests into a battery = 145
• 7. ITEM ANALYSIS = 152
• Measuring item difficulty = 153
• Measuring item validity = 155
• Item analysis of speeded tests = 157
• Cross-validation = 161
• Item validity versus internal consistency = 163
• Group differences as criteria for item selection = 167
• PART Ⅱ : GENERAL CLASSIFICATION IN TESTS
• 8. THE STANFORD-BINET SCALES = 175
• Development of the scales = 176
• Description of the scales = 183
• Administration and scoring = 187
• Reliability and validity = 193
• Interpretation and limitations = 197
• 9. GROUP TESTS FOR GENERAL CLASSIFICATION = 205
• Tests for the Primary level = 206
• Tests for the elementary school level = 211
• Tests for high school students and unselected adults = 215
• Tests for college students and superior adults = 222
• Abbreviated tests for industrial screening = 228
• 10. PERFORMANCE AND NON-LANGUAGE TESTS = 235
• Performance tests = 237
• Non-language group tests = 248
• "Cross-cultural" testing = 255
• Testing the physically handicapped = 268
• 11. INFANT AND PRESCHOOL TESTS = 278
• Infant tests = 278
• Evaluation of infant tests = 286
• Preschool tests = 291
• Evaluation of Preschool tests = 301
• 12. THE WECHSLER INTELLIGENCE SCALES = 306
• The Wechsler-Bellevue Intelligence Scale = 306
• Abbreviated forms of the Wecbsier-Bellevue = 316
• Critical evaluation Of the Wechsler-Bellevue = 317
• The Wechsler Intelligence Scale for Children = 318
• 13. THE MEASUREMENT OF INTELLECTUAL DETERIORATION = 328
• Scatter analysis of the Wechsler-Bellevue = 329
• Critical evaluation of scatter analysis = 333
• Special tests yielding a "deterioration index" = 336
• Memory tests = 337
• Concept formation tesis = 338
• Perceptual tests = 342
• PART Ⅲ : THE DIFFERENTIAL TESTING OF ABILITIES
• 14. DIFFERENTIAL APTITUDE BATTERIES = 351
• The use of factor analysis in test construction = 352
• The Thurstone Tests of Primary Mental Abilities = 358
• Critical evaluation of the Thurstone Tests of Primary Mental Abilities = 365
• The Differential Aptitude Tests of The Psychological Corporation = 369
• Other aptitude batteries = 377
• 15. SPECIAL APTITUDE TESTS = 387
• The use of sensory tests in psychology = 388
• Vision = 390
• Hearing = 397
• Motor dexterity = 402
• Mechanical aptitude = 408
• Clerical aptitude = 417
• 16. TESTS OF ARTISTIC APTITUDES = 424
• Graphic arts = 425
• Music = 437
• Literature = 444
• 17. ACHIEVEMENT TESTS : GENERAL = 454
• Uses and limitations of achievement tests = 455
• Special problems in the construction of achievement tests = 460
• General achievement batteries = 465
• 18. ACHIVEMENT TESTS : SPECIAL AREAS = 474
• tests = 474
• mathematical skills = 482
• Achievement tests in other educational areas = 484
• Tests of "broader educational objectives" = 489
• Vocational achievement tests = 492
• 19. TESTS OF PROFESSIONAL APTITUDES = 501
• Nature and scope of Professional aptitude tests = 501
• Medicine and related fields = 503
• Law = 509
• Engineering and scientific research = 511
• Teaching = 516
• Graduate School testing programs = 521
• PART Ⅳ : THE MEASUREMENT OF PERSONALITY CHARACTERISTICS
• 20. PERSONALITY INVENTORIES = 529
• Traditional self-report inventories = 529
• Batteries developed through factor analysis = 534
• The forced-choice technique = 542
• The Minnesota Multiphasic Personality Inventory = 548
• Evaluation of personality inventories = 556
• 21. MEASURES OF INTERESTS AND ATTITUDES = 564
• Interest tests = 565
• Opinion and attitude surveys = 577
• Attitude scales = 583
• Other measures of interests, attitudes, and related variables = 589
• 22. PROJECTIVE TECHNIQUES = 598
• The Rorschach technique = 600
• Pictorial techniques = 605
• Verbal techniques = 609
• Drawing and painting = 615
• Play and dramatic materials = 617
• Critical evaluation = 621
• 23. SITUATIONAL TESTS AND RELATED TECHNIQUES = 635
• "Everyday-life" tests = 636
• Situational stress tests = 642
• "Artificial-task" tests = 649
• Other procedures for the appraisal of personality = 658
• AUTHOR INDEX = 665
• SUBJECT INDEX = 675