The document summarizes two objective personality tests: the MMPI/MMPI-2 and the NEO-PI-R. It describes the development and components of each test, including their scales, norms, reliability, validity, applications, and limitations. The MMPI/MMPI-2 was developed using empirical criterion keying and assesses various symptoms of psychopathology. The NEO-PI-R measures the five factor model of personality and was developed using rational-empirical construction to emphasize construct validity. Both tests have demonstrated reliability and validity but also have limitations such as lack of validity scales for the NEO-PI-R.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
Raven’s Progressive Matrices are a group or individually administered tests that non-verbally assesses intelligence in children and adults through abstract reasoning.
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
1. types of psychological tests by S.Lakshmanan PsychologistLAKSHMANAN S
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Dear Viewers, Please, See this updated version of the types of psychological tests in this www.slideshare.net
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
California Psychological Inventory by Harrison Gough (1957/1987)
Includes:
*Development
*Uses
*Administration and Scoring
*Interpretation
*Evaluation
*Scales
(Note: contents of each slides were kept brief.)
The Child Apperception Test, often abbreviated as CAT, is an individually administered projective personality test appropriate for children aged 3 to 10 years old. The CAT, developed by psychiatrist and psychologist Leopold Bellak and Sonya Sorel Bellak and first published in 1949 It is based on the picture-story test called the Thematic Apperception Test (TAT). The TAT, created by psychologist Henry A. Murray for children (ten years old and older) as well as adults, uses a standard series of 31 picture cards in assessing perception of interpersonal relationships. The cards, which portray humans in a variety of common situations, are used to stimulate stories or descriptions (orally or in writing) about relationships or social situations and can help identify dominant drives, emotions, sentiments, conflicts and complexes. The examiner summarizes and interprets the stories in light of certain common psychological themes.
In creating the original CAT, animal figures were used instead of the human figures depicted in the TAT because it was assumed that children from three to ten years of age would identify more easily with drawings of animals. The original CAT consisted of ten cards depicting animal (CAT-A) figures in human social settings. The Bellaks later developed the CAT-H, which included human figures, for use in children who, for a variety of reasons, identified more closely with human rather than animal figures. A supplement to the CAT (the CAT-S), which included pictures of children in common family situations, was created to elicit specific rather than universal responses.
1. types of psychological tests by S.Lakshmanan PsychologistLAKSHMANAN S
My sincere thanks to: - Professor Dr. V.Suresh
Annamalai University
Dear Viewers, Please, See this updated version of the types of psychological tests in this www.slideshare.net
The Culture Fair Intelligence Test (CFIT) was conceived by Raymond B. Cattell in 1920s. It is a nonverbal instrument to measure your analytical and reasoning ability in the abstract and novel situations. The test includes mazes, classifications, conditions and series. Such problems are believed to be common with all cultures. That’s the reason that the testing industry claims it free from all cultural influences.
Please let me know if you are interested to purchase CFIT.
Looking for customized in-house training sessions that fit your needs, particularly in the Philippines? Please send me an email at clarencegapostol@gmail.com or WhatsApp +971507678124. When your request is received I will follow up with you as soon as possible.Thank you!
Positive feelings come from being honest about yourself and accepting your personality, and physical characteristics, warts and all; and, from belonging to a family that accepts you without question.
Willard Scott
Personality development is actually the development from the organized pattern of attitudes and behaviors which makes an individual distinctive. A quick definition could be, personality is composed of the characteristic designs of feelings, behaviors and thoughts which make a person special.
IGNOU Super-Notes :: Psychology Super Notes, All About Psychology :: MPC3 Personality - Theories and Assessment_4 Assessment of Personality 2 Approaches to Personality Assessment
Psychology is the study of human behaviour. It seeks to look at the motivational drives within an individual
and offer an explanation to the behaviour that is demonstrated
ComFun6e_Ch03_C!.indd 66ComFun6e_Ch03_C!.indd 66 12/10/09 10:27:01 AM12/10/09 10:27:01 AM
A
ngela Savanti was 22 years old, lived at home with her mother, and was employed as a
secretary in a large insurance company. She . . . had had passing periods of “the blues”
before, but her present feelings of despondency were of much greater proportion. She
was troubled by a severe depression and frequent crying spells, which had not lessened
over the past two months. Angela found it hard to concentrate on her job, had great difficulty
falling asleep at night, and had a poor appetite. . . . Her depression had begun after she and
her boyfriend Jerry broke up two months previously.
(Leon, 1984, p. 109)
Her feelings of despondency led Angela Savanti to make an appointment with a
therapist at a local counseling center. The first step the clinician took was to learn
as much as possible about Angela and her disturbance. Who is she, what is her life
like, and what precisely are her symptoms? The answers might help to reveal the
causes and probable course of her present dysfunction and suggest what kinds of
strategies would be most likely to help her. Treatment could then be tailored to
Angela’s needs and particular pattern of abnormal functioning.
In Chapters 1 and 2 you read about how researchers in abnormal psychol-
ogy build a general understanding of abnormal functioning. Clinical practitioners
apply this broad information in their work, but their main focus when faced with
new clients is to gather idiographic, or individual, information about them
(Bornstein, 2007). To help persons overcome their problems, clinicians must fully
understand them and their particular difficulties. To gather such individual infor-
mation, clinicians use the procedures of assessment and diagnosis. Then they are in
a position to offer treatment.
jjClinical Assessment: How and Why
Does the Client Behave Abnormally?
Assessment is simply the collecting of relevant information in an effort to reach
a conclusion. It goes on in every realm of life. We make assessments when we
decide what cereal to buy or which presidential candidate to vote for. College
admissions officers, who have to select the “best” of the students applying to their
college, depend on academic records, recommendations, achievement test scores,
interviews, and application forms to help them decide (Sackett, Borneman, &
Connelly, 2008). Employers, who have to predict which applicants are most likely
to be effective workers, collect information from résumés, interviews, references,
and perhaps on-the-job observations.
Clinical assessment is used to determine how and why a person is behaving ab-
normally and how that person may be helped. It also enables clinicians to evaluate
people’s progress after they have been in treatment for a while and decide whether
the treatment should be changed. The hundreds of clinical assessment techniques
CLINICAL ASSESSMENT,
DI.
Running head SETTING UP RESEARCH1 Chapter 6 Methods of Measu.docxtodd521
Running head: SETTING UP RESEARCH
1 Chapter 6 Methods of Measuring Behavior
WHAT YOU’LL LEARN ABOUT IN THIS CHAPTER:
· • The use of different methods of measuring behavior and collecting data
· • What a test is
· • How different types of tests are designed to assess different types of behavior
· • The use of achievement tests in the behavioral and social sciences
· • The design of multiple-choice items
· • How to do an item analysis
· • The application of attitude scales
· • The difference between Thurstone and Likert attitude scales
In Chapter 5, you got a healthy dose of the theoretical issues that provide the foundation for the science of measurement, why measurement is crucial to the research process, how reliability and validity are defined, and how each of these can be established.
In this chapter, you will begin learning about the application of some of these principles as you read about different methods that can be used to measure behavior, including the ubiquitous test, the questionnaire, the interview, and other techniques.
As you read this chapter, keep several things in mind. Your foremost concern in deciding what method you will use to measure the behavior of interest should be whether the tool you intend to use is a reliable and valid one. This is equally true for the best-designed test and for the most informal-appearing interview. If your test does not “work,” then virtually nothing else will.
Second, the way in which you ask your question will determine the way in which you go about measuring the variables that interest you. If you want to know about how people feel toward a particular issue, then you are talking about attitudinal scales. If you want to know how much information people have about a particular subject, then you are talking about an achievement test or some other measure of knowledge. The focus of a study (such as the effects of unemployment on self-esteem) might be the same, whether you measure attitude or achievement, but what you use to assess your outcome variable depends on the question you ask. You need to decide the intent of your research activity, which in turn reflects your original research question and hypothesis.
Third, really efficient researchers are fully onboard for using whatever method helps them answer the questions that are being asked. This might include a mixed-methods model where one aspect of a research program might include qualitative methods while another might include qualitative methods (see Chapter 10). As research questions and their associated hypotheses become more intricate and complex, the creative side of using a particular research method correctly becomes more important.
Finally, keep in mind that methods vary widely in the time it takes to learn how to use them, in the measurement process itself, and in what you can do with the information once you have collected it. For example, an interview might be appropriate to determine how teachers feel about chang.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. Objective Tests
Objective test involve the
administration of a standard set of
questions or statements to which the
examinee responds using a fixed set of
potions.
Many objectives test use a true false
or yes/no response format others
provide a dimensional scale (e.g.
o=strong disagree; 1= disagree; 2=
neutral; 3= agree; 4= strongly agree).
3. Advantages of Objective
Test
Objective tests of personality or self-report have had a central role
in the development of clinical psychology.
First of all, their economical. After only brief instructions, large
groups can be tested simultaneously, or a single patient can
completed inventory alone. Even computer scoring an
interpretation of these tests are possible.
Second, scoring and administration are relatively simple and
objective. This in turn tends to make the interpretation easier and
seems to require less interpret to skill of the part of the clinician.
A final attraction to self-report inventories, particularly for
clinicians who are disenchanted with the problems inherent in
projective tests, is their appearance objectivity and reliability.
4. Disadvantages of Objective
Tests
For clinicians who tend to pay little attention to mediating variables such as motives
or cognitions, this is a virtue rather than aid defect.
Inventories often provide a single overall score, which may reflect various
combinations of these behaviors, cognitions, and needs. Therefore, to individuals
were achieved the same score may actually be quite different, even in reference to
the personality traits or construction in question. Thus, the same score on a measure
may have several alternative interpretations.
Other difficulties involved a transparent meeting of some inventories questions, which
can obviously facilitate faking on the part of some patients. Some tests tend to
develop heavily on the patience self-knowledge.
In addition, the forced choice approach prevents individuals from qualifying or
elaborating their responses to that some additional information may be lost or
distorted the limited understanding or even the limited reading ability of some
individuals may lead them to misinterpret question or to answer questions and a
random fashion.
5. Methods of Test Construction for
Objective Tests
Content validation. The most straightforward
approach to measure it is for clinicians to
decide what it is they wish to assess and then
simply ask the patient for that information.
Ensuring content validity -content validation
methods involve (a) carefully defining all
relevant aspects of the variable you are
attempting to measure; (b) consulting experts
before generating items;(c) using judges to
assess each potential items relevance to the
variable of interest; and (d) using
psychometric analysis to evaluate each item
before you can include it in your measure.
6. Methods of Test Construction
for Objective Tests
Potential problems are inherent in the content validity
approached to test construction.
– First, it can clinicians assume that every patient interpreted a
given item in exactly the same way?
– Second, when patients accurately report their own behavior or
emotions?
– Third, will patients be honest, or will they attempt to place
themselves in a good light?
– Fourth, can clinicians assume that the experts can be counted
on to define the essence of the concept they are trying to
measure?
7. Empirical Criterion Keying
Objective Tests.
The most prominent example of this general math that is the original Minnesota
Multiphasic Personality Inventory. In this approach, new assumptions made as to
whether a patient is telling the truth or the response really corresponds to behavior
or feelings. What is important is that certain patients describe themselves in certain
ways.
The import and assumption inherent in this approach is that members of a particular
diagnostic group will tend to respond in the same way. Consequently, it is not
necessary to select test items in a rational, theoretical fashion. All of that is required
is to show on an empirical basis that the members of a given diagnostic group
respond to a given item in a similar fashion.
The utility of the item is thus determined solely by the extent to which discriminates
among known groups.
Of course, the criterion keying method has its problems. Foremost is the difficulty of
interpreting the meaning of a score.
Although demonstrating that the tests can discriminate among various patient groups
is one aspect of establishing the validity of a task, the sole use of the empirical
criterion keying method to select items for a test is not recommended.
8. Factor Analysis Work
Objective Test
The idea is to examine the intercorrelations among the individual items
from many existing personality inventories. Succeeding factory analyses
will then reduce or purify scales thought to reflect basic dimensions of
personality. The exploratory factor analytic approach is atheoretical. One
begins by capturing a universe of items and then proceeds to reduce them
to basic elements-personality, adjustment, diagnostic affiliation, or
whatever-in attempt to arrive at the core traits and dimensions of
personality.
Confirmation factor analytic approaches are more theory driven, seeking to
confirm a hypothesize factor structure for the test items.
This trend of the factory analytic approach to test construction is the
emphasis on an empirical demonstration that items purporting book to
measure a variable or dimension of personality are highly related to one
another.
A limitation to this approach is that it does not in and of itself demonstrate
that these items are actually measuring durable of interest; we only know
that the items tend to be measuring the same thing.
9. Construct Validity Approach
Objective Test
This approach combines many aspects of the content
validity. Empirical criterion keying, and factor that
analytic approaches. In this approach, skills are
developed to measure specific concepts from a given
theory. The selection of items is based on the extent to
which they reflect the theoretical construct under study.
Item analysis, factor analysis, and other procedures for
used to ensure that a homogeneous skill is developed.
Because of its comprehensiveness, construct validity
approached to test construction is both the most
desirable at the most labor intensive. In fact,
establishing the construct validity of the test is a never
ending but process, with empirical feedback used to
refine both the theory and the personality measure.
10. The MMPI and MMPI-2
The MMPI back was long the best
example of empirical keying
approach to test construction.
Published by Hathway and McKinley
in 1943, it is still considered the
preeminent self-reported inventory.
The MMPI, which has been used for
virtually every predictive purposing
imaginable, ranging from the
likelihood of episodes of psychosis to
marriage suitability.
11. Description: MMPI
The basic purpose was to identify the psychiatric diagnoses of
individual.
The following psychiatric categories were used: hypochondriasis,
depression, hysteria, psychopathic deviation, paranoia,
psychasthenia, schizophrenia, and hypomania. Two additional skills,
masculinity-femininity and a social introversion it were added later.
These skills names reflected a diagnostic classification system that
was used in 1940's and 1950's but is now antiquated.
The original MMPI was composed of 550 items to which the patient
answered true, false or cannot say. Only those items that
differentiated a given clinical group from a nonclinical group were
included.
Although the test was originally designed for people aged 16 and
older, the MMPI has been used with individuals considerably
younger. The test was Machines Corp. or hand scored. Indeed, it
was possible to completely administer, score, and interpret the
MMPI by computer.
12. Description: MMPI-2
With our original MMPI standardization sample had been criticized for many
years as unrepresentative of the general U.S. population.
For restandardization, all 550 items were retained, but 82 were rewritten.
The original meaning of the items were preserved, but the language was
made more contemporary. In addition, 154 new items were added to the
top item pool, bringing the total to 704 items. But after adjustments, the
final version of theMMPI-2 now includes 567 of the larger pool of 704 items.
However, only the first 370 items in the test booklet are administered when
only the traditional validity and clinical scales are of interest.
Participants for the restandardization sample came from Minnesota, Ohio,
North Carolina, Washington, Pennsylvania, Virginia, and California, and the
samples were based on U.S. census data from 1980.
The authors of the MMPI-2 state that it can be used but individuals were in
least 13 years old and or can read at eighth grade level. It can be
administered individually or in groups. It has only one booklet form. It can
be computer scored, and non-English-language versions of the test are
available. It also has an adolescent version (MMPI- A).
13. MMPI: Validity Scales
A potential problem itself reported inventories, including the MMPI-2, is their susceptibility to
distortion through various test-taking attitudes or responds sets. For example, some respondents
may wish to place themselves at a favorable light; other may fake bad to increase the likelier to
receive aid. Obviously, if the condition is not aware of these responses out in a given patient, the
test interpretation can be a gross error.
To help detect malingering-faking bad- other response sets or tests-taking attitudes, and
carelessness or misunderstanding, the MMPI-2 continues to incorporate the traditional for validity
scales that were included in the original MMPI.
1.? Scale. This is the number of items left unanswered.
2. F scale. The 60 items were seldom answered in the scored direction by the standardization
group. A high F score may suggest deviant behavior, or other hypothesis about extra tests
characteristics or behaviors.
3. L (lie) scale. This includes 15 items who's endorsed places the respondent of very positive
light.
4. K (Defensiveness) Scale. PS 30 items suggest defensiveness and admitting certain problems.
These items reportedly detect faking good.
5. Fb (Back-page Infrequency) Scale. These 40 items are scoring in the end of the test are
infrequently endorsed.
6. VRIN (Variable Response Inconsistency) Scale. This consisted of 67 pairs of items with either
similar opposite content. High BRIN scores suggest random responding.
7. TRIN (True Response Inconsistency) scale. This consists of 23 item pairs that are opposite in
content. High TRIN White scores suggest a tendency to give true responses indiscriminately; low
TRIN scores suggest a tendency to give false responses indiscriminately.
These seven MMPI-2 validity scales provide a means for understanding the test respondence
motivation and test-taking attitudes.
14. MMPI: Short Forms
These scales where typically shorten the MMPI to considerably less than the
traditional 550 items. Some lost of interpretative power can also be expected.
More generally, one short form of any psychological tests should, but perhaps, rarely
be developed and, if so, should be subjected to quite stringent standards of reliability
of validity as a stand-alone measure.
Interpretation patterns: profile analysis.
Because the original scales were developed to predict psychiatric categorization, the
initial use of the MMPI depended on simple interpretations based on elevated scale
scores.
However, the medical experts quickly taught that some compartmentalize
interpretations or oversimplification. Some nonclinical respondents achieve White
high SC scores, and so do other diagnostic groups.
Interpretation has now shifted to an examination of patterns, or profiles, of scores.
Interpretation through content.
Thus, a major change of improvement in the clinical use of the MMPI and MMPI-2
have been a shift away from differential psychiatric diagnosis based on the elevation
of a single score to a more sophisticated profile analysis of scale scores considered as
measures of personality traits.
15. Supplementary Scales
There are 450 supplementary scales
for the MMPI. For the MMPI-2, there
are 12 supplementary scales
16. A Summary Evaluation of the
MMPI and MMPI-2
SCREENING. Many clinicians are attracted to theMMPI-2
because of its screening capabilities. When information about
the severity of a patient's problem is needed, and when the
condition was general hypothesis about a patient's diagnostic
status, the MMPI-2 can be a valuable asset.
THE QUESTION OF PERSONALITY DYNAMICS.
The MMP I -2 is atheoretical. The MMPI- 2 is primarily a
measure of various symptoms of psychopathology. Although
the features tapped by the MMPI-2 items may suggest certain
personality traits or styles, it was not developed with
personality constructs in mind.
17. MMPI: Reliability and Validity
When the MMPI is used in the manner for which it was designed and
validated, it psychometrics properties are likely to be adequate for
the clinical research purposes. There are two issues related to the
validity of MMPI-2 scores: incremental validity is supported if scaled
scores provide information about a person's behavior, personality
features, where psychopathology features that is not provided by
other measures.
As for the validity of cutoff scores, it is important to keep in mind
that the optimal cutoff scores will vary depending on the nature of
the population of the patients sampled.
MMPI-2 cutoffs were derived using the distribution of scores from the
normative sample. Therefore, these cutoffs may or may not be
appropriate in certain clinical context.
18. MMPI: Personnel Selection and
Bias
Lack of trust in our social institutions
and the concern of minorities have
been reflected in criticisms of the
tests. Given the nature of the original
sample that MMPI was validated on,
questions have been raised as to
whether the instrument may be biased
against certain ethnic and racial
groups.
19. The Revised NEO-Personality
Inventory
The revised NEO- Personality Inventory is a self- reported
measure personality features that comprise the influential
model of personality known as the five-factor model.
But five factors or domains are neuroticism, extraversion,
openness to experience, agreeableness, and
conscientiousness. Each domain as six facets or subscales-
personality traits that represent various aspects of each
domain.
The NEO-P I-R consists of 240 items. Individuals read each
of the 240 statements on a five-point scale (strongly
disagree, disagree, neutral, agree, and strongly agree)
20. NEO-Personality Inventory
continued
The Neo-PI-R was developed using a rational-
empirical test construction strategy that
emphasized construct validity. Items selection was
based on empirical performance; that is the most
reliable and valid items were retained.
Factor analysis or performed to ensure that the
item loaded on their respective factors.
Approximately half of the NEO-P I-R items are
reverse scored; that is, lower scores of more
indicative of the trait in question.
The more controversial aspects of the NEO-PI-R
lack of the validity scale to evaluate the
respondence test-taking approaches.
21. NEO-Personality Inventory
continued
NORMS. Adult norms of based on 500 men 500 women on from
several samples of community residents. The normative sample
closely approximates U. S. Census Bureau projections for 1995 in
the distribution of fact age and racial groups. The NEO-PI-R manual
represents normative data for college students as well.
RELIABILITY AND STABILITY. NEO-P I-R scores show excellent
levels of both internal consistency and test-retest reliability.
Factor structure. Factor analysis have, in general, the support the
hypothesize five-factor structure of the NEO-P I E-R.
VALIDITY. The NEO-P I-R manual presents a variety of evidence
attesting to the validity of the instrument scores.
22. NEO-Personality Inventory
continued
CLINICAL APPLICATIONS.
Axis II personality disorders involve by definition, maladapted
personality traits, these disorders represent and of this application
for usage of the Neo-PI-R. Further, investigators have begun to
evaluate the utility to of the neo-P I-Re in assessing personality
characteristics of individuals with Axis I mood, anxiety and substance
used as orders. Taken together, these studies suggest that the neo-
P I-R and related instruments hold some promise in the area clinical
assessment.
ALTERNATE FORMS.
A 68-item short form of the neo-P I-R, known as the neo-five factor
inventory may be used when a relatively short measure of the five
major personality dimensions are desired. Another version of the
neo-P I-R is used for observer ratings.
.
23. LIMITATIONS OF THE NEO-P
I-R
First the NEO-P I-R has been criticized for its relative lack of validity
items.
Second, the use of the NEO-PI-R for clinical diagnostic purposes
remain to be demonstrated.
Third, but too little research is being conducted on the use of the
NEO-P I-R in treatment planning to warrant the routine use of this
measure in clinical settings at this time.
Finally, several psychometric criticisms have been leveled NEO-P I-R,
including intercorrelation among certain domain scores and the
placement of certain facets with book in particular domains
24. PROJECTIVE TESTS
Projective tests can be traced to Hermann
Rorschach's classic 1921 monograph, in
which he described the use of inkblots as
a method for the differential diagnosis of
psychopathology.
In 1935, Morgan and Murray introduced
the Thematic Apperception Test and 1938;
Murray carefully described the process of
projection. The term projective really
came into popular use following L. K.
Frank's widely discussed a 1939 paper on
projective methods.
25. The Nature of Projective Tests
Projective techniques, taken as a whole,
but tend to have the following
distinguishing characteristics:
– In response to what a structure on ambiguous
stimulus, examinees of force to impose own
structure and, in so doing, reveals something
of themselves.
– The stimulus material is unstructured.
– The method is indirect.
– There is freedom of response.
– Response interpretation deals with more
variables.
26. Projective Test Measurement and
Standardization
The project is, by their very nature, seemed to resist
psychometric evaluation.
Standardization. There are so many interacting variables that
standardization interpreter approaches would surely destroy the
holistic nature of projective tests. After all, they say,
interpretation is that art.
Reliability. Test-retest reliability may be affected by psychological
changes in the individual. It is true that clinicians can opt for
establishing reliability through the use of alternative forms. Even
split-half is difficult to ascertain because of the difficulty of
demonstrate the equivalents of the two halves of each test.
Validity. Because projective have been used for such a
multiplicity of purposes, there is little point in asking general
questions.
27. The Rorschach
The Rorschach consists of 10 cards on which a printed inkblots that are
symmetrical from the right to left. Five of the ten cards are black and
white and the other five are colored.
ADMINISTRATION. The clinician hands the patient the first card and
says, " Tell me what you see-what might be for you. There are no right or
wrong answers. Just tell me what it looks like to you.” All the subsequent
cards are administered in order the clinician takes down verbatim
everything the patients says. Some clinicians also record the length of
time it takes the patient to make the first response to each part as well as
the total time spent on each card.
The clinician also notes which the position of the card as each responses
given. All spontaneous remarks or exclamations are also recorded.
Following this phase, the clinician moves to whether what is called the
inquiry. The patient is reminded of all previous responses, one by one,
and ask why what it was that prompted each response. The patient is also
asked indicate for each card the exact location of the various responses.
28. The Rorschach
Scoring Techniques
Location refers to the area of the card to which the patient
responds.
Content refers to the nature of the objects seen.
Determinants refer to those aspects of the card that prompted the
patience response.
Exner's comprehensive system of scoring is most frequently used.
RELIABILITY AND VALIDITY. The Rorschach responses can be
scored reliably across raters.
RORSCHACH INKBLOT "METHOD“ Weiner argued that he
Rorschach is best conceptualized as a method of data collection, not
a test.
29. The Thematic Apperception Test
The Thematic Apperception Test was introduced by Morgan
and Murray in 1935. It purports to reveal patience basic
personality characteristics through the interpretation of
their imaginative productions in response to a series of
pictures.
Most clinician issues that T A T as a method of informing
psychological needs at of disclosing how the patient
interacts with the environment. The TAT is used in for the
content of personality and the mold of social interactions.
With the T A T, clinicians are likely to make specific
judgments. The TAT is less likely to be used to assess the
degree of maladjustments than to reveal the locus of
problem, the nature and needs or the quality of
interpersonal relationships.
30. TAT Description
Their 31 TAT cards most of the people in a variety of situations, but
a few contain only objects. And one is a blank card. Some are said
to be useful for boys and men, some for girls and women, and some
for both genders. Murray suggested that 20 of the 31 cards be
selected for a given examinee.
ADMINISTRATION. In practice, clinicians typically select
somewhere between six and 12 cards for administration to be a
given patient.
Exact instructions used vary from clinician to clinician it goes
something like this: Now, I want you to make up a story about each
of these pictures. Tell me who the people are, what are they doing,
what they are thinking or feeling, what led up to the scene, and how
it will turn out. OK?
31. TAT Reliability and Validity
Is very difficult to evaluate the reliability and
validity of the T A T in any formal sense.
There are so many variations in instructions,
methods of administration, number of cards
used, and the type of scoring system if any,
that hard conclusions are virtually
impossible.
The same methodological issues arise when
studying reliability.
32. Sentence Completion
Techniques
Rotter Incomplete Sentences Blank - the
complete sentence blank consists of 40 sentence
stems. Each of the completions can be sorted all
law a seven. Scale to provide a general index of
adjustment-maladjustment.
ADVANTAGES. The scoring is objective and
reliable. It can be used easily and economically,
and it appears to be a good screening device.
The ISB provide a cognitive and behavior picture
of the patient rather than a deep, psychodynamic
picture.
33. Incremental Utility
Incremental validity refers to the degree of which
a procedure and adds to the prediction obtainable
from other sources. For an assessment
procedure to be of real value, it must tell
clinicians something of importance that they
cannot get from merely inspecting the base rates
for the population of interest.
Finally, it should be noted that a given
assessment instrument must demonstrate
incremental validity over other more economical
measures to justify its use.
34. Illusory Correlation
The interpretation of projective tests
responses depend heavily on the
psychodiagnostician's experience.
Illusory correlation based on
associative strength can introduce a
powerful source of error.
35. The Use and Abuse of
Testing Testing is big business. Psychological, educational, and Personnel Corporations sell many
thousands of tests each year.
Protections. The American psychological Association's ethical standards require that
psychologists use only techniques or procedures that lie within their competence.
In addition, the purchase of Testing Materials is generally restricted by the publisher to
individuals or institutions that can demonstrate their competence in administering, scoring,
and interpreting tests.
The question of privacy. The examinee must be given only test relevant to the purpose of
the evaluation.
The question of confidentiality. Information revealed to psychiatrist and clinical
psychologist is typically regarded as a privilege, there are continuing assaults on the right to
withhold such information. For example, the Tarasoff decision of the plant California Supreme
Court makes it clear that information provided by a patient in the course of therapy cannot
remain privileged if that information indicates that the patient may be dangerous.
The question of discrimination. Within psychology, attacks have centered on ways in
which test discriminate against minorities. It is often charge that most psychological tests are
really designed for white middle-class population and that other groups are being tested with
the devices that are inappropriate for them.
Test bias. It is important to remember that significant differences between man scores on a
test different groups do not in and of themselves indicate test bias or discrimination. Rather,
test bias or discrimination is a validity issue. That is, if it can be demonstrated that the
validity of a tests varies significantly across groups, then a case can be made that the test is
biased for that purpose
36. Computer-based Assessment.
Computers have been used for years to support tests and to generate psychological
profiles. Now they are also used to a minister in interpret responses to clinical
interviews, IQ tests, a self reported inventories, and even projective tests. The
reason given for using computers include cutting costs, enhancing its clients'
attention and motivation, and standardizing procedures across clinicians. The
increasing use of Internet-mediated psychological assessment raises a number of
issues. First relatively few studies have demonstrated that Internet-based vs.
traditional psychological test possess the same psychometric qualities. Second, online
assessment may also be subjects to confounding factors like a lack of control over
the testing situation, distractions, or technical problems. All these may serve to make
the on line test scores less valid.
Computer -based test interpretations have the advantages of generating
interpretive findings quickly, of minimizing subjectively in selecting interpretations of
scores, and of accessing a large databases and processing potentially complex scores
patterns, there are numbers of limitations as well.
Limitations:First many CBTI systems have not been adequately scrutinized from a
scientific standpoint, and thus, in accurately interpretations result.
Second, the impression of scientific precision may lead clinicians to indiscriminately
use CBTI material when it is not relevant or not appropriate. Therefore, CBTIs must
be shown to be reliable, valid, and clinically useful.
37. Ultimately, the have of any clinical
assessment instrument will depend on
whether the information provided by
the test is useful for planning,
conducting, in evaluating treatment.