心理學專業(yè)英語

1、PsychologicaltestingPart 1 introductionPsychologicaltestingistheadministrationofpsychologicaltests,whicharedesignedtobeanobjectiveandstandardizedmeasureofasampleofbehavior.Thetermsampleofbehaviorreferstoanindividualsperformanceontasksthathaveusuallybeenprescribedbeforehand.Thesamplesofbehaviorthatma

2、keupapaper-and-penciltest,themostcommontypeoftest,areaseriesofitems.Performanceontheseitemsproduceatestscore.Ascoreonawell-constructedtestisbelievedtoreflectapsychologicalconstructsuchasachievementinaschoolsubject,cognitiveability,aptitude,emotionalfunctioning,personality,etc.Differencesintestscores

3、arethoughttoreflectindividualdifferencesintheconstructthetestissupposedtomeasure.Thesciencebehindpsychologicaltestingispsychometrics.Apsychologicaltestisaninstrumentdesignedtomeasureunobservedconstructs,alsoknownaslatentvariables.Psychologicaltestsaretypically,butnotnecessarily,aseriesoftasksorprobl

4、emsthattherespondenthastosolve.Psychologicaltestscanstronglyresemblequestionnaires,whicharealsodesignedtomeasureunobservedconstructs,butdifferinthatpsychologicaltestsaskforarespondentsmaximumperformancewhereasaquestionnaireasksfortherespondentstypicalperformance.2Ausefulpsychologicaltestmustbebothva

5、lid(i.e.,thereisevidencetosupportthespecifiedinterpretationofthetestresults3)andreliable(i.e.,internallyconsistentorgiveconsistentresultsovertime,acrossraters,etc.).Inaword,thetestmethodisawaytostudythelawofpsychologicalactivitiesthroughpsychologicaltests,thatis,tocollectdatabymeansofasetofstandardi

6、zedquestions,accordingtotheprescribedproceduresandbymeansofmeasurement.Psychologicaltestisascientificmeanstodeduceandquantifythegenerallawofpsychologicalactivitiesbyobservingafewrepresentativebehaviorsorphenomena.First,testsareconductedaccordingtocertainstandardsandproceduresratherthansubjectiveexpe

7、rience.Secondly,thetestmeasureshumanbehavior,thatis,tomeasureanindividualsbehavioraccordingtoanobjective,standardizedprocedure.Thirdly,atestgenerallymeasuresonlyapartofapersonsbehavior,butnotallofhisbehavior.Part 2 HistoryThefirstlarge-scaletestsmayhavebeenexaminationsthatwerepartoftheimperialexamin

8、ationsysteminChina.Thetest,anearlyformofpsychologicaltesting,assessedcandidatesbasedontheirproficiencyintopicssuchascivillawandfiscalpolicies.Otherearlytestsofintelligenceweremadeforentertainmentratherthananalysis.ModernmentaltestingbeganinFranceinthe19thcentury.Itcontributedtoseparatingmentalretard

9、ationfrommentalillnessandreducingtheneglect,torture,andridiculeheapedonbothgroups.EnglishmanFrancisGaltoncoinedthetermspsychometricsandeugenics,anddevelopedamethodformeasuringintelligencebasedonnonverbalsensory-motortests.Itwasinitiallypopular,butwasabandonedafterthediscoverythatithadnorelationshipt

10、ooutcomessuchascollegegrades.89FrenchpsychologistAlfredBinet,togetherwithpsychologistsVictorHenriandTheodoreSimon,afterabout15yearsofdevelopment,publishedtheBinet-Simontestin1905,whichfocusedonverbalabilities.Itwasintendedtoidentifymentalretardationinschoolchildren.Theoriginsofpersonalitytestingdate

11、backtothe18thand19thcenturies,whenpersonalitywasassessedthroughphrenology,themeasurementofthehumanskull,andphysiognomy,whichassessedpersonalitybasedonapersonsouterappearances.Theseearlypseudoscientifictechniqueswereeventuallyreplacedwithmoreempiricalmethodsinthe20thcentury.Oneoftheearliestmodernpers

12、onalitytestswastheWoolworthPersonalityDataSheet,aself-reportinventorydevelopedforWorldWarIandusedforthepsychiatricscreeningofnewdraftees.Part 3 Characteristicsoftests1. Accordingtotheexplicitbehaviorofthesubjects,infertheirinternalpsychologicalprocessorpsychologicalcharacteristics,sothepsychological

13、andeducationaltestisascientificresearchformofresultforcause,soitisindirect.2. relativity.TheresultsmeasuredbytheMentalandEducationalTestScalegenerallyreflectindividualdifferencesonlyfromtherankingorder.Therefore,scientificallyspeaking,theresultsofpsychologicalandeducationaltestsareonlyarelativequant

14、ity,comparedwiththebehaviorofthemajorityofthesubjectsinthegrouporsomeartificiallydeterminedcriteria.3. objectivity.Althoughpsychologicalandeducationaltestsareindirectandrelative,theystillhaveobjectivity.Part 4 PrinciplesProperpsychologicaltestingconsistsofthefollowing:Standardization-Allproceduresan

15、dstepsmustbeconductedwithconsistencyandunderthesameenvironmenttoachievethesametestingperformancefromthosebeingtested.Objectivity-Scoringsuchthatsubjectivejudgmentsandbiasesareminimized,withresultsforeachtesttakerobtainedinthesameway.TestNorms-Theaveragetestscorewithinalargegroupofpeoplewheretheperfo

16、rmanceofoneindividualcanbecomparedtotheresultsofothersbyestablishingapointofcomparisonorframeofreference.Reliability-Obtainingthesameresultaftermultipletesting.Validity-Thetypeoftestbeingadministeredmustmeasurewhatitisintendedtomeasure.Part 5 Types(1) classificationbyfunction.1. Abilitytest-practica

17、labilityandpotentialability.2. achievementtest-academicachievement3. Personalitytest-personality,temperament,interest,attitudeandotherpsychologicalcharacteristics(2)ClassificationbytestmethodIndividualtests.Advantages:itcancontrolthespeechandmoodandbehavioralresponsesofthesubjects.SuchDisadvantages:

18、timeconsumingandarduous.Themaintrialisstrict.SuchGrouptest.Advantages:savetimeandeffort,andcollectdatainashorttime.ItDisadvantages:itisnoteasytocontrolthebehaviorofsubjects,anditiseasytoproduceerrors.(3) ClassificationbytestmaterialsWrittentest(paperandpenciltest)Non-verbaltest(4) Classificationbyte

19、stpurposes1. Descriptivetest.Thepurposeistodescribetheability,personalityandothercharacteristicsofanindividualorgroup.2. Diagnostictest.Thepurposeistodiagnoseabehavioralprobleminanindividualorgroup.3. Predictivetest.Thegoalistopredictindividualfutureperformanceandthelevelthatcanbeachieved.(5)accordi

20、ngtotheapplicationofthetest1. Educationtest.2. Careertests.3. Clinicaltest.IQ/achievementtestsIQtestspurporttobemeasuresofintelligence,whileachievementtestsaremeasuresoftheuseandlevelofdevelopmentofuseoftheability.IQ(orcognitive)testsandachievementtestsarecommonnorm-referencedtests.Inthesetypesoftes

21、ts,aseriesoftasksispresentedtothepersonbeingevaluated,andthepersonsresponsesaregradedaccordingtocarefullyprescribedguidelines.Afterthetestiscompleted,theresultscanbecompiledandcomparedtotheresponsesofanormgroup,usuallycomposedofpeopleatthesameageorgradelevelasthepersonbeingevaluated.IQtestswhichcont

22、ainaseriesoftaskstypicallydividethetasksintoverbal(relyingontheuseoflanguage)andperformance,ornon-verbal(relyingoneye-handtypesoftasks,oruseofsymbolsorobjects).ExamplesofverbalIQtesttasksarevocabularyandinformation(answeringgeneralknowledgequestions).Non-verbalexamplesaretimedcompletionofpuzzles(obj

23、ectassembly)andidentifyingimageswhichfitapattern(matrixreasoning).IQtests(e.g.,WAIS-IV,WISC-V,CattellCultureFairIII,Woodcock-JohnsonTestsofCognitiveAbilities-IV,Stanford-BinetIntelligenceScalesV)andacademicachievementtests(e.g.WIAT,WRAT,Woodcock-JohnsonTestsofAchievement-III)aredesignedtobeadministe

24、redtoeitheranindividual(byatrainedevaluator)ortoagroupofpeople(paperandpenciltests).Theindividuallyadministeredteststendtobemorecomprehensive,morereliable,morevalidandgenerallytohavebetterpsychometriccharacteristicsthangroup-administeredtests.However,individuallyadministeredtestsaremoreexpensivetoad

25、ministerbecauseoftheneedforatrainedadministrator(psychologist,schoolpsychologist,orpsychometrician).PersonalitytestsPsychologicalmeasuresofpersonalityareoftendescribedaseitherobjectivetestsorprojectivetests.1.Objectivetestshavearestrictedresponseformat,suchasallowingfortrueorfalseanswersorratingusin

26、ganordinalscale.ProminentexamplesofobjectivepersonalitytestsincludetheMinnesotaMultiphasicPersonalityInventory,MillonClinicalMultiaxialInventory-IV,12ChildBehaviorChecklist,13SymptomChecklist9014andtheBeckDepressionInventory.15Objectivepersonalitytestscanbedesignedforuseinbusinessforpotentialemploye

27、es,suchastheNEO-PI,the16PF,andtheOPQ(OccupationalPersonalityQuestionnaire),allofwhicharebasedontheBigFivetaxonomy.TheBigFive,orFiveFactorModelofnormalpersonality,hasgainedacceptancesincetheearly1990swhensomeinfluentialmeta-analyses(e.g.,Barrick&Mount1991)foundconsistentrelationshipsbetweentheBigFive

28、personalityfactorsandimportantcriterionvariables.AnotherpersonalitytestbasedupontheFiveFactorModelistheFiveFactorPersonalityInventory-Children(FFPI-C.).162.Projectivetests(Freeresponsemeasures)allowforafreertypeofresponse.AnexampleofthiswouldbetheRorschachtest,inwhichapersonstateswhateachofteninkblo

29、tsmightbe.ThemostwidelyusedscoringsystemfortheRorschachistheExnersystemofscoring.18AnothercommonprojectivetestistheThematicApperceptionTest(TAT),19whichisoftenscoredwithWestensSocialCognitionandObjectRelationsScales20andPhebeCramersDefenseMechanismsManual.21Bothratingscaleandfreeresponsemeasuresareu

30、sedincontemporaryclinicalpractice,withatrendtowardtheformer.OtherprojectivetestsincludetheHouse-Tree-Persontest,theAnimalMetaphorTest.Othertestinginadditiontothecompetencetestandpersonalitytestdescribedabove,thepsychologicalandeducationaltestsalsoincludeachievementtest,needstest,attitudetest,interes

31、ttest,mentalhealthtest,interpersonalrelationshiptestandsoon.1. Edwardspersonalpreferencescale(EPPS)2. SIMHcompetitionselfratinghealthChecklist(SCL-90)Part6 UseoftestsFirst,doagoodjobofpreparationbeforethetest,includingfamiliaritywiththetestmanual,especiallytheinstructionsandmaterialsrequiredforthete

32、st.Second,choosetheappropriatetestenvironment,generallyforthedailyworkorlearningenvironment,suchasstudentsintheclassroomtotest,whiletryingtoeliminateallinterference.Thirdly,thetestshouldbecarriedoutstrictlyaccordingtothestandardizedguidelinesandthestandardtimelimit,andshouldnotbechangedatwillwithoutspecialcircumstances.Fourth,establishagoodtrustandinterpersonalrelationshipwiththesubjects,obtainthecooperationofthesubjects,andensuretheeffectivenessofthetest.Part7 Interpre