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Mental testing
James McKeen Cattell |
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| Introduced mental testing to US |
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| IV manipulated, subjects not randomly assigned to groups |
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| Each member of the population has an equal chance of being selected for sample |
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| Stratified random sampling |
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| Technique of assuring that each subgroup of population is randomly samplied in proportion to its size |
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| Assign half of subjects to condition 1 first, then other half to condition 2 first. All subjects will still experience both levels, just in diff. orders |
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| Nonequivalent group design |
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| Control group is not necessarily similar to experimental group |
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Experimenter's expectations or attitudes can affect results
Remedy: Double-blinding |
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Cues in research situation that suggest to the subject what is expected
Remedy: Deception |
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A type of demand characteristic where a placebo has a beneficial effect on subjects
Remedy: Control groups |
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Effect that being observed has effect on behavior
Remedy: Control groups |
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| How generalizable the results of an experiment are to real world |
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Organizing, describing, quantifying, and summarizing a collection of actual observations
Ex. Mean, median, mode |
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Making an inference from sample to population
Ex. T-test, ANOVA |
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| Errors in significance testing |
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Reject null, null is true: Type I (alpha)
Reject null, null is false: Correct
Accept null, null is true: Correct
Accept null, null is false: Type II (beta) |
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| Assessing individual's performance compared to others |
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| Domain-referenced testing (criterion-referenced) |
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| What does the test taker know about a specified content domain |
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Consistency with which a test measures whatever it's measuring.
Dependable, reproducible, consistent |
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| Standard error of measurement (SEM) |
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| Index of how much, on average, we expect a person's observed score to vary from the score the person is capable of receiving (true score) |
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| Same test is administered to same group twice |
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| Alternate-form reliability |
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| Two different forms of a test are taken at two different times |
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| Test-takers take one test, but that on test is divided into equal halves. Scores on one half are correlated w/ other half. |
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| Extent to which a test actually measured what is supposed to be measuring. |
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| Test's coverage of a the particular skill or knowledge area that it is supposed to measure. |
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| Whether or not test items appear to measure what they are supposed to measure. |
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| How well the test can predict an individual's performance on an established test of the same skill or knowledge area. |
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| Testing the criterion validity of a test on a second sample, after demonstrating validity w/ 1st sample |
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| How well performance on test fits into theoretical framework related to what it is you want the test to measure. |
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| Is test performance related to other factors that it should be related to |
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| Performance on test is not correlated w/ other variables that it shouldn't be related to |
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Ranked in terms of size or magnitude.
1st, 2nd, 3rd |
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Equal intervals
Ex. Temperature,
You can add or subtract |
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True zero point that indicates the total absence of quantity being measured
Ex. Income
All operations (add, subtract, multiply, divide) |
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| Predict what one can accomplish through training |
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| Assess what one knows/can do now |
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(Mental age/chronological age) x 100
* Chronological age increases while mental age does not. |
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1960 revision of Stanford-Binet
Indicates how well a person performed on an IQ test relative to same-age peers |
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All items of a given type grouped into subtests, order of increasing difficulty.
Verbal - info, vocab
Performance - eye-hand coordination, speed
WPPSI (preschoolers)
WISC (5-16yo)
WAIS (16yo+) |
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Minnesota Multiphasic Personality Inventory (MMPI)
Hathaway and McKinley |
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550 statements. Developed by empirical criterion-keying approach (tested 1000s of questions and retained those that differentiated groups)
MMPI-2 (1989) - added content scales instead of criterion-keying |
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| California Psychological Inventory (CPI) |
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Developed for normal population 13yo+ - esp. college and high school students
Used to assess test-taking attitudes |
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Rorschach inkblot
Hermann Rorschach |
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| 10 cards of inkblots, subject describes inkblot, clinician interprets |
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Thematic Apperception Test (TAT)
Morgan and Murray |
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20 simple pictures depicting ambiguous scenes
Test-taker tells a story |
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12 cartoonlike pictures that feature a little dog named Blacky
Test-taker will fill blanks w/ whatever is on their mind |
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| Rotter Incomplete Sentences Blank |
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| Tendency of people to accept and approve of the interpretation of their personality that you give them |
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| Strong-Campbell Interest Inventory |
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Based on Holland's RIASEC system (realistic, investigative, artistic, social, enterprising, and conventional)
Developed using empirical criterion-keying
Given a list of interest (Like or Dislike) |
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