No easy solution to subgroup differences.

Replies to comments by A. G. Bedeian (see record 2002-12457-016), G. Bocknek (see record 2002-12457-017), G. E. Zuriff (see record 2002-12457-018), and J. E. Helms (see record 2002-12457-019) on the article by P. R. Sackett, N. Schmitt, J. E. Ellingson, and M. B. Kabin (see record 2001-00625-002) which posed the dilemma of how to use tests to select for performance without excluding minority group members. The authors argue that it is difficult to envision a university that would ignore cognitive ability when making admissions decisions, as Zuriff advocated. In response to Bocknek, the authors question the validity of individual assessments to index traits such as motivation, perseverance, and problem solving. In response to Bedeian, the authors argue that society and the legal system (as it exists now) force the consideration of ascribed characteristics, and few, if any, good measures of racial identity (or intellectual diversity) exist. Finally, the authors argue that Helm's position that individuals' racial identity must be destroyed in the interest of raising their status in high-stakes testing situation is misguided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A remedy for the Black-White test-score disparity.

Comments on the article by P. R. Sackett, N. Schmitt, J. E. Ellingson, and M. B. Kabin (see record 2001-00625-002) which posed the dilemma of how to use tests to select for performance without excluding minority group members. The current author argues that high-stakes tests of cognitive abilities are not culturally equivalent for minority groups. The concepts of cultural equivalence, psychometric equivalence, and cultural fairness are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

High stakes are an opportunity.

Comments on the article by P. R. Sackett et al (see record 2001-00625-002) which examines the use of cognitive testing in employment, credentialing, and higher education post-affirmative action. The current author states that Sackett et al made 2 badly flawed assumptions in their discussion. These assumptions are addressed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prediction of children's reading skills using behavioral, functional, and structural neuroimaging measures.

The ability to decode letters into language sounds is essential for reading success, and accurate identification of children at high risk for decoding impairment is critical for reducing the frequency and severity of reading impairment. We examined the utility of behavioral (standardized tests), and functional and structural neuroimaging measures taken with children at the beginning of a school year for predicting their decoding ability at the end of that school year. Specific patterns of brain activation during phonological processing and morphology, as revealed by voxel-based morphometry (VBM) of gray and white matter densities, predicted later decoding ability. Further, a model combining behavioral and neuroimaging measures predicted decoding outcome significantly better than either behavioral or neuroimaging models alone. Results were validated using cross-validation methods. These findings suggest that neuroimaging methods may be useful in enhancing the early identification of children at risk for poor decoding and reading skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching measurement through historical sources.

This article provides an example of the use of historical issues associated with intelligence testing to teach about the nature of measurement in psychology and includes pedagogical questions for the classroom. Students learning about research may assume that the ways psychologists measure constructs are permanent and immutable. However, using intelligence as the focus, this article shows how its measurement evolved, reflecting contemporaneous theories and assumptions. The initial sensory and psychophysical measurements designed by Cattell (1890) to measure mental ability were logically defensible in his era and gained temporary acceptance by many psychologists. Currently, standardized tests reflect the biases of later psychologists. The article highlights reasons for such changes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Rene A. Ruiz (1929–1982).

Presents an obituary for Rene A. Ruiz. Art, as he preferred to be called, was born on May 2, 1929, in Los Angeles and graduated from the University of Southern California (USC) in 1954 with a major in psychology. He pursued graduate training in clinical psychology first at USC and later at the University of Nebraska where he received the PhD in 1963. Early on, he aspired toward an academic career. He began as an instructor and moved up to assistant professor in the Department of Psychiatry at the University of Kansas Medical School. After 6 years in a medical setting, he moved to the University of Arizona as associate professor of psychology. In addition to teaching and an active private practice, Art carried out research and wrote on such diverse themes as group psychotherapy, clinical obesity, and nursing education in mental health. Toward the end of the 1960s, Art redirected his attention to the role of minorities in psychology. He worked in various ways to increase the number of Hispanics in psychology and to improve mental health services for culturally different populations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A further study of experience-centered and requirements-centered tests of job knowledge.

Two experience-centered tests (derived from attempts to measure what workers may learn from jobs) and three requirements-centered tests (designed to measure the extent to which formally prescribed job requirements are met) were compared for 533 aviation and engine mechanics classified into 3 criterion groups: apprentice, senior mechanic, supervisor-technician. "Results of the earlier study [see 29: 6357] are thus corroborated: experience-centered tests again showed the higher relationships to the criterion." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Incremental validity of situational judgment tests.

Using 3 different samples, the authors assessed the incremental validity of situational judgment inventories (SJIs), relative to job knowledge, cognitive ability, job experience, and conscientiousness, in the prediction of job performance. The SJI was a valid predictor in all 3 samples and incrementally so in 2 samples. Relative to the other predictors, SJI's partial correlation with performance, controlling for the other 4 predictors, was superior in most comparisons. Subgroup differences on the SJI also appear to be less than those for cognitive ability and job knowledge, but greater than differences in conscientiousness. The SJI should prove to be a valuable additional measure in the prediction of job performance, but several additional areas of research are suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Negro patient and clinical theory.

The point of view that "new" clinical theories are necessary to achieve therapeutic success with Negro patients is challenged by the presentation of a case in which a psychoanalytic orientation was employed. The case is discussed primarily in terms of the conceptualization of racial issues as therapeutic resistance. The role of the therapist's intellectual knowledge about a patient's minority group is considered from the points of view of empathy and countertransference. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The Lowry test: A simple status-free measure of intellectual ability.

The validity of an intelligence test is discussed. "The Lowry Reasoning Test Combination has been found to be relatively free of social status bias and to measure intellectual function. It is easily administered and simply scored and does not depend upon a high level of verbal ability. Variance in concept difficulty is obtained by altering combinations of constructs while keeping the verbal material on a uniformly simple level. Whereever such a discriminative and effective selection device is needed the present writers would recommend that the Lowry test be tried." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations.

Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The validity and incremental validity of knowledge tests, low-fidelity simulations, and high-fidelity simulations for predicting job performance in advanced-level high-stakes selection.

In high-stakes selection among candidates with considerable domain-specific knowledge and experience, investigations of whether high-fidelity simulations (assessment centers; ACs) have incremental validity over low-fidelity simulations (situational judgment tests; SJTs) are lacking. Therefore, this article integrates research on the validity of knowledge tests, low-fidelity simulations, and high-fidelity simulations in advanced-level high-stakes settings. A model and hypotheses of how these 3 predictors work in combination to predict job performance were developed. In a sample of 196 applicants, all 3 predictors were significantly related to job performance. Both the SJT and the AC had incremental validity over the knowledge test. Moreover, the AC had incremental validity over the SJT. Model tests showed that the SJT fully mediated the effects of declarative knowledge on job performance, whereas the AC partially mediated the effects of the SJT. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Reflections on the EPPP: A commentary on Sharpless and Barber.

In their article “The EPPP in the Era of Evidence-Based Practice,” B. A. Sharpless and J. P. Barber (see record 2009-11890-004) shine a critical spotlight on the standardized exam for professional psychology licensure. Yet their arguments are based on some inaccurate assumptions about the purpose and the validity of the Examination for Professional Practice in Psychology (EPPP). In this critical response paper, we focus on several areas of disagreement with Sharpless and Barber, including the purpose of the EPPP, reflections on its validity and failure rates, and the need for generic versus specialized entry-level professional licensure. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Benefits of assistance dogs: A review.

Objective: To review outcome research concerning placement of trained assistance dogs (ADs), focusing primarily on service dogs for people with mobility impairments and hearing dogs for individuals who are deaf or hard of hearing. Design: The authors place the relatively small body of literature on ADs in the context of relevant research on the benefits of human-animal contact and pet ownership. Results: While the research specific to ADs generally shows positive benefits, the small number of studies and methodological limitations of these studies preclude any clear conclusions. Recommendations for future research on ADs include the use of longitudinal designs, matched comparison groups, standardized measures that assess diverse areas of functioning, and behavioral self-monitoring for daily activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Degradation of validity over time: A test and extension of Ackerman's model.

The dynamic nature of the predictor–criterion relationship has long been a concern in psychology, especially with regard to the deterioration of validity over time. The authors examine P. L. Ackerman's (1987, 1988) hypothesized relationships between different types of predictors and criteria over time using data from previous longitudinal studies. Expert ratings categorized predictors and criteria according to P. L. Ackerman's model. Regression results support the predicted negative curvilinear relationship between cognitive ability and consistent and inconsistent task performance but do not support the predicted relationships between perceptual speed ability and psychomotor ability and consistent and inconsistent task performance. Deterioration of validity was more ubiquitous than has been suggested previously, and the pervasive form of deterioration was cubic with a negative trend. Findings are discussed in the context of catastrophe–chaos models. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial/ethnic differences in the criterion-related validity of cognitive ability tests: A qualitative and quantitative review.

The correlation between cognitive ability test scores and performance was separately meta-analyzed for Asian, Black, Hispanic, and White racial/ethnic subgroups. Compared to the average White observed correlation ( = .33, N = 903,779), average correlations were lower for Black samples ( = .24, N = 112,194) and Hispanic samples ( = .30, N = 51,205) and approximately equal for Asian samples ( = .33, N = 80,705). Despite some moderating effects (e.g., type of performance criterion, decade of data collection, job complexity), validity favored White over Black and Hispanic test takers in almost all conditions that included a sizable number of studies. Black–White validity comparisons were possible both across and within the 3 broad domains that use cognitive ability tests for high-stakes selection and placement: civilian employment, educational admissions, and the military. The trend of lower Black validity was repeated in each domain; however, average Black–White validity differences were largest in military studies and smallest in educational and employment studies. Further investigation of the reasons for these validity differences is warranted. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A longitudinal study of children’s performance on simple multiplication and division problems.

The authors investigated the performance on simple multiplication and division problems of 8-year-old children longitudinally to determine the developmental trajectories of both operations. Twice a year, during 2 consecutive school years, children performed a multiplication and division verification task and a number-matching task. All effects that were observed in multiplication performance (problem size, 5, and tie effect and Tie × Size interaction) were also observed in division performance. The developmental trajectories of these effects are described. The authors observed strong developmental parallels between both operations. These results are in line with strongly interconnected memory networks for multiplication and division facts, at least in young children. The results of the number-matching task showed that the interference effect developed differently for multiplication and division, indicating that automatic activation spreading from division operands to division answers is not at work in children of that age. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A manifest structure analysis of the Otis S-A Test of mental ability, higher examination: Form B.

This new scale theoretic approach to item analysis is shown to be useful in shortening a standardized test. A short test of 20 Otis items was developed. Testing time was 8 minutes. "Cross-validation resulted in a correlation of .82 between the scores obtained on the long and short forms." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Understanding the purpose, strengths, and limitations of the EPPP: A response to Sharpless and Barber.

Sharpless and Barber (see record 2009-11890-004) have written a thoughtful article questioning the validity, effectiveness, and transparency of the Examination for Professional Practice in Psychology (EPPP). This response has 3 goals: to clarify the purpose, structure, and validity of the EPPP; to provide some previously unavailable information that addresses concerns Sharpless and Barber raise about passing rates and assessing competence to practice; and to endorse some of the recommendations the authors make for future investigation and evolution of the psychology licensure examination process. (PsycINFO Database Record (c) 2011 APA, all rights reserved)