Conceptual analysis of psychological test scores and other diagnostic variables.

For the clinician, the validity of a test or assessment technique resides in the range and structural clarity of the information it provides him about the individual client with whom he works. 2 devices, for example, might be equal in forecasting a particular criterion, yet differ widely in their personological implications. Analysis of this problem permits specification of 3 levels of evaluation: primary, secondary, and tertiary. The conceptual model defined by these levels would appear to incorporate the kind of information which the diagnostician desires, and which indeed he must have if he is to function in an insightful and fully professional manner. (23 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of being a model on scores on a performance IQ test.

Studied 30 male and 30 female upper-middle-class kindergartners to determine whether scores on a performance IQ test (Object Assembly subscale of the WISC) of a model in a modeling situation would differ from an actor's score in a social facilitation situation. Results support R. B. Zajonc and G. B. Markus's findings (see record 1975-09290-001) which showed that an older sibling's learning was facilitated when he or she taught younger siblings (the teacher effect). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship of National Merit Scholarship screening test scores to test data obtained earlier in high school.

Sundry tests given early in a pupil's high school career correlate from .40 to .78 with the National Merit Scholarship screening test in the senior year. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation of ninth grade test scores to twelfth grade test scores and high school rank.

From a population of high school students who had been tested in state-wide programs at the ninth and twelfth grade levels, a sample of 2185 was used to compute correlations between performance at these scholastic levels. At the ninth grade the tests were the ACE (Highschool Edition) and the Cooperative English Test (Form Y); at the twelfth grade level the tests were the ACE (College Edition) and the Cooperative English Test (Form S). HS percentile ranks were also computed for the Ss. The correlation between different forms of the same test was .8, for each test. The correlations between ACE forms and the Coop forms were .7 or higher. HSR correlated .63 with ninth grade ACE score, .71 with ninth grade English. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The meaning of personality test scores.

The process of reexamining the methodological and metatheoretical assumptions of personality psychology over the past two decades has been useful for both critics and practitioners of personality research. Although the field has progressed substantially, some critics continue to raise 1960s-vintage complaints, and some researchers perpetuate earlier abuses. We believe that a single issue—construct validity—underlies the perceived and actual shortcomings of current assessment-based personality research. Unfortunately, many psychologists seem unaware of the extensive literature on construct validity. This article reviews five major contributions to our understanding of construct validity and discusses their importance for evaluating new personality measures. This review is intended as a guide for practitioners as well as an answer to questions raised by critics. Because the problem of construct validity is generic to our discipline, these issues are significant not only for personality researchers but also for psychologists in other domains. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between adherence to exercise and scores on extraversion and neuroticism

A sample of 116 subjects were classified as adherers or drop-outs on the basis of exercising at an on-campus exercise facility over 1 yr. Scores on the Eysenck Personality Inventory showed that adherers did not differ from drop-outs in scores on extraversion; however, drop-outs recorded significantly higher neuroticism scores than adherers.     

Classification of neurological status using multiple discriminant function analysis of neuropsychological test scores.

Neuropsychological measures significantly discriminated 3 a priori defined groups: a control group, a brain-damaged group with a positive neurological exam, and a group with validated brain pathology and a negative physical neurological exam. The neuropsychological indices also correctly discriminated as brain damaged 73.5% of those with negative findings on the neurological exam. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Skewness and transformations of Farnsworth-Munsell 100-hue test scores

In the past, suggested transformations of Farnsworth-Munsell 100-Hue Test (FM 100-Hue) test scores distributions have been limited to a square root transformation. In this study, the choice of transformations of total error scores (TES) are considered by identifying a possible source of skewness. Several distributions of FM100-Hue Test TES were assessed for skewness (third moment). The error score (ES) distributions for the 85 individual caps in each of the populations were also analysed for skewness (Figs. 3 and 4). There is no single transformation which will normalise all TES distributions. The single cap ES distributions with low mean ES (such as those achieved normals and, for some regions of the test, by anomalous trichromats and dichromats) are symmetrical because most subjects can organise the cap perfectly (and could do even better given smaller colour differences). The distributions of ESs where the mean ES is in the moderate range (such as those achieved by diabetics) are skewed because some ESs at the lower end of the range represent performance which could also be better than the test allows. ES distributions with a high mean (such as random distributions and some regions of the test by congenital dichromats) are symmetrical being unaffected by the limitations of the test. TES distributions of diabetics are asymmetrical and comprise skewed cap ES distributions. A suggestion for a transformation is made.     

Cognitive functioning in older depressed outpatients: Relationship of presence and severity of depression to neuropsychological test scores.

Neuropsychological evaluation of 73 older healthy, unmedicated outpatients with major depression and 110 controls suggested that relatively distinct cognitive profiles may correspond to the presence vs. severity of depression. Specifically, the presence of depression was associated with subtle weaknesses in visual memory and nonverbal intelligence, with sparing of verbal skills (verbal intelligence, language, and verbal memory), constructional ability, attention, information processing speed, and executive functions. In contrast, increasing severity of depression was associated with mild weaknesses, primarily in information-processing speed and executive skills, but was essentially unrelated to memory (verbal or visual), intelligence, language skills, constructional ability, or basic attention. Findings are discussed in terms of a possible state vs. trait model of depression. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparison of Flesch readability scores with a test of reading comprehension.

101 high school seniors, who had taken the Diagnostic Reading Test, read ten 100-word passages judged to be of equal interest but varied systematically in Reading Ease score from 5 to 95 at 10-point intervals and took brief objective-type Comprehension Tests on them. "In general, differences between mean comprehension scores for adjacent RE levels were significant at the 5% level. From these findings it is inferred the Flesch RE scores do adequately estimate the comparative difficulty in comprehension of 'popular' reading material for a 17- to 18-year-old group." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comparing patients' predicted test scores from a regression equation with their obtained scores: A significance test and point estimate of abnormality with accompanying confidence limits.

In contrast to the standard use of regression, in which an individual's score on the dependent variable is unknown, neuropsychologists are often interested in comparing a predicted score with a known obtained score. Existing inferential methods use the standard error for a new case (sN+1) to provide confidence limits on a predicted score and hence are tailored to the standard usage. However, sN+1 can be used to test whether the discrepancy between a patient's predicted and obtained scores was drawn from the distribution of discrepancies in a control population. This method simultaneously provides a point estimate of the percentage of the control population that would exhibit a larger discrepancy. A method for obtaining confidence limits on this percentage is also developed. These methods can be used with existing regression equations and are particularly useful when the sample used to generate a regression equation is modest in size. Monte Carlo simulations confirm the validity of the methods, and computer programs that implement them are described and made available. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of initial posture on biomechanical adjustments associated with a voluntary leg movement in rock climbers

This study compares the biomechanical adjustments following a leg displacement in vertical and horizontal position on expert rock climbers. The results show a non-diagonal pattern in the vertical condition and a diagonal one in the horizontal condition. A multi-link analysis shows that the non-diagonal pattern displayed by expert climbers in the vertical condition resulted in a new distribution of body weight to preserve the possibility of moving any limb from the three legged stance. Conversely, in the horizontal condition, the diagonal pattern appears to be strongly dominated by mechanical and anthropometric factors.     

Choosing reconstruction after mastectomy: a qualitative analysis

Recent epidemiological studies have identified plasma triglyceride as a risk factor for atherogenesis. We have generated a mouse transgenic line that carries a recessive mutation designated lpd (lipid defect). Homozygous lpd mice develop as runts and die by age 10-15 days with striking liver pathology characterized by the presence of numerous lipid-containing vacuoles and extensive accumulation of triglycerides. Cloning of the mutant insertion locus and the wild-type lpd locus have revealed a duplication of host genomic sequences at the site of integration. Mapping of the lpd locus with the Jackson Laboratory BSS interspecific backcross panel of (C57BL/6JEi x SPRET/Ei) F1 x SPRET/Ei placed the lpd locus to the distal part of chromosome 16. These observations suggest that the transgene disrupts a putative gene at the lpd locus and that lpd is a novel locus related to triglyceride metabolism. The lpd mutant mice may serve as models for human disorders of fatty livers or hypertriglyceridemia.     

Relationship between scores on the Omnibus Personality Inventory and counselor trainee effectiveness.

Compared the scores obtained on the Omnibus Personality Inventory by groups of relatively effective and relatively ineffective counselor trainees. The trainees (61 students in their 1st yr of a counseling psychology program) completed the tests prior to their 1st practicum experience and were evaluated by their practicum supervisors (PhD or master's-level counselors with more than 5 yrs of experience at supervision) at the end of each of their practica. Ss were classified as relatively effective, relatively ineffective, or indeterminant (ns?=?32, 30, and 12, respectively) on the basis of their practicum supervisor's evaluations. The scores of the relatively effective and relatively ineffective trainees were compared using 1-way analyses of variance. Data revealed significant differences in the personality characteristics of the groups. The relevance of these findings for the selection of counselor trainees is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in perceptual, motor and reading test scores in a remedial reading group.

Two matched groups each composed of nine children with reading problems were compared on a number of perceptual, motor, and reading tests. One group was thereafter exposed to a special remedial program. On retest this group showed significant gains in reading as well as in some of the perceptual and motor areas. No similar improvement was detected in the control group denied the remedial treatment. Not all perceptual tests showed a parallel improvement with reading and the implications of this finding are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A seven-year follow-up of intelligence test scores of foster grandparents

After 7 years, a group of originally nonemployed poverty-level older people (over 60) who had been employed as foster grandparents were retested with the WAIS. Four WAIS subtests - Vocabulary Similarities, Digit Span, and Block Design - were employed. Of the original group of 39, complete data were available for 28; 18 of these were still working on the project, and the other 10 had dropped out. Dropouts as a group tested lower originally and also showed more deterioration in functional health ratings over time. For the total group of 32 foster grandparents, three subtest scores showed stability over the 7 years. Only Digit Span showed a statistically significant drop. Neither age nor the initial level of health or WAIS scores was related to test-score changes over time.     

Prediction of unilateral brain dysfunction using Wechsler test scores.

This study investigated whether oblique factor scores for Wechsler tests discriminate right- and left-hemisphere brain dysfunction more effectively than subtest or scale scores. A criterion sample of 60 psychomotor-seizure epileptics was divided into 2 equal cross- validation groups with comparable proportions of right and left Ss. 3 measures of lateralization were used, with a criterion cut-off of at least 2 measures lateralizing each S. A computer-programmed, "stepwise" regression analysis was performed utilizing a double cross-validation design. Regular scale scores proved more effective than factor scores, although the latter were nearly comparable using a different factor-extraction matrix. (22 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A factor analysis of? scores.

17 True-False (T-F) and forced-choice (F-C) personality and attitude scales were administered to 130 students. Each scale was scored for the number of evasive of? responses. All of the? scores had a high degree of internal consistency as measured by Kuder-Richardson Formula 21 estimates of internal consistency. The? scores were intercorrelated and the correlation matrix factor analyzed. Factor I, which accounted for 60.68% of the total variance, was interpreted as the tendency to give evasive responses to items in a T-F format. Factor II, which accounted for 16.38% of the total variance, was interpreted as the tendency to give evasive response to personality items in an F-C format. The third factor, which accounted for 5.62% of the total variance, was interpreted as the tendency to give evasive responses to the T-F items dealing with beliefs, opinions, and moral precepts. The probability of an evasive response to an item was found to be unrelated to the social desirability scale value of the item. (18 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between a behavioral and several psychometric measures of test anxiety

Behavioral time-sampling was compared with various paper-and-pencil, self-report measures of test anxiety in an examination of the utility of the behavioral measure as an in situo index of test anxiety. The behavioral measure was significantly and positively correlated 0.45 with a paper-and pencil, self-report measure of "facilitative" test anxiety but not with measures of "debilitative" test anxiety (r = -0.15) or general anxiety (r = -0.33) for 12 males and 21 female undergraduates.