Range restriction and the Graduate Record Examination.

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination (GRE) in predicting graduate student performance in psychology. Sternberg and Williams claim that their results suggest the need for new measures for use in graduate admissions, and many will surely interpret their results to suggest that GRE scores have little valid use. Actually, however, their results are fully consistent with the opposing view that it will never be possible to improve much on the current admissions policies at Yale University and its direct competitors. Such improvements might be possible, but these results do nothing to bolster that conjecture. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

It is time to reconsider the Graduate Record Examination.

Reviews the generally low correlations of graduate record examination (gre) general aptitude scores with various criteria of performance in graduate school. A retrospective study of phd's from 1 university is also reported, relating gre scores to postdoctoral publication records. Correlations were statistically zero (.02-.24), computed in several ways for both clinical and nonclinical graduates. A national review of the use of the gre for screening is suggested in light of its apparent effectiveness as an obstacle for the admission of minority students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Support for the validity of the Graduate Record Examination.

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination (GRE) in predicting graduate student performance in psychology. It is argued that Sternberg and Williams used a misleading approach for analyzing their data. Predicting precise levels of achievement in graduate school from GRE scores alone when all admitted students are judged to be highly capable will necessarily result in low correlations. High achievement in any profession is dependent on a confluence of factors, and any single factor will necessarily be a relatively weak predictor of level of success. It is only by combining data regarding such factors that this type of prediction is strengthened. Given that Sternberg and Williams's study focused on the use of GRE scores in making graduate admissions decisions, a more appropriate methodology for examining their data involves decision theory and selection accuracy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of the Graduate Record Examination: Estimated or tacitly known?

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination in predicting graduate student performance in psychology. It is argued that although Sternberg and Williams addressed an important topic, they purposely did not use what are now widely accepted procedures for estimating predictive validities. Their failure to use appropriate parameter estimation techniques produced inaccurate results and misleading conclusions. Key errors made included (1) the failure to take range restriction into account, (2) failure to take criterion unreliability into account, and (3) reanalysis. It is concluded that these methodological flaws should not be duplicated by others, as it would represent a step backward. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictive validity of the Graduate Record Examination in a clinical psychology program.

Previous research on the Graduate Record Examination (GRE) has been plagued by the problem of restricted ranges resulting from the failure of low scorers to gain admission to graduate programs. This difficulty did not obtain with the present sample of 105 clinical students, which included a number of minority students admitted without consideration for their GRE scores. Two criterion variables were used, both reflecting students' performance while in graduate school: number of failed preliminary examinations ("prelims") and a composite reflecting efficient and competent progress through the program. Both variables were significantly predicted from the GRE, particularly from the Advanced Psychology test (both at p?     

Range restriction, outliers, and the use of the Graduate Record Examination to predict graduate school performance.

Comments on the article by R. J. Sternberg and W. M. Williams (see record 1997-04591-002) regarding the empirical validity of the Graduate Record Examination in predicting graduate student performance in psychology. It is contended that the article by Sternberg and Williams offered some interesting suggestions for alternative predictors for graduate school. In addition, the distinctions that Sternberg made in the triarchic theory of intelligence have theoretical and practical utility. Unfortunately, the data presented in the article are seriously flawed and weaken the arguments that are made. Further, it is not clear that Sternberg and Williams's data, as presented, can be interpreted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the Graduate Record Examination predict meaningful success in the graduate training of psychology? A case study.

The authors consider the empirical validity of the Graduate Record Examination (GRE) as a predictor of various kinds of performance in a graduate psychology program, including 1st- and 2nd-year grades; professors' ratings of students' dissertations; and professors' ratings of students' analytical, creative, practical, research, and teaching abilities. On the basis of the triarchic theory of intelligence, the GRE was predicted to be of some use in predicting graduate grades but of limited or no use in predicting other aspects of performance. In fact, the test was found to be useful in predicting 1st-year grades but not other kinds of performance, with one exception—performance on the GRE Analytical test was predictive, but only for men. The authors conclude that there is a need to develop better theory-based tests. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study

The authors consider the empirical validity of the Graduate Record Examination (GRE) as a predictor of various kinds of performance in a graduate psychology program, including 1st- and 2nd-year grades; professors' ratings of students' dissertations; and professors' ratings of students' analytical, creative, practical, research, and teaching abilities. On the basis of the triarchic theory of intelligence, the GRE was predicted to be of some use in predicting graduate grades but of limited or no use in predicting other aspects of performance. In fact, the test was found to be useful in predicting 1st-year grades but not other kinds of performance, with one exception--performance on the GRE Analytical test was predictive, but only for men. The authors conclude that there is a need to develop better theory-based tests.     

Factor structure of the Graduate Record Examinations General Test in handicapped and nonhandicapped groups.

We used confirmatory factor analysis to investigate the structure of the Graduate Record Examinations General Test across handicapped and nonhandicapped groups. A simple three-factor model, consisting of verbal, quantitative, and analytical item types, was posed and tested for model fit. In addition, a higher order factor solution was computed to investigate the meaning of General Test total scores and to probe observed discrepancies in factor structure. Results suggested that the three-factor model fit better than simpler models but less well than a four-factor solution. The three-factor model showed particular problems in fit for visually impaired students taking a large-type examination and for physically impaired examinees taking a standard administration. For these groups, the item types composing the Analytical factor did not appear to function effectively as a single factor. For the large-type group, in particular, these item types exhibited different relations with the other factors, had different relations with the test's general factor, and appeared to produce different scale units. Results suggest that Analytical scores and total scores (Verbal?+?Quantitative?+?Analytical) may have different meanings across handicapped and nonhandicapped groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mentoring, Modeling, and Money: The 3 Ms of Producing Academics.

The program at Lehigh University has been very successful in producing a high percentage of students (42% of all graduates) who have entered academic careers as trainers of school psychologists. This article presents a conceptual model for the three variables that are considered as critical components of why students select an academic career--mentoring, modeling, and money. Results of a survey of the program alumni at Lehigh University are presented. Outcomes of the survey showed significant and substantial differences in the perceptions of the mentoring and modeling process by students who are in academic versus nonacademic careers. Implications for doctoral training programs interested in training students to enter academic careers are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

An evaluation of Graduate Record Examinations as predictors of graduate success in a Canadian context.

Assessed the predictive validity of the Graduate Record Examinations (Advanced, Quantitative, and Verbal) in an archival study of graduate success in a psychology master's program. These tests and 5 other predictors (undergraduate GPA, letters of recommendation, undergraduate scholarships/awards, undergraduate teaching and/or research experience, and age) were correlated with 4 measures of graduate success: graduate GPA, graduate statistics course grade, time to completion of program, and a rating of program performance. Data from 55 student files indicated that the GREs, in particular the Advanced test score, were the best predictors for all but the time-to-completion variable. Multiple regression and discriminant function analyses supported the use of the GREs as predictors of success in this program. Ethical considerations regarding the use of the GREs in selection are also discussed. (French abstract) (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate training in law and psychology at Simon Fraser University.

As the field of law and psychology grows and develops, it is important to devote systematic attention to the development of graduate training programs in the area. This article provides a brief introduction to the field of law and psychology and to the field's training needs. It then presents information about the Graduate Program in Law and Psychology that was founded at Simon Fraser University in 1992. The article includes information about the development of the program, program requirements. and issues that are important for others considering the development of similar programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

APAGS: The American Psychological Association of Graduate Students.

The American Psychological Association of Graduate Students (APAGS) was established in 1988 by graduate students who sought to create a home office in APA headquarters for student concerns. Former students Scott Mesh and David Pilon acted as the creative force for the group, working in tandem with APA members Ellin Bloch and Pierre Ritchie. This article examines the establishment of APAGS and its assimilation in the governance structure of APA. APAGS consolidated its success by quickly reaching out to create working relationships with several psychological groups both within and outside of the APA governance structure and by immediately beginning to serve itsconstituency, theAPA Student Affiliates whoareAPAGS members. APAGS now includes over 31,000 members, a 120 percent increase since 1988. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comprehensive meta-analysis of the predictive validity of the Graduate Record Examinations: Implications for graduate student selection and performance.

This meta-analysis examined the validity of the Graduate Record Examinations (GRE) and undergraduate grade point average (UGPA) as predictors of graduate school performance. The study included samples from multiple disciplines, considered different criterion measures, and corrected for statistical artifacts. Data from 1,753 independent samples were included in the meta-analysis, yielding 6,589 correlations for 8 different criteria and 82,659 graduate students. The results indicated that the GRE and UGPA are generalizably valid predictors of graduate grade point average, 1st-year graduate grade point average, comprehensive examination scores, publication citation counts, and faculty ratings. GRE correlations with degree attainment and research productivity were consistently positive; however, some lower 90% credibility intervals included 0. Subject Tests tended to be better predictors than the Verbal, Quantitative, and Analytical tests. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The internship supply and demand issue: Graduate student's perspective.

The increasing gap between the number of internship applicants and the number of students applying for internship is of great concern for psychology graduate students and the American Psychological Association of Graduate Students (APAGS). APAGS sees this concern as multifaceted and has been involved in a variety of efforts to address this imbalance since the early 1990s. This article outlines in greater detail APAGS' view of the internship supply and demand concern, how this problem affects students, and how APAGS has worked to address the issue. It also presents APAGS recommendations for advancing psychology's collective efforts to address this concern. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Validity of Graduate Record Examinations (GRE) General Test Scores for Admissions to Colleges of Veterinary Medicine.

From the standpoint of test validation, veterinary medicine provides both a unique context in which to study the validity of Graduate Record Examinations (GRE) test scores and a singular opportunity to address the shortcomings typical of many GRE validity studies. This article documents a study of the validity of the GRE General Test for predicting 1st-year grade averages in a comprehensive sample of veterinary medical colleges. For each of 16 veterinary medical colleges, statistical corrections were applied to correct for the effects of range restriction in the predictors and unreliability of the criterion. When fully corrected for both range restriction and unreliability, the resulting validity coefficients were, on average, .53 for the combination of all 3 GRE General Test scores, .59 for undergraduate grade point average, and .71 for GRE scores and undergraduate grade point average together. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Testing: The dilemma of group differences.

A revival of test bashing has followed the growing public disillusionment with racial preferences as a means for abrogating the adverse impact of tests on certain groups in educational and occupational selection. This, added to the racial differences in g and the slight and ephemeral effects of Head Start and other more intensive interventions aimed at decreasing racial group differences in scholastic achievement, is the dilemma of group differences. In the face of the apparent failure of equal educational opportunity to make all groups in American society equal in scholastic performance or in the test scores used in selection for higher education, jobs, and the Armed Forces, psychological tests are again being blamed and scorned. This could be averted in the public's perception by emphasizing tests' face validity in test construction without lessening the latent traits that account for the tests' validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Yale studies of patient care. I. The evaluation of the febrile patient

Alkanals as carriers of rancid flavour of fat-containing foods were stored in mixtures with nonlipidic substances. The intensity of odour due to alkanals decreased with increasing time of storage, the changes being more pronounced in case of casein than in that of cellulose. Results of sensory tests did not depend on the molecular mass of aldehyde. The water content affected the sensory evaluation only slightly. The formation of aldolization products or polymers and of gluey flavour compounds modified the character of flavour and confused less experienced judges. Both the binding of alkanals and the aldolization reactions were enhanced by presence of primary amino groups.     

Academics, science, public policy: A coalition for the 1980s.

Suggests that psychologists need more information about the importance of the relationship between government, academia, and science. Declines in funding can be reversed by increasing Congressional understanding and appreciation of behavioral and social science research. (0 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate school reminiscences: Hull and Koffka.

Describes 2 yrs (1925-1927) spent as a graduate student at the University of Wisconsin, with C. L. Hull as major professor. During the 2nd yr, Kurt Koffka was on the staff in the Psychology Department as Visiting Professor, and the writer took courses and seminars concurrently from both men. Some of the author's impressions and experiences are described, including that of an oral examination in which 2 of the examiners were Hull and Koffka. (PsycINFO Database Record (c) 2010 APA, all rights reserved)