A Reexamination of GRE Scores.

Comments on a recent article by A. R. Marston (see record 1972-11620-001), which discussed the use of Graduate Record Examination (GRE) scores for selection of graduate students. The conclusion that GRE scores as a selection device should be re-examined was supported by data collected with a restriction of range on these scores. There is precious little linear relation between GRE scores and normal criteria for graduate success. Once a person is admitted to graduate school, his/her GRE scores should be burned, never to be used again. This, of course, still leaves the question as to whether GRE scores are an appropriate selection device for graduate students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Residual validity is not meaningful.

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 claimed to have studied whether the GRE predicts meaningful success in graduate school, but they did not study GRE predictive validity for students applying to graduate school—they used students already selected for graduate school. Thus, it is argued, what Sternberg and Williams actually studied might be termed the residual validity of GRE scores—the validity remaining after some unknown amount of validity is exhausted in the admissions process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in counselor intentions and response modes and in client reactions and session evaluation after training.

Examined changes in counseling skills by comparing pre- and postsemester counseling interviews of 13 trained graduate student counselors and 13 graduate students in a no-treatment control condition. Dependent measures included the Counselor and Client Verbal Response Category Systems, the therapist intentions list by C. E. Hill and K. E. O'Grady (see record 1985-15615-001), the client reactions system by Hill et al (see record 1989-18876-001), and the session evaluation questionnaire by W. B. Stiles and J. S. Snow (see record 1984-15583-001). When compared to the graduate students in the no-treatment control condition, the trained graduate student counselors decreased their use of the assessment intention and the question response mode and increased their use of the explore intention and the minimal encouragers response mode. The student clients seen by the trained graduate student counselors showed parallel changes in response modes and session evaluation. I conclude that these changes reflected those expected from training in interpersonal-dynamic therapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Education for Research.

Notes that after reading about a third of the article "Education for Research in Psychology" (Amer. Psychologist, 1959, 14, 167-179; see record 1960-03707-001), I found myself playing a little game (an idiosyncrasy of mine to encourage the reading of psychological journals). Every time the article mentioned education for research, I substituted education for psychotherapy. Once seen in this way, it seemed to me that the implications for training graduate students in research are also quite applicable in training graduate students in psychotherapy or in counseling. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching WAIS—R administration skills: Comparison of the {mastery} model to other existing clinical training modalities.

Used the MASTERY model of the 2nd author (see record 1984-13254-001), a competency-based training paradigm, to bring 20 graduate students in clinical psychology to criterion level for competent administration of the Wechsler Adult Intelligence Scale—Revised (WAIS—R). 13 other graduate students completed a course in psychological tests and measurements but were not trained in WAIS—R administration with the MASTERY system. This model was then compared to some existing training models used by internship settings in terms of training effects, cost, and verification. In all comparisons, significant differences favored the competency-based approach. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Tarnished angel?

Suggests, based on the positive nature of graduate school letters of recommendation noted by G. Siskind (see record 1967-01571-001), that screening of applicants might be improved by carefully checking application materials and by sending cards acknowledging individuals who have sent recommendations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate Study in Psychology: 1971-2004.

This article traces the evolution of graduate study in psychology in the United States and Canada during the past 3 decades. The authors summarize the 2003-2004 characteristics of graduate programs and departments in psychology and compare these data to those obtained in 1970-1971, 1979-1980, and 1992-1993. The most recent data were obtained from the 2005 edition of Graduate Study in Psychology and were based on 495 institutions, 601 departments, and 1,970 graduate programs. Information is presented for both entire departments (e.g., faculty characteristics, student profiles, admission criteria, Graduate Record Examination and grade point averages, tuition costs, financial assistance) and individual graduate programs (e.g., areas of study, number of applicants, acceptance rates, enrollment statistics, retention rates). Particular attention is devoted to the emergence of PsyD programs in professional psychology, the ascendancy of neuroscience programs in academic psychology, and the steady rise in acceptance rates across programs over the past 33 years. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Antireligious prejudice: Response to Gartner.

Questions the experimental design employed and use of some terms in the work of J. D. Gartner (see record 1987-05379-001), but concludes that Gartner's findings that clinical psychology graduate programs are reluctant to admit religious applicants are timely and relevant in the controversy associated with the attempted rapprochement between psychology and religion. (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)     

Use of foreign language by psychologists.

In response to Hendrick and Schaffer (1966) and to S. Rosensweig et al (see record 1963-04105-001), it is argued that the foreign language (LAN) requirement for graduate students in psychology should be abolished. The time required to learn a foreign LAN is not commensurate with its usefulness, nor is there yet an agreed upon international LAN for exchange among professional groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The value of a terminal master's degree for PhD-pursuing students in psychology.

Presents results of a survey of graduate programs in psychology that support the conclusions of R. J. Howell and M. L. Murdock (see record 1973-05428-001), who found that, on average, BA/BS students appear to have more to lose than to gain by obtaining a master's degree in psychology as a primary strategy in seeking the ultimate goal of a doctoral degree. (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)     

On revitalizing the measurement curriculum.

Comments on S. T. Meier's (see record 1994-03401-001) discussion of the importance of emphasizing measurement in graduate education in psychology. Meier highlighted 1 major impediment to the lack of emphasis placed on general measurement issues in undergraduate and graduate curriculum: the balkanization of measurement concerns in different areas of psychology. Other impediments to revitalizing the measurement curriculum are outlined and a schema by M. S. Aftanas (see record 1989-24546-001) is suggested as a base for planning curricula. Psychologists should be aware that measurement is of primary concern to all areas of psychology, and curricula at both undergraduate and graduate levels should deal with basic principles of all behavioral measurement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

The GRE Psychology Test as an unobstrusive measure of motivation.

The Psychology Achievement Test of the Graduate Record Examination (GRE-P) and failure to prepare for it may serve as an unobstrusive measure of motivation necessary for success in graduate school whether or not the content of the test taps abilities necessary for success. To test this hypothesis, records of 31 male graduate psychology students were obtained. Predictors included GRE-P, GRE Verbal and Quantitative Aptitude Test, Miller Analogies Test (MAT), undergraduate overall and undergraduate psychology GPA, and number of psychology courses taken prior to the GRE. Criteria included percentage of "A" grades in graduate school and graduation vs. termination. Only GRE-P and a difference score consisting of GRE-P minus MAT showed significant validity against the criteria. The results were interpreted as supporting the hypothesis. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Criticisms are without foundation.

Reacts to G. W. Albee's (see record 1977-29846-001) criticisms of the psychotherapeutic process and its aspiring practioners, graduate students training to become clinical psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

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)     

There is hope for graduate education.

Comments on J. H. Korn's (see record 1984-32529-001) data on the probabilities of gaining acceptance into various PhD programs in psychology. Korn concluded that because of a reduction in the number of applicants, it is now easier for applicants to enter graduate programs. The present author qualifies Korn's conclusions, addresses the problem of applicant quality that may be facing many graduate programs, and suggests that there are jobs available to those with PhDs despite Korn's discouraging tone. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)