IMPLICATIONS OF THE MULTIDIMENSIONAL NATURE OF JOB PERFORMANCE FOR THE VALIDITY OF SELECTION TESTS: MULTIVARIATE FRAMEWORKS FOR STUDYING TEST VALIDITY

Although most studies of criterion-related validity focus on univariate relationships, the complex and multidimensional nature of the performance construct and the widespread use of multiple selection devices argue in favor of multivariate frameworks for evaluating validity. Using a Monte Carlo simulation we estimated the validity of general cognitive ability tests and personality tests in predicting "job performance," where performance is conceptualized as a composite of multiple performance measures (i.e., individual job task performance and organizational citizenship behaviors). The validity of a selection battery varies substantially as a function of the relative weight given to both predictors and criteria; the 95% confidence interval for validities ranged from .20 to .78. The effective weights given to performance dimensions accounted for 34% of the variance in selection battery validities; depending on precisely how "performance" is defined, the same test battery can have relatively high or relatively low levels of validity. Our model suggests that the way an organization defines job performance is a source of true and important variability in validities, and that the validity of selection tests for predicting complex performance criteria may show considerably less generalizability that current metaanalysis of univariate validities would suggest.     

A LABORATORY MODEL FOR STUDYING RESPONSE‐CLASS HIERARCHIES

If the members of a functional response class occur in a predictable order, a response‐class hierarchy is said to exist. Although this topic has received some attention in the applied literature, it remains relatively understudied. The purpose of the current investigation was to develop an analogue model of a response‐class hierarchy. Children with and without developmental disabilities were first taught three responses in an attempt to develop a functional response class ordered along the dimension of response effort (Experiment 1). Following response‐class development, an extinction analysis was used to determine whether the responses were hierarchically related (Experiment 2). Results of Experiment 1 indicated that a functional response class was developed, and that there was a relation between response rate and effort for the established response class. Results of Experiment 2 indicated that a response‐class hierarchy existed within the previously developed response classes for 3 of 4 participants.     

TEST VALIDATION FOR SCIENTIFIC UNDERSTANDING: TWO DEMONSTRATIONS OF AN APPROACH TO STUDYING PREDICTOR-CRITERION LINKAGES

This paper argues that a construct-oriented approach to test validation is likely to enhance scientific understanding of our predictor measures, performance criteria, and links between them. In particular, examining relationships between relatively homogeneous predictors and criteria tapping specific performance areas operationalizes earlier conceptual statements made by Guion and Dunnette about test validation for scientific understanding. Two demonstrations are offered to show how measures of predictor constructs have predictably different patterns of correlations with different criteria. In a study of Navy recruiters ( N = 267), individual personality scales had significantly different relationships with three different rating criteria; in a second study, with Army enlisted soldiers ( N = 8, 642), cognitive ability and personality construct measures also showed predictable patterns of correlations, with rating criteria measuring three different performance areas. The paper discusses scientific and practical implications of this construct-oriented approach to test validation.     

EFFECTS OF REALISTIC AND UNREALISTIC CRITERIA FOR PERFORMANCE ON THE STUDYING BEHAVIOR OF EXPERT ADULT READERS

Thirty undergraduates read an extended text about identical twins and completed one of three question‐answering tasks for the purpose of ascertaining the effects of no criterion, a realistic criterion, or an unrealistic criterion on studying behavior. Subjects receiving the unrealistic criterion (i.e., 75 out of a possible 54 similarities) produced significantly more non‐redundant responses to the text‐based question than either the realistic criterion (i.e., 40 out of a possible 54 responses) treatment or the non‐criterion treatment group. The expected difference in performance satisfaction among the treatment groups did not emerge, though a clear link between demonstrated performance satisfaction and second effort at task was shown. There was also a significant difference in reported performance satisfaction from first to second attempts for those subjects choosing the reanswering option.     

THE FEMALE SEXUAL SUBJECTIVITY INVENTORY: DEVELOPMENT AND VALIDATION OF A MULTIDIMENSIONAL INVENTORY FOR LATE ADOLESCENTS AND EMERGING ADULTS

Three studies were conducted to develop and validate a theoretically derived multidimensional inventory of females' sexual self-conceptions ( sexual subjectivity ). Study 1 revealed five factors on the Female Sexual Subjectivity Inventory (FSSI): sexual body-esteem, three factors of conceptions and expectations of sexual desire and pleasure (self, partner, and self-efficacy), and sexual self-reflection. A shorter revised version of the FSSI was tested in Study 2. In Study 3, a confirmatory factor analysis indicated a good fit to the data. The FSSI had a sound factorial structure and high reliability. Significant associations between the five scales in the FSSI and sexual self-awareness, safe sex self-efficacy, and sexual anxiety provided evidence of validity. Some FSSI scales were also associated with self-silencing in close relationships, resistance to sexual double standards, and self-esteem. Sexual subjectivity is a complex intraindividual phenomenon that includes cognitive and emotional components, some of which can be assessed with the FSSI scales.     

学以致用是高师公共课心理学教学改革的根本途径

公共课心理学是高等师范院校的一门重要的基础课,也是体现师范性特点的一门课程,它直接关系到师范生教育理论基础和教学技能的培养。为了适应不断深入的改革开放的形势,几年来,在改革高师公共课心理学教学方面,我们做了一些初步的尝试。以下是     

王充心理学思想新论——兼议中国古代心理学思想史研究方法

本文试图寻求一种新的研究模式,来探索王充的心理学思想。这个模式主要包括两个方法论原则,即:(一)置于思想群系的原则;(二)依据自身逻辑的原则。在这一研究模式引导下,作者发现“唯实唯验”是王充心理学思想的基点。并由此推论出(一)王充心理学思想的本质是“心理即力”;(二)其特征是“心理外显”,而这两者是分别体现在他的人论和心论的思想之中。