Responses of Comparable White and Negro Adults to the Rorschach Test

Five groups of 20 Ss each, ranging from seven years to college age, were asked to solve a series of problems involving change-making and coin equivalences. Results indicated that the number of Ss able to make change without the use of written calculations increased as a consequence of chronological age, with the greatest increase occurring between 11 and 13 years of age. In addition, it was found that although children at all levels knew the various coin equivalences, younger children used primarily dimes and pennies in making change, whereas older children used all of the coins available. This was interpreted to mean that coin equivalences are probably learned as specific stimulus-response pairs, and that in making change younger children use untransformed base 10 units, such as pennies and dimes, largely because the computational demands placed by change-making operations force them to minimize the number of noncomputational transformations used.     

Psychiatric Patients' Responses to MMPI Religion Items

Responses of Jewish and Protestant psychiatric Ss to 10 MMPI religion items were found to differ in the manner expected on the basis of Jewish and Protestant normals' ratings of the unfavorability of item endorsement. Education and private vs. public hospitalization were independently associated with item rejection rate. However, sex of S and psychotic vs. non-psychotic diagnosis were not related to item rejection. The differential response rate of Jewish and Protestant patients provides validity generalization for Gynther, Gray and Strauss' (1970) conclusion that social desirability values of MMPI items vary with relevant subject background characteristics as well as with item content.     

Geographical Concomitants of Negro Criminal Intelligence

This study attempts to demonstrate the relationship between teachers’ personal early experiences of attachment with their parents and their emotional, cognitive, and behavioral reactions to a hypothetical student's request to speak with them, expressed in short or detailed form. A similar procedure has been used by Perrine and Steele King for students, and now has been used for teachers. For this purpose, self-report questionnaires were administered to a sample of 395 female teachers. The results showed a significant relationship between parental bonding experiences and behavioral and emotional, but not cognitive, reactions to an hypothetical student's request. The optimal parenting group reported more positive emotional and behavioral reactions, while the affectionate control group reported more negative emotional reactions to the hypothetical student's request than the other groups. These results offer useful implications to be utilized in teachers’ training programs.     

Revising Test Items to Increase Validity

Eight female interviewers varied their interview styles in interviewing 207 adults who had been involved in automobile accidents during a four-year period. A “professional” and a rapport or “interpersonal” style was used. Dependent variables consisted of reporting of events related to an automobile accident in which the respondent was the driver, and for which independent criterion data were available. In addition, the amount of health information reported was also analyzed. In spite of the respondents' more favorable attitudes towards the interpersonal interviews, accuracy was not significantly greater in these rapport interviews. In fact, significant interaction effects between interviewer style and recency of the accident were obtained. Respondents, however, reported more completely under rapport conditions. The results are interpreted within a cognitive, role-learning framework.     

Contextual Responses to Affirmative and/or Reversed-Worded Items

Psychometrika - This paper presents a systematic investigation of how affirmative and polar-opposite items presented either jointly or separately affect yea-saying tendencies. We measure these...     

Statistical Tests of Conditional Independence Between Responses and/or Response Times on Test Items

Three plausible assumptions of conditional independence in a hierarchical model for responses and response times on test items are identified. For each of the assumptions, a Lagrange multiplier test of the null hypothesis of conditional independence against a parametric alternative is derived. The tests have closed-form statistics that are easy to calculate from the standard estimates of the person parameters in the model. In addition, simple closed-form estimators of the parameters under the alternatives of conditional dependence are presented, which can be used to explore model modification. The tests were applied to a data set from a large-scale computerized exam and showed excellent power to detect even minor violations of conditional independence.     

Impact of Elaboration on Responding to Situational Judgment Test Items

Although faking has been identified as a potential problem in situational judgment tests (SJTs), no studies have investigated proactive approaches for controlling faking in SJTs. Therefore, this study examined the impact of elaboration on responding to SJT items. Elaboration was operationalized as reason‐giving. Two hundred and forty‐seven master students were assigned to either an honest or a fake condition, and to a non‐elaboration or an elaboration condition. Results showed that elaboration decreased the effect of faking for items with high familiarity. Elaboration on familiar items also decreased the percentage of fakers in the top of the distribution. Next, participants in the elaboration condition rated the SJT significantly higher in terms of allowing them to present themselves more realistically and to demonstrate their knowledge, skills, and abilities. Finally, there were no significant differences in participants' satisfaction with the SJT across the elaboration and non‐elaboration condition.     

A Comparison of Rorschach Responses Between Negro and White College Students

Abstract

David, Henry P. and Brengelmann, J.C., (eds.). Perspectives In Personality Research. New York: Springer, Inc., 1960. 370 pp. $7.50. Reviewed by Kenneth R. Wurtz

Gottsegen, Monroe G. and Gottsegen, Gloria B. Professional School Psychology. New York: Grune &; Stratton, 1960, Pp. 292, $7.75. Reviewed by Henry L. Levy

Klopfer, Walter G. The Psychological Report: Use and Communication of Psychological Findings. New York: Grune &; Stratton, 1960. Pp. ix and 146. Reviewed by Dale S. Higbee     

Application of a Multidimensional Nested Logit Model to Multiple-Choice Test Items

Nested logit models have been presented as an alternative to multinomial logistic models for multiple-choice test items (Suh and Bolt in Psychometrika 75:454–473, 2010) and possess a mathematical structure that naturally lends itself to evaluating the incremental information provided by attending to distractor selection in scoring. One potential concern in attending to distractors is the possibility that distractor selection reflects a different trait/ability than that underlying the correct response. This paper illustrates a multidimensional extension of a nested logit item response model that can be used to evaluate such distinctions and also defines a new framework for incorporating collateral information from distractor selection when differences exist. The approach is demonstrated in application to questions faced by a university testing center over whether to incorporate distractor selection into the scoring of its multiple-choice tests. Several empirical examples are presented.     

论心理测验项目编写的科学性

本文以作为心理测验科学性最基本保证的项目编写为核心,论证了心理测验编制的前提、方法,心理测验项目编写的依据、项目的来源以及项目的分析指标等方面的科学性问题。     

Rorschach and TAT Responses of Negro,Mexican-American,and Anglo Psychiatric Patients

The Rorschach and Thematic Apperception Projective Test responses of 75 Anglos, Negroes, and Mexican-American patients on the psychiatric unit of a Veterans Administration General Medical and Surgical Hospital were compared. The subjects were a random sample of non-psychotic male veterans whose ages, educational backgrounds and occupational levels were quite similar.

A number of statistically significant differences were found between the groups, with most distinct differences on the Rorschach appearing on the measures of hostility. The TAT pointed up differences between the Mexican-Americans and the other two groups in themes of family unit, and in their characterization, but more particularly of father-son and mother-son relationships. This TAT finding possibly demonstrates the persistence of Mexican-American cultural values regarding interpersonal. relationships within the family. Results of this study suggest the utility of projective measures in the formulation of culture and personality theories.