ON THE VALIDITY OF THE RORSCHACH TEST

Rorschach protocols of 20 persons (normals, depressives, and schizophrenics) were analysed, using the inverted, or Q , method of factoring. Three factors emerged from the analysis and corresponded to the three psychiatric categories. Groups of items, allegedly measuring the isolated factors, were applied to a second population of 42 persons resulting in validity values of an encouraging magnitude. Finally, published protocols are cited, together with a list of discriminating items and a score matrix based on such items, so that further verification can be made by the reader.     

对儿童认知发展水平诊断工具IPDT的信度效度检验

修订了以皮亚杰认知发展理论为基础的儿童认知发展诊断工具IPDT的信度效度资料,在390名北京小学生样本中的修订结果表明,该测验具有稳定的信度、良好的效度、适当的难度和理想的区分度,适合作为小学生认知发展诊断工具。对应用的范围、存在的问题和未来的研究需要进行了讨论。     

“风险”性质的探讨──一项联想测验

该实验是为探讨“风险”的性质而进行的词联想测验。实验以“风险”一词作为刺激词，让被试连续进行三次自由式联想。其结果得到了三大类不同性质的联想词及其它相关结论。     

运动竞赛焦虑量表中国常模的修订

运动竞赛焦虑量表是由美国的马腾斯专为运动员编制的特质焦虑量表。它是一种与特定的情境相结合的、能够有效地测出被测者通常在运动竞赛(或游戏)时焦虑水平的量表。我们在全国六大区十四个省市抽取了2,988名被试,修订了10—12岁(男、女),13—15岁(男、女),16—18岁(男、女)和19—25岁(男、女)的八个常模。同时,进行了效度和信度检验。本量表可以作为对业余的或专业的运动员进行运动竞赛焦虑的诊断与研究用。     

汽车司机安全驾驶性向测验的建构

本研究之目的是建构适用于我国的汽车司机安全驾驶性向测验。经各种检验结果表明,无论是能力测验还是个性测验,它们在信度和效度上均达到了要求。因此,为进一步标准化奠定了基础。     

军用能力倾向测验的产生、发展和贡献

军用能力倾向测验是为军事需要服务的能力倾向测验,它有独立的产生和发展过程并在整个能力倾向测验领域起关键作用。在特殊能力倾向的效度研究,能力理论的验证,发现新的能力和测验手段上的创新等方面均有重要贡献。     

学生团体主题统觉测验研究

对日本版团体主题统觉测验进行了研究,产生了中国版的团体主题统觉测验,被试分别自小学、初中、高中、大学人２７９２名,在此基础上产生了各学龄阶段的常模,研究表明,该测验的信度和效度都比较高,可以在我国各类学校推广使用。     

A TEST OF THE FORMAL AND MODERN THEORIES OF MATCHING

Pigeons' choosing between fixed-interval and random-interval schedules of reinforcement was investigated in three experiments using a discrete-trial procedure. In all three experiments, the random-interval schedule was generated by sampling a probability distribution at an interval (and in multiples of the interval) equal to that of the fixed-interval schedule. Thus the programmed delays to reinforcement on the random alternative were never shorter and were often longer than the fixed interval. Despite this feature, the fixed schedule was not strongly preferred. Increases in the probability used to generate the random interval resulted in decreased preferences for the fixed schedule. In addition, the number of consecutive choices on the preferred alternative varied directly with preference, whereas the consecutive number of choices on the nonpreferred alternative was fairly constant. The probability of choosing the random alternative was unaffected by the immediately prior interval encountered on that schedule, even when it was very long relative to the average value. The results loosely support conceptions of a "preference for variability" from foraging theory and the "utility of behavioral variability" from human decision-making literatures.     

THE INFLUENCE OF TRAINING ON THE LEVEL OF TEST PERFORMANCE AND THE FACTOR STRUCTURE OF INTELLIGENCE TESTS

An attempt was made to study whether it is possible by specific training on one test to produce changes in the level of performance on similar tests and in the factor structure of a set of intelligence tests. Considerable improvement occurred in the level of performance on the test on which training was given, but no significant transfer effects to the performance on other tests were found. Slight differentiation was observed in the factor structure.     

大学生SCL－90测试结果的研究

采用ＳＣＬ－９０临床症状自评量表,对随机抽取的安徽大学１－４年级２００名学生进行测试,结果表明：大学生心理健康总体水平低于全国成人常模;生源于城市和农村的大学生相比,总体差异不显著;生源于应届高中毕业生和历届高中毕业的大学生相比,在恐怖和精神病性两因子上,前者的均分显著高于后者;男女大学生相比,女大学生在抑郁和恐怖两个因子上的均分显著高于男大学生。     

检验能力对统计显著性检验的影响

利用计算机构造被试总体、模拟实验研究程序进行抽样研究,探讨抽样样本总体达到t检验显著性的数目与统计检验能力之间的一致性。模拟实验结果表明,统计检验能力与样本总体t检验显著性的数目具有很高的一致性,但两者同时受到显著性水平α、样本客量n和总体效果大小δ的影响,从而有可能影响统计推断的可靠性。因此,在进行显著性检验过程中,应对统计检验能力进行估计,这将有利于心理学研究成果的积累。     

THE EFFECTS OF DIFFERENT REINFORCEMENT CONDITIONS ON THE TEST PERFORMANCE OF MULTIHANDICAPPED DEAF CHILDREN1

The present study explored the effects of different reinforcement conditions on the number of correct responses on the Raven Progressive Matrices. Four groups of 11- to 18-year-old multihandicapped deaf children matched on the basis of mean age and pretest scores were used. The groups were randomly assigned to any of four posttest conditions: end-of-session reinforcement, noncontingent reinforcement, delayed reinforcement, and immediate reinforcement. The mean posttest score of subjects tested under the immediate-reinforcement condition was significantly higher than that of any other group. No significant differences were observed between the mean posttest scores of the three other groups. The practical implications of using reinforcement procedures for testing purposes are discussed.     

CHANGES IN TEST CHARACTERISTICS AS A FUNCTION OF LEARNING OF THE OBJECT-TASK

M ikkonen V. Changes in test characteristics as a function of learning of the object-task. Scand. J. Psychol ., 1972, 13 , 306–313.—Two verbal learning experiments, one consisting of six free recall trials, the other of six recognitions, are analysed as performance tests in order to follow the changes in test characteristics with increasing mean performance. In general, the items in the tasks form more consistent tests with greater degree of learning; coefficient alpha as a measure of reliability improves from the level of 0.02–0.50 to that of 0.70–0.85. Internal consistency can further be increased by item selection especially at low levels of performance. Practical implications of the results are discussed and a few recommendations presented.