Story Remembering Among Children

Abstract

The hypothesis that belief in the paranormal is related to reasoning errors was tested. College students were administered the Belief in the Paranormal Scale (Jones, Russell, &; Nickel, 1977) and a syllogistic reasoning test. A slight but statistically significant correlation was observed between BPS scores and the number of errors made on the reasoning test. This relationship was larger but not significantly so for reasoning items with paranormal content than for symbolic content. An a priori comparison indicated that the relationship between BPS scores and reasoning errors was significantly greater for problems that required subjects to determine the validity of hypotheses given statements of evidence than for problems that required subjects to determine the validity of deduced empirical predictions given hypotheses. Thus, belief in the paranormal among college students was very moderately correlated with reasoning ability and was observed most clearly when the reasoning problems contained paranormal content and when they required subjects to determine the validity of hypotheses given evidential statements.     

Construct validity of the Sivik Psychosomaticism Test and test of operational style: correlations with four Minnesota Multiphasic Personality Inventory (MMPI) subscales.

To evaluate the construct validity (convergent and divergent) of the Sivik Psycho Somaticism test (SPS) and test of Operationality (OPER), Pearson correlation coefficients between SPS scales and subscales, OPER and Minnesota Multiphasic Personality Inventory (MMPI) subscales Hypochondria (Hs), Depression (D), Hysteria (Hy) and Alexithymia (Al) were calculated. Eighty-eight healthy individuals and 285 psychosomatic patients completed the SPS and OPER tests and MMPI; Hs, D, Hy and Al. The results show that most of the SPS subscales and OPER are significantly correlated to several MMPI subscales in both a normal and a psychosomatic population. The results are in concordance with the theoretical hypotheses and confirm the validity of the SPS and OPER constructs.     

Construct validity of the Sivik Psychosomaticism test and test of Operational style: Correlations with four Minnesota Multiphasic Personality Inventory (MMPI) subscales

To evaluate the construct validity (convergent and divergent) of the Sivik Psycho Somaticism test (SPS) and test of Operationality (OPER), Pearson correlation coefficients between SPS scales and subscales, OPER and Minnesota Multiphasic Personality Inventory (MMPI) subscales Hypochondria (Hs), Depression (D), Hysteria (Hy) and Alexithymia (Al) were calculated. Eighty-eight healthy individuals and 285 psychosomatic patients completed the SPS and OPER tests and MMPI; Hs, D, Hy and Al. The results show that most of the SPS subscales and OPER are significantly correlated to several MMPI subscales in both a normal and a psychosomatic population. The results are in concordance with the theoretical hypotheses and confirm the validity of the SPS and OPER constructs.     

Reliability and Validity of EQ-5D in Malaysian Population

This cross-sectional study, involving conveniently chosen respondents in the Klang Valley area, was designed to answer the question “Can EQ-5D be used as a QOL instrument in the National Health Morbidity Survey in Malaysia?”. The chosen versions (Malay, Tamil, and Mandarin) of the translated EQ-5D were tested for their reliability and validity. After a written consent was obtained from each respondent, a standardized questionnaire for self-completion was given. It took an average of 10–15 min to complete the questionnaire. Each respondent who returned the completed questionnaire was approached again with an identical copy of the questionnaire to assess the test-retest reliability after a 2-week interval. Reliability was assessed by analyzing the study instrument’s test-retest reliability, while a predictive validity was used to investigate the predictive strength of a composite index of the five factors of EQ-5D (mobility, self-care, usual activities, pain/discomfort, and anxiety/depression) on the overall perceived health (EQ VAS). An intraclass correlation (ICC), generated based on a single rate using the one way analysis of variance (ANOVA) model, was used to evaluate the test-retest reliability (Streiner and Norman 1995), while spearman rank correlation coefficient was used to quantify the predictive strength of a composite index of the five factors of EQ-5D on the overall perceived health (EQ VAS) (Elmes et al. 2006). It was surprising to note 1–2 folds increase in the reported cases for pain/discomfort and anxiety/depression, the same trend was observed across different versions of EQ-5D. The ICC values were found to be in the range of <0.01 to 0.92, while 0.61–0.86 were the range for the spearman rank correlation coefficient value. The findings in this study demonstrated the EQ-5D questionnaires translated by the EuroQOL Group had reasonable test-retest reliability and predictive validity results. With these results, it is hoped that these instruments will be incorporated into future National Health Morbidity Survey in Malaysia.     

A test of the ability to identify emotion in human standing and sitting postures: the diagnostic analysis of nonverbal accuracy-2 posture test (DANVA2-POS)

The purpose of the present study was to introduce the Diagnostic Analysis of Nonverbal Accuracy for Postures (DANVA2-POS), a test that measures an individual's ability to identify emotion in human standing and sitting postures. The authors describe the construction and selection of the test items. Types of standing and sitting postures were generated from a set of dimensions gleaned from a review of relevant theoretical and empirical literature. Two men and 2 women portraying standing and sitting postures were photographed. An empirical norming procedure was used to select 32 high- and low-intensity standing and sitting postures representing happiness, sadness, anger, and fear. Three hypotheses guided the collection of construct validity evidence. Consistent with the hypotheses, data from 243 participants showed that DANVA2-POS scores increased in accuracy with age, were internally consistent and reliable over time, and were related to self-reported loneliness, fear of negative evaluation, and locus of control. The authors report construct validity evidence from 6 additional studies. Future applications of the DANVA2-POS test are described.     

Rorschach score validation as a model for 21st-century personality assessment

Recent conceptual and methodological innovations have led to new strategies for documenting the construct validity of test scores, including performance-based test scores. These strategies have the potential to generate more definitive evidence regarding the validity of scores derived from the Rorschach Inkblot Method (RIM) and help resolve some long-standing controversies regarding the clinical utility of the Rorschach. After discussing the unique challenges in studying the Rorschach and why research in this area is important given current trends in scientific and applied psychology, I offer 3 overarching principles to maximize the construct validity of RIM scores, arguing that (a) the method that provides RIM validation measures plays a key role in generating outcome predictions; (b) RIM variables should be linked with findings from neighboring subfields; and (c) rigorous RIM score validation includes both process-focused and outcome-focused assessments. I describe a 4-step strategy for optimal RIM score derivation (formulating hypotheses, delineating process links, generating outcome predictions, and establishing limiting conditions); and a 4-component template for RIM score validation (establishing basic psychometrics, documenting outcome-focused validity, assessing process-focused validity, and integrating outcome- and process-focused validity data). The proposed framework not only has the potential to enhance the validity and utility of the RIM, but might ultimately enable the RIM to become a model of test score validation for 21st-century personality assessment.     

"CONTENT VALIDITY" IN MODERATION

"Content validity" has been widely but unwisely hailed as a solution to many problems in employee selection. The enthusiasm and its scope must be tempered. The arguments of this paper begin with the recognition that sampling from content domains cannot logically be substituted for criterion-related validity. Moreover, it must be recognized that the psychometric notion of validity ordinarily refers to scores, not to the stimulus content of a test. It is therefore suggested that evaluations of scores be based on the principle of construct validation; that is, that possible sources of contamination be considered as alternative hypotheses about what is measured by a content sample as it is scored.     

Evidence of construct validity of the interest scales on the Campbell Interest and Skill Survey

This study explored evidence of the construct validity of the interest scales on the Campbell Interest and Skill Survey (CISS; Campbell, Hyne, & Nilsen, 1992) by testing evidence for convergent validity with the Strong Interest Inventory (SII; Hansen & Campbell, 1985). Two hypotheses were formulated. First, matching CISS and SII scales were expected to be more positively correlated compared to non-matching scales. Second, Holland's hexagonal calculus assumption (Holland, 1973) was expected to emerge in the pattern of intercorrelations among CISS and SII scales. These hypotheses were tested using correlational and factor analyses. Results supported the hypotheses and demonstrated evidence of good convergent and construct validity for scores on the CISS interest scales. Implications for the use of the CISS in counseling and for research on Holland's theory are discussed, and directions for future research are presented.     

Examining the validity of self‐reports on scales measuring students' strategic processing

Background. Self‐report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance. Aims. The primary aim was to examine the criterion‐related and construct validity of the global strategy data obtained with the Cross‐Curricular Competencies (CCC) scale. Additionally, we wanted to compare the validity of these data with the validity of data obtained with a task‐specific self‐report inventory focusing on the same types of strategies. Sample. The sample included 269 10th‐grade students from 12 different junior high schools. Methods. Global strategy use as assessed with the CCC was compared with task‐specific strategy use reported in three different reading situations. Moreover, relationships between scores on the CCC and scores on measures of text comprehension were examined and compared with relationships between scores on the task‐specific strategy measure and the same comprehension measures. Results. The comparison between the CCC strategy scores and the task‐specific strategy scores suggested only modest criterion‐related validity for the data obtained with the global strategy inventory. The CCC strategy scores were also not related to the text comprehension measures, indicating poor construct validity. In contrast, the task‐specific strategy scores were positively related to the comprehension measures, indicating good construct validity. Conclusion. Attempts to measure strategic processing at a global level seem to have limited validity and utility.     

Assessing the validity of inferences from scores on the cognitive reflection test

Decision‐making researchers purport that a novel cognitive ability construct, cognitive reflection, explains variance in intuitive thinking processes that traditional mental ability constructs do not. However, researchers have questioned the validity of the primary measure because of poor construct conceptualization and lack of validity studies. Prior studies have not adequately aligned the analytical techniques with the theoretical basis of the construct, dual‐processing theory of reasoning. The present study assessed the validity of inferences drawn from the cognitive reflection test (CRT) scores. We analyzed response processes with an item response tree model, a method that aligns with the dual‐processing theory in order to interpret CRT scores. Findings indicate that the intuitive and reflective factors that the test purportedly measures were indistinguishable. Exploratory, post hoc analyses demonstrate that CRT scores are most likely capturing mental abilities. We suggest that future researchers recognize and distinguish between individual differences in cognitive abilities and cognitive processes.     

Measuring time perspective in adolescents: Can you get the right answer by asking the wrong questions?

Time perspective continues to evolve as a psychological construct. The extant literature suggests that higher future orientation and lower present orientation are associated with better developmental outcomes. However, the extant literature also suggests that issues remain with the measurement of the construct. Recently, a 25-item version of the Zimbardo Time Perspective Inventory (ZTPI-25) was suggested for use based on high internal consistency estimates and good discriminant validity of scores in a sample of Italian adolescents. However, the genesis of this scale is uncertain. The present study examined the factorial validity, reliability, and concurrent validity of ZTPI-25 scores in Slovenian, American, and British adolescents. Results revealed satisfactory concurrent validity based on correlations with measures used in the development of the full ZTPI. However, internal consistency and factorial validity of scores were unsatisfactory. The present study questions the use of the ZTPI-25 with adolescents in the context of conceptual and measurement issues more broadly.     

Toward a process-focused model of test score validity: improving psychological assessment in science and practice

Although definitions of validity have evolved considerably since L. J. Cronbach and P. E. Meehl's classic (1955) review, contemporary validity research continues to emphasize correlational analyses assessing predictor-criterion relationships, with most outcome criteria being self-reports. The present article describes an alternative way of operationalizing validity--the process-focused (PF) model. The PF model conceptualizes validity as the degree to which respondents can be shown to engage in a predictable set of psychological processes during testing, with those processes dictated a priori by the nature of the instrument(s) used and the context in which testing takes place. In contrast to the traditional approach wherein correlational methods are used to quantify the relationship between test score and criterion, the PF model uses experimental methods to manipulate variables that moderate test score-criterion relationships, enabling researchers to draw more definitive conclusions regarding the impact of underlying psychological processes on test scores. By complementing outcome-based validity assessment with a process-driven approach, researchers will not only improve psychology's assessment procedures but also enhance their understanding of test bias and test score misuse by illuminating the intra- and interpersonal factors that lead to differential performance (and differential prediction) in different groups.     

Effect of cue validity on learning of complex rules in probabilistic inference tasks

The effect of cue validity on the learning of positive and negative J-shaped relations in single-cue probability learning was studied. As would be expected from a hypothesis construction model, learning of the J-shaped relations was better when cue validity was high than when it was low. However, the results also showed that positive J-rules were learned more efficiently than negative J-rules. This shows that subjects do not construct their hypotheses on the basis of data from task only. It was concluded that subjects construct their hypotheses from elements stored in memory, and that data are used only to test their hypotheses.     

Reliability and construct validity of the Dutch psychopathy checklist: youth version: findings from a sample of male adolescents in a juvenile justice treatment institution

The present study examines the reliability and construct validity of the Dutch version of the Psychopathy Check List: Youth Version (PCL:YV) in a sample of male adolescents admitted to a secure juvenile justice treatment institution (N = 98). Hare's four-factor model is used to examine reliability and validity of the separate dimensions of psychopathy. Interrater reliabilities are good to excellent for the PCL:YV total score and most factor scores, except for the affective factor. Several suggestions are offered for optimizing reliability of this factor. Finally, meaningful associations between PCL:YV scores and scores on the Minnesota Multiphasic Personality Inventory-Adolescent and the Interpersonal Checklist-Revised support the construct validity of the PCL:YV total score as well as the four factors in the Dutch context.     

Validity of the Rey Visual Design Learning Test in primary and secondary school children.

The Rey Visual Design Learning Test (Rey, 1964, cited in Spreen & Strauss, 1991, Wilhelm, 2004) assesses immediate memory span, new learning, delayed recall and recognition for nonverbal material. Two studies are presented that focused on the construct validity of the RVDLT in primary and secondary school children. In the first study, primary school children performed the RVDLT and the Biber Figural Learning Test, as well as the WISC-R Block design Test, Boston Naming Test, and the Trailmaking Test, to assess discriminant validity. In the second study, the age range was expanded and the subtest Visual Reproductions of the Wechsler Memory Scale with a Delayed recall phase was used to assess the construct validity. A test for visual-motor integration and a test for attention, concentration, and speed of information processing were also added to complete the test battery for assessing discriminant validity. Moderate to high correlations were found between scores on the RVDLT and the tests used to assess construct validity. The correlational pattern of RVDLT scores and the scores on the discriminant tests is discussed.     

New Directions in Measuring Reactive and Proactive Aggression: Validation of a Teacher Questionnaire

The well-known distinction between reactive and proactive aggression is theoretically important but empirically controversial. Recently, aggression researchers have argued that we should separate the form and function of aggression to make a clearer distinction between reactive and proactive aggression. This article describes the validation of a new teacher-report Instrument for Reactive and Proactive Aggression (IRPA) that assesses the form separate from the function of aggression. We demonstrated good discriminant, convergent, and construct validity of the IRPA in a sample of 427 children aged 10 to 13. Reactive and proactive functions of aggression were independent constructs (r = 0.03) which indicates excellent discriminant validity. Convergent validity was satisfactory; scores from the IRPA were moderately to highly related to scores from the widely used Teacher Rating Instrument, TRI (Dodge and Coie in Journal of Personality and Social Psychology 53:1146–1158, 1987). Additionally, reactive and proactive aggression showed unique correlations with most a priori hypothesized theoretically relevant variables, which indicates construct validity. (150 words)     

Combined effects of the three commitment components on focal and discretionary behaviors: A test of Meyer and Herscovitch’s propositions

The purpose of this study was to test theoretical propositions advanced by Meyer and Herscovitch (2001) concerning the interactive effects of affective, normative, and continuance commitment on focal (staying intentions) and discretionary (citizenship) behavior. Study measures were gathered from a sample of 545 hospital employees. Several a priori predictions regarding commitment profile differences were confirmed. Significant three-way interactions were found for both staying intentions and citizenship behavior. The pattern of relations for both behavioral criteria partially confirmed the hypotheses, but also provided evidence of possible “context effects” whereby the meaning and implications of the commitment components varies as a function of the other components. These effects were most notable for normative commitment and may offer new insight into the nature of this construct. Implications for commitment theory and its application were discussed.