内田克莱佩林心理测验简介

内田克莱佩林心理测验是由日本心理学家内田勇三郎于1920年提出,在日本教育界得到广泛应用的一项心理测验。本文从测验构成、测验方法、测验结果的判定标准、测验结果的呈现、测验的优点五个方面对内田克莱佩林心理测验进行了介绍。     

当前心理测验的应用问题与伦理规范

心理测验法在心理学研究中是一种常用的方法,但是,这种方法的应用价值受到诸多条件的限制。本文从经典测验理论出发回顾了影响心理测验应用价值的一些因素,并对心理测验的使用者做了重点分析,指出只有经过培训并获得相关资格者才能管理心理测验,而且施测者应该从自身与被测者之间的关系出发,严格地遵循心理测验的伦理价值,并在法律的规范下使用心理测验,才能充分地体现心理测验的真正价值。     

中国古代心理测验及其特色与价值

文章对中国古代心理测验历史进行反思,认为中国古代心理测验是以知人观为其理论依据,渊远流长,内容丰富,既有类似于现代西方的小时空心理测验,也有西方至今尚未充分关注的大时空心理测验。文章还阐释了中国古代心理测验的几个具体特色;置测验于生活实际中;文化与超文化测验井存;测验与选拨、训练、教学、娱乐相结合;精于定性,疏于定量。     

中国的心理测量发展史

有关心理测量的思想起源于中国古代。但西方科学的心理测验理论与方法是20世纪初自西方传人中国的。30年的发展取得很大成绩,但道路艰辛曲折,文章分三个阶段对之作了回顾。一、最早是1915年外国学者为比较中美儿童的智力差异对广州500名小学生进行测试。同一时期,我国学者也开始自己编制测验,"小学生毛笔书法量表"是最早的标准化教育测验。廖世承和陈鹤琴1920年在南京高等师范开设测验课程,出版《心理测验法》一书,正式介绍科学的心理测验。与美国专家合作编制多种测验,1923年与美国专家合作对全国小学生进行测试,得出了三至八年级学童的年龄与班级常模,引起了教育界的注意。艾伟从1925年起致力编制中小学不同年级和学科的测验以及能力测验,还与张耀翔编制了识字测验与阅读测验等,对我国教育测验的发展做出了很大贡献。"中国测验学会"1931成立。并创办会刊《测验》有效地推动了当时测验研究的开展.1937年"七七"事变后,工作继续进行和扩展,但受战争的影响,发展上减慢了速度。二、1949年新中国成立后,由于政治上的变迁,心理测验被视为禁区,认为它违心,反动,没有人敢于问津。文化大革命中,心理学被打成伪科学,心理测验更是全盘否定了。三.文革以后,心理学恢复。而心理测验面对着既缺人力又少资料的困难。林传鼎等三位教授于1980年春举办了第一个全国性心理测验培训班,是心理测验再生的标志。此后各高等院校逐步开设心理测量学课程。通过引进各种心理测量理论,修订外国测验和逐步向自编我国测验发展,几年中取得了良好效果。1984年中国心理学会下属的‘心理测量分会’成立,1990年加入国际测验委员会(ITC)成为它的一个国家会员。1991年在南京举办了国内第一个心理测验国际性学术会议,又与台湾学者交流,建立起隔年一次海峡两岸心理与教育测量学术研讨会的协议。这些都对中国心理测验的发展都起了积极作用。80年代后期国家实行改革开放,经济转型,心理测验逐渐渗入医学、教育、企业、和组织人事部门等多种应用领域,扩大了对社会的影响。教育是其最早也是最重要的应用领域。从高考开始向各种考试、应用领域广泛扩展,取得良好效果。尤其是在人力资源、心理咨询领域,心理测验发展迅速日益兴旺。社会各界从多方面加深了对心理测量的认同,使它变成为一个相当热门的应用科学了。最后,文章从测验的数量、质量,数据处理的方法技术,测验者素质提高和法律完备等几个方面分析了存在问题并提出对今后的展望。     

心理测验在人才测评中的应用

心理测验作为人才测评的主要技术手段,已经得到企业人力资源部门的广泛应用。本文主要介绍了人才测评和心理测验的定义,并介绍了人才测评中运用的主要心理测验及其优缺点。从而使企业管理者有效运用心理测验,提高人才测评效率。     

关于我国学校职业指导中的心理测验

1　前言　　无论在西方国家 ,还是在我国 ,关于心理测验的争议一直存在 ,有时甚至很激烈。但是 ,只要我们能够正确地看待和使用心理测验 ,心理测验仍然不失为科学地、客观地评价人的心理素质的一种重要手段。心理测验在学校职业指导中的运用 ,大大地推动了学校职业指导的发展。在历史上 ,我国学校职业指导中虽然很早就应用心理测验了 ,但始终得不到重视。这可能与时代的背景和人们的观念有关。本文结合我国学校职业指导中应用心理测验的历史和现状 ,介绍了心理测验在学校职业指导中的重要作用和意义 ,旨在引起有关方面的注意和重视。2　心理…     

心理测验工作者职业道德规范

<正>凡以使用心理测验进行研究、诊断、安置、教育、培训、矫治、发展、干预、选拔、咨询、就业指导、鉴定等工作为主的人,都是心理测验工作者。心理测验工作者应意识到自己承担的社会责任,恪守科学精神,遵循下列职业道德规范:第1条心理测验工作者应遵守《心理测验管理条例》,自觉防止和制止测验的滥用和误用。第2条心理测验工作者必须具备中国心理学会心理测量专业委员会认可的心理测验使用资格。     

心理测验中反应定势的类型与控制

在心理测验中,存在一些来自受测者的误差因素,反应定势(resPonse set)是其中之一。反应定势是受测者在测验中由某种心理定势引起的反应倾向,它使受测者作出与测验欲测的特性无关的歪曲反应。在能力测验、个性测验、兴趣测验和态度测验等心理测验以及采用问卷法进行的心理研究中,反应定势是普遍存在的。但不少人在编制问卷、施测以及对测验结果进行解释时却忽略了这一问题,这势必影响心理测验和研究的科学性。下面试对心理测验中反应定势的类型和控制作一初步的分析和介绍。     

心理测验在人才测评中的应用

本文探讨了心理测验在人才测评中应用价值和存在的问题,讨论了科学的人才测评与心理测验的关系,期望可以科学的把心理测验应用到人才测评工作中,提高人才测评的有效性和可靠性。     

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。     

SK-克雷佩林心理测验--一种客观性人格测验的研究和编制

本研究遵循克雷佩林连续加算法的基本原则,充分吸收内田一克雷佩林心理测验的长处,参照其客观化的作业方式和操作方法,并加以改进,研究并编制出一套既科学又客观的连续加法运算作业测验,以编制者的名义命名为SK-克雷佩林心理测验。并根据作业曲线的变化特征提出了“作业商数”这一客观化指标,可以对受测者作业曲线的总体分布以及与标准作业曲线的符合或偏差程度有大致的了解,并由此推断个体心理机能各方面基本倾向是比较协调还是略有偏差等。     

关于听觉障碍儿童人格的一项研究

用缺陷儿童人格诊断量表和内田-克雷佩林心理测验对213名听觉障碍儿童进行测查,揭示了听觉障碍儿童人格发展的一些基本状况,以及影响他们人格发展的一些因素,研究表明,听力损失程度、父母是否听觉障碍、以及家庭（城乡）环境等因素对听觉障碍儿童的人格发展有显著的影响。     

克雷佩林连续加算法的初步研究

本研究遵循克雷佩林连续加算法的基本原则,参照内田-克雷佩林心理测验的基本形式和操作方法．并加以改进．编制了一套作业法测验,并建立了数量化评定指标——相对作业量。通过对近2500名学生被试进行初步研究,该测验具有较好的信度和效度,以相对作业量为标准可以较客观地判定作业曲线的凹陷和凸起等形态特征。这对于连续加法计算作业在中国的推广应用以及教育、科研、心理咨询、职业指导等工作具有重要的意义。     

Test-retest reliability of the Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt in chronic schizophrenics

This study assesses the test-retest reliability of the revised Advanced Psychodiagnostic Interpretation (API) scoring system for the Bender Gestalt Test (BGT). The API system identifies 207 possible distortions in a BGT protocol. Test-retest reliability for 40 schizophrenic patients tested twice with a mean interval of 6.4 years (SD=3.8 years) was good, ranging from .71 to .80. Further reliability and validity studies are needed to further demonstrate the effectiveness of the system.     

P. A. News & Notes

Psychodiagnostic testing is being belabored by behavioristic psychologists for being a poor predictor of behavior and by humanistic psychologists for being a discriminatory procedure. It is also being alleged that psychodiagnosis serves little purpose, is tied to an anachronistic model of diagnosis, and is no longer being used or taught to any great extent. These criticisms are refuted by a clarification of the role psychodiagnostic assessment serves in personality appraisal, and survey data are adduced to indicate that psychodiagnosis is very much alive and well in contemporary clinical psychology.     

Laterality and field dependence

The purposes of this study were (1) to replicate a right visual-field advantage for a version of the Embedded Figures Test modified for tachistoscopic presentation and (2) to test for a relationship between field independence and performance on modified Embedded Figures Test items presented to the right visual-field. 34 right-handed subjects were presented Embedded Figures Test items to the left, center, and right visual-fields for 150 msec. The Group Embedded Figures Test was also given. Results showed a right visual-field advantage on the modified embedded-figures test and (2) a negative relationship between Group Embedded Figures Test performance and right visual-field scores. These findings were discussed in terms of the differences between the two versions of the embedded-figures test, memory for simple figures, specificity of judgment, and sustained versus tachistoscopic perception. A tentative conclusion suggests that a better internal representation of the briefly presented complex figures places field-independent subjects at a disadvantage on the modified version of the test.     

Practice effects on visuomotor and problem-solving tests by children

Practice effects on a visuomotor test (the Developmental Test of Visuo-Motor Integration), a timed visual discrimination test (the Underlining Test), and two problem-solving tests (the Porteus Mazes Test and the Tower of Hanoi Test) were analyzed. Children of two age groups (Ms: 7.7 and 11.6 yr.) were chosen to study the effect of age on practice effects. The tests were repeated nine times with test-retest intervals of 2 mo. The Developmental Test of Visuo-Motor Integration showed no practice effects, while the Porteus Mazes Test, the Underlining Test, and the Tower of Hanoi Test showed significant practice effects. Practice effects were larger for the older age group on all the tests, except the Developmental Test of Visuo-Motor Integration. The Developmental Test of Visuo-Motor Integration and the Underlining Test showed good reliability, but those of the problem-solving tasks were less satisfactory. The stability of all the tests, except the Tower of Hanoi Test, was good.     

The Influence of Mode of Test Administration on Test Performance

This study examined the influence of mode of test administration (paper based or computer-based) on anxiety levels and test performance. Participants were 44 learners (males = 22, females = 22) from three schools in Johannesburg, South Africa who completed both a computer and paper version of the Differential Aptitude Test—Form K Non-Verbal Reasoning test, the Computer Attitude Scale, the Computer Anxiety Rating Scale and Sarason's Test Anxiety Scale. Test anxiety was significantly related to both computer and paper based testing.     

Influence of Irrelevant Speech on Standardized Test Performance

The aim of this study was to estimate the impact of distraction on standardized test performance. The distraction investigated here was from fellow examinees who were taking a speaking test. Study participants were volunteers (N = 171) who had previously taken the Graduate Management Admission Test (GMAT), the Graduate Record Examinations (GRE) General Test, or the Test of English as a Foreign Language (TOEFL). They were invited to retake a different form of the same test under either distracting conditions or standard, distraction-free conditions. Test takers expressed strong negative perceptions about the distraction caused by fellow test takers. The impact on actual test performance, however, was slight in the GMAT sample and negligible in both the GRE and TOEFL samples. Moreover, the influence of distraction was no greater than that associated with other common, undesirable influences.     

Correlates of performance on the Gollin and Mooney tests of visual closure

One hundred and twenty-seven undergraduate students variously performed a computerized version of the Gollin (1960) Incomplete Figures Test, the Mooney (1957) Test of Incomplete Face Perception, the Poppelreuter (1917) Overlapping Figures Test, and a visual search task. Performance of male subjects was superior to that of female subjects on the Mooney test but inferior on the visual search task. Correlation and regression analyses showed that the only significant predictor of Gollin test scores was latency to identify all items in the Overlapping Figures Test. There was no relationship between performances on the Gollin and Mooney tests or between Gollin or Mooney test performance and visual search latency. The Gollin and Mooney tests appear to access different perceptual processes, none of which is dependent on the efficiency of visual search.