Leiter-3 generalizability in Scandinavia

The Leiter-3 is a nonverbal assessment that evaluates cognitive abilities and has been adapted for use in Scandinavia. Generalizability of United States-based normative scoring for use with the Scandinavian population was evaluated. Leiter-3 scores from a sample of Scandinavian students were compared with scores obtained from the Leiter-3 standardization sample, controlling for confounding variables, across ages, using mixed-methods analysis. A Scandinavian-population-based sample was created from Leiter-3 standardization data and norms were constructed and were used to generate standardized scores from the sample data. Results suggest that overall the Scandinavian test-takers score higher than American test-takers, but that differences between groups were minimized when controlling for factors that may influence cognitive performance. Creating Scandinavian based scores was not effective at reducing gaps in performance, suggesting that differences in performance between the different populations may be attributable to factors other than those typically controlled for when constructing standardized tests. Implications of these results and recommendations for Leiter-3 adaptation are reviewed.     

Ecological validity of neuropsychological assessment: Do neuropsychological indexes predict performance in everyday activities?

This paper discusses the nature of neuropsychological assessment within the context of ecological validity. It considers the extent to which traditional neuropychological tests can predict performance in everyday life before going on to describe several new procedures designed to map directly on to real life functioning.     

创造力内隐理论研究：源起与现状

创造力内隐理论是指一般公众（专家和外行人）在日常生活和工作背景下所形成的,且以某种形式存在于个体头脑中的关于创造力概念、结构极其发展的看法。创造力内隐理论研究是近20年来人们极为关注的新趋势之一。该文从创造力内隐理论的提出和新进展两个方面,对近20年该领域的有关文献进行了综述;简要评价了研究的现状,并对创造力内隐理论研究的发展趋势进行了展望     

Differential Conditioning Based on a Difference in the Predictability of Reinforcement

A Pavlovian procedure containing a set of several alternative reliable trial stimuli and a set of several alternative unreliable trial stimuli was used to determine if reliability of outcome, per se, would differentially condition additional trial stimuli that either preceded or followed those original trial stimuli in a serial conditioning paradigm. The reinforcing effectiveness of the antecedent stimuli themselves was later tested in a higher-order conditioning design. It was found that different rates could be established to the different antecedent stimuli in the absence of a difference in the probability of reinforcement. Further, stimuli paired with those antecedent stimuli in the higher-order conditioning test also exhibited a difference in rate. It was concluded that a combination of a stimulus that is always followed by food and another that is never followed by food are, in net, a more effective reinforcer than a common stimulus that has the same overall probability of reinforcement but which is followed by both outcomes.     

Development and initial validation of validity scales for the NEO-Five Factor Inventory

Based upon the methodology established by Schinka, Kinder, and Kremer (Schinka, J. A., Kinder, B. N., & Kremer, T. (1997). Research validity scales for the NEO-PI-R: Development and initial validation. Journal of Personality Assessment, 68, 127–138), a set of validity scales were developed for the NEO-Five Factor Inventory (NEO-FFI, Costa, P. T., & McCrae, R. R. (1992). Revised NEO Personality Inventory and NEO Five Factor Inventory Professional Manual. Odessa, FL: Psychological Assessment Resources). In Study 1, 111 undergraduates completed the NEO-FFI and item means, standard deviations, and intercorrelations were used to construct measures of Positive Impression Management, Negative Impression Management, and Inconsistent Responding. In Study 2, 146 participants completed the NEO-FFI under one of five instructional sets (control, fake good, fake bad, graduate psychology and police academy admissions). A set of randomly produced NEO-FFI profiles were added to this data set. ANOVA results provided support for the utility of the validity scales, as they were differentially sensitive to random responding, positive and negative impression management in hypothesized ways.     

Validation of an ipsative personality measure (DISCUS)

The purpose of this study was to examine the construct validity of an ipsative personality test (DISCUS), and various effects of the ipsative format of the test. Both an ipsative and a normative version of the DISCUS test was administered to a sample of undergraduate students (N = 103), along with an adjective based personality test that measures the Big-Five personality traits (5PFa). The results indicated that the normative and the ipsative version of DISCUS are not equivalent, and caution is needed when using the ipsative version for psychometric evaluations as in validation studies. The four DISCUS dimensions (Dominance, Influence, Stability, and Carefulness) represented combinations of the Big-Five traits rather than independent traits as indicated by the correlations with the Big-Five measure.     

大学生创造性内隐观的调查研究——关于高创造性者的特征

本研究采用社会效度的方法,对大学生的创造性内隐观进行了调查研究,结果发现：1．大学生的创造性内隐观所涉及的范围广泛,涵盖了认知、人格的许多方面;2．经因素分析把大学生的创造性内隐观可以概括为十二个因素,分别是：道德品质、才情、异常人格、独创力、探究、自主敢为性、思维发散性、知识经验、勤勉、问题发现、智力、自强,其中道德品质和勤勉为中国大学生所特有。3．不同专业和性别的大学生在上述诸因素上内隐观总体差异显著,并且二者交互作用总体显著,在各具体因素上内隐观有些也存在不一致。     

《中学生课堂情境兴趣问卷》的信效度检验及应用

以300名高中生为被试,采用问卷法,检验了《中学生课堂情境兴趣问卷》的信、效度,并考察了中学生课堂情境兴趣的特点。结果发现：（1）《中学生课堂情境兴趣问卷》具有较好的信、效度指标,是测量中学生课堂情境兴趣的一个有用工具。（2）中学生在英语、数学与语文课堂情境兴趣上,不存在显著性别差异。（3）中学生在英语、数学与语文课堂情境兴趣上存在年级差异,随年级升高,英语、语文课堂情境兴趣逐渐降低,数学课堂情境兴趣逐渐上升。     

内隐人格理论的实体论－渐变论维度研究述评

对内隐人格理论的实体论－渐变论维度的研究是近年来社会认知研究的一个新趋势。研究发现,人们对人的特性（如智力、品德和人格特征等）的内隐认知理论,制约调节着他们对人的行为的理解和反应。人们持有的不同内隐人格理论导致他们不同的社会认知模式和行为反应方式。实体论者由于认为人的特性是固定不变的,而倾向于用抽象概括化的和静态的内在特质来理解人的行为;而渐变论者由于认为人的特性是动态可塑的,而倾向于用影响心理动态过程的内外具体调节因素来理解人的行为。作者在综述有关研究的基础上,进而提出一些新的见解。