标准参照测验及其等级线信度的概化理论分析

在测量工作中,误用经典测验理论方法估计标准参照性测验的整体信度和等级线决策信度的情况非常突出。如,无论测量设计是交叉的还是嵌套的,也无论测验结果是做常模参照性解释,还是做标准参照性解释,测验工作者往往只报告克龙巴赫α系数或经典测验理论中的其它少数几个信度指标,而误把整体信度作为等级线信度的现象则更加普遍,这是十分不妥的。本文借用概化理论中的可靠性指数Φ和Φ(λ)公式,分别针对交叉设计和嵌套设计,就标准参照性测验的整体信度和等级分数线决策信度的估计问题进行了探讨。用数据演示的方法比较了交叉设计与嵌套设计在估计标准参照性测验整体信度方面的差异,展示了等级决策分数线决策信度的估计方法。     

概化理论中的模型选择、数据解释和指标比较——评刘远我等的两篇论文

对刘远我等在1998年《心理学报》和1999年《心理科学》上发表的两篇慨化理论(GT)的应用研究论文．提出了对GT的一些主要问题的不同理解。这些问题包括模型选择、方差分量解释、一致性指标比较等。     

Choice and the dependability of stimuli that predict shock and safety

This study assessed whether choosing a signalled shock condition over an unsignalled one is controlled by a stimulus that predicts the presence of shock (Experiment I), or by a stimulus that predicts the absence of shock (Experiment II). The dependability of these stimuli as predictors of either the presence or the absence of shock was parametrically varied over a wide range, and subjects (rats) were given an option to change from an unsignalled to a signalled condition. In the first experiment, all shocks were preceded by signals; however, the probability of a signal being followed by shock varied from 1.0 to 0.02. The data obtained indicate that the dependability of the signal as a predictor of shock is unimportant. Rats changed to the signalled condition when the signal was completely dependable (all signals followed by shock) and when the dependability of the signal was systematically degraded. In the second experiment, all signals were followed by shock; however, some shocks were not preceded by a signal. The data show that the dependability of a stimulus predicting the absence of shock is important in that, as dependability decreases, changing to the signalled condition also decreases.     

Relationships Between Conscientiousness Sub-Factors and Constructive and Destructive Behavioral Intentions

This study examined the relationship between Conscientiousness, its sub-factors of Achievement and Dependability, and constructive and destructive behavioral intentions. In a sample of 270 undergraduate students, scores on personality measures were correlated with constructive and destructive behavioral tendencies as measured by responses to scenario situations. Results indicated that both Achievement and Dependability were negatively related to destructive behavioral intentions. As hypothesized, the relationship between Achievement and constructive behavioral intentions was significantly higher than the relationship between Dependability and constructive behavioral intentions. Contributions, limitations, and suggestions for future research are discussed.