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| Experimental Psychology & Individual Differences Psychology. We can intergrate these or use one or the other. |
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| Average differences between groups of people attributable to situations, manipulations and interventions. Key aspects are that it is experimenter controlled, random assignment used, we can see how humans think/behave in general. |
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| Individual Differences Psychology |
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| Person-to-Person differences inherent to individuals. This is naturally occurring, (you can't assign a person an I.Q. or an age) This is also how people differ from one another (we are interested in differences among people). |
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| Psychology involves the quantification of things that are observable and will to some extent relate to behavior. We need at least interval measurement properties in psychology. |
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| What are the 4 levels of measurement? |
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Nominal
Ordinal
Interval
Ratio |
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| Labeling with randomly assigned numbers, there is no meaningful order to this type of measuring and we can't categorize behaviors this way (except in attachment theory) |
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| Ordered measurement but the DIFFERENCES (-) btw scores is not meaningful. This can be thought of as ranking. Ex. What place did each swimmer come in during the Olympics? |
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| Psychologist use this the most in surveys and tests. The difference (-) btw scales should be meaningful. Ex. Temperature degree scales should be meaningful. |
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| A meaningful zero exists. Nonzero numbers can be expressed in a ratio. Differences btw interval values are meaningful. Ex. Weight, height, age and Kelvin temperature. |
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| These are standard scores that make it easier to compare and interpret data on tables. |
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| How do you calculate a z-Score? |
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| Bell curved, symmetrical. Scores on psychology tests fall along the bell-curve. Tables with percentiles are usually with a z-score metric. |
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| The average of the scores |
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| The spread of the scores. |
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| Correlation and (linear) regression are how we quanitify the relation between two variables. |
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| What does a correlation imply? |
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-One variable causes another variable
-A 3rd variable causes both variables
-Both variables represent the same underlying construct
-The 2 variables represent 2 different constructs that are related |
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| Dynamics of Correlation and Regression |
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Definition
| Correlation is how much area is around the line and regression is the best line you can put through the data. Correlations are done with standard (z) scores, and regressions are done with raw scores. |
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How much is due to what the test is really measuring and what is just extra noise.
Represents how much systematic individual differences there are in the distribution. |
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States are things that change quickly, from day to day. Ex. Mood, appetite.
Traits are more stable with a slower change and in one single direction. Ex. |
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Extent to which a measurement assesses the characteristic that is supposed to assess.
Issues include, is the label of the test appropriate? What inferences can be made from a test scores? |
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Definition
0) Face Validity
1) Concurrent Validity (Criterion Validity)
2) Predictive Validity (Criterion Validity)
3) Content Validity
4) Construct Validity |
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Definition
| This basically asks does the test appear to measure what it is supposed to measure? We don't really use it because it seems redundant. Ex. When you take a PSY 345 exam, will u recognize the ques. to be related to class material? |
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| Criterion-Oriented Validity |
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| Concerns whether or not the test scores predict some criterion of interest |
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| A form of criterion-oriented validity in which the test score and the criterion are determined at essentially the same time. Industrial psychologist would be interested in this type of test. They could use it to assess risk and hire folks accordingly. |
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| Another form of criterion validity where we are trying to predict what will happen to someone in the future. Ex. How well does the SAT predict freshman academic prosperity in college. |
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| Presents the issue of whether we are testing everything about the state or trait that we are interest in and none of the things that we are not testing. However, you may not know exactly what it is that you want to test. Ex. What did Diddy have them do on I Want to Work for Diddy? |
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| Getting a better understanding of exactly what the construct is that you are measuring. Discriminant and convergent validity are a part of this. |
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| Occurs when no criterion or universe of content is accepted as entirely adequate to define the characteristic of interest. Ex. Does a person being good in archery make him good in sports or do you look at more sports? |
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Ex. Scores on Test X correlate at .5 with how sweaty students' palms get when they find out they failed PSY 341K. What does Test X measure?
-Academic Aspiration?
-Anxiety Proneness?
-Athleticism? |
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Definition
Correlation of scores of two different tests of the same thing. The different ways of measuring the construct should all be highly correlated.
Assesses the same construct two ways that are maximally different. If you do this and get the same thing you can be sure you are measuring what you want to measure. |
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| Low correlation of two different test on different things |
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| How does convergent validity differ from reliability? |
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Definition
| Reliability is the agreement btw 2 efforts to measure the same trait through maximally similar methods. Convergent validity is the agreement btw 2 attempts to measure the same trait through maximally different methods. |
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| Sources of Psychometric Info. |
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Definition
1) Self-Report
2) Informant Report
3) Direct Observation
4) Biodata
5) Objective Testing |
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| The examinee answers a series of questions about his or her actions, thoughts, and feelings in various situations. Everyone gets the same test. |
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| A subfield of psychology that is focused on the measurement of psychological traits. |
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| Problems with Self-Report |
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| The examinees may respond based on their ideal personalities, rather than their true personalities (trying to give a good impression). Not good judges of their own personalities. |
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| Information about target behaviors and interactions provided by an informant who knows him or her well. Good informants parents, friends, and teachers. |
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| Problems with Informant Reports |
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| Informants usually have relationships with the target that shape their views of the target. Informants probably don't know target as well as the target knows themselves. Informants typically encouter participants in some situations and not others |
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| Examples of Informant Report |
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| Blair is sweet with Chuck, Competitive with Serena, Studious in school so who is the real Blair. |
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| When the researcher observes the target in either a natural setting or in a lab. |
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| Problems with Direct Observation |
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| Can be very difficult to do in natural settings, and lab-based observation is "sterile" and may not translate well into how participant interacts in real world. |
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| Biodata (Life Record Data) |
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| Records of a person's life that are relevant to the trait in question. Ex. # of speeding tickets as an indicator of recklessness |
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May not directly reflect the trait of interest. Can be outcomes of people
s situations rather than their traits. More often used for criterion-oriented validity than for actually measuring traits |
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Tests that have objectively correct answers, and tests in which there are clear forms of ideal performance.
Used for tests of abilities rather than personality traits.
Emphasize maximal rather than typical performance |
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| Problems with Objective Tests |
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| May not translate directly to real-world situations |
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| You can score the test unambigiously. Non-conspective tests are more like open-ended tests. |
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| Test where some type of perfomance represents right answers. Tests can be both conspective or objective or one or the other. |
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| Strategies for Test Construction |
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Definition
1) Empirical Strategy
2) Factor- Analysis Strategy
3) Rational Strategy |
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Definition
-Large pool of test items gathered
-Test items administered to group of participants, also measured on some other criterion
-Test items that are highly correlated with criterion are retained, all others are discarded |
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Definition
-Large pool of test items gathered
-Test items administered to a group of participants
-Items that tend to correlate with one another are grouped together. Items that don't correlate well end up in different groups.
-Each group of items represents a trait.
-Items with highest correlations with all other items in a given group, are most closely related to the trait, and are usually used to get an idea of what the trait represents |
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Definition
| Use logic to choose items that we believe measure the trait that we are interested in; throw out the few items that don't correlate very well with the other items (to establish high reliablity) |
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| Review of the 3 strategies of test construction |
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Definition
Empircal- create test based on patterns of external validity (criterion oriented validity)
Factor analytic strategy- create tests based on patterns of internal validity (convergent & discriminant validity)
Rational strategy- create tests based on logic |
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Definition
| My observations are in part what I'm interested in, my test is flauable, and there are some things I wasn't measuring but influenced people's responses. |
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| Multi Trait, Multi Method Approach |
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Definition
Same trait, same method are basically one.
Highest correlation should be same trait, different method; Next would be different trait same method; last would be different trait, different method |
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| Said the mind is like wax. Some people have harder wax, some softer but once you get it in you its stays like a mold. |
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| Created for people appreciating there is variation among species |
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| Felt eminence was genetic (by looking at a Forbes of the 1800s). Twins with similar genes had similar personality |
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| Binet & Simon Intelligence Test for Children |
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| This test did predict what we expected it to. |
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| Two contributors on many different tests. G-general factor s1-specific to that test. If correlation good on one test then you're good on another. |
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| 7 group factor instead of one general intelligence and they were uncorrelated. |
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| Guiford Structure of Intellect Model |
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Definition
| 180 independent factors composed of 3 dimensions each (contents, operations, and products) |
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Gf-general fluid intelligence that ends about age 20.
Gc-general crystalized model stops around age 60 |
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| Gardner's Multiple Intelligence |
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| He dealt with special populations like those who had brain damage and the part of their brain that wasn't damaged worked fine. He says abilities are distinct |
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| Sternberg's Triarchic Theory |
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| Introduction to practical intelligence |
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| Ceci's Bioecological Model |
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| Environment and biology depend on each other |
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Definition
4 humors
1) Melancholic (Black Bile) moody glum
2) Sanguine (blood) happy, healthy
3) Choleric (yellow bile) irritable, hot-tempered
4) Phlegmatic (phelm)-slow droopy |
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| 1st to use survey's and questionaires method |
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| Used 'w' for personality factor analysis of charcter traits. Took the idea from Galton |
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| Went and looked in the dictionary for all words related to personality. This is referred to as the Lexical approach. |
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| Shortened the long list of personality to a 15 +1 Personality factor (intelligence was the +1) |
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| Came up with the 3, neuroticism, extraversion and psychoticism. The names are based on 1 extreme of the diminsion. |
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| Modern Psychology and the Big Five |
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Definition
The 5 factor model, OCEAN
Openness
Conscientousness
Extraversion
Agreeableness
Neuroticism |
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Breaks it down even further and splits the Big Five into 2 groups
Stability: Neuroticism (the lack there of), Agreeableness, and Conscientousness
Plasticity: Extraversion & Openness |
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