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Introduction and Rationale | p. 1 |
Contemporary Psychological Testing | p. 1 |
Contemporary Psychotherapy Research and Practice | p. 2 |
The Implications of Research Stuckness for Clinical Practice | p. 4 |
Summary and Conclusions | p. 7 |
A History of Traits | p. 9 |
The Seeds of Conflict | p. 9 |
The Desire to Be Scientific | p. 10 |
The Model of Physiology | p. 10 |
Biology and Individual Differences | p. 12 |
The Desire to Be Relevant | p. 14 |
The Need for Classification | p. 14 |
The Consequences of the Adoption of a Trait-Based Measurement Paradigm | p. 16 |
Loss of Experimental Methods Inhibits Recognition of Method Variance | p. 17 |
The Gain of Traits and Loss of Situations | p. 19 |
Handling Error with Classical Test Theory | p. 20 |
Statistics Related to Measurement | p. 21 |
Assessment as a Complement to Measurement | p. 25 |
Deemphasizing Measurement Theory | p. 27 |
Loss of Precision | p. 30 |
The Wisdom and Tyranny of Tradition | p. 35 |
The Success and Failure of the Market | p. 36 |
Summary and Implications | p. 38 |
Reliability, Validity, and Systematic Errors | p. 42 |
Introduction | p. 42 |
Thinking about Reliability and Validity | p. 43 |
Types of Validity | p. 43 |
Constructs, Theories, and Valid Measurement | p. 46 |
Construct Explication | p. 47 |
Multitrait-Multimethod Matrices: Investigating the Effects of Method Variance on Validity | p. 48 |
Campbell and Fiske | p. 49 |
Criteria for Construct Validity | p. 50 |
An MTMM Example | p. 51 |
Problems with Campbell and Fiske's Approach | p. 56 |
The Factor Analytic Approach to Construct Validity | p. 57 |
History of Self-Report and Interview Errors | p. 60 |
Self-Reports | p. 61 |
Interviews and Observational Methods | p. 63 |
Measurement Error | p. 64 |
Systematic Errors Associated with Self-Reports | p. 65 |
Dissimulation and Malingering | p. 65 |
Systematic Errors Associated with Ratings by Others | p. 69 |
Halo Errors | p. 70 |
Leniency and Criticalness Errors | p. 71 |
Hypothesis Confirmation Errors | p. 72 |
Causes of Inconsistency | p. 74 |
Cognitive Influences | p. 75 |
Item Comprehension Problems | p. 76 |
Test Cues | p. 77 |
Low Cognitive Ability | p. 80 |
Affective and Motivational Influences | p. 81 |
Test Anxiety | p. 82 |
Negative Emotional States | p. 83 |
Environmental and Cultural Influences | p. 84 |
Reactivity | p. 84 |
Stereotype Threat | p. 85 |
Summary and Implications | p. 86 |
States, Traits, and Validity | p. 89 |
Introduction | p. 89 |
History | p. 90 |
The Controversy of Mischel and Peterson: The Benefits of Conflict | p. 93 |
The Rejection of Traits: Behavioral Assessment | p. 94 |
Reinforcing the Trait Argument | p. 96 |
Person-Environment Interactions | p. 98 |
Aptitude-by-Treatment Interactions | p. 101 |
Environmental Assessment | p. 103 |
Moderators of Cross-Situational Consistency | p. 105 |
Summary and Integration | p. 106 |
Context Effects and Validity | |
Introduction | p. 110 |
Understanding Inconsistency: Clues from Psychophysics Measurement | p. 111 |
The Limitations of Psychophysical Measurement | p. 112 |
Conclusions and Implications from Psychophysical Research | p. 115 |
Improving the Principles of Construct Explication | p. 116 |
Test Purpose | p. 117 |
Test Content | p. 119 |
Test Context | p. 122 |
Shared Contexts and Method Variance | p. 124 |
The Context of Positive and Negative Item Wording | p. 125 |
The Context of Item-Instruction Presentation | p. 126 |
The Context of Response Format | p. 126 |
Context and Test Instructions | p. 128 |
Context and Item Content | p. 130 |
Shared Contexts and Systematic Errors | p. 131 |
Shared Contexts and Social Roles | p. 134 |
Conversational Rules | p. 134 |
Narrative Therapy | p. 136 |
Shared Role Contexts | p. 137 |
Applications | p. 140 |
Recommendations Related to Test Purpose | p. 141 |
Recommendations Related to Test Content | p. 145 |
Recommendations Related to Test Contexts | p. 147 |
Provide Testing Contexts That Help Test Takers Remember Better | p. 147 |
Summary and Implications | p. 155 |
Nomothetic Approaches to Measuring Change and Influencing Outcomes | p. 159 |
History and Background | p. 159 |
Examples of Nomothetic Measures | p. 161 |
Beck Depression Inventory | p. 161 |
State-Trait Anxiety Inventory | p. 161 |
Global Assessment of Functioning | p. 162 |
Outcome Questionnaire | p. 162 |
Reliability of Nomothetic Measures | p. 163 |
Validity of Nomothetic Measures | p. 164 |
Change-Sensitive Tests | p. 165 |
Using Outcome Data for Clinical Feedback | p. 169 |
Use Measures with a Strong Theoretical Basis | p. 174 |
Use Brief Measures | p. 177 |
Applications | p. 177 |
Creating Change-Sensitive Measures | p. 177 |
Psychometric Properties of Aggregate Scales | p. 186 |
Using Change-Sensitive Tests in Program Evaluations | p. 189 |
An Evidence-Based Approach to Supervision | p. 192 |
Summary and Integration | p. 196 |
Idiographic Approaches to Measuring Change and Influencing Outcomes | p. 198 |
History and Background | p. 198 |
Reliability of Idiographic Measures | p. 199 |
Validity of Idiographic Measures | p. 200 |
Behavioral Assessment | p. 202 |
Self- and Other Monitoring | p. 206 |
The Use of Natural Language | p. 208 |
Narrative Therapy | p. 208 |
Pennebaker's Word Use Approach | p. 212 |
Idiographically Based Feedback Procedures | p. 214 |
Applications | p. 216 |
Begin with the Case Conceptualization | p. 216 |
Explicate Constructs | p. 218 |
Measure Behaviors | p. 219 |
Collect as Much Data as Possible | p. 220 |
Analyze Idiographic Data | p. 220 |
Consider Progress Notes for Process and Outcome Data | p. 223 |
Summary and Implications | p. 226 |
Summary, Integration, and Future Directions | p. 229 |
Major Ideas | p. 229 |
Initial Findings and Future Research | p. 234 |
Nomothetic Outcome Measures | p. 234 |
Idiographic Outcome Measures | p. 235 |
Context Effects | p. 236 |
Innovative Research Methods | p. 237 |
Conclusion | p. 239 |
References | p. 243 |
Author Index | p. 283 |
Subject Index | p. 295 |
About the Author | p. 303 |
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The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.