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Thematische Bibliographien / Psychology testing / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Psychology testing“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 20. Februar 2023

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1

Smedslund, Jan. „From Hypothesis-Testing Psychology to Procedure-Testing Psychologic“. Review of General Psychology 6, Nr. 1 (März 2002): 51–72. http://dx.doi.org/10.1037/1089-2680.6.1.51.

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Psychologists do not analyze the conceptual relations between their independent and dependent variables. Hence, they fail to recognize that the plausibility of their hypotheses stems from the conceptual relatedness of the variables. The outcome is research that appears to test hypotheses but really tests only procedures, because the hypotheses involve conceptually related variables and are necessarily true. Domains in which this has been demonstrated are discussed. Psychologic is an axiomatic system intended to formulate the psychologically relevant conceptual relationships embedded in language and is an instrument for describing, explaining, predicting, and controlling intrapersonal and interpersonal processes.

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2

Nicolas, Serge, und Zachary Levine. „Beyond Intelligence Testing“. European Psychologist 17, Nr. 4 (01.01.2012): 320–25. http://dx.doi.org/10.1027/1016-9040/a000117.

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Though Alfred Binet was a prolific writer, many of his 1893–1903 works are not well known. This is partly due to a lack of English translations of the many important papers and books that he and his collaborators created during this period. Binet’s insights into intelligence testing are widely celebrated, but the centennial of his death provides an occasion to reexamine his other psychological examinations. His studies included many diverse aspects of mental life, including memory research and the science of testimony. Indeed, Binet was a pioneer of psychology and produced important research on cognitive and experimental psychology, developmental psychology, social psychology, and applied psychology. This paper seeks to elucidate these aspects of his work.

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3

Sewell, Trevor E., und C. Milofsky. „Targeting Testing in School Psychology“. Educational Researcher 20, Nr. 6 (August 1991): 28. http://dx.doi.org/10.2307/1176904.

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4

Macdonald, Ranald R. „On statistical testing in psychology“. British Journal of Psychology 88, Nr. 2 (Mai 1997): 333–47. http://dx.doi.org/10.1111/j.2044-8295.1997.tb02638.x.

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5

Al-Shawaf, Laith, und David Buss. „Evolutionary psychology and Bayesian modeling“. Behavioral and Brain Sciences 34, Nr. 4 (August 2011): 188–89. http://dx.doi.org/10.1017/s0140525x11000173.

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AbstractThe target article provides important theoretical contributions to psychology and Bayesian modeling. Despite the article's excellent points, we suggest that it succumbs to a few misconceptions about evolutionary psychology (EP). These include a mischaracterization of evolutionary psychology's approach to optimality; failure to appreciate the centrality of mechanism in EP; and an incorrect depiction of hypothesis testing. An accurate characterization of EP offers more promise for successful integration with Bayesian modeling.

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6

Watkins, C. Edward, und Vicki L. Campbell. „Testing and Assessment in Counseling Psychology“. Counseling Psychologist 18, Nr. 2 (April 1990): 189–97. http://dx.doi.org/10.1177/0011000090182001.

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7

Thomas, Alex. „Testing, Testing, 1, 2“. Contemporary Psychology: A Journal of Reviews 38, Nr. 12 (Dezember 1993): 1304–6. http://dx.doi.org/10.1037/032864.

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8

Sewell, Trevor E. „Book Reviews: Targeting Testing in School Psychology“. Educational Researcher 20, Nr. 6 (August 1991): 28–29. http://dx.doi.org/10.3102/0013189x020006028.

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9

Weiner, Irving B. „Psychodiagnostic Testing in Forensic Psychology: A Commentary“. Journal of Forensic Psychology Practice 2, Nr. 3 (Januar 2002): 113–19. http://dx.doi.org/10.1300/j158v02n03_08.

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10

Allakhverdov, A., und D. Clery. „Testing the psychology of would-be astronauts“. Science 266, Nr. 5182 (07.10.1994): 24. http://dx.doi.org/10.1126/science.7939638.

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11

Krantz, David H. „The Null Hypothesis Testing Controversy in Psychology“. Journal of the American Statistical Association 94, Nr. 448 (Dezember 1999): 1372–81. http://dx.doi.org/10.1080/01621459.1999.10473888.

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12

Baek, Sun-Geun. „Implications of cognitive psychology for educational testing“. Educational Psychology Review 6, Nr. 4 (Dezember 1994): 373–89. http://dx.doi.org/10.1007/bf02213421.

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13

Van Scoyoc, Susan. „Counselling psychology and psychological testing: Professional issues“. Counselling Psychology Review 19, Nr. 4 (November 2004): 6–8. http://dx.doi.org/10.53841/bpscpr.2004.19.4.6.

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14

Rogers, Tim B. „Testing Testing Testing...“ Theory & Psychology 4, Nr. 2 (Mai 1994): 300–302. http://dx.doi.org/10.1177/0959354394042016.

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15

Kühne, Rinaldo. „Testing Measurement Invariance in Media Psychological Research“. Journal of Media Psychology 25, Nr. 4 (01.01.2013): 153–59. http://dx.doi.org/10.1027/1864-1105/a000096.

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Media psychology increasingly focuses on comparative research questions by comparing media use and media effects across different populations and across time. Such comparisons require that the constructs of interest be measured in the same way across populations – that is, invariant measures are required. However, this methodological issue has rarely been addressed in media psychology. In this article, we explain the concept of measurement invariance and illustrate how measurement invariance can be established to compare media use and media effects across populations and over time.

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16

Canter, Andrea. „Book Review: Understanding children's testing: Psychological testing“. Journal of Psychoeducational Assessment 11, Nr. 1 (März 1993): 89–91. http://dx.doi.org/10.1177/073428299301100112.

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17

Kaut, Kevin P. „Counseling Psychology in the Era of Genetic Testing“. Counseling Psychologist 34, Nr. 4 (Juli 2006): 461–88. http://dx.doi.org/10.1177/0011000006286349.

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18

Patenaude, Andrea Farkas, Alan E. Guttmacher und Francis S. Collins. „Genetic testing and psychology: New roles, new responsibilities.“ American Psychologist 57, Nr. 4 (2002): 271–82. http://dx.doi.org/10.1037/0003-066x.57.4.271.

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19

Lane, Suzanne. „Implications of Cognitive Psychology for Measurement and Testing“. Educational Measurement: Issues and Practice 8, Nr. 1 (März 1989): 28–30. http://dx.doi.org/10.1111/j.1745-3992.1989.tb00309.x.

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20

Voronina, Maria Yurievna, und Yurii Nikolaevich Orlov. „On the statistical analysis of psychology testing results“. Keldysh Institute Preprints, Nr. 29 (2020): 1–28. http://dx.doi.org/10.20948/prepr-2020-29.

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21

Hubbard, Raymond, Rahul A. Parsa und Michael R. Luthy. „The Spread of Statistical Significance Testing in Psychology“. Theory & Psychology 7, Nr. 4 (August 1997): 545–54. http://dx.doi.org/10.1177/0959354397074006.

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22

Hunt, William A. „The future of diagnostic testing in clinical psychology“. Journal of Clinical Psychology 56, Nr. 3 (März 2000): 341–47. http://dx.doi.org/10.1002/(sici)1097-4679(200003)56:3<341::aid-jclp10>3.0.co;2-j.

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23

Taylor, Ellen S. „Projective Testing“. Contemporary Psychology: A Journal of Reviews 36, Nr. 2 (Februar 1991): 154–55. http://dx.doi.org/10.1037/029437.

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24

Ryabik, James E., und Kenneth R. Olson. „Computerized testing.“ Professional Psychology: Research and Practice 16, Nr. 1 (1985): 6–7. http://dx.doi.org/10.1037/0735-7028.16.1.6.

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25

Keogh, Barbara K. „Intelligent Testing?“ Contemporary Psychology: A Journal of Reviews 40, Nr. 8 (August 1995): 789. http://dx.doi.org/10.1037/003895.

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26

van de Vijver, Fons. „Projective Testing“. European Journal of Psychological Assessment 15, Nr. 1 (Januar 1999): 63. http://dx.doi.org/10.1027//1015-5759.15.1.63.

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27

Brody, Nathan. „Triumphant Testing“. Contemporary Psychology 47, Nr. 3 (Juni 2002): 259–62. http://dx.doi.org/10.1037/001113.

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28

Batsell, W. Robert, Jennifer L. Perry, Elizabeth Hanley und Autumn B. Hostetter. „Ecological Validity of the Testing Effect“. Teaching of Psychology 44, Nr. 1 (11.11.2016): 18–23. http://dx.doi.org/10.1177/0098628316677492.

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The testing effect is the enhanced retention of learned information by individuals who have studied and completed a test over the material relative to individuals who have only studied the material. Although numerous laboratory studies and simulated classroom studies have provided evidence of the testing effect, data from a natural class setting with motivated students are scant. The present two-class quasi-experiment explored the external validity of the testing effect in the Introductory Psychology classroom. The control class studied assigned chapters from the textbook whereas the quiz class studied chapters and completed daily quizzes on those readings. Subsequently, both classes completed exams over this textbook information. The quiz class scored significantly higher than the control class on these test questions about the textbook information; these differences were significant both when the test questions were the same as the quiz questions and when they were new, related questions from the textbook. These data suggest the use of daily quizzes to embed the testing effect into the Introductory Psychology classroom can improve student learning.

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29

Croake, James W. „Recording Psychological Testing: The Psychological Testing Report Form“. Psychological Reports 56, Nr. 1 (Februar 1985): 171–75. http://dx.doi.org/10.2466/pr0.1985.56.1.171.

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The Psychological Testing Report Form is presented as an alternative to the psychologist's usual narrative report. Legal and ethical considerations make the reporting of each patient's psychological testing important. Efficient use of psychologist's time and greater utility among disciplines within psychiatric settings points to the possible value of a more formally standardized test-reporting form. An hypothetical patient and her test scores are used to illustrate the simplicity and usefulness of the form.

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30

Pomerantz, Eva M., und Leonard S. Newman. „Looking in on the Children: Using Developmental Psychology as a Tool for Hypothesis Testing and Model Building in Social Psychology“. Personality and Social Psychology Review 4, Nr. 4 (November 2000): 300–316. http://dx.doi.org/10.1207/s15327957pspr0404_2.

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The aim of this article is to illustrate how developmental psychology may be used as a tool for hypothesis testing and model building in social psychology. To this end, 5 conceptual themes and I methodological theme linking developmental psychology to social psychology are outlined. Emphasis is put on the potential of each theme to provide insight into the processes underlying the phenomena studied by social psychologists. Examples of how the themes have been used in the past or might be used in the future to inform hypothesis testing and model building in specific areas are provided.

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31

Sampson, James P. „Computer-Assisted Testing and the Goals of Counseling Psychology“. Counseling Psychologist 18, Nr. 2 (April 1990): 227–39. http://dx.doi.org/10.1177/0011000090182005.

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32

Frazier, Patricia A., Andrew P. Tix und Kenneth E. Barron. „Testing Moderator and Mediator Effects in Counseling Psychology Research.“ Journal of Counseling Psychology 51, Nr. 1 (2004): 115–34. http://dx.doi.org/10.1037/0022-0167.51.1.115.

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33

Arip, Mohammad Aziz Shah Mohamed, Nadratul Shima Salim, Fauziah Mohd Sa’ad und Bazlan Mustafa. „Reliability Testing of Psychology-Numerology Module for Character Development“. Advanced Science Letters 24, Nr. 7 (01.07.2018): 5163–66. http://dx.doi.org/10.1166/asl.2018.11295.

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34

Leiblum, M. D., A. M. L. Coenen und E. L. J. M. Luijtelaar. „A computer-aided self-testing system for bioiogical psychology“. Journal of Computer Assisted Learning 10, Nr. 4 (Dezember 1994): 229–39. http://dx.doi.org/10.1111/j.1365-2729.1994.tb00298.x.

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35

Ramos, Katherine, S. Nicole Hastings, Hayden B. Bosworth und Jessica J. Fulton. „Life Program: Pilot Testing a Palliative Psychology Group Intervention“. Journal of Palliative Medicine 21, Nr. 11 (November 2018): 1641–45. http://dx.doi.org/10.1089/jpm.2017.0454.

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36

Kehle, Thomas J., Elaine Clark und William R. Jenson. „The development of testing as applied to school psychology“. Journal of School Psychology 31, Nr. 1 (März 1993): 143–61. http://dx.doi.org/10.1016/0022-4405(93)90026-f.

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37

Gierl, Mark J., und Jiawen Zhou. „Computer Adaptive-Attribute Testing“. Zeitschrift für Psychologie / Journal of Psychology 216, Nr. 1 (Januar 2008): 29–39. http://dx.doi.org/10.1027/0044-3409.216.1.29.

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The influence of interdisciplinary forces stemming from developments in cognitive science, mathematical statistics, educational psychology, and computing science are beginning to appear in educational and psychological assessment. Computer adaptive-attribute testing (CA-AT) is one example. The concepts and procedures in CA-AT can be found at the intersection between computer adaptive testing and cognitive diagnostic assessment. CA-AT allows us to fuse the administrative benefits of computer adaptive testing with the psychological benefits of cognitive diagnostic assessment to produce an innovative psychologically-based adaptive testing approach. We describe the concepts behind CA-AT as well as illustrate how it can be used to promote formative, computer-based, classroom assessment.

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38

Epstein, Michael L., Beth B. Epstein und Gary M. Brosvic. „Immediate Feedback during Academic Testing“. Psychological Reports 88, Nr. 3 (Juni 2001): 889–94. http://dx.doi.org/10.2466/pr0.2001.88.3.889.

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Performance on two multiple-choice testing procedures was examined during unit tests and a final examination. The Immediate Feedback Assessment Technique provided immediate response feedback in an answer-until-correct style of responding. The testing format which served as a point of comparison was the Scantron form. One format was completed by students in introductory psychology courses during unit tests whereas all students used the Scantron form on the final examination. Students tested with Immediate Feedback forms on the unit tests correctly answered more of the final examination questions which were repeated from earlier unit tests than did students tested with Scantron forms. Also, students tested with Immediate Feedback forms correctly answered more final examination questions previously answered incorrectly on the unit tests than did students tested previously with Scantron forms.

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39

Hamre, Bjørn, und Christian Ydesen. „The Ascent of Educational Psychology in Denmark in the Interwar Years“. Nordic Journal of Educational History 1, Nr. 2 (24.11.2014): 87–111. http://dx.doi.org/10.36368/njedh.v1i2.40.

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In this article, we argue that an understanding of the interwar years and the ascent of educational psychology contribute valuable knowledge about the inner workings of modern-day education with regard to the links between society and education in general and the boundary between normality and deviation in particular. The establishment of the educational psychologist’s office at Frederiksberg in Denmark, the introduction of IQ testing, and the related psychological files of students provide an image of a period of measurement in schools during which IQ testing was decisive in decisions to transfer students to the remedial school. The testing and filing were the foremost important technologies of the period. We draw on sources that allow us to view educational psychology and testing in their local, national, and political context. The sources applied are primarily obtained from Frederiksberg City Archive that contains archives from the Educational Psychology Office.

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40

Pohl, Steffi. „Longitudinal Multistage Testing“. Journal of Educational Measurement 50, Nr. 4 (Dezember 2013): 447–68. http://dx.doi.org/10.1111/jedm.12028.

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41

Li, Frederick P. „Predictive Testing and Oncogenes“. Ethics & Behavior 5, Nr. 2 (Juni 1995): 194–96. http://dx.doi.org/10.1207/s15327019eb0502_8.

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42

Kamphaus, Randy W. „On Psychological Testing“. Contemporary Psychology: A Journal of Reviews 39, Nr. 7 (Juli 1994): 720–21. http://dx.doi.org/10.1037/034494.

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43

Evans, F. Barton. „Revitalizing Psychological Testing“. Contemporary Psychology 48, Nr. 4 (August 2003): 410–12. http://dx.doi.org/10.1037/000833.

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44

Schönbrodt, Felix D., Eric-Jan Wagenmakers, Michael Zehetleitner und Marco Perugini. „Sequential hypothesis testing with Bayes factors: Efficiently testing mean differences.“ Psychological Methods 22, Nr. 2 (Juni 2017): 322–39. http://dx.doi.org/10.1037/met0000061.

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45

Cone, John D. ,. „Review of Testing Testing: Social Consequences of the Examined Life.“ Contemporary Psychology: A Journal of Reviews 41, Nr. 4 (April 1996): 390–91. http://dx.doi.org/10.1037/002902.

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46

Ramsey, Philip H. „Comparison of closed testing procedures for pairwise testing of means.“ Psychological Methods 7, Nr. 4 (2002): 504–23. http://dx.doi.org/10.1037/1082-989x.7.4.504.

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47

Clarke, David E. „Evaluation of a Networked Self-Testing Program“. Psychological Reports 86, Nr. 1 (Februar 2000): 127–28. http://dx.doi.org/10.2466/pr0.2000.86.1.127.

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The use of a computerized, multiple-choice test bank to present practice and assessment tests on a network was evaluated with 46 men and 119 women from a first-year class in psychology. A correlation of .65 ( p <. 001) between scores on a traditional paper-and-pencil test and scores on a computerized test provided some validity for the computerized assessment. Regression analysis showed that ability (previous academic performance) and motivation (number of practice tests taken) accounted for 73% of the explained variance in computerized test scores. Sex differences did not enter the regression equation significantly.

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48

Baravalle, Andres, und Vitaveska Lanfranchi. „Remote Web usability testing“. Behavior Research Methods, Instruments, & Computers 35, Nr. 3 (August 2003): 364–68. http://dx.doi.org/10.3758/bf03195512.

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49

Kinney, Norman E. „A Guide to Design and Testing in Online Psychology Courses“. Psychology Learning & Teaching 1, Nr. 1 (März 2001): 16–20. http://dx.doi.org/10.2304/plat.2001.1.1.16.

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50

Ruhnke, Gregory W. „COVID-19 diagnostic testing and the psychology of precautions fatigue“. Cleveland Clinic Journal of Medicine 88, Nr. 1 (31.12.2020): 19–21. http://dx.doi.org/10.3949/ccjm.88a.20086.

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