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Pitt PSY 0160 - Research and Measurement in personality
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PSY 0160 1st Edition Lecture 2 Outline of Last Lecture I. Personality History II. What is PersonalityIII. Theory BuildingIV. Theory ConsiderationsV. Multiple TheoriesOutline of Current LectureI. L.O.T.S DataII. Sources of Data (measures)Current LectureSteps: Define Measure/assess Predict—try to use a theory to predict, measurement and assessment are also used Apply—tests can be used to gather data about someone’s overall personality L.O.T.S Data Life record data—things from a person’s life that may be recorded, archival data like medical records, etc Observer data (subjective)—someone observes behavior and gathers information about it, researchers Test data—from experimental procedures (eye coordination), see performance on tasks giveo Objectiveo Easier done on computers Self-report data—most commonly used data in personality researcho Limits: someone may be careful about what they say for fear of being judged Biological data—EKG, MRIs, etcSources of Data (measures) Nomothetic—fixed or standardized, data gathered is standardized objectively so that thetest is administered in the exact same way every timeo Simpler, more objectiveo Gather lots more information from lots of peopleo Problems: questions might not be relevant to everyone taking the test, no uniqueness of individual expressed Idiographic—flexible, captures personal and unique characteristics of individualo People choose which prompts relate to them and respond to thoseAssessment Tools—used to gather information on an individual via tests, instruments, measures, observations, interviews Some interviews are standardized It is an imperfect endeavor/occupation Anxiety affects testing—if someones anxious you aren’t testing someones memory/judgment o Ways to relieve: interview person with their family firsto Always start with asking/doing something easy/nonthreatening like showing pictures and asking the person to describe them Sometimes wording of assessments can cause problemsTargets: areas of interests of assessment Average behavior—whats typical of someone, gather datao Reveals more personality structure Variability in behavior—has to do with situation the persons ino Patterns of variation (WHEN does behavior change in certain ways) Conscious thought and Unconscious thought—based on theories (Freud)Important aspects of Measurement A measurement has to have reliability to be valid Validity—does this form of measurement measure what it says it doeso Face—does data appear to measure what it says it does on the SURFACE Online tests aren’t reliable/valid for this reason  May or may not be accurate o Construct—how to prove validity of a measure  Some tests show/display a badge that shows what type of reliability theremeasures show If someone develops a test for anxiety, compare it to see if it correlates well with an established anxiety test to make sure its construct is valid if itdoes correlateo Predictive/Criterion—does the test predict external criterion to the test Compare results of the test to an external standard that’s more observable rather than a vague concept If the test validates a prediction, can use the test to predict somethingo Discriminant—if a test discriminates between 2 groups Look at what a doesn’t correlate to Develop measures distinct from other measures Ex. Social anxiety vs general anxietyo Causality—if a test measures a quality that already exists Different variability of a quality (ex. Test anxiety) gives different results Look at a quality and how variations are related to outcomes Reliability—does this form of measurement get consistent resultso Internal consistency—aspects internal to the test Looks at how items on a test correlate to each other, relationship between items on the test If all items correlate well=good internal consistencyo Split-half (odd and even)—whether different items on the test give similar results Look at the first and last half of a test and compare them individuallyo Alternate forms—items on a test different are different from another test, but similar to items on another testo Test-retest—same test is given on multiple occasions, test to see if consistent results appear each time Problem: get better at taking the test over item (practice effects) some tests have a limit on how long you have to wait before retaking it to solve this issueo Inter-rater—gather observer data 2 observers that both rate observations in similar ways and compare whatthey see and assess similarly Sometimes one of the observers/raters is biased Response Sets: Non-content responding  When a person responds to a test item but NOT to the content of an item—you get a response to something other than the content Acquiescence—a person agrees to everything and gives in, person says yes to every question=bad data Extreme responding—a person always strongly agrees or disagrees to every question=makes responses suspect Social desirability—a person response in a socially desirable way and doesn’t necessarily say whats true because they want to make a good impression, don’t tell the trutho Want to be a good citizeno Fix problem: make responses anonymous or have them do the test on paper rather than interviewo Crowne-Marlow Scale—reduces the amount of socially desirable answers True-false answers to “always and never” statements to get closer to truth Forced choice format—word things in a way that give more accurate answersResearch Design Case study—in depth look at single individual, good at helping to develop research Qs, not artificial or done in labo Not generalizable, one persons characteristics aren’t generalizable o Person studied/observed’s view isn’t reliable/valid  Correlational—questionnaires, can gather info from lots of individuals, use when want tolook at individual differenceso Can look at large sample sizeo Info is more superficial thougho *correlation does NOT = causality (cause and effect) Experimental—can manipulate independent variable and compare differences o Can talk about cause and effecto Artificial setting, thougho Experimenters biasPersonality assessment in Clinical Practice Initial interview/assessment always Ongoing sessions—continue to get to know person and who they are and their behavior May include testingMMPI-2 (Minnesota


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