Este estudio reporta el proceso de validación psicométrica mediante análisis confirmatorio y análisis descriptivo del Enright Forgiveness Inventory-30 (EFI-30), una medida del grado de perdón ...interpersonal, versión corta, en español. El EFI-30 se tradujo de la versión original en inglés y se administró a una muestra de 623 mujeres y hombres españoles con una edad media de 29 años (DE = 14.65). Los participantes respondieron a un cuestionario sociodemográfico, el EFI-30, el Item de Perdón y la medida de deseabilidad social de Crowne-Marlowe, también en la versión corta en español. Los resultados confirmaron la estructura de 6 factores en el EFI-30 y correlaciones positivas con la medida de perdón. No se encontraron correlaciones con la deseabilidad social. También presentamos resultados significativos en la comparación de medias entre las escalas internas de EFI y el análisis del dolor por género. La discusión sustenta que el EFI-30 en español es válido y fiable para su uso en investigación y en el ámbito profesional.
Narrative competence has been defined as a bridge between oral and written language, given that it is acquired before children formally learn to read. This competence has shown to be a relevant ...factor in reading comprehension and school learning. This study examines the narrative comprehension task proposed by Paris and Paris (2003) and adapted in Chile by Silva et al. (2014) to detect changes in the development of this skill in a purposive sample of 172 Chilean preschoolers aged 2-4 years (121) and 4-6 years (51), 52% of whom were girls. The children, who resided in areas with an average vulnerability index of 86%, attended 9 subsidized private schools in the Metropolitan Region (72% of the sample) and 6 municipal schools in the BioBío Region (29% of the sample). Results show the tool’s structural validity, differential functioning by sex, and adequate internal consistency. Furthermore, the tool exhibits developmental sensitivity, yielding different results according to student age or educational level. The availability of instruments of this type makes it possible to identify children’s progress in this domain and organize pedagogical work to enhance their learning in early childhood education.
Introduccion: La memoria visual se define como la habilidad para recordar imagenes visuales en forma de objetos eventos o palabras. Investigaciones previas en ninos con dificultades de aprendizaje se ...han centrado principalmente en la relacion entre la memoria visual y el fracaso escolar. Objetivos: Desarrollar una prueba de memoria visual usando imagenes de objetos familiares y determinar sus valores normativos y evidencias de validez en una poblacion de ninos que padecen dificultades de aprendizaje ademas de un grupo control. Metodos y procedimientos: Un total de 330 ninos participaron en este estudio (7-14 anos), 190 padecian algun tipo de dificultad de aprendizaje y 140 no tenian ningun diagnostico. La memoria visual fue evaluada usado una prueba (VMTSP) basada en las figuras de Snodgrass que evaluo la memoria a corto, largo plazo y el reconocimiento. Tambien se utilizo la figura compleja de Rey y el Hooper Visual Organisation Test. Resultados: Los resultados de las tres variables del VMP-SP difirieron significativamente en ninos con dificultades de aprendizaje del grupo control. Las puntuaciones fueron influenciadas por la edad (con un mayor porcentaje de respuestas correctas proporcionadas por los ninos de mas edad), el genero, el nivel educativo de la madre y el habitat. Finalmente se encontro una correlacion moderada con otras pruebas de memoria visual. Conclusiones: VMT-SP es una nueva herramienta clinica para la evaluacion de la memoria visual. Se ha presentado evidencia de su validez concurrente y su aplicabilidad en la evaluacion de ninos que padecen dificultades de aprendizaje. Palabras clave Memoria Visual; Dificultades de Aprendizaje; Neuropsicologia; Ninos. Introduction: Visual memory can be defined as the ability to recall visual images in the form of objects events or words. Previous neuropsychological research on Learning Disabilities (LD) involving visual memory has been focused particularly on children who present nonverbal LD, and their scholar underachievement. Objective: This study aims to develop a visual memory test using recognisable objects and to determine their normative values and validity in a population of children with LD and in a control group. Methods and procedures: A total of 330 children participated in this study (7-14 years), 190 suffered of some kind of LD and 140 did not have any diagnosis. Visual Memory was assessed using a test (VMT-SP) based on Snodgrass Pictures (Snodgrass & Vanderwart, 1980) composed of a short-term, long-term and a recognition assessment. Rey Complex Figure Test (RCFT) and Hooper Visual Organisation Test (HVOT) were used to assess validity. Results: Short-term, long-term recall and long term recognition differed significantly between the LD children and the control group. Moreover, the scores were influenced by the age of the children (with a higher percentage of correct answers being given by the older children), gender, habitat and mother's level of education. Finally, the test results were associated with other measures of visual memory. Conclusions: VMT-SP is a new clinical tool for assessing visual memory. We present evidence of its concurrent validity and applicability in the evaluation of children with LD. Keywords Visual Memory; Learning Disabilities; Neuropsychology; Children.
This book examines test validity in the behavioral, social, and educational sciences by exploring three fundamental problems: measurement, causation and meaning. Psychometric and philosophical ...perspectives receive attention along with unresolved issues. The authors explore how measurement is conceived from both the classical and modern perspectives. The importance of understanding the underlying concepts as well as the practical challenges of test construction and use receive emphasis throughout. The book summarizes the current state of the test validity theory field. Necessary background on test theory and statistics is presented as a conceptual overview where needed.
Each chapter begins with an overview of key material reviewed in previous chapters, concludes with a list of suggested readings, and features boxes with examples that connect theory to practice. These examples reflect actual situations that occurred in psychology, education, and other disciplines in the US and around the globe, bringing theory to life. Critical thinking questions related to the boxed material engage and challenge readers. A few examples include:
What is the difference between intelligence and IQ?
Can people disagree on issues of value but agree on issues of test validity?
Is it possible to ask the same question in two different languages?
The first part of the book contrasts theories of measurement as applied to the validity of behavioral science measures.The next part considers causal theories of measurement in relation to alternatives such as behavior domain sampling, and then unpacks the causal approach in terms of alternative theories of causation.The final section explores the meaning and interpretation of test scores as it applies to test validity. Each set of chapters opens with a review of the key theories and literature and concludes with a review of related open questions in test validity theory.
Researchers, practitione
In recent years, psychology has wrestled with the broader implications of disappointing rates of replication of previously demonstrated effects. This article proposes that many aspects of this ...pattern of results can be understood within the classic framework of four proposed forms of validity: statistical conclusion validity, internal validity, construct validity, and external validity. The article explains the conceptual logic for how differences in each type of validity across an original study and a subsequent replication attempt can lead to replication “failure.” Existing themes in the replication literature related to each type of validity are also highlighted. Furthermore, empirical evidence is considered for the role of each type of validity in non-replication. The article concludes with a discussion of broader implications of this classic validity framework for improving replication rates in psychological research.
En el presente trabajo se explora la fiabilidad y la validez de la versión española del Sistema de Observación del Clima Motivacional Multidimensional (MMCOS), un instrumento basado en metodología ...observacional para evaluar el clima motivacional creado por los entrenadores deportivos desde el modelo propuesto por Joan L. Duda en el 2013, el cual integra la Teoría de las Metas de Logro y la Teoría de la Autodeterminación. Se llevaron a cabo diferentes análisis para conocer la fiabilidad interobservador, las características de los datos obtenidos, la estructura factorial del instrumento y el potencial predictivo del MMCOS sobre la intención de los jugadores de abandonar la siguiente temporada. La muestra estuvo compuesta por 36 entrenadores varones de fútbol base, cada uno de los cuales fueron filmados durante un entrenamiento y evaluados a través del MMCOS, y 293 futbolistas varones de las categorías alevín e infantil que completaron un cuestionario para evaluar su intención de abandono. Los resultados, que en términos generales indicaron fiabilidad satisfactoria y ofrecieron evidencias de validez, se discuten en torno a las características del instrumento de observación.
In 1998, Greenwald, McGhee, and Schwartz proposed that the Implicit Association Test (IAT) measures individual differences in implicit social cognition. This claim requires evidence of construct ...validity. I review the evidence and show that there is insufficient evidence for this claim. Most important, I show that few studies were able to test discriminant validity of the IAT as a measure of implicit constructs. I examine discriminant validity in several multimethod studies and find little or no evidence of discriminant validity. I also show that validity of the IAT as a measure of attitudes varies across constructs. Validity of the self-esteem IAT is low, but estimates vary across studies. About 20% of the variance in the race IAT reflects racial preferences. The highest validity is obtained for measuring political orientation with the IAT (64%). Most of this valid variance stems from a distinction between individuals with opposing attitudes, whereas reaction times contribute less than 10% of variance in the prediction of explicit attitude measures. In all domains, explicit measures are more valid than the IAT, but the IAT can be used as a measure of sensitive attitudes to reduce measurement error by using a multimethod measurement model.
The present study explores the plausibility of measuring personality indirectly through an artificial intelligence (AI) chatbot. This chatbot mines various textual features from users' free text ...responses collected during an online conversation/interview and then uses machine learning algorithms to infer personality scores. We comprehensively examine the psychometric properties of the machine-inferred personality scores, including reliability (internal consistency, split-half, and test-retest), factorial validity, convergent and discriminant validity, and criterion-related validity. Participants were undergraduate students (n = 1,444) enrolled in a large southeastern public university in the United States who completed a self-report Big Five personality measure (IPIP-300) and engaged with an AI chatbot for approximately 20-30 min. In a subsample (n = 407), we obtained participants' cumulative grade point averages from the University Registrar and had their peers rate their college adjustment. In an additional sample (n = 61), we obtained test-retest data. Results indicated that machine-inferred personality scores (a) had overall acceptable reliability at both the domain and facet levels, (b) yielded a comparable factor structure to self-reported questionnaire-derived personality scores, (c) displayed good convergent validity but relatively poor discriminant validity (averaged convergent correlations = .48 vs. averaged machine-score correlations = .35 in the test sample), (d) showed low criterion-related validity, and (e) exhibited incremental validity over self-reported questionnaire-derived personality scores in some analyses. In addition, there was strong evidence for cross-sample generalizability of psychometric properties of machine scores. Theoretical implications, future research directions, and practical considerations are discussed.
Child and adolescent patients may display mental health concerns within some contexts and not others (e.g., home vs. school). Thus, understanding the specific contexts in which patients display ...concerns may assist mental health professionals in tailoring treatments to patients' needs. Consequently, clinical assessments often include reports from multiple informants who vary in the contexts in which they observe patients' behavior (e.g., patients, parents, teachers). Previous meta-analyses indicate that informants' reports correlate at low-to-moderate magnitudes. However, is it valid to interpret low correspondence among reports as indicating that patients display concerns in some contexts and not others? We meta-analyzed 341 studies published between 1989 and 2014 that reported cross-informant correspondence estimates, and observed low-to-moderate correspondence (mean internalizing: r = .25; mean externalizing: r = .30; mean overall: r = .28). Informant pair, mental health domain, and measurement method moderated magnitudes of correspondence. These robust findings have informed the development of concepts for interpreting multi-informant assessments, allowing researchers to draw specific predictions about the incremental and construct validity of these assessments. In turn, we critically evaluated research on the incremental and construct validity of the multi-informant approach to clinical child and adolescent assessment. In so doing, we identify crucial gaps in knowledge for future research, and provide recommendations for "best practices" in using and interpreting multi-informant assessments in clinical work and research. This article has important implications for developing personalized approaches to clinical assessment, with the goal of informing techniques for tailoring treatments to target the specific contexts where patients display concerns.
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