Anastasi A. Book: Anastasi A

1 page

A.ANASTASI

PSYCHOLOGICAL

and age physiology of the APN of the USSR

Scientific edition, foreword

and comments of a doctor of psychological sciences,

Professor K. M. Gurevich and Doctor of Psychology,

Professor V. I. Lionsky

Anyastyash A.

Psychological Testing: Book 1; Per.

from English / Ed. K. M. Gurevich, V. I. Lubovsky;

Foreword K.M. Gurevich, V. I. Lubovsky.-M.: Pe-

dagogy, 1982.-320 s" ill.

Per. 2 p. 10k.

the ways they were appreciated and came first, describing to her the most important modern

test systems.

For psholots. defsk gologov. not ready.

FOREWORD BY THE TRANSLATION EDITORS

Anna Anastasi's book could be called an encyclopedia of Western

tests and other diagnostic techniques. Among them are books

serious professionals who do not escape from modern problems

psychological diagnostics and strive to reflect the new that

emerged in this area in recent years. But the choice to translate into

The Russian language of A. Anastasi's books was by no means accidental.

Anna Anastasi, professor at Fordham University (New York,

USA), is already familiar to the scientific community of our country. Back in the 60s

gg. in a detailed critical analysis of the book by A. Anastasi B. M. Teplov

(A. Anastasi. Abstracts and comments

rii to the book.-In the book: Problems of differential psychophysiology. M.,

1966, vol. VI) noted the similarity of her interpretations of the role of the social factor

in the formation of individual differences with the concepts of Soviet

scientists. B. M. Teplov also wrote about the scientific

objectivity and caution, traits that are especially necessary

empirical research.

It should also be mentioned that this book has already been published in the USA.

lamy, reports on the fundamental changes that have taken place in the tracts-

complete information on the accumulated by the time of the next publication

facts. It can hardly be doubted that a book on testology is really

but is needed, and needed not only by a narrow circle of specialists, but also by our

publicity. As is known, the scope of assessments of individual and group

the differences are extensive. So, in a comprehensive school, some types

techniques can be used to diagnose various anomalies of psycho-

chemical development, clarification of their etiology. Comparison results

indicators on tests and school performance are given to psychologists and

dagogam useful material for judging students and school

lectures. Methods of psychological diagnostics are also used when con-

advising on vocational guidance. Out school

such techniques can be used to monitor the development

abilities in educational and professional and actually professional

noah activity.

Lack of awareness of the state of affairs in any industry

whether science often entails a misconception about its

opportunities and development prospects. One of the undesirable

effects of the application of methods of psychological diagnostics should be considered

some absolutization of the data obtained with their help. Unqualified

it seems to the cited user of the test results, without any

there are no grounds for that, as if the test indicators of the subject have ab-

sole meaning and finally determine its entire future

activity, as if predicting academic and professional success.

Having become acquainted with the book of A. Anastasi, the reader will see how

which absolutization is wrong.

We called this book an encyclopedia of testology. Really,

even a simple list of the problems of its chapters convinces of this. Chapters

The first two parts of the book are devoted to general testing issues:

6 FOREWORD BY THE TRANSLATION EDITORS

aspects of testing); part 2 - the basic principles of constructing those

stov (its chapters discuss the norms, reliability, validity of the test).

The last three parts of the book cover the types of tests:

in the third, tests of general intellectual development; in the fourth

ability tests (including comprehensive ability batteries,

tests used in education, vocational guidance,

clinic); in the fifth - methods of studying personality. Truth in understanding

Personality A. Anastasi adheres to the tradition of Western psychology not

separate the concepts of personality and individuality, so the reader should

one should keep in mind that under the problems of studying personality in the book,

The problems of the study of individuality are understood in a new way.

Of the five appendices that complete the book, in Russian

translated only. Rest

applications are not included in the publication offered to the attention of the reader due to

their focus on the American audience: in one of them,

U.S. legislation related to testing,

conducted when applying for a job, the other three contain lists of published

bath tests and their publishers, as well as accepted by the American

psychological association. Entering the read-

tel in the world of A. Anastasi's book, it is impossible to leave without consideration

current state of psychological diagnostics. And this, in my opinion

moreover, will require at least a brief reference to its history. But without it

cannot be dispensed with, since the past transmits its traditions to the present.

Knowing the past and the present, we will be able to see the ways of becoming

ookie, which means to see her future.

A. Anastasi quite correctly notes that the first experiments

differential study of the psyche were caused by the need

to distinguish between mentally ill, mentally retarded and mentally normal

small people. Such a distinction required a clarification of the concept of norm.

Starting with experiments to establish objective differences between normal

mine and those or other types of deviations from it, psychologists, dedicated to

self-diagnosis, created a variety of psychological and diagnostic

cal methods, including tests. As you gain experience

criteria were developed that such methods must satisfy.

wild. Psychologists-diagnostics sought to set research in their field.

strict rules that provide for the objectivity of all obligations

telny procedures - preparation of methods, their implementation, processing,

making decisions based on the results.

One of the tasks that, if not directly, then implicitly tried to implement

stvit psychologists-diagnostics, consisted in the fact that with the help of test-

to introduce number and measure into psychology, and through these categories

ry to enrich his science with unambiguous results

mathematical methods. As the psychological diagnostic

tics moved along the path of introducing means of quantitative processing

ki their data, involving for this purpose more and more complex

Toda, others began to appear, although they were noticed, but did not receive

proper assessment of difficulty. By formalizing the diagnosis, testologists post-

lost touch with psychology. It became unclear exactly what

directed so refined techniques.

If we talk about the circumstances that contributed to the flourishing

psychological diagnostics, in particular testing, then determine

her increased role in the life of society has become

7 FOREWORD BY THE TRANSLATION EDITORS

reaching tens of millions of people. In some countries, primarily

in the United States, timed testing has become an integral

part of the life of society. Is the spread of testing related to

some new discoveries in psychology, in the knowledge of the laws of man

human psyche? If we compare the tests of the late 50s. with developed-

at the very beginning of the century with the tests of A. Binet, it should be recognized that there were

more stringent evaluation criteria have been obtained, opening the way for tests to

widespread use; also began to apply various and sometimes

quite complex mathematical methods of data processing. However

nie remained the same as it was at the beginning of the century. Good about it

famous testologist L. Cronbach said:

teasing from the tests of the 20s. just like today's cars

different from cars of the same period: they are more efficient, more

more elegant, but work on the same principles as before>

(Cronbach L.J. Essentials of Psychological Testing. N.Y.-L., 1960, p. 650).

The tests, however, have acquired such an important social significance that

regarding their application, there are special decisions of the state

government agencies, in particular the commission of the US Congress.

The reason for the spread of testing should be sought not in the fact that

testology has been theoretically enriched, the reason is in those social

consequences of testing. Tests are accepted

mother as an objective instrument of measurement or qualitative determination

human characteristics, such as intelligence, special

abilities without which it is impossible to acquire professional knowledge

and skills. But is it? Test-measuring tool, but in-

the tool is special, unlike other measuring instruments. Tasks

tests are compiled, or built, on a certain material, for pain

most verbal tests (terms, words, etc.). Nothing changes

and the use of graphic material in the test: pictures, drawings,

schemes, etc. Any material on which the test is built is perceived

different social groups in different ways, since these groups can

differ both in the nature of their activity and in the content of communication.

In accordance with the lifestyle of the environment and its activities

individuals from different social strata activate differently

specific semantic connections. Even seen in the perception of graph-

The physical material of the part may be evaluated differently. That's why-

then the performance of tasks of the same test for representatives of those

or other social strata is associated with the solution of various problems. About

even a non-specialist can guess this, and certainly cannot ignore it.

to be a psychologist. The process of adaptation to the test procedure is also important.

roving. The less the subject studied at school, the more time

passed after graduation, the more difficult it is for an individual to get used to the

stable situation, and vice versa.

From the above, apparently not too complicated considerations

it follows that the tests have the ability to differentiate test

depending on the degree of their knowledge of the material on which

test is being built. Psychological technique primarily performs the function

social filtering: an individual whose

experience is alien to words, terms, drawings, graphic images and those

connections (usually of a logical nature), which, according to the creator's intention, are

H FOREWORD OF TRANSLATION EDITORS

To some extent, dissimilarity in knowledge and skills is leveled

school education. True, it should be noted that formally one

and the same type of educational institution can provide significantly different

training, because the social environment in which the school operates

affects the nature of teaching.

The question of the correct assessment of the results of the subject during testing

vaniya should be considered among the most important. Let us assume that an individual

tests, he completed some part of the tasks of the test offered to him.

The initial processing is simple: there is a sheet with the correct answers -

mi, comparing the answers of the subject with what is affixed to this sheet,

you can determine which tasks are performed correctly. As a result, semi-

the so-called primary result. To translate it

into a standardized indicator, you need to have data that

obtained on a representative sample of the population to which

test subject. In this regard, there are considerable difficulties.

In US testing practice, a representative sample is drawn

by including various social groups in approximately the same

the proportion in which they are represented in the population of the country. In book. 1 on

Stanford Binet.

from III to XII grade, was formed from children belonging to different

social strata of society, took into account the number of such social groups,

their place of residence, economic status and included children of Negroes,

Mexicans and Puerto Ricans.

It is known that in general, the lower the economic status of the family, the

the same child's results in performing the test. Such a composition of the sample

It has very significant implications. Most white children

properties will have, when tested, in comparison with the norm, several

overestimated results, since some part of the sample was

children from ethnic minority families, and they, on average, show

fear lower scores, which reduces relatively white children

sample rate. The same can be said about children from

mei with high economic status. Reverse picture will be for

children from ethnic minority families and with low economic status

som: the presence in the sample of children from families with a high economic status

som will increase the normative result of the sample regarding children from the family

mei with low economic status. In other words, formal

adherence to proportional representation in the sample of various

groups favorably singles out some subjects and puts them in unfavorable

the conditions of others.

However, it is necessary to find out what explains the low results in those

fear in children from families belonging to national minorities.

The answer to this question can be found in the book. Based on the proven

In these studies, A. Anastasi comes to the following conclusion:

the individual must adapt and advance in the conditions of culture

or subcultures that differ from the one in which he was brought up, then

existing differences in cultures may look like a cultural undifferentiation.

twist> (book 1, p. 254). It is this picture that one must see when

Yes, children from families with low economic status are tested and

-". ..""""d look. And

f FOREWORD BY THE TRANSLATION EDITORS

proposed to perform, are far from their everyday experience, they do not

operate at all or do not possess enough of the information that is necessary

walk to complete tasks. Concepts, terms, pictures, drawings,

components of the test, even if the children had to deal with them

at school, when communicating with peers, with surrounding adults do not

updated. Is it any wonder that when tests are run, they become

got into a dead end.

psychologists to create tests that are free from the influence of culture, in other words

you-test culture. A. Dnastazi usually when presenting

discussion topics does not declare its position in any way, but in this case

testologists, shows the impracticability of such tests.

The creators of culture-free tests blamed the pain

high hopes for tests that do not use verbal material. But

in some cases, people who speak the same language and, therefore, do not use

experiencing difficulties in reading test items are wearable

members of different cultures. And culture in its integrative understanding, which

which should be kept in mind when studying the human psyche, not

begins and does not end in language, although the meaning of the latter cannot be

underestimate.

aspects and forms of social life. Each of these sides and forms

has a cultural side, aspect or function. This means that culture

ra does not constitute any particular form of social

life, like the state, family or collective farm. Culture taken in plan

ontological (), is a set of material and spiritual

the sacred values ​​created and accumulated by mankind in the historical

Anastasi A., Urbina S.

Preface to the Russian edition.....8

Foreword...................................12

Part 1. FUNCTIONS AND ORIGINS OF PSYCHOLOGICAL TESTING ..............................................15

1. The nature and purpose of psychological tests ............................................... 16

Areas of application and types of tests ............................................................... .................16

What is a psychological test?..........18

Why is it necessary to control the use of psychological tests? .................24

Conducting Testing ..........................................28

Tester Characteristics and Situational Variables .................................33

Testing through the eyes of test takers......35

The impact of hands-on learning on test performance....................................................39

Sources of Information about Tests...................44

2. Historical background of modern testing..............................48

First attempts at classificationand education of the mentally retarded......................49

The first experimental psychologists. fifty

Contribution of Francis Galton .........................51

James Cattell and the first "mentaltests"....................... .......................... ..............52

A. Binet and the emergence of intelligence tests 53

Group Testing...................................54

Ability Testing...................................56

Standardized Tests of Achievement 58 Personality Assessment .......................................................... 60

Part 2. TECHNICAL AND METHODOLOGICAL PRINCIPLES........63

3. Norms and semantic meaning of test indicators .............................. 64

Statistical concepts..............................65

Age norms ............................... 71

Intra-group norms ............................... 75

Relativity of norms...................................84

Computers and the interpretation of test scores...............................................91

Interpretation of subject-specific tests ...............................,. 93

Minimum qualification requirements and critical indicators.. 98

4. Reliability..............................103

Correlation Coefficient............................104

Reliability Types..............................................110

Reliability of Speed ​​Tests...................121

Coefficient dependencyreliability from the examinedsamples ................................................. ......124

Standard error of measurement ...........127

Reliability assessment in testingitem possession and criticalindicators................................................. .131

5. Validity: basic concepts... 133

Development of the concept of test validity.. 133

Methods for Describing Content...................135

Criterion Prediction Methods...............139

Construct identification methods.. 147

General overview and integration of concepts... 158

6. Validity: measurementand interpretation..............................162

Validity Coefficient and Errorratings................................................. ..........163

Test Validity and Acceptance Theorysolutions ................................................. ......166

Combining data from differenttests ................................................. ...........179

Using Acceptance Testsclassification decisions ...........183

Statistical analysis

test bias........188

7. Job Analysis..............................196

Difficulty of assignments...................................197

Distinguishing ability of tasks... 203

Theory "task-response" .............................. 211

Analyzing Speed ​​Test Jobs.......217

Cross Validation ..................................218

DifferentiatedJob Functioning .................221

Exploratory researchin the field of task development .......... 224

Part 3. ABILITY TESTING .............................................227

8. Individual Tests....................228

Stanford-Binet Intelligence Scale.. 229

Wechsler Scales....................................239

Kaufman Scales...............................248

Differential scalesabilities.................................................252

Das Cognitive Assessment System-

Naglieri .................................................. ....260

9. Tests for specific populations...............................................261

Infant testingand preschoolers ........................................262

Comprehensive Assessment of Delayed Persons

mental development..............................274

Testing individuals with physical

shortcomings..................................................281

Multicultural Testing..........289

10. Group Testing.......................300

Group Tests Versus Individual Tests..............................................301

Adaptive Testing and Computerized Testing .............................................................................. ................304

Tiered Batteries..............................307

Measuring multiple abilities..............................................................317

11. The nature of the intellect .................... 324

I.Q. value .................................................325

Heritability and variability .........327

Motivation and intelligence .........................330

Factor analysis of intelligence .......... 333

Theories of Trait Organization.......................340

The nature and development of traits .......................... 348

12. Psychological problems of ability testing .............................. 353

Longitudinal studiesintelligence of children ....................................... 353

Intelligence in Early Childhood..............................357

Problems of adult intelligence testing .............................................................. ........361

Changes in intelligence test scores at the population level......368

Cultural Diversity..............................372

Part 4. PERSONALITY TESTING .............................................379

13. Standardized self-reports as a method of studying personality .......... 380

Selection-Based Techniquesrelevant content..............................381

Binding to an empirical criterion.. 382 Application of factor analysis

when designing tests...............................396

Personality Theory in Test Design... 401

Test takers' attitudesand systematic errorin answers ................................................ ......409

Traits, conditions, people and situations... 414

The current state of personalquestionnaires.................................................................. .421

14. Measuring interestsand attitudes..............................422

Interest inventories: currentcondition................................................. ....423

Strong's inventory of interests(Strong Interest Inventory™-SII)....425

Inventories of interests: an overviewand some distinctivesigns ................................................. .....433

Some Important Trends..............440

Opinion polls and attitude scales.. 442 Locus of control.................................................. ....446

15. Projective methods ...............449

The Nature of Projective Techniques..............449

Inkblot Techniques...................450

Drawing techniques ...............................458

Verbal Techniques..............................465

Autobiographical memories... 467

Methods of action...................................469

Evaluation of projective methods...................473

16. Other Methods of Psychological Evaluation .................484

Stylersand types................................................... .........484

Situational Tests...................................492

Self-image and personalconstructs ................................................................ 496

Observer Reports...................................505

Biographical information..............................512

Part 5. APPLICATIONS OF TESTING .............................................515

17. The main areas of application of tests in our time .............................. 516

Testing in education..............................516

Types of Educational Tests..............................524

Testing in the field of professional activity ..... 535

Using Tests in Clinical Psychology and Psychological Counseling .................................................................556

18. Ethical and socialaspects of testing ........................583

Ethical problems of psychological testing and psychological assessment ............................... „.... ...............585

User Proficiency Assessment and Professional Competence ..........................................................586

Professional Responsibilitytest publishers..............................................588

Protection of immunitypersonal life.................................................590

Privacy..............................................592

Reporting test results..............................594

Testing Special Populations..........595

APPENDIX A..............................602

Alphabetical list of tests and other assessment tools.... 602

APPENDIX B..............................607

Addresses of publishers, distributors and organizations related to the development and use of tests .............................................................. 607

LITERATURE...................................609

ALPHABETIC INDEX ..................................................................674

FOREWORD TO THE RUSSIAN EDITION

In 1982, the publishing house "Pedagogy" published a Russian translation of Anna Anastasi's book "Psychological Testing", which the editors of the translation - K. M. Gurevich and V. I. Lubovsky - rightly called "an encyclopedia of Western testology." The release of a book of this magnitude is always an event, and given the time and place, it is, as it is fashionable to say now, a landmark event, since its appearance was then perceived as the removal of an unspoken taboo on the widespread use of tests in the practical work of psychologists, speech pathologists, teachers and other specialists. Although more than 45 years have passed since the adoption of the infamous resolution of the Central Committee of the All-Union Communist Party of Bolsheviks on pedological perversions in the system of the People's Commissariat of Education, in the early 1980s. its consequences were still very palpable in Soviet psychology and pedagogy. One way or another, Anastasi's book became for many of us not only a source of knowledge, but also that long-awaited breath of freedom that the party and government prudently allowed the Soviet intelligentsia to do so that it would not degrade in isolation from the rest of the world.

Almost 20 years have passed since then. Much has changed in our society, but the need for books of this caliber has, fortunately, remained the same, and if we talk about psychologists, it may even have increased along with a significant increase in their number. The 1982 edition with a circulation of 15,000 copies became a bibliographic rarity almost immediately after its publication. And although by now the famous two-volume Anastasi published by the Pedagogika publishing house is clearly outdated, it still enjoys great popularity among students, graduate students and practitioners associated with testing. It is not entirely clear to me why our - now no longer following the directives of the party - publishing houses did not take advantage of such a favorable marketing situation and did not attempt to release a translation of a more recent edition psychological testing, which would disperse instantly. Perhaps because the last, sixth, edition of Anastasi's book was published in 1988 and could have seemed to our publishers in the mid-1990s. not exactly "fresh". Perhaps there were other reasons - books in which formulas and graphs are found are not loved by publishers. Be that as it may, this sixth edition turned out to be the last edition of Anna Anastasi's "Psychological Testing" at the moment, because the seventh edition of the book with the same title, published in 1997, is a radically revised version, already co-authored with Susana Urbina, and is essentially a new book. It was this version that the Piter publishing house offered me for translation.

This new book differs from previous editions of Anna Anastasi's author's textbook in several important respects. The most noticeable changes are associated with a decrease in volume. With a slight change in the structure of the chapters, the book has become much more compact - now it is one volume, albeit a very solid one. The reduction was mainly in the details concerning the construction of specific tests and their psychometric characteristics. However, for those who are just starting to get acquainted with such a complex field of activity as psychological testing, unnecessary details only interfere. In addition, specific information about tests published in books of an educational nature is of historical interest even for specialists, since it becomes outdated at an incredible rate. For up-to-date information, there is a periodical. Therefore, to be objective, the book only benefited from the reduction in volume as an entry-level textbook.

On the other hand, any shortening of the textbook entails a decrease in its self-sufficiency. Modern textbooks, especially Western textbooks, are built into the information support system through an extensive system of links to numerous sources, which deal in detail with the issues raised in them. The book of Anastasi and Urbina is also built in this vein and contains an extensive bibliography of sources in English, links to which are given in almost every paragraph of the text. For domestic readers, this turns into two problems: gaining access to such sources and the need to know English well enough to quickly familiarize themselves with their content. If each person solves the last problem independently, then solving the first problem, even taking into account the development of the Internet, is far from being so simple. In my opinion, a palliative solution could be to create our own - minimal - information support for each deserving translated book. "Psychological Testing", despite its encyclopedic nature, belongs to the "know what" type of books, and this is its merit. But there are also books of the “I know how” type, which, in addition to normative documents, are most often referred to by A. Anastasi and S. Urbina. Unfortunately, it is these books that our students, graduate students and practitioners lack. Of course, we are not talking about recipe crafts, but about serious literature, written, however, not for mature specialists (we still have such literature), but for those who want to become one. Speaking specifically about the book being published, it would be good to translate a number of educational books on test design, modern methods of task analysis, meta-analysis, multidimensional scaling, factorial and cluster analysis, the method of modeling structural equations, and also on certain types of tests too. This would greatly enhance its effectiveness as a textbook. In the meantime, Paul Kline's only book "Reference Guide to Test Design" (1994), translated by E. P. Savchenko, ed. L. F. Burlachuk, - and then in principle, since it has already become a bibliographic rarity.

Changes in the content of the book reflect the main trends in the development of psychological testing, which the authors associate with the ever-increasing influence of computerization on this area and with its transformation into a sphere of political and legal interests. Moreover, it seemed to me that the authors give computerization the status of an integration factor for psychological science in general, and testing methods in particular, citing as examples the development of a psychological assessment that combines two traditionally opposed approaches - psychometric and clinical; a tendency to combine neuropsychological (indirect) methods for diagnosing local brain lesions with direct methods of neurointroscopy; attempts to take into account the inseparable unity of cognitive and personality variables when developing new tests, etc. All this is true, but, in my opinion, the role of computerization in all this is much more modest. Integrative tendencies in psychology are the result of its own internal development. Psychologists have finally begun to understand that psychoanalysis and cognitive psychology are two compatible aspects of describing the most complex nature of human behavior, and the theory of activity should not exist instead of all scientific schools, but along with other approaches to explaining the human psyche. Computerization, on the other hand, is better viewed as a condition that facilitates the manifestation of integrative tendencies that have been gained through suffering in the course of a short but dramatic history of psychological science.

The social, ethical and legal aspects of testing are given even more attention in this edition than in previous editions. Some of the issues raised are, of course, specific to America and are determined by the content of specific laws. Nevertheless, behind all the particulars, there are a number of general trends that are extremely important for the development of psychological testing in our country. I will point out only one, the main one, in my opinion. Three components of the element testing situation i (-("tested, testing and test - in terms of their meaning, finally lined up in the indicated order. From this seemingly trivial fact, many by no means trivial consequences of a methodical, ethical, social and even political nature follow. Accusations of all mortal sins. Tests are just tools in the hands of people, and like any other tools - shovels, saws, axes - can be good and not very good, and sometimes even defective. For users of tests, the fact that all people are different is becoming more and more obvious. Hence, an indispensable condition for the selection of tests, the organization of testing and, most importantly, the interpretation of its results is to take into account the history of the development of the individual, the characteristics of his life experience and other information relevant to the goals of testing. this dramatically increases the professional, moral and legal It is the responsibility of the tester, which extends throughout the testing process, from choosing the test that is suitable for specific purposes and for a specific person to communicating the conclusion of the test results to the recipient. In this regard, the qualification requirements for test users are also increasing. By the way, just buying a professional test in America is perhaps more difficult than a revolver, because society has long realized how dangerous this psychological tool can be in the hands of inexperienced or irresponsible people. It is hardly necessary to convince readers of the acuteness and relevance of such questions for the current state of affairs in our country in the field of psychological practice.

While working on the translation of this book, I naturally used the Russian edition of 1982, which is a translation from the fourth edition psychological testing, published in 1976. When I compared both originals - 1976 and 1997 - it turned out that their text, on average, coincides by about 50% (naturally, in some chapters this percentage is much less, in others - more). This inspired optimism, cutting the work in half. However, when I compared the Russian translation by the Pedagogy publishing house with the book I was to translate, I found, strange as it may seem, that there were far fewer coincidences. The paradox is explained simply - by time. This translation was made in the late 1970s - early 1980s, and it is simply outdated - both in terms of scientific language and in terms of semantic accents. In addition, the text of the chapters devoted to the statistical aspects of testing contained a fair amount of terminological errors and semantic inaccuracies made (for obvious reasons) by translators and omitted (for unknown reasons) by editors. Therefore, there was nothing left to do but to translate the whole book anew, keeping separate sentences and small pieces from the old translation in the matching parts in cases where they fit into the modern reading of the text.

If we talk about the difficulties of translation, then the main and, perhaps, the only difficulty is related to the lexically accurate and concise translation of the names of tests, regulatory documents, organizations and laws. In this area, there are no established patterns recorded in dictionaries, and therefore numerous options are possible. As for the names of tests, as the authors of this book rightly emphasize, they cannot be used to judge what a particular test measures. However, most non-professionals judge tests by their name. The problem is aggravated by the fact that even in the original language, the names of the tests do not always exactly correspond to their content and purpose, and additional distortions are introduced during translation. For example, it is hardly worth calling a test that checks the understanding of the elementary laws of mechanics studied in the middle grades of a school a "test of technical abilities", as is done in the Russian edition of 1982. In this edition, when translating the names of the tests, I followed, firstly, the principle of accuracy, and only secondly - the principle of "beautifulness" of product names (and the fact that tests are a product is now well known to Russian users). In parentheses after each test name, document, organization, or important term is the corresponding name or term in the original language. This not only allows you to check the work of a translator, but also serves as an auxiliary dictionary for those students and graduate students who read literature on psychology in English. As for the mathematical and statistical terms, then, in general, they are brought into line with the standard terminology in this area.

I hope that this book will serve the noble cause of increasing knowledge and raising the professional culture in the field of psychological testing for at least several generations of our students, graduate students and practitioners.

A. A. Alekseev

Name: Psychological testing.

Anna Anastasi's classic work, `Psychological Testing`, is rightfully considered an `encyclopedia of Western testology`. In preparation for the 7th edition, released in the US in 1997, the text of the book was thoroughly revised. Several new chapters appeared, written by the co-author of A. Anastasi - S. Urbina. Substantial changes reflect the latest trends in the development of psychological testing, in particular, the growing influence of computerization as a factor in the integration of psychological science in general and testing methods in particular. This new edition focuses on computerized adaptive testing, meta-analysis, structural equation modeling, the use of confidence intervals, cross-cultural testing, the use of factor analysis in the development of personality and ability tests, and other widely used and rapidly evolving concepts and procedures that will influence psychometric practice in the 21st century.

In 1982, the publishing house "Pedagogy" published a Russian translation of Anna Anastasi's book "Psychological Testing", which the editors of the translation - K. M. Gurevich and V. I. Lubovsky - rightfully called the "encyclopedia of Western testology." The release of a book of this magnitude is always an event, and given the time and place, it is, as it is fashionable to say now, a landmark event, since its appearance was then perceived as the removal of an unspoken taboo on the widespread use of tests in the practical work of psychologists, speech pathologists, teachers and other specialists. Although more than 45 years have passed since the adoption of the infamous resolution of the Central Committee of the All-Union Communist Party of Bolsheviks on pedological perversions in the system of the People's Commissariat of Education, in the early 1980s. its consequences were still very palpable in Soviet psychology and pedagogy. One way or another, Anastasi's book became for many of us not only a source of knowledge, but also that long-awaited breath of freedom that the party and government prudently allowed the Soviet intelligentsia to do so that it would not degrade in isolation from the rest of the world.

Part 1. FUNCTIONS AND ORIGINS OF PSYCHOLOGICAL TESTING 15
1. The nature and purpose of psychological tests 16
Applications and types of tests 16
What is a psychological test? eighteen
Why is it necessary to control the use of psychological tests? 24
Testing 28
Tester Characteristics and Situational Variables 33
Testing through the eyes of test takers 35
The impact of hands-on learning on test performance 39
Sources of information about tests 44
2. Historical background of modern testing 48
The first attempts to classify and educate the mentally retarded 49
The first experimental psychologists. fifty
Contribution of Francis Galton 51
James Cattell and the first "mental tests" 52
A. Binet and the emergence of intelligence tests 53
Group testing 54
Ability testing 56
Standardized achievement tests 58
Personality score 60
Part 2. TECHNICAL AND METHODOLOGICAL PRINCIPLES 63
3. Norms and semantic meaning of test indicators 64
Statistical concepts 65
Age norms 71
Intragroup norms 75
Relativity of norms 84
Computers and interpretation of test scores 91
Interpreting domain-specific tests 93
Minimum qualification requirements and critical indicators 98
4. Reliability 103
Correlation coefficient 104
Reliability types 110
Reliability of speed tests 121
Dependence of the reliability coefficients on the surveyed sample 124
Standard measurement error 127
Assessing Reliability in Subject Matter Testing and Critical Metrics 131
5. Validity: basic concepts 133
Development of the concept of test validity 133
Methods for describing content 135
Criterion prediction methods 139
Construct identification methods.. 147
General overview and integration of concepts 158
6. Validity: measurement and interpretation 162
Validity Coefficient and Estimation Error 163
Test Validity and Decision Theory 166
Combining data from different tests 179
Using Tests to Make Classification Decisions 183
Statistical analysis of test bias 188
7. Job analysis 196
Difficulty of tasks 197
Distinguishing ability of tasks 203
Task-response theory 211
Analyzing Speed ​​Test Jobs 217
Cross Validation 218
Differentiated Job Functioning 221
Exploratory research in task development 224
Part 3: ABILITY TESTING 227
8. Individual tests 228
Stanford-Binet Intelligence Scale 229
Wechsler scales 239
Kaufman scales 248
Differential Ability Bars 252
Das-Naglieri Cognitive Assessment System 260
9. Tests for specific populations 261
Infant and preschool testing 262
Comprehensive assessment of persons with mental retardation 274
Testing of persons with physical disabilities 281
Multicultural testing 289
10. Group testing 300
Group Tests Versus Individual Tests 301
Adaptive Testing and Computerized Testing 304
Multi-level batteries 307
Measuring multiple abilities 317
11. The nature of the intellect 324
IQ value 325
Heritability and variability 327
Motivation and intelligence 330
Factor analysis of intelligence 333
Theories of Trait Organization 340
The nature and development of traits 348
12. Psychological problems of ability testing 353
Longitudinal Studies of Child Intelligence 353
Intelligence in early childhood 357
Problems of adult intelligence testing 361
Changes in intelligence test scores at the population level 368
Cultural Diversity 372
Part 4. PERSONALITY TESTING 379
13. Standardized self-reports as a method of studying personality 380
Techniques based on the selection of relevant content 381
Binding to empirical criterion 382
Applying Factor Analysis to Test Design 396
Personality Theory in Test Design 401
Test taker attitudes and bias in 409 responses
Traits, conditions, people and situations... 414
The current state of personality questionnaires 421
14. Measuring interests and attitudes 422
Inventories of interests: current state 423
Strong Interest Inventory™- SII 425
Inventory of interests: overview and some distinguishing features 433
Some Important Trends 440
Opinion polls and attitude scales.. 442
Locus of control 446
15. Projective methods 449
The nature of projective methods 449
Inkblot Techniques 450
Drawing techniques 458
Verbal techniques 465
Autobiographical memories 467
Methods of action 469
Evaluation of projective methods 473
16. Other methods of psychological assessment 484
Style and Type Definers 484
Situational tests 492
Self-concepts and personal constructs 496
Observer reports 505
Biographical information 512
Part 5. APPLICATIONS OF TESTING 515
17. The main areas of application of tests in our time 516
Testing in education 516
Types of educational tests 524
Testing in the field of professional activity 535
Use of tests in clinical psychology and psychological counseling 556
18. Ethical and social aspects of testing 583
Ethical Issues in Psychological Testing and Psychological Assessment 585
User qualification assessment and professional competence 586
Professional responsibility of test publishers 588
Protection of privacy 590
Privacy 592
Reporting test results 594
Testing Special Populations 595
APPENDIX A 602
Alphabetical list of tests and other assessment tools 602
APPENDIX B 607
Addresses of publishers, distributors and organizations related to the development and use of tests 607
LITERATURE 609
INDEX 674

ANASTASI (Anastasi) Anna (b. 1908) - American psychologist, specialist in the field of general, clinical and educational psychology, statistics and methods of assessment and measurement, industrial and organizational psychology. Developer of many psychometric tests. Honorary Doctor of Education (Villanova University, 1971), Honorary Doctor of Science from Sadre-Cross College (1971), Honorary Doctor of Science from La Salle University (1979). President of the ARA (1971).

Awarded the ARA Prize: "Outstanding Scientist" (1971); received the Testing and Educational Service Award (1977). In addition, she was awarded the Thorndike Medal (ARA, 1983) and the APF Gold Medal (1984). Educated at Barnard College (1924-1928, BA) and Columbia University (Ph.D., 1930). She began her professional career as a teacher at Columbia University (1930). Later she taught at a number of other universities, including the Graduate School of Arts and Sciences at Fordham University (1947). Initially she intended to study mathematics, but she was attracted to psychology, partly because of the works by Ch. Spearman on correlation coefficients.

The standard psychometric tests she developed arose from courses she taught during her university career (Differential Psychology, 1937). Performed by A. interpretation of developing psychological characteristics was based on models developed in experiments with animals, in the study of child behavior and in the psychology of learning ("Psychological testing", 1954). In the book "Fields of Applied Psychology" (1964), she considered the widest range of applications of the developed psychological principles. Dealing with the problem of the formation of abilities long before the models of these processes began to be widely disseminated, she made a significant contribution to the problem of the genesis of characteristic features, to understanding the relationship between life history, education and differences at the family level, to the problem of creativity, to the analysis of drawings of mentally ill people. This generalized approach had a number of advantages.

In addition, the most important of the merits of A. was her attention to the psychological content of psychometric measurements, to the relationship between psychometric tests and other areas of psychology, to the social overtones of testing (“The gap between experimental and psychometric orientations”. Journal of the Washington Academy of Sciences, 1991). A. showed how thoughtful, carefully calibrated and well-founded mental tests can be valuable both in theoretical and applied terms, providing a complete understanding of socio-cultural and cognitive processes. The name A. has become synonymous with "psychometrics" for many generations of students and professional psychologists. In Russian trans. a two-volume A. "Psychological testing" was released, 1982; 2001) and the fundamental work of 1937 - "Differential Psychology", in co-authorship, 2001.

A.ANASTASI
PSYCHOLOGICAL
TESTING
BOOK 1
MOSCOW
PEDAGOGY-
1982
Recommended by Bureau of the Department of Psychology
and age physiology of the APN of the USSR
Scientific edition, foreword
and comments of a doctor of psychological sciences,
Professor K. M. Gurevich and Doctor of Psychology,
Professor V. I. Lionsky

Anyastyash A.
Psychological Testing: Book 1; Per.
from English / Ed. K. M. Gurevich, V. I. Lubovsky;
Foreword K.M. Gurevich, V. I. Lubovsky.-M.: Pe-
dagogy, 1982.-320 s" ill.
Per. 2 p. 10k.
the ways they were appreciated and came first, describing to her the most important modern
test systems.
For psholots. defsk gologov. not ready.

FOREWORD BY THE TRANSLATION EDITORS
Anna Anastasi's book could be called an encyclopedia of Western
noah testology. Abroad, many guides have been published on the use of
tests and other diagnostic techniques. Among them are books
serious professionals who do not escape from modern problems
psychological diagnostics and strive to reflect the new that
emerged in this area in recent years. But the choice to translate into
The Russian language of A. Anastasi's books was by no means accidental.
Anna Anastasi, professor at Fordham University (New York,
USA), is already familiar to the scientific community of our country. Back in the 60s
gg. in a detailed critical analysis of the book by A. Anastasi B. M. Teplov
(A. Anastasi. Abstracts and comments
rii to the book.-In the book: Problems of differential psychophysiology. M.,
1966, vol. VI) noted the similarity of her interpretations of the role of the social factor
in the formation of individual differences with the concepts of Soviet
scientists. B. M. Teplov also wrote about the scientific
objectivity and caution, traits that are especially necessary
to the author, presenting and evaluating the works performed for different purposes
empirical research.
It should also be mentioned that this book has already been published in the USA.
fifth edition. Each reissue the author replenishes with new material.
lamy, reports on the fundamental changes that have taken place in the tracts-
ke published tests and, to the extent possible, provides
complete information on the accumulated by the time of the next publication
facts. It can hardly be doubted that a book on testology is really
but is needed, and needed not only by a narrow circle of specialists, but also by our
publicity. As is known, the scope of assessments of individual and group
the differences are extensive. So, in a comprehensive school, some types
techniques can be used to diagnose various anomalies of psycho-
chemical development, clarification of their etiology. Comparison results
indicators on tests and school performance are given to psychologists and
dagogam useful material for judging students and school
lectures. Methods of psychological diagnostics are also used when con-
advising on vocational guidance. Out school
such techniques can be used to monitor the development
abilities in educational and professional and actually professional
noah activity.
Lack of awareness of the state of affairs in any industry
whether science often entails a misconception about its
opportunities and development prospects. One of the undesirable
effects of the application of methods of psychological diagnostics should be considered
some absolutization of the data obtained with their help. Unqualified
it seems to the cited user of the test results, without any
there are no grounds for that, as if the test indicators of the subject have ab-
sole meaning and finally determine its entire future
activity, as if predicting academic and professional success.
Having become acquainted with the book of A. Anastasi, the reader will see how
which absolutization is wrong.
We called this book an encyclopedia of testology. Really,
even a simple list of the problems of its chapters convinces of this. Chapters
The first two parts of the book are devoted to general testing issues:
part 1 - the content side of modern testology (of particular interest
6 FOREWORD BY THE TRANSLATION EDITORS
aspects of testing); part 2 - the basic principles of constructing those
stov (its chapters discuss the norms, reliability, validity of the test).
The last three parts of the book cover the types of tests:
in the third, tests of general intellectual development; in the fourth
ability tests (including comprehensive ability batteries,
tests used in education, vocational guidance,
clinic); in the fifth - methods of studying personality. Truth in understanding
Personality A. Anastasi adheres to the tradition of Western psychology not
separate the concepts of personality and individuality, so the reader should
one should keep in mind that under the problems of studying personality in the book,
The problems of the study of individuality are understood in a new way.
Of the five appendices that complete the book, in Russian
translated only. Rest
applications are not included in the publication offered to the attention of the reader due to
their focus on the American audience: in one of them,
U.S. legislation related to testing,
conducted when applying for a job, the other three contain lists of published
bath tests and their publishers, as well as accepted by the American
psychological association. Entering the read-
tel in the world of A. Anastasi's book, it is impossible to leave without consideration
current state of psychological diagnostics. And this, in my opinion
moreover, will require at least a brief reference to its history. But without it
cannot be dispensed with, since the past transmits its traditions to the present.
Knowing the past and the present, we will be able to see the ways of becoming
ookie, which means to see her future.
A. Anastasi quite correctly notes that the first experiments
differential study of the psyche were caused by the need
to distinguish between mentally ill, mentally retarded and mentally normal
small people. Such a distinction required a clarification of the concept of norm.
Starting with experiments to establish objective differences between normal
mine and those or other types of deviations from it, psychologists, dedicated to
self-diagnosis, created a variety of psychological and diagnostic
cal methods, including tests. As you gain experience
criteria were developed that such methods must satisfy.
wild. Psychologists-diagnostics sought to set research in their field.
strict rules that provide for the objectivity of all obligations
telny procedures - preparation of methods, their implementation, processing,
making decisions based on the results.
One of the tasks that, if not directly, then implicitly tried to implement
stvit psychologists-diagnostics, consisted in the fact that with the help of test-
to introduce number and measure into psychology, and through these categories
ry to enrich his science with unambiguous results
mathematical methods. As the psychological diagnostic
tics moved along the path of introducing means of quantitative processing
ki their data, involving for this purpose more and more complex
Toda, others began to appear, although they were noticed, but did not receive
proper assessment of difficulty. By formalizing the diagnosis, testologists post-
lost touch with psychology. It became unclear exactly what
directed so refined techniques.
If we talk about the circumstances that contributed to the flourishing
psychological diagnostics, in particular testing, then determine
her increased role in the life of society has become
7 FOREWORD BY THE TRANSLATION EDITORS
reaching tens of millions of people. In some countries, primarily
in the United States, timed testing has become an integral
part of the life of society. Is the spread of testing related to
some new discoveries in psychology, in the knowledge of the laws of man
human psyche? If we compare the tests of the late 50s. with developed-
at the very beginning of the century with the tests of A. Binet, it should be recognized that there were
more stringent evaluation criteria have been obtained, opening the way for tests to
widespread use; also began to apply various and sometimes
quite complex mathematical methods of data processing. However
all these changes cannot be considered significant: in principle, testing
nie remained the same as it was at the beginning of the century. Good about it
said the famous testologist L. Cronbach: they look forward to the tests of the 20s. just like today's cars
different from cars of the same period: they are more efficient, more
more elegant, but work on the same principles as before>
(Cronbach L.J. Essentials of Psychological Testing. N.Y.-L., 1960, p. 650).
The tests, however, have acquired such an important social significance that
regarding their application, there are special decisions of the state
government agencies, in particular the commission of the US Congress.
The reason for the spread of testing should be sought not in the fact that
testology has been theoretically enriched, the reason is in those social
consequences of testing. Tests are accepted
mother as an objective instrument of measurement or qualitative determination
human characteristics, such as intelligence, special
abilities without which it is impossible to acquire professional knowledge
and skills. But is it? Test-measuring tool, but in-
the tool is special, unlike other measuring instruments. Tasks
tests are compiled, or built, on a certain material, for pain
most verbal tests (terms, words, etc.). Nothing changes
and the use of graphic material in the test: pictures, drawings,
schemes, etc. Any material on which the test is built is perceived
different social groups in different ways, since these groups can
differ both in the nature of their activity and in the content of communication.
In accordance with the lifestyle of the environment and its activities
individuals from different social strata activate differently
specific semantic connections. Even seen in the perception of graph-
The physical material of the part may be evaluated differently. That's why-
then the performance of tasks of the same test for representatives of those
or other social strata is associated with the solution of various problems. About
even a non-specialist can guess this, and certainly cannot ignore it.
to be a psychologist. The process of adaptation to the test procedure is also important.
roving. The less the subject studied at school, the more time
passed after graduation, the more difficult it is for an individual to get used to the
stable situation, and vice versa.
From the above, apparently not too complicated considerations
it follows that the tests have the ability to differentiate test
depending on the degree of their knowledge of the material on which
test is being built. Psychological technique primarily performs the function
social filtering: an individual whose
experience is alien to words, terms, drawings, graphic images and those
connections (usually of a logical nature), which, according to the creator's intention, are
H FOREWORD OF TRANSLATION EDITORS
To some extent, dissimilarity in knowledge and skills is leveled
school education. True, it should be noted that formally one
and the same type of educational institution can provide significantly different
training, because the social environment in which the school operates
affects the nature of teaching.
The question of the correct assessment of the results of the subject during testing
vaniya should be considered among the most important. Let us assume that an individual
tests, he completed some part of the tasks of the test offered to him.
The initial processing is simple: there is a sheet with the correct answers -
mi, comparing the answers of the subject with what is affixed to this sheet,
you can determine which tasks are performed correctly. As a result, semi-
the so-called primary result. To translate it
into a standardized indicator, you need to have data that
obtained on a representative sample of the population to which
test subject. In this regard, there are considerable difficulties.
In US testing practice, a representative sample is drawn
by including various social groups in approximately the same
the proportion in which they are represented in the population of the country. In book. 1 on
With. 208 ff describes how this was done with the test series
Stanford Binet. from III to XII grade, was formed from children belonging to different
social strata of society, took into account the number of such social groups,
their place of residence, economic status and included children of Negroes,
Mexicans and Puerto Ricans.
It is known that in general, the lower the economic status of the family, the
the same child's results in performing the test. Such a composition of the sample
It has very significant implications. Most white children
properties will have, when tested, in comparison with the norm, several
overestimated results, since some part of the sample was
children from ethnic minority families, and they, on average, show
fear lower scores, which reduces relatively white children
sample rate. The same can be said about children from
mei with high economic status. Reverse picture will be for
children from ethnic minority families and with low economic status
som: the presence in the sample of children from families with a high economic status
som will increase the normative result of the sample regarding children from the family
mei with low economic status. In other words, formal
adherence to proportional representation in the sample of various
groups favorably singles out some subjects and puts them in unfavorable
the conditions of others.
However, it is necessary to find out what explains the low results in those
fear in children from families belonging to national minorities.
The answer to this question can be found in the book. Based on the proven
In these studies, A. Anastasi comes to the following conclusion: the individual must adapt and advance in the conditions of culture
or subcultures that differ from the one in which he was brought up, then
existing differences in cultures may look like a cultural undifferentiation.
twist> (book 1, p. 254). It is this picture that one must see when
Yes, children from families with low economic status are tested and
-". ..""""d look. And
f FOREWORD BY THE TRANSLATION EDITORS
proposed to perform, are far from their everyday experience, they do not
operate at all or do not possess enough of the information that is necessary
walk to complete tasks. Concepts, terms, pictures, drawings,
components of the test, even if the children had to deal with them
at school, when communicating with peers, with surrounding adults do not
updated. Is it any wonder that when tests are run, they become
got into a dead end.
However, the attempts of some
psychologists to create tests that are free from the influence of culture, in other words
you-test culture. A. Dnastazi usually when presenting
discussion topics does not declare its position in any way, but in this case
tea the author, citing specific materials and statements of authoritative
testologists, shows the impracticability of such tests.
The creators of culture-free tests blamed the pain
high hopes for tests that do not use verbal material. But
in some cases, people who speak the same language and, therefore, do not use
experiencing difficulties in reading test items are wearable
members of different cultures. And culture in its integrative understanding, which
which should be kept in mind when studying the human psyche, not
begins and does not end in language, although the meaning of the latter cannot be
underestimate. aspects and forms of social life. Each of these sides and forms
has a cultural side, aspect or function. This means that culture
ra does not constitute any particular form of social
life, like the state, family or collective farm. Culture taken in plan
ontological (), is a set of material and spiritual
the sacred values ​​created and accumulated by mankind in the historical
com process; taken actually, there is a sum of skills, and knowledge, and ability
any kind; taken functionally - there is processing of objects
and substances of nature and man himself> (Tugarinov V.P.
Nature, civilization, man. L" 1978, p. 178).
The culture of each social community is manifested in the circle of masters.
existing scientific and worldly ideas, each of which
has its roots in the history of this community. It also appears in stereo.
types of thinking that develop in the process of historically conditioned
activities, and in the mutual communication of people, constantly connecting
those representations with certain features, i.e. in systems
stable semantic relationships.
Exclusion of verbal tasks from tests to anything radical
did not lead: the tests were not freed from the influence of the culture in which
they were created. You can, of course, go further. Why not start tests from any concreteness and make them up from such signs as
What are proposed to establish communication with extraterrestrial civilizations?
But what, in fact, can be diagnosed with their help? Is it only
to the experimenter to make sure that the subject understood it. Like pi-
Shet A. Anastasi, is equally true for all cultures ... Each test puts in a better
pleasant conditions for representatives of the culture in which he created
sya> (book 1, p. 305).
In the American testological literature, there are numerous discussions
There was a question about translating tests.