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3006PSY > W10 - personality assessment methods > Flashcards

W10 - personality assessment methods Flashcards

1
Q

Methods of measuring personality

A
  • objective
  • projective
  • behavioural
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2
Q

Projective methods of personality measurement

A
  • indirect methods of personality assessment
  • projective hypothesis
  • “the most important things about an individual are what he cannot or will not say”
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3
Q

Inkblots as projective stimuli

A

Rorschach inkblots – Psychodiagnostik, Hermann Rorschach (1921)

  • 10 bilaterally symmetrical inkblots on separate cards
  • > 5 are achromatic (black and white)
  • > 5 in colour

Classification debate

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4
Q

Inkblot test phases

A

3 distinct phases

  • > Percept – “What do you see in this picture?”
  • > Inquiry - “what made it look like ….” or “How do you see …”
  • > Testing the limits – “Sometimes people use a part of the blot to see something” or “What does this look like”
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5
Q

Interpretation of the Rorschach test

A

Rorschach protocols are scored according to several categories

  • Location
  • Determinants
  • Content
  • Popularity

-> Rorschach died before he could finish a scoring manual

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6
Q

Validity and reliability of Rorschach test

A
  • John Exner Jr. developed a comprehensive system for administering, scoring, and interpreting the Rorschach inkblots
  • Exner’s system brought uniformity to Rorschach use, but despite the improvements, the psychometric properties of the Rorschach are still debated.
  • Test-retest reliability is of little value to the Rorschach because of the very nature of the measurement; inter-rater reliability may be a more appropriate.
  • > Does it seem to actually predict anything?
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7
Q

Thematic Apperception Test

A

Christiana Morgan and Henry Murray (1953)

30 picture cards contain a variety of scenes that present the test-taker with “certain classical human situations”
-> The administering clinician selects the cards that are believed to elicit responses pertinent to the objective of testing.
1 blank card

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8
Q

Interpretation of thematic apperceptive test

A

The material used in deriving conclusions includes:

  • The stories
  • The clinician’s notes
  • > The way or manner of responding
  • > extra-test behaviour and verbalisations

Interpretive systems incorporate or are based on Henry Murray’s concepts of:
-> Need, Press, Thema

Criticisms: implicit motives

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9
Q

Other tests using pictures

A

Pictures as Projective Stimuli (Projective Story-Telling)
-> make up a story to go with a picture

Apperceptive Personality Test (APT)
-> 8 stimulus cards

Hand test
-> 9+1 stimulus cards

Rosenzweig Picture-Frustration Study

  • > Fill in the blank
  • > Inquiry afterwards
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10
Q

Words as projective stimuli

A

Word Association Tests (WAT)

  • semi structured, individually administered
  • assessee is expected to respond with whatever comes to mind first upon exposure to the stimulus word
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11
Q

The Rapaport et al (1945) WAT (based on Jung, 1910)

A
  • 60 items categorised into neutral and traumatic words
  • normative data is provided regarding the percentage of occurrence of certain responses for college students and groups with schizophrenia
    EX. for the word “mouth”
    -> college group 20% kiss, 11% tongue, 11% lips, 11% eat
    -> schizophrenia group 19% teeth, 10% eat
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12
Q

Sentence completion test

A
  • fill in the blank spaces at the end of a sentence
  • may be relatively atheoretical or linked closely to some theory

-> sentence completion stems may be developed for use in specific settings or for specific purposes

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13
Q

Sounds as projective stimuli

A
  • not very widely used, redundant compared to TAT

Verbal summator
-> developed by BF Skinner “like auditory inkblots” (1979)

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14
Q

Figure drawing test

A

Assessee produces a drawing that is analysed on the basis of its content and related variables

  • draw a person (DAP) test
  • house-tree-person test
  • kinetic family drawing (KFD)
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15
Q

Projective stimuli assumptions

A
  • ambiguous stimuli = more insight into a subjects personality
  • test-takers are unaware of what they are disclosing
  • parallel with behaviour displayed in social situations
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16
Q

Criticisms of projective methods

A

Projective stimuli

  • only one aspect of the total stimulus situation
  • may not be as ambiguous and amenable to projection
  • some assumptions are cherished beliefs
17
Q

Methodological obstacles in researching projective tests

A

Uncontrolled variations in:

  • Protocol length
  • Inappropriate subject samples
  • Inadequate control groups
  • Poor external criteria
18
Q

Methodological obstacles in researching projective tests

A

Uncontrolled variations in:

  • Protocol length
  • Inappropriate subject samples
  • Inadequate control groups
  • Poor external criteria
19
Q

Objective tests, objective v projective

A

are affected by response styles, malingering and other sources of test bias (Meyer & Kurtz, 2006). Test-takers may also lack sufficient insight or perspective to respond “objectively” to test items.

20
Q

Subjective tests, objective v projective

A

now also feature scoring systems use objective coding that provide empirical data

21
Q

Weiner (2005) replacing objective and subjective with structured and unstructured

A

The more structured a test is, the more likely it is to tap relatively conscious aspects of personality.
By contrast, unstructured or ambiguous tests are more likely to access material beyond immediate, conscious awareness.

22
Q

Behavioural assessment methods

A

Emphasis is on what a person does in situations rather than on inferences about what attributes they have more globally

Differences between traditional and behavioural approaches to assessment have to do with varying assumptions about:

  • > Nature of personality
  • > Causes of behaviour
23
Q

Timeline followback (TLFB) methodology

A

Originally designed for use in the context of a clinical interview for the purpose of assessing alcohol abuse

24
Q

Ecological; momentary assessment

A

Used to analyse the immediate antecedents of cigarette smoking

25
Q

Why conduct behavioural assessment?

A
  • To provide behavioural baseline data
  • To provide a record of the assessee’s behavioural strengths and weaknesses
  • To pinpoint environmental conditions that are acting to trigger, maintain, or extinguish certain behaviours
  • To target specific behavioural patterns for modification through interventions
  • To create graphic displays
26
Q

Types of behavioural assessment

A
  • behavioural observation
  • behavioural rating scale
  • self-monitoring
  • analogue behavioural observation
  • situational performance measure
  • psychophysiological methods
27
Q

Behavioural observation

A

watching the activities of targeted clients or research subjects and, typically, maintaining some kind of record of those activities.

28
Q

Behavioural rating scale

A

a preprinted sheet on which the observer notes the presence or intensity of targeted behaviours, usually by checking boxes or filling in coded terms

29
Q

Self-monitoring

A

the act of systematically observing and recording aspects of one’s own behaviour and/or events related to that behaviour

30
Q

Analogue behavioural observation and situational performance measure

A

Analogue behavioural observation
-> the observation of a person in an environment designed to increase the chance that the assessor can observe targeted behaviours and interactions.

Situational performance measure

  • > Procedure that allows for observation and evaluation for an individual under a standard set of circumstances
  • -> Leaderless group technique
  • -> Role play
31
Q

Psychophysiological methods of behavioural assessment

A

the use of physiological indices in psychological assessment

  • biofeedback
  • plethysmograph
  • polygraph
32
Q

Biofeedback

A

designed to gauge, display, and record a continuous monitoring of selected biological processes
e.g. heart rate and blood pressure

33
Q

Plethysmograph

A

instrument that records changes in the volume of a part of the body arising from variations in blood supply, been used to examine normal, anxiety-ridden, and psychoneurotic populations

34
Q

Polygraph

A

commonly referred to as a ‘lie detector’ however there is a high false-positive rate for lying where more than 50% of the innocent subjects are labelled as guilty

35
Q

Issues in behavioural assessment

A
  • an acceptable level of inter-rater reliability needed
  • equipment and cost of training behavioural assessors
    Contrast effect
    -> solution - composite judgement
    Reactivity effect
    -> solution - have an adaptation period
    -> Hawthorne effect - participants themselves may improve or modify their behaviour which is being measured experimentally
35
Q

Issues in behavioural assessment

A
  • an acceptable level of inter-rater reliability needed
  • equipment and cost of training behavioural assessors
    Contrast effect
    -> solution - composite judgement
    Reactivity effect
    -> solution - have an adaptation period
    -> Hawthorne effect - participants themselves may improve or modify their behaviour which is being measured experimentally

3006PSY (9 decks)

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