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"Psychological Assessment in Education and Social Class," a paper presented at the University of Missouri conference on the "Legal and Educational Consequences of the Intelligence Testing Movement: Handicapped and Minority Group Children," is provided. The historical origins of the scheme of norm-referenced testing and the evidence questioning its assumptions are summarized. The implications of the interactionist's view of heredity and environment are examined. Alternative schemes for psychological assessment are outlined which, if developed, could guide the teaching process and encourage rather than discourage ingenuity in teaching. Specific topics include revisions in the conception of intelligence and their sources (achievement and motivational autonomy, maturation and experience, and spurious factors in the longitudinal validity of the IQ) and race and social class differences in IQ. (KM)

"Psychological Assessment in Education and Social Class," a paper presented at the University of Missouri conference on the "Legal and Educational Consequences of the Intelligence Testing Movement: Handicapped and Minority Group Children," is provided. The historical origins of the scheme of norm-referenced testing and the evidence questioning its assumptions are summarized. The implications of the interactionist's view of heredity and environment are examined. Alternative schemes for psychological assessment are outlined which, if developed, could guide the teaching process and encourage rather than discourage ingenuity in teaching. Specific topics include revisions in the conception of intelligence and their sources (achievement and motivational autonomy, maturation and experience, and spurious factors in the longitudinal validity of the IQ) and race and social class differences in IQ. (KM)

The "Standards for Educational and Psychological Testing" have served as a cornerstone for best practices in assessment. As the field evolves, so must these standards, with regular revisions ensuring they reflect current knowledge and practice. The National Council on Measurement in Education (NCME) conducted a survey to gather feedback from its members regarding potential updates to the 2014 "Standards." Respondents recommended changes and new topics such as providing technology-based testing standards, addressing AI/machine learning and automation, attending to diversity, equity, inclusion and fairness throughout the "Standards," ensuring broad relevancy to many types of assessment, and accommodating various psychometric modeling techniques. The authors hope that this publication will promote participation in future opportunities to provide feedback throughout the "Standards" revision process.

The "Standards for Educational and Psychological Testing" have served as a cornerstone for best practices in assessment. As the field evolves, so must these standards, with regular revisions ensuring they reflect current knowledge and practice. The National Council on Measurement in Education (NCME) conducted a survey to gather feedback from its members regarding potential updates to the 2014 "Standards." Respondents recommended changes and new topics such as providing technology-based testing standards, addressing AI/machine learning and automation, attending to diversity, equity, inclusion and fairness throughout the "Standards," ensuring broad relevancy to many types of assessment, and accommodating various psychometric modeling techniques. The authors hope that this publication will promote participation in future opportunities to provide feedback throughout the "Standards" revision process.

The "Standards for Educational and Psychological Testing" have served as a cornerstone for best practices in assessment. As the field evolves, so must these standards, with regular revisions ensuring they reflect current knowledge and practice. The National Council on Measurement in Education (NCME) conducted a survey to gather feedback from its members regarding potential updates to the 2014 "Standards." Respondents recommended changes and new topics such as providing technology-based testing standards, addressing AI/machine learning and automation, attending to diversity, equity, inclusion and fairness throughout the "Standards," ensuring broad relevancy to many types of assessment, and accommodating various psychometric modeling techniques. The authors hope that this publication will promote participation in future opportunities to provide feedback throughout the "Standards" revision process.

Research has shown that routine outcome monitoring (ROM) and progress feedback can improve psychological therapy outcomes for patients, especially for those who are not progressing well in treatment (De Jong et al., 2021, Lambert, 2007). However, our understanding of when and how feedback improves outcomes is very limited. One factor that is thought to play a role in how feedback works is therapists’ expectations of patient outcome. Evidence has shown therapists tend to have overoptimistic expectations of patient recovery and are not very good at recognising when patients are at risk of poorer treatment outcome (Hannan et al., 2005). It is thought that providing feedback about patients’ progress highlights when there is a discrepancy between therapist expectations of outcome and patients’ actual treatment progress, enabling therapists to adapt their expectations and adjust treatment accordingly. We have developed a theoretical model to explain the progress feedback mechanism in respect to how feedback reduces therapist expectation-outcome dissonance and promotes subsequent behaviour change. In this study we will test the proposed model using data collected from a randomised controlled trial (RCT) investigating the effect of three progress feedback conditions on psychotherapy outcomes (De Jong et al., in preparation).

Folder: DAILY SNAP MAY 5 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

This study is part of the project. The primary aim of this study is to test the hope and basic psychological needs as potential mediators for self-compassion intervention to improve the well-being of potentially addicted gamers.

The purpose of this study is to investigate the effects of news consumption on individuals’ perceived safety and psychological well-being. We will conduct a longitudinal analysis of Americans’ actual exposure to news using web-browsing data, and examine how it relates to (a) perceived safety in the country, (b) symptoms of anxiety, and (c) symptoms of depression.

The author states that a number of actions be taken prior to implementing the use of psychological testing. Some of these actions include examination of selection criteria for Military Police, evaluation of present psychological testing of civilian police, and the establishment of standards for selection.

The study investigated the joint effects of knowledge of results (KR or no-KR), pacing of item presentation (computer or self-pacing), and type of testing strategy (50-item peaked conventional, variable-length stradaptive, or 50-item fixed-length stradaptive test, on ability test performance, test item response latency, information, and psychological reactions to testing. The psychological reactions to testing were obtained from likert-type items that assessed test-taking anxiety, motivation, perception of difficulty, and reactions to knowledge of results. Data were obtained from 447 college students randomly assigned to one of the 12 experimental conditions. The results indicated that there were no effects on ability estimates due to knowledge of results, testing strategy, or pacing of item presentation. although average latencies were greater on the stradaptive tests than on the conventional test, the overall testing time was not substantially longer on the adaptive tests and may have been a function of differences in test difficulty. Analysis of information values indicated higher levels of information on the stradaptive tests than on the conventional test. There was no statistically significant main effect for any of the three experimental conditions when test anxiety or test taking motivation were the dependent variables, although there were some significant interaction effects.

It has been found repeatedly that when test takers are allowed to choose a subset of constructed response (CR) items to answer on a test, they tend to choose differently and often perform lower on more popularly chosen items. This study investigated the psychological factors that influence test takers choices. Using an experience that incorporated a mini Advanced Placement Chemistry Examination and a related questionnaire, the study reveals a series of psychological processes that consistently influence test takers choice of CR items. Study participants, 618 Hawaiian students, virtually replicated the choice patterns of their 1989 national counterparts. Findings show that students perceptions of item difficulty predicted the choice combinations and choice popularities. Essays perceived as easier were chosen more frequently, even though they might not have been truly easier. Students also tended to associated familiarity with easiness. In addition, test items with contents that reflected similar curricular instruction or exposure tended to be chosen together more often. The findings have implications for CR item pretesting, test construction, and other application possibilities for performance oriented tests. (Contains 4 figures, 4 tables, and 13 references.) (Author/SLD)

Includes bibliographical references and index

Includes bibliographical references and index

Subscribe to BBC News www.youtube.com/bbcnews European Safety regulators have tonight announced that planes must have two people in the cockpit at all times, meanwhile questions are also being asked as to whether airlines need to adopt more stringent psychological testing of pilots. Our Transport Correspondent Richard Westcott reports now on the safety concerns raised by the crash. Subscribe to BBC News HERE http://bit.ly/1rbfUog Check out our website: http://www.bbc.com/news Facebook: http://www.facebook.com/bbcworldnews Twitter: http://www.twitter.com/bbcworld Instagram: http://instagram.com/bbcnews

When evaluating the utility of a psychological test for clinical decision making, both the psychometric properties of the test (i.e., the reliability and validity of the instrument) and the ambiguity of the language by which test results are interpreted or communicated need to be considered. Although each has been studied independently, to date the two have not been related. This paper discusses each of these sources of "interpretive error" with the goal being the development of a model that could systematically relate these two sources of error to the process and outcome of test interpretation. In an example using this new model together with optimistic good-hearted assumptions favorable to tests, it was found that the effect of ambiguity was to more than double the probability that those who test positive will be incorrectly classified. It is suggested that the practice of using non-numeric statements of likelihood be stopped. Instead, results of tests should be presented in tabular form with one row for each diagnostic category. Examples of these tables are provided. It is further noted that there is a significant professional need to move toward empirically supported expertise in test interpretation. Contains 24 references. (Author/MKA)

Tests an intervention to boost personality integration and personal growth

Folder: DAILY SNAP FEBRUARY 3 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

Folder: DAILY SNAP FEBRUARY 3 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

Folder: DAILY SNAP FEBRUARY 3 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

Folder: DAILY SNAP FEBRUARY 3 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

Folder: DAILY SNAP FEBRUARY 3 1992; STAR GATE was an umbrella term for the Intelligence Community effort that used remote viewers who claimed to use clairvoyance, precognition, or telepathy to acquire and describe information about targets that were blocked from ordinary perception. The records include documentation of remote viewing sessions, training, internal memoranda, foreign assessments, and program reviews. The STAR GATE program was also called SCANATE, GONDOLA WISH, DRAGOON ABSORB, GRILL FLAME, CENTER LANE, SUN STREAK. Files were released through CREST and obtained as TIF files by the Black Vault and converted to PDF by That 1 Archive.

Approved For Release 2003/08/13 : CIA-RDP84B0089OR000400050014-6 16. March 1981 ME`NORA,NDUti1 FOR: Executive Officer, Office of 'Medical Services STATF RON: Chief, Career Training Staff/OTE SUBJECT: Psychological Testing and Assessments and the Career Training Program 1. One of the most valuable instruments in reviewing Career Training applicant files and in conducting applicant interviews are the results of the PATB I test. These results enable the Career Training Staff to gain insight into the over- all intellectual abilities and language aptitude of the applicant, and when compared with the academic transcript, pro- vide a good basis for judging how hard the applicant worked in. college and how effectively his intellectual abilities have been used. For example, an individual with high test results and a poor academic performance may not have. applied himself or her- self very well during college. On the other hand, an individual who tests in the mid range and makes Phi Beta Kappa is probably a person who works hard and is getting maximum mileage out of his or her abilities. Finally, if a person tests high and turns in an impressive academic performance, it is clear that we are dealing with an intellectually talented individual. 2. PATB II gathers personality data as well as testing the applicant on contemporary world affairs. Of less immediate use in the selection decision is the testing on computational skills and the ability to read graphs and charts. We place heavy weight, however, on the results of the language aptitude and the inter- national affairs test. The other personality data and vocational interests are more of concern to the Psychological Services Division as they. conduct the intensive assessments of our applicants. These assessments are vital to the decision to hire since they key on a number of characteristics and attributes which are difficult, if not impossible to discern solely in intensive interviews by CT Program and DDO Junior Officer Board Officers. In short, both the PATB I and II results and personality assess- ments by PSD are integral and essential in the selection process of Career Training applicants. V"n Approved For Release 2003/08/13 CIA-RDP84B0089OR000400050014-6 STAT

Approved For Release 2003/08/13 : CIA-RDP84B0089OR000400050014-6 16. March 1981 ME`NORA,NDUti1 FOR: Executive Officer, Office of 'Medical Services STATF RON: Chief, Career Training Staff/OTE SUBJECT: Psychological Testing and Assessments and the Career Training Program 1. One of the most valuable instruments in reviewing Career Training applicant files and in conducting applicant interviews are the results of the PATB I test. These results enable the Career Training Staff to gain insight into the over- all intellectual abilities and language aptitude of the applicant, and when compared with the academic transcript, pro- vide a good basis for judging how hard the applicant worked in. college and how effectively his intellectual abilities have been used. For example, an individual with high test results and a poor academic performance may not have. applied himself or her- self very well during college. On the other hand, an individual who tests in the mid range and makes Phi Beta Kappa is probably a person who works hard and is getting maximum mileage out of his or her abilities. Finally, if a person tests high and turns in an impressive academic performance, it is clear that we are dealing with an intellectually talented individual. 2. PATB II gathers personality data as well as testing the applicant on contemporary world affairs. Of less immediate use in the selection decision is the testing on computational skills and the ability to read graphs and charts. We place heavy weight, however, on the results of the language aptitude and the inter- national affairs test. The other personality data and vocational interests are more of concern to the Psychological Services Division as they. conduct the intensive assessments of our applicants. These assessments are vital to the decision to hire since they key on a number of characteristics and attributes which are difficult, if not impossible to discern solely in intensive interviews by CT Program and DDO Junior Officer Board Officers. In short, both the PATB I and II results and personality assess- ments by PSD are integral and essential in the selection process of Career Training applicants. V"n Approved For Release 2003/08/13 CIA-RDP84B0089OR000400050014-6 STAT

What do the nonreligious believe and how do these beliefs function in their lives? The belief replacement hypothesis (Farias, 2013) suggests that nonreligious beliefs may have salutary effects similar to religious beliefs. The current project explores the functionality of surrogate religious beliefs in nonreligious individuals. In study one we asked nonreligious individuals directly, "if you don't believe in God, then what do you believe in?" Through thematic coding, 5 domains of beliefs were identified. In present study (two), we tested how these beliefs may provide meaning in life and protective benefits against various stressors (e.g., death anxiety, general stress).

What do the nonreligious believe and how do these beliefs function in their lives? The belief replacement hypothesis (Farias, 2013) suggests that nonreligious beliefs may have salutary effects similar to religious beliefs. The current project explores the functionality of surrogate religious beliefs in nonreligious individuals. In study one we asked nonreligious individuals directly, "if you don't believe in God, then what do you believe in?" Through thematic coding, 5 domains of beliefs were identified. In present study (two), we tested how these beliefs may provide meaning in life and protective benefits against various stressors (e.g., death anxiety, general stress).

What do the nonreligious believe and how do these beliefs function in their lives? The belief replacement hypothesis (Farias, 2013) suggests that nonreligious beliefs may have salutary effects similar to religious beliefs. The current project explores the functionality of surrogate religious beliefs in nonreligious individuals. In study one we asked nonreligious individuals directly, "if you don't believe in God, then what do you believe in?" Through thematic coding, 5 domains of beliefs were identified. In present study (two), we tested how these beliefs may provide meaning in life and protective benefits against various stressors (e.g., death anxiety, general stress).

Thesis (Ph.D.)--University of Rochester, 1961

As spinoffs of the current revolution in the cognitive and neurosciences, clinical neuropsychologists in the 21st century will be employing biological tests of intelligence and cognition which record individual differences in brain functions at the neuromolecular, neurophysiologic, and neurochemical levels. Assessment of patients will focus more on better use of still intact functions, as well as rehabilitating or bypassing impaired functions, than emphasizing diagnosis, as is the focus today. Better developed successors to today's scales for assessing personal competency and adaptive behavior, as well as overall quality of life, also will be in wide use in clinical settings. With more normal individuals, use of new generations of paper and pencil inventories as well as biological measures for assessing differences in interests, attitudes, personality styles, and predispositions is predicted. Two figures and one table illustrate the discussion, and a 63-item list of references is included. (Author/SLD)

This study tested M. Deutsch's theory of cooperation and conflict resolution using an intervention project at an inner city alternative high school in New York City. The study was designed to test the theory by confirmatory structural modeling and by evaluating the intervention. The procedure involved a pre- and post-test procedure administered during the intervention at three high school campuses. The pre-post-matched data set amounted to 346 students, mostly Black and Hispanic American, from economically disadvantaged backgrounds. The study indicates that positive changes in interpersonal relations, induced by constructive conflict resolution, lead to higher academic achievement, and that this effect is mediated by increased internal locus of control. In general, the results from theory testing show that constructive conflict resolution, and possibly effective group working, have a positive impact on a student's interpersonal relations and consequently on that student's self-esteem, locus of control, mental and physical health, and academic achievement. Included are 19 figures; 25 tables; 4 appendixes containing summaries of 14 scales used, additional tables and figures, a description of the intervention plan, and computer programs used for the modeling; and a bibliography of 302 items. (JB)

This study tested M. Deutsch's theory of cooperation and conflict resolution using an intervention project at an inner city alternative high school in New York City. The study was designed to test the theory by confirmatory structural modeling and by evaluating the intervention. The procedure involved a pre- and post-test procedure administered during the intervention at three high school campuses. The pre-post-matched data set amounted to 346 students, mostly Black and Hispanic American, from economically disadvantaged backgrounds. The study indicates that positive changes in interpersonal relations, induced by constructive conflict resolution, lead to higher academic achievement, and that this effect is mediated by increased internal locus of control. In general, the results from theory testing show that constructive conflict resolution, and possibly effective group working, have a positive impact on a student's interpersonal relations and consequently on that student's self-esteem, locus of control, mental and physical health, and academic achievement. Included are 19 figures; 25 tables; 4 appendixes containing summaries of 14 scales used, additional tables and figures, a description of the intervention plan, and computer programs used for the modeling; and a bibliography of 302 items. (JB)

24 26

xii, 176 p. 25 cm

xii, 176 p. 25 cm

Psychology, neuroscience and other disciplines have attempted to understand the mechanisms of mindfulness, but a comprehensive mechanistic model is currently lacking. This study will be the first to apply a multi-level and interdisciplinary framework (INSPIRER) that integrates several purported mechanisms of mindfulness effectiveness and these mechanisms are thought to interact. The model will be tested by assessing the effects of stress on psychological and health functioning, on the brain and on the immune system of long-term mindfulness meditators as compared to non-meditators. The main study parameters will be group differences between meditators and non-meditators in: 1. Psychometric outcomes: emotion regulation, mental health, physical health and stress; 2. Neural outcomes: neural volume of a priori selected regions (hippocampus, amygdala and prefrontal cortex and neural connectivity of prefrontal cortex and amygdala) 3. Immune outcome: inflammation (plasma interleukin-6 from a finger prick). Additionally, the relationships between psychological, neural, and immune measures will be tested using structural equation modelling.

Includes bibliography

A cognitive-based contact tracing interview (self-led format) will be tested against a best-practice control contact tracing interview (self-led format) using a population that has tested positive for COVID-19.

A cognitive-based contact tracing interview (self-led format) will be tested against a best-practice control contact tracing interview (self-led format) using a population that has tested positive for COVID-19.

A cognitive-based contact tracing interview (self-led format) will be tested against a best-practice control contact tracing interview (self-led format) using a population that has tested positive for COVID-19.

A cognitive-based contact tracing interview (self-led format) will be tested against a best-practice control contact tracing interview (self-led format) using a population that has tested positive for COVID-19.

Extant work in the field of political behavior has found that both anger (e.g., Ryan 2012) and anxiety (e.g., Albertson and Gadarian 2015) can lead to engagement with political information. However, the theoretical frameworks from which this work emanates forward mutually exclusive views of what an emotion is, how the brain makes emotion, and which behaviors are tied to distinct emotions. Holding that past work linking emotions and engagement is real and meaningful, in this project I draw on psychological constructionism (e.g., Barrett 2017) to explain the apparent disconnect between work that links "anger" and "anxiety" with engagement. In particular, I argue following Barrett (2017) that emotions are social, rather than natural kinds. As such, the link between distinct emotions and political engagement is contextually variable and also varies as a function of emotion concept knowledge.

This study examined differences based on computer and paper modes of administration in psychological testing. The hypotheses tested were the expectations that scores on the computer Wonderlic Personnel Test (WPT) would be higher than the paper version and subjects would report higher levels on the computer Vocational Preference Inventory (VPI) scales. A counterbalance experimental design with two experimental groups was used. The subjects were volunteers from the Air Force Institute of Technology (AFIT) and Wright State University (WSU); 90 subjects completed the study. This included 75 students from AFIT and 15 from WSU; 69 subjects were male and 21 were female. Subjects were randomly assigned to two experimental groups. The administration mode of the tests was the independent variable for the study. It was concluded that there was no significant difference between the modes of administration for either the WPT or the VPI. There was a significant order effect with the WPT. Subjects scored significantly higher on the WPT retest. There were also significant differences in four VPI response variables between experimental groups. Subjects preferred the computer administration over the paper administration 54% to 17%. 50% reported the computer versions 'easier to complete', while 13% reported the paper versions 'easier to complete'.... Psychology, Psychological Testing, Computer, Computer Testing, Psychometrics, Human Factors.

An introductory textbook on psychological tests and measurements is presented in paper back booklet form. The style is informal and humorous, and the book is intended to appeal to the contemporary student. Ten chapters constitute the text: (1) On Measurement and Existence; (2) A Brief, Imprecise History of Psychological Testing; (3) The Creation of Differences; (4) Psychological Tests: A Definition; (5) Test Results and Numbers; (6) Descriptive Statistics; (7) Inference Samples, and the Normal Curve; (8) Validity; (9) Reliability; and (10) Constructing a Test. (KM)

An introductory textbook on psychological tests and measurements is presented in paper back booklet form. The style is informal and humorous, and the book is intended to appeal to the contemporary student. Ten chapters constitute the text: (1) On Measurement and Existence; (2) A Brief, Imprecise History of Psychological Testing; (3) The Creation of Differences; (4) Psychological Tests: A Definition; (5) Test Results and Numbers; (6) Descriptive Statistics; (7) Inference Samples, and the Normal Curve; (8) Validity; (9) Reliability; and (10) Constructing a Test. (KM)