Burlachuk dictionary. Book: L. F. Burlachuk, S. M. Morozov “Dictionary-reference book on psychological diagnostics. Approaches to understanding the norm in psychodiagnostics

About 200 terms and concepts are given, as well as the most common methods of psychodiagnostics, which are now widely used in professional selection and placement of personnel, to control the mental development of a person and optimize learning, predict social behavior, the study of personality for medical and expert purposes. Of particular relevance is the widespread introduction of psychodiagnostic methods in the field of education.
For psychologists, physicians, specialists in career selection and career guidance, teachers, all those interested in the study of individual psychological qualities of a person. Il. 59. Tab. 22. Bibliography: p. 187-192 (191 titles)

AUTOBIOGRAPHY PSYCHOLOGICAL.

a set of methods for obtaining data from a psychological history, information about the most important events, stages life path personality, attitude to the lived and features of anticipation.
The collection of psychological history data, including the most general information about the subject and the features of the formation of his personality, is an indispensable element of a psychodiagnostic examination. To receive such general information(gender, age, profession, social and marital status, education, promotion, health status, information about relatives, etc.) interviews, questionnaires, special techniques (for example, biographical questionnaires) are used.
Along with the listed funds, A. p. implies the receipt of an additional and broader art. h. the temporal perspective of the subjective description of life events, attitudes towards oneself and others, assessments of past and possible future events.
Autobiography is one of the earliest methods of personality research. Compilation of A. p. The subjects usually had the character of an oral or written narrative, reflecting the most important life events in the subject's view and combining with them descriptions of the mental state or the dynamics of the course of the disease (in the case of examining people suffering from certain diseases).

From the authors
List of accepted abbreviations and symbols
Annex I
Appendix II
Appendix III
Appendix IV
List of recommended literature
name index
Test Index

Free download e-book in a convenient format, watch and read:
Download the book Dictionary-reference book on psychological diagnostics, Burlachuk L.F., Morozov S.M., 1989 - fileskachat.com, fast and free download.

Fundamentals of general and age-related psychophysiology, Bardetskaya Ya.V., Kulakova T.N., Potylitsina V.Yu., 2018

The steady interest of psychologists in projective diagnostics has been preserved for more than half a century.

Various projective techniques are widely used in the practice of personality research in all areas of modern psychology. With their help, not only get any knowledge about the individual. Often they serve as a working tool for testing certain theoretical positions.

The place that projective methods occupy in modern psychodiagnostics is evidenced by international congresses regularly held for many years, special scientific institutes and societies created in many countries, published on different languages periodicals.

The study of personality in clinical psychology

Based on the Rorschach method.

The results of one of the first studies in our country devoted to the problem of studying personality by the projective Rorschach method are summarized.

Particular attention is paid to the critical analysis of foreign theories about projection and its mechanism, as well as to the theoretical justification of projective methods.

The monograph contains one of the most complete descriptions of the Rorschach method in Russian literature, issues related to the study of the validity and reliability of this method are considered.

Fundamentals of psychotherapy

This textbook for students of higher educational institutions who study in the specialties "Psychology" and "Social Pedagogy" was recognized as one of the best among those submitted to the competition organized by the International Renaissance Foundation as part of the "Transformation of Humanitarian Education in Ukraine" program.

Psychodiagnostics: a textbook for universities

The book details the history, subject and methods of this most important industry. psychological knowledge. The issues related to the mathematical and statistical justification for measuring individual differences and constructing psychological tests. A significant place is given to both theoretical and practical problems measurement (testing) of intelligence and personality traits.

The textbook is intended for students of higher educational institutions studying in the specialty "Psychology", graduate students, as well as specialists who solve diagnostic problems in their daily activities.

Psychology of life situations

AT study guide is given general characteristics life situations, reveals the main approaches to their analysis, as well as some common situations encountered on the life path of a person.

Behavior is considered as a result of personal-situational interaction. A classification of strategies of behavior in life situations is proposed.

Psychotherapy. Textbook for universities

The textbook is devoted to the analysis and modern interpretation of various areas of psychotherapy. The textbook is intended for students and graduate students studying in the specialty "psychology", is of interest to doctors and practicing psychotherapists.

GLOSSARY OF PSYCHOLOGICAL TERMS

ADAPTIVE TESTING- a kind of testing, in which the order of presentation of TASKS (or Difficulty of tasks) depends on the answers of the subject to the previous tasks. Currently, AT is implemented mainly in the form of various algorithms for COMPUTER TESTING.

ACCENTATION- a significant deviation of the CHARACTER feature of this individual from the average statistical NORM. As a rule, it is customary to distinguish between moderate and pathological, maladaptive degree of accentuation.

ANALYTICAL OBSERVATION- OBSERVATION, which is based on a certain system of signs, on the basis of fixing which the object of observation belongs to a certain CATEGORY.

QUESTIONNAIRE- a list of questions intended for a written survey. Unlike TEST QUESTIONNAIRES, the questionnaire, as a rule, does not involve scoring by KEYS and is more often used for sociological surveys of public opinion than for psychodiagnostics.

HARDWARE TECHNIQUES- TECHNIQUES, in which the subjects interact with a certain automaton (apparatus). At the same time, not so much the content of reactions is recorded (not the content of answers, as in the COMPUTER FORM OF TESTING), but the speed-strength parameters of behavior.

ARTIFACT- an artificial, false fact obtained as a result of incorrect application of the METHOD. A classic example of an artifact in psychodiagnostics is the "SOCIAL DESIRABILITY" artifact. Many artifacts are generated either by "INSTRUMENTAL ERROR" or by incorrect actions (ERRORS) of the DIAGNOSTIC.

JOB BANK- a wide range of TESTS from which a set is drawn test items presented to this particular subject.

BLANK (BOOKLET) TESTING- conducting a standardized TEST in the form of "paper technology" - using a test booklet with tasks and a form (response sheet), on which the subject fixes his answers to the tasks.

BIG FIVE(English Big Five) - five personal factors that in the last decades of the 20th century were most often identified as stable factors by independent researchers in different countries. Upon detection of B. p. different initial data were used: expert judgments about the proximity of various PERSONALITIES, the attribution of personality traits by naive observers to specific individuals using representative checklists, including hundreds of specially selected words, finally, answers to questions of personality QUESTIONNAIRES, including hundreds of items. Currently, there is no consensus on the priority of opening B.p. But there are serious reasons to believe that it belongs to R. Cattell, since the "secondary factors" identified by him back in the 50s, which combine the "sixteen personality factors" of the 16PF questionnaire into more capacious and generalized factors, have an undoubted similarity with B.p. . Names B.p. somewhat different for different authors. The most generally recognized option is considered to be proposed by L. Goldberg: 1) Extraversion, energy. 2) Consent, friendliness. 3) Consciousness, self-control. 4) Emotional stability, resilience. 5) Intellectual and cultural openness to new experience.

VALIDITY- validity of the METHOD; this is one of the main psychometric characteristics of the psychodiagnostic technique, indicating the degree of correspondence of the received information to the diagnosed MENTAL PROPERTIES. In a broad sense, validity includes information about behavior and mental phenomena that are causally dependent on the diagnosed property (see AREA OF VALIDITY). Similarly, we can talk about the VALIDITY of the TEST.

INCLUDED SURVEILLANCE- SUPERVISION, in which the observer is in a real business or informal relationship with the people he observes and evaluates.

AGE STANDARDS- a private version of PSYCHODIAGNOSTIC STANDARDS, collected for children of different ages.

STANDARDIZATION SAMPLE- a set of subjects, on which the DIAGNOSTIC STANDARDS are collected and the STANDARDIZATION OF THE DIAGNOSTIC SCALE is carried out.

GENERAL FACTOR "G"- a factor that contributes to the results of all intellectual subtests, that is, present in all particular and relatively general ABILITIES. According to various concepts, the "G" factor can be interpreted as the level of LEARNING, "MENTAL RATE", etc.

GRAPHIC PROJECTIVE TECHNIQUES- METHODS aimed at diagnosing the MENTAL PROPERTIES of individuals based on their drawings, created on the basis of images of memory and imagination.

GRAPHIC SCALING- the procedure of subjective evaluation ("SUBJECTIVE SCALING"), according to which the individual makes his judgments by making marks on a continuous graphical (vertical or horizontal) scale.

ENGINE TEST- METHODOLOGY for diagnosing the level of development of psychomotor coordination. The subject is required to perform various physical movements and manipulate objects.

DIAGNOSIS OF INTERPERSONAL RELATIONS- diagnostics aimed at identifying spontaneously developing informal relations in a group of people constantly communicating with each other (see also "SOCIOMETRY").

DIAGNOSTIC CATEGORY- this is a wide class of OBJECTS of diagnostics (in psychodiagnostics - a class of people), to whom a single DIAGNOSIS is issued - a diagnostic conclusion. In medicine, this is the conclusion about the presence of a certain disease. In psychodiagnostics, this is a conclusion about the level of mental development, personal maturity, psychological adaptation, etc.

DIAGNOSTIC STANDARDS- these are statistical or normatively set (as a rule, in quantitative form) boundaries between DIAGNOSTIC CATEGORIES, formulated as DIAGNOSTIC FEATURES or point-interval values on the SCALE of measured MENTAL PROPERTIES. In the case of TEST methods, we are talking about TEST NORMS. In everyday practice, one can often find a narrower understanding of the term DN - this is the range of values of observed or measured DIAGNOSTIC SIGNS inherent in the largest group of well socially and emotionally adapted (adapted), or "normal" people. In the latter case, the pronounced differences from the norm acquire a not always justified negative evaluative meaning, as if all of them testify to the mental "abnormality" (or "abnormality") of a person. It is more correct in the general case to describe the deviation from the typical diagnostic category ("norm").

DIAGNOSTIC SIGNS- these are certain externally expressed signs of the diagnostic object, which turn out to be informative for attributing the examined object to a certain DIAGNOSTIC CATEGORY.

DIAGNOSTIC FACTORS- these are not directly observable, deep generalized signs, according to which DIAGNOSTIC CATEGORIES differ from each other.

DIAGNOSTIC EXAMINATION- a specific program of actions with a specific object, aimed at registering or evaluating DIAGNOSTIC SIGNS and making a DIAGNOSIS for this object. "Survey" should be distinguished from "research": the latter is aimed at obtaining generalized knowledge (testing theoretical hypotheses), while the survey is aimed at obtaining specific knowledge about a particular object.

DIAGNOSTOGRAM- a scheme of correspondence between DIAGNOSTIC FACTORS and DIAGNOSTIC CATEGORIES, including in some cases a reference to methodological methods for obtaining information about factors, and in the most formalized cases, a detailed diagnostic search algorithm combined with a DECISION-MAKING model about methods of psychological and non-psychological (for example, administrative or pedagogical) intervention. In one of the simplest cases, the function of a diagnosticogram is performed in psychology by a PSYCHODIAGNOSTIC PROFILE.

DISCRIMINATIVENESS- differentiating, distinguishing ability of the TEST as a whole or a separate TEST TASK, indicating their ability to separate individual subjects according to the level of performance. If all subjects give the same answer to a test task, this means that this task does not have discrimination. The discriminativeness of a task is usually defined as the difference between the relative number of subjects who completed the task from the high and low productive group. (Let us clarify that for PERSONALITY TESTS, a "highly productive" or simply "high" group is a group of subjects adjacent to the high pole of the factor being measured; they are often also called "extreme" or "contrasting" groups). If a highly productive group is determined by an external CRITERIA (success, labor productivity, etc.), then the discriminativeness coincides with the external VALIDITY of the item. A certain functional synonym for discrimination is INFORMATION.

DISTRACTOR is a false, distracting alternative among the list of possible answers to a TEST question.

DIFFERENTIAL PSYCHOLOGY- the branch of psychology that studies individual psychological differences, differences between groups of people, as well as the causes and consequences of these differences. The main method of D.P. became TESTS for determining mental differences, as well as QUESTIONNAIRES and PROJECTIVE METHODS related to PERSONALITY DIAGNOSIS. Based on the results of various methods, by applying the FACTOR ANALYSIS procedure, FACTORS are identified that describe the properties of intelligence and personality, in which people differ from each other. On this basis, quantitative variations in the studied psychological properties of individual individuals are already determined. An important place is also given to the identification of CORRELATIONS between psychological, physiological and biochemical properties. Facts and conclusions of D.P. are important for solving a number of practical problems: the selection and training of personnel, the diagnosis and prognosis of individual MENTAL PROPERTIES (for example, propensities or ABILITIES) of an individual, etc.

RELIABILITY OF THE TEST- PSYCHOMETRIC PROPERTIES of the test, providing protection of its results from conscious falsifications (lie, insincerity of the subject) or unintentional MOTIVATIONAL DISTORTIONS.

RELIABILITY OF THE TEST also expresses the measure of its resistance to falsification. Reliability is measured by comparing the results of the normal instruction and the falsification instruction, or by calculating the CORRELATIONS between the responses to a given item and the test subjects' scores on a special LIE SCALE.

ZONE OF PROXIMAL DEVELOPMENT- a special range of difficulty of tasks that the child cannot cope with at the moment, but can cope in the presence of an adult - with certain tips and help. The ZBR concept was proposed by L.S. Vygotsky. ZPD cannot be measured using traditional intelligence tests. For an approximate definition of the ZPD, the methods of the TEACHING EXPERIMENT are currently used.

GAME TEST PROGRAMS- computer programs designed to measure certain MENTAL PROPERTIES, knowledge or SKILLS, in which the game principle of interaction between the subject and the computer is implemented.

INCREMENTAL VALIDITY- this is a psychometric characteristic of the test, consisting in a relative increase in the accuracy of referring the subject to a certain CATEGORY over the possible accuracy of the assignment, which was already available before the test.

INSTRUMENTAL ERROR- diagnostic error, leading to a decrease in the VALIDITY of diagnostic information due to the special interaction of the measurement tool (diagnostic METHOD) with the object of measurement (subject). Sources of AI - misunderstanding of the instructions, special MOTIVATIONAL DISTORTIONS, previous experience in performing this or a similar technique, etc. AI can only be reduced by parallel application of various methodological techniques in order to independently verify the correctness of the results obtained.

INTEGRAL EXPERT RATING- a generalized assessment of an individual, built by summing up the assessments received from several independent experts on the basis of several criteria that, in the general case, have different significance (weight) in the total assessment.

INTERVIEW- a method of obtaining information from a person during a live dialogue (face-to-face conversation), according to which a specially trained performer (interviewer) asks questions guided by a specific goal and a specific communicative tactics (sequence, form of asking questions, etc.).

INFORMATION- variety of answers of subjects to this TEST: if almost all subjects give the same answer, the item is considered to be of little information, that is, non-diagnostic, not distinguishing the subjects from each other.

IPSATIVE REGULATIONS- such a choice of a comparison base for assessing individual scores, in which individual scores are compared with the indicators of the same individual on other SCALEs or on the same scales in previous testing sessions.

QUALITATIVE ANALYSIS- a non-formalized and non-standardized method of analysis, during which the performer each time develops a specific logic for comparing various diagnostic data (SIGNS, symptoms) and does not limit himself to a given set of DIAGNOSTIC CATEGORIES. The use of qualitative analysis is inevitable in those cases when the composition of features essential for diagnostic inference changes unpredictably from case to case (from object to object). CA approaches the method of constructing the so-called "one case theories" (eng. "case study"). KA requires the highest qualifications from the performer, in particular, the ability to substantiate and document their techniques and conclusions. Without this, the spacecraft loses the signs of being scientific. Sometimes CA is mistakenly understood as the use of a fixed set of binary diagnostic factors-categories (having only two logical gradations of severity - "yes/no") and their logical combinations.

QUARTILE- the border on the SCALE of the measured (tested) property, separating 25% of the subjects from the STANDARDIZATION SAMPLE. There are three quartiles: Q1 - the first 25%, Q2 - 50% (median), Q3 - 75%.

CLINICAL METHODS- non-standardized methods of psychodiagnostics, requiring the use of expert experience and intuition. Related terms - EXPERT METHODS, dialogue methods.

KEY TO THE TEST- this is a tool for calculating TEST SCORE, based on a formalized interpretation (categorization) of the answers of the examinees to individual TESTS and a quantitative procedure for calculating the frequency of occurrence of answers of a certain category in the primary individual protocol. Usually the key is a set of weight coefficients for various answers to a test task, which allows to calculate (by weighted summation) the so-called "raw" TEST SCORE of the subject on the SCALE of the measured MENTAL PROPERTIES, which, in order to obtain certain diagnostic conclusions, still needs to be compared with certain TEST NORMS. The simplest example: in MULTIPLE CHOICE TESTS to test knowledge, the use of T.K. is reduced to summing up the number of correct answers; in QUESTIONNAIRE TESTS T.K. - these are the answers of some "ideal" subject, receiving the maximum score on the diagnostic scale.

COGNITIVE STYLE is an individual style of human cognitive activity. Most often in differential psychology one can meet such parameters of the CS: "analyticity - synthetic", "flexibility - rigidity", "reflexivity - impulsiveness", "emotionality - rationality", etc. Many parameters of the CS depend on the ratio of two mental subsystems in the mental activity and regulation of human behavior: the sphere of cognitive processes proper (intelligence) and the sphere of emotional processes and states (affect). With the dominance of affect over intellect, as a rule, synthetic, rigid, impulsive and emotional CS is observed. With the dominance of intellect over affect, the CS usually acquires opposite properties: analyticity, flexibility, reflexivity, rationality. It is believed that the CS is associated with the psychophysiological constitution (see PROPERTIES OF THE NERVOUS SYSTEM), but is not predetermined by it. With age and with an increase in the educational level and professional experience, the CS of the same person changes. As a rule, in the area where a person is more competent (in the field of his professional activity) rational CS manifests itself to a greater extent.

CODIFICATION OF SIGNS- one of the stages in the organization of the STANDARDIZED OBSERVATION procedure, which consists in assigning to the observed features certain standardized designations (codes, numbers), with the help of which these features are recorded in the OBSERVATION PROTOCOL.

COMPUTER DATA SCAN- automatic reading of information from forms into computer memory using a special optical input device - a scanner.

COMPUTER TESTS- TESTS, which involve the collection of test information in the mode of dialogue between the subject and the computer. Tests that involve computer processing of information collected on forms are not computer-based.

CONVERSION TABLE is a table for converting raw points to STANDARD POINTS. It provides a complete listing of the correspondences between the crude scale intervals and the STANDARD SCALE intervals.

COMPETITIVE VALIDITY- the ability of a shorter and cheaper TEST to provide diagnostic information no less RELIABLE and VALID than another known but longer test.

CONTENT ANALYSIS- analysis of the content of a text document or a set of documents (in particular, protocols of projective methods) by counting the frequency of occurrence of certain elements or CODIFIED FEATURES. The principles of KA can be extended to the analysis of OBSERVATION MATERIALS and materials of graphic PROJECTIVE METHODS.

ADJECTIVE CHECKLIST- a list of hypothetical characteristics of the object of assessment, expressed in the form of adjectives, in particular, adjectives denoting the personal qualities of a person. The respondent notes among the adjectives those that relate to the object of assessment. A variant of the method, close to the CSP, is the SCALING method using the so-called "unipolar scales", in which, in contrast to the SEMANTIC DIFFERENTIAL, only one of the two poles is indicated.

CONFIDENTIALITY- the obligation of non-disclosure of information received from the subject (in the general case, from a business partner, from a negotiator, interlocutor), or in the general case, limiting its distribution to a circle of a person about whom the subject was notified in advance.

CORRELATION EXPERIMENT- statistical scientific research, during which relationships (statistical CORRELATIONS) are established between parameters that the experimenter can only register (measure), but cannot control.

CORRELATION COEFFICIENT- a statistical indicator of the degree and direction of the relationship between two random variables. In a particular case, this may be a relationship between the results of the first and repeated testing (see RETEST RELIABILITY), between the test and CRITERIAL INDICATOR (see VALIDITY), etc. A negative correlation indicates an inverse relationship - an increase in the value of one indicator is accompanied by a decrease in the value of another.

IQ- a quantitative indicator indicating general level development of the intellect of the individual compared with the sample on which the standardization of the intellectual test took place. The Latin designation is IQ (Intelligence Quotient). The average IQ value is usually taken as 100 points, the standard deviation (SIGMA) on the IQ scale is 16 (in some tests - 15).

CREATIVITY- ingenuity of thinking ("creativity").

CRITERIA BEHAVIOR- such a real social (industrial, educational, etc.) behavior that gives a binary criterion indicator for checking the VALIDITY of the test. Examples of criteria behavior are an offense, going to a doctor, making a scientific discovery or invention, etc. Synonym - criterion event. When checking the validity between the test score and the fact of the criterion behavior, a dot-biserial or four-cell CORRELATION COEFFICIENT is calculated.

CRITERIA REGULATIONS- DIAGNOSTIC STANDARDS, which set the correspondence between TEST SCORE on the scale of the measured property and the level of the CRITERIAL INDICATOR. In the case of CRITERIAL BEHAVIOR, criterion norms indicate the probability of occurrence of criterion behavior for a given value of the test score.

CRITERIAL INDICATOR- a quantitative (or gradual) indicator of the activity for the forecast of which the TEST is created. These are, for example, labor productivity, academic performance, level of physical health, etc. Such an indicator is singled out when organizing a study to verify the socio-pragmatic VALIDITY of the test. A statistical CORRELATION is calculated between it and the score on the test.

CRITERION OF VALIDITY- source of information about the measured MENTAL PROPERTIES. In a particular case, this is a "CRITERIAL INDICATOR", and in a more general case - a score on another test (with scientific validation of the test) or EXPERT SCORE, as well as other sources of information for checking VALIDITY.

LINEAR STANDARDIZATION- conversion of the original ("raw") test scores to the STANDARD SCALE by applying the formula linear transformation- by subtracting the sample mean and dividing by the standard deviation (SIGMA).

LICENSE- authorization for a certain activity, which is issued by an organization that has the competence to assess the conformity of this activity with certain professional standards (see "PROFESSIONAL STANDARDS").

PERSONAL PSYCHODIAGNOSIS- diagnostics aimed at obtaining information about TEMPERAMENT, CHARACTER, motives, interests, COGNITIVE STYLE and other MENTAL PROPERTIES that determine the general direction and style of human activity. Diagnostics of knowledge, ABILITIES and ACHIEVEMENTS traditionally does not belong to the field of LD. Traditional means of personal psychodiagnostics are PROJECTIVE METHODS and QUESTIONNAIRES, which, unlike OBJECTIVE TESTS, do not have correct answers determined in accordance with SOCIO-CULTURAL STANDARDS.

PERSONAL CONSTRUCTION- an individual generalized distinguishing feature that an individual actively uses to distinguish some objects and indicate the internal justification of his way of interacting with these objects. Verbal LC form a system of WORDS-REPRESENTATIONS. Identification of LC is carried out using the appropriate TEST.

LONGITUDINAL STUDY- a study involving sequential multiple registration (testing) of certain indicators at certain intervals in order to determine the dynamics of change and the mutual influence of these indicators. MAGICAL DIAGNOSIS - an anti-scientific system of diagnostics postulating the fundamental unknowability and inexplicability (irrationality) of the connection between diagnostic features and diagnostic categories and the possibility of deriving diagnostic conclusions only by "initiated" persons who have gained access to irrational knowledge.

OBSERVATION MATERIAL- fixed in the form of photographs, sound and film recordings, certain facts (actions, events) in the behavior of the observed object.

METHOD- a wide class of METHODS that have a relationship of the main technological method or a relationship of the theoretical system of representations on which the VALIDITY of this class of techniques is based. The class of techniques united by the affinity of a technological method is also called "TECHNIQUE".

METHODOLOGY- a specific, private procedure, or a system of actions designed to obtain information about a specific MENTAL PROPERTIES (SUBJECT of the survey) from a specific contingent of subjects (OBJECT of the survey) in a certain class of SITUATIONS (survey conditions) to solve certain problems (the purpose of the survey).

INDEPENDENT JUDGES METHOD- EXPERT EVALUATION method, which involves making judgments (estimates) by several EXPERTS, each of which has neither knowledge about the assessments of other experts, nor the ability to influence their assessments.

MOTIVATIONAL DISTORTIONS- distortion of test results as a result of a special motivation that arises in the subject under the influence of the testing SITUATION itself.

MOTIVATIONAL TRAITS- MENTAL PROPERTIES of the individual, which determine the choice of the direction of activity rather than the choice of the mode of activity, as STYLE FEATURES. When macroanalyzing activity (in a broad time perspective, as, for example, when designing a career), some narrower, local motivational features can be perceived by the observer as stylistic. So the difference between motivational and stylistic traits should be considered relative. Sometimes, due to the presence of circular causality in the relationship of mental phenomena and properties, motivational traits are associated with ABILITIES into a single complex. This is what happens, for example, in the development of INTENTIONS.

OBSERVATION- this is one of the main METHODS of collecting empirical information, which is of general scientific importance and is actively used, in particular, in psychodiagnostics. In the course of observation, the "device" that registers psychodiagnostic facts (SIGNS, symptoms) is a living person - the observer. In this case, the apparatus of its perception (vision, hearing, etc.) and mental analysis (categorization) are used. In PSYCHODIAGNOSTICS, it is advisable to distinguish at least two types of observation: a) SEARCH - is aimed at the primary analysis (selection) of signs and elements of observation, the construction of a categorical scheme for subsequent standardized observation. b) STANDARDIZED - is based on the use of an already developed observation scheme, within which it is known which sign (observation element) belongs to a certain DIAGNOSTIC CATEGORY. Observation, especially non-standardized (exploratory) observation, requires a higher qualification from the psychologist than the use of all standardized methods. If the observer does not have experience and qualifications at the EXPERT level, then the results of observation often turn out to be distorted as a result of an incorrect (often unintentional) categorical assessment by the observer of certain features. A particularly difficult type of observation is INCLUDED OBSERVATION, when the observer must simultaneously actively interact with the object of observation (client, patient), establishing contact with him, maintaining a conversation.

DICTIONARY-HANDBOOK ON PSYCHODIAGNOSTICS
St. Petersburg
Moscow Kharkov Minsk 1999
L. F. Burlachuk, S. M. Morozov Dictionary-reference book on psychodiagnostics
2nd edition, revised, enlarged Series
Editor-in-Chief Editor-in-Chief Editor
Art editor Proofreaders
The original layout was prepared
S. Usmanov M. Churakov N. Migalovskaya V. Koroleva L. Komarova, N. Solntseva, N.
Viktorova N. Migalovskaya, M. Lebedeva
Dictionary-reference book on psychodiagnostics - St. Petersburg: Peter Kom, 1999. - 528 p.: (Series
This book contains the most comprehensive overview of all psychodiagnostic techniques,
existing in the world and used professional psychologists. Here you
find information about the developers of this or that test, the time of its creation,
structure, characteristics and application information. You will get an idea of
variety of stimulus material (samples of which are given in the book), about
mathematical apparatus used in psychodiagnostics. First edition
was published in 1989 and became a reference book for all psychologists,
who managed to get it. Readers are invited to the revised and
a substantially enlarged edition of this work.
c L. F. Burlachuk, S. M. Morozov, 1998 c Series, design. publishing house,
1999
All rights reserved. No part of this book may be reproduced in any
in any form or by any means without written permission
copyright owners.
ISBN 5-88782-336-4
Ill. pely.-TBO . 196105, S.-] lerepfiypi, st. Blagodatnaya, 67. License -IP Ns
065361) dated 20.08.97. Signed in in.-4.ni> 01/28/99. Form.p 70X11)0, "Convention. p. l. 42.9.
]1ech;p offset. Don. circulation of 10,000 copies. Order No. 388. O; printed with foyufprm and GSH!
Chkalovsky pr. 15.
Foreword
Ten years have passed since the appearance of chological diagnostics on the book market>. Today, from the heights of past years, one can with satisfaction
to say that the book found its reader, did not go unnoticed in the psychological
science. Moreover, despite the inexorable time, still
lies on the desktops of practicing psychologists, professors often look into it and
students. The authors are well aware that the success of the book they have written is partly due to
popularity of reference literature, especially in the field of psychology, which is still
still does not have such dictionaries and encyclopedias that our colleagues have for
abroad. Being aware of the place reference literature occupies in our
psychological science, we nevertheless tend to
considered as a consequence of the efforts that we have made in working on
her.
The second edition is now being submitted to the reader's judgment. Need-
The strength of this publication is primarily due to the fact that in psychodiagnostics, as in any
other science, in addition to the truths and for the time being unshakable provisions,
new ideas appear and develop, the arsenal of methods of cognition is replenished
human individuality. It must also be admitted that the first edition did not contain
reflected (or reflected incompletely) some of the already included by that time in the world
psychodiagnostics of methods and concepts. Despite the wishes of the authors, it is possible
to present to the Reader everything that makes up modern psychodiagnostics, this
remains our most important task, and therefore, having completed work on the second edition, we
thinking of a third.
The new edition has noticeably more space than the previous one.
conducted by psychodiagnostic methods developed by psychologists of the CIS. Expanded co-
having become foreign tests, new articles have been introduced that allow you to more fully present
categorical-conceptual apparatus of psychological diagnostics. Clarifications have been made and
additions to what was previously published. Going towards the wishes of the Readers, the appendix
The entry to the reference dictionary is supplemented with information on qualification requirements,
presented to specialists in psychodiagnostics abroad.
The authors consider it their pleasant duty to express their sincere gratitude to those
organizations and organizations whose participation made it possible to carry out work on the new edition
reference dictionary. First of all, this applies to highly respected colleagues,
professors Paulette Van Oost, Ina Van Bercke-laer-Onnes and William Yule, who provide
they had the opportunity to work in their scientific departments and laboratories, as well as the librarians
techs of Ghent (Belgium), Leiden (Holland) and London Universities,
Give all help and support. Longstanding and fruitful contacts with the Institute
psychology at the University of Munich, primarily through its academic director
Werner Shuboe, provided scientific space and physical time to a large extent,
necessary for working on a reference dictionary. We are also sincerely grateful for
assistance to Professor Jerry Gamache (San Augustine, USA) and Elena Korzhova (Russia,
Petersburg), who contributed to the content of this book. special
we want to express our gratitude to the staff of the Publishing House, to all those who
thanks to whose benevolent attention this book was published.
L. Burlachuk, S. Morozov. Kyiv, March 1998
The authors will be grateful for all comments and suggestions from readers. Our website:
http:/ /www. ln.com.ua/-psydiag
List of accepted abbreviations and symbols
- for example
- employees
- point of view
- so-called
- one thousand
- coefficient of asymmetry
- sum of squared deviations from the arithmetic mean (deviat), index
discrimination
- average absolute (linear) deviation
- confidence interval of the reliability coefficient
- kurtosis indicator
- Fisher's criterion
- the serial number of the variable, the value of the class interval
- number of degrees of freedom
- median
- fashion
- the volume of the general population
- the volume of the sample, the width of the interval of grouping features
- probability of events, confidence level
- percentile
- absolute or relative frequency of individual variables in the population
- theoretically expected frequencies
- frequency option in the correlation table
- coefficient of four-cell association (according to Yule)
- proportion of 1 - p variables in the sample
- coefficient of reliability of the test part
- test reliability coefficient
ry - correlation coefficient between
signs
r, - point biserial correlation coefficient r, - rank coefficient
correlations (according to Spearman) phi V - four-field coefficient
correlations
r - biserial correlation coefficient
S - standard deviation (for sample) S - mean square
deviations, sample variance (- Student's test U - ordinate of the normal
curve U t - index of difficulty of test tasks
V - coefficient of variation w - number of answers to the test task
X, Y, Z - variables, signs x, y, z - numerical values of varying
features ~ x - arithmetic mean sum
sample variables z - normalized deviation a - significance level D -
level of measurement accuracy in fractions of x sample d) - correlation ratio Q -
mean cubic Z - summation sign st - standard deviation st", m -
standard measurement error t - rank correlation coefficient (according to Kendall) X2
- Pearson's goodness-of-fit test
BUT
AUTOBIOGRAPHY PSYCHOLOGICAL - a set of methods for obtaining data
psychological history - information about the most important events, stages of life
individual, attitude to the lived and features of anticipation. Data collection
psychological history, including the most general information about the subject and
features of the formation of his personality, is an indispensable element
psychodiagnostic examination. For such general information (sex, age,
profession, social and family status, education, promotion,
state of health, close relatives, etc.) conversation, questionnaire,
special techniques (eg biographical questionnaires). Along with the above
means, A. p. implies obtaining an additional and wider s.
temporal perspective of the subjective description of life events, attitudes towards oneself and
surroundings, assessments of past years and possible future events.
Autobiography is one of the earliest methods of personality research.
The compilation of A. p. The subjects usually had the character of oral or written
narration reflecting the most important in the representation of the subject of life
events and combining with them descriptions of the mental state or dynamics of the course
diseases (in the case of examination of persons suffering from certain diseases).
Obtaining information about the life of the subject, the features of self-assessment of life
retrospectives can be greatly facilitated by special techniques. One of them -
technique described by P. Rzhichan (1983). The subject is offered
draw a horizontal line segment extreme points represent birth and
end of life. After that, the subject chooses an intermediate point, denoted by
present moment of time, so that the ratio of the obtained segments
corresponded to the expected ratio between the duration of the previous
the time of examination and subsequent life. On segments representing lived and
the rest of your life, can be marked by the most important events completed or
expected with hope or fear. The subject can also outline conditional
ADA-------------------
life> (Fig. 1). This combination of a schematic autobiography with the so-called.
gives a picture of the life path and anticipation, which can be
used as a starting point for further conversation with the subject.
100%
\

3
BUT
t?.
5
b
S

-
I
7
V,

St. Petersburg
Moscow Kharkov Minsk 1999
L. F. Burlachuk, S. M. Morozov Dictionary-reference book on psychodiagnostics
2nd edition, revised, enlarged Series
Editor-in-Chief Editor-in-Chief Editor
Art editor Proofreaders
The original layout was prepared
S. Usmanov M. Churakov N. Migalovskaya V. Koroleva L. Komarova, N. Solntseva, N.
Viktorova N. Migalovskaya, M. Lebedeva
Dictionary-reference book on psychodiagnostics - St. Petersburg: Peter Kom, 1999. - 528 p.: (Series
This book contains the most comprehensive overview of all psychodiagnostic techniques,
existing in the world and used by professional psychologists. Here you
find information about the developers of this or that test, the time of its creation,
structure, characteristics and application information. You will get an idea of
variety of stimulus material (samples of which are given in the book), about
mathematical apparatus used in psychodiagnostics. First edition
was published in 1989 and became a reference book for all psychologists,
who managed to get it. Readers are invited to the revised and
a substantially enlarged edition of this work.
c L. F. Burlachuk, S. M. Morozov, 1998 c Series, design. publishing house,
1999
All rights reserved. No part of this book may be reproduced in any
in any form or by any means without written permission
copyright owners.
ISBN 5-88782-336-4
Ill. pely.-TBO . 196105, S.-] lerepfiypi, st. Blagodatnaya, 67. License -IP Ns
065361) dated 20.08.97. Signed in in.-4.ni> 01/28/99. Form.p 70X11)0, "Convention. p. l. 42.9.
]1ech;p offset. Don. circulation of 10,000 copies. Order No. 388. O; printed with foyufprm and GSH!
Chkalovsky pr. 15.
Foreword
Ten years have passed since the appearance of chological diagnostics on the book market>. Today, from the heights of past years, one can with satisfaction
to say that the book found its reader, did not go unnoticed in the psychological
science. Moreover, despite the inexorable time, still
lies on the desktops of practicing psychologists, professors often look into it and
students. The authors are well aware that the success of the book they have written is partly due to
popularity of reference literature, especially in the field of psychology, which is still
still does not have such dictionaries and encyclopedias that our colleagues have for
abroad. Being aware of the place reference literature occupies in our
psychological science, we nevertheless tend to
considered as a consequence of the efforts that we have made in working on
her.
The second edition is now being submitted to the reader's judgment. Need-
The strength of this publication is primarily due to the fact that in psychodiagnostics, as in any
other science, in addition to the truths and for the time being unshakable provisions,
new ideas appear and develop, the arsenal of methods of cognition is replenished
human individuality. It must also be admitted that the first edition did not contain
reflected (or reflected incompletely) some of the already included by that time in the world
psychodiagnostics of methods and concepts. Despite the wishes of the authors, it is possible
to present to the Reader everything that makes up modern psychodiagnostics, this
remains our most important task, and therefore, having completed work on the second edition, we
thinking of a third.
The new edition has noticeably more space than the previous one.
conducted by psychodiagnostic methods developed by psychologists of the CIS. Expanded co-
having become foreign tests, new articles have been introduced that allow you to more fully present
categorical-conceptual apparatus of psychological diagnostics. Clarifications have been made and
additions to what was previously published. Going towards the wishes of the Readers, the appendix
The entry to the reference dictionary is supplemented with information on qualification requirements,
presented to specialists in psychodiagnostics abroad.
The authors consider it their pleasant duty to express their sincere gratitude to those
organizations and organizations whose participation made it possible to carry out work on the new edition
reference dictionary. First of all, this applies to highly respected colleagues,
professors Paulette Van Oost, Ina Van Bercke-laer-Onnes and William Yule, who provide
they had the opportunity to work in their scientific departments and laboratories, as well as the librarians
techs of Ghent (Belgium), Leiden (Holland) and London Universities,
Give all help and support. Longstanding and fruitful contacts with the Institute
psychology at the University of Munich, primarily through its academic director
Werner Shuboe, provided scientific space and physical time to a large extent,
necessary for working on a reference dictionary. We are also sincerely grateful for
assistance to Professor Jerry Gamache (San Augustine, USA) and Elena Korzhova (Russia,
Petersburg), who contributed to the content of this book. special
we want to express our gratitude to the staff of the Publishing House, to all those who
thanks to whose benevolent attention this book was published.
L. Burlachuk, S. Morozov. Kyiv, March 1998
The authors will be grateful for all comments and suggestions from readers. Our website:
http:/ /www. ln.com.ua/-psydiag
List of accepted abbreviations and symbols
- for example
- employees
- point of view
- so-called
- one thousand
- coefficient of asymmetry
- sum of squared deviations from the arithmetic mean (deviat), index
discrimination
- average absolute (linear) deviation
- confidence interval of the reliability coefficient
- kurtosis indicator
- Fisher's criterion
- the serial number of the variable, the value of the class interval
- number of degrees of freedom
- median
- fashion
- the volume of the general population
- the volume of the sample, the width of the interval of grouping features
- probability of events, confidence level
- percentile
- absolute or relative frequency of individual variables in the population
- theoretically expected frequencies
- frequency option in the correlation table
- coefficient of four-cell association (according to Yule)
- proportion of 1 - p variables in the sample
- coefficient of reliability of the test part
- test reliability coefficient
ry - correlation coefficient between
signs
r, - point biserial correlation coefficient r, - rank coefficient
correlations (according to Spearman) phi V - four-field coefficient
correlations
r - biserial correlation coefficient
S - standard deviation (for sample) S - mean square
deviations, sample variance (- Student's test U - ordinate of the normal
curve U t - index of difficulty of test tasks
V - coefficient of variation w - number of answers to the test task
X, Y, Z - variables, signs x, y, z - numerical values of varying
features ~ x - arithmetic mean sum
sample variables z - normalized deviation a - significance level D -
level of measurement accuracy in fractions of x sample d) - correlation ratio Q -
mean cubic Z - summation sign st - standard deviation st", m -
standard measurement error t - rank correlation coefficient (according to Kendall) X2
- Pearson's goodness-of-fit test
BUT
AUTOBIOGRAPHY PSYCHOLOGICAL - a set of methods for obtaining data
psychological history - information about the most important events, stages of life
individual, attitude to the lived and features of anticipation. Data collection
psychological history, including the most general information about the subject and
features of the formation of his personality, is an indispensable element
psychodiagnostic examination. For such general information (sex, age,
profession, social and family status, education, promotion,
state of health, close relatives, etc.) conversation, questionnaire,
special techniques (eg biographical questionnaires). Along with the above
means, A. p. implies obtaining an additional and wider s.
temporal perspective of the subjective description of life events, attitudes towards oneself and
surroundings, assessments of past years and possible future events.
Autobiography is one of the earliest methods of personality research.
The compilation of A. p. The subjects usually had the character of oral or written
narration reflecting the most important in the representation of the subject of life
events and combining with them descriptions of the mental state or dynamics of the course
diseases (in the case of examination of persons suffering from certain diseases).
Obtaining information about the life of the subject, the features of self-assessment of life
retrospectives can be greatly facilitated by special techniques. One of them -
technique described by P. Rzhichan (1983). The subject is offered
draw a horizontal line segment, where the extreme points indicate birth and
end of life. After that, the subject chooses an intermediate point, denoted by
present moment of time, so that the ratio of the obtained segments
corresponded to the expected ratio between the duration of the previous
the time of examination and subsequent life. On segments representing lived and
the rest of his life, the most important events that happened or
expected with hope or fear. The subject can also outline conditional
ADA-------------------
life> (Fig. 1). This combination of a schematic autobiography with the so-called.
gives a picture of the life path and anticipation, which can be
used as a starting point for further conversation with the subject.
100%
\

3
BUT
t?.
5
b
S

-
I
7
V,

O 5 10 15 20 25 303540455060 7075
Rice. 1. Schematic autobiography
/ - birth; 2 - moving to the city where he lives to this day; 3 - divorce of parents; four
- acquaintance with the future husband; 5 - death of the father; b - death of the mother;
7 - husband's illness; - adoption of a child; 9 - the birth of a grandson; 10 - estimated
time of death
The task of retrospective evaluation of the life course can be subjectively facilitated with
using the technique (K. Leiner, 1970; P. Rzhi-chan, 1983). Reception
may consist, for example, in its imaginary image in old age with
summarizing. Another possible option is time> (the subject imagines that he is 5 years older, then 10 years older, etc.)
The experimenter registers his ideas and stimulates the process of fantasizing
questions: children visiting you?>, etc.
ADAPTATION OF THE TEST (lat. adaptatio -
adaptation) - a set of measures that ensure the adequacy of the test in new
conditions for its use.
In domestic psychodiagnostics, adaptation is of particular relevance.
foreign tests.
The following main stages of A. t. can be distinguished:
- analysis of the initial theoretical provisions of the author of the test;
- translation of the test and instructions to it into the user's language, completed by an expert
assessment of conformity to the original;
- verification of the validity and reliability of the test, carried out in accordance with
psychometric requirements;
- standardization of the test on the appropriate samples.
Special problems arise in connection with the adaptation of different types of questionnaires, as well as
verbal subtests that are part of intelligence tests. Main obstacles for
researchers are associated with linguistic and sociocultural differences between peoples
different countries.
The linguistic aspect of A. t. means the adaptation of its vocabulary and grammar to
age and educational structure of the contingents of the population planned for
surveys, taking into account the connotative meaning of language units and categories. No less
difficulties associated with sociocultural differences. Reflected in language
characteristics of the culture of the society in which the test was created, it is difficult, and sometimes even
it is impossible to find equivalents in another culture. Full empirical A. t. in many
cases is not inferior in complexity to the development of the original technique.
In the 60-70s. A. t. in our country was understood in a simplified way, it was often reduced to a translation
one or another foreign technique, at best limited to the construction
normative distribution of test indicators. Theoretical
AYZ
the concepts of the authors of the tests were not analyzed, data on their reliability and validity
accepted as true. Then, in the 80s, the issues of adaptation of various foreign
tests are increasingly becoming the subject of discussion by Soviet psychologists, and later -
psychologists of the CIS. Appropriate recommendations are being developed (Yu. L. Khanin, 1985; A.
G. Shmelev and V. I. Pokhilko, 1985; Yu. M. Zabrodin et al., 1987, L. F. Burlachuk, 1993 and
etc.). Requirements for A. t., suggest a high professional
culture of the psychologist, the widespread use of special techniques, including
number based on modern computer technology.
EISENCK PERSONALITY QUESTIONNAIRES - a series of personality questionnaires. Intended
for the diagnosis of neuroticism, extraversion-introversion and psychotism. Developed by G.
Eisenck et al. A. l. about. are the implementation of a typological approach to the study of personal
ness.
G. Eysenck in his works repeatedly pointed out that his research was called to
life by the imperfection of psychiatric diagnoses. According to him, the traditional
the classification of mental illness should be replaced by a system of measurements
which presents the most important personality traits. At the same time, mental races
devices are, as it were, an extension of the individual differences observed in
normal people. The study of the works of K. Jung, R. Woodworth, I. P. Pavlov, E. Kretschmer and
other well-known psychologists, psychiatrists and physiologists suggested
the existence of three basic dimensions of personality: neuroticism, extra- and introversion and
psychotism. Let us briefly dwell on the description of these personality dimensions (in the form
they are presented in the latest publications of G. Eysenck).
Neuroticism (or emotional instability) is a continuum from
. Neuroticism is not
is identical to neurosis, however, in individuals with high scores on this scale in
adverse situations, eg. stressful, neurosis may develop. personality> is characterized by inadequately strong reactions in relation to you
the stimuli that call them.
Borrowing from C. Jung the concept of extraversion and introversion, G. Eysenck fills them with a different
content. For K. Jung, these are types that differ in the direction of libido, for G.
Eysenck - complexes of traits that correlate with each other (see also about the concepts
extratension and introversion in H. Rorschach - Rorschach test). Describing a typical
extrovert, G. Eysenck notes his sociability, a wide circle of acquaintances,
impulsiveness, optimism, poor control over emotions and feelings. Against,
the typical introvert is a calm, shy, introspective person who
distant from everyone except close people. He plans ahead of time
loves order in everything and keeps his feelings under strict control.
According to G. Eysenck, high rates of extraversion and neuroticism correspond to
psychiatric diagnosis of hysteria, and high scores on introversion and neuroticism
state of anxiety or reactive depression. Measurements of extra-introversion and
neuroticism, with which G. Eysenck operates, in the works of R. Cattell are considered in
as second-order factors (see questionnaire).
Psychoticism, like neuroticism, is continual (norm-psychoticism). In case you-
AYZ ___________._______
low indicators on this scale, we can talk about a predisposition to mental
deviations. (not pathological) is characterized by G. Eysenck
as egocentric, selfish, dispassionate, non-contact.
G. Eysenck in his research pays great attention to the collection of experimental
data confirming the universality of the dimensions of personality proposed by him. For
To do this, it involves factor analysis of the results of numerous and heterogeneous tests.
(methods), with the help of which the criterion groups are examined. Initially on
the basis of a complex of signs that differentiate healthy people and patients with neurosis,
the factor of neuroticism was isolated, later - the factor of extra-introversion, under which
G. Eysenck for a long time sought to draw a physiological basis,
using a number of provisions of the theory of IP Pavlov. AT last years in a similar way
the factor of psychotism is substantiated. For example, one of the experiments
is a survey of groups of psychotic patients, patients with neuroses and healthy individuals
using tests for visual acuity, the ability to identify objects,
galvanic skin response, etc. It is shown that these groups are differentiated according to
two factors - neuroticism and psychotism. It remains unclear what guided
researchers when compiling such test sets. The indicators used are devoid of theo-
theoretical justification, but in relation to neuroticism and psychotism cannot be
understood as internal conditions causing neurotic and psychotic
symptoms. And at the same time, neuroticism and psychotism, if expressed, are understood
in accordance with
10
curing diseases. Personal measurements proposed by G. Eysenck should be
be considered as some behavioral characteristics, the meaning of which
determined by their attitude to a fairly wide range of life situations.
The first of G. Eysenck's questionnaires - (Maudsley
Medical Questionnaire, or MMQ, from the name of the clinic in which it was created) - was
proposed in 1947. It is intended for the diagnosis of neuroticism and consists of 40
statements with which the subject is asked to agree () or not
agree(). For example:
- I get dizzy from time to time.
- I'm worried about my health.
The statements were selected from questionnaires already known by that time, while the author
relied on clinical descriptions of neurotic disorders. MMQ standardized
based on the material of the survey of two groups: (1000 people) and
(1000 people). The average number of answers coinciding with in healthy individuals is
it was 9.98, and for neurotics it was 20.01. Detailed analysis of responses received for each
MMQ statement (taking into account differences in psychiatric diagnoses), showed that with
using a questionnaire, two types of neurotic disorders can be differentiated:
hysterical and dysthymic. Based on these results, G. Eysenck suggested that
Answers to the MMQ statements make it possible to draw a conclusion about the position of the subject on the
scale of another dimension of personality postulated by this researcher, extraversion-
introversion. This began work on the construction of a new personal
questionnaire. MMQ in Psychodiagnostic Research
AYZ
did not find application. Following the MMQ, a questionnaire was proposed > (Maudsley Personality Inventory, or MPI), published in 1956. He
designed to diagnose neuroticism and extraversion-introversion. MPI consists of
48 questions (24 for each measurement) that the subject must answer
or. There is a case when the subject finds it difficult to answer (>). Per
the answer that matches with is given 2 points, and for > - 1 point. MPI was developed
in accordance with the theoretical ideas of G. Eysenck about extraversion -
introversion and neuroticism and taking into account the data obtained using the first questionnaire.
Here are some examples of questions on the extraversion-introversion scale:
- Do you tend to act quickly, decisively?
- Do they consider you a lively, sociable person?
The basis for the development of MPI was the data that the scales of ra-thymia
(carelessness) and cycloid emotionality of the Guilford da Martin questionnaire (one of
questionnaires developed by J. Gilford et al.) differentiate neurotics into
in accordance with the theoretical assumptions of G. Eysenck. Patients with hysteria on a scale
ratimia received large quantity points than those suffering from reactive
depression and obsessive-compulsive disorders. In the studied clinical groups, the number
points on the scale of cycloid emotionality were also higher than in healthy people. On the
On this basis, G. Eysenck set about creating MPI.
Preliminary studies were conducted using a list of 261
question borrowed from different questionnaires. According to the results obtained on the scale
rathymia and cycloid emotionality were identified (separately among men and
women) two groups. Then they were divided into groups with high and low
indicators. Using criterion X2, we analyzed the answers to each question. AT
As a result, we received two groups of questions, the answers to which differed the most. On them
based on two scales - extra-introversion and neuroticism - 24 questions in each
doy. Using the previously established results, the results of the original groups were compared. For
individual questions were calculated intercorrelation coefficients subjected to
then factor analysis. The two identified factors corresponded initially
supposed - extra-introversion and neuroticism.
Splitting MPI Reliability Coefficient for the Neuroticism Scale
was 0.85-0.90, for the extra-introversion scale - 0.75-0.85, coefficients
retest reliability - 0.83 and 0.81, respectively. Validity of both MPI scales
established in ways that are recognized by many researchers methodically
invalid, so it has not been proven. Correlation between scales found
extra-introversion and neuroticism with a coefficient of 0.15-0.40, which contradicts
the initial position of G. Eysenck on the independence of personality measurement data.
An abbreviated version of the MPI of 12 questions has been developed. Correlation coefficients with
complete questionnaire is 0.86 on a scale of neuroticism, on a scale of extra-introversion
- 0,87.
The practical use of MPI has shown significant discrepancies between
obtained data and theoretical predictions of the author (especially in clinical
groups). G. Eysenck could not convincingly refute the statements expressed in many foreign
remarks,
11
AYZ ___________________
however, despite criticism, MPI has long been used in foreign psychodynamics.
agnostic research.
There is no information on use in the CIS.
On the basis of further studies by G. Eysenck et al. aimed at analyzing
components of extra-introversion and neuroticism as basic personality measurements,
proposed a new questionnaire called
(Eysenck Personality Inventory, or EPI). Published in 1963, consists of 48 questions,
designed to diagnose extra-introversion and neuroticism, as well as 9 questions,
components, which determines whether the subject has a tendency
present yourself in the best light (see control scales). Answers that match
, are worth 1 point (answers only or). Two
equivalent forms of the questionnaire - Liy.
The number surveyed during the development of the EPI exceeds 30,000 people. Subjects
were divided into groups depending on the manifestations of the diagnosed characteristics.
We studied the answers of persons classified by competent experts in the groups of extroverts or
introverts, neurotics or emotionally balanced. Based on received
data, the discriminatory possibility of each question was determined (see Discrimination
nativeness of test items). During the development of the EPI, it was found that extraversion
is a factor of a higher order, and, therefore, questions should be more
or less equal proportion are lower-order factors. First of all, it is
about such components of extraversion identified by G. Eysenck, as well as defensiveness>.
The reliability coefficients of the retest EPI for the extra-introvert factor
12
these are 0.82-0.85, for the neuroticism factor - 0.81-0.84, the reliability coefficient
splitting method - 0.74-0.91. Foreign studies report
sufficient validity of the EPI, sometimes these data are disputed. In this questionnaire
the value of the intercorrelation coefficient between the scales has changed significantly (from
+0.12 to -0.16), which corresponded to the theoretical assumptions of G. Eysenck.
An abbreviated version of the EPI is proposed, consisting of 12 questions. Correlation indicators
with a full variant on a scale of extra-introversion - 0.81, neuroticism - 0.79. Created
EPI options for screening children and adolescents. EPI is widely used in
domestic research, but its adaptation is not fully completed (I.N.
Gilyasheva, 1983; A.G. Shmelev and V.I. Pokhilko, 1985).
In 1969, G. Eysenck and S. Eysenck published a new questionnaire called the Personality Questionnaire> (Eysenck Personality Questionnaire, or EPQ), which is designed
for diagnosing neuroticism, extra-introversion and psychotism. Just like in EPI, it
enabled. The questionnaire consists of 90 questions (on a scale of neuroticism - 23, according to
on the extra-introversion scale - 21, on the psychotism scale - 25, -21 each).
However, a variant consisting of 101 questions is usually used (of which 11 questions are
, responses to which are not taken into account). Examples of questions on the psycho-
tism:
- Will you use narcotic drugs that can cause harm?
anticipated or dangerous impact?
- Do you feel a sense of pity, compassion for an animal that has fallen into a trap?
AYZ
The study of the validity of the personality dimension was carried out in the usual way for
G. Eysenck's research by - searching for experimental correlates of psychotism,
comparison of the results obtained in groups of healthy and sick people. Data received
controversial. The reliability coefficients of the retest (monthly interval) questionnaire in
different groups on a scale of psychotism are 0.51-0.86, on a scale of extra-introver-
these are 0.80-0.92, on a scale of neuroticism - 0.74-0.92, 0.61-0.90 each. Designed
version of the questionnaire for the examination of children and adolescents (from 7 to 15 years).
In many foreign studies, it is argued that the introduction
such a personal dimension as psychotism has no scientific justification,
experimental data are contradictory, and the use of the psychotism scale on
practice may contribute to the emergence of false diagnostic guidelines.
Information on the use of EPQ in the CIS is not available.
Eysenk Inventory of Attitudes to Sex (EIAS) -
personal questionnaire, published by G. Eizenk in 1989
The technique was developed on the basis of the concept of the personality of G. Eysenck (see Eysenck personal
questionnaires). Along with the study of attitudes towards sex, A. o. y. With. forecast-oriented
satisfaction with marriage (G. Eysenck, G. Wakefield, 1981), identifying deviations in sexual
mental behavior (G. Eysenck, 1977), diagnostics of femininity-masculinity (G.
Eysenck, 1971).
The questionnaire has a full and abbreviated form. AT full version includes 158 questions,
abbreviated - 96. The wording of the questions is the same for men and women.
Most questions require an answer like /, but there are also formulations
with answers /, /. Possibility provided
indeterminate answer for each of the items of the questionnaire. Sample questions are provided
below.
1. A representative of the opposite sex will respect you if your attitude towards him
will not be loose. Well no.
2. Sex without love is not satisfying. Agree/disagree. 16. Sexy
contacts are not a problem for me. True False.
Questions 151 to 156 have different answers, for example:
153. If you have the opportunity to take part in an orgy, then you: a) will take part; b)
refuse.
154. Would you rather have sexual intercourse: a) never; b) once a month
c) once a week; d) twice a week
e) 3-5 times a week; e) every day;
g) more than once a day. Question 156 provides for the answer: In what
Age Did you have your first sexual intercourse? Questions 157 and 158 have a 10-point
rating scale:
158. Assess the strength of the influence of a complex of factors that oppress your sexuality
(moral, aesthetic, religious, etc.) from 10 points to 100 (very strong,
inhibitory effect).
The questionnaire allows individual and group examination. Duration
examinations 20-60 min.
Evaluation of the results of A. o. y. With. based on response count. G. Eysenkom
(1976) established percentage values of answers to individual questions for men
and women
13
AYZ ____________________
(see School grades). Test norms are based on survey data from 427 men
and 436 women aged 18 to 60 ( average age about 30 years). abbreviated
the form of the questionnaire was standardized on a sample of 423 boys and 379 girls (age
18-22 years old, university students).
In the course of factor analysis of the results, 12 generalized factors were identified,
affecting the results of A. o. y. With.:
1. (Permissiveness);
2. (Satisfaction);
3. (Neurotic sex);
4. (Amper-sonal sex);
5. (Pornography);
6. (Sexual shyness);
7. (Pru-dishness);
8. (Dominance-Submission);
9. (Sexual disgust);
10. (Sexual excitement);
11. (Physical sex);
12. (Agressive sex).
The influence of the first six factors was approximately equal in men and women. AT
as a result of the analysis of the intercorrelation of factors, two factors more
high order: (sexual libido) and satisfaction> (sexual satisfaction), the manifestation of which was noted in both sexes.
G. Eisenck established reliability coefficients and standard deviations for groups
questions that are most
14
to a greater extent loaded with the factors listed above r = 0.47-0.84 (on average r =
0.7). Information about the validity of A. o. y. With. obtained by comparing the results in
different samples (different age contingents, representatives of workers and middle
class, married and single) with parameters of psychotism, extraversion and
neuroticism. The questionnaire data were compared with the indicators of other scales of sexuality.
relationships, in particular the Reiss Permissiveness Scale,
1967). There is information about the validity of the criteria obtained from clinical trials.
samples and twin studies.
Abroad A. about. y. With. used mainly as a research technique and has not yet been
is widely used in individual psychodiagnostic
research and consulting.
Data on use in the CIS are not available.
AMTHAUER INTELLIGENT STRUCTURE TEST (Amthauer Intelligenz-Struktur-Test, I-S-T) -
intelligence test. Designed to measure the level of intellectual development of persons in
ages 13 to 61. Proposed by R. Amthauer in 1953 (last edition
carried out in 1973).
A. i. With. t. consists of nine subtests, each of which is aimed at measuring
various functions of intelligence (in all groups of tasks, with the exception of IV-VI subtests,
closed-type tasks are used).
I. Logical selection (LS) - the study of inductive thinking, language sense. A task
the subject - to complete the sentence with one of the given words. Number of tasks
- 20. Run time - 6 min.
AMT
II. Definition of common features
(GE) - study of the ability to abstract, operate with verbal
concepts. In each task, the subject is offered five words, of which four
united by a semantic connection, and one is superfluous. This word should be highlighted in the answer.
The number of tasks is 20, the time for their completion is 6 minutes.
III. Analogies (AN) - analysis of combinatorial abilities. In each task, the examinee
three words are offered, there is a certain connection between the first and the second. After
the third word is a dash. Of the five answer options attached to the task, you must
choose a word that would be related to the third in the same way as the first
two. Number of tasks - 20, execution time - 7 minutes.
IV. Classification (KL) - assessment of the ability to make a judgment. The subject must
mark two words general concept. Number of tasks - 16, execution time - 8
min. The score varies from 0 to 2 points depending on the level of generalization.
V. Accounting tasks (RA) - assessment of the level of development of practical mathematical
thinking. The subtest consists of 20 arithmetic problems. Solution time - 10 min.
VI. Series of numbers (ZR) - analysis of inductive thinking, the ability to operate with numbers.
In 20 tasks it is necessary to establish a pattern number series and continue it.
Runtime - 10 min.
VII. Shape selection (FS) - exploration of spatial imagination, combinatorial
abilities. The subject is presented with cards, which show divided into parts
geometric figures(Fig. 2). When choosing an answer, you should find a card with a figure,
which corresponds to divided into parts. Number of tasks - 20. Time to complete
neniya - 7 min.
VIII. Task with cubes (WU) - indicators that are similar in nature are examined
measured by the VIIth subtest.
8 each of the 20 tasks is presented with a cube in a certain, modified in relation to
row of cubes marked with letters, position. It is necessary to identify this
a cube with one of the marked letters (Fig. 3). Solution time -
9 min.

Rice. 2. Sample tasks from subtest VII Amthauer intelligence structure
test

01 02 03 04 05
Rice. H. Sample Items from Amthauer Intelligence Subtest VIII
test structures
IX. Tasks on the ability to focus attention and retain learned memory (ME).
The subject must memorize a number of words and find them among others offered in
assignment. Words for memorization are combined in a table according to certain categories,
e.g. flowers: tulip, jasmine, gladiolus, carnation, iris; or animals: zebra, snake, bull,
ferret, tiger
15
AMT ____________________
In total, it is proposed to memorize 25 words (the time for memorizing the table is 3 minutes). Besides,
the subjects are warned that in a row of five words where you need to find the memorized, this
the word must occupy the same ordinal place as in the table. For example, a row where you want
find a memorized word: a) zebra, b) gladiolus, c) engraving, d) swallow, e) knife. Correct
the choice of word will be the solution. Time to complete 20 tasks - 6 min.
In total in A. and. With. i.e. the subject is offered 176 tasks. Total examination time
(without preparatory procedures and instructing the subjects) - 90 min. When counting
marks (except for the IV subtest) each correct decision is estimated at 1 point.
Primary grades for each subtest are translated into school grades, thus
the structure of intelligence can be characterized by the profile of the success of the implementation
individual groups of tasks (Fig. 4). Sum primary points for all subtests
translated into a general assessment of the level of intelligence.
ssssei %w
99 90

.
the date
surveys
11Q
AND>, ""

~
-
Surnames yi year and
birth number
JQ

Age
R
W
s
W

Pop------
is Education
gg
1
1
1
1
1
0
1
A

Are professions
1
4
i
n
1
I

KL
2
1
1
0
s

RA
1
in
1
1

Sum
1
0
AND
9
9

Rice. 4. Blank Survey and Amthauer Intelligence Structure
test
Stork. has three parallel test forms (A, B, C), IST70 modification - four
forms (L, V, Su, D).
16
Stork. was developed primarily as a test for diagnosing the level of general
abilities in connection with the problems of professional psychodiagnostics, recommendations
on the choice of profession, analysis of professional suitability.
When creating the test, R. Amthauer proceeded from the concept that considers intelligence as
specialized substructure in the integral structure of personality. This construct
is understood by him as a structured integrity of mental abilities,
manifested in various forms of activity. The intellect is found to have
certain - speech, counting and mathematical intelligence, pro-
spatial representations, memory functions, etc.
R. Amthauer (1953) noted the close connection of intelligence with other components of the personality, its
volitional and emotional spheres, needs and interests. When selecting test
assignments, the author was guided by two main principles: ensuring
the highest possible correlation of each subtest with the overall result and achievement
possibly low correlation between individual groups of tasks. Average value of co-
correlation coefficient between groups of tasks and the overall result - 0.65 (0.80-0.45),
average intercorrelations of subtests - 0.36 (0.62-0.20).
The reliability coefficient of retest-tovoy A. and. With. t. (re-examination interval - 1
year) - 0.83-0.91. Reliability coefficients of parallel. forms - 0.95, reliability,
parts of the dough (splitting method) - 0.97.
Criteria-based validity by correlation with academic performance - 0.46; with expert
estimates of the level of intellectual development - 0.62 (validation sample - 350
subjects). Test
ACC
has high rates of current validity and predictive validity,
determined by the method of contrast groups.
Adapted version of A. and.s.t. under the name found wide application in
Estonia to study the level of intellectual development of students high school(X.I.
Liimets et al., 1974). Published materials on the use of an incomplete version
test (one of the subtests was excluded) when examining students in grades 7-10 of urban and
rural schools (M.