Dictionary of psychodiagnostics Burlachuk Morozov. Book: L

The dictionary contains about 200 terms and concepts, as well as the most common psychodiagnostic methods, which are now widely used in professional selection and placement of personnel, for monitoring the mental development of an individual and optimizing learning, predicting social behavior, and studying personality for medical and expert purposes. The widespread introduction of psychodiagnostic methods in the field of education is of particular relevance. For psychologists, doctors, specialists in professional selection and career guidance, teachers, and everyone interested in the study of individual psychological qualities of a person. Publisher: "Naukova Dumka" (1989) Format: 70x90/16, 200 pages. ISBN: 5-12-000482-2 Buy for 630 rubles on Ozone

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Psychodiagnostics- (from the Greek ψυχή soul, and the Greek διαγνωστικός capable of recognizing) a branch of psychology that develops the theory, principles and tools for assessing and measuring individual psychological characteristics of a person. Contents... Wikipedia

Burlachuk, Leonid Fokich- Leonid Fokich Burlachuk Leonid Fokich Burlachuk Date of birth ... Wikipedia

Idiographic approach- (from other Greek ἴδιος peculiar + γράφω I write) search for the individual characteristics of a person or any other object (for example, a civilization, a specific evolving society), by the presence of which it differs from the rest ... ... Wikipedia

Burlachuk, Leonid Fokich- (born 1947) Ukrainian psychologist. Doctor of Psychological Sciences (1990), professor (1992), corresponding member of the Academy of Pedagogical Sciences of Ukraine (1992). He graduated from the Kiev University named after T. Shevchenko (1970), where he began teaching. Since 1992 – ... Who's who in Russian psychology

Socionics- P Lighting from the ra... Wikipedia is necessary

psychology- (from the Greek psyche soul and logos doctrine, science) the science of the laws of development and functioning of the psyche as a special form of life activity. The interaction of living beings with the surrounding world is realized through qualitatively different... ...

affect- A short-term, violent, positively or negatively colored emotional psychogenic reaction. As an affective release, patients more often commit suicidal rather than aggressive actions. See also: Impulsive... ... Great psychological encyclopedia

phenomenology- Etymology. Comes from the Greek. phainomenon being + logos teaching. Category. Methodological position. Specificity. Describes the forms of psychological structure without its destruction and without experimental analysis. The world exists in the form... ... Great psychological encyclopedia

Schizophrenia- This term has other meanings, see Schizophrenia (meanings). This article is about a psychotic disorder (or group of disorders). For its erased forms, see schizotypal disorder; about personality disorder... ... Wikipedia

Saint Petersburg
Moscow Kharkov Minsk 1999
L. F. Burlachuk, S. M. Morozov Dictionary-reference book on psychodiagnostics
2nd edition, revised, expanded Series
Editor-in-Chief Editorial Manager Editor
Art editor Proofreaders
The original layout has been 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 pp.: (Series
This book contains the most complete overview of all psychodiagnostic techniques,
existing in the world and used by professional psychologists. Here you
you will find information about the developers of a particular test, the time of its creation,
structure, characteristics and application information. You will get an idea about
variety of stimulus material (samples of which are given in the book), about
mathematical apparatus used in psychodiagnostics. First edition
published in 1989 and became a reference book for all psychologists,
who managed to acquire it. Readers are invited to the revised and
a significantly expanded 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 holders.
ISBN 5-88782-336-4
Ill. pels.-TBO . 196105, S.-]lerepfiypi, st. Blagodatnaya, 67. License -IP Ns
065361) dated 08/20/97. Signed in in.-4.ni> 01/28/99. Form.p. 70Х11)0,". Conditions p.l. 42.9.
]1ech;p offset. Don. circulation 10,000 copies. Order No. 388. O; printed with foyufprm and GS!
Chkalovsky Ave. 15.
Preface
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, it is still
lies on the desks of practicing psychologists; professors and
students. The authors are well aware that the success of the book they wrote is partly due to
popularity of reference literature, especially in the field of psychology, which is still
for the time being does not have the same dictionaries and encyclopedias that our colleagues have at their disposal
abroad. Realizing the place of reference literature in our
psychological science, we are nevertheless inclined to contribute a considerable share of the popularity of this book
be considered as a consequence of the efforts that we made when working on
her.
Now the second edition is being presented to the Reader. Necessary
The importance of this publication is due primarily to the fact that in psychodiagnostics, as in any
another science, in addition to truths and for the time being unshakable provisions,
New ideas appear and develop, the arsenal of cognition methods is replenished
human individuality. It must also be admitted that in the first edition there were no
reflected (or reflected incompletely) some of those already included in the world by that time
psychodiagnostics of methods and concepts. Despite the wishes of the authors, it is possible to fully
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
we are thinking about the third.
The new edition contains noticeably more space than the previous one, from
conducted using psychodiagnostic methods developed by CIS psychologists. Expanded co-
Having become foreign tests, new articles have been introduced that make it possible to more fully present
categorical-conceptual apparatus of psychological diagnostics. Clarifications have been made and additional
additions to what was previously published. Meeting the wishes of the Readers,
The entry to the reference dictionary has been supplemented with information on qualification requirements,
requirements for psychodiagnostic specialists abroad.
The authors consider it their pleasant duty to express sincere gratitude to those
nals and organizations whose participation made it possible to carry out work on the new publication
dictionary-reference book. First of all, this applies to our deeply respected colleagues,
professors Paulette Van Oost, Ina Van Bercke-laer-Onnes and William Yule, who provided
given the opportunity to work in their scientific departments and laboratories, as well as library
tekhs of Ghent (Belgium), Leiden (Holland) and London Universities, provided
provide all possible help and support. Long-standing and fruitful contacts with the Institute
psychology of the University of Munich, primarily in the person of its academic director
Werner Shuboe, to a large extent provided scientific space and physical time,
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,
St. Petersburg), who contributed to the content of this book. special
We would like to express our gratitude to the staff of the Publishing House, all those
thanks to whose benevolent attention this book saw the light of day.
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
- thousand
- asymmetry coefficient
- sum of squared deviations from the arithmetic mean (deviate), index
discrimination
- average absolute (linear) deviation
- confidence interval of the reliability coefficient
- kurtosis indicator
- Fisher criterion
- serial number of the variable, the value of the class interval
- number of degrees of freedom
- median
- fashion
- volume of the general population
- volume of the sample population, width of the interval for grouping characteristics
- probability of events, confidence level
- percentile
- absolute or relative frequency of individual variables in the aggregate
- theoretically expected frequencies
- frequency option in the correlation table
- coefficient of four-cell association (according to Yule)
- share of 1 - p variables in the sample
- reliability coefficient of the test part
- test reliability coefficient
ry - correlation coefficient between
signs
g;, - point biserial correlation coefficient r, - rank coefficient
correlation (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 t-test U - ordinate of normal
curve U t - index of test task difficulty
V - coefficient of variation w - number of answer options for a test task
X, Y, Z - variable quantities, characteristics x, y, z - numerical values ​​of varying
signs ~x - arithmetic mean of the sum
sample variables z - normalized deviation a - significance level D -
level of measurement accuracy in fractions of x sample d) - correlation ratio Q -
cubic average 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
A
PSYCHOLOGICAL AUTOBIOGRAPHIES - a set of techniques for obtaining data
psychological history - information about the most important events, stages of life
individual, attitude to life and characteristics of anticipation. Data collection
psychological history, including the most general information about the subject and
features of the formation of his personality, is a mandatory element
psychodiagnostic examination. To obtain such general information (gender, age,
profession, social and family status, education, career advancement,
state of health, close relatives, etc.) a conversation, a questionnaire,
special techniques (for example, biographical questionnaires). Along with the above
means, A. p. implies obtaining additional and broader terms.
time perspective of a subjective description of life events, attitudes towards oneself and
others, assessments of past years and possible future events.
Autobiography is one of the earliest methods of personality research.
Compilation of A.P. by subjects was usually in the nature of oral or written
narratives reflecting the most important life events in the subject’s mind
events and combining with them descriptions of the mental state or dynamics of the course
diseases (in case of examination of persons suffering from certain diseases).
Obtaining information about the subject’s life, features of life self-esteem
Retrospectives can be greatly facilitated by special techniques. One of them -
technique described by P. Rzichan (1983). The subject is offered
draw a horizontal line segment, where the extreme points indicate birth and
completion of life. After this, the subject selects an intermediate point, designated
which represents the present moment of time, in such a way that the ratio of the resulting segments
corresponded to the expected relationship between the duration of the previous
the moment of examination and subsequent life. On segments representing lived and
the rest of his life, the most important events that have happened or
expected with hope or fear. The subject can also outline conditional
ADA-------------------
life> (Fig. 1). This combination of schematic autobiography with the so-called.
gives a picture of life's path and anticipation, which can be
used as a starting point for further conversation with the subject.
100%
\

3
A
t?.
5
b
S

-
I
7
V,

О 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; 4
- meeting your future husband; 5 - death of father; b - death of the mother;
7 - husband’s illness; - adoption of a child; 9 - birth of a grandson; 10 - estimated
time of death
The task of retrospective assessment of life course can be subjectively facilitated with
using the technique (K. Leiner, 1970; P. Rzhi-chan, 1983). Reception
may consist, for example, in an imaginary image of oneself in old age with
summing up. Another possible option is time> (the subject imagines that he is 5 years older, then 10 years older, etc.)
The experimenter records his ideas and stimulates the process of fantasy
questions: children visiting you?> etc.
TEST ADAPTATION (lat. adaptatio -
adaptation) - a set of measures to ensure the adequacy of the test in new
conditions of its use.
In domestic psychodiagnostics, adaptation is becoming particularly relevant.
foreign tests.
The following main stages of A.T. can be distinguished:
- analysis of the initial theoretical provisions of the test author;
- translation of the test and its instructions into the user’s language, completed by an expert
assessment of conformity to the original;
- checking the validity and reliability of the test, carried out in accordance with
psychometric requirements;
- standardization of the test on 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 population planned for
surveys, taking into account the connotative meaning of linguistic units and categories. No less
difficulties are associated with sociocultural differences. Reflected in the language
peculiarities 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. Complete empirical A. t. in many
cases is not inferior in complexity to the development of an original technique.
In the 60-70s. A. t. in our country was understood in a simplified way; it was often reduced to translation
one or another foreign technique, at best limited to the construction
normative distribution of test indicators. Theoretical
EYZ
the concepts of the test authors were not analyzed, data on their reliability and validity
were accepted as true. Then, in the 80s, issues of adaptation of various foreign
tests are increasingly becoming the subject of discussion among 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.). The requirements for A. t. require high professional
psychologist's culture, widespread use of special technical techniques, including
including on the basis of modern computer technology.
EYSENCK PERSONALITY QUESTIONNAIRE - a series of personality questionnaires. Intended
for the diagnosis of neuroticism, extraversion-introversion and psychoticism. Developed by G.
Eysenck et al. A. l. O. are the implementation of a typological approach to the study of personal
ness.
G. Eysenck repeatedly pointed out in his works that his research was caused by
life with the imperfection of psychiatric diagnoses. In his opinion, traditional
the classification of mental illnesses should be replaced by a system of measurements, in
which presents the most important personality characteristics. At the same time, mental
structures are, as it were, a continuation of the individual differences observed in
normal people. Studying the works of K. Jung, R. Woodworth, I. P. Pavlov, E. Kretschmer and
other famous psychologists, psychiatrists and physiologists allowed us to assume
the existence of three basic dimensions of personality: neuroticism, extra- and introversion and
psychoticism. Let us briefly consider the description of these personal dimensions (in the form
they are presented in the latest publications of G. Eysenck).
Neuroticism (or emotional lability) is a continuum from
. Neuroticism is not
identical to neurosis, however, in individuals with high scores on this scale in
unfavorable situations, e.g. stressful, neurosis may develop. personality> is characterized by inappropriately strong reactions towards you
stimuli that call them.
Borrowing from C. Jung the concept of extraversion and introversion, G. Eysenck fills them with something 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 G. Rorschach - Rorschach test). Characterizing a typical
extrovert, G. Eysenck notes his sociability, wide circle of acquaintances,
impulsiveness, optimism, poor control over emotions and feelings. Against,
The typical introvert is a quiet, shy, introspective person who
distant from everyone except close people. He plans his actions in advance,
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 for introversion and neuroticism -
state of anxiety or reactive depression. Dimensions of extra-introversion and
neuroticism, which G. Eysenck operates with, is considered in the works of R. Cattell in
as second-order factors (see questionnaire).
Psychotism, like neuroticism, is continual (norm-psychotism). In case you-
AYZ___________._______
high indicators on this scale can indicate a predisposition to mental
deviations. (not pathological) characterized by G. Eysenck
as egocentric, selfish, dispassionate, non-contact.
G. Eysenck pays great attention in his research to the collection of experimental
data confirming the universality of the personality measurements he proposed. For
This involves factor analysis of the results of numerous and heterogeneous tests
(techniques) with the help of which criterion groups are examined. Originally on
based on 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 provide a physiological basis,
using a number of provisions of the theory of I.P. Pavlov. In recent years, in a similar way
the factor of psychoticism 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 recognize objects,
galvanic skin response, etc. It has been shown that these groups are differentiated by
two factors - neuroticism and psychoticism. It remains unclear what motivated
researchers compiling such test sets. The indicators used do not have theoretical
rhetic justification, but in relation to neuroticism and psychoticism there cannot be
understood as internal conditions causing neurotic and psychotic
symptoms. And at the same time, neuroticism and psychoticism, when expressed, are understood
as a corresponding
10
diseases. Personal dimensions 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(). Eg:
- From time to time I get dizzy.
- I'm worried about my health.
The statements were selected from questionnaires already known by that time, and the author
relied on clinical descriptions of neurotic disorders. MMQ has been standardized
based on a survey of two groups: (1000 people) and
(1000 people). The average number of answers coinciding with, in healthy individuals compo-
was 9.98, and for neurotics - 20.01. Detailed analysis of the responses received for each
MMQ (taking into account differences in psychiatric diagnoses), showed that with
Using the questionnaire, two types of neurotic disorders can be differentiated:
hysterical and dysthymic. Based on these results, G. Eysenck suggested that
Answers to MMQ statements allow us to draw conclusions about the subject’s position on
scale of another personality dimension postulated by this researcher, extraversion-
introversion. This began the work of constructing a new personal
questionnaire. MMQ in psychodiagnostic research
EYZ
I didn’t find any application. The MMQ was followed by the Maudsley Personality Inventory, or MPI, published in 1956.
intended for diagnosing 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 (>). Behind
An answer that matches with is given 2 points, and for > - 1 point. MPI was developed
in accordance with G. Eysenck’s theoretical ideas about extraversion -
introversion and neuroticism and taking into account the data obtained using the first questionnaire.
Here are examples of questions on the extraversion-introversion scale:
- Are you inclined to act quickly and decisively?
- Do they consider you a lively, sociable person?
The basis for the development of the MPI was the data that rathymia scales
(carelessness) and cycloid emotionality of the Guilford-da-Martin questionnaire (one of
questionnaires developed by J. Guilford et al.) differentiate neurotics into
in accordance with the theoretical assumptions of G. Eysenck. Patients with hysteria on a scale
ratymia received more points than persons suffering from reactive
depression and obsessive disorders. In the studied clinical groups, the number
The scores on the cycloid emotionality scale were also higher than in healthy people. On
On this basis, G. Eysenck began to create MPI.
Preliminary studies were conducted using a list of 261
question borrowed from various questionnaires. According to the results obtained on the scale
ratymia and cycloid emotionality were identified (separately among men and
women) two groups. Then they divided into groups with high and low
indicators. Using the X2 criterion, we analyzed the answers to each question. IN
As a result, we received two groups of questions, the answers to which were most different. on their
based on two scales - extra-introversion and neuroticism - with 24 questions each.
doy. Using previously established results, the results of the original groups were compared. For
individual questions, intercorrelation coefficients were calculated, subjected to
then factor analysis. The two identified factors corresponded initially
hypothesized - extra-introversion and neuroticism.
MPI splitting 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 methodologically recognized by many researchers
untenable, therefore it has not been proven. Correlation between scales found
extra-introversion and neuroticism with a coefficient of 0.15-0.40, which contradicts
G. Eysenck's initial position on the independence of personality measurement data.
A shortened version of the MPI consisting of 12 questions has been developed. Correlation coefficients with
the full questionnaire is 0.86 on the neuroticism scale, on the extra-introversion scale
- 0,87.
Practical use of MPI has shown significant discrepancies between
obtained data and theoretical predictions of the author (especially in clinical
groups). G. Eysenck was unable to convincingly refute what was said in many foreign
comments on the works,
11
ISA ___________________
however, despite criticism, MPI has long been used in foreign psycho-
agnostic research.
There is no information about use in the CIS.
Based on further research by G. Eysenck et al., aimed at analyzing
components of extra-introversion and neuroticism as basic personal dimensions,
a new questionnaire was proposed, 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 that determine 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 of people surveyed during the development of the EPI exceeds 30,000. Subjects
were divided into groups depending on the manifestations of the diagnosed characteristics.
We studied the responses of people classified by competent experts as extroverts or
introverts, neurotics or emotionally balanced. Based on received
data, the discriminatory ability of each question was determined (see Discriminatory
nativeness of test items). During the development of the EPI, it was found that extraversion
is a higher order factor, and therefore questions should be more
or less than an equal share of lower order factors are represented. First of all, it's about
about the components of extraversion identified by G. Eysenck, such as protectiveness>.
Test-retest reliability coefficients of the EPI for the extra-introverted factor
12
these are 0.82-0.85, for the neuroticism factor - 0.81-0.84, reliability coefficient
by 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 scales has changed significantly (from
+0.12 to -0.16), which corresponded to the theoretical assumptions of G. Eysenck.
A shortened version of the EPI has been proposed, consisting of 12 questions. Correlation indicators
with the full option on the 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 has not been 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 Eysenck Personality Questionnaire, or EPQ, which is intended
for the diagnosis of neuroticism, extra-introversion and psychoticism. Just like in EPI, it
included. The questionnaire consists of 90 questions (on the neuroticism scale - 23, on
extra-introversion scale - 21, psychoticism scale - 25, -21).
However, they usually use a variant consisting of 101 questions (of which 11 questions are
, answers to which are not taken into account). Examples of questions on the psycho-scale
tism:
- Will you use drugs that can cause harm?
expected or hazardous impact?
- Do you feel a feeling of pity or compassion for an animal caught in a trap?
EYZ
The study of the validity of the personality measurement was carried out in the usual way.
G. Eysenck's research by searching for experimental correlates of psychoticism,
comparison of the results obtained in groups of healthy and sick people. Data received
controversial. Reliability coefficients of the test-retest (monthly interval) questionnaire in
different groups on the psychoticism scale are 0.51-0.86, on the extra-introverted scale -
SI 0.80-0.92, on the neuroticism scale - 0.74-0.92, 0.61-0.90. Designed by
version of the questionnaire for examining children and adolescents (from 7 to 15 years).
Many foreign studies convincingly prove that the introduction
such a personal dimension as psychoticism has no scientific basis,
experimental data are contradictory, and the use of the psychoticism scale on
practice may contribute to the emergence of false diagnostic guidelines.
There is no information about the use of EPQ in the CIS.
Eysenk Inventory of Attitudes to Sex (EIAS) -
personality questionnaire, published by G. Eysenck in 1989
The technique was developed based on the concept of personality by G. Eysenck (see Eysenck personal
questionnaires). Along with the study of attitudes towards sex, A. o. u. With. forecast-oriented
satisfaction with marriage (G. Eysenck, G. Wakefield, 1981), identification of deviations in sexual
al behavior (G. Eysenck, 1977), diagnosis of femininity-masculinity (G.
Eysenck, 1971).
The questionnaire has a full and short form. The 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
uncertain answer for each of the questionnaire items. Sample questions are provided.
below.
1. A representative of the opposite sex will respect you if your attitude towards him
will not be cheeky. Not really.
2. Sex without love does not bring satisfaction. 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 prefer to have sexual intercourse: a) never; b) once a month;
c) once a week; d) twice a week;
e) 3-5 times a week; f) every day;
g) more than once a day. Question 156 provides the answer: In what
age Did you have sexual intercourse for the first time? Questions 157 and 158 are worth 10 points.
rating scale:
158. Assess the strength of the influence of a complex of factors that depress your sexuality
(moral, aesthetic, religious, etc.) from 10 points to 100 (very strong,
prohibiting influence).
The questionnaire allows individual and group examination. Duration
examinations 20-60 min.
Evaluation of results of A. o. u. With. based on counting responses. G. Eysenck
(1976) established percentage values ​​of answers to individual questions for men
and women
13
ISA ____________________
(see School grades). Test standards are based on examination data of 427 men
and 436 women aged 18 to 60 years (average age about 30 years). Abbreviated
the questionnaire form was standardized on a sample of 423 boys and 379 girls (age
18-22 years old, university students).
During the factor analysis of the results, 12 generalized factors were identified,
influencing the results of A. o. u. With.:
1. (Permissiveness);
2. (Satisfaction);
3. (Neurotic sex);
4. (Amper-sonalsex);
5. (Pornography);
6. (Sexual shyness);
7. (Pru-dishness);
8. (Dominance-Submission);
9. (Sexual disgust);
10. (Sexual excitement);
11. (Physical sex);
12. (Aggressive sex).
The influence of the first six factors turned out to be approximately equal in men and women. IN
As a result of the analysis of intercorrelation of factors, two factors were identified, more
high order: (sexual libido) and satisfaction> (sexual satisfaction), the manifestation of which was noted in both sexes.
G. Eysenck established reliability coefficients and standard deviations for groups
issues that are most
14
are more loaded with the factors listed above, r = 0.47-0.84 (on average, r =
0.7). Information about the validity of A. o. u. With. obtained by comparing the results in
different samples (different age groups, representatives of workers and middle
class, married and single) with parameters of psychoticism, extraversion and
neuroticism. The questionnaire data were compared with indicators of other sexual scales.
relationships, in particular the Reiss Permissiveness Scale,
1967). There is information about criterion validity obtained in clinical
samples and in twin studies.
Abroad A. o. u. With. used mainly as a research technique and has not yet
is widely used in individual psychodiagnostic
research and consulting.
There are no data on use in the CIS.
AMTHAUER INTELLIGENCE STRUCTURE TEST (Amthauer Intelligenz-Struktur-Test, I-S-T) -
intelligence test. Designed to measure the level of intellectual development of individuals in
aged from 13 to 61 years. Proposed by R. Amthauer in 1953 (latest edition
implemented in 1973).
A. and. With. i.e. 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, the sense of language. Task
test subject - complete the sentence with one of the given words. Number of tasks
- 20. Execution time - 6 min.
AMT
II. Identifying commonalities
(GE) - study of the ability to abstract, operate with verbal
concepts. In each task, the subject is offered five words, of which four
are united by a semantic connection, and one is superfluous. This word should be highlighted in the answer.
The number of tasks is 20, their completion time is 6 minutes.
III. Analogies (AN) - analysis of combinatorial abilities. In each task, the subject
three words are proposed, there is a certain connection between the first and 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 connected with the third in the same way as the first
two. Number of tasks - 20, execution time - 7 minutes.
IV. Classification (KL) - assessment of ability to make judgment. The subject must
designate two words with a common concept. Number of tasks - 16, completion time - 8
min. The score varies from 0 to 2 points depending on the level of generalization.
V. Counting tasks (RA) - assessment of the level of development of practical mathematical
thinking. The subtest consists of 20 arithmetic problems. Solution time - 10 min.
VI. Number series (ZR) - analysis of inductive thinking, the ability to operate with numbers.
In 20 tasks you need to establish a pattern in the number series and continue it.
Execution time - 10 min.
VII. Figure Selection (FS) - a study of spatial imagination, combinatorial
abilities. The subject is presented with cards depicting parts divided into parts.
geometric shapes (Fig. 2). When choosing an answer, you should find a card with a figure,
which corresponds to divided into parts. Number of tasks - 20. Completion time
opinions - 7 min.
VIII. Task with cubes (WU) - indicators that are similar in nature are examined
measured by the VII subtest.
8, each of the 20 tasks is presented with a cube in a specific, changed relative to
a row of cubes, indicated by letters, position. It is necessary to identify this
cube with one of the letters indicated (Fig. 3). Solution time -
9 min.

Rice. 2. Sample items from Amthauer subtest VII of structure intelligence
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 what has been learned in memory (ME).
The subject must remember a number of words and find them among others offered in the
task. Words to remember are combined in a table according to certain categories,
eg flowers: tulip, jasmine, gladiolus, carnation, iris; or animals: zebra, snake, bull,
ferret, tiger
15
AMT ____________________
In total, you are asked to memorize 25 words (memorization time for the table is 3 minutes). Besides,
subjects are warned that in a series of five words where they need to find what they have memorized, this is
the word must occupy the same ordinal place as in the table. For example, a row where required
find the memorized word: a) zebra, b) gladiolus, c) engraving, d) swallow, e) knife. Correct
the decision will be the choice of word. Completion time for 20 tasks - 6 minutes.
Total in A. and. With. i.e. the subject is offered 176 tasks. Total examination time
(without preparatory procedures and instruction of subjects) - 90 min. When counting
grades (except for the IV subtest), each correct solution is scored 1 point.
Primary grades for each subtest are converted into school grades, thus
the structure of intelligence can be characterized by the profile of success in performing
separate groups of tasks (Fig. 4). Sum of primary scores for all subtests
is translated into a general assessment of intelligence level.
ssssei %w
99 90

.
date
examinations
11Q
And>, ""

~
-
Surnames and Year and
birth number
J.Q.

Age
R
W
s
W

Pop ------
is Education
gg
1
1
1
1
1
0
1
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Are there professions?
1
4
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2
1
1
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R.A.
1
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1
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9
9

Rice. 4. Survey form and Amthauer intelligence structure
test
Stork. has three parallel test forms (A, B, C), modification IST70 - four
shapes (L, V, Su, D).
16
Stork. was developed primarily as a diagnostic test for 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
a specialized substructure in the holistic structure of the personality. This construct
is understood by him as the structured integrity of mental abilities,
manifested in various forms of activity. The intellect reveals the presence
certain - speech, counting and mathematical intelligence, pro-
travel ideas, memory functions, etc.
R. Amthauer (1953) noted the close connection of intelligence with other components of personality, its
volitional and emotional spheres, needs and interests. When selecting test
assignments, the author was guided by two basic principles: ensuring
the highest possible correlation of each subtest with the overall result and achievement
Possibly low correlation between individual groups of tasks. Average co-
correlation coefficient between groups of tasks and the overall result - 0.65 (0.80-0.45),
the average intercorrelation of subtests is 0.36 (0.62-0.20).
Reliability coefficient of retest A. and. With. t. (retest interval - 1
year) - 0.83-0.91. Parallel reliability coefficients. forms - 0.95, reliability,
parts of dough (splitting method) - 0.97.
Criterion validity for 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 indicators of current validity and predictive validity,
determined using the contrast group method.
Adapted version of A. i.s.t. under the name has found widespread use in
Estonia to study the level of intellectual development of secondary school students (X. I.
Liimets et al., 1974). Materials on the use of an incomplete version have been published
test (one of the subtests was excluded) when examining students in grades 7-10 in urban and
rural schools (M.

3rd edition, revised and expanded Series “Masters of Psychology”

Burlachuk L. F., Morozov s. M.

B92 Dictionary-reference book for psychodiagnostics - St. Petersburg: Peter, 2002. “Masters of Psychology*).

ISBN 5-88782-3364

The proposed guide contains the most complete overview of all existing and used by professional psychologists psychodiagnostic techniques. In the book you will find information about the authors of a particular test, its structure and characteristics, information about the scope and tasks of its application. You will get an idea of ​​the variety of stimulus material (samples of which are given in the book), about the mathematical and statistical apparatus used in psychodiagnostics. The first edition of the Handbook was published in 1989 and has become a reference book for practical psychologists and psychotherapists. Readers are invited to a revised and significantly expanded edition of this work.

Self-portrait* 8

Adapted version of Wechsler's technique

for the study of children 59 Eysenck personality questionnaires 9-13** EPI 12.40.385 EPQ 12-13.279

Eysenck Sexual Attitudes Questionnaire 13-14 Amthauer structure intelligence test 14-17,

107,233,234,328,331 Depression scale questionnaire 230 American Army career guidance

nal test 331 - test "Alpha" 331,345

------"Beta" 331,345

Association word test 17-18 Children's attitude test 18 Affective balance scale 221 Achenbach child behavior scale 101 Bassa-Darki questionnaire 19-20 US Educational Test Service Battery 231

Battery of tests of special abilities 216 Bailey scales 260,261 Beck-Rafaelson scale 230 Beckman-Richter personality questionnaire 382 Bell adaptability questionnaire 20-21 Bender visual-motor gestalt test 21 Benton visual retention test 21-22,

Binet-Kuhlmann scale 259, 456-458 Binet-Simon mental development scale

22-23, PO, 119, 209, 259, 315, 334, 350,

Personality Form 224 Strong's Professional Interests Form

* The names of the tests are given in the same wording as in the articles in the main collection of the dictionary; the names in the original language and accepted abbreviations can be found in the alphabetical index. ■

Blackie pictures 25, 324

Bratislava test 312

Brace motor ability tests 27-28

In the distant kingdom test 29

Vineland Social Maturity Scale 29-30

Walter mechanical ability test battery 172

Wando decrease-increase scale 262

Warthegg drawing test 49-50

How you feel 50

Wechsler adult intelligence scale 51

Scale for children 54

For preschoolers and primary schoolchildren 54

Wechsler short intelligence test 55-56

Memory scale 59-60, 124, 258

Wexler-Bellevue scale 51,

Wilkerson Pre-employment Audit 263

Suggestibility test 62

Time distribution technique 63-64

Vygotsky-Sakharov test 65-66

Hamburg Mental Disorders Rating Scale 67~68

Hamilton scale 230

Heidelberg Speech Development Test 68-70

Henderson diagnostic interview 70

Guildford-Martin Questionnaire 11

Guilford-Zimmerman "Temperament Review" 70-72

Giessen list of complaints 72-73

Giessen test 73

Goodenough "Draw a Man" test 75, 109

Goodenough-Harris drawing test 75

Two houses method 77

Twenty statements of self-attitude test 77-78

Double drawing 78-79

Business situations 79

Baby's Day 261

Tree test 79-80

Village 80-81

Child's hand that worries the test b2

Child Parental Description of Behavior Questionnaire 82-83

Child apperception test 83-84, 324

Jackson Family Attitudes Test 84-85

Jenkins Behavior Review 85-86

Diagnostic training experiment 66, 86-89

Dynamic Personality Questionnaire 89-90

Form discrimination test 92-93

Differential diagnostic technique 95

House-tree-person test 95-96,251

Domino test 96-97

Dussa (Despert) fairy tales 99

Animal preference test 100-101

Life style index 101-102

Gilles test film 102-103

Completing the proposal of method 17, 104, 109,251,342

Masked figures test 111-112

Mirror pattern test 112-115

Dimensions of Temperament Review 262

Measuring scale for the mind of preschool children 261

Study of personality monotone resistance 116-117

Individual business style 117-118

Insight test 118-119

Intellectual potential test 119-121

Monologue interview 121

Stories of completion of the technique 122-123

Narrating the technique 123

California Psychological Inventory 125-127

Picture arrangement test 127-128

The quality of life 128-129

Keirsey questionnaire 168

Kelly repertory grid technique 129-130

Kern-Chernenko method 72, 96

Keeler Pre-employment Opinion Survey 263

Kinetic drawing of a family 285

Clinical Analysis Questionnaire 130

Columbus 132

Landolt Rings 136

Comrey personality scales 132-133

Konzentration-Leistung-Test (Concentration of effort test) 257

Correction test 24, 35, 136-137, 229, 256 Burdon 136 Ivanov-Smolensky 136

Braid cubes 53-54, 57, 59, 88, 146-147

Creative field technique 339

scale 1ы-у~г

Kroot Personality Preferences Questionnaire 89

Outlook and awareness test 152

Q-classification 155-156

Kudlickova Personality Questionnaire 152-154

Puppet test 154

Culturally Fluent Intelligence Test 154-155

Likert scale 157

Leary interpersonal diagnosis 158-161

Faces and emotions 161-162

Personal orientation questionnaire 162-163

Personality questionnaire of the Bekhterev Institute 164-165

London House Personnel Selection Inventory 263-264

Lussa test 342

Luscher color selection test 165-166, 251

Myers-Briggs type indicator 167-168

McCarthy scale 260,261

MARIE card test 168-169

Marche-Niemann temperament scale 262

Meili intelligence analytical test 170-173

Meili memory test 173

Methods for studying young children 261

Methodology of story additions 176-176

Method of express diagnostics of intellectual abilities 177

Methods for express diagnostics of psycho-emotional stress 50-51

Milby Profile 263

MSh-NSh Vocabulary Scales (Mill Hill vocabulary scales) 276

Miller analogies test 177-178

Millon Clinical Multiaxial Questionnaire 178-179

Minnesota Multidimensional Personality Inventory 131, 148, 179-185, 228, 385-387

Technical Analogies Test 178

Mira test 80-81, 185-186, 251

Mira-i-Lopeza myokinetic psychodiagnosis 186-187

Michigan Alcoholism Screening Test 187-188, 228

Mosaic test 188-189

Youth Parenting Behavior and Attitudes Questionnaire 82-83

Montgomery-Asbesg scale 230

Achievement motive lattice 189-190

Maudsley personality questionnaire 11, 12 - medical questionnaire 10,11 Theremin masculinity and femininity

Miles test 365

Spatial Thinking Test 191 Hope index 192 Draw a story 204 Draw your family test 284 Draw a person test 204-205 Mental adjustment disorders questionnaire

205-206 NATB (General Ability Test Battery for

who cannot read) 217 ​​Continuous activity test 257 Non-existent animal 206-207 NEO personality questionnaire 211 NEO five-factor questionnaire 211 Clouds of pictures 212 General health questionnaire 213-214 General aptitude test battery 214-217,

Objective Analytical Battery 217-220 Object relations technique 220-221 Expected balance scale 221, 371 Ozeretsky motor assessment scale 221-222 Allport-Vernon-Lindsay Questionnaire 228 Neurosis Screening Questionnaire 230 Infant Temperament Questionnaire 261 Terminal Values ​​Questionnaire 222-223 Questionnaire of the value of specialties 228 Meaningfulness of life test 371 Counting according to Kraepelin 256 Assessment of driver behavior 230 Finger staining test 240 Pathocharacterological diagnostic

questionnaire 241-243 Personal Outlook Inventory 263 Icon 243-245, 319 Piers-Harris Children's Self-Concept Scale 245-246

Elderly apperception technique 246 Indicators of neuropsychic development of children in the 2nd and 3rd year of life 261 Indicators of neuropsychic development of children in the first year of their life 261 Activity threshold 246-247 Achievement Needs Questionnaire 247 Pge-employment Analysis Questionnaire 263 Problem solving questionnaire 248-249 CheckG 249

Projective assessment of aging method 249 Professional and personal report 379 Manifestations of anxiety scale 40.227, 252- 253,310,386

Psychiatric status scale 253-254 Psychogeometric test 254-255 Psychodrama 154,251,265 Psychological difficulties 271 Psychomotor development in early childhood

Equal to progressive matrices 37, 274-277 Early memories procedure 277 Reactivity rating scale 261 Reversal test 279 Reid Report 263-264 Rican number series 282-28 S Drawing test samples 283-284 Family drawing technique 284-285 Rosenberg self-esteem scale 255 Rosenzweig pictorial frustration technique

Rorschach test 109, 250, 251, 287-289, 319 Rossolimo psychological profiles 234,

Hands test 292-293, 324 Rybakov figures 293-295 Self-Attitude Questionnaire 296 Well-being. Activity. Mood 297 Free drawing of limited extent 297-298

Wire bending test 295. Seguin board of forms 298-299 Semantic differential 129, 299~302 Family relations test 302-303 Family system test 303-304 Symbol development test 304-305 Symbolic arrangement test 305 Folding test samples 305-306 Auditory apperception test 307,321 Sondi test 305

Make a picture-story test 308-359 Spielberger Anxiety and Anxiety Scales

Spielberger-Khanin reactive and personal anxiety scale 311 Middle childhood temperament questionnaire 262

Did a rough check 312-313 Standardized Behavior Interview

type A 314-315 Stanton Survey 263 State-Trait-Anxiety-Inventory 310-311 State-Trait-Anxiety-Inventory for Children 310-

Stanford-Binet mental development scale 119.3/5-3/5.328

Gesell's development tables 259

Tautophone 321

Thematic apperception test 251,321-324, 346

Temperament questionnaire 262

Temperament assessment battery 262

Tennessee Self-Concept Scale 324-325

Thurstone scale 325

Doppelt Mathematical Reasoning Test 178

Impulsivity/reflexivity test 257

Life Meaning Orientation Test 371

Roebuck's sense of humor test 342

Almak's Humor Test 342

Test-Su 17

Tests testing mental giftedness in infancy 455-457

Tests of neuropsychic development of children 1-6 years of age 259-260

Tomsk Rigidity Questionnaire 347-348

Trustworthiness Attitude Survey 263

Three-dimensional apperception test 348-349

Toulouse-Pieron test 256

Guided projection technique 353

Guided fantasy technique 8

Level of neuroticism and psychopathization 354-355

Level of subjective control questionnaire 355-356

Conventional scale for the level of determination of alcoholism 210

Freiburg Personality Questionnaire 363-365

Heck-Hess questionnaire 230

Heckhausen thematic apperception test 366-367

Colored pyramid test 368

Color indication on your own body dissatisfaction test 368-369

Purpose in life test 369-371

Zulliger test 371-372

Ink stain test 289

Four pictures test 324, 373

Other people's drawings 373-375

Sixteen personality factors questionnaire 226, 228, 264, 353, 361, 376-379

Locus of Control Scale 355

Lincoln-Oseretsky Motor Development Scale 222

Scale for searching for meaningful life goals 370

Gesell Development Scale 30

Flight 14 Liberation Scale

Mill-Hill Vocabulary Scales see Mill-Hill Vocabulary Scales

School intelligence test 387

Shmishek questionnaire 387-388

Schulte table 256

Edwards personality preference list 226, 389-390

Humorous Personality Test 342

Humorous phrases test 392-393

I have social-symbolic assignments 394-395

Self-concept 394

Preface

Ten years have passed since the appearance of the “Dictionary-Reference Book on Psychological Diagnostics” on the book market. Today, from the height of the past years, we can say with satisfaction that the book has found its reader and has not gone unnoticed in psychological science. Moreover, despite the inexorability of time, the “Reference Dictionary” still lies on the desktops of practicing psychologists, and professors and students often look into it. The authors are well aware that the success of the book they wrote is partly due to the popularity of reference literature, especially in the field of psychology, which still does not have the same dictionaries and encyclopedias that our colleagues abroad have. Aware of the place reference literature occupies in our psychological science, we are nevertheless inclined to consider a considerable share of the popularity of this book as a consequence of the efforts that we made while working on it.

Now the second edition of the “Reference Dictionary” is being presented to the Reader. The need for this publication is due primarily to the fact that in psychodiagnostics, as in any other science, in addition to the “eternal” truths and for the time being unshakable provisions, new ideas appear and develop, and the arsenal of methods for understanding human individuality is replenished. It must also be recognized that the first edition did not reflect (or reflected incompletely) some of the methods and concepts that had already been included in world psychodiagnostics by that time. Despite the desire of the authors to fully present to the Reader everything that makes up modern psychodiagnostics, this remains our primary task, and therefore, having completed work on the second edition, we are thinking about the third.

In the new edition of the Dictionary-Reference Book, noticeably more space than in the previous one is devoted to psychodiagnostic methods developed by CIS psychologists. The composition of foreign tests has been expanded, new standards have been introduced

ties that allow us to more fully present the categorical-conceptual apparatus of psychological diagnostics. Clarifications and additions have been made to what was previously published. Meeting the wishes of the Readers", the appendix to the dictionary-reference book is supplemented with information about the qualification requirements for psychodiagnostic specialists abroad.

The authors consider it their pleasant duty to express sincere gratitude to those scientists and organizations whose participation made it possible to carry out work on a new edition of the dictionary-reference book. First of all, this applies to our deeply respected colleagues, professors Pauleite Van Oost, Ina Van Bercke- laer- Onnes And William Yule, who provided the opportunity to work in their scientific departments and laboratories, as well as the libraries of Ghent (Belgium), Leiden (Holland) and London universities, provided all possible assistance and support. Long-standing and fruitful contacts with the Institute of Psychology of the University of Munich, primarily through its academic director Werner Shuboe, to a large extent provided the scientific space and physical time necessary to work on the reference dictionary. We are also sincerely grateful for the help of Professor Jerry Gamache (San Augustine, USA) and Elena Korzhova (Russia, St. Petersburg), who contributed to the content of this book. We would like to express special gratitude to the employees of the Peter Publishing House, all those, thanks to whose benevolent attention this book saw the light.

L. Burlachuk,

S. Morozov.

List of accepted abbreviations and symbols

eg - for example co-author. - employees

t.z. - point of view of the so-called. - so-called thousand - thousand

A s - asymmetry coefficient

D - sum of squared deviations from the arithmetic mean (deviate), discrimination index

d - absolute average (linear)

deviation

E r t - confidence interval of the reliability coefficient

E To - kurtosis indicator

F - Fisher criterion i - serial number of the variable, the value of the class interval df, n" - number of degrees of freedom Me - median Mo- fashion

N- volume of the general population

P- volume of the sample population, width of the interval for grouping characteristics

R- probability of events, confidence level

Pi,- - percentile

p - absolute or relative frequency of individual variables in the aggregate

R"- theoretically expected frequencies R xy - frequency option in the correlation table

Q - coefficient of four-cell association (according to Yule)

q - share 1 - R variables in the sample

r" - reliability coefficient of the test part

r t, - test reliability coefficient

r xy - correlation coefficient between characteristics

r R b - point biserial correlation coefficient

r s - rank correlation coefficient (according to Spearman)

r phi ,F- four-field coefficient

correlations

r bis - biserial correlation coefficient

S x - standard deviation (for sample)

S2 x - mean square deviation, sample variance t - Student's test U - ordinate of the normal curve U T - index of test task difficulty

V-coefficient of variation w - number of answer options for the test task

X, Y, Z - variables, signs x, y,z - numerical values ​​of varying

signs X- arithmetic average of the sum

sample variables z - normalized deviation a - level of significance D - level of measurement accuracy in fractions of X samples G\- correlation ratio © - cubic average £ - summation sign o - standard deviation a m, m - standard measurement error m - rank correlation coefficient (according to Kendall) X 2 - Pearson goodness-of-fit test

AUTOBIOGRAPHIES PSYCHOLOGICAL- a set of techniques for obtaining psychological history data - information about the most important events, stages of an individual’s life path, attitude towards life and characteristics of anticipation. Collection of psychological history data, including the most general information about the subject and the peculiarities of the formation of his personality, is a mandatory element psychodiagnostic examination. To obtain such general information (gender, age, profession, social and marital status, education, ■ career advancement, health status, close relatives, etc.), a conversation, questionnaire, and special techniques are used (e.g. biographical questionnaires). Along with the listed funds, A. p. implies receiving additional and broader t.z. time perspective of a subjective description of life events, attitudes towards oneself and others, assessments of past years and possible future events.

Autobiography is one of the earliest methods of personality research. Compilation of A.P. by subjects was usually in the nature of oral or written

narratives reflecting the most important life events in the subject’s mind and combining with them descriptions of the mental state or dynamics of the course of the disease (in the case of examining persons suffering from certain diseases).

Obtaining information about the subject’s life and the peculiarities of self-assessment of life retrospective can be significantly facilitated by special techniques. One of them is the “self-portrait* technique, described by P. Rzichan (1983). The subject is asked to draw a horizontal line segment, where the extreme points indicate the birth and end of life. After this, the subject selects an intermediate point denoting the present moment in time, so that the ratio of the resulting segments corresponds to the expected relationship between the duration of the life preceding the moment of examination and the subsequent one. On the segments representing the life lived and the rest, the most important events that have happened or are expected with hope or fear can be noted. The subject can also outline conditional “satisfaction curves”

life" (Fig. 1). This combination of schematic autobiography with the so-called. “autobioportrait” gives a picture of the life path and anticipation, which can be used as a starting point for further conversation with the subject.

10 15 20 25 30 35 40 455060 70 75

Rice. 1. Schematic autobiography

/ - birth; 2 - moving to the city where he lives to this day; 3 - divorce of parents; 4 - meeting your future husband; 5 - death of father; 6 - death of mother; 7 - husband's illness; 8 - adoption of a child; 9 - birth of a grandson; 10 - estimated time of death

The task of retrospective assessment of life's path can be subjectively facilitated using the technique of “controlled fantasy” (K. Leiner, 1970; P. Rzhi-chan, 1983). The technique may consist, for example, of “living into” one’s imaginary image in old age and summing up the results of one’s “lived life.” Another possible option is “time acceleration” (the subject imagines that he is 5 years older, then Shlet, etc.) The experimenter records his ideas and stimulates the fantasy process with questions: “You are 55 years old. What position do you occupy in society? What do you talk about with the children who visit you?” and so on.

TEST ADAPTATION(lat. adaptatio - device) - a set of measures that ensure adequacy test in new conditions, its application.

In domestic psychodiagnostics, adaptation of foreign tests is of particular relevance.

The following main stages of A.T. can be distinguished:

Analysis of the initial theoretical provisions of the test author;

Translation of the test and instructions to it in the user’s language, completed by an expert assessment of compliance with the original;

Examination validity And reliability test, carried out in accordance with psychometric requirements;

- standardization test on appropriate samples.

Special problems arise in connection with the adaptation of different species questionnaires, as well as verbal subtests included in intelligence tests. The main obstacles for the researcher are related to linguistic and sociocultural differences between the peoples of different countries.

The linguistic aspect of linguistics means adapting its vocabulary and grammar to the age and educational structure of the population planned for survey, taking into account the connotative meaning of linguistic units and categories. No less difficult are associated with sociocultural differences. The cultural features of the society in which the test was created, reflected in the language, are difficult, and sometimes impossible, to find equivalents in another culture. Complete empirical A. t. in many cases is not inferior in complexity to the development of an original technique.

In the 60-70s. A. t. "in our country was understood in a simplified way; it was often reduced to the translation of one or another foreign methodology, at best limited to constructing a normative distribution of test indicators. Theoretical

the concepts of the test authors were not analyzed; data on their reliability and validity were taken as true. Then, in the 80s, issues of adaptation of various foreign tests increasingly became the subject of discussion by Soviet psychologists, and later by CIS psychologists. 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, etc.). The requirements for A.T. presuppose a high professional culture of the psychologist and the widespread use of special technical techniques, including those based on modern computer technology.

EYSENCK PERSONALITY QUESTIONNAIRE- series personality questionnaires. Designed for the diagnosis of neuroticism, extraversion-introversion and psychoticism. Developed by G. Eysenck et al. A. l. O. are the implementation of a typological approach to the study of personality.

G. Eysenck repeatedly pointed out in his works that his research was caused by the imperfection of psychiatric diagnoses. In his opinion, the traditional classification of mental illness should be replaced by a measurement system that represents the most important personality characteristics. Moreover, mental disorders are, as it were, a continuation of the individual differences observed in normal people. Studying the works of C. Jung, R. Woodworth, I.P. Pavlov, E. Kretschmer and other famous psychologists, psychiatrists and physiologists suggested the existence of three basic dimensions of personality: neuroticism, extra- and introversion and psychoticism. Let us briefly consider the description of these personal dimensions (in the form

they are presented in the latest publications of G. Eysenck).

Neuroticism (or emotional lability) is a continuum from “normal affective stability to marked lability.” Neuroticism is not identical to neurosis, however, individuals with high scores on this scale in unfavorable situations, for example, stressful ones, may develop neurosis. The “neurotic personality” is characterized by inappropriately strong reactions in relation to the stimuli that cause them.

Borrowing from K. 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, these are complexes of traits that correlate with each other (see also the concepts of extratension and introversion in G. Rorschach - Rorschach test). Describing a typical extrovert, G. Eysenck notes his sociability, wide circle of acquaintances, impulsiveness, optimism, and poor control over emotions and feelings. In contrast, the typical introvert is a quiet, shy, introspective person who is distant from everyone except close people. He plans his actions in advance, loves order in everything and keeps his feelings under strict control.

According to G. Eysenck, high scores for extraversion and neuroticism correspond to a psychiatric diagnosis of hysteria, and high scores for introversion and neuroticism correspond to a state of anxiety or reactive depression. The dimensions of extra-introversion and neuroticism, which are used by G. Eysenck, are considered in the works of R. Cattell as second-order factors (see. “Sixteen Personality Factors” Questionnaire).

Psychotism, like neuroticism, is continual (norm-psychotism). In case you-

High indicators on this scale can indicate a predisposition to mental disorders. “Psychotic personality” (not pathological) is characterized by G. Eysenck as egocentric, selfish, dispassionate, non-contact.

In his research, G. Eysenck pays great attention to the collection of experimental data confirming the universality of the personality measurements he proposed. For this he attracts factor analysis the results of numerous and heterogeneous tests (methods), with the help of which criterion groups are examined. Initially, on the basis of a complex of characteristics differentiating healthy people and patients with neurosis, the factor of neuroticism was identified, later - the factor of extra-introversion, for which G. Eysenck for a long time sought to provide a physiological basis, using a number of provisions of the theory of I.P. Pavlova. In recent years, the factor of psychoticism has been substantiated in a similar way. For example, one of the “proving” experiments is the examination of groups of psychotic patients, patients with neuroses and healthy individuals using tests for visual acuity, the ability to recognize “noisy” objects, galvanic skin response, etc. It is shown that these groups differentiated by two factors - neuroticism and psychoticism. It remains unclear what the researchers were guided by when compiling such test sets. The indicators used lack theoretical justification, and in relation to neuroticism and psychoticism cannot be understood as internal conditions that cause neurotic and psychotic symptoms. And at the same time, neuroticism and psychoticism, when expressed, are understood as a “predisposition” to corresponding

diseases. The personal dimensions proposed by G. Eysenck should be considered as some behavioral characteristics, the meaning of which is determined by their relationship to a fairly wide range of life situations.

First of questionnaires G. Eysenck - “Maudsley Medical Questionnaire” (or MMQ, from the name of the clinic in which it was created) - was proposed in 1947. It is intended for diagnosing neuroticism and consists of 40 statements with which the subject is asked to agree (“yes”) or disagree (“no”). Eg:

From time to time I get dizzy.

I'm worried about my health. Statements have been selected from already

questionnaires known by that time, and the author relied on clinical descriptions of neurotic “disorders.” MMQ standardized on the material of a survey of two groups: “neurotics” (1000 people) and “normal” (1000 people). The average number of answers coinciding with the “key” for healthy individuals was 9.98, and for neurotics - 20.01." Detailed analysis of the answers received for each statement MMQ (taking into account differences in psychiatric diagnoses), showed that using the questionnaire, two types of neurotic disorders can be differentiated: hysterical and dysthymic. Based on these results, G. Eysenck suggested that answers to statements MMQ allow us to draw a conclusion about the position of the subject on the scale of another personality dimension postulated by this researcher, extraversion-introversion. This began work on the construction of a new personality questionnaire. MMQ in psychodiagnostic research

I didn’t find any application. After MMQ The Maudsley Personality Inventory (or MPI), published in 1956. It is intended to diagnose neuroticism and extraversion-introversion. MPI consists of 48 questions (24 for each measurement), to which the subject must answer “yes” or “no.” There is a case when the subject finds it difficult to answer (“?”). For an answer that matches the “key”, 2 points are given, and for “?” - 1 point. MPI was developed in accordance with G. Eysenck’s theoretical ideas about extraversion-introversion and neuroticism and taking into account the data obtained using the first questionnaire.

Here are examples of questions on the extraversion-introversion scale:

Are you inclined to act quickly and decisively?

Are you considered a lively, sociable person?

Reason for development MPI was based on data that the rat-timia (carefree) and cycloid emotionality scales of the Guilford-Martin questionnaire (one of the questionnaires developed by J. Guilford et al.) differentiate neurotics in accordance with the theoretical assumptions of G. Eysenck. Patients with hysteria received higher scores on the rathymia scale than those suffering from reactive depression and obsessive-compulsive disorder. In the clinical groups studied, the number of points on the cycloid emotionality scale was also higher than in healthy people. On this basis, G. Eysenck began to create MPI.

Preliminary studies were conducted using a list of 261 questions taken from various questionnaires. According to the results obtained on the scale of rathymia and cycloid emotional

nalities, two groups were identified (separately among men and women). Then they were divided into groups with high and low scores. Using criterionX 2 , analyzed the answers to each question. As a result, we received two groups of questions, the answers to which were most different. On their basis, two scales were built - extra-introversion and neuroticism - with 24 questions each. Using previously established “keys,” the results of the original groups were compared. Intercorrelation coefficients were calculated for individual questions and then subjected to factor analysis. The two identified factors corresponded to those originally hypothesized - extra-introversion and neuroticism.

Coefficient reliabilityMPI, determined by splitting, 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 both scales MPI established in ways that are recognized by many researchers as methodologically unsound, therefore it has not been proven. A correlation was found between the scales of extra-introversion and neuroticism with a coefficient of 0.15-0.40, which contradicts G. Eysenck’s initial position on the independence of these personality measurements. A shortened version of MR/ consisting of 12 questions has been developed. The correlation coefficients with the full questionnaire are 0.86 for the neuroticism scale and 0.87 for the extra-introversion scale.

Practical use MPI showed significant discrepancies between the obtained data and the author’s theoretical predictions (especially in clinical groups). G. Eysenck was unable to convincingly refute the comments made in many foreign works,

however, despite criticism, MPI have been used for a long time in foreign psychodiagnostic studies.

There is no information about use in the CIS.

Based on further research by G. Eysenck et al., aimed at analyzing the components of extra-introversion and neuroticism as basic personality dimensions, a new questionnaire was proposed, called the “Eysenck Personality Inventory” (Eysenck Personality Inventory, or EPI). Published in 1963, it consists of 48 questions designed to diagnose extra-introversion and neuroticism, as well as 9 questions that make up the “lie scale”, which determines whether the subject has a tendency to present himself in the best light (see. Control scales). Answers that match the “key” are scored 1 point (answers only “yes” or “no”). Two equivalent forms of the questionnaire have been developed - Ai. IN.

Number of people surveyed during development E.P.J. exceeds 30,000 people. The subjects were divided into groups depending on the manifestations of the diagnosed characteristics. The responses of individuals classified by competent experts into groups of extroverts or introverts, neurotics or emotionally balanced were studied. Based on the data obtained, the discriminatory ability of each question was determined (see. Discrimination of test items), During development EPI it was found that extraversion is a higher order factor, and therefore questions should have a more or less equal proportion of lower order factors represented. First of all, we are talking about such components of extraversion identified by G. Eysenck as “impulsiveness” and “sociability”.

Test-retest reliability coefficients EP/ for the extra-introvert factor

these are 0.82-0.85, for the neuroticism factor - 0.81-0.84, the splitting reliability coefficient is 0.74-0.91. Foreign studies report sufficient validity EPI, sometimes these data are disputed. In this questionnaire, the value of the intercorrelation coefficient between the scales changed significantly (from +0.12 to -0.16), which corresponded to the theoretical assumptions of G. Eysenck. A shortened version has been proposed EPI, consisting of 12 questions. Correlation indicators with the full version on the extra-introversion scale are 0.81, neuroticism - 0.79. £Р/ options have been created for examining children and adolescents. EPI is widely used in domestic research, but its adaptation has not been 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 “Eysenck Personality Questionnaire” (Eysenck Personality Questionnaire, or EPQ), which is intended to diagnose neuroticism, extra-introversion and psychoticism. Just like £P/, it includes a “lie scale”. The questionnaire consists of 90 questions (on the neuroticism scale - 23, on the extra-introversion scale - 21, on the psychoticism scale - 25, on the "lie scale" -21). However, they usually use a variant consisting of 101 questions (of which 11 are “buffer” questions, the answers to which are not taken into account). Examples of questions on the psychoticism scale:

Will you use drugs that may have unexpected or dangerous effects?

Do you feel a feeling of pity or compassion for an animal caught in a trap?

The study of the validity of the personal dimension “psychoticism” was carried out in the usual way for G. Eysenck’s research - by searching for experimental correlates of psychoticism, comparing the results obtained in groups of healthy and sick people. The midday data is controversial. The reliability coefficients of the test-retest (monthly interval) questionnaire in different groups on the psychoticism scale are 0.51-0.86, on the extra-introversion scale 0.80-0.92, on the neuroticism scale - 0.74-0.92, on " lie scale" 0.61-0.90. A version of the questionnaire has been developed for examining children and adolescents (from 7 to 15 years old).

Many foreign studies convincingly prove that the introduction of such a personal measurement as psychoticism has no scientific basis, experimental data are contradictory, and the use of a psychoticism scale in practice can contribute to the emergence of false diagnostic guidelines.

Usage Information EPQ not available in the CIS.

EYSENCK SEXUAL ATTITUDES QUESTIONNAIRE(Eysenk Inventory of Attitudes to Sex, El AS) - personality questionnaire, published by G. Eysenck in 1989

The technique was developed on the basis of G. Eysenck’s concept of personality (see. Eysenck personality questionnaires). Along with the study of attitudes towards sex, A. o. u. With. focused on predicting marital satisfaction (G. Eysenck, G. Wakefield, 1981), identifying deviations in sexual behavior (G. Eysenck, 1977), diagnosing femininity-masculinity (G. Eysenck, 1971).

The questionnaire has a full and short form. The full version includes 158 questions, the short version - 96. The wording of the questions is the same for men

rank and women. Most questions

require a “yes”/“no” answer, but there are also formulations with the answers “true”/“false”, “agree”/“disagree”. There is an option for an indefinite answer for each item in the questionnaire. Sample questions are given below.

1. A representative of the opposite sex will respect you if your attitude towards him is not cheeky. Not really.

2. Sex without love does not bring satisfaction. Agree/disagree.

16. Sexual contacts are not a problem for me. True/False.

Questions 151 to 156 have different "menus" of 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 prefer to have sexual intercourse: a) never; b) once a month; c) once a week; d) twice a week; e) 3-5 times a week; f) every day; g) more than once a day.

GLOSSARY OF PSYCHOLOGICAL TERMS

ADAPTIVE TESTING- a type of testing in which the order of presentation of TASKS (or the DIFFICULTY of tasks) depends on the test taker’s answers to previous tasks. Currently, AT is implemented mainly in the form of various COMPUTER TESTING algorithms.

ACCENTUATION- a significant deviation of the CHARACTER trait of a given individual from the average NORM. As a rule, it is customary to distinguish between moderate and pathological, maladaptive degrees of accentuation.

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

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

HARDWARE TECHNIQUES- TECHNIQUES in which subjects interact with a specific machine (device). In this case, not so much the content of reactions (not the content of answers, as in the COMPUTER FORM OF TESTING) is recorded, but rather the speed-strength parameters of behavior.

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

TASK BANK- a wide list of TEST TASKS, from which the set of test tasks presented to this particular subject is drawn.

BLANK (BOOKLET) TESTING- conducting a standardized TEST in the form of “paper technology” - using a test booklet with tasks and a form (answer sheet), on which the test taker records 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. When B.p. is detected various initial data were used: expert judgments about the similarity of various PERSONALITY TRAITS, attributions of personality traits by naive observers to specific individuals using representative checklists, including hundreds of specially selected words, and finally, answers to personality QUESTIONNAIRE, including hundreds of ITEMS. Currently, there is no consensus on the priority of opening a B.P. But there are serious reasons to believe that it belongs to R. Cattell, since the “secondary factors” he identified 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 of B.p. vary somewhat among different authors. The most generally accepted option is the one proposed by L. Goldberg: 1) Extraversion, energy. 2) Agreement, friendliness. 3) Consciousness, self-control. 4) Emotional stability, resilience. 5) Intellectual and cultural openness to new experiences.

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

PARTICIPANT OBSERVATION- OBSERVATION, in which the observer is in real business or informal relationships with the people he observes and whom he evaluates.

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

SAMPLE STANDARDIZATION- a set of subjects, on which DIAGNOSTIC NORMS are collected and the DIAGNOSTIC SCALE is STANDARDIZED.

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 ABILITY, "MENTAL PACE", 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- a procedure for subjective assessment (“SUBJECTIVE SCALING”), according to which an individual makes his judgments by making marks on a solid graphic (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.

DIAGNOSTICS OF INTERPERSONAL RELATIONS- diagnostics aimed at identifying spontaneously developing informal relationships in a group of people constantly communicating with each other (see also “SOCIOMETRY”).

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

DIAGNOSTIC STANDARDS- these are statistical or normatively specified (usually in quantitative form) boundaries between DIAGNOSTIC CATEGORIES, formulated in the form of DIAGNOSTIC SIGNS 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 (adjusted), or “normal” people. In the latter case, pronounced differences from the norm acquire a not always justified negative evaluative meaning, as if they all indicate a person’s mental “abnormality” (or “abnormality”). It is more correct in general to describe a deviation from a typical diagnostic category (“norm”).

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

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

DIAGNOSTIC EXAMINATION- a specific program of action with a specific object, aimed at registering or assessing 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 a survey is aimed at obtaining specific knowledge about a specific object.

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

DISCRIMINATIVITY- differentiating, discriminating ability of the TEST as a whole or of a separate TEST TASK, indicating their ability to separate individual test takers by level of performance. If all subjects give the same answer to a test task, this means that this task is not discriminative. The discriminativeness of a task is usually defined as the difference between the relative number of subjects who completed the task from the highly productive and low-productive groups. (Let us explain 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 defined by an external CRITERION (academic achievement, labor productivity, etc.), then discriminativeness coincides with the external VALIDITY of the item. A specific functional synonym for discriminativeness is INFORMATIVENESS.

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

DIFFERENTIAL PSYCHOLOGY is a branch of psychology that studies individual psychological differences, differences between groups of people, and the causes and consequences of these differences. The main method of D.P. steel TESTS for determining mental differences, as well as QUESTIONNAIRE and PROJECTIVE TECHNIQUES associated with DIAGNOSIS OF PERSONALITY. 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 determined. An important place is also given to identifying CORRELATIONS between psychological, physiological and biochemical properties. Facts and conclusions D.P. are important for solving a number of practical problems: selection and training of personnel, diagnosis and prognosis of individual MENTAL PROPERTIES (for example, ADVANCES or ABILITIES) of an individual, etc.

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

RELIABILITY OF THE TEST TASK also expresses the measure of its resistance to falsification. Reliability is measured by comparing the results of the usual instruction and the falsification instruction, or by calculating CORRELATIONS between responses to a given item and the 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 with in the presence of an adult - with certain tips and help. The concept of ZPD was proposed by L.S. Vygotsky. ZPD cannot be measured using traditional intelligence tests. To approximate the determination of the ZPD, methods of TRAINING EXPERIMENT are now 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 a test, consisting in a relative increase in the accuracy of assigning a subject to a certain CATEGORY over the possible accuracy of 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 TECHNIQUE) with the measurement object (subject). Sources of IO - misunderstanding of instructions, special MOTIVATIONAL DISTORTIONS, previous experience in performing this or a similar technique, etc. IR can only be reduced through the 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, constructed by summing up assessments received from several independent experts based on a combination of several criteria, which generally have different significance (weight) in the overall 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 certain communication tactic (sequence, form of asking questions, etc.).

INFORMATIVENESS- variety of test takers’ responses to a given TEST TASK: if almost all test takers give the same answer, the item is considered uninformative, that is, non-diagnostic, not distinguishing test takers from each other.

IPSATIVE STANDARDS- such a choice of 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 cases where the composition of features essential for a diagnostic conclusion changes unpredictably from case to case (from object to object). CA is moving closer to the method of constructing so-called “case study theories”. CA requires the highest qualifications from the performer, in particular, the ability to justify and document their techniques and conclusions. Without this, the spacecraft loses its scientific features. Sometimes CA mistakenly means the use of a fixed set of binary diagnostic factors-categories (having only two logical gradations of expression - “yes/no”) and their logical combinations.

QUARTILE- the boundary on the SCALE of the measured (tested) property, separating 25% of the subjects from the STANDARDIZATION SAMPLE. There are three quartiles: Q1 - 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 is a tool for calculating TEST SCORE, based on a formalized interpretation (categorization) of test takers’ responses to individual TEST TASKS and a quantitative procedure for calculating the frequency of occurrence of answers of a certain category in the primary individual protocol. Typically, the key is a set of weighting coefficients for various answers to a test task, which allows one to calculate (by weighted summation) the so-called “raw” TEST SCORE of the subject on the SCALE of the measured MENTAL PROPERTIES, which still needs to be compared with certain TEST NORMS to obtain certain diagnostic conclusions. The simplest example: in MULTIPLE CHOICE TESTS to test knowledge, the use of T.K. comes down to summing the number of correct answers; in TESTS-QUESTIONNAIRE T.K. - these are the answers of some “ideal” subject who receives the maximum score on the diagnostic scale.

COGNITIVE STYLE is an individual style of human cognitive activity. Most often in differential psychology one can find the following CS parameters: “analyticity - syntheticity”, “flexibility - rigidity”, “reflexivity - impulsiveness”, “emotionality - rationality”, etc. Many parameters of the CS depend on the relationship in the mental activity and regulation of a person’s behavior between his two mental subsystems: the sphere of cognitive processes proper (intelligence) and the sphere of emotional processes and states (affect). When affect dominates over intellect, synthetic, rigid, impulsive and emotional CS is usually observed. When intellect dominates over affect, the CS usually acquires opposite properties: analyticality, 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 increasing 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 is manifested to a greater extent.

CODIFICATION OF FEATURES- one of the stages of organizing the STANDARDIZED OBSERVATION procedure, which consists of assigning certain standardized designations (codes, numbers) to the observed features, 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 collecting 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 tests.

CONVERSION TABLE- this is a table for converting raw points into STANDARD POINTS. It provides a complete list of mutual correspondences between the intervals of the raw scale and the intervals of the STANDARD SCALE.

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

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

ADJECTIVE CHECKLIST- a list of hypothetical characteristics of the object of assessment, expressed in the form of adjectives, in particular, adjectives denoting a person’s personal qualities. The respondent marks among the adjectives those that relate to the object of assessment. A variant of the methodology, close to the CSP, is the SCALING technique using the so-called “unipolar scales”, in which, unlike the SEMANTIC DIFFERENTIAL, only one pole of the two is designated.

CONFIDENTIALITY- 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, restriction of its distribution to a circle by a person about whom the subject was notified in advance.

CORRELATION EXPERIMENT- statistical scientific research, during which connections are established (statistical CORRELATIONS) between parameters that the experimenter can only record (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 the connection between the results of the first and repeated testing (see TEST-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.

INTELLIGENCE QUOTE- a quantitative indicator indicating the general level of development of an individual’s intelligence in comparison with the sample on which the intelligence test was standardized. The Latin designation is IQ (Intelligence Quotient). The average IQ 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”).

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

CRITERIAL STANDARDS- DIAGNOSTIC STANDARDS, which specify the correspondence between TEST SCORE on the scale of the property being measured 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 test score.

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

VALIDITY CRITERION- 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 RATINGS, as well as other sources of information for checking VALIDITY.

LINEAR STANDARDIZATION- converting the initial ("raw") test scores into the STANDARD SCALE by applying the linear transformation formula - by subtracting the sample average and dividing by the standard deviation (SIGMA).

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

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

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

LONGITUDINAL STUDY- a study that involves 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 DIAGNOSTICS is an anti-scientific diagnostic system that postulates the fundamental unknowability and inexplicability (irrationality) of the relationship between diagnostic signs and diagnostic categories and the possibility of drawing diagnostic conclusions only by “initiated” persons who have gained access to irrational knowledge.

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

METHOD- a wide class of TECHNIQUES that are similar to the main technological technique or similar to the theoretical system of ideas on which the VALIDITY of this class of methods is based. The class of techniques united by the affinity of a technological technique is also called “TECHNIQUE”.

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

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

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

MOTIVATIONAL TRAITS- MENTAL PROPERTIES of an individual, which determine the choice of direction of activity rather than the choice of method of activity, as STYLE TRAITS. In a macro-analysis of activity (in a broad time perspective, such as when designing a career), some narrower, local motivational features may be perceived by the observer as stylistic. So the difference between motivational traits and style ones 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 happens, for example, with the development of ADVANCES.

OBSERVATION- this is one of the main METHODS for collecting empirical information, which has general scientific significance and is actively used, in particular, in psychodiagnostics. During observation, the “device” that registers psychodiagnostic facts (SIGNS, symptoms) is a living person - the observer. In this case, the apparatus of his perception (vision, hearing, etc.) and mental analysis (categorization) is used. In PSYCHODIAGNOSTICS, it is advisable to distinguish at least two types of observation: a) SEARCH - 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 the framework of which it is known which sign (observation element) belongs to a certain DIAGNOSTIC CATEGORY. Observation, especially non-standardized (search) observation, requires a psychologist to have higher qualifications than the use of all standardized techniques. If the observer does not have experience and qualifications at the EXPERT level, then the observation results are often distorted as a result of the observer’s incorrect (often unintentional) categorical assessment of certain characteristics. A particularly difficult type of observation is PARTICIPANT OBSERVATION, when the observer must simultaneously actively interact with the object of observation (client, patient), establishing contact with him, maintaining a conversation.

DICTIONARY-DIRECTORY ON PSYCHODYAGNOSTICS
Saint Petersburg
Moscow Kharkov Minsk 1999
L. F. Burlachuk, S. M. Morozov Dictionary-reference book on psychodiagnostics
2nd edition, revised, expanded Series
Editor-in-Chief Editorial Manager Editor
Art editor Proofreaders
The original layout has been 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 pp.: (Series
This book contains the most complete overview of all psychodiagnostic techniques,
existing in the world and used by professional psychologists. Here you
you will find information about the developers of a particular test, the time of its creation,
structure, characteristics and application information. You will get an idea about
variety of stimulus material (samples of which are given in the book), about
mathematical apparatus used in psychodiagnostics. First edition
published in 1989 and became a reference book for all psychologists,
who managed to acquire it. Readers are invited to the revised and
a significantly expanded 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 holders.
ISBN 5-88782-336-4
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Preface
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, it is still
lies on the desks of practicing psychologists; professors and
students. The authors are well aware that the success of the book they wrote is partly due to
popularity of reference literature, especially in the field of psychology, which is still
for the time being does not have the same dictionaries and encyclopedias that our colleagues have at their disposal
abroad. Realizing the place of reference literature in our
psychological science, we are nevertheless inclined to contribute a considerable share of the popularity of this book
be considered as a consequence of the efforts that we made when working on
her.
Now the second edition is being presented to the Reader. Necessary
The importance of this publication is due primarily to the fact that in psychodiagnostics, as in any
another science, in addition to truths and for the time being unshakable provisions,
New ideas appear and develop, the arsenal of cognition methods is replenished
human individuality. It must also be admitted that in the first edition there were no
reflected (or reflected incompletely) some of those already included in the world by that time
psychodiagnostics of methods and concepts. Despite the wishes of the authors, it is possible to fully
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
we are thinking about the third.
The new edition contains noticeably more space than the previous one, from
conducted using psychodiagnostic methods developed by CIS psychologists. Expanded co-
Having become foreign tests, new articles have been introduced that make it possible to more fully present
categorical-conceptual apparatus of psychological diagnostics. Clarifications have been made and additional
additions to what was previously published. Meeting the wishes of the Readers,
The entry to the reference dictionary has been supplemented with information on qualification requirements,
requirements for psychodiagnostic specialists abroad.
The authors consider it their pleasant duty to express sincere gratitude to those
nals and organizations whose participation made it possible to carry out work on the new publication
dictionary-reference book. First of all, this applies to our deeply respected colleagues,
professors Paulette Van Oost, Ina Van Bercke-laer-Onnes and William Yule, who provided
given the opportunity to work in their scientific departments and laboratories, as well as library
tekhs of Ghent (Belgium), Leiden (Holland) and London Universities, provided
provide all possible help and support. Long-standing and fruitful contacts with the Institute
psychology of the University of Munich, primarily in the person of its academic director
Werner Shuboe, to a large extent provided scientific space and physical time,
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,
St. Petersburg), who contributed to the content of this book. special
We would like to express our gratitude to the staff of the Publishing House, all those
thanks to whose benevolent attention this book saw the light of day.
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
- thousand
- asymmetry coefficient
- sum of squared deviations from the arithmetic mean (deviate), index
discrimination
- average absolute (linear) deviation
- confidence interval of the reliability coefficient
- kurtosis indicator
- Fisher criterion
- serial number of the variable, the value of the class interval
- number of degrees of freedom
- median
- fashion
- volume of the general population
- volume of the sample population, width of the interval for grouping characteristics
- probability of events, confidence level
- percentile
- absolute or relative frequency of individual variables in the aggregate
- theoretically expected frequencies
- frequency option in the correlation table
- coefficient of four-cell association (according to Yule)
- share of 1 - p variables in the sample
- reliability coefficient of the test part
- test reliability coefficient
ry - correlation coefficient between
signs
g;, - point biserial correlation coefficient r, - rank coefficient
correlation (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 t-test U - ordinate of normal
curve U t - index of test task difficulty
V - coefficient of variation w - number of answer options for a test task
X, Y, Z - variable quantities, characteristics x, y, z - numerical values ​​of varying
signs ~x - arithmetic mean of the sum
sample variables z - normalized deviation a - significance level D -
level of measurement accuracy in fractions of x sample d) - correlation ratio Q -
cubic average 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
A
PSYCHOLOGICAL AUTOBIOGRAPHIES - a set of techniques for obtaining data
psychological history - information about the most important events, stages of life
individual, attitude to life and characteristics of anticipation. Data collection
psychological history, including the most general information about the subject and
features of the formation of his personality, is a mandatory element
psychodiagnostic examination. To obtain such general information (gender, age,
profession, social and family status, education, career advancement,
state of health, close relatives, etc.) a conversation, a questionnaire,
special techniques (for example, biographical questionnaires). Along with the above
means, A. p. implies obtaining additional and broader terms.
time perspective of a subjective description of life events, attitudes towards oneself and
others, assessments of past years and possible future events.
Autobiography is one of the earliest methods of personality research.
Compilation of A.P. by subjects was usually in the nature of oral or written
narratives reflecting the most important life events in the subject’s mind
events and combining with them descriptions of the mental state or dynamics of the course
diseases (in case of examination of persons suffering from certain diseases).
Obtaining information about the subject’s life, features of life self-esteem
Retrospectives can be greatly facilitated by special techniques. One of them -
technique described by P. Rzichan (1983). The subject is offered
draw a horizontal line segment, where the extreme points indicate birth and
completion of life. After this, the subject selects an intermediate point, designated
which represents the present moment of time, in such a way that the ratio of the resulting segments
corresponded to the expected relationship between the duration of the previous
the moment of examination and subsequent life. On segments representing lived and
the rest of his life, the most important events that have happened or
expected with hope or fear. The subject can also outline conditional
ADA-------------------
life> (Fig. 1). This combination of schematic autobiography with the so-called.
gives a picture of life's path and anticipation, which can be
used as a starting point for further conversation with the subject.
100%
\

3
A
t?.
5
b
S

-
I
7
V,

О 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; 4
- meeting your future husband; 5 - death of father; b - death of the mother;
7 - husband’s illness; - adoption of a child; 9 - birth of a grandson; 10 - estimated
time of death
The task of retrospective assessment of life course can be subjectively facilitated with
using the technique (K. Leiner, 1970; P. Rzhi-chan, 1983). Reception
may consist, for example, in an imaginary image of oneself in old age with
summing up. Another possible option is time> (the subject imagines that he is 5 years older, then 10 years older, etc.)
The experimenter records his ideas and stimulates the process of fantasy
questions: children visiting you?> etc.
TEST ADAPTATION (lat. adaptatio -
adaptation) - a set of measures to ensure the adequacy of the test in new
conditions of its use.
In domestic psychodiagnostics, adaptation is becoming particularly relevant.
foreign tests.
The following main stages of A.T. can be distinguished:
- analysis of the initial theoretical provisions of the test author;
- translation of the test and its instructions into the user’s language, completed by an expert
assessment of conformity to the original;
- checking the validity and reliability of the test, carried out in accordance with
psychometric requirements;
- standardization of the test on 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 population planned for
surveys, taking into account the connotative meaning of linguistic units and categories. No less
difficulties are associated with sociocultural differences. Reflected in the language
peculiarities 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. Complete empirical A. t. in many
cases is not inferior in complexity to the development of an original technique.
In the 60-70s. A. t. in our country was understood in a simplified way; it was often reduced to translation
one or another foreign technique, at best limited to the construction
normative distribution of test indicators. Theoretical
EYZ
the concepts of the test authors were not analyzed, data on their reliability and validity
were accepted as true. Then, in the 80s, issues of adaptation of various foreign
tests are increasingly becoming the subject of discussion among 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.). The requirements for A. t. require high professional
psychologist's culture, widespread use of special technical techniques, including
including on the basis of modern computer technology.
EYSENCK PERSONALITY QUESTIONNAIRE - a series of personality questionnaires. Intended
for the diagnosis of neuroticism, extraversion-introversion and psychoticism. Developed by G.
Eysenck et al. A. l. O. are the implementation of a typological approach to the study of personal
ness.
G. Eysenck repeatedly pointed out in his works that his research was caused by
life with the imperfection of psychiatric diagnoses. In his opinion, traditional
the classification of mental illnesses should be replaced by a system of measurements, in
which presents the most important personality characteristics. At the same time, mental
structures are, as it were, a continuation of the individual differences observed in
normal people. Studying the works of K. Jung, R. Woodworth, I. P. Pavlov, E. Kretschmer and
other famous psychologists, psychiatrists and physiologists allowed us to assume
the existence of three basic dimensions of personality: neuroticism, extra- and introversion and
psychoticism. Let us briefly consider the description of these personal dimensions (in the form
they are presented in the latest publications of G. Eysenck).
Neuroticism (or emotional lability) is a continuum from
.
1