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BcPeek, Niles; AndlOtbersAn Investigation. of the Feasibility o f catainingAdditional labscores co the GRE Advanced 'PsychologyTest.. GRE Board Professional Report GREB Bo.74-4P.Educational, TestingApr'7660p.;Not,availablequality .

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BP-$0.83 Plus Postage. EC .Rot Available from EDRS.*Achievement Tests; *College Entrance Examinations;

- *Content Analysis; *Factor Analysis; Graduate Study;''Higher Education; *Psychology; *Scores; Statistical'Data; Test.Constructien; Test Interpretation ;' Test .

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'PP

ABSTRACTThis study was endertaken to determine whether

additioial information useful for guidanCe or tlacement Could j)ederived from the existing Graduate '1ecord Easiations IGRE) AlvancedPsychology Test. The number of subscores currently reported is

: limited by the high reliability required to make.adkiseictsdecisions; subscores used only for guidance and placement would notneed to stet such-a rigorous standard. Subscoree based cr eightcontent areas (Personality, 'Learning, Beaeurement, Deyelctmenalpsychology, Social psychology, RAysiological and Comparativerpsychology, Perceptual and Sensory psychology,. and Clinical andAbnorial psychology) were identified ky the GRE Advanced PsychologyTest Committee of Examiners. These experimental subscores, the twocurrently reported subscores, and the total score were 'analyzed.ngly0s showedithat, for most students, additional information about

tftrengths and veaketesses in some of the areas could be obtained, Theparticular subscores which could provide useful information variedfrom student tostudent. This finding xas supported by an examinationof fifty randomly chosen answer sheets. It was, concluded thatsubscorespbased on the content areas identified by the PsychologyCommittee mayailave potential for providing additional information for''purboses of guidance and placement. Subsccir'es"tased ca a-factoranalysie of the test, however, were judged not to have equivalentpotential. - (Author /FCF)

ti

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S pagymlore, orEALT4OVCaTIONI r4

NATIONAL TVTEOPOVCATuei

00(ctME 17 vlAs BEEN REPROOtjCEO ExaCTLY AS CIE (E./E 0 PROMtore PE 10$00v OR 014004,1Ar

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I

A. INVESTIGATION ()FINE rEASIBILITY OF

0BIAINING ADI4TI(NAL-SUBSCORES.ON THE

OVANCED PSYCHOLOGY TEST

Miles McPeek'Robert A. AltmanMadelive Wallmark ABary -1Angerskr

Board Professional Report (,REB N(5. 74-4P

to

April 1976

-

Thkl report presents, the findings- of a

feSkarcn project funded by arrd carried

out under the auspices of the GraduateRecold Examinations' Board.

.:

'1 .

.6

.ts

1

.:".0

,

1

ANINVESTIGATION OP THE FEASIBILITY OF.

OBTAINING ADDITIONAL SIEBSCORES ON THE

GRE ADVANCED PSYCHOLOGY 'TEST

A

.4",. Mileslideek

. -

Robert A. Altman

s

wSa

a

4

Madeline Wallmark.' Bary C. Wingersky

O

Board Professional Report GREB No. 74-4P

.

April 1976

,

Copyright ©1976 by Educational Testing Service. All rights reserved.

.4

4s'

a

0 V

or`

v .

n. ,

.

41

i ABSTRACT

r ,This study was undertaken to determine whether additional

.

\LP.

% informationation useful,for guidatnce Or. placement' could be derived from

existing Advanced Tests, The nuiber of subscores currently reported

cS.for each Advanced Testis limited by the high reliability, required

for subscores used in making admissions decisions. Subscores used

only for guidance"and placement would not need-to meet such a

rigorOus standard of reliability. Subsiorea based on eight content

. .

areas were identicied.by Ehe GRE Advanded PsychOlogy'rest'Committtee

9

4

=

of Eleaminers; analyses othese experimentalsubscores,'of the two

currently reported subscores, andof the total attire here tiedgm=

out for two forms of the Advanced Psychology Test.

Analysis of the reliability of theidifferenges among the.

experimental subscores showed that, foremost students; additional

infaimation 'about strengths and weaknes es in some Of the eight

subscore areas could be'obtained. The particular subscores for__,

....

Which useful infOriaEfon:coulabbe obtained varied from student to

student: Thip rinding wea'suipOrted by an examination of fifty

randomly chosen answerihpets.,: It, as concluded that spbscores .. =

based on the cautent areas identified by the Committee:of Examiners

. 0

may have potential foOroviding additional informatilon for purposes

of guidance andRlacement about most itudentwho take the Advanced

Psychology Test. Subscores.based on a fatior analysis of the test,

*however, were judged not to .have equivalent,potential.kt

It

ft

4 fa.

°

An investigation of the Feasibility of

qbtaining AdditionalSubscores on the

.GRE Advanced Psychology Testr '

qk No. 74-4

1. Introduction

Se

a

in October 1972 the GRE Program began reporting subscores for a9 -

=rper of its Advanced Tests. For several years prior to that d te,

eubecorAS.tad been the subject of-widespread discqsaions, and a number

of the'GRE Committees of,Baaminers responded positively to the GRE

Board's tecommendation that.subscores be reported. The decision to

report sabstores.stemmed frOm a feeling on the part ofboth the Board

ati several of the Committees of Examiners that more inforh'etion should

be produced from three hours of testlAg than a sifigle score and that.

the tests would be more useful if. they could indicate strengths and

weaknesses in theseveral subfields of each'content area. Also, the

Board end Coomittees recognized that subscores would be valuable for

coumseling and placement decisions.,

In spite of the widespread agreement about the dIsirabdity of..

reporting subscofes, there were a number of areas of concerti -- includ-

ing the reliability and independence of the subscores -- which Centered

on 1_12ause to' which the.subscoias would eventually be put. If the use

of subscores can be restricted to placement and guidance -- primarily

through the timing of reporting of subscores -- the importance of these

LI

fonceraswill diminish. Placement and counseling decisions are reversible;

whete_as missions 'decisions generally are not; therefore, mach lower

ti

C

,41... 44NOMM=

e.

..

.tt,

-2-

+dards of statistical adequacy would be applicable.if subscores were-

.0 .

aot.used'for admissions decisions:

.Based on then current GRE Program reporting,practices and, the

- feat propel,test ueers would fail to' heed advice given with regard to the prope

use, of scores -- a decision was reached to limit .the initial develop,-

;=nt of subscores to those which attain a reliability of at-least .86

. ,and which ha "corrected" istercorrelation with other subscores of

less than .90: Based'on these decisions, no more than four such sub-

scores could be o ained from any of the Advanced Tests, and each of the

subscores would ha.;.re,to be bated on approximately 50 to 80 items in Order

co obtain the required reliability. Faced with this lihitation, several

Comhittees were reluctant to tailor their test specifications'to meet

:he statistical requirements (particularly the need for 50 to 80 items

C1.74

for eachsubscore), opting instead for coverage.of;he eleents in their

diaciiline in a manner more consistent with emphasii in the undergraduate

curriculum Other Comm eats, including the Psychology Committee, adopted

lubiscores under the limitations described above.

Since the introduction of subscores in operational tests in 1972,

bdth ehe GRE Board Research Committee and the Psychology Committee

havecoatinued to express an interest in investigating the possibility

cof reporting more' subscores, particularly for guidance purposes. At its

mating in :day. 1973, ani.again in May 1974, the Psychology Committee

I : .

ind'icated a desire to experiment with the creation of subscores based

upon the content area specifitations now in use, While recognizing the

-7..00tritial weaknesses in subscores developedin this manner, Committee

tonetteless'felt that the potential value of chtse additional subsdores

o. 1

-to: counseling and placement purposes watranted additional investigation. YJ. e

, NT", "

. , .14 *,

*4X ;

.

e r.4 V -3-

0, of both is possibility of developing such subscores and the reporting

methods that would be decessary.to mi imize their potential misuse..

4/(P

.These feelings were reinforce in discussions during meetings of

,

.1.

"ft

9'

eza GRE Board Research Comittee,Pwhich,was then involved in a review

of tea, currant and-Tuture directions of the GRE Program and of its

related actiyities. Beginning in April 1974 and continuing at a special

testing in June, the Research .Committee considered both the broad

directions in which the GRE Program eight develop and t number of spa-t

cilic propositions concerning the future of the GRE. One of these Propo-.

1

sitions -- endorsed at thSune 1974 meeting df the Research Committee-

and at the September 1974 meeting of the full GRE Board -- stated:

"It is- both desirable and feasible to report mbredetailed and;

useful part-score information oa they basis of the Advanced/Tests.

?a. This expansion could provide for the generation of additional.- n

subscores for all testsin the current 'format.

b. TItislaxpension could also provide for the generation.of su6-

scores designed for use in guidance and placement:"

. .

II. ?la oose and Procedures , 6-.

As a result of these discussions, the current study was designed

. .

to investigate the number of logically meaningfill subscores that can be

generated from the Advanced Psychology Test without being bouncrbefOre-.

hand by a prespacified reliability which the subscbres must:attgn.

Presuming thaethe subscores would be used only for guidanoi :riga place-

meat purposes and not as an integral part of the admissim'process,

the statistical standards for reliability-could beogreatlk reduced.

This relaxation would ,enable many more subscores reported, while,

' . ,

S

-

r

allowiurtest committees to give continued emphasis to the various

elements ,in their tisciplirtes. Thus, this study examined the reliability

and independence of subscores based on the eight major content areas of

"".-

. the'Advanced Psychology Test as lan initial step in determining the extent

to which the propbsitions endorsedby the GRE Board were conceptually

and psychometrically feasible for expansion to the design and administra-.

tion of the.CRE Advanced Tests.

Content analysis was used to define the structure of two forms ,

0.1GR2 and VGR1) of Ehe GRE Advanced Psychology Test based on the assu50-

tion that a subscore might be developed in each of the nine content areas

estahlished by the Committee'asvpart of its test specifications; in ads

\dition, a factor analysis was performed to obtain a less subjective exam-

lotion of the structure of the tests. The analysis was based on two

samples selected from the October I 74, administration of the GRE; score

distributions were computed and compared to similar score distributionst

for the AdvancedP,Aycholog7 Test over the previous three-year period and

were judged to be essentially the same. As part of the process of con-

ducting the content and fictor analyses (described in mare detail,in the

following sections), both preliminary and final.results were presented to

and discussed with the Psychology Committee in March of 1975 and January

of 1,976, respectively. Finally, eonolusiens were drawn, which are presented

in the final section of this report

The Clntent Analysis -10\\

As noted above, the current test 4ecificatiens for the Advanced

Psychology' Test include nine content areas; these'areas and the number

of questions associated with each of the, areas in each of the two forms

of the test are presented in Table 1 on the following page,

8.4

4

0

.

-5-

Table 1P

%

Content Area. .

,

Numbe of fi

ues ohs-

1

. UGR.2 VGR1

, , ..

; Personality 24 25

Learning* /- 36A

35

Measurement 25 25

.

Developmental Psychology 15 15

Social ?,sychology 23 20

Physiological and Compatative Psychology 25 25:

. .

Perception and Sensory Psychology 30 30

Clinical and Abnormal Psychology 17 20

'Applied Psychology and Other ' 5 3

As a first step, routine item analysis and test analysis were per-,,

formed oz theft two test forms; the analysis included distributions of

the Subsccres, means, standard deviaribus, reliabilities, standard errcirs

of measurement, and a correlation matrix of the nine experimental sub-

,.

* It is readily apparent that in these'two forms of the test there aretao few- questions in the area of applied psychology to permit a viablesubscore to-be obtained, a reflection of the fact that thePsychologyCommittee has felt that this area is not important enough in the under-graduate curriculum to warrant greater coverage and had not recommendedthat an experimental subscore in that area be reported. Nevertheless,

an analysis of that area was performed.solthat all the itemswould beincluded in the analysis.

V

If

r

stores listed in Table it togethe;_with the Fhree currently reported2

0 sdores.* 3iserial correlations tfith each.of tha twelve sores for each

i :e were computed. These correlations vire examined for evidence that..

some of the items might be misclassified. A few items were discdvered

which had a higher correlation with a subscore other than the one into

whith they were placed by the Committee: in each instance,. however,

consent of the it clearly fell within the area of tine subscore which

had been placed. Tables summarizing these results are °presented in

Append Lx I.

The correlations for pairs of subscores, corrected for attenuation, .

ars ;restated in Table 2 on the following page; (correlations prior to

correction are presented in Appendix II). -Table 7a contains the correla-

tinns comouted'from the VQR2 data .and Table 2b Contains the correlations

ttmputed from .the VO..1 data. These correlations tend to confirm the

pmmittee of Examiners' feeling thit each of the experimental subscores

co:tains some unique 'information.

It i3 apparent from, Table 2 that some of the pairs of experimental

subscores, for .instance subscores l aptd 6 and subscores 5 and 6,-hate .

such lower correlations with each other thandO the subscores being . .

..,

reported at present. Orily two entries in the gable exceed the 40

AP. Climit set for the intercorrelation of subscorei. In each of these

.

cases,

. the correlation computed fl.'om the, data on the Other form of the test

A

* rhe three currently reported scordes are a total score (based on allitems), an experimental psychology subscore (based on the items in

sp experimental subscores 2,P6, end7), and a social psychology subscore

(based on the its in experimental suhtcores 1,,4, 5, and 8.) The.median correlatione corrected for attenuation, between these two,reported subscores for the five most recent forms of the test is .82.-

...

10 )

w::.V41.44I

::,::.)acore3-COrract4: for Ltranuation

2a. Correlations from DM'.

; _) .

1 1 2 I 3 J 4 I; 1

1

;

.881

; .68

5 al 6

1

.95 t .58'

7 I'

.71

8 1

i.83 .

;

. ..

1. Persona lity 1 .76 t1

;

. .

2. Learningi .7.6 1 1 .. 88 1 .81 ..7§ 1 .61- :81

.78 1

.76

.8L1 .74"3. Measurement , .83 ! .83 1

s

.84 1 .57f

\ 1 1 I4. Developmental j .8$ I .81,1 .74 1

.83 1 .631

.72 1 .83 11

i L5. Social. ,.

i .93 ! .79 1 :84 ; 43. . .1-54 :72 II

7!_i

.64-16., PhyiLlogical & Comparative1 .sa I :61.1 :57 1..63

c 4.541 -- .75

7. PercePtual.& Sensory I .71 1 .81 i" .78 ..72 72 I .75t ;

f

.70 1

8% Clinical & Abnormal'I .83 1 .76 I

t

.84 .6; ./9 1 464 .70 I

2b. Cori.elstions from VGR1

, li 1 2

;,

3 '. 4 5 6 1 7L

8-

1.

- .

Personality F .77j

.76 ,.74 .68 ..62....

.67 .90-

.76:1

.73-1

2. LeirniRs i .771 ,

I .80 .79 .75 ,.83 .83

3. MeasUrement .

1 .7.6 . .80 ! .82, 174 I .77. .75

4.

.

Dqvelopmentale

.

. .74r

.79 . .82 .84 .77 '.78_._-.76*

Social .:, ir-.68 .75 1..74 .84 I .65 .72 :72 1

6. Physiological & CompdrktiVe 1 .62 .83 .77.

.77 .v4KI

!.84 .67

7. Perceptual'& Sensory. 4 .67 . 83 .75..

.78 .72 I .841 0

.60

8, Clinical & *Abnormal i .....961 .76 .73 .76 . 7 2 ' . 6 7 f . 6 0 ..

4

,

-8-

. . ... . .

for the same two subscores Is substantially below .90. Thus, each of

1,. 4 . ,, .

til.

, eat eight subscgpes appears to meet the criteria of independence set.. . . ..

for aubscores in the GRE'Program. 111s result confirms the validity

4

4

f

of the Committee Of Examidei'se belief that subscores based on the eight

tontent areas would be about as independent as the two subscores beingt"

reported' at present. The Commitpea feels thatsubscores baled on the

-. wry '..

content areas would be by'far the most useful for purposes of guidance and

.placement. becguse rhe curriculvm tends to be organized in the same way.

A!*

" The reliabiiities of the subsCotes based Qu the eight plOor content.

areas were compute from Kudar-Richardson formula620 and are given in'yrA ,

Table 3 belol. The reliabilities depeni in large measure on the number of

items contribAing to, each slibicore. Subscores 2, Leartang, and 7,

Perceptual 6 Sensory, have ihe highestpliabilities and are basedon'

the most questions, 30 and 35 respectively. Subscore 4, Developmental

Psychology, has the lowest reliability.and is bused drithe fewest-number

of questions, 15, The remaining subttorel are based on 20 to 25 questions.

Table 3 .

.ReliaiVlities of Subscores1

4.

Tesct Form

_Contest Area UGR2 VGR1.

I. personality -.53 . .66

.

..

2. Learning 80 .7.7 ,

. '3, Measurement . 4 .15- .,63

. -

4. ,Development4.1

:45 4k°4'.48

. ,

5. 'Social .

-7 .

,62 :570.

0to. Physiological A ComArative .69 .73

7. kerceptlia 1 Sensory,

.78.

:77

.,,

8 .Clidical 6 Abnormal I

A / .. A-

.55 .66

/

1

# fr. .

. -9-

V

rt

iee relisbility$:;these iubpcores is not impressive when judged

byt../u4a1 standards. 'Only the Learni aubscore 3.n I= reaches ma,

standard of reliability reqdired of the subscores being repOrted at

3%

'present. :Zavirtheleis, 'these° ies are respectalile'for subscores

-.

based on 15 to 35 questions The reliability of the difference between.. ,

.

say two o! these subscores wil;lbe,fairly modest. .The quettion to'be,4

% .

addressed is whether the raliabflity of the differences between these

subscores ishie enough co make them helpful in guidatice and placement

decfs ions."' 111

Lord (1958) has Suggested one my of examining this question. He

suggests that the difference between any two test scores may be quite use..

ful even,when this difference hag very IOw reagglity by conventional

standardk, ,He suggests that a criterion for the usefulness of difference ,

scores be set in;t erse of the proportion of students about whoa judgments

that one score is-higher than andther score can be ade with 80 to 99'

percent accuracy. 16 the context,of guidance tneplacement, ..the ability 4

to differentiate' among a siudent's attainment ign several subicore areas

and to be right 86 to.90 percent of the time might well.be worthwhile.

The dsafalnass fpr individual guidance ofiory measure of low relia--

bitty is_greatly iacteased under tWo conditions of use:,

0 1. The measure is used to make broad rather thin precise

o

,

class4fications. -

2. Judgments arqmacit only about those students with:somevihat.

1 extreme scores; no judgment is made about those students,

with less extreme scores.. , .Cr

-,,.

These coap.:tiois are approximated when differehce scores are used in the#

,

. 5.31.1,oirci user. . i..... . / t

'. 0 13 ' I

.. ..44 0 ' . I,.. .

..

r,

. , .. . .. . . .A . ...:.., . .

The subtesc scores are plotted on a no/fie chart as a 'coral.-

deuce bend extending one standard error of.measuremezlt above

and,below the obtained score. .4,41;

2. The difference between scores on two subtests istreated 71],

real only when the two confidence bands do not overlap.

The effectiveness of.arty difference score when used in thig way can

be evaluated in terms of the proportion of students for whod judgments4

ate made and the proportioh of correct judgments; some illustrative re-)

sults appear in Table 4 below. .

Table be 3

Proportion of Comparisons about which Judgments are Made._ .

. .

that There' is a Real Difference Between two Test Scores . ..

,4.

'.

Reliability'of Difference

(rdd)

CuFtingPoint(IC)

Proportion ofStudents forWhom JudgmentsAre Made

r, Pitiportion

Of Correctjudtments

. i_

.:*

.

.09 1.35 .18

..-

2925 1.26 ' .21

. . :4..

i,., lik*

- . .3025 1.18 .24 ,.86

44. 4125 *

., 1.07

.

.28..

,.f0f

.49 1.01 . .)1, .92

.64b

.

.85 .40 .95

4*,t,

*

This table shows that difference scores with very low reliability cap.'

provide useful information. Difference scores utth-a reliability of only

.

4

Lord, P.M., The Utilization of Unreliable ,Difference Scores, EducationalTesting Service, RB-58-1, 1958. (For a moreextended discussion,a .

Lord's work, see Appendix III.) .

1

14

.20, for, example, can provide judgments ,that there is a reardifference'be-,-

..

..

1

atween two test scores'fOr about a f*fai of the comparisons made, with 80 :

percefit confidence in the tOrTectness-of the judgment" made.'And,..since'

there are twenty-eight comparisons sp be made among theeiihesubsoorea for.

.*ea uden4 it is not surprisitlighag et!Iainination.,96.fii.ty, random1

.:-. - .

.4.:-1-. . 4 rchosen answerAheetkm.shpWed *at aOttionai. information C00446 reported ,,

for the greattraimiti5P. ;44-su. ,ti...,,- - titk"%.

,. . ,..

,

,

ow,

.

'''' .VOr .. ,

,The reliabilitrof thS".difreffencebetween ,each pair of subs ores' for .

4. ,0

both ,test forms i s' given in Table 5 on the following page. Of the 56 vg.t

!et ,

*.k

given in Table 5, 48 Ax 'r, tet than .20, and 35 are greater then -.30:i , q:, . . Awib 1 t

This shdwt that in he g atmejority of comparisons between pairs of did '

% .. p

. . '' .

. scores, judgments could be made about 20 to 25 percent of the compar4io001.

itl.'80 to 85 percent accuracy. As noted above, given twenty-eight com-

parisons per student, the subscores appear.to have a substantial potential

to provide useful information 'for purposes of guidance and placement.

1, In addition, it should be noted that of the eight instances in which

lathe stan4ard error of the difference between two subscores failed to reach.

.20, five of them involved,

Psychology, which was Wed

a compariion with subscore

on only 15 items and has

than.

.50 in each test fore. In more receOlforms-of

4,.Developmental.'44

a reliability of leds.

the teat the Committee

has raised the number of items in this content Category fromIS t0.204

t. 6Minor changes of this kind in the test'apeciticagons,plusia

. i .1., . '4.

atli,, ,.., ..ctease in the total number of items ,{the test is quite unspeed49 would .

.

nerve to increase slightly the number of students abouptyfor judgMentsickla- ,

is% ...,.

cduld,bemade with r asonable accuracy. ..

r

,,, ... :.:&,1-. k

In summary, it appearis that subscores based on tke;.content areas dda

. AS'

fined by the'alommit ee have considerable potential to provide information.

1 5.

4

I.

".

:

: ,

.`1.

Table 5

.. ...-

Reliabtlity 41 the Differente

Bettleen Each of the Experimental? Subscor es. . .

. ..

".f g

1

5a. Data from-MR2

II

2 3..-

4 5 6 7 8

.

...., 1.. ?ersonatity .34 '.20 .11 .06 .40 .38 .17

2: :flabrnin g . '' . .34.. .

.29 .27 .34 ..53 .43 .35.

. 3. ':Ireas).itement , .20 1 .29 .30 .26 .52 .42 .24

%,- . .

4....pavelgriental: '".11 .7 .30 .17' '..34 1 .32 .13

-.

',3. SOctal . .06 ,34 .26 .17 I . .47 .4Q .23

. .6: Phisiolcikical & Comparative .40 .53 .5 .34 1-.47 ''''' 1 .40 .38

".i.- PerceptU'ai 4 Sensory*.. . . .

.38 '.43. .42 .32, .40 .40 I1

I 139

."" 8. dinicalCAbnotmay' .17,.

.35 .2.2 .15 .23, .38 i .391

1

5b. Data from VGR1

t.

e4 1 ,r 42 3' 4 5 6 7 8

1. Personal?. I

' 1 .37 .1. .26 .34 .44 .46 .17

2. Learning...f

.37,1 .32 .28 134 .35 .37 .18,

,3. :'m_

easurement . I .31 I .32 .19 I .28' [ .34 .37 .33

4. Develolistental. .26 I .28t

.19 , ,

,

1 .15.1 .4p, ..29, .25, - 4

5. 'Social' ..34 ..34 .28 .15 .25 .37 ..31

1 6. Pkuiological & Comparative .46 I .35 .34 .28 .25 .33 '.44

! 7. Perceptual 4.'Sertsory .461'.37 .37 .29 .37 1,.33 I .51

.

-. . .

8. ,Clinical 4 Abnormal(.2

.17 I %38 .33 1 .25. .31 1 .44 .51 I

s. do IC

Vs'

,i _,,-4.1' ' ,.., , ...."-.-.%-. ..3 Oct

.4 '' 4: A

A

4

.V

A

4.

0

. Aal\;butstudents with ulusualiy high 0 low scores for use' in guidance and

The standard errorrof th difference between the great md-i

. .. .r.jority of pairs of subscores would all kw judgments to be made about 20-to

i . ,` ,

$ 'fierce.= of .the compirison. ,. .

s'with 80 85 percent a random .

.

.

.., .. , . .

t sampie'of answer sheets shows that this W'O ld provide useful',

.

4, - \ '' 1

,Ao

4.. . for (4e great majority of students:- The ex at to which 'students and6

(4.

4

o

t scheolkmuld or Avu/d take advantage of this\nformation if ftlwere avail-_

,5.

able is, not 'mown..

r7: Factor Analysis .

Factor analtsis was used as a second method of examining the%

structureof thesi two forms of the GRE Psychology Test. The Psychology,.

. .

Comdittge's content analysis is a logical way of relating test .content

to -the curriculum, andiis intended to insure that all the majoeareas

of curriculum are appropriately represedted in the tests. In view of the

-)demonstraxion of the-relativellUdepeddence of the subscoreh based on con-

.

teat areas, the results of the content analysis. became relatively less im-

portant and the fact that. each content area did not emerge as a separate

,`,6

factor was not disturbing. Moreover, such a result is consistent with the

fact that content areas are ubt lear ned in)ependeritly, that many required

introductory courses cover all the major areas of psycholtigy, end that much

psychological theory is applicable across content areas. .'1'

Factor analysis offers an independent, parsimonious description of

,the observed data. This is a legitimate way to study the structure of

.. _

the tests, and tie results should offer insight's about the way Om tst1. .

,

are functioning. .

re

4

A04,

4 '

, ,i . ..

: i'. .

; . - .. .

Factor analytic techniques were used t .i vestigate two ieoarate.,

.,0

...,_ 1. To what extent do the items in each ofthe experimental. Sub-

scores appear to be, Measuring a single,general.factoe, . .: .

... ,

2. Do otiie; logically -valid and potentially 'useful groupings. - . f

`

questions:=

.

(subscores) of the items dkist in the data?(

e would proceed byi4ktaining the internotrelationsTheoretically,

among all200. questio?c for each of the4eses. In practice; -Ois numberA

of variables (questions) is far tocCmadY to economical;reubject zo.

1 conventional, factor analysis. Therefore, eachtest was split:into two

t.

paies,,the first' consisting of the odd numbered questions and the-second

a n

ofihe even numbered questions, The basic: idea behind this approach is.,

an one. IC .s ass;:med that the odd numbered items of a long

rest wo:ad have the same number of factors as the even, numbered items0

.,

to .,of the test, and .that these t-.. sets of factors would be approxitations

of the common factors, of .the totd1etest. Furthermore, it say be expected4

'S '4.

Aot cenFai.Cal corralen4ons between the principal component

1

''

the ofd dumbered 1,,s and the even Lumbered items would indicat

. -. thetrmagaituda0 number, of important factors in each subset o'l items

. . c ,

. ,

'and so of the whole test, provided that enough principal components were

canonically correlated for some snail canonical correlations aMOngthem

to indicate that there were. unimportant cdmponents that could be setI

;aside as random error.

A component analysis as obtaiaed for each part, consistimg.of six

;rirtcipil cozponents. The correlations of the six principal components

,of thetwo parts of each test

.0

were obtained, and subjected to canonical

1J. - "

f.

'correlation analysis. In each case, this analysis revealed] one very'. ,

4 -thighly correlated pair of canoaicalmariata: The three gMallest canoni-

,

cal correlations were distinctly.tiivial in each case.

/

The six canonical variates ware condensed into three orthogonal

"quasi- factors" by resealing to unit variance the sum-of-each pair of

correlated canonical variates. Theta the sums of corresponding odd

-arod even canonical variates acre correlated with the original item scar*,

=

resealed sums of corrasfonding canonical variates are appro4daons

to th principal component scores Of the sample matrix of correlations

among all 200 items. Their correlations with the Original item scores._

. .

is therefore an approximation to the principal componant.anilysis

,

200 items into three components. It was this matrix of correlixions of

item scores Nita approximate'prliAcipal crtipOnent,scores) that-was treateda

as if it were a factor matrix andtransformts(td,an-oblique solution.,.

.. 4 .

4..

The canonical correlations tetween the six odd numbered and six-

eve* numbered item components are presented in Table 6. In each

test for= only one of the correlations exceeds the .80 standard suggested

.i= :ha proposal as a7propriate to identify factors co =on to both sets

of data. This suggests that if one were seeking the most

bt adequate desctiPtion of the observed data, each test could be

described essentially in terms of a single factor.. This description of

the strudrure pf each cast is, of course, consistent with .the practice

of having a single GRE Advanced Test'in the area of psychology and with

reporting a total score for'the test.

. .

'1

4

4'or

4.- vg"

, %..

. .41 ' 4,

.' ..!

, .0.0'4" A 4 .

Y 1 ..... : Pit 4,..,.: . .

--:= i . ',.

, . ... ,it.. .,..N ..-

. . Six Odd Numbered' Item Components and Six.6 ...or.. . ..loto .. 4

1,11

Table 6

Canonical Correlations Betee Six

',f.4

.1/ gg

06 t

:

SO

1

I4

Even Numbered./tem Components

UGR2 . VGR1

1 .8931 .8933

2 .5091 .4986

3 :3782 .4130

4 .2125 .1925

5 .1420 .1758

.0499 1 .1174 1----6

It ade.t:tmn :o the one well de=iced Attar in each test form, there

are two lass clearly defined factors; the arse remaining canonical co:: e,-

latiofts in each form are definitely triviAt. Because the purpose of this

analysis was to seek potentially useful groupitgs.(subsc?res).of the,

secions, we consider.:d4in detail the three factor solution.

41

The finding that the entire test contains only one predominant

factor suggests that it is unnecessary to subject each of thecontent

area substores,to factor analysis Is proposed for the research projett.

The results of the item analysis demonstrated that with the exception

of a few items, the subscores ere scales that "hang together" rather well,

Ai

I 20

,

l

14

.

.'r

' ,

,:

.

Tables ofthe fifty items with-the higheVt cort4elationi.th each, .wi,

,,:41

of the three factors in the obliqtrt,setvEture matrices are presented in. .

. ..

Appendices IVa and /Vb. The co relations among the factors in each form

are presented in Table 7 below:, :Although the ?actors have substantial

correlations with each other;: they are less highly correlated than .the

subscores being reported at iS'esent.

.1

Table 7

Correlations- Among the Three Factors

is the Oblique Structuiie Matrices

F-1.102

II III

.523 .652

.523 .504

. 652 .504

4 K-VOR14

Factor

II

III..548

II III

.548 .602

.561

. 602 .561

4

s..

iaxt ;;e examined the factor analytic ,results in relation to the

,v "content calssifications of the items.. Table 8 gives the content

,classificatiods of the fifty items with the highest correlations with

each of the three factors in VOR1. Of the SO items with highest corre-

latiots vith,factor 1, A4 of them contribute ,to the.Experimentalstib-, -

store areas 2,6,7) and only 2 to the Social Psychology subscore

.1

-18-

I

(czntstkarsas 05 ths 50 ite-cs 1:ith,th l;heat torrslations.

with factor 2, 23 of them contribute to. :he f.xperii4entai subscote, and

,

23 to the Social subscore. Of the fifty icet as with the ;highest clartela-...

. a.

tions with 4.c.tOY-3, 22 .com;ribute to the Experimfntal subscore sad 23, .

to: the Social subscore. Factor 1, then, .is Pitdominantl in the area '4 .

of F.xperental Psychology, while factors' 2 and 3 are about evenipy

diided ':etween the areas o! Experimental ana Social Fsycilolagy.'

P

Table

Content Classification of the 50 I514's ;with the

Highest Correlations on Each of the Three Faitprs in VGR1

IFactor.1 :'actor 2 Factor 3

1. PersonalityI

2 10 '5

2. Learning I 11 13 7

! 3. Maasdachant 4 5

4. Developnent i I1

1 4

5. Bozial .

.--.

2 3

6. Phytiological 5 CompsraElla 15 4[

$

.

8

,-

7. ,xietdeptnal 5 Sensory$

.

.

18 61

e--,

i 8. Clinical $ Abnormal -- 10 6I

1

9. ,. Applied 5 Others - .

1 , --

4:r

22

J

V!

;-_

-19

:he results-4 of the !actor analysis o zhis form of the test were pre-

seated to the OSE Psychology Committee at its meeting in 'Jarch 1975.

.4

Co etas identified factor 1 as appearing to measure knowledge of

psychological faits, such as the functions of rodsend.cones, primarily

in content areas 2, 6, and 7. The Committee identified factor 2 as

I

eppeaang to measure knowledge of

cdctent areas. A typical item wo

,psychological theories across all the.

4uld be "The

4structtral concepts of

trikson's theory are referred to as...." The Committee identified

factor 3 as prIm#rily/iiaesuring the candidates' powers of analy'sis and

interpretation. Items with high correlations withfactor 3 typAilly

requirad the candidate to analyze or interftet stimulus =tette' pre-

sitted in the test.

The Committee" did not believe that subscoras based on these factors

Qthatwoad be useful for guidance and placement:. The point was made that the

turriculgm is organized a.:.ong content-determined lines, and that students

read to'know their strengths and weaknesses in those terns. The Committee

felt th the results of the factor analysis in no. way limited the useful-

aess:of subset:A-es based on conceit areas.

Table 9 on the following page gives the,contedt claggficatiots of

the 5Q itemsigith the highest correlations with each of the three factors

"'in UGR2, which were disuSsed with the Psychology Committee it Janu-

ary 1976 meeting. Of the 50 items with the highest corral with fat-.

tor 1, 21 of them contribute to tbe Experimental Psychology subscore, and.4

17 to the Social Psychology subscore. Of the'50 items with the highest

correlationswith factor 2, 45. of them contribute to the Experimental Psy-

chology subscore, and only -4 to the Sotial.Psychology subscoce. 3f the 10

items with the highest correlations,vith factor 3, 34 of them contribute

to.the Eiperimental Psychology subscore and Only 5 to the Social Psychology.

subscore.

r)

4

.17

.

t

7

o'

-20-

0.

1Table S)

Content Classification'of the 50 Items with the

Highest Correlations on EaCh of the Three Factors in UG22-

,

, I Factor 1 1 Factor 2.

Factof...,

3I

i

.

1. .Persomality, 51

. 21.

1 1

1

/2. "Learming .: \ I 11 I 9 15

-,

I

3. Measurement . , 1 i11

. 4 . 11

.-. Dev&lop=ettal. 1

3 I 1 . 0,

. io. Social

. 1

5 0 3

6. Physiological & Co.;.perative 1 3I_

17 AP 3

1

7:' Percept=1

1 & Sinsory 5.

17 13

8. Clinical & AbnormalI 1

0 % "4

r9. Applied & Other /. 1

1

.

,

0 0

Although there 1e some obvious-differences between these results and

those obtained'for VGR1 in terms.of the content classifications of the

items, the Committee felt that the two analyses are basically consistent

in identifying facAors which measure primarily knowledge of facts, know-,

I

ledge of theories, and powers of interpretation and analysis. In this anal-./

ysis, the first factor is almost` evenly divided between the Experimental dud

Social Psychology areas, while factors 2 and-3 -are made predominantly of

items in the area of Experimental Psychology. In form VGR1, the first factor

correlated highly with items in the Experimental area, while factors 2 and

3 were about evenly divided between the Experimental and Social Psychology

*areas,'

V

f

f.

.

. I

''217t.

.

II-appears from Tables 8+ and ? than the first factor la CNi.VGR1 4.1; t t '.

,

.

analysis, Which 'correlated highb, f.th items in the areas of Pilysio-. - 1 1

, . .

logical and Comparative Psycholocs

Per/ception'and Sensory Psychology, and._.

t ,Learnipg, corresponds to the se' factor in UGRZ. Content analysis at .:--

...

i.4

the ieem level, confirms this, f ori2 in OGR2 correlates' highly with.. _ /

_

items that tap the same kind'o oWledge of facts in ExiserimentalPiY-.

..

. chology as those in factOr i Of #GR1. ....-:

'jf. 1* 1: ...

1

Of the seven itti0p,witp thi,highest'correlations on factor 1 in UGR2,r-I

..o

....

.. . ,

six are in the are-A measprem.t. This factor is characterizedby its

"&t.c:frequiring a knowleh ua le theories of iisychology,'including knowledge ,

46)::'A . . ..-...... i

of measure theory PS rst corresponds to the second factor in.VGR1 ...,_

:-.,

i f . ;- ,

As in the ihe4,0110 of.VG111, the' items which; correlated highly with the

.' i. q; 17 '' ..; ,.

third factor id Oiraltend.;to be those which require the candidate'to analyze/ ,1

or interpret'stlfOilhs material presented-in the test.

. Jf.

For purposes, afhis study, it appears that the similarities between

/thefactor analyeds of the two forms are most important. The analyses pro-

vide,

the Committee of Examiners with a new way of looking at the structurees ...r 1 ,

of the test. While subscores based on these factors are logically defensi-t

ble, the Committ4 of Examiners does not believe they would be useful for.

purpoges of g uid ance and placement. Because of the CoMmitteets reservations.4'

. abbscores:based on the results of the .factor analysis, these iubsares

were toot subjected to the reliability and independence analysis that were

-applied to the Committee's content-baseeiubscores: Likewise,3

no compari-

son was made of ,hots well the Committee's content analysis fits the data in

__comparison with the structure determined by al5or analysis.

(

, V. ,aonclusion

-22-

t

The goal of this study hasbeen to see if a set of snbiccires:which

,y

1

, .would' be both ieaningful.and statistically appropriate .for guidance and .

, ..

placement decisions coukcd, be identified, while, maintaining the abilitrof. .

. . ?Pk...-

- , the.?sychology Test to1 ,.produce. ,a'single score with apprapriate.conEent, ,

.

$4,, coverage and statistical;properties for use in Vidssions decisions:

.... Subscores based on -the content areas defined-lr the Commitswappenr

c.- ..

to have substantial potential for providing useful .infOrmation about stu-.

,.., ..

defits with unusually high or low score., for purposes'of guidance and

placement. Comparisons between pairs of ,subscores would allow Judgments

that some subscores are higher _than others -_to.be made for most students,. ,with 80 to 85 percent accuracy.

Finally, the factor analysis showed only one well-defined factor in

eat of the test,s, which can bi described basically in, terms of a 'single

factor. Subscoris based on .the three-factor solution 116 not- appear to .

'have much potential for useAnjuidance and placement decisions.

4.

..-".

.

,

II

4 U .

4.

r '

,16-.

.

4'

;eV It

.00 0

.."I. .Itim Statistics, by Subscore: ..Summary of Newts

Lions of Deltas and Biserial Colrelatiods.

-J.

k

"LIST OF APPENDICES:LIST

A. For Form I-UCIt2 tables)

'B. Foi Form K-VGRX (10.tables)

II. Correlation Tables,

/".A. . For .,Ferm, K-UGR2

B. For Form K-VOR1.4.

44

4.

$

a

I

and Standard

C. -Summary of Item Ov g Variab

ti

O

III. Citation from Lord, P.M., The Uti ration of Unreliable Dilfere e'Scores, Educational Test.ng Sery e, RE-58-1, 1958*

IV. Itei/Factor- Correlations in Ika k-Order, for each Factor and for: va a

Communality

'A., For.Pom t-UG12 (4: tables).,.. , s

fr

4

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af

Personality(Subscore 1)

Learning(Subscore 2)

Mgasurement(Subscore 3)

8evelopmenralPsychology(Svbscore 4)

Social Psychology(Subscore 5) .4;.

. .

POiiiological andComparative PsyChOlOgy(Subscore 6)

Perception and .

Sensory Psychology(Siescore 7)

Clinical and .1'

Abnormal Psychology;(Subscore 8)

tither(Subscore4)

**

ti

4ft

3

-26-

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Subscort 1 - Personality`.

e

tI tell

r

010

t.

2956606162636671727374;

7577

78

50155

157

162

1.77

A.

,8ISE

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-27-

ORE ADVANCED PSYCHOLOGY Fors K-0082

Subscore 2 Lo4raing

z -

-agrg

13

1.4

-16

20

\ 24

126

19

31

327"-"--It

40

BISE142441 CORRE1:42101(

Tots1(a .'200) 3 w

gil.4 *

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ee

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7.4

7.1 .43

: 10.4 .589.9 .40

11.1 .6011.3 5411:4 .38

12. .46

12:3 .56,

12.8 :3813.5 .41

F

12.9 .45

13.0 of .51,12.9 E .17,14.3 1 .31

1:.2. l .21

13.5 .49

,13.7 .47

13.6 .3515.3 .40.

14.5 .34

16.1 .4411.8 .1.0

+RC11.5 A .41

.36,

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'11.6 .14

13.7 .47.30

16.i .25

13.2 .3314.7 ..2445.1 .55

11.1 .45

1956

15.2. .58

196 12.1*. e

43 .`.44

4o.

99

100

LOL

102

'1,03

104

fG5

106

107

108

109

147

148

1$1

1A.

163

176

192

193.194

.48 1

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.33 .67 .49 .38 .36. .38 .48 .37 ' .19

.37 .54 .44 -4 .17 .41 .29 .39 .34 1.5

.23 .41 ,,,k .26 .25 .29 .25... .12

.23 _.52 .40 .28 .28 .26 .32' .431 .15f4.

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426 .48:Z8

42(6

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.30 .54 .43' .264.6'1, .29 .29 .40 34 .1.0

.11 .27 .16 .09 .09 .04 .., .11 .12 .06

.21 ' .41 .23 .16 .18 ,.18 .22 `.19 -.94

.05 .31 .11 . .15 .14 .14 .0 .10 .08e

.24 .36 .39 . . 27 .38 - .31. .40 .24 .12

. 26 .53 .39 .25 ,...31 .21 .38 .22 .11

.17 .42 .32 .22 ',.---32 '.12 .24 .20 02..

. 26 .44 .31 .21. .21.- 126 31. .27 .15: 4 .4

.22 .39 128 .21 .22 .a7 .28 .18 .11

.26 .53 .30 .29. .24 .32' .31 .27 .11

.05 .16 .05 .06 .06 .00.

.07 . .05 .03

. 32 .38. .29 .23 .28 .26 .32 ,.28 .07

.18 .42 .31 .18 .22 20 .29 .23 .09

.25 .49 .32 .24 .28 / .27 .31 .31 .22

.07 .24 14 00 .05.0S .304 .05 / .08

.25 .51 .37 .27 .31° .23 . .37 .26 .10

.1.9 .39 .24 .20 .16 .13 .19 .21 .13

.12 :31 .174 .13 . .19 At .20 .08 .106..

. 20. .36 .25 .17 .24 .21 .25 .22 .14

. 15 ..34 1.5 .06 .14 .16 .09 .08

. 33 .64 .49 .24.a, .33 .27 .44 .30 .15

. 20 .51 ' .42e .

.30 ,.35 .27 37 .21 15.32 .70 40 . .27 .36 .280 .48 *.30 .17

.

.30 .61 .'37 .26 .29 .26 .35 .27 .14 ", - "

, t, 1Z.8S.D. 2.1st I 36

..40 43 .47 .32 6. .23 .27 .22 .31' .24 .12, .13 ".08 .12 .12 '.08 .10 .b9 10 .09 .05

36 36 36 36, 36 36 36 36 35 4 36

y,30

I.

G

-28-

gRi ADVANCED PSYCHOLOGY Porn 1CUGR2

Subset's.* 3 - Measurement.

rut

22

37

39

$3.

54

59

131

132

133.

134

'45

136.

137

151

161

165'

166

191

198

199

260

65 13.7

68 40 10.0

93 , 14.6

130 '14.4

13.4

11.9

15.0

9.0

10.9

4.5

12.2

.11.0

1248

12.0

11.6

14.4

8.6.

16.1

13%0

MeanS.D.

R

A.

0.9

12.9

.12.3

4 6.0

7.6

.7.1

8/SER141. CORRELATION

.

o.44

7104

0. GI ea 10 .io a a i:. - ,.,

.4 10 . 1 40.4 *

ON 0 el $ ed 0e4a ,...: 40 "

I* 11.1 0 0 ir .4 el1 1 "1 i V ...1 1total

(020.0) su.... 3 ' A `-' 8 g - t345a 0 C 1 & 0 0. 0

.24 .14 .15 .33 .14 .1?

.38 .27 .31 .47 '.30 .30

. -

.32 .25 .27 .9 '.15'2/2

- - . .

.43 .35 .32 .48 .37 .35

r .55 .'37 .43 .63 .26 .40

A

.32 .21 .27 .45 .16. .20

.53 .43 .41 .68 .22 .36, . .

.44 .31 .31 .40 .24 .21

.55 .34 .46 .62 .25 .37

.62 ,46 .52 .67''' .26 .42

, .33 .:4 .29 .44 .17 :20.

3 .16 .16 .33 .10 .21

/61 .36 .so .66 .32 %fa

.61 .33 .58 .67 .31 .43

.46 .24 .39 .52 .19 .35

.39 '.25 .12 .51 .13 .23

.sg .43 ) ...7 .67 .29 .43

. ,311 . .21 *30.45 .16 .22

'..43 .26 .36 .56 .17 .29

.53 - .39 .47 .63 .31 .37

.42 .27 .33 .52 .26 .21

.54 .37 .41 .63 , . .28 .35

.39 .27 .-34 .54 .15 .27

.42 .32 .35 .52 .19 .29

'11.6 .114 .30

.

.36. .53 .23 .31'

. 2.6 .11 .08 .10 ..14 .07 .08

25 i 2)4. 24 24 24 24 24

0

r-

.

400O , . A

..o 6.0

#.N.,..

baa I. 0"14424 4::0 4.1

R a %.1 41,.O g I 40

ti .1 t... 1 t ti

0 0. 4110wi C * * 01

.4 4e. \ i otl -11-ifi . .277: slaa. IIS:. 1:'0i... 'BIS Aia. o a. ka 0.08 ,.18 .18 : .02

...

.14 .27 .31 .08

.14 .241ge

.14 ,.07

3- . - -

.18 .36 .32 . .11....,

1 .34 49 .32 .17

.16 .23. .1.8 .10

.25 .35 .37 .16

.32 .11 .24,

.15

.34 AI .35' X10

.33 445 .4 .15

.18 .24 .21 .07

e).12 .19 10 ',62

.37 .42 .42 .21.,

.34 .21.44 .41

,27 .35 .31 4.19

.15, .28 ,24 .12

.28 .38 .38 .18

.13.. .22 .22 , .084

.24 .30 .29 ( ,01A

.20 .36 .39 .22.

, .20 '.30 .27 .07

.32 .40 . .28 .16 4

.15 .2 .25 " .07

.20 .29 .26 .15

.23 .32 .29 .12

,08 .08. .09 .06

24 24 P 24.

Y p. .. -r. 1

4.

e 41. ..

ti I,5 1 ...

sqA

A-

4.1 .

1

29-

GRE" ADVANCED PSYCHOLOGY Farr ,K-Heit2

Sitbacore' 4 - OftvaLopaei;tal. Paiic.yo' logy

"-

IP

.

41

''";,e, 00. 9

"; ! ..f

, .4

P.. if, .ad

1 I 1 i - I-I4 44 I 4 P.. " 4 II4

40

....

... 8 S d to " P0).4 0.0 0.

- ... 10 a 0 0 0 +0 01 ..1 el

Totalid0 N'

Pi Nela el '114 +.... 32 24 174

AI II :"1U: "Ifi' 1:1

.4 0 ... 4.1 u......4 0 N 0 0 vs .

gl" 41 S I .9 2 1. .2 &

0 k .." 0. &.-.0 1 ..c1..2O

.... 0 ... V As

, I t 14 f

0.3 -. 2 """ a a."''p ' yi'''' a ... a a - .4 a ...

0.1 la k a

11. I a to 4 0eh ...4 a 0 G ,, ? 11% a(a200) ' 0 ...

1 ..10 40 . ..25 .12 .21 9 .L5 .20 .L4 .024)

.37 .19 3;3

5 % 6.3 , -.40 .33 .53. .31 .44 .28 .22 .2S .35 06I. . / 1

lr. 5I.

.21; .20' .18 48 ." .40 .15 .08 .08 ; , .18 .09

28 11.4 .40 I. ..30 .30 .30 .59 c .30 .L7 .28 .28 .15.) ..

49 11.0 .3$ .27 .32 .19 .16 .34 .21 .27 .24 .10r

57 8.1. .28 .2b .24 .22 .41 ' .24 .06 .11 .21 ' .13..4

94 14.4 .16 .0540 ,,, 1:13 .17 .14 40 .15 .10 .13.4 k

95 .10.7 / .L6 ; .11 .12 .09 .38 .09 ;09 .L1 .06 .07

96 16. 2 t .15' - .09 .08 .L0 .36 .L4 .06 .L0 AO .01N.

97 10.3 .39 .25 ' .33 .29 , .52 .28- .18 :27 ns .28 .10".

98 13.1A: 49

.L7 24 ° .L7 .39 .L6 .18 .21 '.19 .10....

156 11.5 4. .26 .19 .17 .19 .41 .12 .17 .23 .15 .09

158 ' 13.5 .23 ..14 ...1.4 .15 .45 .13 .25 .13 .15 .L2. ,

.190 14.6 .47 .34 .35 .31 .54 .36 .35 .40 .29 .L7

t ..191 14.7 .34 .23 .28 .21 .53 .26 .26 .26 .20 .L4

A. *.

4111 .3 E .29 . 2 1 .23 .21 .45 .21 .L7 .20 .202.5 .10 .08 .03 . .07 .07 .08 .08 .09 .08 .0445 15 - 3.5' 15" 1.5 15 3.5 15 15 15 15

.

.p. A

-30 -OF,Anvatrcib PSYZ:HOL Vora KA/C82,

Subscore - Social Psychology-

Mean

-p. BISERIAL

.

. ..-it a, :4 V

314 .4 40 if,a 1.1 A *.r4

Ices

4i

16.1 ' .20 .13 .12 .13 .08

15 7.1 , .50 .33 .39 .37 .28

17 9,$ .36 .33 , .29 .25 .26

23 10.7\

.37 .28 .28 .30 .22

32 11.0 .34 .30 .27 .23 .21

33 8.3 .51 , .34 .39 .46 .36

46 10.4 .40 .29 .33 .32 .23

50 13.9 .4) .40 .37 .33 .29

79 13.5 .27 . .23 .18 .21 .22

186 12.5 .34 .27 .28 .28 .21

87 16.1 .19 .14 , .09 .1$ '407

88 14.6 .35 .24 .27 .25 .22

4i89 11.7 .35 .30 .30 .27 .26

90 16.0 :23 .24 .11 .21 .15

91, 16.1 .34 .26 .22 .23 .144

92' 12.4 .24 .15 .16 .17 .10,

167 12.0 .45 ,28 .35 .45 .25

168 4 12.6 .21 16 .13 .17 .11

169 ' 12.7 .51 .381 .39 .43 .33

170 11.6 .51 .33 .43 .44 .32

183 X20.0

188 14.4 .22 .i6 .il .17 .14

169 16.4 .25 .25 .18 .16 .15

c 1 mc

13.0 .34 .26 .26 .27 .21

2,9 .11 .08 = :10 .10 .08

23 22 22 22 22 22

xY s.

CORRELATIOt4

orat1? , ,:

... - ,o It -0 1. .I ..1 p. . a o ' , o a._... .

... **1.8..,,..ONri

01 It ... ....N 14- NN *Ors0 i IA G. t* 94 :. 4 e ,...,M PA

.....

,

I.Es. ja:2cooal) I.'! L 3.- A -

3 &2 II'31 L so

_f: ' 2'..2' co4'411 ,..,.. 0 , ...,. & 6.5

I

.34 .09 .21 .08 .05

.53 .35 ' .38 11 .07

11 ' .21 .24 .27 .16

.31 ;15 .. .22 .28 .415

t

.44 .21 .23 .23 , .09,

.62 .28 .36 .38 .16'

.52 .25 .27 .24 .20'

.45 .25 .27. .31 .22

.40 .13 .18 .10 .08

149 .14 .22 .23 .07

.28 .11 .17 3 .08

.51 .17 .25 . .19 .11

.48 .13 .20 * .26 ,12

.42 .10, .13 .14 .11

.57 .18 .24 .416 .13

.37 .14 .18 .16 .05

.48 .22 .31 .27 .03

.33 .08 .18 .15 102

.66 .22 .38' .34 .13

.58 .24 .39 .31 .15

- - ..-.

.41 .06 .11 .10 .13

,45 '34 .14 .12 .13

.47% .18 .24 .22 .11

.09 .07 '408 .09 .05

22 22 22 22 22

;GAR ADVANCED PSYCHOLOGY Fors K-UCRA'

Subscore 6 - Physiological and Conparstive Psychology

z 81.SERIAL CORRELATION

I

item

ID

11

.14

47

58

/ 64

67

69

70

122

123

124

125

L26,

127

128

129

146

152

160

164

184

185

186

187

ri

4.

13.3

18.3,

llgt

L2.5

15.1

16.4

22.7

16.0

11.4

13.7

11.7

13.9

15.1

14.5

15.7

13.6

11.-

15.0

11.5

17.2

15.1

18.9

16.0

15.1

eY

?. . 4

. .40 4

%

04"25

00 -t

O 0 0. a ..* .0

4. S. - aO

-1 .----174; 0 A0 0 40 a.0

.., C 4''. at 4

""'"M0. 0 ad

1 0 001 4 4 4C .4 0 04.0%

0. 4 .4 .4C Il * r4 .- A00 wo.... i

Total :PT ) w . 3 g

(u200)u ua ...0

0 C0*-0

2 & p.. 0 0 aa... .4(ik,0. 01 le i g .5 i &

D . a I a i l l. s I n 5. I t N" . 'a I ,

1

14.

.37 .19 .23 .27

.14 .09 .09 .04

.40 .22 ' .31 .24

.59 .39 .45 .38

.24 .10 .18 .15

.38 .17 .23 .23

.39 .20 .30 .25

.00 -.07 -.06 -.63

.54 .34 .39 .45

.21 .13 .10 .11

.29 .16 .08 .11

.45 .2e .35 .25

.36 .21 .28 .23

.41 .22 .32' .21

WI'.50 .24 .38 .32

.31 :11 .21 .16

.06 -.02 .04 .01

.42 .18 .33 .26

.50- .32 .40, .36

.40 .22 .28 .21,

.23 .10 .IL .13

.24 .L4 .14 .16

.06. .10 -.06 .01

-.05 -.05 -.07 -.10:

:31 .12 .21 .27

.19 .22 .34 \ 32 .25. .67,

.11 .06 .28 . .20 .00 -.04

.21 .21 .59 '.37 .20 .15

.35 .38 .64 .56 .34 .1.61 .,

.10 .10 .53. .17 .10 soa ...

.15 .17 .57 :86 .22 .02 .v41

42 .24 ,i34 .33 .19 .11;.

-.04 -.02 .24 -.04 ;".03. . .024...:

.29 .34 .54s

.42 .41 .13*

.10 .15 .39 1..18 4 .09 . .07t

.15 .12 .331 .09 .20 .06

.30 .25 .57 .37 .29 .17''.

.25 .22 .46 .31 .19 .2,

.17 .14 .67 ..V .22 .12 1.

.28 .20 .73 .42 .30 .11,

.07 '.19 ) .48 .43. :12 .19

-.03 .02 .38 .04 -.08 7.03..

.20 .23 .63 .37 .30 .17

.24 .30 ..56 .44 .27: .10..

.32 24 .59 .34 .29 .1Q

.15. ''''.00 3" .45. .17 .L5 .12A.

.12 ' .05 .36 .18 .19 .07

-.01 .05. .21 .05 -.08 .06--.01 -.0P .12 -.09 0.00 -.08

.13 .13 .52.3, .27 .20 4402

Mean 14-.5 t .31 .17 .21 .19 .16 .16 .47 .27 .18 ,.. .09 .

5.0.. 2.2 .16 c .10 .14 .12 .10 .12 .15 ' .15 .12 .06n 25 25 25 25 25 25 25 25 25 25 25

0')

01'2

s.

-;32- t'ORE ADVANCED PSYCHOLOGY Form IC00i

Subscore 7'- Perception and Seniory Psychology4

131SE CAREIATION 1

4

4 ,r'' 44 .09iO -'4* II ,-01. .

Ji.: .-.4s Nrs

. i P At .iat A i ....' .-1 .4ol el 9 14 lOb 1,443

,

4 44 14 a r , V an 4 LP;

(00200) aa0%. 1- I:- I, a E --

ei 11'o

.. tCI

N`.'..0 4 ./ 9 ./tr r.IL .911 11Focal o s44 a IN VS Ell 4 **-

.40

Etas de.

a

7

18

25r

304

35,.E

36

,' 45,

52-

11.0

111

112

v 123

1 .114115-

116

117

118Vo. 119

120

3.21

141

, 142

' 143

'144

145

171.,112

173

344

175

12.7 s .55 .36 .44 ..40 1 :34 41 .33 48 .$7 .1.5.101 .53 .32 A .42 .,".40 ', .37 .38 .36 ' .57 .05 .14 ,

.28 ' .35 .2Y" .4111.5 .48 .35 .22 .59 .26" .13

.36 ' .2312.0 .43 . .24. .36 28 t .124 .

.31 .24 , -.48A

12.4. .36 .19 ' .22 .20 .14.23 ., .24 .28 .47" .24

..12.2 .49 .31 .40 .43 .22 .26 .26 , .55 .33 .08. :13.4 .4 .23- .33 .27 .22 .23 .36 .49 f' .29 :, .18

1.1.6 .40 .22' .33 .29 .20 hi . .19 .45 .22 .12

. 12.3 .19 . :27 .28 .29 .19. .12 .24. :42 .25 .05

13.7 .43 .,.. .24 .33 .23 At .18 . .45 .56 .23 .14

12.9 '.28 .09 .23 16-* .14 116 .21, .36" .10 .12

1*4 .45 .20 .33 .24 ,.. .24 23' .51 .54 .19 .16

14.1s.4i .21 .29 .33 .25. .21 .30 .,sb .24 14

*..13.5 4. .51,

. .34 .36 '.35 .18 .26 .45, .44 .24 .14

13.8 e.60 . . .34 ,45 '.43 .3'' .35 .44 *.68 .37 .13

16.5 %., .521 .28 .42 .41 25 .24 .42 .59 .28 .174 ....

17.3 .52' .24 .43 .45 .28 .24 4 .32 .61 .31 .08.. .

.15.2..4 .16 ..% .06* .13 .07 ..66. . .05 1.2 .29 .07 .01

16.7 .36 .19 :", .27 ,.29 '.07, .18 .24 .54 .13 .06

141 .2 7 .16 .25 ".22 :03. .09 .16 .41. -.0i .03

12.1, .33 .19 .21 .19 .17 .20 .21 .50 .14 .09

4. 12.5 *.36 .19 ' .25 .23 .18 .22 .20 .53 .18 .07.

.39.21$`

'. .6 .25 .33, .28 .56 .26 .0520 .47 'c',

. 14.8 26 .09 ,.17 .15 .09 .09 .13 .29 .07 .08

15.5 :4.59 .40 .45 4 .46 .30 .39 .39 .61 '.36 ' .16

10.3 37 .19 .32 ` .23 .23 .31 .23 .48 .15 .06

11.0 ) .27 .10 .22s .18 .18 .12. .20 43 11 4_1%5 .41 .23 . .33 .36 .14 .29 .52 .14, ,, .07

12.8 .58 .30, ' .47 .48 .42 .34 .58 .4; al.16 -- ,, .d7 . .16 .09 0I. .04 '

.33

.32 .01. -.03'16.2

MY.

ManS.D.

. 13.62.0

30

:41 .32 430 .21 .25 .28 .50 .22 .10.22 , .09 .09 .11 .09 .04 .10 .12 .04'110 30 30 30 30 .30 30 30 30 30

4

4.

MM a

1O

vJ a-

a

a

Or.

-33-G

RE

AD

VA

NC

ED

PSYC

HO

LO

GY

Form IC

-BG

R2

Subsoore 8 - Clinical and A

bnormal Psychology

r

'/ten

6,(t"200)T

OG

A'

C04)

M a

IV'

3'<

6.0

8<

6.0lif

.-

.19

9.839

.34.28

.21

8.1.52

.42.41.

.3812.0'

.37.22

16

5113.0

.27.21

.20

8010.3

.24.17

.11

8111,6

.21.13

.13

8212.4

.20.10

.14

838.4

.51.32

.41

8410.7

.48.33

.40

8511.9

.42.3

.33

14910.2

,..4.24

.23

159'1.5.7

.33.19

.18

18012.2

..35

.16'.30

18115.1.

.32.17

.28

18217.2

.29.24

.22

Mean

11.2.35

.24.26

S.D.

3.1.10

.09.10

n17

,15

15. 15

'

40

1

BISE

RIA

L C

OR

RE

LA

TIO

N

4I

.2I.

b.0

.2 .4

oo

-5st.4

.4. a

.4, 2

.4.

'is-a

3.0 V

.aa

V.

C 14

C 4

,.. >0.

I Z0 0.

100ik.

.......

..1 40 ........)

.4 .40 0 IA

1 4./o 1. W

I '.4.

ii.§'I "PI

oN

aa WI

./'0)6 1 T

0 e4.4 4

4N 04

I.9

Ell

-It&0 Ia at

0. 0U

CC

- .1."-'

0 V,

..,8 2

0.

te

Pih, V

)c i ...,

0

--

--

-!

.26,-.28

.31.19

.22.61_

.13.

.36'

.40'.41

.34.31

.64.14

.31..26

.24.21

.22.54

.15

.21.14

.12.18

.18.47

.09

.21.22

.12.18

.14.40

.02

.14.13

.14.12

.17.44

.13

.13.10

.12.15

.14.40

.03

.42.25 '

.39.28

.44.48,

.18

.41.35

.35.27

.31

.58.09

.37.26,

.27.27

.25.54

.15

.20.17

.24.22

.18.44 e

.13,

.26.18

.20:25.

.18.55

.07

'.30.19

'.23

.13.29

.50.04

e.26

.16'.22

.14.26

.41.08

.23.17

.19.15

:20.37

.00

4.

.27.22

.24.21

.23.49

'.10

.09.08

.09.06

,08.08

.05'

15L

S15

1515

1515

f'vv

4'

(

01'

-'34-

Aihrostp

Ptt42914C

YF

orm K

AIG

$2.

Subsoari 9 - O

ther

,

.

icon.

.

.

.

6.

1

-

BISEUAL CORRELATtON

.

.

.

.

4

Total

(w200)

'

to 0.2 &it

1Aa &3"

1 IIIcA

..

..41 ,2 r.IX

S24......

b,o...a-5V

eilg c ....

I/

'...a-0 a,

11..

.. :

.1 il12,ctcr...

ti.11 24/

t On

2-31,1! :,...

b0-.040 a%

11 ....14 4-.I&v4"

.1...-A

lo"

0-

.,..

S

,./

12.

65,

138

L30

140

.13.5

11.1

17.9

17.7

14.6

.20

.07

.35

.27 '

.38

.14

.04-

.26

.05

.22

4.14

.04

.29

.18

.35

.18

.4- .of

.26

.17

.26.

.13

.03

.22

.16

.23

.18

.06

.2d

.13

.24I.

.07..

-.00

.18

.33

.27

.12

.031,

.2.11

.21

,.27

..

-.11

.

,02'

,.17

.18

.25

.65

.59

.601

.60

.67

..

.

'

'.'

:tams

S.D

.a

13.02.65

.25.115

' .....14.095

.20 '-.113

.18.09

'3

'.16.08

..5

'i

.16.065

.17.12

.

5'.18.09'3

.15-

.085

..62.03..5

I

'7

I

4

:Arg

"

4

Stibscora

4

L.

-35-44XA

PPEN

DIX

I-E

CR

C A

DV

AN

CE

D FST

O£O

LO

GY

Fora 1C-V

GR

ISt.

111SER

IAL

CO

RR

EL

AT

ION

a.T

otal

Hal

Osr

Mla

40.OU

U0

0 U

.4 a. .-.0

a.

12U

040

12 0..

a t.r.L

s.-...ci,

It.. ,.

:..5.

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dRE ADVANCED PSYCHOLOGY Form K-VGR1

Subscore 1 - Personality

USERLAL CORRELATION

Ites

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CRS ADVANCED PSYCHOLOGi, Tom 1C-VGR4

Subscorh 5 - Social psychology

SISER1141 CORRELATION

Items

:,

a.

Total(tP1200)

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Sabscore-6 .- ?Iti Togas' and COnsbractiVe.esychology,

4t;.".. ..

4'- ISERIAL CORRELATION,

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-., 13:2

24725'

. . $ .I i .. P l

i . s ) 0 4 .1 ... ,.

z - . %, .r.

. , .. . .... - .. .. . ,

"

-42-4I

ORE ADVANCED PSYCHOLOGY form K-VG01,

Subscore 7 - Perception and Sensory Psychology'DISMAL CORRELATION

8

;

y.

._;.......____ _. .... F ,T V2 -.32-"N"---"":26 .42k:---- .30- .13 7-726

4 9.9 .24 .16 .14..- 22 .; 10,3". .46 .28 . .38

24 i 11.1 .53 .31. .44'_ 32 i 11.9 .37 .15 .25

41 p,',,6. 12.0 .30 .13 .19

50' 13.0 .48" -.34 .40

432

!

, 0., , 1.1.7 .55 .32 .46

.13 i 13.2 30 .32 .42

;:',.St ; 13.6 1 .45 .31 .35

. 611;! '1 13.2I

.41 .19 .34

.#3 14.1 .40 .26 .38

64, 15.5 .37 .23 .2)1

n :4 66 ' 13.7 .31 .14 .21"-

69 ft - 14.0 .37 .20 .26

100 1,13.5 .57 .28 .43

10S-. IAA .43 .20 .38

108 > 13.4 .38 .39

111 / 14.5 .31 .17 .27

115 14.9 .55 .31 .46

.16 .14 .18 .13 ' .36 .13 -.05

.26 .31 ".26 ...39 .56 .27 .01

i..34 .36 .29 .42 .61 28 .05. .,a

.22 . .21 ..44 .31 .50 .17 -.03.,22 .13 /N4 .22 .41 .13 .03

.31 .29 . , - 429 .39 .52 .27 '*12

. ,30 .'.33t. i'.430 .47 .66 .31 .13"

.32 .27#;, .27 ., ..39 .57 .31 .17

.27 .34 t :28 ..32: SO .30 r .07

.27 .27 .31 .29 .45. .26 .07

.34 .2; g.24 .42 .61 ,24 .12

.23 .it :1,54.2_ .27 .50 .21 .08

.19 . .17 , .16 .21 .46 .15 AL

.28 .19 449 .35 ,45 .16 .L2

.35 .32 .12 .52 .70 .30 .16

. 32 .25 .22 ".35 .46 .27 .12.

.25 .32 .27 .34 .52 .30 .12

.15* .15 .17 .22,- .46 de .15 .03v.

.36 .32 .28 .46 .62 .28 .15

.21 .20 .17 .17 .35 .09 .06

.14 .15 .17 .25, .31 .11 .03

.14 .09 . .06 .17 .36 i07 _ .05

.40 .35 .31 .48 .65 .28 .18

.20 .18 .28 ,.17 .38 .17 .04

..28 - .22 .30 , .40 .61 .19 .08

-.03 -.09 .04 .00 ,L2 i.,11 ..30---,

.27 .20 .18 .26 .42 .21 .10

. 26 .32 .26 .36 .58 .23 .15

MesaS.D.a

13.4

. 30.2.0

11

. .13 1.39

30

.22.12

.14 ,25

.31

30

.23 .18 .17 .3/

.08.25

30

.23

.b930

.23 .20 .08

.07 . .12: .13 * .09 .0730

.31 .49

..15 -43177 1Z.0 .28

30 30 30 30

176 11.7 .45. .34

132 /WA .25 .11. .20

133 I -. -15.3 .25 .17 .18

134. '- 15.6 .21 .1: .16.

139 14.1 .57 .38 .42

140 16.8 .30 .16 .21.151 11.2' ' .44 .20 .34

157 '17.9 -.04 .16 -.05

.:- 175 13.3 .39 .30 .35

.

.

-:p..!, .-. P ; ,

. GRE ADVANCED PSYCHOLOGY forsi`K-VGa1

.,Subscore 8 - Clinical and Abnocnal Psychology

81SEDIAL CORRELATtOtt

A.

P *44 , U

co,.4O

1 4 .2i a ..,O.4 a. .6aa 444

.4O

0 is4 3 .66 A. 3 Si

2.,'0 2.,a 0L`

.... iii,r, 2 gus

v.- a 1 e ,14 .44

0 84444

44we 4r10 en IF ill« iii 1.6111 liii .4.1-1§ aV1--...

Total(n.200)

3

18

20

21

27

29.*

33

37

»2

4$

SI

1t7

120

155

. 8.7

A. S

9.0

11.7S.

13.1.

10.0

10.0

10.2

12:5

11.7

11.12.8

14.7

15.2

, Id..

8.7

8.9

11.3

14.8 r

.42

.43

.32

.42

. 35

. 37

.24

.52

.40

.15

. 34)

.39

. 14

.40

.4-

.23

.56

. 53

.41

.25

Mean 11.8S.D. 2.7

20

. 38 .

. 1020

O

01 L0 .-..1.

u ,w e g3 '

.35 .32

.32 .28

.24 .24

.36 .30

.35 .29

.29 .26

.23 .18,1

J.40 .42

.39 .28

.34 .18

.36 .22

.24 .35

.08 .08

.46 .25

.34 .35

.15 .20.

.39 .441

.44 ..41

.34 .32

.16 .28

.31 .28

.10 .0820 20

4

a.

3 &410 2., 6 0 0 2., 0,44 4 5 1 2 L VP C Z

C 0 i4 CIs

0 .4.0 .0 .-+ 0 0 0a". Z"i- 03 a. w 0.0 t3 4" a.23 4.24 .28 .28 .26 .56 .14

.22 .31 .28 .27-. .32..

.59 .16

.21 .22 .24 .27 .11 .47 .01

.241

.27 .22 .28 .28 ,57 s'.09

.24f

.21 .24 .20 .19 .47V

.26 .27 .25 .22 .21 .54 .09

.14 ,I4 .15 .18 ,011 . .44 .03

.36 .32 .31 .36 .33 .59 .11

.30 .25 .17 .24 .23 .37 .16

.22 .21 .23 .23 .13. .S5 .09

..18.21 .21 ,27 .17 .52 .09

.28 .20 .25 .26 .25 .45 , 14

,IS .08 -.03 .05 .07 .30 .02

.27 .26 .24 .22 .24 .56 .15

.31 .22 .28 .29 ,29 .53 .09.., .

.21 .07 .07 .21 .22 .37 .20

.40 .39 . .38 .4f .59 .02

.36 .35 .39 .42 .32 .57 .06

.31 .20 .23 .30 .11 .52 .02

.16 .09 .10 .18 .10 .42 ,03

.25 .23 .23 .25 .23 .51. .09' .07 .08 .09 .08 .09 .08 .06

20 20 20 20 . 20 20 20

4C

GR

E A

DV

AN

CE

D PSY

CH

OL

OG

YFor K

-VG

N

Substere 9 - Other

O

9.

BISE

ItIAL

ZIR

E1.47.20N

Ma

u A0.

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CI

ga

a 48Z

4 O.

0V

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$t

1-.1t

0 0If

as:.a

15917.0

16516.5

.193

17.3

19916.5

206'13.7

...20

.12.13

.15.13

.07'.18 '

.10.14

.58

.09.04

.09.03

.11.09,

f;06

.02.06

.59....._._

..38

.34'

.30.23

.20.23

'22

.28.29

64'-...

...--______----...

.17.10

.15.07

:WV-.

-W---

'.1:3.16

.04.53

....

:10.11

.07-.07

.0-.05

..04.05

08.67

Mean

1.16:2

.19.14

.15.11

t.10

:0111'

.13.12

.12.60

5.0.1.3

.10.10

.08.07

.07.09

'.07

.09. ..09

.05

-ft

55

55

55`

5.:

55

55

A

4

Ass

0

S.

SCORE

a

74

(1) Personality

(2) Learning Theory

(3) Measurement

(4) Developmental

(5) Social

(6) Physiological

(7) Percepilon

(8) Clinical

(9) Othera

(10) Total Score

(11) Experimental

(12) Social

(13) Miscellaneous

(1)

.494

.556

:434

.548

.351

.458

.451

.185

.691

.538

.812

.541

REL1A1511.1.1T .512

NUMBEN OF !TENS 24

APPENDIX 11-A

GRE Advanced PsycIolOgy, Form K-116112 "7."

Smmary Statistics e

- CORRELATION MATRIX (Sample; N 915)

(2) (3) (4) (5)

`.494 .556 .434 .548

.681 - .494 .559

.681 .431 .575

.490 .431 .440

.559 .575 .440

.456 .414 .351 .351

.642 .599 .432 .505

.504 .541 .419 .462

.217 .236 .205 .229

*".104 .822 .626 .731

.874 .706. .521 .614

.655 .673 .709 .790

.681 .971 .433 .571

.798 .753 .454 .620

36 25 IS 23

.

(6) (7) (8) '(9). I (10) (11) (12) (13)# Hun S.D.

.351 .458

.456 .642

.451 -.185,

.504 .277

a

.693

.854

.414 .599 541 :236 .822

.351 .432 .419 .205

. .76:1*.351 .505 .462 .229

.518 .812 .561

.874 .655 .681

.706 .67! .971

.523 .789 .415

.614 .790 .573 -."..

.551 .391 I- .658 .715 .470 .407

-.35T 7 ---;4118 -:::81.-1---1:111*--

1

.486.-

1.393 .458 .205- .657 .553 .7 539

.191 o .228 .205 4 .337 .279 .278 .425i.eeeeeeeeeee....e=eeeee.e.ee=eee=eeeeeeee.

s

.658 .81'6 .675 .117 g

.735 Att .553 .279

1.470 .595 .718 .278

.407 .586 .519 .425

.947 :878 .820

.947 . .708 :697

.878.':708 .666

.820 .697 .666

6.44

15.18

13.29

7.89

9.45

6.90

3.57

7.11

5.10

2.73

3%97

4.54

9.78 3.04

1.42 1.25

'80.10 27.69

14.87' 15.61

11.43 9.70

* 14.27 5.36

.688 .782 .554 .284

I

.930 .891 .795 .743.

25 301 17 200 _/76 29

3011: t'artAkl., (1) through (9) are mutually exclusive: variables (11) through (11) are mutualiv.exvlusive; 'the underscored correlations

Jre epurIou4ly high because iheri is ',env ovorlap in items In the two variables. See Appendix 11-C for summary of item Overt* =oft

the variables.

aa'

u 411

f

r.

1. .

_

4

APPENDIX II -8

CRE Advanced Psychology/ Porm x-vcia

Smeary Statistics.

CORRELAT104MATRIX (Saaple 0 905)

(1) Personality

(2) Learning Theory

(a) Measurement -

04) Developmeatal

(S)- Social

(6) Physiological

(7) Perception

(8) Clinical

(9) Other

esa.ww. omo ow

10) Total Score

II) Experimental'

2) Social

13) Miscellaneous

.550 .490 .416 .415 .435 .476 .595 ,208 A .567 .825 0272 .

. .

.550 .559 .476 .495 .620 .637 ..142 ,217 .848 .882 .472 .577.

tr

.490 .559 .448 .444 .522 .526 .476 .164 .745 .618 .604 .969

.416 :476 . .448 .435 .454 .474 .429 .124 I .656 .53i .692 .452

,

. 1

.435 .495 .444 .435 .421 .474 .441 .106 4 %659 .537 .724 ..443

.435 .620 .522 .454 .421 -.63R .464 .190 I AZ§ Al? .571 .538a

,476 .637 .526 .474. .474 .630 .431 .166 I 308 an.597 .537t! s

.595 .542 .476 .429 .441 .464 .431 .167 . .716 J112 .4914.

.208 .217 .164 .124 ..106 .190 .166 .167 .4.24A .220. -.202 A.1.3

...., .

.. i

4.04...44448.4,....4

A222 348 .745 .650 .659 .746 4..0§ , 71¢ Ati I .937 .895 .765.

.567 .882 4.618 .539 .537 .837 .878 .554 .220 .937 :711 .636

.825 .672 .604 z122, .724 .571 .597 4112. .202 1 .895 .711 . .619

.512 .577 .969 .452 .443 :538 .537 .491 ',Al 1 AO .636 .619

--,---

' 7.21. 4.37

14.89 6.33.

7.90 4.39'

6.01 2.83

9.36 3.33

_10.12 4.71

11.41 5.99'.

10.56 , 3.89_

0.53 1.17

NELIAMLITY

NUMBER OF ITEMS

gm=ore.,=4111=

.769 .64 .477 .568 .732 .773 .665 .224 I .930

25 '35 25 lf 20 25, 30. 20 $ 200 90

76.95 27.50'i

36.13 14.82

32.73 11.17

8.34 4.69

.803 .833 '.626

'30

,....... . .

NOW. -Variables (1) through (9) dr. mutually exclusive, variables (11) through (13) are mutually ex.lusiva. ch. undemeured 4.otrelation

are sputiously high because (bete is ..mu overlap.in items in the two lytIbles. See Appendix 11-C fot a:smeary of item overlap a

fIC:chrearlables. 7. AL 5..

-

APPEND/X II-C *

GRE Advanced Psychology

Summary of Item Overlap Among Variables t

Number of Items

'SCORE45-

K-UGR2

(10) (11) (12) (13)

Total Exp. $oc:. Misc.

(1) ieisanality

41) Learning Theory

24 24

36 ,36'

25 1 24

14) Developmental

-(5) Social

(6) PhysiOlogical

(7) Perception

(6) Clinical

(9) Other

(IQ) -Total

23 4 19s

25 25

30 30

15

20

25* 25

30 30

20

5

.

llote'fhat in Foim K UGR2 four items about an experiment inlocial Psychology we eluded in the:reporte4 Experimental Psychology subscore and that one measurement item. was i. ed in the reported:8-octal tsychology subscore. .

. .

-49-

"

.APPENDIX III

in Lord' s theory a difference is treated as a real difference only if the absolute value

of the difference is greater than the standard error of test x plus the standard error of test y.

As an approxinuttion it is assumed here that the two subtests have equal standard errors,of

measurement. According to Lord (1958) -moderate 'deviations from this assumption will

cause- only minor differences in.the results obtained.

A difference, d, is to be treated as a real difference only it's

(2) I d 1 2 S.E.x

-where I d I represents the absolute value of the difference. Since the errors of

measurement in tests x and y are presumably indepen4ent,

(a) S.E. * /SE + SE 2 = ,r2- SEd x X

By the usual formula for any standard error of measurement SEc = ad ../Tivdd;

or, expressing d in standard measure so that d = 1, -

(4:1 SEd

=dd

;

It is seen from (2), (3), and (4) th,lt the difference will be treated as a real difference only if,'

(5) I d "The cutting point given by the right side of (5) will be denoted by K.

Consider now the bivariate frequency distribution between the observed difference, d, ,and the

true difference, A . It is well known that the correlation between d and A is equal to /rad.

It will be assumed here that the bivariate distribution is normal.

The proportion of cases lying above d = +K in the bivariate distribution is the proportion

of examinees fdr whom the judgment A > 0 is made. The proportion of these that actually

Ile above A = 0 is the prOportion of judgmenti correctly made. Similar statements hold for

the judgment A < 0.

Once the reliability of the difference score is known, these proportions are readily

determined from tables of the bivariate normal frequency distribitdon."

*it .Some illustrative results are given in Table 4, on page 10 of the text. The last two columns.

-represent both judgments of A > 0 and judgments of A < 0.

52

GRE Advanced Psychology, Porn K--UGRI

liceMdPaccdc Coccelacions id Rank Order foc factor I

1 151 .462. .220 .362 .222=

2.45¢ 1-461.3 135 .456 .307 .46! I .255'4 . /34 .444 .24! .330 .200

5'- 34 .442 .313 .379 .214

68 .439 -.201 .289 .1967 13i .4,33 .283 .4)8 .234

8 24 .433 .314 .428 .233

9 76 .427 .267 .182 .206

66 .421 .298 .284 .186

11 16 .420 .274 .385 .198

12 47 .414 .521 .370 .301

7 .409 .351 .350 .198

14 26 .404 .208 .382 .190

15 198 .402 .200 .236 .163

16 164 .399 .192 .393 .194 -

E719 .399 .173 .085 .212

18 IS .395 .384 .282 .165

19 21 .392 .187 .191 .161

20 10- .388 .368 .339 .192

21 85 .387 .133 .235 .150

22 44 .385 .272 .374 .176

23 -170 .381 .178 .417 .202

24 31 t .373 .253 .285 .145

25, 50 .372 .203 .199 .143

26 71 .361 .126 :126 .15227 43 .353 .:36 .159 .130

28 49 ,,352 .151 .191 .128

21 "114 .351 .448 -430 .257

31 I. .350 ..1.01: .3L9 .133

14^ .3.4 .2.1 .386 .156

-349 .13? .204 .'2342 .3-7 .:.1 .230 .123

3. : I .346 .253 211 .129

35 11 .3 -4 .151 .172 .124

174 .3=4 .300 .488 .242

130 .339 .266 .431 .9,3

38 140 .338 .229 .158 I .128

39 37 1 .336 .087 .231 .129

40 149 j .336 .354 .431 .212

41 28 .314 .134 .238 .113

42 83 .332 .207 .296 .122,

»3 7Z I- . 196 . 221 .109

44 153 .329 .248 .)64 .149

43 59 1 .329 .189 .109

46' 190 .324 .321 .140

41 89 .323 .047 .125

48 146 .312 .460 .239

49 194 1 .311 .234 140

30 114 .111 .173 25 .101

to

^

52-.

APPENDIX IV-A" "-Ai.

ARE Advanced Psytivalogy, Form K-CCIet

Itaniractor Correlations in Rank Order for ?actor II

8

4

Item _Item'tank Number

1- 1132 473 1274- 1265 1116' 1157 1468 1169 25

42456,13

152124

64160.70137

10145125

7

3524 2425 18/26 3827 12828 /.90rfr 3430 13531 174

'32 9333 6634 ,,11435 -1836 . 13137 1638 10639 4440 1414'1 3642 16443 1644 13045 ,11246 34/'47 3148 1349 14350 108

101112

.1314151617

" 181920

.2122

'23...

, U.

14

.

Iteo/PoctorCorrelation

a I It III

.238 .529 .259' .282

.414' .521 .370 .301 x

.211 .520. .310 .288 x

.176 .508 .168 .272 x

.25c. .484 .184 .241 x

.271 .474 .313 .233 x

'.351 .448 430 .257 x.51.2 .460.166 .239 x

. 294 .430 .303 .196 x

.245 .428 .167 .181 , x

.301. .390 .166 .178 x

.251 .387 .189 .155 x. 306 .387 .289 .168 x

242 .383 .264 .154.695 .379 .226 .173 x.26-7 .374 .206 .148. 388 .368 N.339 .192 x. 249 .362 .395 .196- x. 219 .357 .193 .129 x

..x.42k .313 .37.6 .214 x,

'.263 .351- .126, .148 x.409 .351 .350 .198 x

:062 .322 .123 .119.

.336 :354 .431 1,..212

.433 .33:4 .428 233 x

. 141., .334 .147 .113 x ,-

.072- .327 ..117 .120 x

.275

424 .321 .287 .140

,456 .307 .461 .255.342 .300 -.488 .242

,085 ' .168 x

.x

x

x

.249 .300 .253 .207, .x

.421 .298 .284 .186 x x

. 23.5 .290 .244 .099

. 396 .284 .8.82 .165 x

.433 !,283 .478 .2,54

.420 .276 .385 .198

.259 .272, .272 .103 x

.385 ' .272 .374 .176 x

. 197 .270 .184 .078 x

. 309 . .269 .416 .179 x

. 040 .269 .062 .084 x

.427 .267 .182 .206 x

.839 .266 .431 .193 A x

. 138 .260 .173 .071 x/.

. 300 .258 .267 4109 x

. 373. .253 .285 .145 1c

.346 .253 .211 .129 ) x

.289 .249 .381 .151 x

. 297 .248 .217 .101' 1 1

..4

o

4

agg

O

Claosilistfoo of Item

a

O.

47

-I

0(01

4'

aas0

toa

E'111

I.

a

a

e6I.64.

x

x

x

x

X

X 4.

X

X

xX

X

X

X

X

X

X

xX

X

x

x

x

x

x

x

4,

54

; .

a.

4.

411

2. V. "

4

-#

S

,

. ORE Advance4:Faycitology, Form K-0081 . 4

'Item /Factor Corralatioaa in Ralik Order'for Communality

i 395 .307 .226 .5112 47 .414 .521 .310

.211 .52,0 .310

. 238 .529 ,259

S 193 .290 231 . .5266 126 .134 .508 .1689 116 .351 .448 .450

8 1.35 .456 .301 1 . 461 -

9 4131 4) .433 .283 :478lb!) 102 .238 .212 .48611 174 .342 .300 .4a$12 .254 .484 '0.184

13 '146 312 s. .460 .16614 24 .433 ; .34S '.428.

IS 115 .271 -474 . 313

16 101.

17, 166 . 4614 A78 3S7

18 151 .462 .22 62,

19 3 .442 e . 313 .3379

20 (399 .175' .08521 '.396 .354, .43122 6 I .427 .267 .182

2 1.]0 381 lib .417'04 .1.44 .241 .33016 .420 :274 385

26 7 .409 .351 '.350

, 1 Li x:249 .362 '.395''' 28' 25 94 .430 ..303

* 169 . 9 .192 .393

68 .439 .201 .289

3r: 130 . f .339 .266 .431

32 70 .388 ..368 .339

33. 26 .40 .208 .382

34 118 .134 .225 .41)3

, 64:0. .421 .298 .284.245 .418 .167

.47: 309 269 .416

- 45 1 .390 .166

39 44 '4 5 .27; .37440 64, S .399 4.22641 3$ .2.75 .M6' .08542 152 .306 .387 .28943 165

. .A4 196

.254 .196 .408

. 349 .241 .386 -

A 45 18 ' .396 .284 ;282, 46 198 .402 .200 . 236 '

47 . 21, . . 391 4,187 .191

48 113 .176 ,168 . 387

'49 67 . 251 .381 .189

1. SO 1'l4 .24Z .:3$1' .164

. 343 *.

:301

.288.282

. 182

.212

. 157

.255

. 254

. 247

. 242

'.241

.239

.233

. 233

.231

.221.

.222

. 214

.212

.212

.206

4.102

.200

t.198. 198

. 196

.196

.194

.194

. 193

. 192

. 190.

.188:186

. 1.81

.179

.178

.176

168.168

.169166-.165.163

.161,

160,1S5

.1$4

v.)r;::

4..1X 4 tft

#14

'Oh

41t

" N

I1 -54-

APPENDIX IVrA

" 4

,GRE Advanced Psychology, Font KAJOR2

IteaFactor Correlitions In Rank Order for Factor III

411,

Classiiication.of Item

.

I

4

kcen/FactorCorrelation

t

/ten Itemp Rank Number

1 19S.

2 1933 1/4

4 102

5- 111

6, 1017 13S

14S

9 130

10 1'116

11 2412 1/0

36

If 165

IS 11816 lli1/ 16918 . 173

19 196

20 1621 26

22. 14323' 34

27, 167'25 44

26 47

27 153'28 15129 3030 194

31 166

32 197

33 .20034

35 8436 74

37' 7038 2039 134.40' 13741 115

42 103

43 19944 180.4S 127

46 '12047 4048 2549 1,4050 181

I

.307 .226 .577.

. 290 .231 .526

-.342 .300 '.488

Sig .212 .486

33 .283 .4'78

68 .201' .476.

SA .307 . .461

.336 .354 .431

.339 .266 .431

.391 ' .448 .430

..433 ,345 .420

.381 ' .178 .417',

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.399 192: 393

. 176 .168 .387

. 349 .241 .386

.420 .274 .385;

.404 .208 .382

. 289 ..249 .381

.442 .313 .379,

. 305 .186 .378

.385 .272 .374

.414 .521 .370

. 329 :4248 .364 t

.482. .220 .362

. 263 .214 .362

11 .234 4.358.46f .178 .357

:283 :153.275 .181 .356

,.409 .351 .350

'.350 .161 .349

. 282 .197 .344

. 388 .368 .339

.230' .158 .330

.444 .241 .330

.263 .166 .327

.271 :474 .313

.277 .066 ..317;

179 .099 .312

. 212 .150° :312

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.286 .158 .307

.294 .430 .303

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I------:111-

APP DIX IV -B

ORE Advanced Psychology, Form K-itCR1`

Item/Factor Correlations in Rank Order for Factor I

r".

Item ItemRapk Notber I

Item/FactorCorrelation

ft.

Classification of item

QVp

.2

0a

I.

0

1 100.2 52

3' 1394 115

5 2

6 1977 45

8 539 151

/0 4150

11 6312 87

13 79

14 24

15 73

16 34

17 176

18 145

19 119

20 5421 50

22 85

23 78

°24 9025 4326 194

27 1,3

28 144

29 105

30 172

31 11

32 12233 61

35

34

*36 4

37 193

38 108

39 2840 127

41 113

42 1637 43 32

44

45 6946 8047 $048 .74

%49 111

50 28

. 532 .261

.499 .314

.497 .326

.477 .274

.477 .200

.465 11201

.456 .205

.451 .301

.435 .164

.427 .235

.426 .222

.421 .470

.420 .340

.418 .237

.410 .239

.401 .457

.384 .231

.379 .226

.377 ..081

.376 .345

.372 .307

. 361 .329

.356 .431

. 354 .288

.353 .400

.351 .204

.349 .342

.347 .244

.347 .203

.345 .358

.342 .132

.339 .157

. 335 .387

. 334 .248

. 332 .201

.330 .342

.329 .193

.326 .387

.324 .423

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. 322 .1.00

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.316 .057

.312 .475

.301 .107

.299 .257

. 298 .220

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4 7 ±se .124 .423 .369sr ' 8 98° .121 .414 .172

4, 9 110 .196 .405 .243

10 , 158 .201 .402 .144

11 43 .353 / .400 .190

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13 ti .335 .387 .241.14 104 .326 .387 .231

'25 .107 :378 .262.

16 33. .233 .378 .314 7.

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L9 184 .135 .355 .256020 20 .199 .354 .284.

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27 4 .330 .342 .439

28 71 .4;0 .340 :284

29 55 , .214. .340 .375

.30 146 ..208 .339 ' .240

44

1

.4

-56-

e. APPENDIX

ORE Advanced Psychology. Form K-VCR1

TosiFisocor Correlation in Rank Order for Faccor II. s

1*4/Paccorto/T*14*ton

11.

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38 101 .L52 . -.211.. .101

32 7.7 ..266 .308 .280' I .116

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' 42 49 424 .305 .265 .107 '

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APPEND IX 11:-8

Jr. M Advanced Psychology, rum Kri.T.t1t

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-58-

APPENDIX IV-12

GRE Advanced Psychology, Form k -VCR1. .

.Item/Factor Correlations in Rank Order for Communality

O

Item ItemRank Number

1 100 .532 .261 '.217

2 81 .421 .470 .2773 139 .497 .326 .3064 52 .499 .214 .300

5 73 .410 .239 .426 131 .312 .475 .2087 78 .356 .431 .425

8 197 .465 .201 .357

9 2 .471 .200 ' .266

10 115 .477 .274 .266

11 13 .138 .455 .259

12 34 .401 .427 .323

13 155 .217 .278 '.464

14 36 .162 .448 .29315 43 .353 .400 .150

lb 45 .456 .205 .27917 '12 ".451 .301 .285

18 4 .330 .342 .439

19 24 -.418 - .237 .391

20 28 .324 .423 .36921 151 .435 .164 .257

22 90 .299 .257 .442

23 161 '.184 .301 .419

24 79 .420 .340 .284

25 .057 .365 .271

26 9$ ' .121 .414 .17227 32 .316 .057 .34528 167 .268 .304 .422

29 ISO, .427 .235 .221

30 33 .233 .378 .374

31 128 .206 .354 .024

12 172 .345 .358. .376

33 63 o .426 .222 .252

34 145 e.379 .226 .372

35 85 .261 .329 .36336 61 .335 .387 .24137 158 .207 .402. .144

3), 417 .148 .399 .243

217 108 .326 .287 .231

40 54 .376 .348 .26741 180 .255 .194 :409

42 SS .234 .340 -.37543 116 .196 ..405 .24344 119 .377 .081 .149

45 5 .267 .156 .194. A

44 11 .342 .232 .380

47 12 p. .237 .211 .40148 173 f .149 .342 .299

48. 31 .292 .284' .381

50 SO .372 .307 .278

Item/Factor

Correlation

I it

assifi

« a

cal

3

ion of

006

1

41

edoaV

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.252

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. 209

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