了得網心理學_心理測驗與評估（第8版，英文版）

編輯推薦

☆美國高校使用率**的心理測驗類教材

☆出版20餘年來，持續贏得廣泛而熱烈的好評

☆人性化的闡述方式、完善的邏輯建構、極具可讀性的內文以及大量有助於教學和自學的專欄，使得本書從同類教材中脫穎而出

☆心理測驗雙語教學課的**教材或參考讀物

☆心理測驗相關從業者的實踐指南

☆清華大學心理學繫主任彭凱平教授作序推薦

內容簡介

這部由羅納德·科恩等人撰寫的《心理測驗與評估》（Psychological Testing and Assessment）是美國高校使用率的心理測驗類教材，出版20餘年來備受好評。本書影印自該教材的*第8版。

書中生動詳實地介紹了心理測驗、評估和測量的哲學原理、歷史背景和方法論基礎，同時幫助讀者學會如何使用各種測量和評估工具，並且評價它們在實踐中的利弊。作者提供了對心理測驗和評估領域現有成果全面的概述，回顧了相關的法律和倫理議題，著重強調了與實驗、評估相關的文化差異和多樣性。人性化的闡述方式、完善的邏輯架構、極具可讀性的內文以及大量有助於教學和自學的專欄，使得本書從同類教材中脫穎而出，持續贏得廣泛而熱烈的好評。

《心理測驗與評估（第8版，英文版）》不僅適合用作心理測驗雙語教學課的教材或參考讀物，也非常適合心理測驗相關從業人員作為實踐中的指導用書。

作者簡介

羅納德·科恩博士，擁有美國職業心理學委員會臨床心理學分支的專業認證，還擁有美國心理評估委員會的專業認證。他是美國紐約州的執業心理學家，出版了大量學術論文和著作。他曾為一些大型公司和機構擔任定性研究顧問，包括派拉蒙影業、哥倫比亞影業、NBC、ETS等。他創辦了學術期刊《心理學與營銷》並擔任主編。

馬克·斯維爾德裡克博士，是美國伊利諾伊州立大學心理學教授，他在該校教授本科生的心理測量課程，主持評估倫理方面的研討會。他是數家學術期刊的編委員成員，為一些期刊撰寫評述，並為一家大型測驗出版商審查測驗計分軟件，還是《心理測量年鋻》的評論者。

愛德華·斯特曼博士，是美國紐約州立大學匹茲堡分校的心理學教授，他是昆斯伯裡分校心理學項目的協調人，他在該校教授許多課程，包括心理評估研討班。他的研究曾在一些著名的心理學期刊和重要的心理學會議上發表。

Preface xiii

P A R T I A n Overview

1 Psychological Testing and Assessment

2 Historical, Cultural, and Legal/Ethical Considerations

P A R T II The Science of Psychological Measurement

3 A Statistics Refresher

4 Of Tests and Testing

5 Reliability

6 Validity

7 Utility

8 Test Development

P A R T III The Assessment of Intelligence

9 Intelligence and Its Measurement

10 Tests of Intelligence

11 Assessment for Education

P A R T IV The Assessment of Personality

12 Personality Assessment: An Overview

13 Personality Assessment Methods

P A R T V Testing and Assessment in Action

14 Clinical and Counseling Assessment

15 Neuropsychological Assessment

16 Assessment, Careers, and Business

References R-

在線試讀

Preface
In the late 1970s, when work fi rst began on our introductory measurement text, there were only a few textbooks available on the subject of measurement in psychology. All of these books provided students with a basic grounding in psychometrics, but in our opinion none of them did a very satisfactory job of it. More specifi cally, these books all had a variety of shortcomings that really needed to addressed.
Problems with the Available Measurement Textbooks
From our perspective, the available measurement textbooks had many problems:
■ Reading those books was a challenge. The books seemed to us to be written for instructors to teach from. By contrast, we believed that such books should be written for students to learn from.
■ The authors of competing books had little or no actual experience in test administration and test interpretation. The writing in the existing books was academic enough. However, the writing betrayed a total lack of any “hands-on,” working knowledge of the subject matter. One might read the entire text, cover to cover, and never fi nd a shred of evidence that the writer had ever administered a psychological test, personally interpreted fi ndings from a test, or dealt face-to-face with an assessee (or any other interested party).
■ Coverage of certain key subject areas was nonexistent. Today it’s commonplace to cover topics such as legal/ethical issues in assessment, forensic assessment, neuropsychological assessment, and psychological assessment in business. But back in those days, any coverage of these topics in the existing measurement books was the exception rather than the rule. Cohen et al. pioneered such coverage, and Cohen et al. continued to lead the way in standard-setting coverage in other areas such as culture-related issues in assessment. As late as the previous (seventh) edition of our text, we introduced a chapter on the subject of test utility—this at a time when most other competing textbooks did not even list the terms utility or test utility in their subject index.
■ The other books contained way too much description of tests. Granted, a book on the subject of testing must contain a description of some tests. However, back then, portions of existing texts were as replete with descriptions of tests as Tests in Print.Preface

In the late 1970s, when work fi rst began on our introductory measurement text, there were only a few textbooks available on the subject of measurement in psychology. All of these books provided students with a basic grounding in psychometrics, but in our opinion none of them did a very satisfactory job of it. More specifi cally, these books all had a variety of shortcomings that really needed to addressed.

Problems with the Available Measurement Textbooks

From our perspective, the available measurement textbooks had many problems:

■ Reading those books was a challenge. The books seemed to us to be written for instructors to teach from. By contrast, we believed that such books should be written for students to learn from.

■ The authors of competing books had little or no actual experience in test administration and test interpretation. The writing in the existing books was academic enough. However, the writing betrayed a total lack of any “hands-on,” working knowledge of the subject matter. One might read the entire text, cover to cover, and never fi nd a shred of evidence that the writer had ever administered a psychological test, personally interpreted fi ndings from a test, or dealt face-to-face with an assessee (or any other interested party).

■ Coverage of certain key subject areas was nonexistent. Today it’s commonplace to cover topics such as legal/ethical issues in assessment, forensic assessment, neuropsychological assessment, and psychological assessment in business. But back in those days, any coverage of these topics in the existing measurement books was the exception rather than the rule. Cohen et al. pioneered such coverage, and Cohen et al. continued to lead the way in standard-setting coverage in other areas such as culture-related issues in assessment. As late as the previous (seventh) edition of our text, we introduced a chapter on the subject of test utility—this at a time when most other competing textbooks did not even list the terms utility or test utility in their subject index.

■ The other books contained way too much description of tests. Granted, a book on the subject of testing must contain a description of some tests. However, back then, portions of existing texts were as replete with descriptions of tests as Tests in Print.

■ The art program in those books did not adequately support what was written. What passed for an art program in the books that existed at the time was some number intensive graphs and tables, as well as some photos of test materials. Photos seemed to be inserted more to break up text than to complement it. By contrast, we believed that supplemental art could be effectively used to reinforce learning. More specifically, it could be used to stimulate the reader’s imagination and help solidify meaningful visual associations to the text.

■ Coverage of the heritage and history of the assessment enterprise was scant. In the books that existed prior to the publication of our own, little or no effort was made to convey a sense of how all of the facts being presented fi t within the grand scheme or context of the subject matter. Tests of intelligence were presented with little or no discussion of what was meant by intelligence. Tests of personality were presented with little or no discussion of what was meant by personality. By contrast, we would make an effort to place such material not only in a historical context, but in a logical context. Our appreciation for the importance of history and context is emphasized by the fact that the fi rst feature readers are greeted by as they open our book—as well as the last feature they may see before closing it— is a listing of noteworthy historical landmarks set within the front and back covers of our book.

■ Books existing at the time made implicit assumptions—not true in all cases—about the level of preparation students had coming in to a measurement course. All of the measurement textbooks that came before Cohen et al. were written based on the assumption that every student taking the course was up to speed on all of the statistical concepts that would be necessary to build on learning about psychometrics. In theory, at least, there was no reason not to assume this; statistics was a prerequisite to taking testing. In practice, a different picture emerged. It was simply not the case that all students were adequately and equally prepared to begin learning statistics-based measurement concepts. Our remedy for this problem was to include a “Statistics Refresher” chapter early on, just prior to building on students’ statistics-based knowledge.

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