Book: L. F. Burlachuk, S. M. Morozov “Dictionary-reference book on psychological diagnostics. Dictionary of psychodiagnostics Dictionary of psychodiagnostics burlachuk frosts

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

3
BUT
t?.
5
b
S

-
I
7
V,

O 5 10 15 20 25 303540455060 7075
Rice. 1. Schematic autobiography
/ - birth; 2 - moving to the city where he lives to this day; 3 - divorce of parents; 4
- acquaintance with the future husband; 5 - death of the father; b - death of the mother;
7 - husband's illness; - adoption of a child; 9 - the birth of a grandson; 10 - estimated
time of death
The task of retrospective evaluation of the life course can be subjectively facilitated with
using the technique (K. Leiner, 1970; P. Rzhi-chan, 1983). Reception
may consist, for example, in its imaginary image in old age with
summarizing. Another possible option is time> (the subject imagines that he is 5 years older, then 10 years older, etc.)
The experimenter registers his ideas and stimulates the process of fantasizing
questions: children visiting you?>, etc.
ADAPTATION OF THE TEST (lat. adaptatio -
adaptation) - a set of measures that ensure the adequacy of the test in new
conditions for its use.
In domestic psychodiagnostics, adaptation is of particular relevance.
foreign tests.
The following main stages of A. t. can be distinguished:
- analysis of the initial theoretical provisions of the author of the test;
- translation of the test and instructions to it into the user's language, completed by an expert
assessment of conformity to the original;
- verification of the validity and reliability of the test, carried out in accordance with
psychometric requirements;
- standardization of the test on the appropriate samples.
Special problems arise in connection with the adaptation of different types of questionnaires, as well as
verbal subtests that are part of intelligence tests. Main obstacles for
researchers are associated with linguistic and sociocultural differences between peoples
different countries.
The linguistic aspect of A. t. means the adaptation of its vocabulary and grammar to
age and educational structure of the contingents of the population planned for
surveys, taking into account the connotative meaning of language units and categories. No less
difficulties associated with sociocultural differences. Reflected in language
characteristics of the culture of the society in which the test was created, it is difficult, and sometimes even
it is impossible to find equivalents in another culture. Full empirical A. t. in many
cases is not inferior in complexity to the development of the original technique.
In the 60-70s. A. t. in our country was understood in a simplified way, it was often reduced to a translation
one or another foreign technique, at best limited to the construction
normative distribution of test indicators. Theoretical
AYZ
the concepts of the authors of the tests were not analyzed, data on their reliability and validity
accepted as true. Then, in the 80s, the issues of adaptation of various foreign
tests are increasingly becoming the subject of discussion by Soviet psychologists, and later -
psychologists of the CIS. Appropriate recommendations are being developed (Yu. L. Khanin, 1985; A.
G. Shmelev and V. I. Pokhilko, 1985; Yu. M. Zabrodin et al., 1987, L. F. Burlachuk, 1993 and
etc.). Requirements for A. t., suggest a high professional
culture of the psychologist, the widespread use of special techniques, including
number based on modern computer technology.
EISENCK PERSONALITY QUESTIONNAIRES - a series of personality questionnaires. Intended
for the diagnosis of neuroticism, extraversion-introversion and psychotism. Developed by G.
Eisenck et al. A. l. about. are the implementation of a typological approach to the study of personal
ness.
G. Eysenck in his works repeatedly pointed out that his research was called to
life by the imperfection of psychiatric diagnoses. According to him, the traditional
the classification of mental illness should be replaced by a system of measurements
which presents the most important personality traits. At the same time, mental races
devices are, as it were, an extension of the individual differences observed in
normal people. The study of the works of K. Jung, R. Woodworth, I. P. Pavlov, E. Kretschmer and
other well-known psychologists, psychiatrists and physiologists suggested
the existence of three basic dimensions of personality: neuroticism, extra- and introversion and
psychotism. Let us briefly dwell on the description of these personality dimensions (in the form
they are presented in the latest publications of G. Eysenck).
Neuroticism (or emotional instability) is a continuum from
.
1

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

AUTOBIOGRAPHY PSYCHOLOGICAL.

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

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

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

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

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

The study of personality in clinical psychology

Based on the Rorschach method.

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

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

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

Fundamentals of psychotherapy

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

Psychodiagnostics: a textbook for universities

The book examines in detail the history, subject and methods of this most important branch of psychological knowledge. The issues related to the mathematical and statistical justification for measuring individual differences and constructing psychological tests are presented in an accessible way. A significant place is given to both theoretical and practical problems of measuring (testing) intelligence and personality traits.

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

Psychology of life situations

The textbook provides a general description of life situations, reveals the main approaches to their analysis, as well as some common situations encountered on the life path of a person.

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

Psychotherapy. Textbook for universities

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

Psychological prognosis - a specific prediction, a judgment about the state and development of the studied psychological phenomenon(s) in the future based on a psychological diagnosis.

The problem of P. p. is one of the most complex and debatable in psychodiagnostics. The forecast cannot be made solely on the basis of the results of the test (tests), not only because of their known limitations, but also because the test data must be supplemented with information relevant to the prognostic task (for example, the characteristics of the individual's social environment, his dominant interests and attitudes, and etc.).

In the 50s. of the last century, the American psychologist Paul Meehl (Meehl, 1954, 1956) began a discussion about the effectiveness of two main types of forecast - clinical and statistical. He presented, at first glance, convincing evidence that the statistical processing of test results leads to a more accurate prediction than their clinical interpretation. Clinical predictions involve a complex deductive process in which psychologists use their specialized training and clinical experience to integrate and interpret the results of psychological tests. Statistical predictions are based on the application of mathematical calculations, relevant statistical tables, etc. If there is empirical evidence that some test indicators predict certain behavior, then "interpretation" requires only comparing the results obtained with them.

Over the years, research has been conducted to resolve the debate about the effectiveness of clinical and statistical prediction. The scheme of these studies is simple. For example, a group of clinical psychologists are given test results and asked to make a prediction based on the clinical interpretation of the results. The same results are subjected to statistical processing, and the forecast is already based on empirical data. Then these two types of forecast are compared and a more accurate one is revealed. After many years of such research, Mihl's opinion was largely confirmed. Where suitable statistics exist, clinical interpretation is not required. However, it must be well remembered that a statistical prediction is only as correct as the empirical evidence on which it is based.

Some researchers argue that looking for inconsistencies between statistical and clinical predictions is inappropriate because both approaches are not accurate enough. They believe that the most accurate predictions can only be based on an analysis of a person's past behavior. For example, one study showed that several clinical psychologists were able to predict, with 30 percent accuracy, which of them would reoffend upon release after testing 100 prisoners. The statistical method was applied to the same test results, but the accuracy increased to 40%. But it is known that released prisoners return to criminal activity in about 60-70% of cases. Thus, without testing, a rudimentary prediction that all prisoners will return to their life of crime will be accurate to within 60%. This way of predicting is cheaper and faster than any clinical or statistical evaluation.

However, forecast accuracy is far from everything. It is also necessary to take into account the so-called. baseline (see Incremental Validity). For example, if there are 90% of patients with schizophrenia in a certain department of the hospital, then a test that detects signs of this disease will not be useful, since the baseline rate of schizophrenia is very high.

Today it is obvious that the most effective way to solve prognostic problems is a combination of clinical and statistical approaches.

9))) Approaches to understanding the norm in psychodiagnostics.

Diagnostic norms are statistical or normatively set (as a rule, in quantitative form) boundaries between diagnostic categories formulated as diagnostic signs or point-interval values ​​on a 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 features inherent in the largest group of well socially and emotionally adapted (adapted), or "normal" people. In the latter case, the pronounced differences from the norm acquire a not always justified negative evaluative meaning, as if all of them testify to the mental "abnormality" (or "abnormality") of a person. It is more correct in the general case to describe the deviation from the typical diagnostic category ("norm")

Of particular importance for psychodiagnostics is the concept - norm. In psychodiagnostics, at least two different types of norms should be distinguished: statistical and sociocultural. The first type is more often used to assess style and motivational traits. The second type is for assessing abilities and achievements.

Statistical norm is the average range on the scale of the property being measured. The norm here is the proximity of the property value to the level that characterizes the statistically average individual.

Sociocultural norm- this is the level of property that is explicitly or implicitly considered necessary in society. The presence of test norms for a particular test is mandatory.

Test norm - these are representative averages on a given test, that is, indicators that represent a large population of people with whom one can compare the performance of a particular individual, assessing the level of his psychological development. The test norm is determined as a result of testing a large sample of subjects of a certain age and gender and then averaging the obtained scores and their differentiation by age, gender and a number of other relevant indicators.

Norms change over time, along with the natural changes that occur in the psychological development of people. Thus, the norms of intellectual development established in the first quarter of our century are not suitable for its last quarter, since during this time the level of development of people's thinking has increased significantly. There is an empirically established rule according to which, at least once every five years, the norms of a test, especially an intellectual one, should be reviewed. The procedure for reviewing existing norms and establishing new ones is standardized and is as follows: a group of people is determined on whom it is supposed to conduct research using this test, then this group of people is divided into subgroups that differ in their socio-demographic characteristics. For each subgroup, a sufficiently representative sample of people is selected and studied using the developed test. Further, by averaging the indicators obtained on it, the test norm for a given population of people is determined. Note that in the description of the test for each norm included in it, it must be indicated where, how, on whom and when it was installed. In addition to the requirements for test norms, there are certain, strict rules for testing, processing and interpreting its results . The most significant of these rules are the following: before applying this or that test, the psychologist needs to get acquainted with it and try it on himself or on another person. This will allow in the future to avoid possible errors associated with testing and due to insufficiently good knowledge of its nuances. It is important to take care in advance that, before starting the test tasks, the subjects understand them well and the instructions accompanying the test. During testing, it is necessary to ensure that all subjects work independently, independently of each other and do not exert influence on each other that can change the test results. For each test, there must be a reasonable and verified procedure for processing and interpreting the results, which allows to avoid errors that occur at this stage of testing. This, in particular, concerns the methods of mathematical and statistical processing of primary data, which must also be strictly and predetermined. Before proceeding with practical testing, it is necessary to carry out some preparatory work for it. It consists of the following. First, the subjects are presented with a test and explained what it is intended for, what is the purpose of testing, what data can be obtained as a result of it and how they can be used in life. Then they give instructions and ensure that it is correctly understood by all subjects. Convinced of this, the psychologist proceeds to testing, strictly following the instructions and all the above conditions that ensure the reliability of the results. The distribution of the results obtained when testing the subjects of the standardization sample can be depicted using a graph - a normal distribution curve. This graph shows which values ​​of the primary indicators are included in the zone of average values ​​i.e. in the normal zone, and which of the indicators are below or above the norm. Normal is the probability distribution of a continuous random variable, which is described by the probability density.