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Modern Psychometrics
This popular text introduces the reader to all aspects of psychometric assessment,
including its history, the construction and administration of traditional tests, and the
latest techniques for psychometric assessment online.
Rust, Kosinski, and Stillwell begin with a comprehensive introduction to the
increased sophistication in psychometric methods and regulation that took place
during the 20th century, including the many benefits to governments, businesses, and
customers. In this new edition, the authors explore the increasing influence of the
internet, wherein everything we do on the internet is available for psychometric analysis,
often by AI systems operating at scale and in real time. The intended and unintended
consequences of this paradigm shift are examined in detail, and key controversies, such
as privacy and the psychographic microtargeting of online messages, are addressed.
Furthermore, this new edition includes brand-new chapters on item response theory,
computer adaptive testing, and the psychometric analysis of the digital traces we all leave
online.
Modern Psychometrics combines an up-to-date scientific approach with full
consideration of the political and ethical issues involved in the implementation of
psychometric testing in today’s society. It will be invaluable to both undergraduate and
postgraduate students, as well as practitioners who are seeking an introduction to modern
psychometric methods.
John Rust is the founder of The Psychometrics Centre at the University of Cambridge,
UK. He is a Senior Member of Darwin College, UK, and an Associate Fellow of the
Leverhulme Centre for the Future of Intelligence, University of Cambridge, UK.
David Stillwell is the Academic Director of the Psychometrics Centre at the University
of Cambridge, UK. He is also a reader in computational social science at the Cambridge
Judge Business School, UK.
Modern Psychometrics
The Science of Psychological Assessment
Fourth Edition
Typeset in Bembo
by MPS Limited, Dehradun
Contents
4 Psychometric measurement 58
True-score theory 58
Identification of latent traits with factor analysis 60
Spearman’s two-factor theory 60
Vector algebra and factor rotation 62
Moving into more dimensions 64
Multidimensional scaling 65
Application of factor analysis to test construction 66
Eigenvalues 66
Identifying the number of factors to extract using the Kaiser criterion 66
Identifying the number of factors to extract using the Cattell scree test 67
Other techniques for identifying the number of factors to extract 67
Factor rotation 67
Rotation to simple structure 69
Orthogonal rotation 69
Oblique rotation 69
Limitations of the classical factor-analytic approach 70
Criticisms of psychometric measurement theory 70
The Platonic true score 71
Psychological vs. physical true scores 71
Functional assessment and competency testing 72
Machine learning and the black box 74
Summary 74
6 Personality theory 93
Theories of personality 94
Psychoanalytic theory 94
Humanistic theory 96
Social learning theory 97
Behavioral genetics 98
Type and trait theories 100
Different approaches to personality assessment 101
Self-report techniques and personality profiles 101
Reports by others 103
Online digital footprints 103
Situational assessments 104
Projective measures 104
Observations of behavior 104
Task performance methods 105
Polygraph methods 105
Repertory grids 106
Sources and management of bias 106
Self-report techniques and personality profiles 107
Reports by others 107
Online digital footprints 108
Situational assessments 108
Contents ix
Projective measures 108
Observations of behavior 108
Task performance methods 109
Polygraph methods 109
Repertory grids 109
Informal methods of personality assessment 109
State vs. trait measures 110
Ipsative scaling 110
Spurious validity and the Barnum effect 111
Summary 112
References 169
Index 172
Preface to the fourth edition
It is now 30 years since the first edition of Modern Psychometrics was published, and in that
time the science has continued to make great strides. Many of the future possibilities
tentatively discussed in the first and second editions are now accepted realities. Since the
publication of the third edition in 2009, the internet has completely revolutionized our
lives. Psychometrics has played a major part in this, much of it good, some not so good.
Psychometric profiles derived from our online digital activity are the subject of constant
AI scrutiny, providing corporations, political parties, and governments with tools to
nudge us for their own benefit and not always in our best interest. But also,
psychographic microtargeting of information based on these profiles enables
individualized learning, information retrieval, and purchasing of preferred products on
a scale previously undreamed of. It is the engine that drives the big tech money machine
and the digital economy.
At the same time, psychometrics continues to play a central role in improving
examination systems in our schools and universities, recruitment and staff development
in human-resources management, and development of research tools for academic
projects. This book is intended to provide both a theoretical underpinning to
psychometrics and a practical guide for professionals and scholars working in all these
fields. In this new edition we outline the history and discuss central issues such as IQ and
personality testing and the impact of computer technology. It is increasingly recognized
that modern psychometricians, because their role is so central to fair assessment and
selection, must not only continue to take a stand on issues of racism and injustice but also
contribute to debates concerning privacy and the regulation of corporate and state
power.
The book includes a practical step-by-step guide to the development of a
psychometric test. This enables anyone who wishes to create their own test to plan,
design, construct, and validate it to a professional standard. Knowledge-based tests of
ability, aptitude, and achievement are considered, as well as person-based tests of
personality, integrity, motivation, mood, attitudes, and clinical symptoms. There is
extensive coverage of the psychometric principles of reliability, validity, standardization,
and bias, knowledge of which is essential for the testing practitioner, whether in school
examination boards, human-resources departments, or academic research. The fourth
edition has been extensively updated and expanded to take into account recent
developments in the field, making it the ideal companion for those wishing to
achieve qualifications of professional competence in testing.
But today, no psychometrics text would be complete without extensive coverage of
key issues in testing in the online environment made possible by advances in internet
Preface to the fourth edition xiii
technology. Computer adaptive testing and real-time item generation are now available
to any psychometrician with the necessary know-how and access to the relevant
software, much of it open source, such as Concerto (The Psychometrics Centre, 2019).
Psychometric skills are currently in enormous demand, not just from classic markets but
also for new online applications that require understanding and measuring the unique
traits of individuals, such as the provision of personalized health advice, market research,
online recommendations, and persuasion. The fourth edition extends coverage of these
fields to provide advice to computer scientists and AI specialists on how to develop and
understand computer adaptive tests and online digital-footprint analysis.
The groundwork for the collaboration that led to this fourth edition was established in
The Psychometrics Centre at the University of Cambridge. We were very fortunate to
have been supported by an amazing team, without whose enthusiasm, creativity,
ambition, and drive many of the revolutionary developments in psychometrics would
not have been possible. Among them are Iva Cek, Fiona Chan, Tanvi Chaturvedi,
Kalifa Damani, Bartosz Kielczewski, Shining Li, Przemyslaw Lis, Aiden Loe, Vaishali
Mahalingam, Sandra Matz, Igor Menezes, Tomoya Okubo, Vesselin Popov, Luning
Sun, Ning Wang and Youyou Wu. Many have now dispersed to all corners of the
world, but their work continues, and there is much more yet to do. Finally, thanks
are due to Peter Hiscocks and Christoph Loch, who facilitated the move of the
The Psychometrics Centre to the Judge Business School, and to Susan Golombok, the
original coauthor, for her generosity and support in the preparation of this new edition.
1 The history and evolution
of psychometric testing
Introduction
People have always judged each other in terms of their skills, potential, character,
motives, mood, and expected behavior. Since the beginning of time, skill in this practice
has been passed on from generation to generation. Being able to evaluate our friends,
family, colleagues, and enemies in terms of these attributes is fundamental to us as human
beings. Since the introduction of the written word, these opinions and evaluations have
been recorded, and our techniques for classifying, analyzing, and improving them have
become not just an art but also a technology that has played an increasing role in how
societies are governed. Triumphing in this field has been the secret of success in war,
business, and politics. As with all technologies, it has been driven by science—in this
case, the science of human behavior, the psychology of individual differences, and, when
applied to psychological assessment, psychometrics.
In the 20th century, early psychometricians played a key role in the development of
related disciplines such as statistics and biometrics. They also revolutionized education by
introducing increasingly refined testing procedures that enabled individuals to demonstrate
their potential from an early age. Psychometrics required statistical and computational
know-how, as well as data on a large scale, before its impact could be felt. Today, we think
of big data in terms of the technological revolution, but large-scale programs implementing
the analysis of human data on millions of individuals date back to over 100 years ago in the
form of early national censuses and military recruitment. These early scientists did not see
their subject as just an interesting academic discipline; they were also fascinated by its
potential to improve all our lives. And indeed, in most ways it has, but it has been a long
and rocky road—with many false starts, and indeed disasters, on the way. In this chapter,
we start with definitions, followed by an evaluation of future potential, a history, a warning
about past missteps, applause for current successes, and an invitation to learn from history’s
lessons. It is said that those who cannot remember the past are condemned to repeat it. Let
us all make sure that this does not happen, but rather that we can bring about a future that
sees human potential expand to the stars.
What is psychometrics?
Psychometrics is the science of psychological assessment, and has traditionally been seen
as an aspect of psychology. But its impact has been much broader. The scientific
principles that underpin psychometrics apply equally to other forms of assessment such
as educational examinations, clinical diagnoses, crime detection, credit ratings, and staff
2 History and evolution of psychometric testing
recruitment. The early psychometricians were equally at home in all of these fields.
Since then, paths have often diverged, but they have generally reunited as the im-
portance of advances made in one context come to the attention of workers in other
areas. Currently, great strides are being made in the application of machine-learning
techniques and big-data analytics—particularly in the analysis of the digital traces we all
leave online—and these are beginning to have a significant impact across a broad range
of applications. These are both exciting and disturbing times.
We experience psychometric assessment in many of our activities, for example:
• We are tested throughout our education to inform us, our parents, teachers, and
policy makers about our progress (and the efficiency of teaching).
• We are assessed at the end of each stage of education to provide us with academic
credentials and inform future schools, colleges, or employers about our strengths and
weaknesses.
• We must pass a driving test before we are allowed to drive a car.
• Many of us need to pass a know-how or skills test to be able to practice our
professions.
• We are assessed in order to gain special provisions (e.g., for learning difficulties) or to
obtain prizes.
• When we borrow money or apply for a mortgage, we must complete credit scoring
forms to assess our ability to repay the debt.
• We are tested at work when we apply for a promotion and when we seek
another job.
• Our playlists are analyzed to assess our music tastes and recommend new songs.
• Our social media profiles are analyzed—sometimes without our consent—to
estimate our personality and choose the advertisements that we are most likely
to click.
Assessment can take many forms: job interviews, school examinations, multiple-choice
aptitude tests, clinical diagnoses, continuous assessment, or analysis of our online foot-
prints. But despite the wide variety of applications and manifestations, all assessments
should share a common set of fundamental characteristics: they should strive to be ac-
curate, measure what they intend to measure, produce scores that can be meaningfully
compared between people, and be free from bias against members of certain groups.
There are good assessments and bad assessments, and psychometrics is the science of how
to maximize the quality of the assessments that we use.
History of assessment
Chinese origins
Employers have assessed prospective employees since the beginnings of civilization, and have
generated consistent and replicable techniques for doing this. China was the first country to
use testing for the selection of talents (Jin, 2001; Qui, 2003). Earlier than 500 BCE,
Confucius had argued that people were different from each other. In his words, “their nature
might be similar, but behaviors are far apart,” and he differentiated between “the superior and
intelligent” and “the inferior and dim” (Lun Yu, Chapter Yang Huo). Mencius (372–289
BCE) believed that these differences were measurable. He advised: “assess, to tell light from
heavy; evaluate, to know long from short” (Mencius, Chapter Liang Hui Wang). Xunzi
(310–238 BCE) built upon this theory and advocated the idea that we should “measure a
candidate’s ability to determine his position [in the court]” (Xun Zi, Chapter Jun Dao).
Thus, over 2,000 years ago, much of the fundamental thinking that today underpins
psychometric testing was already in place, as were systems that used this in the selection
of talents. In fact, there is evidence that talent selection systems appeared in China even
before Confucius. In the Xia Dynasty (c. 2070–1600 BCE), the tradition of selecting
officers by competition placed heavy emphasis on physical strength and skills, but by the
time of the Zhou Dynasty (1046–256 BCE) the content of the tests had changed. The
History and evolution of psychometric testing 5
emperor assessed candidates not only based on their shooting skills but also in terms of
their courteous conduct and good manners. From then on, the criteria used for the
selection of talent grew to include the “Six Skills”: arithmetic, writing, music, archery,
horsemanship, and skills in the performance of rituals and ceremonies; the “Six
Conducts”: filial piety, friendship, harmony, love, responsibility, and compassion; and
the “Six Virtues”: insight, kindness, judgment, courage, loyalty, and concord. During
the Warring States period (475–271 BCE), oral exams became more prominent. In the
Qin Dynasty, from 221 BCE, the main test syllabus primarily consisted of the ability to
recite historical and legal texts, calligraphy, and the ability to write official letters and
reports. The Sui (581–618 CE) and Tang Dynasties (618–907 CE) saw the introduction
of the imperial examinations, a nationwide testing system that became the main method
of selecting imperial officials. Formal procedures required—then as they do now—that
candidates’ names should be concealed, independent assessments by two or more as-
sessors should be made, and conditions of examination should be standardized. The
general framework of assessment set down then—including a “syllabus” of material that
should be learned and rules governing an efficient and fair “examination” of candidates’
knowledge—has not changed for 3,000 years. While similar but less sophisticated fra-
meworks may have existed in other ancient civilizations, it was models based on the
Chinese system that were to become the template for the modern examination system.
The British East India Company, active in Shanghai, introduced the Chinese system
to its occupied territories in Bengal in the early 19th century. Once the company was
abolished in 1858, the system was adopted by the British for the Indian Civil Service. It
subsequently became the template for civil service examinations in England, France, the
USA, and much of the rest of the world.
When you spoke of a nature gifted or not gifted in any respect, did you mean to say
that one man will acquire a thing hastily, another with difficulty; a little learning will
lead the one to discover a great deal; whereas the other, after much study and
application, no sooner learns than he forgets; or again, did you mean that the one has
a body that is a good servant of his mind, while the body of the other is a hindrance
to him? – Would not these be the sort of differences which distinguish the man
gifted by nature from the one who is ungifted?
Plato, (449a–480a) Respublica V)
This view of the ability to learn, generally referred to as intelligence, was very
familiar to European scientists in the 19th century—almost all would have studied Greek
at school and university. Intelligence was not education but educability, and represented
an important distinction between the educated person and the intelligent person. An
educated person is not necessarily intelligent, and an uneducated person is not necessarily
unintelligent.
In medieval Europe, the number of people entitled to receive an education was
very small. However, the Reformation and then the Industrial Revolution were
transformative. In Europe, the importance of being able to read the Bible in a native
6 History and evolution of psychometric testing
language, and the need to learn how to operate machines, led to popular support for a
movement to provide an education for all—regardless of social background. One
consequence was that more attention was drawn to those who continued to find it
difficult to integrate into everyday society. The 19th century saw the introduction of the
asylum system, in which “madhouses” were replaced by “lunatic asylums” for the
mentally ill and “imbecile asylums” for those with learning difficulties. These words,
obviously distasteful today, were then in common usage: the term “lunatic” in law and
the term “imbecile” in the classification system used by psychiatrists. Indeed, the term
“asylum” was intended to be positive, denoting a place of refuge (as in “political asylum”
today).
The need to offer provision for those who had difficulty with the learning process
focused attention on how such people could be identified and how their needs
best accommodated. In pre-Victorian England, Edward Jenner (the advocate of
vaccination) proposed a four-stage hierarchy of human intellect, in which he
confounded intelligence and social class. Jenner (1807) summarized the attitude of
the time. In “Classes of the Human Powers of Intellect,” published in the popular
magazine The Artist, he wrote:
“I propose therefore to offer you some thought on the various degrees of power
which appear in the human intellect; Or, to speak more correctly, of the various
degrees of intellectual power that distinguish the human animal. For though all men
are, as we trust and believe, capable of the divine faculty of reason, yet it is not to all
that the heavenly beam is disclosed in all its splendour.
1 In the first and lowest order I place the idiot: the mere vegetative being, totally
destitute of intellect.
2 In the second rank I shall mention that description of Being just lifted into
intellectuality, but too weak and imperfect to acquire judgement; who can
perform some of the minor offices of life – can shut a door – light a fire –
express sensations of pain, etc., and, although faintly endowed with perceptions
of comparative good, is yet too feeble to discriminate with accuracy. A being of
this degree may, with sufficient propriety, be denominated the silly poor
creature, the dolt.
3 The third class is best described by the general term of Mediocrity and includes
the large mass of mankind. These crowd our streets, these line our queues, these
cover our seas. It is with this class that the world is peopled. These are they who
move constantly in the beaten path; these support the general order which they
do not direct; these uphold the tumult which they do not stir; these echo the
censure or the praise of that which they are neither capable of criticising nor
admiring.
4 The highest level is Mental Perfection; the happy union of all the faculties of
the mind, which conduce to promote present and future good; all of the
energies of genius, valour and judgement. In this class are found men who,
surveying truth in all her loveliness, defend her from assault, and unveil her
charms to the world; who rule mankind by their wisdom, and contemplate
glory, as the Eagle fixes his view on the Sun, undazzled by the rays that
surround it.”
History and evolution of psychometric testing 7
The 19th century
The era of European colonialism saw the spread of the Western education system to the
colonized world, but uptake was slow, and ideas taken from perceptions of social status in
Europe were often transferred to the subjected populations. Charles Darwin, for example—a
giant figure of that age, whose theory of evolution had considerable implications for how
differences both between and within species would be understood—was among those who
held this Eurocentric approach, something that perturbed the development of evolutionary
science in a way that would increasingly be recognized as racist. In The Descent of Man, first
published in 1871, Darwin argued that the intellectual and moral faculties had been gradually
perfected through natural selection, stating as evidence that “at the present day, civilized
nations are everywhere supplanting barbarous nations.” Darwin’s view that natural selection
in humans was an ongoing process, with “the savage” and “the lower races” being evo-
lutionary inferior to “the civilized nations,” had considerable influence. But it was not a view
that was shared by every scientist of that time. Others chose to differ, including Alfred
Wallace, Darwin’s copresenter of papers to the the seminal 1858 meeting of the Linnean
Society of London that introduced the idea of natural selection through survival of the fittest
(Wallace, 1858). Wallace took issue with his former colleague, believing Darwin’s arguments
for differences between the races to be fundamentally flawed. His observations in Southeast
Asia, South America, and elsewhere convinced him that so-called “primitive” peoples all
exhibited a high moral sense. He also drew attention to the ability of children from these
groups to learn advanced mathematics, having taught five-year-olds in Borneo how to solve
simultaneous equations, and pointed out that no evolutionary pressure could have ever been
exerted on their ancestors in this direction by the natural environment. In Wallace’s view,
the evolutionary factors that had led to the development of intelligence and morality in
humanity had happened in the distant evolutionary past and were shared by all humans.
Intelligence testing
The main impetus to provide an intelligence test specifically for educational selection
arose in France in 1904, when the minister of public instruction in Paris appointed a
committee to find a method that could identify children with learning difficulties. It was
urged that “children who failed to respond to normal schooling be examined before
dismissal and, if considered educable, be assigned to special classes.” (Binet and Simon,
1916). Drawing from item types already developed, the psychologist Alfred Binet and his
colleague Théodore Simon put together a standard set of 30 scales that were quick and
easy to administer. These were found to be very successful at differentiating between
children who were seen as bright and children who were seen as dull (by teachers), and
between children in institutions for special educational needs and children in mainstream
schools. Furthermore, the scores of each child’s scales could be compared with those of
other children of the same or similar age, thus freeing the assessment from teacher bias.
The results of Binet’s testing program not only provided guidance on the education of
children at an individual level but also influenced educational policy.
The first version of the Binet–Simon Scale was published in 1905, and an updated
version followed in 1908 when the concept of “mental age” was introduced—this being
the age for which a child’s score was most typical, regardless of their chronological age. In
1911, further amendments were made to improve the ability of the test to differentiate
between education and educability. Scales of reading, writing, and knowledge that had
been incidentally acquired were eliminated. The English-language derivative of the
Binet–Simon test, the Stanford–Binet, is still in widespread use today as one of the primary
assessment methods for the identification of learning difficulties in children.
Binet’s tests emphasized what he called the higher mental processes that he believed
underpinned the capacity to learn: the execution of simple commands, coordination,
recognition, verbal knowledge, definitions, picture recognition, suggestibility, and the
completion of sentences. In their book The Development of Intelligence in Children, first
published in 1916, Binet and Simon, using the language of the time, stated their belief
that good judgment was the key to intelligence:
It is safe to predict that in the near future intelligence tests will bring tens of
thousands of … high-grade defectives under the surveillance and protection of
society. This will ultimately result in the curtailing of the reproduction of feeble-
mindedness and in the elimination of enormous amounts of crime, pauperism, and
industrial inefficiency. It is hardly necessary to emphasize that the high-grade cases,
of the type now so frequently overlooked, are precisely the ones whose guardianship
it is most important for the state to assume.
(Terman, 1919)
In 1927, the Kaiser Wilhelm Institute of Anthropology, Human Heredity, and Eugenics
was the first to advocate sterilization in Germany. The year 1934 saw the introduction of
the country's Law for the Prevention of Offspring with Hereditary Defects; and in
1935 this law was amended to allow abortion for the “hereditarily ill,” including the
“social feebleminded” and “asocial persons.” Two years later came the introduction of
Sonderkommission 3 (Special Commission Number 3), under which all local authorities
in Germany were required to submit a list of all children of African descent. All such
children were to be medically sterilized. We all know what followed. In 1939, eu-
thanasia was legalized for psychiatric patients (including homosexual people) in psy-
chiatric hospitals; and in 1942, the same methods were extended to Roma and Jewish
people in concentration camps in what became the Holocaust.
Debates about the implementation of eugenics generally ended with the Second
World War. However, widespread beliefs among white communities about differ-
ences between races did not end. The decolonization process had yet to begin, and
many people—not just in the USA but also in Africa and elsewhere—continued to
attribute African and African-American academic underachievement to inherited IQ
differences. Martin Luther King Jr. did not have his dream until the early 1960s, and
History and evolution of psychometric testing 11
it was not until 1994 that apartheid was finally abolished in South Africa. Until that
time, arguments over whether inherited differences in intelligence could be a
possible cause of group differences continued to stir up controversy among academics
in both the USA and Europe, culminating in the publication of Herrnstein and
Murray’s The Bell Curve in 1994, in which the authors argued that poor and
ethnically diverse inner-city communities were a “cognitive underclass” formed by
the interbreeding of people of poorer genetic stock. But there was light at the end of
the tunnel.
The WISC-V is in widespread use around the world by educational psychologists who
work with children with learning disabilities such as dyslexia, dyscalculia, and autism.
But we should not forget that while the idea of “g,” a single score of general in-
telligence, has fallen out of favor, the underlying concept of IQ has captured the popular
imagination (as have astrological terms before it), and wishing it away is unlikely to be
successful. It has entered everyday language, and it is surprising how many people think
they know their own IQ, even though they are generally wrong. The idea is particularly
likely to remain popular with those who have attained high scores on IQ tests. Societies
such as MENSA have grown throughout the world, and perhaps we should not
begrudge the pleasure and pride felt by their members.
Personality
Psychometric personality testing, like psychometric intelligence testing, can trace its roots back
to Galton—not just the statistical methods, but also his lexical hypothesis (Galton, 1884).
Galton proposed that consequential differences between people should be reflected in lan-
guage, and that the more important the difference, the more likely it is to be encoded as a
single word: if we differ in some way, and such a difference matters, we will—sooner or
later—come up with a word capturing this difference. This is why most languages have terms
such as respectfulness, gregariousness, or intelligence. If, on the other hand, a particular trait
does not vary much between people, or it varies yet is inconsequential, it is less likely to be
14 History and evolution of psychometric testing
captured with a single term. This is why most languages do not have terms describing “the
ability to count” (nearly everyone can do it) or “not having a favorite color” (perhaps sur-
prisingly, that seems not to be an important individual characteristic). Galton identified about
1,000 such terms describing differences, based largely on his knowledge of English, German,
and other European languages. Later, Allport and Odbert (1936) carried out a systematic
survey of the English language and listed about 18,000 personality-descriptive terms, or words
that could be used to describe a characteristic of a person. They grouped them into four
categories: personal traits, temporary moods or activities, judgments of personal conduct, and
capacities and talents. After laboriously omitting words that were rarely used or little un-
derstood, obvious synonyms, as well as “non-neutral” words such as “good” and “bad,” they
were left with a list of approximately 4,500 “neutral” words that they then categorized ac-
cording to their meaning to produce a smaller number of personality constructs.
Following this early work based on researchers’ intuition, psychologists began to
apply a data-driven approach to grouping those words into categories. They employed
factor analysis, a statistical procedure in which correlated variables are combined into
factors, originally developed in the context of intelligence assessment (factor analysis
is discussed in Chapter 4). One of the most influential factor-analytic theorists in this
field, Raymond Cattell, asked people to rate their friends—and themselves—on 200
personality-descriptive terms from the Allport and Odbert list. By analyzing those ratings
using factor analysis, Cattell discovered that people were not described by random sets of
personality-descriptive terms, but that there were clear patterns. For example, people
rated as “warm” were often rated as “easygoing” and “gregarious,” and rarely by words
such as “reserved,” “cool,” or “impersonal.” Overall, the factor analysis conducted by
Cattell produced the 16 personality factors (also known as the 16PF) in Table 1.1.
Hans Eysenck (1967), a prominent personality theorist, also used factor analysis, but
instead of the 16 factors favored by Cattell, he argued that the structure of personality is more
usefully described by two dimensions that he called neuroticism and extraversion. The
dimension of neuroticism represents the difference between people who are anxious and
moody on one end and calm and carefree on the other, whereas extraversion distinguishes
between those who are sociable and like parties (extroverts) and those who are quiet,
introspective, and reserved (introverts). Eysenck’s model did not contradict Cattell's: in fact,
Cattell’s 16PF can be further reduced to produce Eysenck’s two factors. It is largely a matter
of personal preference whether a researcher will opt for a larger number of factors, to give a
wider description of personality, or a smaller number, to produce fewer factors that are more
robust. However, in recent years, psychologists have come to favor five personality factors:
openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism have
become ubiquitous in the literature; they are generally referred to as the “OCEAN” or
“five-factor” model. This model is discussed in more detail in Chapter 7.
Integrity
In many occupational settings, it is the integrity of the job applicant, rather than their
personality per se, that is of interest. A lack of integrity in this context might refer to drug
taking, previous criminal activity, or barefaced lying concerning a previous work record
or the possession of a qualification. The subject of truth-telling has long been a primary
concern of legal, police, and security systems all over the world, and during the past
century, lie-detector tests using a polygraph entered widespread use among these ser-
vices. Such devices assess physiological activity such as heart rate, blood pressure,
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forme e d’espressione! Non mai gli era parsa così degna d’essere
amata, d’esser preposta a supremo scopo d’un’esistenza mortale!
Ella non era più la fanciulla, ch’egli ben conosceva: era il simbolo
della grazia, l’incarnazione tipica dell’Eterna Bellezza, era l’Unica,
era l’Eletta, era la Dea. — Oh, uno sguardo, un solo sguardo
lusinghevole di lei! Egli avrebbe sacrificato tutta la sua vita per uno
sguardo lusinghevole di lei, che fosse venuto in quel momento
solenne a ricercarlo!
Ma la giovinetta pareva che lo avesse affatto dimenticato, pareva
che ignorasse la sua presenza alla festa familiare: tremante di
commozione, guardava fisa il padre o la madre con occhi pieni di
gratitudine e d’affetto, e non si stancava di scoccare su le loro
guance quei baci sonori, che avevano nell’anima del giovine un’eco
spasimosa.
Quando la signora Teresa si levò e uscì dalla stanza, Aurelio anche
si mosse: fece qualche passo verso la finestra quasi cercando un
soffio d’aria libera, poi, vedendosi inosservato, infilò pianamente la
porta e riparò solo nel salotto.
Si lasciò cader di peso sul divano. Si prese il capo fra le palme, con
atto disperato. Un ardore molesto gli infocava le tempia. Il cuore gli
pulsava in petto con una violenza non mai avuta. I fumi del vino si
spandevan torbidi e foschi intorno a lui, annebbiandogli la visione
delle cose, dandogli a intervalli il senso ingrato della vertigine. —
Egli si sentiva solo, affranto e desolato: egli soffriva terribilmente, e
nessuno era presso di lui a confortarlo! Il suo dolore si dissipava
inutile e indifferente nell’impassibilità dello spazio, come quello d’un
qualunque bruto ferito a morte in una foresta!... Egli, certo, avrebbe
potuto spegnersi così, senza che un’anima buona fosse accorsa in
suo aiuto, senza turbare con il suo gemito indistinto la gioja
romorosa di coloro che gli eran vicini!....
Impeti subitanei di collera sorgevano nel suo spirito a ogni scoppio
d’ilarità nella stanza contigua; supremi abbattimenti lo prendevano
appena l’ira cessava. E intanto un desiderio folle si faceva strada tra
le tenebre di quel tumulto selvaggio dell’anima, usciva a poco a poco
dal caos delle imagini oscure, si rischiarava, splendeva, scintillava
come astro solitario in un cielo tempestoso: il desiderio di Flavia,
d’una parola benevola di lei, d’una sua carezza su la fronte accesa,
d’uno di quei baci inebrianti, ch’ella aveva pocanzi prodigati con
tanto trasporto a’ suoi parenti. — Oh, perchè ella non veniva?
perchè tardava tanto? Non sapeva ella forse ch’era là, solo, triste,
afflitto da un’angoscia senza nome, ad aspettarla? E la sua pietà,
sempre sì docile all’appello dei sofferenti, non si risvegliava dunque
per la prima volta al suo grido disperato di soccorso?
Un passo leggero che s’avvicinava lo fece sussultare di sgomento e
di giubilo. Egli non respirava più: il suo sangue pareva si fosse d’un
tratto arrestato nelle vene. Era lei? Certo, era lei; doveva esser lei.
La gioja ineffabile del suo cuore non poteva ingannarlo. Egli l’aveva
invocata; ella, ecco, accorreva. — Oh, caderle ai piedi e morire!....
Qualcuno era entrato nel salotto.
Aurelio tolse con lento atto il viso alterato e livido dalla stretta delle
mani, e guardò d’innanzi a sè, come un sonnambulo strappato
repentinamente al suo sogno.
— Signor Aurelio, che cos’ha? — disse spaurita Luisa, avvicinandosi
a lui con vivacità.
Egli continuava a fissarla senza parlare. — Ohimè, l’ultima speranza
andava miseramente tradita. Il mondo non aveva più luce! La sua
vita non aveva più scopo! L’inganno era mortale e palese: un riso
acuto, a lui ben noto, si levò nella stanza vicina e venne a colpirlo
d’improvviso come un’irrisione del Destino.
Luisa sedette al suo fianco, gli prese amorevolmente la mano.
— Signor Aurelio, per carità risponda: si sente male? Ha bisogno di
qualche cosa? Risponda!
— Grazie, signorina, grazie! — egli riuscì a mormorare, rialzando il
capo — Non è nulla: un po’ d’emicrania....
— Faceva forse troppo caldo nella sala da pranzo. Io stessa non ne
poteva più! Vuole che apra le finestre? L’aria libera le farà bene.
Vuole che le ordini qualche cosa di caldo? Vuole che chiami donna
Marta?....
Ella parlava concitatamente, assai commossa, con una specie
d’affanno appassionato nella voce e nel respiro. E intanto gli
stringeva forte la mano, e lo guardava con gli occhi inumiditi, gonfii di
pietà e di tenerezza. «Non è lei! Non è lei! Non è lei!» ripeteva
spasimando l’anima del giovine, mentre quelle dolci parole si
disperdevano vane e sciupate, come semi sparsi sopra un terreno
sterile. — Oh, fosse stata Flavia, la consolatrice! Su la Terra non vi
sarebbe stato un uomo più divinamente felice di lui!
— Grazie, è inutile, signorina, — disse Aurelio, levandosi
d’improvviso in piedi. — Proverò a uscire, proverò a far due passi nel
cortile.... Grazie!
Studiando il passo, senza più rivolgersi, s’avviò verso la porta.
L’aperse. Vide le tenebre spalancate d’innanzi a sè; vi si gittò
perdutamente come in un abisso.
IX.
Il Sogno.