PSYC 2600 Lecture Notes - Lecture 3: Face Validity, Physical Attractiveness, Impression Management

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
Personality Assessment II
 !
Face validity"# #
 $%
&
'
Predicve validity"#

'%
Convergent validity"$##
'
()
Discriminant validity"#
(
))
Construct validity"$#
#($
#(# (!
*$)+,-."&#$#$#$
 (  %/#01
#1%(2($'$
( '%
High self-monitor"#$$'$( 3
'
Low self-monitor"###$%&
#' $#'%
FIRST EXPERIMENT; 4#(('$!
4($($($%&)()
'(##$$  %5#1$
6$!
47 # '
(#
&'7(
4(71'#( $ 
1 1
8"+(10'
 %The correlaon of the self-report vs. the observer data!!
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Document Summary

As explained in last class (personality assessments) there are different measures of validity; Face validity: the extent to which a test is viewed as covering the concept it purports to measure. Transparency of a test as it appears to test participants. Predictive validity: the extent to which a score on a scale or test predicts scores relates to real situations. Convergent validity: the degree to which two measures of constructs that theoretically should be related, are in fact related. Discriminant validity: tests whether concepts or measurements that are supposed to be unrelated, are in fact, unrelated. Construct validity: the degree to which a test measures what it claims to be measuring. An example will be used to explain how to asses validity and reliability; Self-monitoring (snyder, 1974): the following example is a study showing how self-monitoring of expressive behaviour is different across individuals. For some people we can quickly infer their traits while other are more chameleon-like.

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