I need a original flowchart using Microsoft® Word for my research project

PSYCH/665

Instructor: Deirdre Teaford

Assessment Worksheet

Using the Mental Measurements Yearbook, identify three measures of the constructs you are studying for your research question

1. What is your research question?

The research question will be; what measureable mental effects does music have on human emotions? Based on information derived from peer reviewed articles I will be able to create a research proposal that investigates the use of different psychometric tests and theories in the measurement of the effects of music on emotion.

2. Write a testable hypothesis for your research question.

Music arouses emotions in listeners.

Music arouses the listener depending on the individual listening along with the type of music and the circumstances.

Music arouses emotions such as cheerfulness, calm, love, sorrow, hope as well as excitement.

The role of emotions in musical experience contributes by adding a more deeply personal significance to the musical experience.

Music at a fast tempo are ratted by individuals as happier than music at a slow tempo.

3. What constructs is your research question investigating?

The research question seeks to investigate three broad personality constructs (Machi, & McEvoy, 2012). These constructs include personality which will be measured alongside personal interests and preferences, mechanical skills that are displayed through coordination in dancing and emotional functioning that is demonstrated through the elicited feelings and attitudes. These three constructs require different tests for them to be measured correctly.

The personality construct is measured using the personality and interests tests, the mechanical skills construct is measured using the aptitude test and the emotional construct is measured through the attitude test (Salkind, 2012). The personality construct is measured using either the "objective tests" or the "projective tests"(Machi, & McEvoy, 2012). The objective test is a self-reporting measure while the projective tests are free response measures (Machi, & McEvoy, 2012). The MMPI could be used for the objective test while the Rorschach test could be used for the latter.

4. Using the Mental Measurements Yearbook, provide the following information for three measures of the constructs:

a. What is the test? Include the name and authors.

The interest tests assess interests and preferences. The tests involve the respondents picking their preferences. The response is compared with patterns recorded from a control group. The aptitude test measures certain specific abilities and skills. Dancing can be measured as a skill based on the coordination in movements (Ramsay, 2013). The Minnesota Clerical Test could be tailor made to measure dancing skills through measurements on perceptual speed as well as accuracy (Ramsay, 2013). The "Differential Aptitude Test" by George K. Bennett, Harold G. Seashore and Alexander G. Wesman could also be used to measure mechanical reasoning and space relations by. The attitude test assesses the feelings an individual has on an event, a person, or an object. It measures based on the Thurstone or Likert Scale scores by William E Arnold (Bennett, Seashore, & Wesman, 2015).

b. How is the test used? Include the target population, how the test is administered, and what information it provides.

The test is used for influence studies that are sematic to the degree of difference. Acording to Bennett, Seashore, & Wesman, (2015), A Likert-type scale is made up of a sequence of "declarative statements". The person is asked to specify he or she agrees or opposes each declaration stated. Generally, the replys would be "strongly agree," "agree," "undecided," "disagree," and "strongly disagree. Target population could be individuals receiving a lecture while listing to music in class, along with attituds while listing to differant music in a class. Moreover, differential Aptitude Tests are intended for instructive and vocational direction and are used by education counselors in a school, human resources officers, psychologists and many other profestionals that assess the intellectual characteristics aptitude of youth (Chun, Cobb, French, 1975).

c. What is known about the test’s psychometric properties, such as reliability and validity?

While there are obvious queries about the psychometric properties of different tests like their reliability and validity, the criticism against the above mentioned tests is limited and widely speculative (Chun, Cobb, French, 1975). The research will however try to create instruments that consider the Principles of psychological testing. This would ensure that the scoring, analysis and conclusions made from the measurement is representative of the performances of the respondents on different constructs (Mellenbergh, 1989).

d. Why would the test be useful for your study?

If used correctly, these tests would be useful to the study as they would be fundamental in answering the research question as well as providing information on the usefulness of music on emotions. Such information would be used by psychologists to create different remedies and therapies from music. Tests based on music could also be created to measure different constructs on different individuals based on emotions music elicit in them and the interests they have in different genres of music.

Annotated Bibliography

American Educational Research Association (1999). American Psychological Association, & National Council on Measurement in Education. Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

In this article the American Education Research Association introduces psychological testing and its administration detailing the process of psychological testing as the process of administering an intention of "standardized measures" of behavior of sample. Use of the term sample is purposeful as it means the individual performance on tasks that are prescribed for purposes of testing. The sample is then used to create a number of tests which are used to gauge performance that manufactures a test score. If the score is collected from a good assembled test, this reflects different psychological constructs like emotional functioning, personality, aptitude and cognitive ability. The difference in these test scores believably reflect the individual differences measured by the test.

Mellenbergh, G.J. (1989). Item bias and item response theory. International Journal of Educational Research, 13(2), 127--143.

Mellenbergh describes a "psychological test" as an tool that is used to calculate the non- observed constructs that are referred to as "latent variables" in psychometrics. Usually, but not always, psychological tests are series of tasks that are supposed to be performed by the respondents. The tests mainly resemble questionnaires but the difference is that the psychological tests measure the unobserved constructs and the maximum performance of the respondent while the questionnaire only measure the typical performance of the respondent. For a psychological test to be termed useful, it must be valid and reliable. Validity is based on the ability to provide evidence that supports the interpretation of the results of the test while reliability is based on the internal consistency that guarantees consistent results over a period of time.

Chun, K, Cobb, S. French, J. R. P. (1975). Measures for psychological assessment: A guide to 3,000 original sources and their applications. Ann Arbor, MI: Survey Research Center, Institute for Social Research.

The authors of the article published in 1975 try to draw differences between psychological testing and psychological assessment. Whereas both are similar in many ways, psychological assessment is different as it involves the trial at the integration of information from a number of sources. For instance, it could draw information from tests of interests and attitudes, tests of ability and intelligence, tests of normal or abnormal personalities and also information drawn from personal interviews. There is the collection of collateral information on the occupational, personal and medical histories from different sources like spouses, doctors, teachers, relatives or parents. Since more than one test is used and numerous sources of data are used, psychological tests are sources of data for psychological assessment. Assessment is important for the psychologists during service delivery to their clients and patients since it is used to assess different areas of functioning or disability. This is important for the psychologist to make diagnosis and assess the treatment outcomes. The results offer attributive analysis of the patient’s test outcomes hence detailing their competence and development.

Broughton, R. (1984). A prototype strategy for construction of personality scales. Journal of Personality and Social Psychology. Principles of psychological testing.

The construction of personality scales and the measurement of different constructs are based on a proper testing that involves the construction of instruments that meet a number of requirements as to prove the validity of the score registered. Unlike the usual online personality tests; that are highly speculative and inaccurate, proper testing needs to meet the following hallmarks; Standardization ensures that all the procedures are conducted with a high level of constancy and beneath the identical environment as to accomplish similar testing performance. In addition, objectivity will decrease subjective judgments and minimizes biases either on the respondent, the process or the scoring. It ensures that the results are obtained in a consistent and similar way. The test norms allow the use of assumptions that the majority of the targeted test group is representative of the entire group and as such the average score on the tests where a large group is involved. The performance of a single individual is compared to the results of the rest through the establishment of a point of reference. As a final point, the instruments must be reliable and the reliability is met through obtaining the same result consistently even after multiple testing.

Refrences

American Educational Research Association (1999). American Psychological Association, & National Council on Measurement in Education. Standards for educational and psychological testing. Washington, DC: American Educational Research Association.

Bennett, G. K., Seashore, H. G., & Wesman, A. G. (n.d). 2015, Differential Aptitude Tests.

Bennett, G. K., Seashore, H. G., & Wesman, A. G. (1992). Differential Aptitude Tests, Fifth Edition.

Broughton, R. (1984). A prototype strategy for construction of personality scales. Journal of Personality and Social Psychology. Principles of psychological testing.

Chun, K, Cobb, S. French, J. R. P. (1975). Measures for psychological assessment: A guide to 3,000 original sources and their applications. Ann Arbor, MI: Survey Research Center, Institute for Social Research.

Machi, L. A., & McEvoy, B. T. (2012). The literature review: Six steps to success (2nd ed.). Thousand Oaks, CA: Corwin.

Mellenbergh, G.J. (1989). Item bias and item response theory. International Journal of Educational Research, 13(2), 127--143.

Ramsay, R. T. (2013). Mechanic Evaluation Test–Forms A1R-C, B1-C, C1-C, C1R-C.

Salkind, N. J. (2012). Exploring research (8th ed.). Upper Saddle River, NJ: Pearson.

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Copyright © 2014 by University of Phoenix. All rights reserved.