Исторические перспективы и психометрическая интерпретация
GRE Subject Test · GRE Psychology Тема 7 3:44 Английское озвучивание · Английский + китайские субтитры (встроенные)
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A norm describes relative standing in a reference population; a mastery criterion describes a specified performance standard.
常模描述的是在参照群体中的相对位置。 掌握标准描述的是指定的表现水平。
A high percentile is not the same as a high percentage correct.
高百分位并不等同于高正确率。
Standardized administration reduces avoidable procedural variation, but the norm sample must still fit the intended use.
标准化施测减少了可避免的程序变异，但常模样本仍需符合预期用途。
Psychological perspectives can ask complementary questions; differences in emphasis do not make every observation decisive for one school.
心理学视角可以提出互补的问题。 侧重点的差异并不意味着每一个观察结果都对某一学派具有决定性意义。
Structuralism analysed conscious experience; functionalism asked how mental activity serves adaptation.
构造主义分析意识体验。 机能主义探讨心理活动如何服务于适应。
Behaviourism emphasised observable learning; Gestalt psychology stressed organised perception.
行为主义强调可观察的学习。 格式塔心理学强调有组织的知觉。
These are historical emphases, not interchangeable labels.
这些是历史侧重点，而非可以互换的标签。
Psychoanalytic accounts emphasise unconscious conflict, humanistic accounts agency and growth, and cognitive accounts information processing.
精神分析观点强调无意识冲突。 人本主义观点强调能动性与成长。
Compare the explanatory mechanism rather than matching every theory to a single familiar name.
认知观点强调信息加工。 请比较解释机制，而不是将每种理论简单对应到某个熟悉的名称上。
Reliability concerns consistency across measurements.
信度关注测量的一致性。
Validity concerns evidence for a proposed interpretation and use.
效度关注所提议的解释和使用的证据。
A high reliability coefficient cannot prove that a test measures the intended construct fairly.
高信度系数不能证明测试公平地测量了预期构念。
Standardisation supplies consistent administration and a relevant reference sample.
标准化提供一致的施测和相关常模样本。
Norm-referenced standing differs from criterion-referenced mastery.
常模参照地位与标准参照掌握不同。
Predictive value depends on base rates as well as sensitivity and specificity.
预测价值取决于基础率以及灵敏度和特异度。
A learner is at the 80th percentile on a normed test and answers 60% correctly.
一名学习者在常模测验中处于第80百分位，但正确率仅为60%。
Is this contradictory?
这是否矛盾？ 不矛盾。
No. Percent correct compares correct responses with all items. Percentile compares the learner's score with scores in a reference group.
正确率是将正确回答数与所有题目进行比较；百分位则是将学习者的得分与参照群体的得分进行比较。
A difficult test can produce both figures.
一份难度较高的测验完全可以同时产生这两个数值。
State the norm population and the particular comparison rather than replacing one measure with the other.
应明确说明常模总体及具体的比较方式，而不是用一种指标替代另一种指标。
The same test means far more when the condition is common: base rates set the predictive value.
同一个检测在疾病常见时意义大得多：基础比率决定预测值。
Read the labels before drawing a conclusion.
先读清标签，再下结论。
In 2,000 fictional cases, 20 meet a target definition.
在2000个虚构案例中，有20个符合目标定义。
A screen flags 18 of these and 198 of the others.
筛查系统标记了其中18个以及其余的198个。
Compute the fraction of positive screens that meet the definition.
计算符合定义的阳性筛查比例。
Pause before the model.
请在查看答案前暂停。
True positives are 18; false positives are 198; all positives are 216.
真阳性为 18，假阳性为 198，全部阳性为 216。
The positive predictive value is true positives over all positives, 18 over 216, which is 0.0833, or 8.3 percent.
阳性预测值等于真阳性除以全部阳性，即 18 除以 216，等于 0.0833，也就是百分之 8.3。
Sensitivity is 18 over 20, which is 90 percent, and answers a different conditional question.
灵敏度为 18 除以 20，即百分之九十，它回答的是另一个条件问题。
The low base rate explains the contrast.
低基础率解释了这种反差。
This arithmetic is not a diagnostic recommendation.
这一算术并不是诊断建议。
Do not equate sensitivity with the probability that a positive result is correct, and do not use a classroom score to diagnose a disorder.
不要将敏感度等同于阳性结果正确的概率，也不要用课堂测验分数来诊断障碍。
State the source and the limits.
请注明数据来源及局限性。
A historical theory predicts behavior but its proposed mental process is unmeasured.
历史理论可以预测行为，但其假设的心理过程却未被测量。
Distinguish prediction from explanation.
请区分预测与解释。
Pause and write a justified answer.
请先暂停，完成这道原创练习再继续。