Discusses the importance of helping students link personal characteristics with occupational characteristics for a specific job so that they will make a good career choice. (JOW)

To explore possible misconstruing of Minnesota Multiphasic Personality Inventory-2 (MMPI-2) profiles, MMPI-2 protocols from 196 clinical outpatients were compared to 196 randomly generated protocols in a 3-stage scale development procedure designed to detect inconsistent responses. Results support the new scale as a screening measure. (SLD)

Describes culturally competent assessment practice as a context for discussing advantages and disadvantages of various "corrections" currently available for the Minnesota Multiphasic Personality Inventory with Hispanic populations. Corrections include moderator variables, special scales, special norms, translations, and aids to…

Confirmatory factor analyses of 94 items on the Myers-Briggs Type Indicator were performed for 1,091 adults. Results provided qualified support for the four-factor model. Exploratory factor analyses were also performed to identify areas in which model fit could be improved; these analyses strongly supported the four-factor analysis. (SLD)

This study compared Rorschach test performance of 12 subjects with Asperger syndrome (AS) and 12 subjects with high-functioning autism (HFA, mean age 12 years). AS subjects demonstrated a trend toward greater levels of disorganized thinking than the HFA group and were more likely to be classified as "introversive." The test did not…

Finds that (1) under certain conditions, females (uninvolved third-party observers) appear to be more sensitive to relational deception than males and report more negative attitudes and perceptions of the deceiver's character, competence, and sociability; and (2) the consequence for the target impacted both observer attitude toward the specific…

Describes the use of a personality assessment tool, the Myers-Briggs Type Indicator, to facilitate effective collaborative writing on the job and in the classroom. (PRA)

The 101 Unipolar Markers of the five-factor model of personality defined by L. Goldberg (1992) were evaluated with older men and undergraduates. Results from the undergraduate sample show the five-factor structure, but the 101 unipolar markers may not be suitable for use with older populations. (SLD)

Examined whether individuals could fake their responses to a personality inventory if instructed to do so. Across 51 studies, fakeability did not vary by personality dimension. All the "Big Five" factors were equally fakeable, but faking produced the largest distortions in social desirability scales. Contains 75 references. (SLD)

Discusses three recent studies of the validity of Rorschach test (H. Rorschach, 1921) that have not evaluated methodological issues carefully. Identifies methodological errors in each study and offers specific information for the interpretation of Rorschach results. (SLD)

Describes the "color system" as a way of grouping children into different personality types based on a certain color: orange, blue, green, and gold. Lists stress producers for specific color people. Asserts that, through making groups of different colors, children begin to see the various specialties others can bring to the group and learn to…

Examined whether a procedure based on item response theory (IRT) for assessing the scalability of response patterns could detect deliberate dissimulation (faking good) on scores from three tests of the Eysenck Personality Questionnaire Revised. Results for 489 and 140 undergraduates show that IRT measures were not powerful enough to detect…

Describes the results of a survey of undergraduate students enrolled in courses that incorporate Web-based modules that assessed their satisfaction with learning in a digital instructional environment, with the goal of identifying learners' temperaments as possible predictors of satisfaction. Discusses use of the Keirsey Temperament Sorter II.…

Discusses relationships between a mathematical measurement model and its real-world applications. Makes a distinction between large-scale data matrices commonly found in educational measurement and smaller matrices found in attitude and personality measurement. Also evaluates nonparametric methods for estimating item response functions and…

This article discusses the rationale of an item response theory (IRT) model, based on Thurstone scaling, for personality measurement and suggests procedures for (a) estimating the location and slope parameters of the person response curve (PRC), (b) assessing the precision of the estimates, and (c) assessing the model-data fit. The relations…