Tom Buchanan

Using the Internet for psychological research: Personality testing on the World Wide Web

The Internet is increasingly being used as a medium for psychological research. To assess the validity of such efforts, an electronic version of Gangestad & Snyders (1985) revised self-monitoring questionnaire was placed at a site on the World Wide Web. In all, 963 responses were obtained through the Internet and these were compared with those from a group of 224 undergraduates who completed a paper-and-pencil version. Comparison of model fit indices obtained through confirmatory factor analyses indicated that the Internet-mediated version had similar psychometric properties to its conventional equivalent and compared favourably as a measure of self-monitoring. Reasons for possible superiority of Internet data are discussed. Results support the notion that Web-based personality assessment is possible, but stringent validation of test instruments is urged.

Implementing a Five-Factor Personality Inventory for Use on the Internet

A short five-factor personality inventory developed from the International Personality Item Pool (IPIP) was imple- mented as an online questionnaire and completed by 2,448 participants. Following factor analyses, a revised version was created with acceptable reliability and factor univocal scales. As preliminary evidence of construct validity, support was found for 25 hypothesized links with self-reports of relevant behaviors and demographic variables. In a replication using a different recruiting strategy to test for differences due to motivational factors, similar results were obtained. This set of scales appears to provide acceptable measures of the Five-Factor Model for use in internet-mediated research.

Online assessment: Desirable or dangerous?

Internet-mediated psychological assessment procedures can play an important role in behavioral telehealth, but their use is not unproblematic. Possible uses of World Wide Web-based tests are discussed. Published empirical evaluations of Web-based personality tests indicate that they can be reliable and valid. However, evidence exists that Web-based versions of tests may not always measure the same constructs as their traditional antecedents: Equivalence cannot be assumed. Web-based clinical assessment seems viable, but there are potential difficulties with measurement of some constructs (particularly negative affect), as well as ethical considerations. While offering great potential, online tests of clinical constructs require stringent validation and cautious use.

The Efficacy of a World-Wide Web Mediated Formative Assessment.

Two studies evaluated the effectiveness of a WWW-based formative assessment package used in undergraduate psychology courses. Students taking on-line multiple-choice tests received instant feedback on areas of weakness and how to address them. In Study 1, students used the package as an integral part of their course syllabus. Level of use correlated with performance in the end-of-course summative assessment. In Study 2, the package was used as an ‘optional extra’. Both studies found that students who used the package performed better than those who did not. Such systems may be useful learning tools which students may use to enhance performance.

Potential of the Internet for Personality Research

Publisher Summary This chapter discusses the opportunities offered by the Internet for the psychometric approach to personality research. It highlights some of the problems associated with online personality research and describes a series of studies focused on the feasibility of such an endeavor along with offering some methodological recommendations on the basis of findings to date. Although the tests and assessment instruments used in online studies are usually presented as forms on Web pages, other Internet resources and technologies are also employed such as, communicating the participant through e-mail or recruiting participants by means of advertisements placed in Usenet newsgroups. A number of professional psychologists and test publishers are already beginning to offer such services. The Internet offers access to very large numbers of participants with little cost or effort. For researchers without easy access to large “captive” participant populations, such as undergraduate students who may participate in return for course credit, recruiting the numbers needed may prove difficult.

Research on the Internet: validation of a World-Wide Web mediated personality scale.

Two studies were performed to assess the validity of a World-Wide Web (WWW) measure of self-monitoring. In Study 1, Usenet Newsgroups likely to be read by high and low self-monitors were identified and a comparison was made of the extent to which contributors engaged in a form of self-presentation (use ofhandles orscreen names) likely to be influenced by self-monitoring tendencies. Handles were used significantly more frequently in thehigh self-monitoring Newsgroups, supporting the distinction made. In Study 2, participants recruited through these sets of Newsgroups completed the WWW-mediated test. Those from the high self-monitoring groups scored significantly higher. Self-reports of self-monitoring behavior also reflected scores on the scale. The results are interpreted as demonstrating the construct validity of the instrument used and the viability of criterion-group-oriented methods in Internet-mediated research.

Patterns of drug use and the influence of gender on self-reports of memory ability in ecstasy users: a web-based study

Research indicates that the use of recreational drugs, including MDMA (‘ecstasy’) can result in impairments in cognitive functioning. Recent evidence, based on accounts of ‘on drug’ effects and cortical binding ratios suggests that women may be more susceptible to the effects of MDMA; however, no research has explored whether there are differences in the long-term behavioural sequelae of the drug between men and women. In addition, little is known about the profile of functioning of the ‘typical’ user. The present investigation accessed a large sample of recreational drug users, using the Internet, to obtain self-reports of memory functioning with a view to exploring any differences in self-reported ability amongst male and female users, and the level of difficulty reported by the ‘typical’ ecstasy user. A web site (www.drugresearch.org.uk) was developed and used for data collection. Prospective memory ability was assessed using the Prospective Memory Questionnaire. Self-report of day-to-day memory performance was investigated using the Everyday Memory Questionnaire. The UEL Drug Questionnaire assessed the use of other substances. The number of mistakes made while completing the questionnaires was also taken as an objective measure of performance errors. Findings, based on datasets submitted from 763 respondents, indicate no differences in self-reports of functioning between male and female participants. An overall dissociation between the effects of cannabis and ecstasy on self-reported memory functioning and on the likelihood of making an error during the completion of the questionnaire was found. Typical ecstasy users were found to report significantly more difficulties in long-term prospective memory and to make more completion errors than users of other substances and drug naïve controls. Whilst taking into account the fact that participants were recruited via the World Wide Web and that a number of stringent exclusion criteria were applied to the data, a number of conclusions can be drawn. Recreational drug users perceive their memory ability to be impaired compared to non-users. The type of memory difficulties reported varies depending upon the drug of choice. These difficulties are exacerbated in ecstasy users. Individuals reporting average levels of use of ecstasy are more likely to report memory problems than non-ecstasy drug users or drug free individuals. The deleterious effects of ecstasy are therefore not restricted to heavy or chronic users. No gender differences were detected, suggesting that there may be a dissociation between cognitive impairment and cortical binding worthy of further exploration.

Nonequivalence of on-line and paper-and-pencil psychological tests: The case of the prospective memory questionnaire

There is growing evidence that Internet-mediated psychological tests can have satisfactory psychometric properties and can measure the same constructs as traditional versions. However, equivalence cannot be taken for granted. The prospective memory questionnaire (PMQ; Hannon, Adams, Harrington, Fries-Dias, & Gibson, 1995) was used in an on-line study exploring links between drug use and memory (Rodgers et al., 2003). The PMQ has four factor-analytically derived subscales. In a large (N763) sample tested via the Internet, only two factors could be recovered; the other two subscales were essentially meaningless. This demonstration of nonequivalence underlines the importance of on-line test validation. Without examination of its psychometric properties, one cannot be sure that a test administered via the Internet actually measures the intended construct.

Factors affecting faculty use of learning technologies: implications for models of technology adoption

This study examines factors associated with the use of learning technologies by higher education faculty. In an online survey in a UK university, 114 faculty respondents completed a measure of Internet self-efficacy, and reported on their use of learning technologies along with barriers to their adoption. Principal components analysis suggested two main barriers to adoption: structural constraints within the University and perceived usefulness of the tools. Regression analyses indicated both these variables, along with Internet self-efficacy, were associated with use of online learning technology. These findings are more consistent with models of technology engagement that recognize facilitating or inhibiting conditions (unified theory of acceptance and use of technology; decomposed theory of planned behavior) than the classic technology acceptance model (TAM). Practical implications for higher education institutions are that while faculty training and digital literacy initiatives may have roles to play, structural factors (e.g., provision of resources and technical support) must also be addressed for optimal uptake of learning technologies.

Cognitive and mood effects of 8 weeks' supplementation with 400 mg or 1000 mg of the omega-3 essential fatty acid docosahexaenoic acid (DHA) in healthy children aged 10-12 years.

Abstract Introduction: Despite media and public expectation of efficacy, no study to date has investigated the cognitive and mood effects of omega 3 supplementation in healthy children. Subjects and methods: This randomised, double-blind, placebo-controlled, parallel groups pilot study assessed the cognitive and mood effects of either 400 mg or 1000 mg of docosahexaenoic acid (DHA) in 90 healthy children aged 10–12 years. Cognitive performance and mood was assessed prior to, and 8 weeks following, commencement of treatment. Results: There was a significant treatment effect on one cognitive measure (speed of word recognition), with the lower dose speeding, and the higher dose slowing, performance. Overall, the pattern of results strongly suggests that this effect was due to chance fluctuations in performance and that the treatments had no consistent or interpretable effect on performance. Conclusions: The results here do not suggest that supplementation with these doses of DHA for 8 weeks has any beneficial effect on brain function in cognitively intact children.