Nat Tesr Analogies Pdf Free Download
A factorial design was used to relate MAT scores to the age, sex, and academic field of 192 applicants to graduate school in psychology and education. The results showed significant differences ( P < .01) in test performance as a function of age and field, but not of sex. The education students scored significantly lower than the psychology students (means of 48.2 and 58.4, respectively), and the youngest and oldest groups (median ages of 23 and 41) performed equally well, whereas the middle group (median age of 30) scored significantly lower than the other two. It was suggested that the surprisingly good performance of the oldest group may be due to selectivity in terms of intelligence and general competence, i.e., that only especially effective and self-confident individuals are willing to embark on a graduate career near or after the age of 40.
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Psychological
Reports,
1966, 19,15I-714. @ Southern
Universities
Press 1966
MILLER ANALOGIES
TEST PERFORMANCE
AS RELATED TO AGE,
SEX,
AND ACADEMIC FIELD
FRED T. THUMIN AND CAROL BOERNKE
lY/ as hi ngt
o
n U n i uers
ir
y
Summary.-A factorial design was used to relate MAT scores to the age,
sex, and academic
field of l)2 applicants
ro graduare
school in psychology
and
education. The results
showed
significant differences
(P <.01) in tesr
per-
formance as a function of age and field, but not of sex. The education students
scored significantly lower than the psychology srudents (means of 48.2 and
)8.4, respectively),
and the youngest
and oldest groups (median ages
of 23
and 41) performed equally well, whereas
the middle group (median age of 30)
scored significantly lower than the other two. It was suggesred that the sur-
prisingly good performance of the oldest group may be due to selectivity in
terms of iotelligence and general comperence,
i.e., that only especially
effective
and self-confident
individuals are
willing ro embark on a qraduate
career near
or
after the age of 40.
The Miller Analogies
Test (MAT) continues to be used widely in select-
ing students
for graduate training, and irs populariry has sparked a considerable
amotlnt of research
which has added appreciably to the over-all understanding of
the instrument-its assets as well as its limitations. Most of the validity studies
relating MAT scores to the grade point average of graduate students in educa-
tion and psychology have yielded correlarion coefficients r^nging between .20
and .50 (e.g.,
McNemar, 1948; Plarz,
McClintock, & Katz, 1959; Stafford,1952;
Strowig, I9t2) . On the other hand, a few investigators have obtained values in
excess
of .65 (Cureton, Cureton,
& Bishop, t949; Robinson, 19t8).
In some studies, rather marked differences have occrlrred
berween the MAT
performance of graduate students in psychology and educarion, the latter scoring
relatively
low (Miller,1960, p. 6; Robinson, 1958, Travers, 1948). With the
exception of Cook (1942), who found that str-rdents over 30 yr. of age scored
relatively iow on the MAT, and of Abeles ( 19tB ) , who apparenriy found no sig-
nificant difference between males and females, it appears that virtually nothing
has been done to investigate MAT performance as a funcrion of the age and sex
of .ls. The major objective of the present study was to examine the relationship
of these
two relatively neglected
variables to MAT score, whiie a secondary pllr-
pose was to obtain additional information as to the alleged discrepancy
between
the scores
of education and psychology students.
Mrrsoo
Subje cts a:ed. Materi.als
Between 1958 and 1965 the MAT was administered to 173 gradr,rate
school
applicants at \Tashington Universiry's Adult Counseling Service. Most of these
individuals (79%) were applying to graduate school in education, with the re-
-7
<'' F. J. THUMIN & C. BOERNKE
maining 2l% applying in psychology. Four forms of the test were used (H,
J, K, and L) all of which are equivalent for practical
purposes,
according
to
the test author and
publisher
(Miller, 1960,
p. 5; Miller Analogies Test, 7)64).
Experimental Desi.gn
A factorial design
was employed
to study the relationship of ,Ss' test scores
to their age, sex, and field of academic endeavor
(uiz.,edtrcation
or psychology).
Due to the relatively
small number
of older
psychology applicants in the sample,
it was necessary
to use rhree rather broad age categories-undet 26 yt.,26
through 35, and 36 and above. Thus, the final design consisted of 12 cells-
three
age
grorlps
by two fields
of study
by sex. As the complrter
program
to be
used in the analysis
required that each
cell contain
an equal number of Ss,
the
cell with the smallest
number
of Ss
determined
the size
of all cells. The limit-
ing cells (male and female psychology
applicants,
36 years
and over) each con-
tained 16 ,Ss. A random
sampling
procedure
was used to select 16 Ss
for each
of the remaining 10 cells. Thus, the final sample consisted of 192 Ss. The
median
ages for the three
age
groups
were 23, 30,
and 47 yt.
The various treatment groups
were almost perfectly matched in terms
of in-
stitutional choice,
i.e., in all groups, approximately
35% of Ss applied only to
Vashington University,
63%0 to rVashington
University
plus one or more other
schools, and 27o to institutions
other than \Tashington Universiry.
Rnsurts
The results
of the analysis of variance are
presented in Table 11 and indicate
that significant differences in MAT score occurred among
the three chronologi-
cal age
groups
and between the psychology
and education
groups. Scores,
how-
TABLE 1
Rrsurrs or 3 X 2 x 2 ANervsrs oF VARTANCE
Source MSdf
Academic fieid (F)
Sex
(S)
Age
(A)
FXS
FXA
SXA
FXSXA
\(ithin replicates
Total
L 497 L.5
I 178.3
2 1809.3
r 584.t
2 L44.r
2 727.6
2 100.1
180 289.6
19r
r7.t7
0.62
6.21
2.02
0.10
t <1
o a5
<.01
<.01
1A computer printout has been filed with the American Documentation Service, Auxiliary
Publications Project, Photoduplication Service, Library of Congress,
\(ashington, D. C.
20540. Remit $1.25 for 35-mm. microfilm or $1.25 for photocopies of Document No.
9060.
MILLER ANALOGIES TEST SCORES. AGE. SEX AND FIELD 753
ever,
did not vary significantly
as a function of sex, nor were any
of the interac-
tion effects significant.
In order to determine
the directions of the significant effects,
the means
of
the various treatment groups were calculated and summarized
in TabIe 2. As
there
were no significant
differences
between
males
and
females, the data for the
sexes
were combined
in making these
calculations.
TABLE 2
MnaN SconEs
ron TnratMENT GRoups
Academic
field Under
26 Over-all
M
26-3t 36, up
Education
Psychology
Over-all M
5).4
60.8
57 I
40.t
53.9
l-j',
t0.7
60.t
) ).b
48.2
58.4
53.3
Note.-N = 32 |or each of six treatment
groups.
Thus, the psychology applicants scored significantly higher than did the
education
applicanrs
(means
of 58.4
and 4B.2,respecrively),
and the direction of
the difference was consistenr for each age group independently. Regarding the
age
variable, Table 2 shows that the significant effect is attributable to a marked
decrement in MAT score among the 26-35-yr. group. Although the decrement
occurred both among psychology and education applicants, it was especially
pro-
nounced among the latter. Additional analysis
by I test indicated that the mean
score
for the 26-35-yr.
group was significanrly lower (P < .01) than those
of
the youngest
and oldest
groups,
whereas no significant difference existed
between
the means of the latter two groups.
DrscussroN
In certain respects the results
of the present study were as expected,
whereas
in other respects
they were rather surprising. For example, ir was anticipated
that male and female Ss would perform equally well on the tesr, as in fact they
did. It was also anticipated correctly that the present data would substantiate
earlier reports on the relative superiority of psychology to education srudents
on
the MAT (Miller, 1960, p. 6; Robinson, 1958; Travers, 1948) .
It is perhaps noteworthy that the median score for psychology students in
the present study was 58, some nine points lower than the corresponding value
appearing in the normative data of the MAT manual. This discrepancy is un-
doubtedly explained by the fact that all Ss in the normative study had completed
their undergraduate training ar the rime of testing and most of them were al-
ready enrolled in their first year of graduate study. Ss in the present study had
not yet been accepted to graduate
school ( many were, in fact, turned down) , and
at the time of testing about one-third of them were srill in the senior year.
The mosr unexpected
finding was the marked decrement in MAT score be-
754 F. J. THUMIN & C. BOERNKE
tween 23 and 30 yr., followed by an improvement between the ages
of 30 and
41. Although the writers would not wish at this point to preclude the possi-
bility of an adventitious sampling peculiarity, it is interesting to speculate on
at least one alternative. The decrement berween 23 and 30 yr. offers no par-
ticular problem, for one might expect that the latter group, comprised largely of
employed individuals who had been absent from the academic
scene for a num-
ber of years,
wouid score
relatively low.
The question as to why the oldest group (4I yr.) perforrned as well as the
youngest group ( 23 yr.) is more difficult to reconcile, but the writers would
like to suggest
that considerably more colrrage and self-confidence are required
to embark on a graduate
career
at the age
of 4l than at the age of 30, and that, in
the main, only the brighter, more competent and effective individuals are will-
ing to accept
the challenge. This hypothesis
receives additional support from two
recent
investigations
(Thumin & .Wittenbery,1961; Thr.rmin
& Boernke, 1966)
which indicated that femaie secretarial applicants in their 40s and 50s were either
eqttal or sr.rperior
to their yollnger counterparts in mental ability, verbal compre-
hension,
typing speed
and typing accuracy.
REFERENCES
ABELES, N. Profile patterns
of counselor
trainees. Amer. Psycholoeist,
l9)8, 13, 35I-
312. (Abstract)
Coor, \7. $/. Predicting
success of graduate
students in a college
of cducation. Sch.
€t
S
oc., 1942,
5
6, 192-r9t.
CunrroN, E. E.,
CUREToN,
L. \/., & BrsHop, R. Prediction
of success
in graduate
study
at the University
of Tennessee.
Ant.er. Psychologi:t,
1949, 4, 361-362.
McNrrtan, Q. Unpublished
manuscript,
1!48. Cited
by W. S. Miller, Miller Analogies
Tett manaal. New York: The PsychologicalCorp.,
lg6o. P. 11.
fuIiller
Analogies
,Test
sapplementary
manaal: Form L. New York: The Psychological
Corp.,1964.
Mtrrrn, (. S. Miller Analosies Test manual. New York: The Psychological
Corp.,
1960.
PLATZ,
A., McCrrNrocr, C., & KA^rz,
D.
gies
Test
on prediction
of graduate
289.
Undergraduate
grades
and the Miller Analo-
success.
Amer, Psycbologi:t,
1919, 14, 285-
RontNsoN, D. \tr. A .comparison of two batteries of tests as predictors of first year
achievement
in the graduate school of Bradley University.- In Fit'teentb Yearbk,
Nat. Coancil Illeasmt
Used. in Edac., 1958. Pp. 118-127.
STAFFoRD,
J. rW. Unpublished manuscript, 19)2. Cited by $f. S. Miller, Miller Analo-
gies Test manual, New York: The Psychological
Corp., 1960. p. 12.
SrnowIc, R. \W. Predictive values of the Miller Analogies Test for master's
degree stu-
dents in education. Unpublished doctoral dissertation,
Stanford lJniver., {952.
THUMIN, F. J., & BoERNKE, c._ Ability scores as related to age among female job ap-
plicants. J
. Geront.,
1966, 21, 36947 | .
THUMIN, p. J,, .& \wrttnNnnnc, A. Perso.nality
as related to age and mental abfiity in
female
job applicants. J. Geront.,796t,20, l}t-l}j.
Tnavrns, R. M. unpublished_manuscript,
1!48. cited by \7. s. Millcr, Miller Analogies
Tett ntanual. New York: Psychological
Corp., 1960. p.14.
Accepted
Ausust 19, 1966.
- Ruth E. Murray
ment of the test's predictive function. The problem may be compounded by the considerable variability in candidates' qualifications across the institution. This lamer proposition questions such studies as those of Jansen and Johnson (1967) and Thumin and Boernke (1966); the former study involved three broad groups of applicants to graduate education programs in administration, school services, and teacher improvement while the latter studied applicants for educational psychology and education in general. While differences were found, neither study adequately explored the possibility of divergency of qualifications. The present study addressed directly this question by comparing Miller Analogies Test scores for applicants to six areas in education. Subjects were prospective graduate students in six departments within the education division of a midwestern university, all had taken the Miller Analogies Test within the last three years. A sample of 100 examinees was drawn for each area: special education, educational psychology, elementary and secondary education, educational administration, and instructional technology. A one-way analysis of variance was computed across these areas.
- Edward E. Cureton
- Louise W. Cureton
- Ruth Bishop
Compared the Miller Analogies Test, Form G, and the I. E. R. Intelligence Scale CAVD, Levels M, N, O, P, and Q, Form 3 as predictors of success in psychology graduate study. Ss were graduate students of psychology enrolled at the University of Tennessee. Two criterion measures were used to check the validities of these tests. The first was the grade-point average in all courses taken while enrolled as a graduate student at the University of Tennessee. The second criterion measure was an overall rating completed by each member of the department who was teaching graduate courses in psychology. Findings suggest that for the population of which this group may be considered a sample, the 50-minute Miller Analogies Test is at least as valid as the CAVD, which requires about four hours to complete. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
- Arthur Platz
- Charles McClintock
- Daniel Katz
Ss were "124 students who entered the graduate program at the University of Michigan during the years 1951 through 1955… . Information available on each applicant at the time of entrance included the following measures": total undergraduate grade point average (GPA), undergraduate GPA in science and mathematics, undergraduate GPA in psychology courses, MAT score, objective comprehensive examination in psychology. Measures of "success" included: GPA in graduate courses, marks on doctoral preliminary examinations, faculty ratings of potential professional contribution and potential scientific contribution. 6 tables of results are presented. The best predictor of marks in graduate courses was undergraduate GPA in science courses; it also best predicted preliminary examination grades. "The MAT significantly predicted graduate course grades and was the best predictor of potential scientific contribution of the student." (PsycINFO Database Record (c) 2012 APA, all rights reserved)
unpublished_manuscript, 1!48. cited by \7. s. Millcr, Miller Analogies Tett ntanual
- R M Tnavrns
Tnavrns, R. M. unpublished_manuscript, 1!48. cited by \7. s. Millcr, Miller Analogies Tett ntanual. New York: Psychological Corp., 1960. p.14.
Unpublished manuscript, 1!48
- Q Mcnrrtan
McNrrtan, Q. Unpublished manuscript, 1!48. Cited by W. S. Miller, Miller Analogies Tett manaal. New York: The PsychologicalCorp., lg6o. P. 11. fuIiller Analogies,Test sapplementary manaal: Form L. New York: The Psychological Corp.,1964.
Miller Analosies Test manual The Psychological Corp gies Test on prediction of graduate 289. Undergraduate grades and the Miller Analosuccess
- Mtrrrn
Mtrrrn, (. S. Miller Analosies Test manual. New York: The Psychological Corp., 1960. PLATZ, A., McCrrNrocr, C., & KA^rz, D. gies Test on prediction of graduate 289. Undergraduate grades and the Miller Analosuccess. Amer, Psycbologi:t, 1919, 14,
A .comparison of two batteries of tests as predictors of first year achievement in the graduate school of Bradley University.-In Fit'teentb Yearbk
- D Rontnson
RontNsoN, D. \tr. A.comparison of two batteries of tests as predictors of first year achievement in the graduate school of Bradley University.-In Fit'teentb Yearbk, Nat. Coancil Illeasmt Used. in Edac., 1958. Pp. 118-127.
Profile patterns of counselor trainees
- N Abeles
ABELES, N. Profile patterns of counselor trainees. Amer. Psycholoeist, l9)8, 13, 35I-312. (Abstract)
Unpublished manuscript, 19)2. Cited by $f. S. Miller, Miller Analogies Test manual
- J Stafford
- Rw
STAFFoRD, J. rW. Unpublished manuscript, 19)2. Cited by $f. S. Miller, Miller Analogies Test manual, New York: The Psychological Corp., 1960. p. 12.
Source: https://www.researchgate.net/publication/17205316_Miller_Analogies_Test_Performance_as_Related_to_Age_Sex_and_Academic_Field
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