Effect of Computers on Graduate Training in Psychology Questionnaire

Abstract

The Effect of Computers on Graduate Training in Psychology Questionnaire (ECGTPQ), developed by Michael in 1964, is a 16-item instrument designed to systematically measure the early impact of computer technology on graduate training in psychology. This pioneering instrument targeted key areas of integration, including the availability, nature, and utilization of computer facilities within higher education institutions. Furthermore, the ECGTPQ explored how the increasing presence of computers influenced academic elements such as curriculum design, instructional activities, and faculty research expectations. The scale also specifically investigated the relationship between computer access and the completion of major academic requirements, such as theses and dissertations. The measure consists of a blend of multiple-choice items and some open-ended questions to capture both quantitative data and qualitative insights regarding technological integration in the mid-1960s.

Keywords

Effect of Computers on Graduate Training in Psychology Questionnaire, Computer Based Instruction, Graduate Psychology Education, Test Development, Technological Impact, Curriculum Assessment, 1964 Survey.

Authors

Michael, William B.

Purpose

The primary purpose of the Effect of Computers on Graduate Training in Psychology Questionnaire (ECGTPQ) was to conduct a timely assessment of the initial effects and potential future implications of emerging computer technology on graduate-level psychology training programs across the United States in the mid-1960s.

Specifically, the instrument aimed to quantify the extent to which academic departments were integrating computer resources, thereby providing crucial data for administrators and faculty planning future curricula and resource allocation in the nascent field of Computer Based Instruction.

Construct

The central psychological and educational construct measured is Computer Based Instruction (CBI) and its pervasive influence on the academic environment. Although the term CBI often refers to direct teaching methods, in the context of this 1964 instrument, the construct encompasses the broader institutional integration of computing resources into academic training.

This includes the influence of computer facilities on research methodology, statistical training, and the logistical support provided for complex data analysis required for advanced graduate work, thus reflecting an early measure of technological readiness and adoption in higher education.

Validity

The original publication of the Effect of Computers on Graduate Training in Psychology Questionnaire (Michael, 1964) did not provide explicit statistical documentation regarding the scale’s validity. Given the instrument’s nature as an early exploratory survey designed to capture a snapshot of rapidly changing technological environments, rigorous validation studies typical of standardized psychological tests were not reported.

Researchers utilizing this historical instrument should interpret findings cautiously, recognizing that the primary focus of the 1964 study was descriptive assessment rather than psychometric validation.

Reliability

Similar to the validity findings, the research literature associated with the ECGTPQ does not indicate that formal reliability coefficients (such as internal consistency or test-retest reliability) were calculated or reported by the author at the time of publication.

The absence of stated reliability metrics suggests that the scale should be viewed primarily as a specialized inventory for gauging institutional trends and opinions regarding computer integration, rather than a highly reliable diagnostic or predictive measure.

Factor Analysis

No formal factor analytic studies were reported in the foundational article describing the Effect of Computers on Graduate Training in Psychology Questionnaire. The instrument consists of only 16 items, combining both multiple-choice and open-ended formats, which minimizes the suitability or necessity for complex statistical decomposition.

The scale was likely designed for straightforward descriptive reporting across several predetermined domains (e.g., curriculum impact, facility availability), rather than the identification of latent underlying factors.

Instrument

Test Type: Inventory/Questionnaire

Format: This 16-item measure consists primarily of structured multiple-choice items, supplemented by several open-ended questions designed to elicit qualitative institutional details and perspectives regarding computer integration.

Language Available: English

Population Group: Human

Age Group: Adulthood (18 yrs & older)

Population Details: The original sample consisted of American Psychological Association (APA) Fellows and Members, specifically targeting individuals involved in graduate psychology education in the United States.

Test Methodology: The questionnaire was administered via Paper format, consistent with standard survey methods employed in 1964. Test items are currently not publicly available; interested parties must contact the author or publisher.

Keywords

Questionnaires, Test Construction, Graduate Psychology Education, Technological Adoption, Academic Facilities, Dissertations, Computer Assisted Instruction.

Authors

Author ORCID Identifier: Not available in original source documentation.

Affiliation Email addresses: Not available in original source documentation.

Correspondence Address: Correspondence details for William B. Michael (1964) must be sought through historical academic records or the publisher of the journal, Educational and Psychological Measurement.

Permissions & Fee and Test Year

The Effect of Computers on Graduate Training in Psychology Questionnaire was developed in 1964. The instrument is not described as commercial, and there was no associated fee reported for its use in the original research context. Researchers seeking to utilize the scale must contact the author or publisher for necessary permissions, as the specific test items are not publicly available.

Reference’s

• Michael, W. B. (1964). The effect of computers on graduate training in psychology. Educational and Psychological Measurement, 24(1), 107–113. The original source article can be accessed via its DOI: https://doi.org/10.1177/001316446402400112

Items of the Effect of Computers on Graduate Training in Psychology Questionnaire

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

The specific items comprising the 16-item Effect of Computers on Graduate Training in Psychology Questionnaire are not reproduced in this entry, as the source material explicitly states that the test items are not publicly available. Interested users must contact the author or the journal publisher for access.