CHAPTER
2
THE NATURE OP APTITUDE AND THE GENERAL APTITUDE TEST BATTEKT
Definition of Aptitude
T h e t e r m 11a p t i t u d e ” h a s m a n y c o n n o t a t i o n s
and d e f i n i t i o n s .
generally us e d I d osely b y l a y m e n and p s y c h o l o g i s t s .
A nd,
T h e t e r m is as is o f t e n
-the c a s e w i t h " i n t a n g i b l e s ” , t h e d e f i n i t i o n o f a p t i t u d e is h i g h l y s u b j e c tive .
T h e t e r m a p t i t u d e is u s e d i n t h e p o s i t i v e a n d t h e n e g a t i v e s e n s e . p o s i t i v e s e n s e i t is g e n e r a l l y s a i d t h a t a m a n h a s t u d e for, s a y m u s i c , characteristics sense,
a great deal of apti
which means that he has in a h i g h degree several
which make h i m a successful musician.
it indicates
in t h e latter case it conveys
sense
In the
and abilities,
while
a discrete, u n i t a r y characteristic.
and p e r s o n n e l m e n t h i n k o f aptitudes w h i c h m a k e for
success in vocations differences
I n the negative
a person* s l a c k o f a r y s p e c i a l a p t i t u d e .
former case aptitude denotes a c o m bination of traits
T hus c o u n s e l l o r s
I n the
a n d jobs, w h i l e p s y c h o l o g i s t s t h i n k o f i n d i v i d u a l
in traits,
and therefore, u s e this t e r m in a n a r r o w scientific
(Super and Grites,
1962 ) .
Since psychological tests grew out of
the study o f i n dividual differences, m o s t o f t h e aptitude tests m e a s u r e the discrete, unitary, n a r r o w b u t scientific characteristics o f the aptitude.
40
The
most
type
popular
approach
Before
ment,
his
death,
or
set
music
given
set
ability
to
of
of
nature
of
the
aptitude
entities.
include,
term
is
among many
abilities,
and
as
aptitude
these
template
a
" aptitude
tests
the
(
on
in
not very
1964)
has
things,
It
should
symptomatic
(usually
clear.
an
If
measure
a
"Set
that
a
a
of
an
measure
testing
cites
-
a
in
the
condi
individual's
knowledge,
language,
aptitude
of
of
indicates
to
skill,
produce
but
set
a
of
comprises
'' r e a l "
implies
characteristics
approach
Yet
the
constellation of
approach
them.
that
characteristics"
interest,
package
from this
all
speak
entity,
shown
Such
(1934)
specified)
definition
intelligence,
follows
test" .
as
he
Bingham.
it.
the
necessarily
1942),
Psychology
Dyke
aptitude
aptitude
of
ability to
theory
on
in
(Bingham,
regarded
some
book
umbrella-
Walter Tan
authority
his
Testing
by
a broad,
personality,
to
that
these
no
one
aptitude
there
is
may
special
raises
no
an
such
components, then
test
measures
all
components.
Another
If
is
attitudes.
'interesting p o i n t .
thing
his
adopted
Dictionary
condition
not
Gekoski
as
and
leading
training
such
representing
published
characteristics
with
to
the
Aptitude
in Warren's
and bases
aptitude
aptitude
was
(1928)
and
responses
of
of
subscribed
Bingham
acquire
etc.,
The use
that
been
In Aptitudes
definition
or
has
even though Hull
1928.
tion
definition
problem
the
person's
in
the
relative
aptitude
package
approach to
independence
is
the
net
of
these
result
41 t
aptitude
is
components
of these
whether to
from one
con
another.
components, then
they
must be reasonably interrelated.
It follows from this logic that intel
ligence is related to personality, interest is related to special abili ties and vice-versa. However, published researches reveal that these components are not interrelated.
We know that one individual can be
bright yet be dominant or submissive, another can be dull and be interes ted or disinterested in listening to music, and yet another can be inte rested in listening to music and be good or poor with numbers.
Freeman's definition of aptitude is very close to Warren's.
"An aptitude
is a combination of characteristics indicative of an individual's capacity to acquire (with training) some specific knowledge, skill, or set of organized responses, such as the ability to speak a language, to become a musician, to do mechanical work.
An aptitude test, therefore, is one
designed to measure a person's potential ability in an activity of a specialized kind and within a restricted range" (Freeman, 1962, p. 431). Freeman also talks about a " combination of characteristics" which is similar to Warren's "set .of characteristics".
However, when Freeman talks
about aptitude tests he probably has the unitary nature of aptitude in mind.
Guion believes that "aptitude f.or any line of work can be considered in terms of three major categories: (1) intellectual abilities, (2) physical traits, including psychomotor abilities, and (3) motivational traits, interest, aptitudes, or temperament needed for persistant and attentive effort." (Guion, 1965, p. 213).
He further states, "Within each of these
c a t e g o r i e s , one may seek h i ghly specific measures
o f aptitude, o r h e may
consider aptitude wi t h i n any one o f t h e m t o b e h i g h l y generalized"
(p„21).
T h u s G u i o n m a y c a l l e v e n a m e a s u r e o f i n t e r e s t o r a t t i t u d e as a p t i t u d e measure.
Onion's s t a n d is qui t e s i m i l a r to-that o f W e s m a n who says that
achievement^ tests
can also b e c a l l e d aptitude tests
Gui o n also agrees wit h B i n g h a m ingly, he
m
(Wesman, 1968).
including interest i n aptitude.
Interest
a l t h o u g h G u i o n h a s m e n t i o n e d t h r e e m a j o r c a t e g o r i e s o f aptitude,
conceives
aptitude m o r e in terms of intellectual abilities tha n o t h e r
aspects, b e c a u s e batteries -
all aptitude tests - specific and m u l t i p l e aptitude
are discussed b y h i m u n d e r the heading, Me a s u r e s o f sp e c i f i c
Intellectual Abilities. abilities
Also he probably considers
as a g r o u p of c o g n i t i v e a p t i t u d e s .
all intellectual
However,
G u i o n is n o t v e r y
c l e a r w h e t h e r a p t i t u d e is a c o m b i n a t i o n o f a b i l i t i e s a n d t r a i t s o r a discrete, u n i t a r y characteristic.
Ha r r i m a n in his
Dictionary of Psychology defines
aptitude as"a capacity
i n ary given s k i l l o r field o f knowledge, o n the basis
of which a predic
t i o n m ay b e made regarding the amount o f improvement which further train ing might effect
(Harriman,
1952, p. 3 1 - 3 2 ) .
e n t f r o m t h e o t h e r s g i v e n above.'
His
d e f i n i t i o n is d i f f e r
H e has n o t u s e d t h e words " c o n ditions",
' s e t o f charac t e r i s t i c s ' , o r " c o m b i n a t i o n o f c h a r a c t e r i s t i c s ' .
A l l t h e definitions qu»ted above and particularly-the one quoted b y Bingham s h o w a particular bias towards
an applied, t e c h n o l o g i c a l u s e f u l
ness of p s y c h o l o g i c a l tests, espe c i a l l y t h e i r c o u n s elling uses.
43
Bingham
4
writes:
"The
to
in
help
obvious
main
estimating
follow successfully
function
the
an
of
probabilities
occupation
he
discover unsuspected talents;
to
bring
which
to
attention
abilities
in
which
general,
food
to
endowments
should be
provide
for objective
world
or
work"
man
generally
The
psychologists’
represented
nition
in
varying
and
as
definition
definition
composition
and
and
Crites,
1962,
p.
capacities,
which
enable
for
science
can
But
the
and
of
and
facilitation 71).
master
any
of
characteristic
independence,
poses
to
according
learn.
its
Thus
branches
which Super
problems
44
of
of
a
to
the
personnel
aptitude
is
best
(1958),
degrees
some to
to
Super
activity" are
with
uni
success
specificity,
him
person
Super
stable,
another place
for
defi
ascribes
to
Super
unitary
(Super
potential
a high
aptitude,
is
in
writes
aptitude
easily.
which
and
with
relations
relatively
provide
learning
Aptitudes,
one
At
of
English
in vaiying
would
of
future
for;
mature,
to
dis
Dismissing Warren’s
each
198).
and
to
aptitude.
aptitude.
p.
or
are
fields;
compensated
definition
English
aptitude
or
is
to
uses
counsellor or the
defining
contribute
1957,
Related
able
capitalized,
and his
The
in
of
given b y
which
"scientific
unity
14).
aptitude
would b e
whether youthful
researchers’
occupations?' ( S u p e r ,
third
removed
"Psychological factors,
independent,
the
and
of
alternative
well b e
himself
p.
person
possible
might
approach
test
definition
aptitude
and
1942,
this
Super's
a n d .the
defines
tary,
favours
about
a
tests
considering.
suggest
inquirer,
thinking
that
is
recognized
the
(Bingham,
standardized
aware.
viz.,
He
writes:
this
does
measure
by
"Although
one
other
the
not
mean that
aptitude
factors.
examinee b e
's u c h
material
only b y
means
aptitudes
seeing
that
a
reading
skill"
Bennett
Mechanical
measure
to
for
current
a
certain
involved
has
had
in
To
makes
1957,
p.
199).
play
a
it
are
which
not
a
the
little
measured"
of the
person’s
is
of
capacity,
and more
of
previous
or
a
or
orally,
is
role
and
true
the
both these
with
that
the
read,
p.
which
1960,
p.
of
the
to
and
and
ability
purity
72).
concluded b y
pattern
to
his
most valid
nature
1962,
which
concludes
citing
satisfactorily.
potential,
defined
t r a ining’ (Michael,
45
He
and
received
example
approaches
respect
reason,
assumed
it.
can be
that
extent b y
an
unitary
hypothetical
well
to
information
Crates,
aptitudes
require
must
generally
to
contaminated
some
cites
in
possible
and b e
examinee
to
independent,
it
which
mechanical
stress
less
task
wit!
the
still
made
measure
further
major
and
reasoning
or
which
the
reconciles
performance
or no
that
affected
He
(Super
definition
which
specific
do
it
unitary
have
verbal
is
Test
and yet
relations
or traits
of
see
he
aptitude,
definition
is
it.
score
those
having
visually
purposes
discussion
"Aptitude
only
practical
tests
one more
developments
tests
Comprehension
space
most
aptitudes
This
of
spatial
visualize
"...
of
a
or hearing
(Super,
as
with verbal material
presented
reasoning
defined
without
example,
presented
it
been
scientific
or factor
For
can be
have
for
acquisition
of behaviour
the
60).
individual
The Mature of Aptitude
The endowment of" aptitude varies from person to person. sional concept and not a categorical one.
It is a dimen
When we say that a person does
not have an aptitude, we do not mean that he has no aptitude at all. The correct statement would be that he has a very little aptitude, but never theless has some.
In a selection situation, we accept that all applicants have an aptitude for that position.
We accept, however, that they differ in the degree to
which they possess the aptitude.
The selectors^ must identify a person
whose aptitude for that job is highest.
A crucial question in dealing with the nature of aptitude is whether it is innate or acquired?
According the Bingham (1942) the definitions of
aptitude does not suggest whether aptitude is innate or acquired.
Too
often it has been implied that » aptitude" refers only to a person's inborn endowments. Bingham considers this as a 1 mistaken view1 and maintains that a person's potentialities are quite certainly the products of interaction between conditions both innate and environmental. Accord ing to him it is futile to explore innateness V. acquiredness, because that does not help us in any way.
We want the facts about a person's
aptitude as they are at present: Characteristics now indicative of his future potentialities.
Whether he was bom-that way, or acquired certain
characteristics later in infancy or adulthood is of little practical concern.
46
While Bingham does not make a categorical statement about the innabeness or acquiredness of aptitude, Super (1957) believes that aptitudes are to some extent inherited, although he adds that experience contributes to their development in infancy and childhood.
Freeman (1962) answers this question from a different angle.
According
to him when we speak of a person’s aptitude for a ny•activity, we do not consider the degree of its innateness or acquiredneaa. When clinicians, guidance personnel or personnel men give aptitude test to the clients, they,cannot ignore a person’s past experience in evaluating his perfor mance.
Freeman further argues that aptitude is measured through the tests
and whether it is innate or acquired depends upon the nature and the content of the tests.
This point heeds to be clarified.
Super distinguishes between miniature aptitude tests and abstract apti tude tests'(Super and Crites, 1962).
In the miniature test, the task in
which learning or success is to be predicted is reproduced in a miniature and simplified form.
For example, one method of measuring mechanical
aptitude is through a mechanical assembly test, utilizing various common objects such as screw drivers, nails, etc.
It is likely that a candidate
who has manipulated such objects will achieve a higher score than one who has not.
In the test of abstract reasoning, on the other hand, the job
has been analysed and one or more of its essential characteristics has been abstracted and put into test form.
47
In this type of test, the
previous experience is of little help, and candidate's score w i U largely depend on his inherited qualities.'
Thus, the foregoing discussion suggests that aptitude is neither completely innate nor completely acquired. aptly:
Thorndike and Hagen state this point
"Aptitude depends in unknown proportions, on the genetic charac
teristics of the individual and his whole life history of physical surroundings and previous learnings" (Thorndike and Hagen, 1970, p. 64A). However, most definitions place little importance on training or experi ences.
Linked with the innateness or acquiredness of aptitude is its constancy. Super maintains that aptitudes are stable, an extension of his belief that aptitudes result to some extent from inherited characteristics. Bingham also, without being clear on the rjmateness or acquiredness of the aptitude says that differences in aptitudes are relatively stable. Super writes: "If behaviour or success is to be predicted, the entity upon which the prediction is based should Be relatively stable.
An apti
tude which varied irrationally from one day, month or year to the next would not provide a sound basis for predicting achievement at some future date" (Super and Crites, 1962, p. 72).
Aptitudes are crystallized in
infancy and childhood and are stable during the adolescent and adulthood. "They may be affected by drastic experiences, but can otherwise be thought of as not being appreciably affected by education, special training, or experience.
Specific practice on the test itself will raise the subject's
43
test score, but that does not indicate a change in the degree of aptitude" (Super and Crites, 1962, p. 73).
Aptitude Related to Ability, Skill and Proficiency
Ability-
Ability is frequently confused with aptitude.
Ability refers
to a more general trait in an individual which has been inferred from certain response consistencies to certain tasks.
Thus according to some
psychologists, ability includes aptitude and achievement (Thorndike and Hagen, 1970).
Bingham (1942) uses the term in its broadest sense as
connoting power to perform designated responsive acts without implying whether this power is potential or actual, native or acquired. According to Fleishman (1964), abilities are a product of learning and develop at different rates mainly during childhood and adolescence.
Some abilities,
e.g. colour vision, depend more on genetic than learning factors, but most abilities depend on both to some degree.
Super and Crites (1962)
use ability to inblude aptitude and proficiency.
In short, ability may be viewed as the current performance of an indivi dual on any task near his maximal level of motivation - a task with respect to which he had had a limited amount or more or less loosely structured experience.
Ability refers to what a person can do today.
It is the power, at a given time, to perform acts or skills.
An ability
test should reflect the existence of a greater amount of experience of formalized training in that field than the aptitude test.
49
S1H11•
skill
is
the
Proficiency
in
to
skill.
specific
that
the
can be
to
Fleishman
in
is
denotes
mastery
not
the
only
in
activities,
term
is
depend
such
almost
and
as
General Aptitude
the
Employment
1965b;
and
GATB
1965c).
resulted
ability
personnel
after
or
with
hut
language
achievement
or
than
dexterity
skill.
It
includes
other
any
activities
manual
Proficiency
in
typing.
constant.
more
also
by
connotes
For example
not
activity.
over
complex
viz.,
little
refers
typewriter
abilities.
stable
cricket
required
in
precision.
skills
cognitive
discipline.
The
test.
Test- B a t t e r y
Test
Battery
Service,
(GATB)
analysis
USES
in
from
the
and
1947.
has
been
constructed
and
stan
testing
division of
the
United
(Dvorak,
1947;
1956;
1960;
1965a;
.
not
only
research
men but
Immediately
skills
a
abilities,
a
and
playing
involved
activities,
occupational
States
an
in
ease
operating
basic
is
with
responses
skill hut
in
manual
synonymous
The
dardized b y
with
of
basic
level
or
in
skill
more
his
Skill
one’s
Aptitude
the
the
on
acquired
General
mental
of
act
typing,
sequence
1964) ,
terms
The
The
(
the
synonymous
motor
an
acquiring' s k i l l
coordination.
Proficiency
perform
airplane,
Thus
level will
motor
an
perfected
described
typist's
and
flying
typist
According
ability to
also
World
and
practical
from the
War
theoretical
I
exegencies
economic
U.S.
50
developments
faced
of
problems
acute
and
of
in
the
counsellors
and
the
U.S.
in
unprecedented
1930s.
economic
depression
It
faced
to
find
steps
1933
which
two
resulted
problems:
suitable
the
U.S.
persons
(USES)
to
industrial
service
study
of
job
and
personnel.
tions
arose;
tests
were
was
the
best
sentative
other
the
five
tests
Relations
were
tered
to
basic
basic
factor
°f
the
59
the
of
tests
the
-
males
51
the
enactment
of
the
Employment
employment
occupational
make
a
of
available
being
service.
analysis
and
comprehensive
several tests
for
selection
tests,
measured?
studies
that
were
were
Test
two
ques
and Which
(Likert
Manual
conducted
analyzed,
100
and
54
repre
Test -
The
( F o r m X / ),
Quasha), the
Dexterity
during
U S E S 'tests.
of. V o c a b u l a r y
Minnesota
Placing,
Turning.
incorporating these
2,156
of
States
approximately
Survey
Minnesota
Test
One
Tests
Form Board
Dexterity
the
and
aptitudes?
analytic
0* R o u r k e
Paper
to
aptitudes
of these
the
sample
The
number
experimental batteries
a total
USES.
unemployed
available.
United
established
se'lected f r o m
Test,
Minnesota Manual
Several
of
large
1944.
were
the
unemployment.
those
national public
Existing Aptitude
Revised Minnesota
Spatial
the
tests
to
1933,
massive
for
with
the
questions,
1942
forming
emerged
To
period
jobs
which
of
the
1,
and
jobs
from
Factor Analysis
answer these
was
was
the
measures
create
various
director
of
were
or
a unified
division
Because
widespread
the
on July
workers
What
find
took
provide
Stead
the
for
Government
William H.
of
To
Wagnen-Peyser Act
Service
in
between
the
tests
ages
were
of
17
adminis
to
39
and
years from 12 geographical locations.
To facilitate factor analysis, the
total sample was divided into nine groups of persons varying from 98 to 1,079 and administered 15 to 29 tests.
Identifying the Factors
Thurstone's methods of factor analysis were employed to obtain a meaning ful structure of underlying aptitudes.
The smallest number of common
factors established for any group was seven and the largest was 10.
In all, eleven different common factors were found.
They were named as
follows: G
-
Intelligence
A
-
Aiming
V
-
Verbal Aptitude
T
-
Motor Speed
N
-
Numerical Aptitude
F
-
Finger Dexterity
S
-
Spatial Aptitude
M
-
Manual Dexterity
P
-
Form Perception
L
-
Logic
Q
-
Clerical Perception
Factor L was found only in two of the nine studies, and hence was dropped from further consideration.
Foxming the Test Battery : First Edition of 19A7
After the factor analysis'was completed, tests were selected for inclu sion in an aptitude battery designed to provide separate measure* for each of the 10 aptitudes that were factorially established. were selected on the basis of two criteria:
52
These tests
1*
Internal or Factorial Validity:
The size of the factor loading of
a test evidence t h e v a l idity o f the t est wit h respect to the fa c t o r measured.
Since the size o f t h e l o ading of a given te s t o n a given
« factor, va r i e d margi n a l l y for eac h study, the estimated factorial V a l idity o f e a o h t e s t was d e t e r m i n e d o n t h e b a s i s loadings
of a comparison o f the factor
i n t h e v a r i o u s s t u d i e s i n w h i c h b o t h t h e t e s t and t h e f a c t o r
appeared.
2.
External o r Practical Validity;
This w a s d e t e r m i n e d o n t h e b a s i s
of
a r e v i e w of t h e d e m o n s t r a t e d r e l a t i o n s h i p b e t w e e n e a c h t e s t a n d c o n c r e t e c r i t e r i a o b t a i n e d i n a v a r i e t y -of o c c u p a t i o n a l v a l i d a t i o n s t u d i e s . correlation w i t h external c r i t e r i a o f success
High
f o r a n u m b e r o f j obs is a n
e v i d e n c e o f b r o a d p r a c t i c a l v a l u e o f t h e t e s t as u s e d i n a c t u a l p r e d i c tion i
T h e a p p l i c a t i o n o f t h e s e t w o c r i t e r i a r e s u l t e d i n t h e s e l e c t i o n o f 11 p a p e r - a n d - p e n c i l and f o u r a p p a r a t u s t e s t s f o r i n c l u s i o n i n t h e f i r s t edition of the G eneral Aptitude Test B a t t e r y , B-1001 i n 1 9 47.
The t o t a l ti m e t a k e n for the
w h i c h was p u b l i s h e d
e n t i r e b a t t e r y was a b o u t 2 . 5 h o u r s
i n w h i c h i t was possible t o m e a s u r e a l l the m a j o r abilities i n the
represented
r e p e r t o i r e o f IISES t e s t s .
The factor loadings
assigned t o 15 f inally selected tests
t h e t y p i c a l l o a d i n g s o b t a i n e d f o r these' t e s t s
f r o m a l l t h e f a c t o r an a l y
sis studies i n which these tests h a d b e e n included.
53
for GiTB were
A
multiple
than
one
factor
of
the
15
Selection Method
ployed
workers
factor.
or
A
loading
selected
to
and
single
the
to
same
sense,
factorial
for
the
Steps
were
GATB.
The
of
taken
old
for use
with
and
new
loadings
multiple
factor
loading
the best
in
the
GATB
later
to
items
separate
items
represents
test
of
were
the
common b y
B
-1002
develop
were
a
put
sheet.
a
of
-
an
Many
the
new
of two
arranged
in
order
untimed
to
a
of
Test
the
internal
by
it.
of
or more
(Chapter
In
the
tests
5).
1002' B
multiple
items
more
5*19 e m
estimate
separate-answer-sheet
in
the
factor measured
tests
B
of
measuring
estimate
composite
and
sample
tests
represents
these
A
an
by
Wherry- Doolittle
from
for the
weighted
factor measured
of the
single
test
a
applying
a
factor measured
Editions
the
a
each
intercorrelations
factor loading
validity
Later
by
factor
of
for
computed
tests
test
the
factorial validity
the
was
test
were
form
form
of
and
adapted
constructed.
difficulty
and
the
The
tried
old
experi
mentally.
These
size
were
from
Office
and
administered
196
236
Applicants,
juniors;
Force,
to
to
high
school
commissioned
business
analysed
examinees
women’s
determine
discriminating
power
included
juniors
and
difficult
each
of
and
100
local
Item.
54
civic
The
and
best
the
items
ranging in
Employment
college
officers
luncheon
level
samples,
seniors,
non-commissioned
clubs,
the
of
and
who
total
in
groups.
sophomores
the
Data
diagnostic
were
Service
TJ.S. A i r
were
value
selected.
or
Time
limits were set, answer sheets were put in the final form, end directions for administration and scoring the tests were prepared.
Two alternate
forms, A and B, were developed with reusable booklets and separate answer sheet.
These are known as B-1002 A and B-1002 B.
Aptitudes A and T of GATB B-1001 were consolidated into a single measure called ''Aptitude K - Motor Coordination" in GATB B-1002.
C,
G and F of B-1001 were eliminated while forming B-1002.
Similarly Tests Reasons and
Justifications are given in the manual for General Aptitude Test Battery, Section III: Development (TJ.S. Department of Labour, 1970a).
Aptitudes Measured and Tests included in Forms B-1001 and B-1002
Tests in B-1002: aptitudes.
The GATB B-1002, comprises 12 tests measuring nine
Eight are paper-and-pencil tests and four are apparatus tests.
Two apparatus tests (parts 9 and 10) use the peg-board and the other two (Parts t1 and 12) use the finger dexterity board.
Approximately 2| hours
are required to administer the entire GATB-B-1002.
Alternate Forma;
An alternate form is available for each separate-answer-
sheet test in B-1002, Parts 1, through 7. nated A and B.
They are comparable in the types of tests included and
the nature of the aptitudes measured. sampling of items in Parts 1 through 7. identical in Form A and Form B. USES agencies.
The two forms have been desig
They differ only in the specific Parts 8, 9, 10, 11, and 12 are
Form A of the B-1002 is reserved for
Form B is available for outside use.
uses form B of the B-1002.
55
Therefore, thesis
Reliability: types
Reliability studies
of r e l i a b i l i t y m e a s u r e s -
Manual,
S e ction III,
Development
on the GATE h a v e concentrated o n two
stability and equivalence.
The GATE
(U.S. D e p a r t m e n t o f L a b o u r ,
reliability coefficients obtained-for GATB aptitude scores types
1970a)
rep o r t s
on various
of populations - m a l e s , fem a l e s , local employment service office
applicants
a n d h i g h sc**x>l a n d c o l l e g e s t u d e n t s .
The median coefficient
o f e q u i v a l e n c e f o r t h e a p t i t u d e s m e a s u r e d b y p a p e r - a n d - p e n c H t e s t s of Forms A and B coefficient o f
o f t h e GATB: B - 1 0 0 2 , .84 .
.91
Validity:
.88 w i t h a m e d i a n
The m e d i a n coefficient of s t a b i l i t y f o r aptitudes
measu r e d b y p a p e r - a n d - p e n c H tests .81 t o
r a n g e d f r o m .72 t o
of F o r m B of GATB B-1002
ranged from
for various samples.
V a l i d i t y coefficients on t h e specific no r m s f o r occupations
a r e r e p o r t e d i n t h e GAT B M a n u a l , S e c t i o n I I I (TJ.S. D e p a r t m e n t o f L a b o u r , 1970a)
and i n t h e v a l i d i t y in f o r m a t i o n exchange sect i o n of t h e P e r s o n n e l
P s y c h o l o g y J o u r n a l (U . S . E n p l o y m e n t S e r v i c e , cients
for t h e norms
1954-1959).
for specific occupations are obtained b y computing
the tetraehoric correlation between the test norms These coefficients cients.
Validity coeffi
and the criterion.
are either predi c t i v e o r c o ncurrent v a l i d i t y coeffi
The med i a n valid i t y coefficient for the specific norms establi
s h e d is
.65 .
Horns:
R a w s c o r e s o f t h e tests_ a r e c o n v e r t e d t o a p t i t u d e s c o r e s .
These
a r e s t a n d a r d s c o r e s wh e r e t h e m e a n o f t h e g e n e r a l w o r k i n g p o p u l a t i o n is
56
100
with
sample
age,
a
standard
consisted
sex,
general
GATB
are
Tnirnrnnm
by
4000
of
20.
The
workers
who
were
occupational,and
working population
norms
total
of
educational,
occupations,
of
deviation
available
GATB
norms
qualifying
weighted
attaining
is
least
selected
to
geographic
for
specific
occupations
for
specific
occupation
for
of
each
obtained;
the
working
be
population
typical of
distribution of
the
the
U.S.
scores
score
at
of
general
the
score
on
are
for
test
each
of
families
established
significant
a qualifying
minimum
and
in
aptitude.
score
the
of
is
terms
Ho
achieved
significant
only
apti
tudes.
After
the
analyses
other
norms
are
made
occupations
occupational
families'of
aptitudes
Pattern
and
have
been
to
determine
family.
The
occupations
for
S-Spatial
example
with
of
the
specific
in
and
(0AP)
three
further
grouped
allocated
Pattern
scores f a r
the
scores
can be
thus
to
norms
with
an
for
significant
family.
G-intelligence,
minimum
occupation,
occupation
Aptitude
cutting
occupations
consists
Aptitude,
of
a
abilities
Occupational
consist
the
for
whether
requiring similar
required b y
3,
established
of
125
N-numerical
on'G
and
115
aptitude,
each
on
i N
and
S.
Service
tude
Occupations
and
covered
Engineering
patterns
and
covering more
by
this
related
than
work.
1000
t i l l now.
57
pattern
are
Sixty
occupations
those
two
in
laboratoxy
occupational
have
been
apti
established
Description of Tests in the GATB ; B-1002
The tests in B-1002 are described below.
The aptitude or aptitudes
measured by each test follow each definition.
The description has been
taken verbatim from the GATE Manual, Section H I . Development (U.S. De partment of Labour, 1970a) .
Part 1 - Marne Comparison
This test consists of two columns of names.
The examinee inspects each
pair of names, one in each column, and indicates whether the names are the same or different.
Measures Clerical Perception.
Part 2 - Computation
This test consists of a number of arithmetic exercises requiring the addition, subtraction, multiplication, or division of whole numbers. Measures Numerical Aptitude.
Part 3 - Three Dimensional Space
This test consists of a series of exercises containing a stimulus figure and four drawings of three-dimensional objects.
The stimulus figure is
pictured as a flat-piece of metal which is to be either bent, or rolled, or both.
Lines indicate where the stimulus figure is to be bent.
The
examinee indicates which one of the four drawings of three-dimensional objects can be made from the stimulus figure. and Spatial Aptitude.
Measures Intelligence
Part A - Vocabulary
This t e s t consists of sets of four words. The examinee indicates which two words have e ith e r the same o r opposite meanings. Measures I n te lli gence and Verbal Aptitude. P art 5 - Tool Matching This t e s t consists of a series of exercises containing a stimulus drawing and four black-and-white drawings of simple shop to o ls .
The examinee
indicates which of the four black-and-white drawings is the same as the stimulus drawing. Variations e x ist only in the d istrib u tio n of black and white in each drawing. Measures Pom Perception. P art 6 - Arithmetic Reason _ This te s t consists of a number of arithm etic problems expressed v e r b a l^ . Measures Intelligence and Numerical Aptitude. P art 7 - ' Form Matching This te a t consists of two groups of variously shaped lin e drawings.
The
examinee indicates which figure in the second group is exactly the same size and shape as each figure in the f i r s t o r stimulus group. Measures Form Perception.
59
Part 8 - Mark Making
This test consists of a series of a squares in which the examinee is to make three jaencil marks, working as rapidly as possible.
The marks to
be made are short lines,, two vertical and the third a horizontal line beneath them.
Measures Motor Coordination.
Part 9 - Place
The equipment used for this test and for Part 10 consists of a rectangular pegboard divided into two sections, each section containing 4-8 holes. The upper section contains 1$
cylindrical pegs.
The examinee removes the
pegs from the holes'in the upper part of the board and inserts them in the corresponding holes in the lower part of the hoard, moving two pegs simultaneously, cue in each hand.
This performance is done three times,
with the examinee working rapidly to move as many of the pegs as possible during the time allowed for each of three trials.
Measures Manual Dex
terity.
Part 10 - Turn
The equipment described under Part 9 is also used for this test.
For
Part 10 the lower section of the board contains the 48 cylindrical pegs.
The examinee removes a wooden peg from a hole, turns the peg
over so that the opposite end is up, and returns the peg to the hole from which it was taken, using only his preferred hand.
60
The examinee
works
rapidly
possible
during
formance.
Page
The
11
to
turn
the time
Measures
-
equipment used
small metal
from
a hole
at.the
same
piece
using
time
Measures
many
The
whole
in
the
and
washers.
for
of
The
the
48
trials
Part
are
cylindrical pegs
given
the
washer
corresponding
hand.
for
and
washers
with
on the
this
as
per
in
his
from
the
small
holes
and
a
small
metal
hand
a
supply
rivet
and
vertical
rod
with
inserts
the
assem
and
lower
possible
a
preferred
a
works
of
50
takes
rivet
examinee
as
consists
examinee
washer
hole
The
12
containing
board
a small metal
puts
rivets
part
of
rapidly
during the
the
to
board
move
time
the
and
allowed.
Dexterity,
used
the
(preferred)
and
for
puts
part
the
hand.
washers
this
removes
lower
corresponding
rivets
test
upper part
removes
examinee
the board,
the
the
Disassemble
equipment
11,
Three
of
Dexterity Board)
and
preferred
Finger
P a r t '12 -
The
many
Dexterity.
this
(Finger
examinee
into
as
for
the
only his
replace
as
allowed.
Manual
rivets
in
oth e r hand;
bled
replace
Assemble
rectangular boaid
of
and
of
washer
hole
The
as
test
the
is
small
the
same
metal
slides
on
with
rod
in the upper
examinee
possible
part
works
during
Dexterity,
61
one
of
of
the
described
the
hand
time
to
assembly
washer to
and
the board
rapidly
the
that
rivet
the board,
the
as
move
and
allowed.
Part
from
the
the bottom
the
with
for
rivet
the
of
into
other
replace
Measures
as
many
Finger
Definitions of Aptitudes Measured In GATB
The nine aptitudes measured by B-1G02 are defined below. precepts each aptitudejj for identification.
A letter
The test(s) of the GATB
measuring each aptitude follow %och definition.
Aptitude G - Intelligence
' General learning ability.
The ability to "catch On" or understand ire*
stiuetions and underlying principles; the ability to reason end make judgements.
Closely related to' doing well in school*
Measured by parts
3, 4 and 6.
Aptitude V - Verbal Aptitude
The ability to understand meaning of words and to use them effectively. The ability to comprehend language* to understand relationships between words aid to understand meanings of whole sentences and paragraphs. Measured by Part 4.
Aptitude N - numerical Aptitude
Ability to perform arithmetic operations quickly and accurately. Measured by Parts 2 and 6.
Aptitude S - Spatial Aptitude
Ability to. think visually of geometric forms and to comprehend the twodimensional representation of three-dimensional objects.
62
The ability
to
recognize the
space.
relationships
resulting from the movement o f objects in
M e a s u r e d b y P a r t 3.
Aptitude P - Form Perception
A b i l i t y to p e r c e i v e pertinent d e t a i l i n objects graphic material.
Ability to make visu a l comparisons
and see slight differences in shapes and lengths o f l i n e s .
Aptitude Q -
or in pictorial or and d i s c r i m i n a t i o n s
and shadings o f f igures
and widths
M e a s u r e d b y P a r t s 5 a n d 7.
Clerical Perception
A b i l i t y t o perceive pertinent detail in v e r b a l o r t a b u l a r material. Ab i l i t y t o o b s e r v e d i f f e r e n c e s i n copy, t o p r o o f r ead w o r d s a n d n u m b e r s , avoid perce p t u a l errors i n arithmetic computation. p e r c e p t i o n w h i c h is
r e q u i r e d i n m a n y i n d u s t r i a l jobs
does not h a v e v e r b a l o r n u m e r i c a l content.
a n d to
A measure of speed of e v e n w h e n t h e joh
M e a s u r e d b y P a r t 1.
Aptitude K - M o t o r Coordination
A b i l i t y t o c o o r d i n a t e eyes a n d h a n d s o r f i n g e r s making precise movements
with speed.
a c c u r a t e l y and s w i f t l y .
M e a s u r e d b y P a r t 8.
r a p i d l y a n d a c c u r a t e l y in
Ability to make a movement
response
Aptitude F - Finger Dexterity
A b i l i t y to m o v e t h e f i n g e r s , r a p i d l y o r accurately.
and m a n i p u l a t e s m a l l o b j e c t s w i t h t h e f i n g e r s ,
Measured b y Parts
63
11
a n d 12.
Aptitude
Ability
the
M
to
hands
Brief
The
lities
in
was
of
need
Manual
move
Review
GATB
the
-
Dexterity
the
hands
plad. n g
of
and
persons
in
felt,
about
school
or
college.
the
ageing
Research
training,
GATB
conducted b y
1000
GATB
tests,
on
Aptitude
USES
-- D e v e l o p m e n t
Specific
Super
of
Structure
(U.S.
Occupations
and
10.
(1953),
of
students
on
and
of
of
using
the
GATB
selection
effect
at
time
have
Since
GATB
one
for
developed
GATB
and
selection
specific
specific
manuals:
(U.S.
of
Labour,
64
of
and
of
Labour,
The
on two
employees,
third
such
exposure,
the
and
heavily
areas.
are
-
reported
c ).
mostly
than
in
the
Occupational
1970b),
Section IV
1970
has
for mor e
Norms:
Labour,
1970a),
of
norms
norms
II
of
placement
GATB
Section
Department
Department
these
enter
variables,
scores.
in
with
they
placement
different
soon
proceeded
cultural
proliferated
GATB
students.
is
potentia
However,
status,
Department
(U.S.
9
occupational
group
studies
the
the
counselling
the
development
These
- w ork w i t h
Parts
minority
have
which has
sections
Pattern
sex,
studies
norm
and
include
aptitude
occupations.
following
by
counselling
guidance
GATB
to
labour market.
the
on
researched
out
the
for
research o n
practice,
enter
developing norms
for vocational
as
determine
researches
and
of
to
to
the
1)
area
in
Ability
Measured b y
Thus
lines:
2)
in
skillfully.
GATB
pointed
occupational significance
high
on
developed
or
as
and
turning motions.
Researches
originally
was
easily
—
Section
Norms
—
I U
These
studies
Section
and
in
other
such
are
of the
also
Personnel ( 1965 ) .
Droege
investigators
as
reported
the
Psychology
Apart
have
in
(U.S.
from the
developed
(Potter,
1 9 5 3 )?
1 9 5 7 ),
pressmen
(Timmons,
USES norm
1 9 5 6 ),
studies
various
career
as
on
the
courses
is
usually
medicine,
process
of
relationship
study have
potentialities
for
have been
established
law
journalism
education
see
In
(Brown,
the
that
I I I
third
aptitude
for
of
area
mean
1 9 4 9 )? the
of
scores
Droege,
1 9 6 9 ).
have
appreciable
effect
any
professional
et.al.
(Morgan,
Manual
1 9 5 1 ), and
(U .S .
physical
to
the
65
GATB
1 9 5 1 )?
counseleds
academic
such
as
training
(Ralhp,
etc.
o f
effect
(U.S.
1 9 5 0 ),
1 9 4 $ ),
(Thurman,
For
Labour,
it
process
engineering
Thompson,
has
1 9 5 0 ),
details,
1 9 7 0 a ).
been
shown
(Droege,
1966;
or vocational -
aptitudes
fields
counselling
above,
practice
academic
the
sciences
Department
Training-academic
on
fields
pharmacy
mentioned
due
in
in
counselling
1 9 7 5 a , 1975"b?
(Bierbaum,
GATB
increase
and
when
required
helpful
success
professional
the
psychology
Showier
such
completing
(Dolke
research on
in
Successful
Therefore,
are
textile
academic
profession,
biological
GATB
and
ary
several
1 9 5 1 )?
GATB
conducted.
which
some
occupations,
1 9 5 3 )?
for
norms
forestry
(Dooley,
Section
GATB
few
(Narone,
entering
individuals
architecture
1 9 5 5 ),
(Morris,
been
for
studies,
etc.
the
education.
successfully
determined.
1 9 5 2 ),
or
preparing
should be
(Enntis,
also
a pre-requisite to
engineering,
involves
between
1954- 1959 )?
Service,
development
norms
carpentary
✓
Some
Information Exchange
Employment
selection
mechanical
(McCracken,
Validity
does
Department
not
of
L a b o u r ,
s c o r e
F
1 9 7 0a).
m o r e
o n
(Droege,
d e c l i n e
A p t i t u d e
( D r o e g e
I n d i a n
and
F o r m
P e r c e p t i o n
s t u d i e s
(i
is
i n
w o r k
(1961
m u c h
h a v e
h o w e v e r ,
o n
A p t i t u d e
d e c l i n e
T h e
P,
Q,
(V)
is
B o y s
K,
s h o w
n o t
d e c l i n e
(F)
M a n u a l
1962)
a n d
H i r t ,
and
so m e
h i g h
h i g h e s t
D e x t e r i t y
S tein,
a p t itudes.
A p t i t u d e
t h e
( N ) .
F i n g e r
1967b )
G A T B
V e r b a l
A p t i t u d e
Droege,
i n
n o t
a n d
1 9 65),
as
1970,
M i t r a
t o
b a t t e r i e s
o f
h e
p u b l i s h e d
Gi'TB
GATB.
f o u n d
t h e
e m p l o y e e s
m e a s u r e m e n t
(1961).
t h e
s t u d i e s
p s y c h o l o g y ,
p e r s o n a l i t y
o f
U s e r s
o f
c o m p a r e d
and
b e l i e f ,
s e l e c t i n g
K r i s h n a n
U s e r s
p o p u l a r
f i e l d s
a p t i t u d e
I n d i a n
u s e r s
a n d
t e s t s ,
F o r e i g n
4 2
m o r e
e x c e p t
( P ) ,
o n
1964)
f o r
wer e
D e x t e r i t y
a n d
G A T B
to
t e s t s
les s
m u l t i p l e
o n
f o r
o t h e r
o n
960) , a n d
g e n c e
o b s e r v e d
s c o r e
age,
n u m e r i c a l
1963)
c o n t r a r y
s t a n d a r d i z a t i o n
M i t r a
w i t h
( G ) ,
et.aL.
gi r l s
apt i t u d e s ,
s c o r e s
R e s e a r c h e s
I n d i a ,
s h e d
b u t
a r e
1964) .
W e i n e r ,
I n
f o r
S,
A H
a v e r a g e
i n t e l l i g e n c e
(M)
d i f f e r e n c e s
1 9 6 7 a ) .
i n
'o b t a i n e d
S e x
a nd
(U.S.
W h e n
t h a t
K u m a r ,
o n
r e s u l t s .
m u c h
le s s
i n
b r i l l i a n t l y
(1974),
area,
( M i t r a
v e r y
M e n z e l
w o r k
and
o f
the
r e v i e w e d
(1956),
o n
t o
p u b l i
b y
H a r p e r
a p t i t u d e
t e s t i n g
t e s t s ,
g e n e r a l
i n t e l l i
K u m a r ,
1974)
S t u d i e s
•
o n
few.
o f
L a b o u r ,
i n v e s t i g a t o r
u s e r s
c o m p a r i s o n
e d u c a t i o n . ' M o s t
D e p a r t m e n t
t h e s e
c o n s t r u c t i o n /
a c h i e v e m e n t
v e r y
th i s
t e s t
b e e n
t h i s
t e s t s
are
o r
h a v e
W i t h i n
w o r k
a r e
o n
h a v e
1969a)
c o n t a c t e d
c o l l e c t e d
t h e
i n d i c a t e s
m o s t
d a t a
o f
t h e s e
b u t
This
investigator has
academic
Thakar
success
(1968)
commerce,
in
courses
compared
engineering
prepared
norms
students
of medicine,
commerce,
and
law,and
Status
of
GATB
one
the
strument
of
study
profiles
and pharmacy.
aptitude
the
to
end
Super
1978,
of
(1 9 5 6 ) ,
individual
landmark
in
most
by
intensively
leading
there
GATB
were
is
in
as
a predictor of
and
Sharma,
1975a).
year
students
of
in
study
GATE
a
selection
education,
of
on
arts,
post-graduate
social sciences,
measurement
for
any other
52ft
GATB users
"Potentially the
history
of the
appraisal
that has
never been
Croriback,
has
as
well
been
as
i n Euros'
competitive
test
battery.
in
87
countries.
useful
been
"This
is
i9 6 0 ,
p.
2 7 4 ).
of
(p.
152).
At
should
prove
a
developed"
designed
By
According
instrument
battery
in
accorded
published
of vocational
GATB
exceeded’ (Cronback,
It
more
most
write:
"the
book3
assessed
is
which has
also
to
carefully
which there
Crites
According
text
for
diagnosis
and
industries.
and
3 3 0 ).
p.
first
developed
and placement
data than
Super
the
(Dolke
( 1965 )
for
physical sciences,
(vocational)
another place
of
GATB
GATB
reviews
research
the
Singh
structures
Mental Measurement Y e a r B o o k s , and
validity
on
architecture
aptitude
for-selection
favourable
on
a
languages.
Present
is
conducted
promise"
vdth
an
(1962,
efficiency
