Semantic differential test: what is it and how is it used in psychology?

This tool is part of the subjective tests used in psychological assessment.

In psychological assessment, subjective tests aim to analyze people's personality in order to predict possible dysfunctions. In this article we will learn about one of them, the semantic differential test of Osgood et al. (1952, 1972).

This test has its theoretical basis in Osgood's mediational theory (neobehaviorist), according to which intermediate (covert) cognitive processes modulate the functional relationships between stimuli and responses.

Subjective tests: characteristics

The semantic differential test is classified as a subjective test. The objective of subjective tests is that the subject describes, classifies or qualifies him/herself, objects and people, or that people close to the subject do the same with respect to him/her.

This type of test is semi-structured, semi-structuredThey are semi-structured, voluntary (i.e., the subject can falsify them) and unmasked (the subject knows what is being evaluated).

In addition, they are non-typed tests, i.e., there are no established norms to allow interpretation, there are no established norms that allow the interpretation of the scores obtained in the test. in the test. In this regard, there are only two exceptions: the ACL (Gough's Adjective Checklist) and the DACL (Lubin's Adjective Checklist), which are typified subjective tests.

Based on subjective tests, a quantitative or qualitative analysis of the data can be performed. Their origin lies in phenomenological and cognitive theoretical approaches, and they are widely used in cognitive-constructivist models.

Semantic differential test: what is it?

The semantic differential test was developed by Charles Osgood, George Suci and Percy Tannenbaum in 1957. in 1957. This test measures subjects' responses to semantic objects or stimuli (known as "concepts") through estimation scales defined by opposite bipolar adjectives (e.g. generous/selfish, distrustful/engineer, nervous/quiet...).

The authors state that a concept acquires meaning when a sign (word) can elicit the response that is associated with the object it represents; that is, the subject reacts to the symbolized object..

For its construction, concepts or semantic stimuli are selected through empirical or rational criteria. The test makes it possible to investigate the significance that the chosen concepts have for a subject or group of subjects.

Formats

The formats of the semantic differential test can be of various types.

For example, one could be the following: it would have as a header "CURRENT ME", and underneath the antonymous adjectives in an estimation scale format: here the subject must place himself/herself between the adjectivesThe subject must place him/herself between the adjectives, depending on whether one or the other is more appropriate (increasing the proximity to the adjective that he/she considers best defines him/her).

Another format would be the one that includes in the header the antonymous adjectives, for example "CARING-ARISHAUS" and underneath the persons that the subject will evaluate: "father", "mother", "current self" and "partner", for example.

In other words, the subject can evaluate only himself/herself, or evaluate more people (always according to his/her point of view). (always according to their point of view).

How does it develop?

Let's see in a little more detail how the test is developed.

A list of adjectives is proposed to the subject, which he/she must relate to the proposed concepts. As we have already seen, adjectives are presented in bipolar form, with a series of intermediate values between the two extremes. For example, the pair "fair" / "less fair" is presented, separated by a kind of graduated rule in which the subject must mark how he/she would place the concept in relation to both poles.

It is important to know that concepts of the "good/bad" type should not be contrasted, since the scale for measuring the semantic differential is non-comparative, so the questions should always be bipolarized around the same concept.

Factors that saturate the test

The main interest of Osgood and his collaborators was to study the structure of the subjects' meaning. The authors concluded that such meaning has three dimensions: evaluation, power and activity.

Thus, the estimation scales or bipolar adjectives of the semantic differential test saturate in these three dimensions or factors:

1. Evaluation

This is the content that has evaluative connotations (e.g., good/bad; beautiful/ugly).

2. Power

Consists of all content that expresses power or strength (e.g. strong/weak; big/small).

3. Activity

Refers to active content, e.g. slow/fast or passive/active.

Sources of error

There are a number of sources of error in the semantic differential test, coming from the tested subject(s). These errors are:

1. social desirability.

This is the fact of wanting to be liked or to give a good imageIt influences the evaluative factor.

Scalar format

The fact that the semantic differential test is based on estimations from scales, means that the subjects may present certain response tendencies, due to the format itself. subjects may present certain response tendencies, due to the format of the test itself..

Thus, it has been seen how subjects with a high IQ tend to give more central responses on the scale; on the other hand, subjects with a low IQ tend to respond at the extremes. The same happens with depressed subjects (they give central answers) and anxious subjects (they give extreme answers).

Analysis of the information

Two types of analysis can be performed in the semantic differential test:

1. profile analysis.

The subject and the opinions he himself gives about others (e.g. about his father and about his mother) are analyzed; allows the different scores (of different subjects) to be compared (of the different subjects) with each other.

2. Distance analysis

In this case the subject is analyzed at two different time points ("before and after"), although it can include more time points. That is, it allows us to compare the subject's responses over time, and to observe how the subject has evolved in each of the bipolar adjectives.

Bibliographical references:

• Cohen, R.J., Swerdlik, M.E. (2002). Psychological testing and assessment. McGraw-Hill. Madrid.
• Fernández-Ballesteros, R. (2005). Introduction to Psychological Assessment I and II. Ed. Pirámide. Madrid.
• Fernández-Ballesteros, R. (2011) Evaluación Psicológica. Concepts, methods and case studies. Ed. Pirámide. Madrid.