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

In psychological evaluation, subjective tests aim to analyze the personality of people to predict possible dysfunctions. In this article we will know one of them, the semantic differential test of Osgood et al. (1952, 1972).

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

• Related article: "Types of psychological tests: their functions and characteristics"

Subjective tests: characteristics

The semantic differential test is classified as a subjective test. Subjective tests are intended for the subject to describe, classify or qualify himself, objects and people, or that people close to the subject do the same with respect to him.

These types of tests are semi-structured., voluntary (that is, the subject can falsify them) and unmasked (the subject knows what is being evaluated).

In addition, these are non-standardized tests; that is to say,

there are no established standards that allow the interpretation of the scores obtained in the test. In relation to this, there would only be two exceptions: the ACL (Gough's Adjective Checklist) and the DACL (Lubin's Adjective List), which are standardized subjective tests.

From the 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 It was written by Charles Osgood, George Suci, and Percy Tannenbaum. in 1957. This test measures the responses of subjects to objects or semantic stimuli (known as "concepts") through estimation scales defined by contrary bipolar adjectives (for example: generous/selfish, distrustful/naive, nervous/calm...

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

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

• You may be interested in: "The main theories of personality"

formats

The semantic differential test formats can be of various types.

For example, one could be the following: it would have "CURRENT ME" as the header, and below the antonymous adjectives in estimation scale format: here the subject must be placed between the adjectives, depending on whether one or the other is more (increasing the proximity to the adjective that he considers best defines him).

Another format would be the one that includes the antonymous adjectives in the header, for example "CARIÑOSO-ARISCO" and below the people that the subject will evaluate: "father", "mother", "current self" and “couple”, for example.

That is to say, the subject can evaluate only himself, or evaluate more people (always according to your point of view).

How does it develop?

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

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

It is important to know that concepts such as "good/bad" should not be contrasted, since the measurement scale of 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 consisted in studying the meaning structure of the subjects. The authors concluded that such meaning has three dimensions: evaluation, potency, and activity.

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

1. Assessment

It is the content that has value connotations (for example: good/bad; beautiful ugly).

2. Power

It consists of all content that expresses power or strength (for example: strong/weak; big small).

3. Activity

Refers to active content, for example slow/fast or passive/active.

sources of error

There are a number of sources of error in the semantic differential test, coming from the subject or subjects evaluated. These errors are:

1. social desirability

It is about the fact want to like or give a good image, by the subject; influences the evaluative factor.

2. scalar format

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

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

Analysis of the information

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

1. profile analysis

The subject and the opinions that he himself gives about others (for example about his father and about his mother) are analyzed; allows you to compare different scores (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 may include more time points. In other words, it allows the subject's responses to be compared over time, and to observe how the subject has evolved in each of the bipolar adjectives.

Bibliographic references:

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