Faking and Faking Detection on the OAIS

Abstract

The present study investigated effeca of five instructional sets on OAIS scores, and also the effectiveness of the Social Undesirability scale in detecting faking. The instructional sets were: I. Control (. . . your answers should represent how you honestly feel); 11. Academic Achiever Faking (Answer so as to appear the sort of student who will achieve an excellent grade-point average); 111. Academic Achiever Faking with Concealment Warning (Answer so that you will appear to be a student who will earn high grades but be careful to do it in such a way that your faking cannot be detected); IV. Creativity Faking (Answer so as to appear to be creative, imaginative, and original); V. Creativity Faking with Concealment Warning (Answer so char you appear to be a creative, imaginative, and original student but be careful to do it in such a way that your faking cannot be detected). Ss were 110 university students recruited from introductory psychology classes and randomly assigned to instructional sets. Data were analyzed by a two-way analysis of variance, followed by post hoc comparisons with Dunnett's test for simple contrasts between the control group and an experimental group, and Tukey's HSD test for simple contrasts between two experimental groups (Myers, 1966).