Measurement of stimulus-response variables. A number of standardized, paper-and-pencil assessment instruments have been developed to measure transpersonal concepts for use in transpersonally-oriented research (see, for example, MacDonald, LeClair, Holland, Alter, & Friedman, 1995).
Behavioral, physiological, psychological, sociological correlates. While it is recognized that such measurement devices may not directly assess the nature of the transpersonal experience itself (which may be trans-verbal and beyond words or trans-rational and beyond logic), it may assess its behavioral, physiological, psychological (cognitive/ emotional) or sociological correlates, causes, effects, expressions, or outcomes of the experience.
Questionnaires and surveys. Questionnaires and surveys can be used to correlate the theoretical constructs of specific personality theories with particular type of transpersonal experience and self-concepts (e.g., MacDonald, Tsagarakis, & Holland, 1994). As MacDonald et al. (1995) state:
In light of the fact that there are language descriptors which have been developed to express aspects of transpersonal experience and identity (e.g., transcendental, mystical, spiritual, holy), as well as generally predictable behaviors (and behavior changes) associated with such experiences, it appears that it may be possible to develop measures of various expressions of transpersonal experience based on how the experients use language in describing their experience and/or in how they behaved before, during and/or after the experience. (MacDonald et al., 1995, p. 172-173)
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As with all psychometric measurements in psychology, the assessment of transpersonal constructs/phenomenon face the problems of
reliability (test-retest, internal consistency),
content validity (adequately operationalizing the construct in terms of the behaviors and verbalizations that truly reflect the phenomenon/ construct),
concurrent validity (degree to which the test score is related to some other standard or criterion measure obtained at the same time),
predictive validity (degree to which the test score predicts some other criterion measure),
construct validity (adequately distinguishing between those who are known to have the experience and those who have not),
response bias (i.e., adequately distinguishing between those who have had the experience and those who have not but who say they have) (Cohen & Swerdlik, 2002).
Complement quantitative with with qualitative response measures. McDonald et al. (1995) recommends that “alternative criteria (e.g., clinical judges) which aid in the reliable detection of test response bias/style…and…more qualitative research strategies, such as the phenomenological method…be utilized in conjunction with objective measures… in studying transpersonal states of consciousness” (p. 175).
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