OpenLLM-France/wikimedia huggingface dataset:
# Progress and Prospects in Parkinson's Research/Symptoms/Motor fluctuations

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Motor fluctuations
'On-off' periods, wearing off, dose failures, and freezing associated with long-term levodopa use
The following references are relevant:-
Bordelon et al (2011) Medication Responsiveness of Motor Symptoms in a Population-Based Study of Parkinson Disease/
Bohnen et al (2011) Leucoaraiosis, nigrostriatal denervation and motor symptoms in Parkinson’s disease
Mera et al (2012) Feasibility of home-based automated Parkinson’s disease motor assessment
# Progress and Prospects in Parkinson's Research/Symptoms/Myoclonus

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## Myoclonus

Sudden violent jerks.
The following references are relevant:-
Mera et al (2011) Feasibility of home-based automated Parkinson’s disease motor assessment
Lanska (2010) Chapter 33: the history of movement disorders
Kojovic et al (2011) Myoclonic disorders: a practical approach for diagnosis and treatment
# Progress and Prospects in Parkinson's Research/Symptoms/Micrographia

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Micrographia
Microscopic handwriting
The following references are relevant:-
Oliveira et al (1997) Micrographia in Parkinson's disease: the effect of providing external cues
Dounskaia et al (2009) Biased Wrist and Finger Coordination in Parkinsonian Patients during Performance of Graphical Tasks
Shukla et al (2012) Micrographia and related deficits in Parkinson's disease: a cross-sectional study
# Progress and Prospects in Parkinson's Research/Symptoms/Madopar

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MADOPAR ® is widely prescribed for the treatment of Parkinson’s disease symptoms.

## Active ingredients

Levodopa, an aromatic amino acid, is a white, crystalline compound, slightly soluble in water, with a molecular weight of 197.2. It is designated chemically as (—)-L-α-amino-β-(3,4-dihydroxybenzene) propanoic acid. Its empirical formula is C$_9$H$_{11}$NO$_4$.
Decarboxylase benzeraside

## Most common adverse reactions to MADOPAR

Allergies (rash, itch,irregular heartbeat, blood in stools)
Reduced white blood cells (infections of mouth, gums, lungs or throat)
Reduced red blood cells (fatigue, bruise easily, prone to infections)
Reduced platelets in blood (bruising, nose bleeds)

## Less common adverse reactions to MADOPAR

Digestive system
Loss of appetite
Nausea
Diarrhoea
Heart and circulatory system
Dizziness
Blood
Anaemia (Palpitations, Pale skin, Fatigue, Heart flutters, Shortness of breath).
Mental Problems
Excitement, Anxiety, Agitation, Agressin, Depression, Disorientation.
Hallucinations, Out of touch with reality.
Narcolepsy, Insomnia.
Excessive urge to gamble.
Excessive sex drive.
Miscellaneous
Dyskinesia.
Loss of taste, Taste abnormalities.
Redness of face or neck.
Abnormal sweating.
# Progress and Prospects in Parkinson's Research/Symptoms/Mydriasis

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Mydriasis
Dilated pupils.
The following references are relevant:-
Bitsios et al (1998) Comparison of the effects of moclobemide and selegiline on tyramine-evoked mydriasis in man
Mojunder and Wensel (2009) Topical Mydriatics Affect Light-Evoked Retinal Responses in Anesthetized Mice
Armstrong (2011) Visual Symptoms in Parkinson's Disease
Further Research
References
* ↑ Bitsios, P.; Langley, R.W.; Tavernor, S.; Pykko, K.; Scheinin, M; Szabadi, S. and Bradshaw, C.M. (1998) Full Text Br. J. Clin. Pharmacol. 45 (6) 551 – 558. Comparison of the effects of moclobemide and selegiline on tyramine-evoked mydriasis in man http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1873648/
* ↑ Mojunder, Deb Kumr and Wensel, Theodore G.; (2009) Full Text Invest. Ophthalmol. Vis. Sci. 51 (1) 567 – 576. Topical Mydriatics Affect Light-Evoked Retinal Responses in Anesthetized Mice http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2869068/
* ↑ Armstrong, R.A. (2011) Full Text Parkinsons Dis.; 2011: 908306. Visual Symptoms in Parkinson's Disease http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3109513/
# Progress and Prospects in Parkinson's Research/Symptoms/Insomnia

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Insomnia
Disturbed sleep
May include Agrypnia
The following references are relevant:-
Schutte-Rodin et al (2008)Clinical Guideline for the Evaluation and Management of Chronic Insomnia in Adults
Suzuki et al(2011)Sleep Disturbances Associated with Parkinson's Disease
Louter et al (2012) Recognition and diagnosis of sleep disorders in Parkinson’s disease
Further Research
References
* ↑ Schutte-Rodin, Sharon; Broch, Lauren; Buysse, Daniel; Dorsey, Cynthia and Sateia, Michael (2008) Full Text J. Clin. Sleep Med. 4 (5) 487 – 504. Clinical Guideline for the Evaluation and Management of Chronic Insomnia in Adults http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2576317/
* ↑ Suzuki, Keisuke; Miyamoto, Masayuki; Miyamoto, Tomoyuki; Iwanami, Masoki and Hirata, Koichi (2011) Full TextParkinsons Dis. 2011: 219056. Sleep Disturbances Associated with Parkinson's Disease http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3159123/
* ↑ Louter, Maartje; Aarden, Willemijn C.C.A.; Lion, Joy, Bloem, Bastiaan R. and Overeem, Sebastian (2012) Full TextJ. Neurol. 259 (10) 2031 – 2040. Recognition and diagnosis of sleep disorders in Parkinson’s disease http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3464375/
# Progress and Prospects in Parkinson's Research/Symptoms/Hypophonia

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Hypophonia
Reduced vocal force
The following references are relevant:-
Russell et al (2010) Targeted exercise therapy for voice and swallow in persons with Parkinson’s disease
Hammer et al (2010) Subthalamic nucleus deep brain stimulation changes speech respiratory and laryngeal control in Parkinson's disease
Darling and Huber (2011) Changes to Articulatory Kinematics in Response to Loudness Cues in Individuals with Parkinson’s Disease
Further Research
References
* ↑ Rusell, John A.; Ciucci, Michelle R.; Connor, Nadine P. and Schallert, Timothy (2010) Full Text Brain Res. 1341 3 – 11. Targeted exercise therapy for voice and swallow in persons with Parkinson’s disease. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2908992/
* ↑ Hammer, Michal J.; Barlow, Stephen M.; Lyons, Kelly E. and Pahwa, Rajesh (2010) Full Text J. Neurol. 257 (10) 1692 – 1702. Subthalamic nucleus deep brain stimulation changes speech respiratory and laryngeal control in Parkinson's disease. http//www.ncbi.nlm.nih.gov/pmc/articles/PMC3014054/
* ↑ Darling, Meghan and Huber, Jessica E.(2011) Full Text J. Speech Lang. Hear. Res. 54 (5) 1247 – 1259. Changes to Articulatory Kinematics in Response to Loudness Cues in Individuals with Parkinson’s Disease http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3433496/
# Real numbers/Ordering axioms/Archimedean/Implications/Fact/Proof/Exercise

Show that in $\mathbb {R}$ the following properties hold.
* For $x>0$ there exists a natural number $n$ such that ${\frac {1}{n}}<x$.
* For two real numbers $x<y$ there exists a rational number $n/k$ (with $n\in \mathbb {Z}$, $k\in \mathbb {N} _{+}$) such that
    $x<{\frac {n}{k}}<y\,.$
# Real numbers/Ordering axioms/Archimedean/Implications/Fact

* For $x,y\in \mathbb {R}$ with $x>0$ there exists $n\in \mathbb {N}$ such that $nx\geq y$.
* For $x>0$ there exists a natural number $n$ such that ${\frac {1}{n}}<x$.
* For two real numbers $x<y$ there exists a rational number $n/k$ (with $n\in \mathbb {Z}$, $k\in \mathbb {N} _{+}$) such that
    $x<{\frac {n}{k}}<y\,.$
# Real numbers/Ordering axioms/Archimedean/Implications/Fact/Proof2

(1). We consider $y/x$. Because of the Archimedean axiom there exists some natural number $n$ with $n\geq y/x$. Since $x$ is positive, due to fact also $nx\geq y$ holds. For (2) and (3) see exercise.
# Real numbers/Power series/Definition

Let ${\left(c_{n}\right)}_{n\in \mathbb {N} }$ be a sequence of real numbers and $x$ another real number. Then the series
    $\sum _{n=0}^{\infty }c_{n}x^{n}$
is called the power series in $x$ for the coefficients ${\left(c_{n}\right)}_{n\in \mathbb {N} }$.
# Real numbers/Rational sequences/Convergence behavior/Exercise

Let $P=\sum _{i=0}^{d}a_{i}x^{i}$ and $Q=\sum _{i=0}^{e}b_{i}x^{i}$ be polynomials with $a_{d},b_{e}\neq 0$. Determine, depending on $d$ and $e$, whether
    $z_{n}={\frac {P(n)}{Q(n)}}\,$
(which is defined for $n$ sufficiently large) is a convergent sequence or not, and determine the limit in the convergent case.
# Real numbers/Sequence/Bounded monotone/Converges/Fact

A bounded and monotone sequence in $\mathbb {R}$
# Real numbers/Sequence/Definition

A real sequence is a mapping
    $\mathbb {N} \longrightarrow \mathbb {R} ,n\longmapsto x_{n}.$
# Real numbers/Sequence/Bounded monotone/Converges/Fact/Proof

Due to the condition, the sequence is increasing and bounded from above or decreasing and bounded from below. Because of fact, we have a Cauchy sequence which converges in $\mathbb {R}$.
# Real numbers/Sequence/Increasing and decreasing/Definition

A real sequence ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ is called increasing, if $x_{n+1}\geq x_{n}$ holds for all $n\in \mathbb {N}$, and strictly increasing, if $x_{n+1}>x_{n}$ holds for all $n\in \mathbb {N}$.
A sequence ${\left(x_{n}\right)}_{n\in \mathbb {N} }$ is called decreasing if $x_{n+1}\leq x_{n}$ holds for all $n\in \mathbb {N}$, and strictly decreasing, if $x_{n+1}<x_{n}$ holds for all $n\in \mathbb {N}$.
# Real numbers/Ordering axioms/Archimedes/Intervals/Introduction/2/Section
## Definition

A field $K$ is called an ordered field, if there is a relation $>$ (larger than) between the elements of $K$, fulfilling the following properties ($a\geq b$ means $a>b$ or $a=b$).
* For two elements $a,b\in K$, we have either $a>b$ or $a=b$ or $b>a$.
* From $a\geq b$ and $b\geq c$, one may deduce $a\geq c$ (for any $a,b,c\in K$).
* $a\geq b$ implies $a+c\geq b+c$ (for any $a,b,c\in K$).
* From $a\geq 0$ and $b\geq 0$, one may deduce $ab\geq 0$ (for any $a,b\in K$).
$\mathbb {Q}$ and $\mathbb {R}$ are, with their natural orderings, ordered fields.

## Lemma

In an ordered field, the following properties hold.
* $1\geq 0$.
* $a\geq 0$ holds if and only if $-a\leq 0$ holds.
* $a\geq b$ holds if and only if $a-b\geq 0$ holds.
* $a\geq b$ holds if and only if $-a\leq -b$ holds.
* $a\geq b$ and $c\geq d$ imply $a+c\geq b+d$.
* $a\geq b$ and $c\geq 0$ imply $ac\geq bc$.
* $a\geq b$ and $c\leq 0$ imply $ac\leq bc$.
* $a\geq b\geq 0$ and $c\geq d\geq 0$ imply $ac\geq bd$.
* $a\geq 0$ and $b\leq 0$ imply $ab\leq 0$.
* $a\leq 0$ and $b\leq 0$ imply $ab\geq 0$.

### Proof

$\Box$

## Lemma

In an ordered field, the following properties holds.
* From $x>0$ one can deduce $x^{-1}>0$.
* From $x<0$ one can deduce $x^{-1}<0$.
* For $x>0$ we have $x\geq 1$ if and only if $x^{-1}\leq 1$.
* From $x\geq y>0$ one can deduce $x^{-1}\leq y^{-1}$.
* For positive elements $x,y$ the relation $x\geq y$ is equivalent with ${\frac {x}{y}}\geq 1$.

### Proof

See exercise, exercise, exercise, exercise and exercise.
$\Box$

## Definition

Let $K$ be an ordered field. $K$ is called Archimedean, if the following Archimedean axiom holds, i.e. if for every $x\in K$ there exists a natural number $n$ such that
    $n\geq x\,.$

## Lemma

* For $x,y\in \mathbb {R}$ with $x>0$ there exists $n\in \mathbb {N}$ such that $nx\geq y$.
* For $x>0$ there exists a natural number $n$ such that ${\frac {1}{n}}<x$.
* For two real numbers $x<y$ there exists a rational number $n/k$ (with $n\in \mathbb {Z}$, $k\in \mathbb {N} _{+}$) such that
    $x<{\frac {n}{k}}<y\,.$

### Proof

(1). We consider $y/x$. Because of the Archimedean axiom there exists some natural number $n$ with $n\geq y/x$. Since $x$ is positive, due to fact also $nx\geq y$ holds. For (2) and (3) see exercise.
$\Box$

## Definition

For real numbers $a,b$, $a\leq b$, we call
* $[a,b]={\left\{x\in \mathbb {R} \mid x\geq a{\text{ and }}x\leq b\right\}}$ the closed interval.
* $]a,b[={\left\{x\in \mathbb {R} \mid x>a{\text{ and }}x<b\right\}}$ the open interval.
* $]a,b]={\left\{x\in \mathbb {R} \mid x>a{\text{ and }}x\leq b\right\}}$ the half-open interval (closed on the right).
* $[a,b[={\left\{x\in \mathbb {R} \mid x\geq a{\text{ and }}x<b\right\}}$ the half-open interval (closed on the left).
# Music and Songwriting/Bryan Wang/20 things musicians can do to make money

gigs – house pubs coffeeshop street performing cds merch youtube – selling ads film tv commercial license writing for others – commission/percentage teaching session work competitions crowdfunding video gam music wedding join a band spoinsorship streeaming begging asking parents patreon writing books sellings instruments repairing instruments shock rock festival commissions write/sell jingles yoga classes/mood music
# Music and Songwriting/Bryan Wang

Bad mood days are a serious problem. Making some of the self-management projects about this would be useful.

# General Notes

Treating assignments for all projects on an ongoing basis, managing the work time.
Only assign work that
* Provides value to other humans
* Is integrated into a prioritized, clearly defined end goal
* Has a clear feedback mechanism
* The subject understands and accepts the conditions of
Principles - doing work that provides value and pertains directly to personal goals
Each section has
* Notes on past work
* Short, long and mid-term goals
* Current Assignments

# Mixing/Songwriting
### Goals

Long-Term:
* Develop professional level mixing and songwriting skills - get the twin to head bob
* Pass the JMS Hand test
* Destroy Berklee - Berklee is destroyed
Mid-term
* Aim to perfect one song per month on "Asterisk Demos" album
* Complete a digital mixing course and apply concepts to new songs
* Recruit another person to the Man/Machine Wiki
* Write a song that does something
* Invent the DAWbstacle course
Short-term:
* Buy Logic
# Music and Songwriting/Bryan Wang/100 things I'm good at list

Patterns (positive, I guess):
Music:
* Acoustic guitar
* songwriting
* singing
* playing piano
* playing viola
* music production
* having perfect pitch
* remembering song lyrics?
Health and Fitness:
* playing basketball
* tennis
* exercise/fitness training
* Natural physical fitness?
* fast metabolism
* badminton
* ping pong?
Interactional
* typing
* relating 1-1 to people
* essay writer – spelling grammar
* bilingual – english mandarin
* interview skills – questions
* reliable
* remembering names?
* having deep conversations?
* sense of humor?
* encouraging?
* being open about feelings
* considering other perspectives
* being considerate
* smiling??
* reflection
* interacting with young-uns?
* public speaking
* being punctual
* listening
* being understanding
* being "self"?

## Miscellaneous

* poetry
* cashier
* Quick working
* highly ethical/scrupulous
* reliable
* comfortable with animals
* driving
* solitaire
* sudoku
* chinese checkers
* ruzzle
* worrying
* wasting time
* zoning out
* waking up to my alarm
* staying in bed
* being alone
* not losing temper
* overthinking!
* complaing to jonathan
* being sarcastic to jonathan
* being confusing
* being indecisive
* being pessimistic
* tolerating pain?
* losing focus
* bryan pivoting
* being unconfident
* being a good brother?
* taking quick showers
* talking fast
* being impulsive
* sleeping early
* sleeping late
* being selfish
* hygiene?
* keeping room somewhat clean
* using microsoft word?
* annoying pedestrians
* abstaining from sex
* abstaining from drinking
* abstaining from drugs
* mumbling
* mindless surfing
* being irrational
* scrabble?
* not knowing
* organization?
* walking posture?
* parking?
* editing videos?
* dressing
* taking back jokes
* meal routine
NOTE FROM JON - I found this exercise to be somewhat difficult, and I've cheated a bit by googling other similar lists and borrowing ones that fit me. Might save you some tears.
# Music and Songwriting/20 Hours of Film

Links
Light people with Glasses https://www.youtube.com/watch?v=9NWAcK-wM80
Basic lighting concepts - https://www.youtube.com/watch?v=wwv7WuJOCkU
gtain creates grain
# Organization
### Basic Idea

Creating a correspondence course to learn music theory that applies to composition and guitar technique

### Challenges/Targets
# Resources
### Theory Courses with related exercises

https://www.musictheory.net/lessons
http://www.teoria.com/en/tutorials/

### Theory Tests - academic form

http://www.educationquizzes.com/us/specialist/music-theory/
The Oberlin Placement Exam!!! Fun 1 hour challenge!
http://www.oberlin.edu/octet/PlacementExam/MusicTheory/

### The Blues Raga Series

https://www.youtube.com/watch?v=H8pPeGCZcN0&list=PLrH2JK-Pi4oOYR9w9DFlFkqa3fFWQBq55
# Music and Songwriting/Caleb Ryland

Plan for Soaring Heights Performance
Looping performance of crazy train 1st verse and chorus
TNT for soloing
Happy Birthday! - multigenre happy birthday
Favorite
sing along
scales
ukulele looping
Crazy Train -
super mario theme five nights at freddies Star-Spangled Banner Take Me Out To The Ball Game Basketball minor theme ole ole ole
Eine Kleine Nachtmusik Fur Elise Don’t Stop Believing Somewhere over the rainbow
lyric substitution Highway to (Insert Food HEre)
Smoke on the Water Enter Sandman Sweet Child of Mine
Paranoid – Black Sabbath
# Music and Songwriting/Collaborative Songwriting/Songwriting Cloud

There was a book I put down because I couldn't take the truth
I took a long time to come up with a reason why...It probably wasn't a good one, but now I believe it
I concluded that I didn't believe as strongly as I thought I did
and if I was wrong, God would be waiting right where I left him. But this other path would take time, and if I don't start now, I'll never get there.
Be the change you wish to see
Make it Charlie's world
Outlined on an acoustic guitar
What would a bunch of guys who like John Mayer want to play
You could learn it fairly quickly
Darren:
temporary permanence
constant want/desire: "when I have everything before me, I constantly desire more. and when there is nothing left for me, I remember when I once had everything."
bossa nova rhythm or beat. alternating bass. imagine. be the best version of yourself that you can be. thin of the children. think aof all the future children. think about them living on an earth where there is NO war. no killing people with bombs and guns and knives. why not.
Light your fire do something fun that turns you on….that has all good effects…….no bad effects on you or anyone else. What sets your inner creative mind and heart and soul on fire. And energizes you to get better at a skill for example, singin, playing a musical instrument.
blocking things out that don't deserve your time battle with the ego/self absorption. people value things different than you do
accomplishing accomplishes nothing
If the answer is within you, why don't we all find it right away?
If it's easy, why isn't everybody doing it?
So where must it be then?
It stands to reason it is within, but not within reach, or it's out there
realistically, it's probably a combination of the two
if it's a synthesis of the two, how do we piece together the pieces
https://youtu.be/4lsq1sd9JbQ
https://drive.google.com/file/d/0B2VVwqAILscrckd3dkRmODdTcHc/view?usp=sharing
https://drive.google.com/file/d/0B2VVwqAILscrMXhDTklKNVJxV0k/view?usp=sharing
https://drive.google.com/file/d/0B2VVwqAILscrQ0lRUER4T0YzZTQ/view?usp=sharing
https://drive.google.com/file/d/0B2VVwqAILscrUXlxcjNqaE52dVk/view?usp=sharing
# Survey research and design in psychology/Tutorials/Multiple linear regression/General steps

General steps
View the accompanying screencast:
The general recommended steps for conducting a multiple linear regression analysis are:
Conceptualise the model (e.g., draw a path diagram or Venn diagram to indicate the IVs and the DV) and establish research questions and/or hypotheses.
Check assumptions:
Levels of measurement
Sample size
Normality
Linearity
Homoscedasticity
Multicollinearity
Multivariate outliers
Normality of residuals
Choose the type of MLR:
Standard
Hierarchical
Stepwise / Forward / Backward
Interpret statistical output and psychological meaning of results. Consider:
Overall model
R, R$^2$, Adjusted R$^2$, sig. of R
Change in R$^2$ and the sig. of this change (if a hierarchical MLR is conducted)
Regression coefficients
Y-intercept (labelled "Constant" in the SPSS MLR Coefficients table output)
Unstandardised (B)
Standardised (β (beta))
t and significance for each predictor
Zero-order correlations (r) and semi-partial correlations squared (sr$^2$) for each IV in each model
Depict the relationships in a path diagram or Venn diagram (if useful/relevant)
Regression equation: Present a prediction equation for Y (if useful/relevant) :
# Survey research and design in psychology/Tutorials/Multiple linear regression/Instructor notes

This tutorial takes ~100-110 minutes:
* Explain the general steps and assumptions involved in MLR as background to the tutorial exercises and as summary of the lecture/reading content (approx. 15-20 mins)
* Allen and Bennett exercises:
** Demonstrate step-by-step, with participants following the steps to perform standard and hierarchical MLRs
* Francis exercises
** Demonstrate step-by-step, with participants following the steps to perform standard, hierarchical, and step-wise MLRs
* Point to and briefly explain key points from the example MLR write-up.doc
** Approximately one paragraph each for descriptives, model/assumptions, R squared, coefficients, conclusion/summary.
** What tables are needed? (Descriptives (could be combined with EFA), Correlations and Coefficients (could be combined))
* Allow for any questions
# Survey research and design in psychology/Tutorials/Psychometrics/Composite scores/Extra exercises

Exercise 2: Student satisfaction
Allen & Bennett Ch 2 (pp. 8-9) | .sav
Create a composite satisfaction score as the average of responses to these two items:
Items
4
I am enjoying my course
5
It is easy to get good grades in my course :
* Exercise 3: Quality of maths and english teaching
* Francis 6.1 (pp. 167) | .sav
* Create composite scores for the:
* Quality of Maths Teaching (9 items)
* Quality of English Teaching (8 items)
* What is the correlation between these composite scores?
* Syntax
* compute MathsTeaching = mean(maths1,maths2,maths4,maths5,maths6,maths7,maths8,maths9,maths10).
* computes a value for each participant, even if they have only one score
* compute MathsTeaching = mean.3(maths1,maths2,maths4,maths5,maths6,maths7,maths8,maths9,maths10).
* computes a value for each participant, as long as they have three or more scores
* Pull-down menus
* Go to Transform - Compute - Add name of new variable and create a formula, e.g,.
* MathsTeaching | mean(maths1,maths2,maths4,maths5,maths6,maths7,maths8,maths9,maths10)
* computes a value for each participant, even if they have only one score
* MathsTeaching | mean.3(maths1,maths2,maths4,maths5,maths6,maths7,maths8,maths9,maths10)
* computes a value for each participant, as long as they have three or more scores
* ↑ Allen, P. & Bennett, K. (2008). SPSS for the health and behavioural sciences. South Melbourne, Victoria, Australia: Thomson. | Companion site
* ↑ Francis, G. (2007). Introduction to SPSS for Windows: v. 15.0 and 14.0 with Notes for Studentware (5th ed.). Sydney: Pearson Education. | Support site
# Survey research and design in psychology/Tutorials/Psychometrics/General steps

General steps
View the accompanying screencasts:
Recommended psychometric instrument development steps emphasised in this tutorial are:
Check and prepare the data
Reverse code (if necessary) so that all variables are scored in the same direction
Examine the univariate properties (e.g., histogram, mean, standard deviation, skewness, and kurtosis)
Examine the bivariate properties (e.g., scatterplots and correlations) to help understand the data.
Exploratory factor analysis
Decide on a purpose and ask a research question (e.g., what are the underlying dimensions of X?)
Examine assumptions (sample size, linear relations, and factorability)
Choose method of:
extraction (PC/PAF) and
rotation (Orthogonal (Varimax) / Oblique (Oblimin))
Determine the number of factors
Name and describe each factor
Identify which items belong to each factor, drop problematic items as necessary, and repeat analysis
Analyse internal consistency for each factor
Examine correlations amongst the factors
Compute composite scores (if needed)
Check factor structure across sub-groups :