bluuebunny/crossref_metadata_2025 huggingface dataset:
A Questionnaire Measure of Individual Differences in Dominance-Submissiveness
Authors: Mehrabian Albert , Hines Melissa
Published: March 2007

Reliability and validity data are reported for a questionnaire measure of individual differences in dominance-submissiveness. The measure was based on an initial set of 457 items which was subsequently augmented by an additional 62 rewritten and new items. The initial pool of items, which was carefully constructed to assure broad generality, contained 64 content groups representing various aspects of dominance-submissiveness. The final 48-item dominance-submissiveness questionnaire, which was balanced for response bias, had high internal consistency (Kuder-Richardson formula 20 coefficient was equal to .95). It was independent of social desirability (correlated .08 with the Crowne and Marlowe social desirability scale). As the scale also satisfied the requirements of low correlations with measures of trait pleasure ( r = .14) and arousability ( r = -.10), it can thus be used with these two measures for a three-dimensional characterization of temperament. Correlations with other available measures of dominance were significant and high.
Discriminant Validity of Career Maturity Inventory Scales in Grade 9 Students
Authors: Hanna Gerald S. , Neely Margery A.
Published: March 2007

An aspect of construct validity of the six scales of the Career Maturity Inventory was investigated with 127 ninth-grade students. The scales were found to be more highly intercorrelated than is desirable. Coupled with their modest reliabilities, this outcome was interpreted as a major limitation of the instrument.
Empirical Choice Weighting Under "Guess" and "Do Not Guess" Directions
Authors: Cross Lawrence H. , Frary Robert B.
Published: March 2007

This study investigated reliability and validity of scores resulting from empirical choice-weighting under two conditions: (1) examinees were told not to guess when unable to eliminate any choice and (2) they were told their scores would be the number of right responses. Unlike other choice-weighting studies which have reported disappointing results under one or the other of these two conditions, the present study used a predictor and criterion which were obtained independently yet had a substantial logical relationship. The results indicated that choice-weighting resulted in substantial increases in score reliability and predictive validity over number-right and corrected-for-guessing scores. Moreover, the validity coefficients associated with choice-weighted scores obtained under "Guess" directions were comparable to coefficients obtained under "Do Not Guess" directions. This latter result led to a recommendation against instruction to restrict guessing under choice-weighted scoring.
An Avoidable Error in a Posteriori Testing
Authors: Vanberschot S.N.
Published: March 2007

A note describing an error that may occur in a posteriori testing, particularly when the original analysis of variance produces an F ratio that is just barely significant and the computer print out of the analysis does not provide the means that were used in the program.
Construct Validation of Concepts of Actualizing Measured By the Personal Orientation Dimensions
Authors: Jansen David G. , Knapp Robert R. , Michael William B.
Published: March 2007

This investigation was designed to replicate and extend the findings of an earlier study (Knapp and Comrey, 1973) in which scores from the Comrey Personality Scales (CPS), an instrument based on a factorially derived taxonomy of personality, were related to scores of the Personal Orientation Inventory (POI) based on a logically developed instrument measuring concepts describing actualizing persons. The present study extends that analysis to the more recently published Personal Orientation Dimension (POD) (Shostrom, 1975), a refinement and clarification in measurement of concepts of actualizing. Present results support the findings of the earlier study and add further support to and clarification of the construct validity of these instruments.
Construct and Predictive Validity of the California Entry Level Test
Authors: Shepard Lorrie
Published: March 2007

The Entry Level Test (ELT) (California State Department of Education, 1974) is administered to all first grade pupils in California as part of the state assessment program. ELT means are used with demographic variables to predict differences among schools and districts on subsequent reading achievement tests.

Factor analyses based on a one-percent random sample of all first grade children (n = 3010) resulted in distinct factors for each of the subtests, Immediate Recall, Letter Recognition, Auditory Discrimination, Visual Discrimination, and Language Development. Two ethnic group factors were also identified that shared no substantial loadings with any of the test variables.

Evidence of convergent validity for the ELT subtests was obtamed from multitrait-multimethod matrices with four other prereading and reading tests. Discriminant validity was weak for all subtests except Auditory Discrimination because of the extreme easiness of the ELT.

Simple correlations between the ELT and the Reading Test Second and Third Grades (California State Department of Education, 1976a) at the school and district levels were on the order of 80. When combined with other background factors such as an index of pupil socio-economic status (SES) in multiple regression analyses 70% of the variance in means was explained The validity of the ELT was very high for its intended predictive purpose, especially when one considers that it is a very short and easy test
Using Longitudinal Data to Estimate Reliability in the Presence of Correlated Measurement Errors
Authors: Werts C.E. , Breland H.M. , Grandy J. , Rock D.R.
Published: March 2007

Test-retest correlations can lead to biased reliability estimates when there is instability of the true scores in the interval between tests and/or when the measurement errors are correlated. Using three occasion data on the Test of Standard Written English and essay ratings, an analysis is demonstrated which separates true score instability and correlated errors.
Why Do Educational Measurement Texts Omit the Cloze Procedure?
Authors: Baldauf Richard B.
Published: March 2007

The cloze procedure has been used by educators for over twenty- five years to measure readability of materials and reading compre hension for both native English and English-second-language speaking students in a wide variety of educational contexts. The cloze procedure has also been used to construct standardized tests, and has generated a relatively large professional literature. Yet, the technique is not mentioned in educational measurement textbooks. Some possible reasons for this situation are examined.
Robust Tests of Repeated Measures Means in Educational and Psychological Research
Authors: Keselman H.J. , Rogan Joanne C. , Games Paul A.
Published: March 2007

Numerous authors have maintained that when successive measurements are obtained from educational and psychological research, the traditional repeated measures F tests will not be valid (Danford, Hughes, and McNee, 1960; Humphreys, 1960; Jennings and Wood, 1976; McCall and Appelbaum, 1973; Wilson, 1967, 1974). The tests will be prone to too many false rejections because the data do not satisfy the validity assumption of circularity (Huynh and Feldt, 1970; Huynh and Mandeville, 1979; Rogan, Keselman, and Mendoza, 1979; Rouanet and Lepine, 1970). Multiple comparison tests that use a pooled estimate of error variance to obtain the standard error of the contrast of repeated measures means must also satisfy the circularity assumption to be valid. The purposes of this paper are to demonstrate that multiple comparison tests using a pooled error term are also dependent on the circularity assumption, and to show how to compute tests which are insensitive (robust) to this assumption.
A Prediction Interval for a Score on a Parallel Test Form
Authors: Lord Frederic M.
Published: March 2007

Given any observed number-right score on a test, a method is described for obtaining a prediction interval for the corresponding number-right score on a randomly parallel form of the same test. The interval can be written down directly from published tables of the hypergeometric distribution.
Shortcut Methods for Deriving Behaviorally Anchored Rating Scales
Authors: Green Samuel B. , Sauser William I. , Fagg James N. , Champion L. Cecilia H.
Published: March 2007

Behaviorally anchored rating scales (BARS) have traditionally required a great amount of time and effort to develop. Two variations of an alternative method to construct BARS are suggested. The traditional and the two simplified methods were used to develop scales for the evaluation of teacher performance. The scales were used by 231 undergraduate students to evaluate seven psychology instructors. The scales were compared across five content dimensions in terms of reliabilities, means, intercorrelations, and expert judgments. The three procedures were found to produce similar scales using these criteria. On the basis of this study, the shortcut derivation method is recommended as preferable for applied use because it requires considerably less construction time. Since this represents the first attempt to use these shortcut methods, additional experimental and field research is necessary to confirm this recommendation.
A Construct Validity Study of the Myers-Briggs Type Indicator
Authors: Cohen David , Cohen Marilye , Cross Herbert
Published: March 2007

This study assessed the construct validity of the Myers-Briggs Type Indicator, MBTI (Myers, 1976). The rationale was that friends or relatives can make judgments about an individual which will be associated with his/her predominant personality type. Forty-eight subjects rated themselves on two seven-point Likert scales designed to assess behavioral styles. These inventories (designated, "Behavioral Style Inventories") were designed for this study based on the operational definitions of type outlined by Myers in the manual to the MBTI. One inventory assessed perceptions held by subjects of themselves (Form S); the other was a measure of perceptions of their ideal selves (Form I). Forty-five of the subjects were also independently rated by their spouses who used a similar form of the inventory (Form M). All subjects then took the MBTI. Scores were converted to type categories and compared by using the coefficient of agreement for nominal data, Kappa. Self-typing on Form S of the Behavioral Styles Inventory (BSI) showed no agreement with the MBTI. Self-typing based on use of Form I (measure of ideal self) of the BSI showed no agreement with that from the MBTI; whereas, Kappa coefficients comparing the type categories of extrovert-introvert (E-I), sensation-intuition (S-N), and thinking-feeling (T-F) between the MBTI and the form of the BSI filled out by the spouses all showed significant positive values: E-I, Kappa = .70, P < .001; T-F, Kappa = .78, p < .001; S-N, Kappa - .43, p < .01. The Kappa for the J-P scale was not significant (Kappa = -.08. The construct validity of the MBTI scales of Extroversion-Introversion, Sensation-Intuition, and Thinking-Feeling was supported, whereas that of the Judging-Perceiving scale was not.
A Weighted Harmonic Means Analysis for the Proportional Unbalanced Design
Authors: Bonett Douglas G.
Published: March 2007

The standard unweighted means analysis is often employed in balanced designs where data loss is unrelated to the levels of the independent variables. In a proportional unbalanced design, where unequal but proportional cell frequencies have been planned, the standard unweighted means analysis is not appropriate when a random loss of data has occurred. A weighted harmonic means analysis is presented that incorporates all of the available data, preserves the planned proportionality of the design, and avoids the problems associated with the replacement of missing data with sample estimates.
An Evaluation of Formula-Based Population Squared Cross-Validity Estimates and Factor Score Estimates in Prediction
Authors: Cotter Kay Lillig , Raju Nambury S.
Published: March 2007

Eight formula-based estimates of population squared cross-validity and nine estimates of factor scores were used in a prediction study involving 31 attitude type predictors and a criterion. These estimates were compared with the conventional cross-validation procedure and the use of data-level variables (raw scores or standardized raw scores) in two separate sample sizes of 150 and 250 cases. The major findings of this empirical study are: (1) Formula-based estimates of population squared cross-validity are as good as those obtained from the conventional cross-validation procedure, (2) factor score estimates are equally good in predicting population squared cross-validity, and (3) two formula-based estimates (Burket's and Rozeboom's) of population squared cross-validity in combination with one of the factor score methods appear to offer the most for practitioners concerned with prediction.
Computer Assisted Multicrossvalidation in Regression Analysis
Authors: Krus David J. , Fuller Ellen A.
Published: March 2007

The technique of multicrossvalidation, an extension of the method of double crossvalidation was discussed and compared with analytical "formulae" methods for estimation of shrinkage of the multiple coefficient of correlation. The computer implementation of the suggested multicrossvalidation algorithm was described. The validity of analytical estimates was evaluated jointly with multicrossvalidated R's within the framework of amorphous and prestructured data sets.
Psychometric Evaluation of the Eysenck Personality Questionnaire
Authors: Goh David S. , King Daniel W. , King Lynda A.
Published: March 2007

The Eysenck Personality Questionnaire (EPQ) was administered to 675 undergraduate psychology students, and data were examined with regard to central tendency and variability, scale intercorrelations, the internal consistencies of the scales, and the factor structure of the instrument by using two analytical approaches. Scale means and standard deviations were comparable to those found with other samples, and the scales were generally orthogonal to one another. Although the Extraversion, Neuroticism, and Lie scales appeared internally consistent, the Psychoticism scales demonstrated relatively low reliability. A serious problem appears to exist in the factor structure of the EPQ and thus with a meaningful interpretation of its factorial validity. The Psychoticism scale, in particular, needs to be reassessed as to both its item composition and the underlying construct it purports to measure. clinical implications of the findings are presented.
Approximation of Probabilities Near the Median of the F Distribution
Authors: Brophy Alfred L.
Published: March 2007

Jaspen has provided a fairly accurate and widely used method of approximating probabilities corresponding to values of the F ratio. However, the approximation is inaccurate when F is between unity and the median. A minor modification of the method provides more nearly accurate estimates of the probabilities for F values in this range than those afforded by Jaspen's procedure. Changes are suggested in Jaspen's computer program for calculating the probabilities.
Predicting University Attrition: A Replication and Extension
Authors: Edwards Jack E. , Waters L. K.
Published: March 2007

A previous study by Edwards and Waters (1982) was replicated and extended by incorporating a personal needs/college climate discrepancy index and a voluntary/nonvoluntary attrition break-down. A seven quarter follow-up of 197 freshmen revealed the following outcomes: 1. First quarter grade point average and satisfaction with the nonacademic part of college combined to predict undifferentiated attrition (multiple correlation being .32)—a result which replicated the outcome of the previous study, 2. First quarter grade point average was the only variable predicting nonvoluntary (academic deficiency) attrition (r = .53), 3. The personal needs/college climate discrepancy index was marginally significant (p < .06) as a predictor of voluntary attrition.
The Contribution of Work-Sample Test Items, Student-Reported Past Grades, And Student-Predicted Grades in Forecasting Achievement in First-Year Algebra
Authors: Hanna Gerald S. , Sonnenschein Joan L. , Lenke Joanne M.
Published: March 2007

The separate and collective contribution of work-sample aptitude test items, student-reported past grades, and student-fore-casted grades in algebra were studied as means of predicting students grades in first-year algebra. It was found that work-sample test items and questionnaire items each contributed to the predictive efficiency of the Orleans-Hanna Algebra Prognosis Test in forecasting algebra grades.
The Reliability and Factorial Validity of the Self-Assessment Questionnaire for Liberal Arts Majors
Authors: Turner Carol J.
Published: March 2007

The purpose of this study was to evaluate the reliability and validity of four-self-assessment instruments designed to help college students identify occupations consistent with a major field of study. Four hundred twenty-five liberal arts students volunteered to complete one form on the Self-Assessment Questionnaire. The reliability indices of the forms, estimated by coefficient alpha, ranged from .81 to .98. The construct validity of the separate forms was evaluated through factor analysis. On the basis of this evidence, the self-assessment approach was recommended to help college students identify occupations consistent with their major field of study.
Subjective Judgment of Multiple-Choice Item Characteristics
Authors: Green Kathy E.
Published: March 2007

This study was concerned with the reliability and validity of subjective judgments about five characteristics of multiple-choice test items from an introductory astronomy test: (a) item difficulty, (b) language complexity, (c) content importance or relevance, (d) response set convergence, and (e) process complexity. Judgments of item difficulty were the least reliable. Judgments on all characteristics were significantly associated with empirical values of objective item difficulty, which served as the criterion measure. Complexity exhibited the closest relationship with both empirical (objective) and judged (subjective) item difficulty.
EFAM: A FORTRAN IV Program for Correlation Coefficients between Variables of more than One Scale Type
Authors: Dahlqvist Bengt , Vegelius Jan
Published: March 2007

A program for computing correlation coefficients of variables from different scale types is presented. The computations are based on the concept of the E-correlation family of coefficients. Such a general coefficient is invariant over permitted transformations of the variables for their respective scale types. The program EFAM is able to consider the E-correlations from interval, ordinal, and nominal scales.
The Comparative Predictive Validities of High School Rank, the Ammons Quick Test, and Two Scholastic Aptitude Test Measures for a Sample of Black Female College Students
Authors: Houston Lawrence N.
Published: March 2007

In the prediction of college grade-point averages (GPA) for minority college students, researchers often have reported relatively low predictive validity for both the Mathematics and Verbal sections of the College Board Scholastic Aptitude Test (SAT-M and SAT-V) in comparison with that obtained for high school class rank (HSR). This circumstance has suggested the need for alternative predictors to replace SAT-V and SAT-M as admissions indicators, particularly in the instance of minority college applicants. One such potential replacement was thought to be the Ammons Quick Test (AQT), which requires ony a short time to administer (10 to 12 minutes). By means of a multiple regression analysis with data from a sample of 63 specially admitted Black female undergraduates, the relationship between the optimally weighted composite of predictors (SAT-V, SAT-M, HSR and AQT) and the criterion (GPA) was evaluated. The HSR, SAT-V, SAT-M, and AQT afforded predictive validity coefficients of .52 (p < .001), .28 (p < .05), .22 (p > 05) and .19 (p > .05), respectively. In the stepwise procedure, there was an R2 of .36. HSR contributed .27 to the variance in the criterion measure, SAT-V added .08, AQT yielded only an additional .006, and SAT-M contributed virtually zero. The AQT did not appear to be a valid predictor. It can be anticipated that the large number of predictors relative to the smallness of the sample probably led to an inflated estimate of the contribution of each predictor variable to the variance in the criterion measure, although the relative importance of each predictor in all likelihood was approximated fairly accurately.
The Prediction of Academic Achievement in Graduate Study in Education
Authors: Michael Joan J. , Nadson Jennifer S. , Michael William B.
Published: March 2007

From a total group of 653 graduate students who had completed successfully one of several available master's degree programs in a professional school of education at a large state university in a major metropolitan area, various samples and subsamples differentiated by sex were formed depending upon the availability of scores for several standardized aptitude and achievement tests and the presence of undergraduate grades. Correlational analyses of relevant data revealed the following conclusions: (a) the three scales (Verbal, Quantitative, and Total) of the Undergraduate Record Examinations would appear to be more valid than the corresponding scales of the Graduate Record Examinations Aptitude Test as predictors of academic success in the graduate programs leading to the master's degree; (b) undergraduate grades show about equal promise for men and women in forecasting level of achievment in graduate work; (c) standardized achievement and scholastic aptitude test scores afford greater predictive validity for women than for men; and (d) optimally weighted composites of predictor variables can be anticipated to yield validity coefficients significantly higher than those associated with single predictor measures.
Regression Effects on Part Scores Based on Whole-Score Selected Samples
Authors: Willson Victor L. , Reynolds Cecil R.
Published: March 2007

In research on individual and group differences, samples may be selected for study on the basis of whole scores that differ from the population mean. Also in clinical practice of assessment of exceptional children, a child is selected (i.e., diagnosed) on the basis of a total score followed by more specific evaluation based on the several part scores making up the whole score. These procedures produce regression to the population mean which can affect the accuracy and adequacy of part score interpretations, especially when each part score has a different correlation, within the population, with the whole score. The expected regression on a part score for a sample selected on a whole score that may differ from the population mean is derived. The effect of unreliability of the whole and part score scores upon the regression is also derived and an example of the results given.
The Effects of Differential Age Adjustment between the WAIS and WAIS-R on the Comparability of the Two Scales
Authors: Feingold Alan
Published: March 2007

A comparative inspection of the WAIS and WAIS-R IQ tables in their respective manuals indicated that there would be variable IQ discrepancies at different ages because of differential age adjustments on the norms of the two scales. The use of equivalent WAIS and WAIS-R sums of scaled scores derived from Wechsler's (1981) comparison of the two instruments to determine comparable IQs on the two tests at different ages demonstrated the predicted variable discrepancies. It was concluded that it would be fruitless to attempt to equate WAIS and WAIS-R IQs directly but that the process could be achieved by the equation of sums of scaled scores on the two instruments and the use of the tables in both test manuals to obtain the WAIS and WAIS-R IQs representing the same levels of ability at different ages.
Correcting for Multivariate Range Restriction: Two Computer Programs
Authors: Alliger George M. , Alexander Ralph A.
Published: March 2007

When selection occurs on the basis of two or more predictors, multivariate restriction of range can reduce various parameters of a validation study. An SAS and a FORTRAN IV program are available that allow for correction of criterion standard deviation(s) and zero-order validities.
Change Scores and Regression Suppressor Conditions
Authors: Glasnapp Douglas R.
Published: March 2007

The concept of change, growth or discrepancy scores continues to persist in spite of documented statistical and measurement deficiencies. Recent writings support the continued use of change scores by identifying specific conditions where raw change scores have high predictive validity potential. The present paper expands the discussion of change score methodology by relating the concept of change to suppressor variable conditions in a least square regression model. The domain of conditions necessary for a weighted changed score composite to emerge as an underlying construct is mapped and the information loss through arbitrary assignment of weights to a change composite is explored.
A User-Friendly Statistical Package for Microcomputers
Authors: Wilson Bradley S. , Kirk Roger E.
Published: March 2007

A package of user-friendly data-analysis and tutorial routines was developed for the Apple II microcomputer. The programs are concerned with common topics found in introductory statistics texts. Formal evaluations were obtained from Baylor University psychology students and statistics faculty.
Multiple Regression Analysis of Split-Plot Factorial Designs
Authors: Silverstein A. B.
Published: March 2007

Cohen and Cohen (1983) and Pedhazur (1982) have describeddifferent procedures for the multiple regression analysis of split-plot factorial designs. In the present study both procedures wereapplied to a small data set previously analyzed by Kirk (1982), whonoted that two cases need to be distinguished when the groupscontain unequal numbers of subjects. The results demonstratedthat (a) Cohen and Cohen's procedure and Pedhazur's give thesame results when applied to the same data, and (b) both procedures address the case in which the investigator deliberatelyselected unequal numbers of subjects for the groups, proportionalto the sizes of the corresponding populations.
The Construct Validity of a Career Interest Inventory Representing Sixteen Subclusters within Eight Major Career Clusters of Professional Level Occupational Activities
Authors: Knapp-Lee Lisa J. , Michael William B.
Published: March 2007

Construct validity was demonstrated for sixteen career subclusters through factor analysis of an occupational inventory based on interests in professional level job activities. Based on an experimental inventory of 192 items consisting of 16 scales of 12 items each, subscores were obtained representing three subclusters of four items each within each of the 16 hypothesized subclusters. Responses from a sample of 1,370 college students were submitted to factor analysis. In terms of the factor loadings of each subtest it was evident that 13 well defined factors emerged, the three other factors found in previous studies were not so strongly evident in the analysis of this item pool. On the basis of the current data it would appear at the professional level of employment that the eight broad clusters of items in the COPS P describing work activities can be broken down into 16 subclusters reflecting job activities.
High School Student Ratings of Teaching Effectiveness Compared with Teacher Self-Ratings
Authors: Aubrecht Judith D. , Hanna Gerald S. , Hoyt Donald P.
Published: March 2007

Two classes of each of four hundred high school teachers were rated for teaching effectiveness by the teachers and by their students using the same instrument. Considerable interrater reliability was found across classes between student and teacher ratings on each item. Overall student-teacher agreement on relative ratings of items was good, as was within-class agreement. Modest interrater reliability was found item by item between teachers and students on which of the two classes deserved higher ratings. These findings generally support the validity of high school student ratings of instruction.
The Coopersmith Self-Esteem Inventory: A Factor Analytic Study
Authors: Roberson Terry G. , Miller Edith
Published: March 2007

A review of the literature related to measurement of self-concept clearly indicates that one of the central areas of concern is the validity of the subscales of the self-concept instrumentation currently in use. The purpose of this study was to examine the factorial validity of a widely used self-concept instrument, the Coopersmith Self-Esteem Inventory. Subjects were 1397 middle school students, grades six through eight. A comparison of the established subscales and empirically derived factors indicated substantial validity for the original subscales with the factors emerging from the 8-factor solution. The School Curriculum, Home-Parent, Social-Peer, and Lie scales, which are closely related empirically, appear to be measuring distinguishable features of self-concept.
A Basic Computer Program for Calculating Simultaneous Pairwise Comparisons in Analysis of Covariance
Authors: Powers Stephen , Jones Patricia B.
Published: March 2007

This paper describes a BASIC microcomputer program that computes all pairwise comparisons of means after analysis of covariance using the Tukey-Kramer test. Input to the program consist of the means of the covariate, the adjusted criterion means, the sample size, mean square error from a one-way analysis of covariance, and the 95th percentile point on the Studentized range distribution.
Local Norming and Validation of an Adaptive Behavior Screening Instrument
Authors: Mccallum R. Steve , Helm Herbert W. , Sanderson C. Ed
Published: March 2007

Local norming data from the Brief Index of Adaptive Behavior (BIAB) are presented (Study 1), as are construct and concurrent validity data (Studies 1, 2, and 3). Participants were 430 children, 330 of whom were randomly selected within certain strata from one southeastern state. Factor analytic results from Study I yielded an easily interpreted three-factor solution, which accounts for 52% of the variance and corresponds to the three domains from the BIAB. Conventional item analysis techniques yielded significant item-domain (.66 to .87) and item-total (.64 to .79) coefficients. Reliability indices ranged from .93 to .97. Modest correlations emerged from comparisons of the BIAB to AAMD Adaptive Behavior Scale-School Edition, ranging from .25 to .55. Stronger correlations were obtained from comparisons of the BIAB to the new Vineland Adaptive Behavior Scale-Classroom Edition, ranging from .64 to .71 for like-named domains. Because the BIAB is conveniently administered and scored, and is particularly amenable to collection of local norms, it is recommended for use as a screening test. Also, collection of local norms for the BIAB is recommended.
Computer Programs to Compute Lord's Item Bias Statistic for a Three-Parameter ICC
Authors: Downey Ronald G. , Stockdale Margaret S.
Published: March 2007

Lord (1980) has suggested a method for detecting subgroup bias at the item level. When a three parameter ICC model is used, a chi square statistic is computed on the multivariate differences between the parameter estimates of item discrimination and difficulty (the guessing parameter is held constant). LOGIST is a program to compute the parameter estimates but it does not contain procedures for calculating the chi square statistic. A series of programs written in the BASIC language have been developed that create and modify files of the parameter and theta estimates. The final program uses these files to calculate the needed chi square statistic and provides additional descriptive statistics that are used to check the input.
The Predictive Validity of the Developing Cognitive Abilities Test
Authors: Henry Paul , Bardo Harold R.
Published: March 2007

The Developing Cognitive Abilities Test (Beggs and Mouw, 1980) was developed for the assessment of the aptitudes of students in the overall Comprehensive Assessment Program (CPA) test battery. The Developing Cognitive Abilities Test (DCAT) is similar in format to traditional intelligence tests but the DCAT was developed along a format that included both a cognitive taxonomy and content areas. The concept seems to be unique for tests designed to measure student aptitudes. This study was concerned with the predictive validity of the DCAT.
Reliability and Validity of the Norbeck Social Support Questionnaire in Psychiatric Inpatients
Authors: Byers Patricia H. , Mullis Marcia R.
Published: March 2007

Internal consistency, test-retest reliability, concurrent and construct validity of the Norbeck Social Support Questionnaire (NSSQ) were assessed in male psychiatric inpatients. Results suggest that the NSSQ is reliable and valid for psychiatric subjects.
Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation
Authors: Tamayo Jose M.
Published: March 2007

To verify whether or not frequency of use is an acceptable measure of word difficulty in vocabulary test construction and translation, three 24 word lists, one English and two Spanish, were compiled. The first list of Spanish words matched the meaning and frequency of use of the corresponding English words, whereas the second list of words matched the meaning but not the frequency of use. The English list was administered to 80 English-speaking eighth grade students and the Spanish lists to samples of 80 Spanish-speaking students (40 Mexicans and 40 Puerto Ricans) matched to the English counterparts in grade, age, sex, and academic achievement. Means were compared for statistical significance of differences. Most of the comparisons between the English and the Spanish frequency matched synonyms-either with Mexicans or Puerto Ricans or with boys and girls-were not statistically significant, whereas most English-Spanish comparisons when frequency of use was not matched were significant. The results support the hypothesis that frequency of use is a valid measure of word difficulty that could be utilized in vocabulary test construction and translation.
Concurrent Validity between Children's Locus of Control and Attitudes Toward Home, School, and Peers
Authors: Nunn Gary D.
Published: March 2007

The present study examined concurrent validity between the Nowicki-Strickland Locus of Control Scale and the Behavior Rating Profile: Home, School, and Peer Scales. In all, 268 children (131 males and 137 females) in grades five through eight participated. Results indicated significant negative correlations between locus of control and measures of home, school, and peers for both males and females. Implications are discussed.
A Test of the Measurement Assumptions Underlying Behaviorally Anchored Rating Scales
Authors: Kinicki Angelo J. , Bannister Brendan D.
Published: March 2007

Foundational and outcome assumptions of behaviorally anchored rating scales (BARS) are reviewed. Two studies were then conducted to examine two untested foundational assumptions of BARS. The first study examined the assumption that the critical incident methodology produces behavioral specific incidents with which to anchor BARS. Qualitative and quantitative analyses were conducted. Contrary to this assumption about BARS, results indicated that there was considerable variation in the specificity of the behavioral anchors. The second study examined the assumption that the interpretation of critical incidents is invariant across nonstimulus bound developmental and the actual stimulus bound rating contexts. The assumption was not satisfied. Results indicated that the evaluation of critical incidents was significantly different across rating contexts. Implications are discussed.
Factor Structure of the Stress Adjective Checklist: Replicated
Authors: Fischer Donald G. , Hansen Robert J. , Zemore Robert W.
Published: March 2007

The present study was designed to further investigate the factor structure of the SACL by controlling for asymmetry of the response scale. Also of interest was the status of the two adjectives, "passive" and "aroused," which did not load significantly in the King et al. (1983), and Fischer and Donatelli (in press) studies. Should they be part of the scale or not? Subjects were 378 males (44%) and female (56%) undergraduate students enrolled in an introductory psychology at a mid-western Canadian university. Results showed that, although the response format utilized was symmetrical, it had little effect on the factor structure of the SACL. For practical purposes, either two bipolar, or one bipolar and two monopolar factors can legitimately represent the stress-arousal domain. Both two and three factors are replicable, easy to calculate and analyze, and have high internal reliability. The adjective "arousal" loaded significantly in both the 2- and 3-factor solutions suggesting that it should remain as part of the SACL; "passive" on the other hand, loaded in neither case suggesting that it should be discarded.
The Predictive Validity of the Rokeach Value Survey for College Academic Achievement
Authors: Coyne Barry J.
Published: March 2007

With first-semester grade-point-average as the criterion, multiple regression was used to determine whether the Rokeach Value Survey was a successful predictor of academic performance for entering college freshmen. Although ranked values produced significant multiple correlations with the criterion, both alone and in combination with high school achievement and aptitude data, the predictive validity of values was not supported. When separate male and female samples were split into halves for cross-validation, the regression equations derived from the first half were poor predictors for the second half. Across halves, individual values showed low correlations with the criterion as well as reversals in sign. Replication the following year produced similar results. The consequences of the lack of any one value correlating strongly with the criterion is discussed as the most probable cause of sampling error.
Implicit Ordinal Number Knowledge Tasks as Predictors for Number Line Comprehension: A Validation Study
Authors: Kingma Johannes , Zumbo Bruno
Published: March 2007

In developmental literature, seriation, correspondence, and transitivity tasks are frequently used as measurements of implicit ordinal number knowledge. In this study, the relationship between these three types of implicit ordinal number knowledge tasks and explicit ordinal number knowledge (as measured with number line comprehension tasks) are reported. Subjects were 170 four to seven-year-old children from kindergarten and elementary school grades 1 and 2. The three kinds of implicit number knowledge tasks were administered at the beginning of the school year. One year later, the subjects were tested again on their number line comprehension. Strong relationships of r = .74 and r = .64 were found between the total scores on number line comprehension tasks and, respectively, seriation and correspondence tasks. However, a moderate relationship of r= .48 was observed between transitivity and number line comprehension. In multiple regression analysis, only the combination of seriation and correspondence showed a significant increase (r = .79) in the predictive value of the performance on the number line comprehension tasks compared to the predictive values found for seriation alone.
Relationship between the Wechsler Adult Intelligence Scale-Revised and the Wide Range Achievement Test-Revised in a Sample of Normal Adults
Authors: Cooper Douglas , Fraboni Maryann
Published: March 2007

The Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Wide Range Achievement Test-Revised (WRAT-R) were administered as part of a psychological assessment battery. Data were collected from 121 adults and correlations calculated between WRAT-R subtests and WAIS-R Verbal, Performance, and Full Scale IQs; and WAIS-R scaled scores. A Multiple Regression Analysis was carried out using the WRAT-R subtests as independent variables and Full Scale IQ as the dependent variable. Verbal IQ and Full Scale IQ were found to be better predictors of WRAT-R scores than Performance IQ. Results replicate the patterns observed by other researchers, found in samples with differing characteristics, being also similar to those found for the unrevised Wechsler Scales and the unrevised WRAT. The correlations, however, were generally lower.
A Factor Analytic Study of the Attitudes of Gifted Secondary Students toward Science
Authors: Vitale Patrick A. , Johnson Brenda K.
Published: March 2007

A total of 299 academically gifted sixth to tenth grade students in South Dakota was administered a 32 item attitude survey, which was developed using some of the affective items from the 1983 International Science Study Survey, to measure their perceptions about science and school. A factor analysis of this survey revealed four interpretable factors accounting for 51% of the variance. Results indicate that these students perceive science as instrumental in making the world a better place to live, improving our standard of living, the development of our country, and in solving everyday problems. They find science not only important but interesting in that they actively participate in science activities both inside and outside of class. They perceive science as complex, yet they find it challenging. They also perceive school as boring and not very enjoyable. These results suggest that these students, contrary to the negative attitude trend in science, have a positive attitude toward science, their science teachers and science classroom.
A BASIC Program for Computing the Coefficient of Concordance, rc
Authors: Hebbler Stephen W.
Published: March 2007

This paper presents a program, written in BASIC, for computing the coefficient of concordance, rc. The coefficient of concordance is one useful method for comparing factor solutions obtained on the same variables in different studies or with different samples.
A Five-Item Measure of Socially Desirable Response Set
Authors: Hays Ron D. , Hayashi Toshi , Stewart Anita L.
Published: March 2007

The internal consistency reliability of a five-item measure of socially desirable response set, the SDRS-5, was examined in two samples: 614 outpatients of medical providers and 3053 outpatients of medical and mental health providers. Alpha reliability estimates were 0.66 and 0.68, respectively. One-month test-retest reliability was 0.75 in a sample of 75 older adults. With appropriate caveats, we recommend the SDRS-5 for clinical investigators needing a very brief measure of socially desirable response set.
The Life Activities Achievement Scale: An Act-Frequency Approach to the Measurement of Motivation
Authors: Piedmont Ralph L.
Published: March 2007

The TAT has long been considered the measure of choice for capturing operant aspects of achievement motivation. Not only does the psychometric integrity of the TAT continue to be challenged, but the instrument is cumbersome and inefficient for use in a research setting. Thus, there remains a need for a measure of achievement motivation that is easy to administer, is psychometrically sound, and has the interpretive depth of a projective test. The Life Activities Achievement Scale (LAAS), based on an act-frequency approach, was developed to meet this need. A sample of 414 undergraduates completed the LAAS and a variety of other person and performance measures, including the TAT. The results showed certain LAAS scales to correlate significantly with TAT scores and with other operant and respondent achievement criteria. The act-frequency approach is seen as offering a promising method for assessing operant motivation.
Confounding among Measures of Leniency and Halo
Authors: Alliger George M. , Williams Kevin J.
Published: March 2007

Because the variability of rating distributions decreases with leniency, common indices of the psychometric performance of rating data may be confounded. Lenient rating distributions, for example, should show lower average scale intercorrelations (a measure of halo) than do less lenient rating distributions. Although psychometric theory would predict such confounding, it does not permit the estimation of the magnitude of this phenomenon. Consequently, the interrelationships among halo and leniency measures were examined using simulated rating data. Specifically, effects of leniency on 3 levels of halo were examined. As expected, results showed that as leniency increased, halo decreased when measured by dimension intercorrelations but increased when measured by standard deviations across dimensions. The magnitude of the convergent validities calculated for halo and leniency measures also decreased as leniency increased. In addition, although halo and leniency were orthogonal when no leniency was present, substantial confounding of these constructs occurred as leniency increased. Implications of these results for the use and integration of the various measures are discussed.
Development and Validation of the Clinical Anxiety Scale: A Rapid Assessment Instrument for Empirical Practice
Authors: Westhuis David , Thyer Bruce A.
Published: March 2007

The development and validation of a new rapid assessment instrument, the Clinical Anxiety Scale (CAS), is described. The CAS has good reliability and validity and is compatible in format with a number of other rapid assessment instruments designed for human service professionals who wish to evaluate the effects of their interventions with clients experiencing dysfunctional anxiety.
Effects of Stem Orientation and Completeness of Multiple-Choice Items on Item Difficulty and Discrimination
Authors: Violato Claudio , Marini Anthony E.
Published: March 2007

The effects of stem orientation (positively stated stem or negatively stated stem) and completeness (complete stem or incomplete stem) of multiple-choice items were studied experimentally. Provisions were also made for determining possible interactions between orientation, completeness, and achievement. Thus, subjects (142 senior education students) were classified into three achievement groups (Low, Medium, High). A three-way factorial design (orientation x completeness x achievement) was used as the experimental model. Results indicated that incomplete versus complete stems increased item difficulty but had no effect on discrimination. Stem orientation had no effect on either difficulty or discrimination. Neither orientation nor completeness interacted with achievement or with each other. The implications of the results are discussed.
The Method of Unweighted Means in Univariate and Multivariate Analysis of Variance
Authors: Elliott Steven D.
Published: March 2007

The method of unweighted means (MUM) is an alternative to the least squares method (LSM) for analyzing nonorthogonal data. The MUM was investigated empirically to determine Type I error rates associated with various degrees of imbalance among the cell frequencies. The MUM was found to have acceptable error rates in both univariate and multivariate cases when the ratio of largest to smallest cell frequency, a, is less than or equal to 5. Previously, the MUM was thought to be inappropriate when a - 2. The issue of the power is also addressed. The LSM has more power on average; however, cases for which the MUM has more power are described.
A Fortran Program to Calculate Proximity Values and an Averaged Proximity Matrix
Authors: Bateson Allan G. , De Vader Christy L.
Published: March 2007

Proximity analysis is a data analytic approach which measures the contiguity of subjective organization of output. One approach to operationalize this is to measure the proximity, or inversely the distance, between all pairs in an ordered response sequence. The procedure is often used to investigate the organization of information in memory, assessed with some measure of recall. The basic premise is that items which are grouped together in memory will also be grouped together at retrieval and output. Proximity is a FORTRAN 77 program for computing inter-item proximity values. The method was proposed by Friendly (1979) but no computer program was developed for it.