bluuebunny/crossref_metadata_2025 huggingface dataset:
VALIDITIES OF TESTS GIVEN IN JULY 1948 FOR PREDICTING FIRST YEAR AVERAGE GRADES AT THE U. S. NAVAL POSTGRADUATE SCHOOL
Authors: Mollenkopf William G.
Published: August 2014

Scores on the twenty aptitude and achievement tests administered in July 1948 to the incoming class at the U. S. Naval Postgraduate School have been related to the quality‐point ratios of the officers in this class for their entire first year. Charts have been prepared showing for each of four score intervals on each test the percentage of students having such test scores who earned quality point ratios above 2.00. Also, product‐moment coefficients of correlation between scores on each test and the criterion of quality‐point ratios have been computed.

Examination of the charts and consideration of the correlations presented in this report reveal that the tests which showed high relationships with the academic grades were those in mathematical aptitude end mathematical achievement, engineering, reading comprehension, and physics.

It was concluded that a very premising start has been made on the task of developing a battery of tests suitable for use as part of the means of selecting students for the Naval Postgraduate School.
PREDICTED DIFFERENCES AND DIFFERENCES BETWEEN PREDICTIONS
Authors: Mollenkopf W. G.
Published: August 2014

When K tests are given to N individuals, and for each individual there are available two criterion measures, then (1) the multiple regression weight to be applied to the standard score for each test to predict the criterion‐difference score is equal to the difference of the weights for predicting each criterion separately; (2) the difference between the predicted scores for the two criteria is the same as the predicted difference in criterion scores (each test being assigned the appropriate multiple regression weight); (3) the square of the multiple correlation between predicted and actual criterion‐difference scores is equal to the sum of the squares of the multiple correlations of the battery with each criterion, less the product of these correlations and the correlation between predicted scores, all divided by twice the quantity one minus the criterion intercorrelation; and (4) the variance of the errors of estimating the criterion‐difference score is equal to the sum of the variances of the errors of estimating each criterion score, minus twice the criterion intercorrelation, plus twice the correlation between predicted scores multiplied by the product of the square root of one minus the variance of the errors of estimating one criterion and the corresponding square root for the second criterion.
A FACTOR ANALYSIS OF ENGLISH ESSAY READERS
Authors: Torgerson Warren S. , Green Bert F.
Published: August 2014

Inverted multiple factor analysis is used to examine a 20 × 20 matrix of correlations of English essay readers, based on 38 essays. A large general factor indicates considerable agreement among the readers. Three weak group factors suggest the existence of consistent schools of thought concerning the quality of English essays although it is possible that they are due to chance groupings. The intrinsic validity of an achievement test is discussed in relation to inverted factor analysis.
THE RELIABILITY OF SPEEDED TESTS
Authors: Gulliksen Harold
Published: August 2014

Some methods are presented for estimating the reliability of a partially speeded test without the use of a parallel form. The effect of these formulas on some test data is illustrated. Whenever an odd‐even reliability is computed, it is probably desirable to use one of the formulas noted in Section 2 of this paper in addition to the usual Spearman‐Brown correction. Since the formulas given here involve the mean and standard deviation of the “number unattempted score”, a method is given in Section 4 for computing this mean and standard deviation from item analysis data. If the item analysis data are available, this method will save considerable time as compared with rescoring answer sheets.
A TEST OF THE EQUALITY OF STANDARD ERRORS OF MEASUREMENT
Authors: Green Bert F.
Published: August 2014

A procedure is proposed for testing the significance of group differences in the standard error of measurement of a psychological test. Wilks' criterion is used to assure that the tests used in ascertaining reliability and hence variance of errors of measurement may be assumed parallel for each group. Votaw's criterion may be used to check whether the test scores of all the groups have the same mean, variance, and covariance. It is possible, however, for the variance and reliability of the test to differ widely from group to group, so that Votaw's criterion is not satisfied, even though the variance of errors of measurement stays relatively constant. For this case a modification of Neyman and Pearson's criterion is developed to test agreement among standard errors of measurement despite group differences in mean, variance, and reliability of the test.
THE LAW SCHOOL ADMISSION TEST AS A PREDICTOR OF LAW SCHOOL GRADES*
Authors: Schrader W. B. , Olsen M. A.
Published: August 2014

SUMMARY AND CONCLUSIONS

The effectiveness of the Law School Admission Test (LSAT) as a predictor of first‐year law school grades grades was evaluated in a series of studies initiated in the summer of 1949. This report is based on the findings of studies is eighteen law schools, including twelve schools which provided data on some measure of the previous academic success of their students. The eighteen law schools on which this report is based include all schools now represented on the Policy Committee of the Law School Admission Test which had test scores on 25 or more students.

The principal finding of this study is that Law School Admission Test scores are distinctly useful alone or preferably as supplementary to evidence of previous academic success in predicting first‐year grades of law students. This conclusion, is based on the fact than the predictive effectiveness of the combined predictors is represented by a correlation coefficient of .52, as compared with a value of .40 for the test alone and of .38 for previous academic success alone. These figures summarize results based on 1725 day students in 12 law schools. In ten of those twelve schools the test score equalled or excelled the college record as a predictor of first‐year lay grades.

The Law School Admission Teal had a validity coefficient of .44 based on the pooled results from 18 groups of day students and three groups of evening students. A coefficient of this size indicates definite usefulness in prediction of graces for the best used alone. It would reasonably be expected that the coefficients obtained would have been higher if the students had net been selected, at least in part, on the basis of test scores.

In a number of law schools, attention was given to the possibility that the number of years of pre‐law college work might be considered an additional determiner in predicting success. It was found, however, that no appreciable gains in predicting success could be obtained by using this information. Similarly, it was found that no appreciable gain in prediction could be obtained by taking into account whether or not the student had received his undergraduate education at the same university in which he was attending law school.
A COMPARISON OF ADMITTED AND NON‐ADMITTED GROUPS AT THE U. S. NAVAL POSTGRADUATE SCHOOL
Authors: Mollenkopf William G.
Published: August 2014

In the fall of 1948 the five‐part Naval Postgraduate School Aptitude Test Form WNPF was administered at shore installations and on ships to applicants for admission to the Postgraduate School. Test data for those later admitted to the School have now been compared with similar data for those who were not selected, to allow comparisons of the applicant and admitted groups and to estimate the effects of the present selection process on the magnitudes of the test validities being obtained in the experimental test‐development program being carried on at the Postgraduate School.

It was found that the greatest reduction in range of talent had occurred for the Mathematics Aptitude part of the test, and, as a consequence, that the validity of this part was most markedly affected by the selection process. Lesser effects were noted for the Beading Comprehension, Spatial Intersections, and Physics parts of the test. No reduction in range of talent was observed for the Verbal Antonyms part, and since it seems probable that the validity of this test is not seriously affected by the selection process, its observed low validity may be concluded not to be a result of rigorous selection on verbal ability.

It was concluded that in the future interpretation of test validities, the fact must be taken into account that the present method of selection restricts the range of ability in mathematics aptitude somewhat more than in other areas. Observed validities for mathematics tests are therefore likely to have been lowered more by the selection process than those of other tests involved in the study.
PROPERTIES OF TEST SCORES EXPRESSED AS FUNCTIONS OF THE ITEM PARAMETERS
Authors: Lord Frederic M.
Published: August 2014

The bivariate distribution of test scores and scores on the common factor of the test items is derived as a mathematical function of the usual item parameters for the case where

the test score is the number of items answered “correctly”;

the multivariate distribution of responses to the test items is of such a nature that it could have arisen from a normal multivariate distribution of abilities in the group of examinees tested (an alternative condition is that the item characteristic curve is a normal ogive);

the matrix of tetrachoric item intercorrelations has a rank of 1.

It is always possible to check empirically whether or not any given set of actual data conforms to these conditions.

Mathematical expressions are presented for

the univariate frequency distribution of the test scores;

the standard error of measurement for examinees at any given level of ability;

the regression of test scores on ability;

an index of the discriminating power of the test for individuals at any given level of ability.

The measure of “ability” is here taken to be the common factor score. (It may be shown that for an infinitely long test the common factor score is identical with normalized true score.)

The following generalizations are made from the formulas:

1) the regression of test score on ability score is never linear, although under certain conditions it may be approximately so;

2) rectangular and U‐shaped distributions of test score may be obtained if the items have tetrachoric intercorrelations of 0.50 or more;

3) the standard error of measurement is smallest for those individuals for whom the test is least discriminating;

4) if a test is to be used only for selection or rejection of the examinees, all items should be of equal difficulty.
DEVELOPMENT OF PERSONALITY TESTS FOR NAVAL OFFICER SELECTION I. ANALYSIS OF U. S. NAVAL ACADEMY CRITERION OF APTITUDE FOR SERVICE
Authors: Ricciuti Henry No , French John V.
Published: August 2014

The objective of this research is the development of personality measures to supplement the more scholastically oriented aptitude tests used in the selection of Naval officers. The first year's work, recently completed, was concerned with a study of associates' and officers' ratings of U. S. Naval Academy midshipmen on “aptitude for service,” or leadership potential. Intercorrelations were computed among aptitude for service ratings for three summer cruises and two academic periods, standings in academic courses, and scholastic aptitude test scores, using 633 members of the class of 1951. Results indicated that the aptitude ratings were quite clearly differentiated from academic standing, and from verbal, mathematical, and spatial ability. Considerable stability was found in the ratings from one marking period to another, except for cruise ratings.

A more detailed analysis of the ratings given and received by about 200 midshipmen from the larger group indicated that the composite ratings by fellow midshipmen were highly reliable. There was some evidence indicating a slight tendency for raters who agreed with composite opinion in judging their associates, to stand high themselves in aptitude for service. Little or no relationship was found between aptitude for service and a number of biographical factors such as age, previous military service, amount and type of previous education, etc.

On the basis of the first year's work, it was felt that the aptitude ratings represented a suitable first criterion, and hence it was considered advisable and worth‐while to proceed with the development and initial validation of personality measures to predict this criterion. This constitutes the objective of the second phase of the investigation which was recently initiated. Work is underway on the development of personality tests deemed to be most appropriate or promising in the light of what has been learned about the aptitude ratings during the first phase of the research.
EFFECTIVENESS OF NAVAL ACADEMY DEPARTMENTAL STANDINGS FOR PREDICTING ACADEMIC SUCCESS AT THE U.S. NAVAL POSTGRADUATE SCHOOL
Authors: Mollenkopf William G.
Published: August 2014

Five Naval Academy course standings have been evaluated for their effectiveness in adding to the prediction of quality‐point ratios at the Naval Postgraduate School obtainable from the experimental tests developed for the School by the Educational Testing Service. Five groups of students were included in the study: first‐year students tested in 1948, second‐year students tested in 1948, first‐year students tested in 1949, second‐year students tested in 1949, and first‐year students tested in 1950.

For every one of the groups, the course standings added to the effectiveness of the tests alone, raising the multiple correlation by at least several points. In four out of five groups, the course standing found to be the one to make this added contribution to validity was that in Marine Engineering.

It was recommended that in choosing students for admission to the School, the course standing in Marine Engineering be given equal relative weight to that given to the score on the selection test.
THE VALIDITY OF SOME OBJECTIVE PERSONALITY TESTS FOR A LEADERSHIP CRITERION
Authors: French John W.
Published: August 2014

Eight objective tests developed to measure personality characteristics were given to entering cadets at the U. S. Coast Guard Academy in the summer of 1949. It was hoped that some of these would be found to relate to the ratings of leadership potential made at the Academy. These tests and the rationales for them are described. The results are presented in the form of intercorrelations among a total of 19 scores on the 8 tests, 2 academic entrance examination scores, 2 leadership ratings, and average course grades. The results are slightly, but only slightly, encouraging for some of the tests. Criterion‐keying and cross‐validation was performed for some of the tests, again with results that can be considered just slightly encouraging.
PREDICTION OF SECOND‐YEAR AND THIRD‐YEAR GRADE‐POINT AVERAGES AT THE U. S. NAVAL POSTGRADUATE SCHOOL
Authors: Mollenkopf William G.
Published: August 2014

Further validation of the 20 aptitude and achievement tests given in 1948 and of the 12 tests given to the group entering the Postgraduate School in 1949 has been carried out. The 1948 test scores have been related to quality‐point ratios for the entire second year and for the first two terms of the third year, both by bar charts depicting the per cent of students in each third of the score range on each test who achieved a 2.0 quality‐point ratio or above, and also by means of product‐moment coefficients of correlation. For the 1948 tests, mean test scores of drop‐outs from the School were also compared with mean scores for those continuing in Postgraduate work. Similarly bar charts were prepared and product‐moment coefficients of correlation were computed for the 1949 tests.

While the phenomenon of shrinkage in test validities from first to second year previously observed, with the 1948 tests also was found with the 1949 tests, the shrinkage was not as great. Also, the validities of 1948 tests against third‐year grade‐point ratios tended to be somewhat higher than those for the second year.

It was concluded on the basis of the findings that tests of advanced mathematics, mathematics aptitude, physics, and engineering are effective for predicting success at the Postgraduate School as judged by all three of the techniques employed for assessing the tests.
A FACTOR ANALYSIS OF PERCEPTUAL TESTS
Authors: French John W.
Published: August 2014

A factorial study of perceptual tests and reference factor tests was carried out on a population of low scholastic level (1) to obtain evidence on whether or not Thurstone's closure factors extended into the cognitive domain, and (2) to find out whether the reference tests were suitable factorial tests for the level of population used. Ten reference tests, the six parts of the ACEPE, adaptations of five tests that have loaded the closure factors in earlier studies, and two new tests designed to measure cognitive closure were included. The results indicate that the reference tests did not work well on this population. Some evidence was obtained that closure is limited to perception and does not extend into the domain of cognition.
EQUATING TEST SCORES – THE MAXIMUM LIKELIHOOD SOLUTION FOR A COMMON EQUATING PROBLEM
Authors: Lord Frederic M.
Published: August 2014

The maximum likelihood solution is presented for the following equating problem: Two tests, U and V, are to be equated, making use of a third “anchor” test, W. The examinees are divided into two random halves, which will be called the “a‐group” and the “b‐group.” Tests U and W are administered to the a‐group; tests V and W are administered to the b‐group. It is assumed that any practice effect or other effect, exerted by U and V on W, is the same for U and for V. The solution obtained differs from that introduced at ETS by L. R Tucker only in the initial assumptions from which it is derived.
DIFFERENTIAL PERFORMANCE OF FLEET AND RECRUIT PERSONNEL IN TORPEDOMAN'S MATES SCHOOL
Authors: Allison Roger B.
Published: August 2014

The purpose of this study was to evaluate the influence that certain background and training factors may have upon the relationships between test scores and criterion measures. Enlisted personnel who enter Navy training schools come either from the fleet or directly from recruit training schools. Whether the fleet personnel perform better or poorer, in relation to ability, than do the personnel who come from recruit training centers is a question of considerable importance for selection procedures.

The results of the study indicate that the fleet subjects earned higher grades in a Torpedoman's Mates School than did recruit subjects who had similar scores on tests from the Navy Basic Battery. Although the factors of age and education were significantly correlated with school grades, these factors did not appear to account for the superior performance of the fleet subjects.

Another factor that may have operated in favor of the fleet subjects was their past experience with mechanical‐motor activities. The influence of this factor was examined in two ways. When defined on the basis of scores obtained from a check list of mechanical‐motor tasks, such indices of previous experience failed to correlate significantly with either school grades or predictor variables. However, analysis did disclose a tendency for the fleet subjects to earn higher scores than did recruits on a learning task involving the assembly of a breech block mechanism, when scores from the Navy Basic Battery were taken into consideration. When an attempt was made to partial out the influence of previous mechanical‐motor experience by taking into account the scores on the learning task, course grades for fleet subjects still tended to be higher than those for recruits. The findings thus suggested that there were additional factors accounting for the better school performance of the fleet subjects. Several hypotheses regarding the nature of these factors were formulated.

Since the study led to the conclusion that the two groups had performed significantly differently in school with ability taken into account, separate selection procedures are recommended for the two groups. Further research is suggested to determine whether similar differences prevail in other Navy training schools. If so, research studies aimed at the identification of the factors related to the better performance of the fleet personnel might he initiated.
DEVELOPMENT OF AN ALTERNATE FORM OF THE NAVY OFFICER CLASSIFICATION BATTERY
Authors: Mollenkopf William G.
Published: August 2014

Following specifications laid down by the Classification and Survey Research Branch, Personnel Analysis (formerly Research) Division, Bureau of Naval Personnel, staff members of the Educational Testing Service have developed an alternate form of the Wavy Officer Classification Battery, and an additional form of the Mechanical Comprehension Test of this battery.

Test questions were tried out at the U. S. Naval School, Officer Candidate, at Newport. Item difficulty and item discrimination indices were then derived, and constituted an important element in the process of selecting items for use in the alternate forms of the tests.

After the tests had been printed by the government, the standardization of the tests was carried out by ETS with the further cooperation of the Officer Candidate School. As a final step in the project, conversion tables were prepared linking raw scores on each test to raw scores on the previous test form and to the Navy Standard Score scale.

Correlational and other statistical data obtained during the standardization indicated that a satisfactory alternate form of the battery and a satisfactory additional form of the Mechanical Comprehension Test had been prepared.
MOTOR LEARNING IN COLLEGE STUDENTS AND MENTAL DEFECTIVES*
Authors: Boldt Robert F.
Published: August 2014

An experiment was conducted to determine the effects of simultaneous variation of experimental variables and individual difference variables. The experimental variables were response effortfulness, stages of practice, and distribution of practice; the individual difference groups were college students and mental defectives. An attempt was made to predict the results on the basis of response effortfulness.

Although the interpretation of results predicted on the basis of response effortfulness was not clear due to unexpected behavior of the effort variable, it was found that the patterns of performance were the same in both individual difference groups.
EQUATING THE SCORE SCALES OF ALTERNATE FORMS ADMINISTERED TO SAMPLES OF DIFFERENT ABILITY
Authors: Levine Richard
Published: August 2014

Two parallel forms of a test are considered “equated” when for a single group of examinees the standard deviations on the two forms are equal and the means on the two forms are equal. Since present test construction procedures are not sufficiently precise to produce forms with equivalent score scales, it is necessary to conduct an equating experiment for the purpose of collecting data for use in adjusting the initial raw score scales. Although the definition of equated score scales is given in terms of equivalence of the first two moments for a single group of examinees, the tests to be equated need not be administered to the same examinees. This paper considers two types of experiments in which the tests to be equated are administered to different examinees.

Both types of experiments can be characterized as follows: If two tests (X and Y) are to be equated, X is administered to the first and Y to the second of a pair of samples. In addition, a third test (V) is administered to both samples. V may be either a separate test from. X and Y or a number of items contained in both X and Y. In either case, V may be considerably shorter than X and Y. The two types of experiments are identical with respect to these test administration procedures, but they differ with respect to the assumptions made about the characteristics of the two samples of examinees.

The first type of experiment calls for the use of samples of examinees that are randomly drawn from, the same population, F. M. Lord has considered this general model for the case of equally reliable tests; in this paper a solution is given for the case when X and Y are unequally reliable. Using the statistics for the random samples, maximum likelihood estimates are made of the means and variances of true scores in the population from which the samples were drawn. Thus, the first two moments are estimated for a single group of examinees (the population). For this purpose it is necessary to assume that true scores on X, Y, and V intercorrelate unity.

The second type of experiment allows the use of samples that are selected in a non‐random manner from a common population. In this case the equating of equally reliable X and Y as well as unequally reliable X and Y is considered. The equations are derived on the assumption that true scores on all tests intercorrelate unity; however, for the case of equally reliable tests a solution is possible so long as true scores on V correlate unity with true scores on either X or Y. It is shown that, if true scores on two tests correlate unity, for pairs of samples of different ability three quantities will remain invariant: 1) the ratio of standard deviations of true scores on the two tests; 2) the difference between the mean on one test and the product of the mean on the second and the ratio of true score standard deviations, and 3) the standard error of measurement.

Data are presented which indicate that the equations derived for both types of experiments are sound.
COMPARATIVE PREDICTION AND OTHER TECHNIQUES FOR USE WITH A GUIDANCE BATTERY
Authors: French John W.
Published: August 2014

This bulletin discusses various techniques for the statistical handling of data for comparative prediction and illustrates some ways in which these data can be presented to the user. The aptitude test and criterion data obtained in the West Point Guidance Battery study are used in the illustrations. Techniques included in the discussion are those used in the General Aptitude Test Battery, the Industrial Psychology, Inc., Job‐Test Program, the Differential Aptitude Tests, the University of Washington Academic Prediction Chart, one of the pattern similarity measures, and other differential and comparative prediction approaches. An expectancy‐table technique is recommended as most suitable for a useful comparative prediction battery, and a set of criteria are defined for Judging the success of such a battery.
THE MEASUREMENT OF GROWTH
Authors: Lord Frederic M.
Published: August 2014

A regression formula is derived for estimating a student's true gain from his initial and final test scores. A formula is given for the reliability of estimates thus obtained. A numerical example is given, illustrating some marked inadequacies of the simple, “common‐sense” procedure that estimates gain by subtracting initial from final score. A convenient graphic procedure is presented for grouping all examinees tested according to the size of their estimated true gains.
A STUDY OF SECONDARY SCHOOL CHARACTERISTICS AS RELATED TO TEST SCORES
Authors: Mollenkopf William G. , Melville S. Donald
Published: August 2014

The purpose of this study was to determine what characteristics of public secondary schools were most closely related to the performances of their students on academic aptitude and achievement tests.

A 25‐item questionnaire was sent to over 1,800 public high school principals to secure information regarding school facilities, staff, and support; education and occupation of parents; and characteristics of the community, such as its size and rate of growth. Usable replies were received from 844 schools.

Thirty‐two variables were derived from the questionnaire items. Interrelationships of these were computed for each of four groups of schools classified according to size, and then subjected to a principal components factor analysis in order to select a small number of variables on which to structure the sample of schools in which testing would be done.

A four‐part aptitude test and a three‐part achievement test were subsequently administered to 9,600 ninth‐grade students in 100 schools and to 8,357 twelfth‐grade students in 106 schools. Treating each school as a single case (by using the average score on a test as the “school's” score), the test score means were then related to the community‐parent‐school characteristics. Items found to be substantially related to the aptitude scores included instructional support per pupil, presence or absence of a community library, community size (urban or rural), region (South or non‐South), per cent of support from the state, and per cent of fathers who are high school graduates. Items found to be substantially related to the achievement scores included size of special staff, size of average class, presence or absence of a community library, per cent of graduates entering college, per cent of fathers who are high school graduates, per cent of fathers who are professional workers, community size, and region.

In addition to these zero‐order coefficients, a number of multiple correlation coefficients were computed in order to determine how various composites of the characteristics were related to the test scores.

An attempt was made to interpret, the significance of the findings and point out the implications of the study for the norming of tests and the interpretation of test scores.
DO TESTS OF THE SAME LENGTH HAVE THE SAME STANDARD ERROR OF MEASUREMENT?
Authors: Lord Frederic M.
Published: August 2014

From one very useful point of view, granted certain reasonable restrictions, tests of the same length actually do have the same standard error(s) of measurement, which can thus be computed even before the test items have been written. Such standard errors are now in use with certain nationally distributed tests. Several puzzling questions regarding these standard errors are discussed and answers are given.
THE PREDICTIVE VALUE OF CHANCE‐LEVEL SCORES1
Authors: Cliff Rosemary Hayes
Published: August 2014

For the purposes of this study chance‐level scores were defined as those at or below the average performance expected of students who respond to each item at random.

Data were scores on four regular subtests and the subtests of the equating form of the Cooperative School and Ability Tests. The score distribution of each of the SCAT subtests was divided into chance‐level and non‐chance‐level groups. The linear regression line of equating‐form scores on SCAT scores was fitted for each of the eight groups. The regression coefficients were tested for significant deviation from zero. Comparisons were also made of the regression coefficients and standard errors of estimate of the chance‐level and non‐chance‐level groups.

Results indicated that scores at or below the average chance score will, under certain conditions, predict performance on an independent measure.
DIFFICULTY IN GRADES 11 AND 13 OF 4,800 WORDS FROM 6,000 THROUGH 20,000 IN FREQUENCY
Authors: Diederich Paul B. , Palmer Osmond E.
Published: August 2014

An alphabetical list of 4,800 words is presented, each followed by the percentage of students in grades 11 and 13 who chose the correct definition in a series of three‐choice vocabulary tests. Each percent is based on the number of students who completed the item, which averages 91 in grade 11, 74 in grade 13. Percentages in grade 11 were corrected for the deviation of each sample mean from the city‐wide mean based on 3,220 cases, which was found to be statistically defensible. No such correction in the college group was necessary, for sample means did not vary more than would be expected by chance. The words include all words from the sixth through the twentieth thousand in frequency of occurrence in Thorndike's Teacher's Word Book except proper names, technical terms, archaic and obsolete words, words certainly known from frequency in spoken English, simple compounds of words in the first five thousand and of other words that were tested in their simplest form, and a few words above l5,000 not likely to be generally useful. The list is believed to include all words above the first five thousand that are part of the general vocabulary, are not partial duplicates of one another, and are not certainly known by high school and college students, down to the level at which words occur less than once per million running words.
VALIDATION OF THE SAT AND NEW ITEM TYPES AGAINST FOUR‐YEAR ACADEMIC CRITERIA
Authors: French John W.
Published: August 2014

The College Board felt it was desirable to consider the possibility of altering the test materials in the SAT to permit the reporting of scores in addition to the present verbal and mathematical scores. Towards this end, eleven newly developed or newly adapted tests were tried out in combinations of four at ten colleges. An earlier report presented the findings for the validation of these tests and the SAT against freshman average and grades in specific freshman courses. This report compares the freshman validities with four‐year criteria, including the cumulative average, graduation vs. non‐graduation, comprehensive examination, and major‐field grades. The pattern of test validities for the four‐year criteria closely resemble those for the freshman criteria. These data show the high school record to be less good at predicting major‐field work than it is for predicting freshman average grades. Tests of government and literature information were the most successful among the experimental tests. When corrections were made for restriction of range and test length, these tests were more valid for the cumulative four‐year grade average than the SAT‐V or SAT‐M. Multiple correlations based on these data show that a test composed of six 25–minute subtests would be only. 01 less reliable and. 08, on the average, more valid than the present two‐score SAT. In addition it is shown that a composite having more than two scores would make possible better differentiations between major‐field areas than is possible at present.
MEASURING INTRA‐INDIVIDUAL VARIABILITY WITHIN ONE TESTING1
Authors: Raine Walter J. , Hills John R.
Published: August 2014

This study attempts to answer two questions: (1) When people take the same Sentence Completion test twice within a few hours will they display individual differences in intra‐individual response variability? (2) If individual differences in this characteristic appear, will they be related to variance in intra‐individual response variability as measured by comparing a person's responses to homogeneous items presented within a single test?

A twenty‐five item Sentence Completion test was modified by adding fifteen items. Each additional item was identical with one of the first twenty‐five items except that personal references were made impersonal and general. The test was given to a group of entering law school students at the beginning and end of a three‐hour testing period.

It was found that intra‐individual response variability does appear with this short period between the two administrations or the test. Further, the score based on similar responses to homogeneous items within, the first administration correlated .61 with the score based on similar responses to identical items answered in two administrations separated by a several hour period. Corrected for attenuation in both scores the correlation is .90. These findings should facilitate and encourage study of the ramifications of the concept of intra‐individual response variability.
THE VALIDITY OF EXPERIMENTAL PREDICTORS OF ADAPTABILITY AT THE COAST GUARD ACADEMY, SUMMER 1950
Authors: French John W. , Saunders David R. , Ricciuti Henry N.
Published: August 2014

A part of the psychological program at the United States Coast Guard Academy consists of an extended series of academic entrance tests. To accompany these an effort has been made to develop tests to predict the leadership or “adaptability for service” ratings made of cadets at the Academy in connection with all of their activities. This article discusses a validation study of some personality and other measures given to entering cadets in the summer of 1950. Adaptability ratings made during the first year at the Academy, while consistent with one another, were found to be unrelated to academic entrance tests, course grades, and, to a large extent, to the experimental tests administered in this study. However, there was confirmation of earlier findings that memory is of importance to these ratings, and there were significant findings that social ability and a tendency to overstate one's knowledge fit slightly into the picture of adaptability.
TESTS OF THE SAME LENGTH DO HAVE THE SAME STANDARD ERROR OF MEASUREMENT*
Authors: Lord Frederic M.
Published: August 2014

For 50 tests whose mean scores were between 35 and 65 percent of the maximum possible score, the standard error of measurement, computed from actual data by a conventional formula, is found to correlate .996 with the square root of the number of items in the test.
LARGE‐SAMPLE COVARIANCE ANALYSIS WHEN THE CONTROL VARIABLE IS FALLIBLE*
Authors: Lord Frederic M.
Published: August 2014

When the control variable contains errors of measurement, the usual analysis of covariance fails to adjust adequately for initial differences between groups. A large‐sample statistical procedure is presented for making the desired significance test after appropriate adjustment for the fallibility of the control variable.
THE JOINT CUMULANTS OF TRUE VALUES AND ERRORS OF MEASUREMENT
Authors: Lord Frederic M.
Published: August 2014

Replicate fallible measurements on each of a large number of objects are used to estimate the multivariate cumulants of the joint frequency distribution of the true value and the errors of measurement. Simple, explicit formulas are given for all multivariate cumulants up through the fourth order. It is assumed only that each error of measurement has a mean of zero and is uncorrelated with other appropriate chance variables.
A COMPUTER PROGRAM TO FIND THE BEST‐FITTING ORTHOGONAL FACTORS FOR A GIVEN HYPOTHESIS
Authors: Saunders D. R.
Published: August 2014

A modification of the quartimax computation for factor rotation is described in which a hypothesized factor pattern is given to the machine along with the data. The machine uses the pattern to select the subset of variables to which it will attend when rotating in a given plane, in order to find an orthogonal solution which closely fits the hypothesis. The program also provides a measure of the goodness of this fit.

The program can utilize pattern matrices that reflect only partial hypotheses as to the nature of the factors, as well as those that specify a determinate or over‐determinate simple structure. Since the experimenter has a wide choice of patterns that he may wish to employ, he may expect to compute practically any solution he wants. At the same time, the nature of the constraints made on the results by the choice of pattern will be clearly evident.
COMPARATIVE PREDICTION OF SUCCESS AND SATISFACTION IN COLLEGE MAJOR FIELDS
Authors: French John W.
Published: August 2014

The Comparative Prediction Battery, college level, an experimental instrument consisting of very short measures of 16 aptitude factors, an interest inventory, and a personality questionnaire, was administered to 4,833 students in eight colleges of whom 2,123 graduated and for whom complete records were available including all tests and inventory scores, four‐year academic records, and questionnaire information on satisfaction with chosen major field. This first part of the report describes briefly the general philosophy of the study, describes the tests, the inventory scales, and the criterion information obtained for the students, gives the essential details of the administration and follow‐up, and presents the findings: intercorrelations of the predictor variables, their validities for major field grades, freshman course grades, satisfaction with major field, and other criteria, and means and standard deviations of the variables for major field groups at the eight colleges.

A limited discussion of the data summarizes the more interesting findings and makes a comparison between results of this study and of a recent four‐year college validation study carried out for the College Board. While the tests were found to have remarkably high validities for some fields, there is evidence that academic criteria are so inconsistent from college to college and department to department that it is unlikely that findings can be generalized for all colleges or even groups of colleges. The possibilities for successful differential prediction do not look good for aptitude tests, but look better for interest measures particularly as corrections for restriction of range will raise the appropriate validity coefficients. Part 2 of this report will describe the analysis permitting full interpretation of the findings.
Interplay between cellular activity and three‐dimensional scaffold‐cell constructs with different foam structure processed by electron beam melting
Authors: Nune Krishna C. , Misra R. Devesh K. , Gaytan Sara M. , Murr Lawrence E.
Published: August 2014

The cellular activity, biological response, and consequent integration of scaffold‐cell construct in the physiological system are governed by the ability of cells to adhere, proliferate, and biomineralize. In this regard, we combine cellular biology and materials science and engineering to fundamentally elucidate the interplay between cellular activity and interconnected three‐dimensional foamed architecture obtained by a novel process of electron beam melting and computational tools. Furthermore, the organization of key proteins, notably, actin, vinclulin, and fibronectin, involved in cellular activity and biological functions and relationship with the structure was explored. The interconnected foamed structure with ligaments was favorable to cellular activity that includes cell attachment, proliferation, and differentiation. The primary rationale for favorable modulation of cellular functions is that the foamed structure provided a channel for migration and communication between cells leading to highly mineralized extracellular matrix (ECM) by the differentiating osteoblasts. The filopodial interaction amongst cells on the ligaments was a governing factor in the secretion of ECM, with consequent influence on maturation and mineralization. © 2014 Wiley Periodicals, Inc. J Biomed Mater Res Part A: 103A: 1677–1692, 2015.
Redifferentiation of dedifferentiated chondrocytes in a novel three‐dimensional microcavitary hydrogel
Authors: Zeng Lei , Chen Xiaofeng , Zhang Qing , Yu Feng , Li Yuli , Yao Yongchang
Published: August 2014

Although chondrocytes exist in native cartilage all over the body, it is still a challenge to use them as therapeutic cells for cartilage tissue engineering (TE) because of their easy dedifferentiation inin vitroculture. An improved culture system to maintain the characteristics of chondrocytes or recover their chondrocytic phenotype should be developed. In this study, we have set up an innovative microcavitary alginate hydrogel in an easy way. We compared this culture system with the conventional hydrogel and found that the microcavitary hydrogel exhibited outstanding superiorities in helping the dedifferentiated chondrocytes recover the capability for synthesizing cartilaginous extracellular matrix. In addition, we explored the correlation between chondrocyte redifferentiation in microcavitary hydrogels and changes in p38 and Erk1/2 activity. Our findings indicated that this microcavitary hydrogel would be a promising culture system to provide sufficient competent cells for cartilage regeneration and TE. © 2014 Wiley Periodicals, Inc. J Biomed Mater Res Part A: 103A: 1693–1702, 2015.
SOCIO‐ECOLOGICAL PREDICTORS OF INTERCOURSE FREQUENCY AND NUMBER OF SEXUAL PARTNERS AMONG MALE AND FEMALE AFRICAN AMERICAN ADOLESCENTS
Authors: Ritchwood Tiarney D. , Traylor Amy C. , Howell Rebecca J. , Church Wesley T. , Bolland John M.
Published: August 2014

The current study examined 14 waves of data derived from a large, community‐based study of the sexual behavior of impoverished youth between 12 and 17 years of age residing in the Deep South. We used multilevel linear modeling to identify ecological predictors of intercourse frequency and number of sexual partners among gender‐specific subsamples. Results indicated that predictors of adolescent sexual behavior differed by both type of sexual behavior and gender. For males, age, maternal warmth, parental knowledge, curfew, self‐worth, and sense of community predicted intercourse frequency, while age, parental knowledge, curfew, self‐worth, friend support, and sense of community were significantly associated with having multiple sexual partners. Among females, age, curfew, and self‐worth exerted significant effects on intercourse frequency, while age, parental knowledge, curfew, and self‐worth exerted significant effects on having multiple sexual partners. Implications and future directions are discussed.
EMPIRICAL CONTRIBUTIONS OF THE PAST IN ASSESSING MULTIDIMENSIONAL WELL‐BEING
Authors: Myers Nicholas D. , Prilleltensky Isaac , Jin Ying , Dietz Samantha , Rubenstein Carolyn L. , Prilleltensky Ora , McMahon Adam
Published: August 2014

The purpose of this brief report was to provide a preliminary evaluation of the empirical contributions of an individual's perceptions of the past in the practical assessment of multidimensional well‐being. Dimensions of well‐being assessed with the I COPPE Scale were interpersonal, community, occupational, physical, psychological, economic, and overall. Four hundred twenty‐six participants provided responses to the I COPPE Scale and several comparison instruments. Two practical methods for creating I COPPE composite scores were compared and differed by only the inclusion (i.e., Method 1) or exclusion (i.e., Method 2) of an indicator of past well‐being. Multiple‐group structural equation modeling framework was used and method (i.e., Method 1 and Method 2) was the grouping variable. An individual's perceptions of the past offered negligible empirical contributions over and above an individual's perceptions of the present and future in the practical assessment of multidimensional well‐being. Method 2 performed as well as Method 1.
RESILIENCE AND RECOVERY IN AMERICAN SĀMOA: A CASE STUDY OF THE 2009 SOUTH PACIFIC TSUNAMI
Authors: Binder Sherri Brokopp , Baker Charlene K. , Mayer John , O'Donnell Clifford R.
Published: August 2014

Case study methodology was used to explore the culturally situated response and recovery efforts following a tsunami in American Sāmoa. Data indicated that cultural mechanisms were effective in meeting physical needs but insufficient to manage the emotional trauma caused by such a large‐scale event. Samoan cultural norms strongly discourage uncontrolled emotional expression outside of ritualized grieving events. Disruptions in social networks and activities, combined with a lack of available emotional support, resulted in significant psychological distress for many survivors. Sixteen months after the tsunami residents continued to exhibit numerous symptoms of posttraumatic stress. In response to this need for emotional support, some groups within American Sāmoa are setting an example of how their culture can adapt by forging new, culturally grounded methods for addressing emotional needs that arose in the wake of the tsunami. Findings are analyzed through the lens of the social support deterioration deterrence model and activity settings theory.