bluuebunny/crossref_metadata_2025 huggingface dataset:
Predictive Validity of the Graduate Record Examination and the Miller Analogies Tests
Authors: Nagi John L.
Published: March 2007

For a sample of 63 graduate students, 33 of whom did complete and 30 of whom did not complete a doctoral program in Educational Administration at the State University of New York at Albany, statistically nonsignificant point biserial coefficients of 0.140 and 0.087 were determined respectively for the total scores on the aptitude portion of the Graduate Records Examination and scores on the Miller Analogies Test relative to the dichotomous criterion of completion or lack of completion.
The Correlation of Partial and Total Scores of the Scholastic Aptitude Test of the College Entrance Examination Board With Grades in Freshman Chemistry
Authors: Pedersen L.G.
Published: March 2007

For a sample of 325 students enrolled in freshman chemistry, it was found that performance on the Verbal and Mathematics Sections of the Scholastic Aptitude Test of the College Entrance Examination Board exhibited low predictive validity in relation to a criterion of grades in freshmen chemistry.
The Concept of Efficiency in Item Analysis
Authors: Hofmann Richard J.
Published: March 2007

In this paper a new item analysis index, e, is derived as a function of difficulty and discrimination to represent item efficiency. It is demonstrated algebraically that the maximum discriminating power of an item may be determined from its difficulty and then item efficiency is defined as the ratio of observed discrimination to maximum discrimination. The magnitude of the e-index will range from zero to unity and will provide additional information for item analyses.
A Computer Program for Fisher's Exact Probability Test
Authors: Tritchler D.L. , Pedrini D.T.
Published: March 2007

The Fisher test is concerned with data of independent groups and a dichotomous criterion in a fourfold (2 × 2) contingency format. Typically, small samples ( N ≤ 30) are considered. Some tables of critical values of Fisher's test for small samples are available to offset the tediousness of computation. Fisher's test requires determination of a combined probability, that is, the observed set added with all the more extreme (directional) sets. For large samples, an approximation method such as chi square is used. Considered in this paper are a mathematical discussion and algorithm, and a computer program for Fisher's test. The computer program for small and large ( N of about 500) samples is available from the authors. Such technology, in most instances, makes approximation methods unnecessary.
The Moderator Effect of Undergraduate Grade Point Average On the Prediction of Success in Graduate Education
Authors: Covert Robert W. , Chansky Norman M.
Published: March 2007

Three hundred and six Masters of Education students at a large urban university were divided into six subgroups according to sex and to each of three levels of undergraduate grade point average. Correlation coefficients between graduate grade point average and each of three predictor variables, consisting of Graduate Record Examinations—Verbal score, Graduate Record Examination— Quantitative score, and undergraduate grade point average, were calculated for each of the six subgroups. Results showed differential predictability across the different subgroups.
The Relationship of Achievement On a Teacher-Made Mathematics Test of Computational Skills To Two Ways of Recording Answers and To Two Workspace Arrangements
Authors: Majors Gene W. , Michael Joan J.
Published: March 2007

The performance of one sample of 120 seventh-grade students and of one sample of 120 eighth-grade students on a 30-item teacher-made test of computational skills was related to (a) transcribing the item responses to numbered spaces in an answer column on a separate sheet vs. writing the item response on the test form itself and (b) providing workspace on the test form itself vs. not providing such space. From the use of a 2 × 2 quasi-experimental design, statistically significant differences were obtained with respect to both main effects (p < .05) for the sample of seventh-grade students and with respect to the single main effect of mode of recording item response (p < .001) for the sample of eighth-grade students. When the data were interrupted descriptively rather than inferentially there was the strong suggestion that recording answers directly on the examination form was associated with a higher average level of student performance than that realized when a detached answer column was used. For the sample of seventh-grade students, provision of working space on the test form was observed to yield higher average scores than when such a provision was not made.
A Computer Program to Determine Reliability Using Analysis of Variance
Authors: Burns Edward
Published: March 2007

A computer program, written in FORTRAN IV, is described which assesses reliability by using analysis of variance. The program produces a complete analysis of variance table in addition to reliability coefficients for unadjusted and adjusted data as well as the intraclass correlation for m subjects and n items.
Alam and Alas: Questioning Error Assignments in Unidimensional Guttman Scaling
Authors: Wimberley Ronald C.
Published: March 2007

When researchers use the Guttman scalogram rather than multidimensional techniques, scalogram error assignment techniques should be questioned. An alternative to the customary minimizing error rule is suggested through ALAM and ALAS criteria which use ordinal information in scalable item marginals.
A Decline in the Predictive Validity of the Sat and High School Achievement
Authors: Dalton Starrett
Published: March 2007

On five occasions spanning a thirteen year period, data were gathered to examine the predictive validity of the Scholastic Aptitude Test (SAT) and high school achievement (HSA), when predicting college freshman grades. Results replicated an earlier study by Michael and Jones in two respects: (a) with regard to academic achievement, females were more predictable than males; (b) the ability to predict college grades from SAT and HSA seems to be decreasing.
The Structure of Self-Concept in Second and Fourth Grade Children
Authors: McIntire Walter G. , Drummond Robert J.
Published: March 2007

This study examined the factor structure of two self-concept measures commonly used with elementary school age children, the Coopersmith Self-Esteem Inventory (CSEI) and the Self Concept and Motivation Inventory (SCAMIN). Second ( N = 126) and fourth grade ( N=237) samples were examined. Sex differences were found on three SCAMIN scales for fourth grade and on one scale for second grade children. On the CSEI, sex differences were found on one subscale, School Self, at the second grade level. Grade differences were found on two CSEI subscales, Lie and School Self. The three identifiable factors emerging at each grade level were readily matched and interpreted as reflecting essentially the same constructs. The instruments were found to measure three distinct and different dimensions of self in spite of the similarity of the instrument titles and of subscale titles.
On Generalizations of the G Index
Authors: Vegelius Jan
Published: March 2007

The G* index of agreement, introduced by Lienert as a generalization of the G index is shown to have some deficiencies. It cannot, for example, be used in a Q-factor analysis. An alternative index, roz, is proposed for ordinal scales with fixed neutral (zero-) points. The roz index can be used for measuring both person similarity and item similarity. It fulfills the demands of a normalized scalar product and can thus be applied in a Q- or an R-factor analysis.
A Computer Program for Assessing the Reliability and Systematic Bias of Individual Measurements1
Authors: Cicchetti Domenic V. , Aivano Sandra L. , Vitale Joseph
Published: March 2007

This program computes both the interjudge reliability of individual measurements and the extent to which the judges are biased in their ratings vis-à-vis each other. The methods proposed are recommended on the basis of recent developments in statistical research.
An Attempt to Improve Prediction of College Success of Minority Students by Adjusting for High School Characteristics
Authors: Hedges Larry V. , Majer Kenneth
Published: March 2007

A validity study was conducted to determine whether the addition of a high school rating factor would increase the predictivity of freshman grade point average (GPA) for Educational Opportunity Program (EOP) students at the University of California, San Diego (UCSD). The rating factor for each high school was the mean difference between the high school GPA and the UC freshman GPA of the previous year's graduates from the same high school who attended the University of California (UC). The subjects were the 161 EOP students who entered UCSD in fall quarter, 1972, and persisted for at least one year. All students had taken the College Board Scholastic Aptitude Test (SAT) prior to college admission. A stepwise multiple regression analysis yielded no significant increase in the multiple correlation when the high school factor was added to high school GPA, SAT verbal, and SAT mathematics scores as predictors of freshman GPA. Implications of these results for recruitment and counseling of EOP students are discussed.
Interrelationships Among Several Variables Reflecting Quantitative Thinking in Elementary School Children with Particular Emphasis Upon Those Measures Involving Metric and Decimal Skills
Authors: Selman Delon , Sell Patti , Michael William B. , Martois John
Published: March 2007

Intercorrelations among several measures reflecting quantitative thinking tasks were found for subsamples of pupils at each of the first five grade levels in elementary schools in a middle-class suburban community in the greater Los Angeles area. One set of subsamples participated in an experimental instructional program emphasizing use of tactile, manipulative, and individual activity methodology in learning metric and decimal concepts, whereas a second set of subsamples of comparable ability levels took part in a traditionally taught program that did not stress manipulative activities. The appearance of substantial interrelationships among measures in the subsamples of pupils in the experimental program at the second, third, combined fourth-fifth, and fifth grade but for children in comparison groups at only the second and fourth grade levels suggested the existence of a general factor of quantitative thinking and the presence of greater degree of transfer and generalization of problem-solving capabilities to a variety of mathematics tasks for members of the experimental program than for those in a traditional program. For pupils in the first three grades, a standardized measure of the Piagetian construct of conservation failed to show much promise as a concurrently valid indicator of success in a number of mathematically related achievement measures. Relative to performance on a nationally standardized test in mathematics emphasizing traditional objectives and competencies, higher concurrent validity coefficients tended to be obtained for subsamples in the experimental program than for subsamples not in the program.
Acquiescence-Dissent Response Set on an Elementary True-False Achievement Test
Authors: Larkins A. Guy , Swint John W.
Published: March 2007

A yes-no (true-false) psuedo-achievement test, designed to measure acquiescence-dissent response tendencies, was given to 328 first-grade children. That the obtained distribution of responses differed significantly (.001) from the exptected chance (binomial) distribution indicated that students were influenced by response set. Significantly (.001) more high scores and low scores were obtained than expected by chance. Thus the influence of dissent set in addition to that of acquiescence was suggested. Whether acquiescence-dissent represents one or two variables could not be determined. Implications for the validity of testing the achievement of young children are discussed.
Conditional Versus Unconditional Procedures for Sample-Free Item Analysis
Authors: Wright Benjamin D. , Douglas Graham A.
Published: March 2007

Two procedures for Rasch, sample-free, item calibration are reviewed and compared for accuracy. Andersen's (1972) theoretically ideal "conditional" procedure is impractical for calibrating more than 10 or 15 items. A simplified alternative procedure for conditional estimation practical for 20 or 30 items which produces equivalent estimates is developed. When more than 30 items are analyzed recourse to Wright's (1969) widely used "unconditional" procedure is inevitable but that procedure is biased. A correction factor which makes the bias negligible is identified and demonstrated.
Interscal: A TSO FORTRAN IV Program for Subject Computer Interactive Multidimensional Scaling‡
Authors: Cliff Norman , Girard Roger , Green Rex S. , Kehoe Jerard F. , Doherty Linda M.
Published: March 2007

INTERSCAL is a program for subject-computer interactive multidimensional scaling. The program analyzes subsets of judgments of similarity as they are given and picks out dimension-defining stimuli; this capability allows for a great reduction in the number of judgments. Program features and options are described.
An Evaluation of a Threshold Theory for Personality Assessment
Authors: Voyce Colleen D. , Jackson Douglas N.
Published: March 2007

A model designed to account for major factors on personality questionnaires is proposed and evaluated using the Differential Personality Inventory (DPI). This model of the bases for stylistic responses to a set of personality items postulates two respondent processes: sensitivity to the underlying desirability scale values of items, and threshold for responding desirably. These processes correspond respectively to response style factors identified previously as desirability and acquiescence. A number of numerical indices of the two processes are evaluated factor analytically. When true- and false-keyed subscales of the DPI were factored the two major factors were marked respectively by measures of sensitivity and threshold. These results are similar to previous findings with the MMPI, except that for the DPI the stylistic factors accounted for only half as much variance.
Interrelationships Among Measures of Environmental Activity, Emotionality, and Knowledge
Authors: Dispoto Raymond G.
Published: March 2007

The purpose of the study was to administer and to validate further three of four scales from Maloney, Ward, and Braucht's revised or short-form ecology inventory. Unlike earlier findings, knowledge about ecology, the environment, and pollution was found to be predictive of actual behavior related to improving the environment— an outcome leading to new and different implications for environmental education and for planned attempts to modify conservation-related human behaviors.
Development of the Rational Behavior Inventory: Initial Validity and Reliability
Authors: Shorkey Clayton T. , Whiteman Victor L.
Published: March 2007

The purpose of the study was to develop a brief and efficient instrument for assessment, treatment planning, and evaluation of clients by counselors who use Rational Emotive Therapy (RET). Subjects were 235 undergraduate students. Eleven Guttman scales were developed following factor analysis. Each factor is measured by a Guttman scale with a coefficient of reproducibility of 0.90 or greater and with a coefficient of scalability of 0.60. Pre- and posttest scores were obtained for 40 mental health professionals attending an all-day workshop on RET. Over-all test scores were significantly different at the 0.025 level in the predicted direction. There was also a significant difference in the predicted direction between pretest scores of the professionals and the college students. In another study, 87 professionals attending a two day workshop on RET were tested before and after the workshop. There were significant differences in the predicted direction at the 0.025 level or beyond for the overall test scores and for scores on 10 of the 11 subfactors. Data on sex differences for the three groups tested are also presented.
Order Analysis: An Inferential Model of Dimensional Analysis and Scaling
Authors: Krus David J.
Published: March 2007

Order analysis was proposed as a method for description of formal structures in multidimensional space. Its algorithm was derived using a combination of psychological measurement theory, formal logic theory, information theory and graph theory concepts. It suggests isomorphism between algebraic, geometric, logical, and cognitive structures. The model also provides for adjustment of its sensitivity to random variation with an elective degree of statistical confidence.
On Estimating Test Variance in Multiple Matrix Sampling
Authors: Raju Nambury S.
Published: March 2007

The purpose of this paper is to provide a rederivation of Lord's formula for estimating variance in multiple matrix sampling and to show how Cronbach's coefficient alpha and Spearman-Brown prophecy formula are related in this context.
Discriminant Analysis of Student Ratings as a Means for Identifying Lecturers who Differ in Enthusiasm or Information-Giving
Authors: Ware John E. , Williams Reed G.
Published: March 2007

This investigation employed discriminant analysis to improve the usefulness of student-faculty ratings in detecting differences in lecturer types. Equivalent groups of college students in each of two studies viewed lectures delivered by a Hollywood actor so as to vary in number of substantive teaching points covered (high, low) and presentation manner (enthusiastic, unenthusiastic). Students rated lecturer effectiveness using an 18-item questionnaire like those commonly used. Optimal scoring methods were derived in the first study for the purpose of differentiating among lecturer types and were cross-validated in a second study of groups of students who saw and rated the same lectures. Scoring methods derived in the first study were valid in relation to differences in lecturer enthusiasm in the first and second studies and were valid in relation to differences in information-giving in the first but not in the second study. Results were explained in terms of the "Doctor Fox Effect" and suggestions were offered for future research.
The Common-Item Problem in Measurement: Effects on Cross-Cultural Invariance of Personality Inventory Structure
Authors: Cohen Arie , Farley Frank H.
Published: March 2007

A previous study has reported the similarity of the California Psychological Inventory (CPI) structure in American and Israeli samples. In the present paper, however, it is argued that the invariance of structure of the CPI between these two samples may be partially attributable to a common-item effect—that is, the scoring of some items on more than one scale. This common-item effect may superimpose or magnify a similarity of structure. Data analyses supporting this view are presented. It is concluded that a common-item effect in cross-cultural comparison of structure should be considered, otherwise, a similarity of structure between two cultures may be inferred when such a similarity does not exist.
A Fortran IV Program for Scoring Written Simulations
Authors: Bligh Thomas J. , Noe Michael J.
Published: March 2007

A FORTRAN IV written simulation test scoring program for an IBM 370 computer is described that provides individual scores and basic item analysis data. The program accommodates up to 3500 options with an unlimited number of option scoring weights from a group of examinees numbering less than 10,000.
Multitrait-Multimethod Analysis of Measures of Reflection-Impulsivity
Authors: Smith I. Leon , Singer Steven
Published: March 2007

To examine the construct validity of measures of reflection-impulsivity (R-I), multitrait-multimethod matrix procedures suggested by Campbell and Fiske (1959) were applied to data collected from an educable mentally retarded sample. Specifically, the two R-I dimensions of time and error were assessed by three different methods of measurement at two different age levels. Although the correlations between the dimensions based on two somewhat similar methods were consistent with expectations at the younger age level, the data generally demonstrated minimal and weak construct validity. These results were discussed in terms of the inherent differences between methods and the need to specify the measurement paradigm as well as the nature of the content employed in the instruments.
The Predictive Validity of Each of Ten Measures of Self-Concept Relative to Teachers' Ratings of Achievement in Mathematics and Reading of Vietnamese Children and of those from Five other Ethnic Groups
Authors: Thioanh Nguyen , Michael William B.
Published: March 2007

For subsamples of fourth- and sixth-grade Vietnamese, Caucasian, Negro, Mexican-American, Asian (non-Vietnamese) pupils as well as for a sample of pupils of mixed ethnicity and for a resulting total sample, differences in mean standing on each of 10 self-concept measures and on each of two criterion measures of school achievement were examined for statistical significance. In addition to the determination of intercorrelations among the 10 self-concept measures reflecting in part different perceptual frames of reference, validity coefficients were obtained for each subsample between scores on each of the 10 self-concept scales and teachers' ratings of pupil achievement in mathematics and reading. In general, pupil self-reports about self-concept revealed negligible relationships with teacher ratings of pupil achievement, although teacher observations of pupil self-concepts yielded modest correlations with achievement ratings.
A Validity and Reliability Study of the Slosson Intelligence Test and the Shipley Institute of Living Scale
Authors: Martin John D. , Blair Garland E. , Stokes Elizabeth H. , Lester Edward H.
Published: March 2007

The subjects used in the present study were undergraduate students enrolled in lower division psychology courses. The sample consisted of 40 students (25 females, 15 males). The SIT and the SILS were administered individually to each subject with a 45-day interval between the first test and the retest on both instruments. The correlation coefficients were computed by use of the Pearson product-moment technique. The correlation between SIT IQ scores and SILS raw scores derived from the initial testing was .46. An analysis of the results of the second testing between the same instruments revealed a coefficient of .54. Test-retest reliability coefficients of .83 and .80 were obtained for the SIT and SILS measures. All four coefficients were significant beyond the .01 level.
Multiple Regression with Varying Levels of Correlation among Predictors: Monte Carlo Sampling from Normal and Non-Normal Populations
Authors: Vasu Ellen Storey
Published: March 2007

This study investigated the effects of the violation of the assumption of normality in the conditional distributions of the dependent variable coupled with the condition of multicollinearity upon the outcome of testing the hypothesis H0:β' = 0 in the two-predictor regression equation. A monte carlo approach was utilized in which three different distributions were sampled for two sample sizes over thirty-four population correlation matrices. Based upon the results of this study, the violation of this assumption in the conditional distributions of the criterion has no systematic effect upon the testing of the hypothesis H0:β i' = 0 ( i = 1, 2)(α =.05) in the three variable regression equation.
Tester: a Computer Program to Produce Individualized Multiple Choice Tests
Authors: Hamer Robert , Young Forrest W.
Published: March 2007

This paper describes a computer program, TESTER, which produces individualized objective tests from a pool of items. Available in both PL/I and FORTRAN, TESTER may be executed either interactively or in batch.
Contin, a Fortran IV Program for Nominal Scale Correlation Coefficients
Authors: Vegelius Jan
Published: March 2007

The computer program described contains various coefficients for nominal scales, such as the contingency coefficient, Tschuprow's T2, Cramer's V, and the J-index. It may be used to generate a correlation matrix with Tschuprow's T2, for example, as the correlation coefficient. This matrix may later be utilized in a truncated component analysis such as the one provided by the BMDO8M program.
On Cooper's Nonparametric Test
Authors: Schmeidler James
Published: March 2007

In a recent paper, Cooper presented a nonparametric test for increasing (or decreasing) trend. This test is based upon comparisons of the order of all possible pairs of observations. Cooper assumes that the order of each pair is independent of the order of each other pair. Whenever two pairs have an observation in common, such an assumption is not valid. This changes the distribution of the statistic, which is equivalent to Kendall's tau. It also reduces its usefulness for small samples.
The Evaluation of Change: New Evidence
Authors: Corder-Bolz Charles R.
Published: March 2007

A Monte Carlo study was conducted to evaluate six models commonly used to evaluate change. The results revealed specific problems with each. Analysis of covariance and analysis of variance of residualized gain scores appeared to substantially and consistently overestimate the change effects. Multiple factor analysis of variance models utilizing pretest and post-test scores yield invalidly low F ratios. The analysis of variance of difference scores and the multiple factor analysis of variance using repeated measures were the only models which adequately controlled for pre-treatment differences, however, they appeared to be robust only when the error level was 50% or more. These results indicated that one of the persistent flaws of models traditionally used to evaluate change is that the generated statistics are confounded with the amount of error variance in the data.

With this insight, a modification of the analysis of variance model was developed. A second Monte Carlo study was conducted to further evaluate the traditionally used models and the modified models. The results confirmed the findings of the first study and suggested that the modified model may be an adequate model with which change phenomena can be evaluated.
The Invariance of Anchor Points Obtained by Magnitude Estimation and Pair-Comparison Treatment of Complete Ranks Scaling Procedures: an Empirical Comparison and Implications for Validity of Measurement
Authors: Schriesheim Chester A. , Schriesheim Janet F.
Published: March 2007

This article examined the invariance of results from magnitude estimation and pair-comparison treatment of complete ranks scaling procedures and explored whether roughly interval measurement is achieved by these methods. Magnitude estimation and ranking questionnaires were administered to the same set of 116 college students, and their responses were used to scale sets of 20 and 10 frequency expressions, respectively. A comparison of the results obtained with those from two earlier studies indicated that magnitude estimation scaling produced fairly invariant anchor points which appear to attain at least roughly equal interval measurement, whereas pair-comparison treatment of complete ranks did not. Implications for validity of measurement are briefly discussed.
The Effect of Item Stratification on the Estimation of the Mean and Variance of Universe Scores in Multiple Matrix Sampling
Authors: Myerberg N. James
Published: March 2007

The effect of stratified sampling of items on the estimation of test score distribution parameters by multiple matrix sampling was studied. Item difficulty and/or interitem correlations were the bases of stratification. Various item universes were created by computer simulation and sampled according to several plans. The results indicate that stratification of items does not consistently improve the stability of parameter estimation. The results also show that the variance estimate used in many studies is biased for some item universes when difficulty stratification is used. A variance estimate developed in the current study removes this bias.
Congruent Validity of the Rathus Assertiveness Schedule
Authors: Harris Thomas L. , Brown Nina W.
Published: March 2007

The results in this study indicated that for a sample of 141 college students in a junior level course in education the Rathus Assertiveness Schedule (RAS) was significantly related to the six Class I scales of the California Psychological Inventory (CPI), which collectively have been interpretated as measures of poise, ascendancy, and self-assurance. The combination of scales best predicting scores on the RAS contained five of the six Class I scales of the CPI. This finding provided additional evidence of the validity of the RAS in assessing assertiveness and lent support to its use for identifying potential clients who might benefit from assertive training procedures.
A Computer Program to Calculate Regression Equations on Any of Several Types of Factor Scores
Authors: Morris John D.
Published: March 2007

Several advantages to the use of different kinds of factor scores as independent variables in a multiple regression equation are reported. To aid the researcher in implementing these results, a FORTRAN IV computer program is presented which will calculate a regression equation on any one of five types of "complete" factor scores, or on any one of four types of "incomplete" factor scores without the laborious process of actually calculating the factor scores. All usual multiple regression information as well as a test of independence for the factor score intercorrelation matrix is output. Documentation is provided.
Components of Student-Faculty Evaluation Data
Authors: Read Robert R.
Published: March 2007

The students' perception of overall teaching performance is very strongly aligned with his feeling about the course. Cross-classified data enable the separation of the effects of the teacher, the course, and the individual student groups. All three effects are highly significant and the effect of the course is by far the most prominent. Moreover, the effect of the student group is more important than the effect of the instructor.
The Factorial Validity of the Piers-Harris Children's Self Concept Scale for a Sample of Intermediate-Level EMR Students Enrolled in Elementary School
Authors: Rich Charles E. , Barcikowski Robert S. , Witmer J. Melvin
Published: March 2007

Several factor analytic studies have obtained encouraging but inconclusive evidence for the construct validity of the Piers-Harris Children's Self-Concept Scale. In this study scores on the Piers-Harris scale from a sample of elementary-school-age, educable mentally retarded subjects were factor analyzed. Partial support for the construct validity of the Piers-Harris scale was obtained by replicating Piers-Harris factors bearing on physical appearance and behavior. Some support was also found for Piers-Harris factors reflecting popularity, academic ability, and anxiety. The factor analytic results are compared with those from other studies. Suggestions for future research include more clearly defining emotionally toned factors, broadening the response structure of the Piers-Harris scale, considering maturational effects in attempting to replicate factors across age periods, and searching for a general self-concept factor.
Factor Analysis of the Image Correlation Matrix
Authors: Kaiser Henry F. , Cerny Barbara A.
Published: March 2007

The factor analysis of the image correlation matrix is suggested. Whether to factor the image correlation matrix itself or to proceed via a new model with an alpha (common) factor analysis of it is mentioned, with particular reference to the determinacy problem. The transformation (rotation) problem, in the oblique case, has a new aspect, for which a tentative resolution is proposed. It is pointed out that the distribution of the images is sensibly multivariate normal, making for "better" factor analyses.
Prediction Analysis and the Reliability of a Mastery Test
Authors: Wilcox Rand R.
Published: March 2007

The classical estimate of a binomial probability function is to estimate its mean in the usual manner and to substitute the results in the appropriate expression. Two alternative estimation procedures are described and then examined from several points of view. Emphasis is given to the single administration estimate of the reliability of a mastery test.
On Two Fundamental Single-Subject Behavior Functions
Authors: Shine Lester C.
Published: March 2007

It is shown that there are two fundamental behavior functions associated with single-subject experimental research. One of these behavior functions represents the subject's orderly behavior actually occurring in the experiment of interest. This behavior function is identical to the well known individual behavior function of operant research. The other behavior function represents the subject's average orderly behavior across all possible theoretical replications of the experiment of interest. This behavior function represents, in the context of the experiment of interest, a kind of single-subject behavioral "law" peculiar to the subject under study. General approaches to investigating the two behavior functions are examined. The relationship between the two behavior functions and the importance of studying both of them are discussed.
A Computer Program for the Computation of Interpersonal Compatibility
Authors: Malloy Thomas E.
Published: March 2007

This program calculates the total interpersonal compatibility measure and subcompatibility measures (inclusion, control, affection, reciprocal, originator, and interchange) from the scale scores for two individuals on the Fundamental Interpersonal Relations Orientation—Behavior (FIRO-B). Both the computational procedures developed by Schutz (1966) and the modifications of them presented by Malloy and Copeland (1980) for the assessment of interpersonal compatibility are included in the program.
Ancova—A One Covariate Johnson-Neyman Algorithm
Authors: Karpman Mitchell B.
Published: March 2007

This program calculates the homogeneity of regression test, analysis of covariance test or the Johnson-Neyman technique for a one-way (unequal n) design.
Factorial Validity of the Jungian Type Survey
Authors: Woehlke Paula L. , Piper Roberta B.
Published: March 2007

Analysis of responses of 421 subjects to the Jungian Type Survey indicated strong Introversion/Extraversion and Sensation/Intuition factors and a weak Thinking/Feeling factor. Addition of ten items designed to measure Thinking/Feeling strengthened that factor and yielded a fourth factor, labelled Female/Introversion/Feeling. It is suggested that the JTS be improved by the revision of and addition to items on all scales. While the present study suggest some validity for the JTS, there is need to compare it with instruments measuring similar typologies and with tests of unrelated concepts, to establish discriminant validity. Studies using the JTS on widely varying sub ject populations are also needed.
Investigation of Possible Sex Differences in the Prediction of Job Performance in an Industrial Setting
Authors: Wood Donald A.
Published: March 2007

Male and female packaging plant employees were examined for possible test validity differences by concurrently correlating four employment tests with absenteeism and job performance ratings. Subgrouping by sex produced two significant results for females and none for males. Moderating each group by using three job in volvement factor scores (low vs. high) helped clarify the differences in prediction by producing 12 significant validity coefficients for fe males and only one for males. Nearly all test validities for females occurred for those low rather than high in job involvement—an out come suggesting that females high in work identification are not ap praised by supervisors at a level commensurate to their abilities. Abilities for females least involved with work were much more likely to be associated with both absenteeism rate and supervisory evaluations. This finding would suggest the importance of investi gating test validation strategies separately for each sex when com parable work is involved.
On the Relationship Between the Johnson-Neyman Region of Significance and Statistical Tests of Parallel Within-Group Regressions
Authors: Rogosa David
Published: March 2007

The form of the Johnson-Neyman region of significance is shown to be determined by the statistic for testing the null hypothesis that the population within-group regressions are parallel. Results are obtained for both simultaneous and nonsimultaneous regions of significance.
Psychometric Characteristics of the Test of Syntactic Abilities Screening Test
Authors: Rogers W. Todd , Clarke B.R.
Published: March 2007

The reliability, factorial complexity, and predictive validity of the Test of Syntactic Abilities Screening Test were determined from the responses of 131 mildly impaired (≤ 59 dB HTL), 122 severely impaired (60-89 db HTL), and 129 profoundly deaf (≥ 90 dB HTL) students, eight to 19 years of age and enrolled in school. Factor analyses, Cronbach's composite α, and the lack of differential validity revealed that the test was unifactorial, thereby limiting its use for profile analysis. However, use of the total score to discriminate among students is justified for both severely impaired and profoundly deaf students. The use of the test with mildly impaired students is more equivocal.
A Computer Program for Equating Two Rasch-Calibrated Tests
Authors: Szymczuk Michael
Published: March 2007

The computer program (LINK) described calculates item difficulties for common or paired test items on two Rasch calibrated tests. In addition, it re-calibrates the test item difficulties for all non-paired test items and centers all items onto a common scale.
Replication of a Test-Retest Factorial Validity Study with the Piers-Harris Children's Self Concept Scale
Authors: Platten Marvin R. , Williams Larry R.
Published: March 2007

This study largely replicates the findings of a previous study reported by the authors (Platten and Williams, 1979). If researchers wish to derive succinct meaning from significant test-retest changes in self concept in any of the initial or revised subscales of the Piers-Harris Children's Self Concept Scale, they would do well to factor analyze their own data as well as identify and reflect on the factor or factors that account for a major share of the total score variance. Further research involving the physical dimension as a possible facet of general self-concept is suggested.
Validation of a Classroom Climate Inventory for Use at the Early Elementary Level
Authors: Prawat Richard S. , Solomon David J.
Published: March 2007

A classroom climate measure that can be used at the early elementary school level was validated on a sample of 129 children in five primary classes. This measure consists of five scales assessing aspects of the classroom social climate such as Satisfaction and Cohesiveness. Item analysis was used to identify items, the removal of which would improve internal consistency and discriminant validity of the five scales. Scales modified in this way were then administered to a cross-validation sample of 189 primary children. Data relating to the concurrent validity of scales were also gathered. These validating procedures indicated that the instrument is a potentially quite useful device for assessing pupils' perceptions of the classroom social environment.
The Test of Standard Written English and Resulting Placement Patterns: a Follow-Up of Performance of Older Upper-Division and Master Level Students
Authors: Suddick David E.
Published: March 2007

The Test of Standard Written English (TSWE) was designed for assessing the ability of students to use English. Published research has demonstrated that the TSWE has predictive validity for grades earned in freshman English and that the TSWE can be used for appropriate placement of students in the freshman English curriculum. Results of this validity study with the TSWE suggest that the use of the instrument can be generalized to older students entering at the juniors and master's degree level. The TSWE scores, resulting placement, and subsequent success in an English course, if required, were found to be predictive of academic performance for older, upper-division and masters level students in an environment with a restricted grading system.
Response Agreement: a Fortran Program To Compute an Agreement Matrix for Eventual Pattern Analysis
Authors: Hale Robert L.
Published: March 2007

A program to compute a response agreement matrix is described. Such a matrix may then be used as input into factor analytic programs of the user's choice in order to provide a pattern analysis of test results, symptom checklists, or any other dichotomously scored variables. The program currently prints the agreement matrix and punches cards which may be used as input for the two frequently available package factor analytic programs. Such information should be valuable to persons involved in either basic or applied research.
The Milwaukee Academic Interest Inventory as Related to Holland's Personality Types
Authors: Rosen Gerald A. , Baggaley Andrew R.
Published: March 2007

Scores from the Milwaukee Academic Interest Inventory were shown to effect a significant pattern of discrimination of examinees among Holland's six personality types, as specified by his Vocational Preference Inventory. Other evidence was provided that demonstrated the close relationships among personality, academic interests, and vocational choice as well as the construct validity of the two instruments.
Comparative Validities of Standardized Academic Self-Concept Scales and Achievement Test Measures and of Teacher Ratings of Citizenship and Effort in Forecasting Performance of Junior High School Students
Authors: Darakjian Gregory P. , Michael William B.
Published: March 2007

For a sample of 240 junior high school (eighth-grade) students (128 boys and 112 girls) from a suburban middle-class community in Orange County, California, criterion-related validities of each of the five scales of the academic self-concept measure Dimensions of Self-Concept (DOSC), of each of six achievement subtests from the SRA Assessment Survey, and of two teacher ratings pertaining to student citizenship and student effort were found relative to (a) three criterion measures representing grade point average (GPA) earned during three semesters in all subjects, in English, and in Mathematics and (b) scores received on four district-prepared proficiency examinations in Mathematics, Reading, English, and Social Science. In addition to zero-order correlations between each predictor variable and each criterion measure, multiple regression analyses were completed between each of the three GPA indices and sets of predictors associated with the five DOSC scales, six SRA Assessment Survey subtests, and the two teacher ratings. In conjunction with the fact that nearly all validity coefficients were statistically significant, differential patterns of association did occur as evidenced by the following conclusions: (1) measures of a multidimensional academic self-concept construct appear to be more closely related to GPA indicators of academic success than to scores afforded by district-developed proficiency examinations; (2) standardized achievement tests in comparison with academic self-concept scales are more predictive of school performance whether evaluated by teacher grades or objective proficiency examinations designed to portray school district objectives; and (3) teacher ratings of student effort are more predictive of grades that teachers assign than are scores either on standardized achievement tests or on self-concept scales, but are generally less predictive of performance on proficiency tests in basic skills than are the standardized achievement tests of comparable abilities.
The Radex Structure of Intelligence: A Replication
Authors: Adler Nurit , Guttman Ruth
Published: March 2007

A replication is presented of Louis Guttman's radex structure of intelligence tests. Thirteen ability tests were administered to 200 pupils. The tests were defined within the framework of a mapping sentence containing four content facets: rule type (inference, application, practice), the modalities of the testee's expression (verbal, numerical, figural) and language of communication (paper-and-pencil, manual), dimensionality of object portrayed (two, three). Intercorrelations among test scores were analyzed by means of Smallest Space Analysis, SSA-1. The structure of the two-dimensional space conformed to the hypothesized facets as predicted by the mapping sentence.
Relaxing the Assumptions Underlying Corrections for Restriction of Range
Authors: Gross Alan L.
Published: March 2007

It is generally believed that the correction for restriction of range will yield exact correlational values only when the regression of z on x is both linear and homoscedastic. However it is shown that the correction formula can hold even for non-linear heteroscedastic relationships. A simple sufficient condition for the validity of the formula is described. Further, simple conditions for predicting when the formula will overestimate and underestimate are also described. The results are demonstrated in terms of a numerical example.
Validity of the Arizona Heart Institute Cardiovascular Risk Factor Questionnaire
Authors: Krus David J. , Diethrich Edward B.
Published: March 2007

An 11-item questionnaire to ascertain the incidence and significance of major risk factors for atherosclerotic cardiovascular diseases was used to survey a nationwide television audience. Of 250,000 responses, 131,603 were complete and suitable for inclusion in the validity study of the questionnaire. Results of factor analysis and stepwise multiple regression analysis indicate that the questionnaire is a valid instrument for predicting the risk of developing atherosclerotic heart disease.
Achievement and Affiliation Motivation and their Correlates
Authors: Sid Albert Kae Won , Lindgren Henry Clay
Published: March 2007

The NachNaff scale is a 30-item questionnaire that requires examinees to choose between self-descriptions consistent with either need for achievement (n Ach) or need for affiliation (n Aff). This scale, which is scored in the n Ach direction, was administered to a sample of 108 female and 56 male undergraduates. Women's n Ach scores were found to be correlated with scores on Srong Vocational Interest Blank scales and on the California Psychological Inventory scales in ways that were generally consistent with n Ach theory. Statistically significant correlations for men were fewer and were less in magnitude than were those for women. The NachNaff scores were positively correlated with GPA for both sexes.
The Reliability of a Criterion-Referenced Composite with the Parts of the Composite having Different Cutting Scores
Authors: Raju Nambury S.
Published: March 2007

Rajaratnam, Cronbach and Gleser's generalizability formula for stratified-parallel tests and Raju's coefficient beta are generalized to estimate the reliability of a composite of criterion-referenced tests, where the parts of the composite have different cutting scores. The new formulas are especially useful, for example, in estimating the reliability of a criterion-referenced test with several objectives, where each objective has a different cutting score. Livingston's and Brennan and Kane's formulas for criterion referenced tests are shown to be special cases of the new formulas.
On Test Homogeneity and Maximum KR-20
Authors: Raju Nambury S.
Published: March 2007

In this article, a necessary and sufficient condition for a perfectly homogeneous test in the sense of Loevinger is stated and proved. Using this result, a formula for computing the maximum possible KR-20 when the test variance is assumed fixed is presented. A new index of test homogeneity is also presented and discussed.