bluuebunny/crossref_metadata_2025 huggingface dataset:
A Design of Model Predictive Control and Nonlinear Disturbance Observer-based Backstepping Sliding Mode Control for Terrain Following
Authors: Lee Dongwoo , Hong Kyungwoo , Lim Chulsoo , Bang Hyochoong , Lim Dongju , Park Daesung , Song Kihoon
Published: August 2024

In this study, we propose the terrain following algorithm using model predictive control and nonlinear disturbance observer-based backstepping sliding mode controller for an aircraft system. Terrain following is important for military missions because it helps the aircraft avoid detection by the enemy radar. The model predictive control is used to replace the generating trajectory and guidance with the flight path angle constraint. In addition, the aircraft is affected to the parameter uncertainty and unknown disturbance such as wind near the mountainous terrain. Therefore, we suggest the nonlinear disturbance-based backstepping sliding mode control method for the aircraft that has highly nonlinearity to enhance flight path angle tracking performance. Through the numerical simulation, the proposed method showed the better tracking performance than the traditional backstepping method. Furthermore, the proposed method presented the terrain following maneuver maintaining the desired altitude.
Rapid, Simultaneous Detection of Various Biological Toxin Genes Using Multiplex Reverse Transcription Loop-Mediated Isothermal Amplification(RT-LAMP)
Authors: Lee Seungho , Chung Chanho , Gu Sehun , Kim Jungeun , Yun Hyeongseok , Lee Daesang , Hur Gyeunghaeng , Song Donghyun
Published: August 2024

Rapid, early, accurate detection and identification of the various pathogenic agents associated with the development of biological weapons is critical in preventing loss of life and limiting the impact of these organisms when used against civilian or military targets. The aim of this study was to produce a system for the simple, rapid, accurate and simultaneous detection and identification of Ricin, Botulinum toxin B and Staphylococcal enterotoxin B as a proof of principle for developing field appropriate reverse transcription loop-mediated isothermal amplification systems for the accurate identification of potential biological threats. These systems were designed to facilitate the identification of potential threats even in remote or resource-limited locations.
Microscale modeling of fluid flow‐geomechanics‐seismicity: Relationship between permeability and seismic source response in deformed rock joints
Authors: Raziperchikolaee S. , Alvarado V. , Yin S.
Published: August 2014

Studying rock joint deformation including both slippage and opening mechanisms provides an opportunity to investigate the connection between the permeability and seismic source mechanisms. A microscale fluid flow‐geomechanics‐seismicity model was built to evaluate the transport response and failure mechanism of microcracks developed along a joint in Berea sandstone samples during deformation. The modeling method considers comprehensive grain‐cement interactions. Fluid flow behavior is obtained through a realistic network model of the pore space in the compacted assembly. The geometric description of the complex pore structure is characterized to predict permeability of the rock sample as a function of rock deformation by using a dynamic pore network model. As a result of microcracks development, forces and displacements in grains involved in bond breakage are measured to determine seismic moment tensor. Shear and nonshear displacements are applied to the joint samples to investigate their effects on permeability evolution and failure mechanism of microcracks during joint deformation. In addition, the effect of joint roughness is analyzed by performing numerical compression tests. We also investigate how confining pressure affects volumetric deformation leading to opening or closure of developed microcracks and permeability changes of samples with joints.
Alkaline extraction of xylan from wood using microwave and conventional heating
Authors: Panthapulakkal Suhara , Kirk Donald , Sain Mohini
Published: August 2014

This study aims to investigate the effect of microwave heating versus conventional heating for the alkaline hydrolysis of xylan from birch wood to understand the effect of the heating process on the dissolution of wood, the yield of xylan, and the degree of polymerization of the isolated xylan. The results indicate that the rate of wood dissolution is significantly higher (0.020/s) during microwave extraction than the conventional extraction (0.001/s). Wood solubilization, after an initial rapid removal of damaged fibers, is linear with time for both conventional and microwave extraction, with microwave showing a rate 20 times faster. The yield of xylan reaches a limit of about 60% for both processes but then declines slowly as thermal degradation become significant. Microwave heating provides 60% yield in 1/10th the time of the conventional process. This is found to be associated with the rapid temperature rise, and also with local “hot spots” generated during microwave treatment. The results indicated that xylan degradation was significant above 95°C. The nature of the isolated xylan was different for the two heating methods: the xylan isolated using microwave extraction for 20 min exhibits higher molecular weight (i.e., a greater degree of polymerization, about 150) than the xylan isolated using conventional extraction for the same duration (degree of polymerization, about 124) demonstrating the effectiveness of microwave heating for extraction of xylan from wood. © 2014 Wiley Periodicals, Inc. J. Appl. Polym. Sci. 2015, 132, 41330.
Horizontal transfer of short and degraded DNA has evolutionary implications for microbes and eukaryotic sexual reproduction
Authors: Overballe‐Petersen Søren , Willerslev Eske
Published: August 2014

Horizontal gene transfer in the form of long DNA fragments has changed our view of bacterial evolution. Recently, we discovered that such processes may also occur with the massive amounts of short and damaged DNA in the environment, and even with truly ancient DNA. Although it presently remains unclear how often it takes place in nature, horizontal gene transfer of short and damaged DNA opens up the possibility for genetic exchange across distinct species in both time and space. In this essay, we speculate on the potential evolutionary consequences of this phenomenon. We argue that it may challenge basic assumptions in evolutionary theory; that it may have distant origins in life's history; and that horizontal gene transfer should be viewed as an evolutionary strategy not only preceding but causally underpinning the evolution of sexual reproduction.
Molecular subtyping of bladder cancer using Kohonen self‐organizing maps
Authors: Borkowska Edyta M. , Kruk Andrzej , Jedrzejczyk Adam , Rozniecki Marek , Jablonowski Zbigniew , Traczyk Magdalena , Constantinou Maria , Banaszkiewicz Monika , Pietrusinski Michal , Sosnowski Marek , Hamdy Freddie C. , Peter Stefan , Catto James W.F. , Kaluzewski Bogdan
Published: August 2014

Kohonen self‐organizing maps (SOMs) are unsupervised Artificial Neural Networks (ANNs) that are good for low‐density data visualization. They easily deal with complex and nonlinear relationships between variables. We evaluated molecular events that characterize high‐ and low‐grade BC pathways in the tumors from 104 patients. We compared the ability of statistical clustering with a SOM to stratify tumors according to the risk of progression to more advanced disease. In univariable analysis, tumor stage (log rank P = 0.006) and grade (P < 0.001), HPV DNA (P < 0.004), Chromosome 9 loss (P = 0.04) and the A148T polymorphism (rs 3731249) in CDKN2A (P = 0.02) were associated with progression. Multivariable analysis of these parameters identified that tumor grade (Cox regression, P = 0.001, OR.2.9 (95% CI 1.6–5.2)) and the presence of HPV DNA (P = 0.017, OR 3.8 (95% CI 1.3–11.4)) were the only independent predictors of progression. Unsupervised hierarchical clustering grouped the tumors into discreet branches but did not stratify according to progression free survival (log rank P = 0.39). These genetic variables were presented to SOM input neurons. SOMs are suitable for complex data integration, allow easy visualization of outcomes, and may stratify BC progression more robustly than hierarchical clustering.
Combining Cobalt‐Assisted Alkyne Cyclotrimerization and Ring Formation through C–H Bond Activation: A “One‐Pot” Approach to Complex Multimetallic Structures
Authors: Filipczyk Grzegorz , Hildebrandt Alexander , Pfaff Ulrike , Korb Marcus , Rüffer Tobias , Lang Heinrich
Published: August 2014

Multiferrocenyl‐substituted benzenes could be obtained in a “one‐pot” reaction of 1,4‐diferrocenylbutadiyne with substoichiometric amounts of [CoCp(CO)2] (Cp = cyclopentadienyl) by combining cobalt‐assisted formal [2+2+2] cycloaddition with C–H bond activation at a single catalyst. A mechanism for the reaction is discussed. The newly synthesized hexaferrocenyl species belongs to the rather scarcely examined family of multimetallic aromatic compounds. It is one of the few examples in which the ferrocenyl units are either single bonded or 1,2‐substituted to give rise to planar chirality at three of the ferrocenyl units. Electrochemical studies showed that up to six consecutive ferrocenyl‐based redox events are observed. Within in situ spectro‐electrochemical measurements of both compounds it is shown that two intervalence charge‐transfer pathways are possible. At different excitation energies either a charge transfer through the peripheric ethylene bridging unit or through the central benzene unit occurs.
Isomerization of Ninhydrin–Heterocyclic Ketene Aminal Adducts: Kinetic versus Thermodynamic Control, Solvent Dependency and Mechanism
Authors: Chen Nanyang , Zou Minming , Tian Xue , Zhu Fengjuan , Jiang Danping , Cheng Jiagao , Shao Xusheng , Li Zhong
Published: August 2014

Ninhydrin and heterocyclic ketene aminals (HKAs) are versatile building blocks in organic chemistry. Reactions of ninhydrin with HKAs initially produced the kinetic products indeno[1,2‐b]pyrrol‐4(1H)‐one derivatives, which could further isomerize to thermodynamic counterparts indeno[2,1‐b]pyrrol‐8(1H)‐ones. The isomerization showed a strong solvent dependency and occurred through a decomposition–reconstruction pathway. This is the first example of isomerization of ninhydrin‐constructed products. The conversion between kinetic and thermodynamic control may be applicable to similar reactions involving ninhydrin or HKAs.
Toward the Total Synthesis of Klaivanolide: Complete Reinterpretation of Its Originally Assigned Structure
Authors: Ferrié Laurent , Ferhi Sabrina , Bernadat Guillaume , Figadère Bruno
Published: August 2014

Klaivanolide is an antiparasitic natural product isolated from Uvaria klaineana, whose structure was originally assigned as a seven‐membered lactone ring. Attempts towards the total synthesis of klaivanolide led us to revise its original structural assignment based on both experimental evidence and spectroscopic data. The isolated compound was revealed to be a known molecule, acetylmelodorinol, originally isolated from Melodorum fruticosum. Vibrational circular dichroism simulation of the reassigned structure was also performed to reinvestigate our previous studies on the determination of the absolute configuration of klaivanolide.
Turning Around the L‐Phe‐D‐Oxd Moiety for a Versatile Low‐Molecular‐Weight Gelator
Authors: Milli Lorenzo , Castellucci Nicola , Tomasini Claudia
Published: August 2014

We have prepared a small library of 13 peptidomimetics containing the L‐Phe‐D‐Oxd unit (or the isosteric L‐Phe‐D‐pGlu unit), which is a privileged scaffold for the preparation of supramolecular materials. These compounds were prepared in solution in excellent yields and tested as organogelators and/or hydrogelators at 10 mM concentration with a plethora of solvents and solvent mixtures. Two molecules were very efficient gelators: one is a organogelator and the other is a hydrogelator. As these compounds have quite different skeletons, a rationale to explain the different behaviour of these molecules as gelators takes into consideration their hydrophobicity, expressed as log P. Finally, Fmoc‐L‐Phe‐D‐pGlu‐OH (6b) efficiently gelated phosphate‐buffered saline (PBS 1X) at 1.5 % w/w concentration and is an excellent candidate for the preparation of novel materials for applications in, for example, drug release, biological assays, and tissue engineering.
A Simple Approach to Vicinal Pyrrolylphosphane Aldehydes
Authors: Savateev Aleksandr A. , Shtil Nataliya A. , Chaikovskaya Aleksandra A. , Smaliy Radomyr V. , Vlasenko Yurii G. , Kostyuk Alexandr N.
Published: August 2014

A simple approach to vicinal pyrrolylphosphane aldehydes was developed. The reaction of Alder's dimer 1 with a set of pyrrolylphosphane derivatives—its oxides, sulfides, and selenides—was studied in detail. While Alder's dimer reacted with phosphane oxides and sulfides at the O and S atoms, phosphane selenides 4a–c were found to be suitable for the introduction of the formyl group into the pyrrole ring. The reaction of highly electrophilic Alder's dimer with pyrrolylphosphane selenides proceeded predominantly at the pyrrolyl nuclei, affording the corresponding aldehydes. The phosphoroselenoyl groups of aldehydes 11 were reduced either with Raney Ni or hexamethylphosphorustriamide under mild conditions, affording pyrrolylphosphane aldehydes 12.
Adult newborn neurons are involved in learning acquisition and long‐term memory formation: The distinct demands on temporal neurogenesis of different cognitive tasks
Authors: Suárez‐Pereira Irene , Canals Santiago , Carrión Ángel M
Published: August 2014

There is evidence that adult hippocampal neurogenesis influences hippocampal function, although the role these neurons fulfill in learning and consolidation processes remains unclear. Using a novel fast X‐ray ablation protocol to deplete neurogenic cells, we demonstrate that immature adult hippocampal neurons are required for hippocampal learning and long‐term memory formation. Moreover, we found that long‐term memory formation in the object recognition and passive avoidance tests, two paradigms that involve circuits with distinct emotional components, had different temporal demands on hippocampal neurogenesis. These results reveal new and unexpected aspects of neurogenesis in cognitive processes. © 2014 Wiley Periodicals, Inc.
P450BM3‐Axial Mutations: A Gateway to Non‐Natural Reactivity
Authors: Hyster Todd K. , Arnold Frances H.
Published: August 2014

Enzymes capable of catalyzing non‐natural reactions have the potential to alter the way relevant molecules are prepared on‐scale. Efforts to this end have largely focused on combining non‐natural cofactors with proteins lacking catalytic function to obtain non‐natural reactivity. An alternative approach is to utilize a native cofactor to catalyze non‐natural reactions. Recently, our group demonstrated that heme‐containing cytochrome P450s are able to catalyze the highly selective cyclopropanation of alkenes. Superior activity was observed upon changing the axial cysteine to serine (“P411”). Mutation at the conserved axial ligand has enabled P450s to catalyze other non‐natural reactions such as NH insertion and CH amination.
AN INDIVIDUAL DIFFERENCES MODEL FOR MULTIPLE REGRESSION
Authors: Cleary Theresa Anne
Published: August 2014

A model for multiple regression is developed which allows individual differences to emerge empirically. The model encompasses as special cases several of the previous attempts to improve psychological prediction by deviating from the usual linear multiple regression model. The model is tested with both artificial and real data. The results indicate that the model effectively reduces the variance of the error of prediction, and that the weights obtained are stable over different samples, and, to some extent, over different sets of predictors.
FACULTY PERCEPTIONS OF STUDENTS
Authors: Davis Junius A.
Published: August 2014

A matrix of 80 different trait ratings of college students by teachers, plus high school and college grades and the students' SAT scores, was factored, utilizing the Promax method of Hendrickson and White. This yielded 18 factors From intercorrelations among the factor axes, a principal axes procedure was used for (second‐order) factor extraction, and four factors were defined by rotation to the normal Equamax criterion. These factors were tentatively named (I) Interpersonal Style, (II) Ethical Orientation, (III) Intellectual Involvement, and (IV) Academic Performance Style.
A STUDY OF THE PREDICTIVE VALIDITY OF THE TESTS OF SCIENTIFIC THINKING*
Authors: Ward William C. , Frederiksen Norman
Published: August 2014

The “Tests of Scientific Thinking” (TST) are free‐response job‐sample tests intended to measure aspects of scientific problem solving that require some degree of imaginativeness and ingenuity and that might therefore be used as dependent measures in research on “creativity.” The present study was designed to provide some preliminary evidence as to the validity of measures derived from these instruments. The TST and the GRE tests were compared with regard to their relationships to interests, self‐appraisals, and accomplishments of students during their first year of graduate work in psychology. These criterion variables were obtained from a questionnaire mailed to students near the end of the Spring, 1975, academic semester. Subjects were students who had taken the tests in October of 1973 for a study of the psychometric properties of the experimental tests.

Difficulties in data analysis were created both by the item‐sampling character of the experimental test data, and by a relatively small rate of return of questionnaires from students who were actually attending graduate school in psychology. The estimated correlations for individual variables, therefore, reflect a substantial amount of error and can be regarded only as suggestive. It was possible to show, however, that the correlations do exhibit appreciable nonchance variance with regard to consistency across tests and across related questionnaire variables.

The means, standard deviations, and reliabilities of the TST scores were in general about the same as those obtained in the psychometric study, as were correlations with GRE scores. The GRE tests were found to be more effective than the experimental instruments in predicting quality of the department attended, but the experimental tests were more effective in two other domains: (1) self‐appraisals of knowledge of psychology and skills in psychological activities, and (2) professional accomplishments such as research, publication, teaching, and tutoring. Of the several scores obtained from the new tests, those for number of Unusual responses and for number of Unusual‐High quality responses were the best predictors. The evidence is judged to justify further investigation of the validity of the experimental tests by other methods.
A PREDICTION INTERVAL FOR SCORE ON A PARALLEL TEST FORM
Authors: Lord Frederic M.
Published: August 2014

Given any observed number‐right score on a test, a method is described for obtaining a prediction interval for the corresponding number‐right score on a randomly parallel form of the same test. The interval can be written down directly from published tables of the hypergeometric distribution.
KINESTHETIC AFTEREFFECT SCORES ARE RELIABLE
Authors: Mishara Brian L. , Baker A. Harvey
Published: August 2014

The validity of Kinesthetic Aftereffect (KAE) as a measure of personality has been criticized because of KAE's poor test‐retest reliability. However, systematic bias effects render KAE retest sessions invalid and make test‐retest reliability an inappropriate measure of KAE's true reliability. Internal consistency calculations, better estimates of KAE's true reliability, have been flawed in the past. New analyses of internal consistency data from 10 samples using two different KAE procedures are presented. Internal consistency of KAE scores were found to be high (median .89 for five samples with Petrie's procedure and median .59 for five samples with Weintraub's procedure). Both procedures provided adequate reliability. Some increment in reliability can apparently be obtained by extending the number of trials in the Weintraub procedure.
COGNITIVE STYLE AND INTERHEMISPHERIC DIFFERENTIATION IN THE EEG
Authors: Oltman Philip K. , Semple Charmion , Goldstein Leonide
Published: August 2014

The field‐dependence‐independence cognitive style, that component of the psychological differentiation dimension which subsumes spatial ability and certain aspects of personality and social behavior, was found to be associated with variations between individuals in the extent of differentiation of EEG activity between the two hemispheres. Fluctuations over time in integrated EEG amplitudes recorded from the left and right hemispheres were more similar to each other (i.e., less differentiated) in individuals with a field‐dependent cognitive style than in those who were field independent.
A CAUSAL MODEL OF TEACHERS' EXPECTATIONS IN ELEMENTARY CLASSROOMS1
Authors: Lockheed Marlaine E. , Morgan William R.
Published: August 2014

Both federal and local officials now demand desegregation by race and sex, incorporation of handicapped and bilingual children into regular classes, and equity in the provision of educational programs. The result has been a diverse population in individual classrooms. Experimental research has confirmed that teachers' expectations for students' achievement are influenced by characteristics such as the student's race, sex, social class, physical attractiveness or native language, as well as by the student's actual achievement; and that teachers' expectations can influence students' achievement. Using data from a longitudinal study of teachers and students in 93 integrated, second‐ and fifth‐grade classrooms throughout California, we analyzed the determinants of teachers' expectations, the effects of teachers' expectations on students' achievement, and the reciprocal effects of teachers' expectation and students' achievement. We found that teacher and self‐expectations both had strong effects on achievement gains in reading and mathematics, net of the effects of six student characteristics. Feedback effects from student's current achievement to teacher expectations occurred only in the fifth grade. In the second grade, ascribed characteristics were more important for setting both teacher and self‐expectations.
VALIDATION OF THE DESCRIPTIVE TESTS OF MATHEMATICS SKILLS
Authors: Bridgeman Brent , Kline Roberta G.
Published: August 2014

A variety of techniques were used to assess the validity of the Descriptive Tests of Mathematics Skills.(DTMS) for making placement decisions. DTMS tests were administered in 36 institutions that represented a broad spectrum of two‐year and four‐year colleges. A pre‐post design was used in seven institutions, with a pretest only in the other colleges.

Results indicated that the DTMS tests were:

(1) sensitive to gains from instruction in a single semester;

(2) highly correlated with course grades obtained concurrently;

(3) predictive of end of course grades when the DTMS tests were administered at the beginning of the course;

(4) a better predictor of course grades than SAT‐Mathematical scores for remedial courses;

(5) related to course difficulty as perceived by students;

(6) capable of demonstrating a trait‐treatment interaction in a precalculus‐calculus sequence; and

(7) related to the content of mathematics courses as judged by mathematics faculty members.
AN EMPIRICAL COMPARISON OF JUDGMENTAL APPROACHES TO STANDARD SETTING PROCEDURES
Authors: Rock D. A. , Davis E. L. , Werts C.
Published: August 2014

An experiment was designed that varied cutting score procedures, instructions, and types of judges in order to address the following questions: (1) Will the cutting score levels produced by groups of judges from differing backgrounds using the same method and instructions be different? (2) Will the agreement between item rating profiles vary across these different groups of judges? (3) Does either agreement across items and/or levels vary systematically by instruction or method?

It was found that three out of four groups of judges arrived at significantly higher cutting score levels using the Angoff method than when using the Nedelsky procedure. The Angoff procedure was more effective in setting standards that distinguished the minimally qualified practitioner from the individual with average qualifications. Although the Angoff method demonstrated somewhat higher interjudge agreement with respect to the patterns of item responses the average correlation between item profiles was generally low for both procedures.
DIFFERENCES IN ITEM PERFORMANCE ACROSS GROUPS
Authors: Sinnott Loraine T.
Published: August 2014

An analysis of the Graduate Management Admission Test was undertaken to isolate factors that make some items unexpectedly easy or difficult for minority candidates relative to the majority candidate, a young male Caucasian of U. S. citizenship. Minority groups were selected within the following dimensions: sex, ethnic background or race, age, and language fluency. Fourteen pairwise group comparisons were completed and all sections of a current test form analyzed. The group comparisons were of item difficulty. An iterative technique was adopted to determine a line of best fit for plots of difficulty for one group against difficulty for another. Empirical criteria were established for identifying outlying items as unexpectedly easy or difficult. In addition to describing the study and its results, the research report includes a discussion of how the methodology may be extended to the simultaneous comparison of any number of groups and an analysis of the sampling error in calculations of item difficulty.
INTERPERSONAL COMPETENCE INSTRUMENT: DEVELOPMENT AND PRELIMINARY FINDINGS
Authors: Stricker Lawrence J.
Published: August 2014

A prototype measure of interpersonal competence–effectiveness in dealing with other people–was developed, the Interpersonal Competence Instrument (ICI). The ICI is based on the videotape presentation of scenes of subordinates talking to a supervisor in a business setting. The examinee takes the role of the supervisor, and his or her tape‐recorded replies are assessed for effectiveness and originality, and his or her written judgments are evaluated for accuracy. The ICI was administered in a pilot study with a battery of background measures and other instruments, including tests of accuracy in social perception and verbal ability. The three scores for the ICI were reliable, both in terms of interrater agreement and internal consistency; the effectiveness and originality scores for replies were only moderately correlated with the accuracy scores for judgments, but the two replies scores were highly intercorrelated, perhaps too much so to justify using both; and the correlations of the scores with the other variables generally supported the ICI's construct validity, but raised the possibility of confounding with general ability.
THE RELATIONSHIP BETWEEN SCORES ON THE GRADUATE MANAGEMENT ADMISSION TEST AND THE TEST OF ENGLISH AS A FOREIGN LANGUAGE
Authors: Powers Donald E.
Published: August 2014

In addition to scores on the Graduate Management Admission Test (GMAT), which are required of applicants to a substantial number of graduate management schools, foreign candidates may also be required to submit scores on the Test of English as a Foreign Language (TOEFL) as an Indication of English language proficiency.

The present study provides an analysis of the relationships among TOEFL and GMAT total scores and subscores for a large sample of foreign GMAT candidates. The results suggest that the apparent “discrepancies” between TOEFL scores and GMAT verbal scores are, because of differences in score scales, norming populations, intended purposes, and levels of difficulty, to be expected. The relationships (and “discrepancies”) between TOEFL and GMAT scores are relatively similar for candidates from several countries.
ASSESSING CLINICAL SKILLS IN LEGAL EDUCATION: SIMULATION EXERCISES IN CLIENT INTERVIEWING
Authors: Alderman Donald L. , Evans Franklin R. , Wilder Gita
Published: August 2014

Four different groups of respondents completed a set of simulation exercises intended to reflect lawyering skills involved in client interviews. The written simulation exercises began with a brief description of a practical situation and required a series of interdependent steps be taken toward resolution of a specific problem in client interviewing. The four response groups were: undergraduate prelaw students; law students without any direct client experience; law students completing programs of clinical legal education; and law professors and attorneys. Scores on the simulation exercises showed successive, significant increases across response groups which were independent of academic preparation and ability. These results suggest both the appropriateness of simulation exercises as measures of clinical skills in legal education and the effectiveness of clinical programs in promoting the development of such skills within law schools.
SCHOOL, OCCUPATION, CULTURE, AND FAMILY: THE IMPACT OF PARENTAL SCHOOLING ON THE PARENT‐CHILD RELATIONSHIP
Authors: Laosa Luis M.
Published: August 2014

In contrast to the amount of attention and research devoted to the impact of schooling onindividuals, relatively little research has been directed to answering questions about the effects of schooling onfamily interaction.Based on the available evidence, the author proffers a two‐fold general hypothesis: (a) Among the enduring effects of schooling on the individual are certain behavioral dispositions that determine how he or she will behave as a parent, e.g., how the person will interact with his or her children. (b) In turn, parental behavior will have important consequences for the child's development of specific cognitive skills, learning strategies, and personality characteristics. The primary focus in the article is a conceptual and empirical examination of the impact of schooling on the parent‐child relationship. In the course of a series of studies, attempts are made to determine whether parental schooling, parental occupational status, and maternal employment each have a distinct pattern of influences on educationally related aspects of the parent‐child relationship. The inquiry is conducted in the context of issues regarding ethnic diversity, individual variability within ethnic groups, and educational and occupational equity, giving particular attention to Chicano families. The findings regarding linkages between parental schooling and the parent‐child relationship suggest plausible explanations of the frequent scholastic failure observed among the members of certain ethnic minorities in the United States. Therefore, as a secondary focus, a broad theoretical model is presented that causally links parental schooling, family interaction processes, and children's scholastic performance.
SECTION PRE‐EQUATING THE GRADUATE RECORD EXAMINATIONS
Authors: Holland Paul W. , Thayer Dorothy T.
Published: August 2014

Data from the June 1980 administration of the GRE were used (a) to pre‐equate complete, operational quality V, Q, and A sections of the GRE using one‐variable‐section, linear, section pre‐equating (SPE), and (b) to check the adequacy of the results by comparing them to equatings derived by the random‐halves method. The results are mixed. The V scores were satisfactorily equated using SPE. The Q scores were satisfactorily equated for one set, but the results for a second set were unsatisfactory. As expected, the strong practice affects for the A sections caused poor SPE results for the A sections.
SAT SCORES AND ACADEMIC PERFORMANCE IN HIGH SCHOOL
Authors: Stricker Lawrence J.
Published: August 2014

The aim of this study was to appraise whether different forms of the SAT used since the mid 1970s varied in their correlations with academic performance criteria in the same cohort of examinees. A 1975 form and a 1985 form were administered to equivalent samples of high school juniors, and self‐reported grade‐point average and high school rank were obtained. The SAT Verbal and Mathematical scores generally had similar correlations with the grade criteria in the two samples, but the Verbal score had a significantly higher correlation with school rank in the 1985 sample. The principal conclusion is that the 1975 form of the SAT does not have greater validity than the 1985 form in assessing academic performance, at least at the high school level. This outcome offers no support for the hypothesis that the decline in the SAT's ability to predict college grades since the mid 1970s, observed in recent research, is attributable to changes in the test.
PUERTO RICO AND U.S. MAINLAND SCHOOLS: EFFECTS OF MIGRATION AND LINGUISTIC SEGREGATION ON CHILDREN'S ENGLISH‐LANGUAGE DEVELOPMENT
Authors: Laosa Luis M.
Published: August 2014

Using a longitudinal research design with multiple migration waves and grade cohorts, this study examined the effects of migration and of school segregation by native language on the English‐language development of Spanish‐speaking students. Participants were 231 normal children who arrived from Puerto Rico in 67 U.S. mainland (New Jersey) elementary schools. Each child's English‐language proficiency was tested initially at arrival from Puerto Rico, using the Language Assessment Battery (listening, reading, writing, and speaking tests), and twice again in the course of two academic years, even during returns to Puerto Rico. The student body of each mainland school that the participants attended during their longitudinal span was measured for linguistic composition and, for statistical control, economic poverty level. As hypothesized, participants' English proficiency developed more slowly in schools in which student bodies had relatively high percentages of native speakers of Spanish, faster in schools in which student bodies had relatively high percentages of monolingual native speakers of English (p < .03). Although participants' English‐proficiency raw scores generally increased substantially between successive longitudinal occasions, the grade‐level percentile ranks (derived from U.S. norms for native speakers of English) for these scores increased very little—a probably frustrating contrast between absolute and relative achievement. Participants who returned to schools in Puerto Rico continued to develop their English‐language proficiency, although considerably more slowly than during their stay in stateside schools.
MEASURING EDUCATIONAL DISADVANTAGE OF SAT® CANDIDATES
Authors: Stricker Lawrence J. , Rock Donald A. , Pollack Judith M. , Wenglinsky Harold H.
Published: August 2014

This study explored individual differences in educational disadvantage—deficits in formal and informal education in the school, home, and elsewhere—in the SAT® test‐taking population. Data on variables that reflect educational disadvantage were obtained from SAT I: Reasoning Test takers via a mail survey and from archival records for their schools and neighborhoods. Factor analysis identified six educational disadvantage factors—four concerning the students' schools and two the students' nativity and parenting—and one family socioeconomic status factor. The educational disadvantage factors were moderately related to the family socioeconomic status factor, race/ethnicity, high school grades, and SAT scores. The individual–differences perspective on disadvantage appears to be a viable one, and educational disadvantage seems to be a meaningful and useful construct.
THE IMPACT OF FLAGGING ON THE ADMISSION PROCESS: POLICIES, PRACTICES, AND IMPLICATIONS
Authors: Mandinach Ellen B. , Cahalan Cara , Camara Wayne J.
Published: August 2014

The study represents a first step in trying to gain a better appreciation for the complexity of the issues surrounding flagging test scores taken with nonstandard conditions and how the admission process can better serve students with disabilities. Surveys were sent to admission officers, guidance counselors, and disability service providers at colleges and universities to examine their institutional policies and practices. In addition, interviews and focus groups also were conducted. It is clear from the results of this study that perceptions about the use of the flag for nonstandard test administrations differ based on the role the respondent plays in the admission process. Although differences exist with regard to the use of the flag, all three groups perceived an equity problem concerning how students with disabilities are identified, what documentation is required, and what services are provided to these students. Respondents felt that some subgroups of students are not being served adequately by the current system. In addition, the three groups shared a concern that some nondisabled students are manipulating the system to receive diagnoses and accommodations, such as extended time, so as to gain a perceived advantage on the standardized tests.
TEST TAKERS' ATTITUDES AND BELIEFS ABOUT THE GRADUATE MANAGEMENT ADMISSION TEST®
Authors: Stricker Lawrence J. , Wilder Gita Z. , Bridgeman Brent
Published: August 2014

The aim of this study was to assess test takers' attitudes and beliefs about the Graduate Management Admission Test® (GMAT®) and the relationships of these attitudes and beliefs to their test performance. A set of attitude and belief items was administered by computer to GMAT test takers after they finished the test. On average, test takers reported moderately negative attitudes about whether the test was valid and moderately positive attitudes about whether the test was unbiased. Few test takers reported that they believed their test performance reflected innate ability. The results were similar for men and women and for different ethnic groups, although White test takers' attitudes about whether the test was unbiased were more positive, and more White and fewer Black test takers reported that they believed the test reflected innate ability. Test takers' reported attitudes and beliefs were slightly related to their test performance. These relationships were similar for men and women, but varied for some ethnic groups.
PREDICTIVE VALIDITY OF SAT® I: REASONING TEST FOR TEST‐TAKERS WITH LEARNING DISABILITIES AND EXTENDED TIME ACCOMMODATIONS
Authors: Cahalan Cara , Mandinach Ellen B. , Camara Wayne J.
Published: August 2014

The predictive validity of the SAT® I: Reasoning Test was examined for students who took the test with an extended time accommodation for a learning disability. The sample included college students with learning disabilities who took the SAT I between 1995 and 1998 with extended time accommodations. First year grade point average (FGPA) was used as a measure of student performance. Although positive, the adjusted correlation between FGPA and SAT scores was lower for test‐takers with a learning disability than has been shown in prior research on test‐takers without disabilities. In addition, the SAT scores obtained with an extended time accommodation appear to overpredict FGPA for male test‐takers with a learning disability and accurately predict FGPA for female test‐takers with a learning disability. When the same students were examined using both SAT I test scores and self‐reported high school grade point average (HSGPA) to predict FGPA, the scores and grades of male test‐takers did not under‐ or overpredict while the scores of female test‐takers underpredicted FGPA. Due to the relatively small sample size, additional research is required to examine group differences (e.g., type of learning disability, severity of disability) and the impact of differential support received from college disability service offices during the first year of college.
AN ANALYSIS OF SIMILARITIES IN ITEM FUNCTIONING WITHIN ANTONYM AND ANALOGY VARIANT FAMILIES
Authors: Scrams David J. , Mislevy Robert J. , Sheehan Kathleen M.
Published: August 2014

This study examined the potential advantages of using item variants — sets of related test items based on a common template or schema — to offset the increased item‐production demands associated with continuous computer‐based testing in high‐stakes assessments. Empirical results showed that the calibrated difficulty parameters of analogy and antonym item variants that had been used in operational administrations of the Graduate Record Examinations (GRE®) General Test were very similar. Results of a simulation study that considered precision losses within a linear testing framework projected precision losses of less than 10% for estimating examinee abilities from responses to variants when using expected response functions based just on variant‐family information, compared to using true item response theory parameters for individual items.
DO STANDARDIZED MULTIPLE‐CHOICE TESTS PENALIZE DEEP‐THINKING OR CREATIVE STUDENTS?
Authors: Powers Donald E. , Kaufman James C.
Published: August 2014

The objective of the study reported here was to explore the relationship of Graduate Record Examinations® (GRE®) General Test scores to selected personality traits—conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses revealed statistically significant, but slight (positive) correlations of GRE verbal, quantitative, and analytical scores with both creativity and quickness. (Quickness was defined here by, for instance, the ability to handle a lot of information and the ability to understand things.) The results also revealed significant, but very slight (negative) correlations of GRE scores with conscientiousness.
THE PERFORMANCE OF NATIVE SPEAKERS OF ENGLISH AND ESL SPEAKERS ON THE COMPUTER‐BASED TOEFL AND GRE GENERAL TEST
Authors: Strieker Lawrence J.
Published: August 2014

The purpose of this study was to replicate previous research on the construct validity of the paper‐and‐pencil version of the TOEFL test and extend it to the computer‐based TOEFL. Two samples of GRE test takers were used: native speakers of English specially recruited to take the computer‐based TOEFL, and ESL test takers who had routinely taken the computer‐based TOEFL recently. Native speakers performed well on TOEFL, relative to ESL test takers and to the maximum possible scores on the test, and varied less in their test performance than did ESL test takers; TOEFL scores were highly but not perfectly correlated with the computer‐based General Test scores for both groups of test takers; regressions of the General Test verbal scores on the TOEFL scores for ESL test takers were nonlinear, and the regressions of the other General Test scores were linear; and trends in the variances of the General Test verbal scores associated with TOEFL scores were also nonlinear, and the trends were either unsystematic or negatively linear for the other General Test scores. All of the findings are consistent with previous results with the paper‐and‐pencil TOEFL, support the construct validity of the computer‐based TOEFL, and illuminate its interplay with ability tests for ESL test takers.
COGNITIVE PATTERNS OF GENDER DIFFERENCES ON MATHEMATICS ADMISSIONS TESTS
Authors: Gallagher Ann , Levin Jutta , Cahalan Cara
Published: August 2014

A two‐part study was conducted to determine whether theoretical work examining gender differences in cognitive processing can be applied to quantitative items on the Graduate Record Examination (GRE®) to minimize gender differences in performance. In Part I, the magnitude of gender differences in performance on specific test items was predicted using a coding scheme. In Part II, a new test was created by using the coding scheme developed in Part I to clone items that elicited few gender‐based performance differences. Results indicate that gender differences in performance on some GRE quantitative items may be influenced by cognitive factors such as item context, whether multiple solution paths lead to a correct answer, and whether spatially‐based shortcuts can be used.
CLASSICAL TEST THEORY AS A FIRST‐ORDER ITEM RESPONSE THEORY: APPLICATION TO TRUE‐SCORE PREDICTION FROM A POSSIBLY NONPARALLEL TEST
Authors: Holland Paul W. , Hoskens Machteld
Published: August 2014

We give an account of classical test theory (CTT) in terms of the more fundamental ideas of item response theory (IRT). This approach views CTT as a very general version of IRT, and the commonly used IRT models as detailed elaborations of CTT for special purposes. We then use this approach to CTT to derive some general results regarding the prediction of the true score of a test from an observed score on that test as well from an observed score on a different test. This leads us to a new view of linking tests that were not developed to be linked to each other. In addition we propose true‐score prediction analogues of the Dorans and Holland measures of the population sensitivity of test linking functions. We illustrate the accuracy of the first‐order theory using simulated data from the Rasch model and illustrate the effect of population differences using a set of real data.
ANALYZING STATE POLICIES AND PROGRAMS FOR BEGINNING TEACHER INDUCTION: A COMPREHENSIVE FRAMEWORK
Authors: Wang Aubrey H. , Tregidgo Alyson , Mifsud Venus
Published: August 2014

This study developed a framework for evaluating beginning teacher induction policies and programs. This framework consists of three main categories: 1) Legislation and Funding, 2) State, District, and Union Roles, and 3) Program Components. Comparison of these three categories reveals 1) the differences in priority states currently place on beginning teacher induction, 2) the extent of shared responsibilities between state and school districts on overseeing and evaluating the beginning teacher induction program, and 3) the extent of alignment between the beginning teacher induction program and state standards, between eligibility criteria and compensation for beginning teachers, and between the incentives used to attract qualified mentor teachers and the specified qualifications of these mentor teachers. Application of this framework to the current policy guidelines of sixteen heterogeneous states in terms of state activities in educational initiatives found that funded mandatory policies on beginning teacher induction: a) are less fragmented, b) have a stronger state role, c) are heterogeneous in their program features, d) have a narrower definition of what constitutes a beginning teacher, and e) generally provide stronger incentives for mentor teachers to participate.
JOHN TUKEY'S CONTRIBUTIONS TO MULTIPLE COMPARISONS
Authors: Benjamini Yoav , Braun Henry
Published: August 2014

This paper provides an historical overview of the philosophical, theoretical, and practical contributions made by John Tukey to the field of simultaneous inference.The Problem of Multiple Comparisons, released in 1953, provided not only the first comprehensive account of the field but also set much of the research agenda for the next 35 years. During the last decade of his life, Tukey devoted substantial attention to this area, experimenting with different graphical representations of multiple comparison procedures and exploring the implications of the false discovery rate (FDR) approach to controlling family‐wise error rates. In a number of publications, Tukey continued to grapple with the fundamental issues of the field and to identify critical problems to be addressed.