bluuebunny/crossref_metadata_2025 huggingface dataset:
The Criterion-Related Validity of Two Tests Hypothesized to Represent Left Brain and Right Brain Function for a Group of Elementary School Children
Authors: Dombrower Jule , Favero Jane , King Margaret , Dombrower Edward , Michael William B.
Published: March 2007

For a sample of 89 second, third, and fourth grade pupils without any identifiable learning disabilities, criterion-related validity coefficients of two newly-devised tests hypothesized to be measures of left brain function and right brain function were obtained relative to scores earned on the reading and mathematics portions of a widely used standardized achievement test. The measure intended to portray left hemisphere ability exhibited statistically significant validity coefficients with all criterion variables irrespective of whether the maturity (grade level) of pupils was statistically controlled. On the other hand, the test designed to represent right hemisphere function yielded coefficients consistently lacking in significance when grade level was controlled but demonstrating marginal significance when grade level was not controlled. The scale constructed to reflect left brain psychological processes afforded higher validity coefficients in relation to standardized test scores in reading than in mathematics.
Validity and Reliability of Tests having Differing Numbers of Options for Students of Differing Levels of Ability
Authors: Green Kathy , Sax Gilbert , Michael William B.
Published: March 2007

Achievement test reliability and validity as a function of ability were determined for multiple sections of a large University of Washington French class. Previous empirical and theoretical papers suggested that reliabilities of tests with 3-option items were as high as or higher than those of tests with 2-, 4-,or 5-options. Lord (1977) and Weber (1978), however, argued that decreasing the number of options resulted in a more efficient test for high-level examinees but a less efficient test for low level examinees. Results of this study did not support this argument for test reliability in a classroom situation. An explanation for the discrepancy is presented.
Relationship of the Scores on the Tolerance Scale of the Jackson Personality Inventory to those on Rokeach's Dogmatism Scale
Authors: Martin John D. , Morris Danita Ann
Published: March 2007

The purpose of the present investigation was to ascertain the degree of relationship between the scores on the Tolerance Scale of the Jackson Personality Inventory and those on Rokeach's Dogmatism Scale. The sample was comprised of 39 undergraduate students, of whom 32 were females and 7 were males, from an Adolescent Psychology class at Austin Peay State University, Clarksville, Tennessee.

It was hypothesized that a significant but inverse relationship existed between tolerance and dogmatism. A correlation coefficient of -.575, which was significant beyond the .01 level, was found between the two measures.
Classical and Partial Eta Square in Multifactor ANOVA Designs
Authors: Haase Richard F.
Published: March 2007

The computation of classical ?72 (reflecting SS(Total) in the denominator) as a measure of strength of association in ANOVA designs from published research reports is often impossible because of insufficient information. Cohen's formula for q2 based on the F-test and relevant degrees of freedom yields classical 7)2 only in one way designs. Use of Cohen's formula in more complex multifactor designs yields a measure of partial 7q2. This paper reviews the distinctions between classical and partial q and derives a formula for use in those complex ANOVA designs in which the investigator desires a measure of classical 7)2 and has access only to the F-tests and relevant degrees of freedom.
Validity of the Slosson and Otis-Lennon in Predicting Achievement of Gifted Students
Authors: Grossman Fred M. , Johnson Kathleen M.
Published: March 2007

The efficacy of the Slosson Intelligence Test and the Otis-Lennon Mental Ability Test to predict academic achievement as measured by selected subtests of the Stanford Achievement Test (SAT) was examined. Subjects consisted of children referred, evaluated, and subsequently placed in a program for intellectually gifted students. The results of a multivariate multiple regression analysis indicated that the Slosson and Otis-Lennon significantly predict SAT Vocabulary, Reading Comprehension, and Mathematical Concepts subtests, with the Otis-Lennon in comparison with the Slosson accounting for a significantly higher proportion of the variance with SAT scores. Regression equations are provided for determining expected SAT scores based upon observed Otis-Lennon and Slosson IQs. Implications of the findings with regard to the screening of students for gifted programs are delineated.
The Concurrent Validity of the Mathematics Anxiety Rating Scale for Adolescents (MARS-A) in Relation to the Academic Achievement of Lebanese Students
Authors: Saigh Philip A. , Khouri Amen
Published: March 2007

The Mathematics Anxiety Rating Scale for Adolescents (MARS-A) was translated into Arabic and administered to five classes ( n= 133) of Lebanese junior and senior high school students. The scores of the students were correlated with their semester grades in physics, chemistry, and mathematics, as well as with their overall grade point average (GPA). As the correlations accounted for moderate portions of the shared variance between the MARS-A and the aforementioned achievement measures, it was suggested that the MARS-A should be included in the assessment batteries of Lebanese practitioners.
The Factorial Validity of the Bias in Attitude Survey Scale
Authors: Phifer Sandra J. , Plake Barbara S.
Published: March 2007

The Bias in Attitudes Survey (BIAS) is a recently devised scale which assesses attitudes and beliefs about sex roles. This study was concerned with the factorial validity of the BIAS. The results suggested that the BIAS in relation to other sex-role scales is measuring more complete and complex attitudes toward sex roles. Two factors, which explained 68% of the variance, represented both the traditional view of male/female roles and a more liberal, non-sexist view. The analysis of the male/female subgroups demonstrated a lack of parallelism in the factor structure of the scale for the two sexes.
The Coopersmith Self-Esteem Inventory: A Construct Validation Study
Authors: Johnson Brian W. , Redfield Doris L. , Miller Richard L. , Simpson Robert E.
Published: March 2007

The Coopersmith Self-Esteem Inventory (SEI) was examined using a modified version of the Sabers and Whitney model for construct validation. The SEI, Piers-Harris Children's Self-Concept Scale (CSCS), and Children's Social Desirability Scale (CSDS) were administered to 55 males and 50 females enrolled in six intact fifth-grade classes. Each student also received a teacher rating of self-concept using the Coopersmith Behavioral Academic Assessment Scale (BASE). Regression analyses indicated that the SEI has convergent validity with regard to the CSCS ( p < .01) and BASE ( p < .01), has discriminant validity with regard to the CSDS ( p > .05), is sensitive to differences in achievement level ( p < .01), and is internally consistent (coefficient alpha = .86). Intra-rater stability for the BASE ranged from .85 to .97; average inter-rater agreement was .86.
The Effects of Instructions to Scorers Intended to Reduce Context Effects in Essay Scoring
Authors: Hughes David C. , Keeling Brian , Tuck Bryan F.
Published: March 2007

A number of studies have found that essays are scored higher when preceded by poor quality scripts than when preceded by good quality scripts. The present study investigated the effects of scoring procedures designed to reduce the influence of context. Context effects were found irrespective of the scoring procedure used.
The Concurrent Validity of the Diagnostic Analysis of Reading Errors as a Predictor of the English Achievement of Lebanese Students
Authors: Saigh Philip A. , Khairallah Shereen
Published: March 2007

The Diagnostic Analysis of Reading Errors (DARE) was administered to 40 post secondary school Lebanese students who were enrolled in an intensive English language preparatory course as well as to 79 high school students who were enrolled in a private Lebanese school. The DARE subtest scores for members of the former group were correlated with their scores on the American University of Beirut's English Entrance Examination, and the DARE subtest scores of individuals in the latter group were correlated with their semester grades in English. The results revealed that the concurrent validity coefficients accounted for an inappreciable amount of variance shared between DARE subtests and either one of the two criterion measures.
On Measuring Agreement among Several Judges on the Presence or Absence of a Trait
Authors: Rae Gordon
Published: March 2007

Various indices for measuring agreement among several raters on the presence or absence of a trait can be interpreted as intraclass correlation coefficients. Such a reformulation clarifies the relationships among the measures, simplifies the computations involved, and permits simple significance tests to be carried out. An illustrative example is included.
Combining Probabilities from Discrete Probability Distributions
Authors: Edgington Eugene S. , Haller Otto
Published: March 2007

The combining of probabilities from separate studies has been discussed frequently in regard to probabilities based on continuous probability distributions. Little has been written, however, regarding the combining of probabilities from discrete distributions, such as probability distributions for nonparametric tests. This paper explains how to combine probabilities when some or all of them are from discrete probability distributions.
The College Women's Assertion Sample (CWAS): A Cross-Validation
Authors: Macdonald Marian L. , Tyson Pamela
Published: March 2007

Two studies were conducted to evaluate the cross-validity of the College Women's Assertion Sample (CWAS), a controlled observational measure of behavioral assertion. The face and content validities of the instrument were cross-validated in Study 1. In Study 2, 74 undergraduate women were tested with a complement of measures designed to assess two behavior constructs, assertion and anxiety, by using two assessment methods, direct observation and self-report. The results supported both the convergent and discriminant cross-validities of the CWAS and suggested certain circumstances in which CWAS data might be preferable to data generated from employing the self-report assertion measures included in this study.
Estimators for Two Measures of Association for Set Correlation
Authors: Cohen Jacob , Nee John C. M.
Published: March 2007

Two measures of association between sets of variables X and Y have been proposed for set correlation, RY,X2 as a proportion of generalized variance and TY,X2 as a proportion of additive variance. Because these measures are strongly positively biased, approximate expected values and estimators of these measures are derived and checked by means of a Monte Carlo study. It is noted that sample values are subject to more "shrinkage" than is the multiple R2, and that, therefore, it is desirable to determine routinely the estimators' values. It is recommended that as a rule of thumb, the ratio of sample size to the product of the numbers of variables in the two sets should be at least 20, and preferably 25 or 30.
Concurrent Validity of the WPPSI with Mexican-American Preschool Children
Authors: Valencia Richard R. , Rothwell Judith G.
Published: March 2007

The concurrent validity of the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was investigated in a sample of 39 Mexican-American preschool children from low socioeconomic status background. The measure against which concurrent validity was assessed was the McCarthy Scales of Children's Abilities (MSCA). The correlations of each of the three WPPSI IQ scores with each of the five MSCA Scale scores that were typically in the .60s and .80s indicated some specific support for the concurrent validity of the WPPSI for Mexican-American preschool children. In light of the paucity of psychometric research of the WPPSI with Mexican-American children, further investigations are recommended.
Assessing Behavioral Responses to Stress
Authors: Chandler Louis A. , Shermis Mark D.
Published: March 2007

This paper advocates the use of a stress paradigm in the assessment of children with behavior disorders. The paradigm suggests that one element of an assessment should be the behavioral pattern that the child is likely to adopt in response to stress. The Stress Response Scale, designed to assess such behavioral patterns, is presented and discussed. In order to extend the scale's clinical utility, it was necessary to obtain data on the behavioral patterns that might typically be expected to be found with children in general. Data are presented which describes the most frequently found patterns among a population of school-aged children.
The Relationship of Laterality to Academic Aptitude
Authors: Payne David A. , Evans K. Ann
Published: March 2007

Self-report subscale scores from the Herrmann Brain Dominance Survey and Torrance and Reynolds' Your Style of Learning and Thinking were correlated with the College Board Scholastic Aptitude Test (SAT) Verbal (V), Mathematics (M), and Total (T) scores and with the grade point averages of 40 junior female occupational therapy students. Findings included (a) a strong relationship between the Herrmann right cerebral and total cerebral scores with the SAT V, M, and T scores, (b) modest relationships between the Herrmann limbic scores and the SAT M scores, (c) no meaningful relationships between the Torrance and Reynolds instrument scores and SAT scores, and (d) no consistent relationships between the measures of laterality and grade point average.
The Development and Validation of the Personality Priorities Inventory for Adolescents
Authors: Delaet Theodore J. , Wise Steven L.
Published: March 2007

This study reports the development of the Personality Priorities Inventory for Adolescents (PPIA). The 50-item PPIA was based on Kefir's (1971, 1982) theory of personality priorities. A factor analysis of the PPIA, based on the responses of 935 secondary school students' indicated the presence of four common factors labeled: Pleasing, Significance, Detaching, and Avoiding. Subscales formed on the basis of these factors were found to have satisfactory reliability. The empirically-derived factor structure of the PPIA was consistent with Kefir's theory of personality priorities.
General and Specific Objections to the MMPI
Authors: Gallucci Nicholas T.
Published: March 2007

This study evaluated the degree to which 102 undergraduate participants objected to questions on the Minnesota Multiphasic Personality Inventory (MMPI) which referred to sex, religion, bladder and bowel functions, family relationships, and unusual thinking in comparison to their degree of objection to the length of the MMPI and the repetition of questions. The length of the MMPI and the repetition of questions were rated as significantly more offensive than items referencing the aforementioned content areas. However, there was no evidence that objections to the length of the MMPI and the repetition of questions induced global response styles that could reduce the validity of the MMPI. The potential effects of the length of the MMPI on the decisions of clinicians to obtain short forms of the MMPI were addressed.
A Fortran V IBM Computer Program for the Johnson-Neyman Technique
Authors: Kush Joseph C.
Published: March 2007

This article provides a brief introduction to the Johnson-Neyman statistical technique. The Johnson-Neyman procedure examines group differences while controlling for the influence of a concomitant variable. A FORTRAN V IBM computer program for completing an analysis with one independent and one dependent variable, with two or more groups also is described..
Predicting Employment in Education: The Relative Efficiency of National Teacher Examinations Scores and Student Teacher Ratings
Authors: Browne Beverly A. , Rankin Richard J.
Published: March 2007

Multiple regression techniques were used to analyze the relative contribution of scores on the National Teacher Examinations, area examination for elementary school teachers, and of teacher supervisor ratings in predicting employment in elementary school teaching. Correlations between the independent variables and success in obtaining or not obtaining a job were computed for Ill students from five state and private universities. Although moderate correlations were found between area examination scores and supervisor ratings of student teaching performance, the rating was a more valid predictor of employment (R = .34, R2 = .12, p < .05) than was the examination score.
A Basic Program to Compute Statistical Power for Atypical Values of Alpha
Authors: Haase Richard F.
Published: March 2007

Statistical power analysis is becoming an increasingly routine procedure when planning experiments and assessing the validity of tests of hypotheses following statistical analysis. For those situations where Type I error rate is not set to .10, .05, or .01 the task is impeded by the unavailability of tables for computation. A BASIC computer program is described that computes power for any combination of effect size, degrees of freedom for hypothesis, degrees of freedom for error. and a level. As a consequence of the algorithm an approximation to the critical value of the Bonferroni F-test is also computed.
Validity of an Intuitive Personality Scale: Personal Responsibility as a Predictor of Academic Achievement
Authors: Martel Josée , McKelvie Stuart J. , Standing Lionel
Published: March 2007

Fifty undergraduate students (27 female, 23 male) completed measures of verbal intelligence and locus of control, together with the Responsibility scale of the California Psychological Inventory and a student-written scale of Personal Responsibility. On the basis of correlational and multiple-regression analyses, it was found that Intelligence and Personal Responsibility were jointly the most efficient predictors of a subject's mean course grade, and that the latter was the best single predictor. These results add further support to Jackson's (1971) contention that naive item writers can create personality scales of equivalent or greater validity than more formal empirically-derived scales.
Leadership Substitutes: Their Factorial Validity in Educational Organizations
Authors: Pitner Nancy J.
Published: March 2007

This study examines the internal-consistency reliability, and factorial validity of the Substitutes for Leadership Questionnaire (Kerr, 1977) in an educational setting. This instrument, which was modified slightly to reflect school roles and tasks, measuring 13 contextual factors (characteristics of staff, teaching, and the organization structure) known as leadership substitutes which are hypothesized to have an interaction effect in the relationship between hierarchical leader behaviors and subordinate performance and attitudes. Survey data were collected from teachers in a sample of 47 schools. These data support Kerr's original formulation on leadership substitutes for 11 of the original 13 factors.
Nuclear Locus of Control Scales: Information on Development, Reliability, and Validity
Authors: Rounds James B. , Erdahl Paul
Published: March 2007

Three Nuclear Locus of Control (NLOC) scales based on ideas presented by Levenson (1981) and Lefcourt (1982) are described, and data on their reliability, validity, and factor structure are reported. Three scales were constructed to assess beliefs about whether nuclear war and nuclear policy decisions are, or can be, influenced by oneself (system control), powerful others, or chance. Based on the responses of 475 students, a factor analysis of NLOC items supported a tripartite model of locus of control. The System control scale demonstrated high internal consistency, while modest alpha coefficients were found for the Powerful Others and Chance scales. Evidence for construct validity was provided by the finding of expected relationships between the NLOC scales and measures of anti-nuclear past behaviors and behavioral intentions, suggesting that these scales may be useful in understanding reactions to the threat of nuclear war.
A Generalization of Cohen's Kappa Agreement Measure to Interval Measurement and Multiple Raters
Authors: Berry Kenneth J. , Mielke Paul W.
Published: March 2007

Cohen's kappa statistic is frequently used to measure agreement between two observers employing categorical polytomies. In this paper, Cohen's statistic is shown to be inherently multivariate in nature; it is expanded to analyze ordinal and interval data; and it is extended to more than two observers. A nonasymptotic test of significance is provided for the generalized statistic.
Factor Analyses of Two Measures of Attitudes toward Statistics
Authors: Waters L. K. , Martelli Therasa , Zakrajsek Todd , Popovich Paula M.
Published: March 2007

Principal components analyses were conducted on the combined items of the Statistics Attitude Survey (SAS; Roberts and Bilderback, 1980) and the Attitude Toward Statistics scale (ATS; Wise, 1985) for a sample of 307 students in sections of an introductory statistics course who had taken the scales at the beginning of the course, and for a second sample of 242 students who had taken the scales at the end of the same statistics course. Two oblique factors (factor intercorrelations = -.46 and -.43) representing attitudes toward the field of statistics and attitudes toward the course in statistics were obtained. Coefficients of congruence were .98 for each pair of corresponding factors from the beginning and end of course analyses.
Parental Home Assessment Index: Internal and Inter-Parent Reliability and Construct Validity
Authors: Poresky Robert H.
Published: March 2007

The Parental Home Assessment Index (PHAI) was developed to obtain parents assessments of the educational/developmental quality of their young children's home environments. The PHAI was composed of 23 home observation items, which each parent rated on a five-point scale. Adequate data were obtained from 73 mothers and 54 fathers of children between 3 and 6 years. The Cronbach alpha reliability coefficient was 0.65 (0.74 standardized) for the fathers and 0.56 (0.65 standardized) for the mothers who responded to the parental survey. The PHAI inter-parent reliability correlation between the 54 pairs of mothers and fathers was .41 ( p = .002). The validity of the parental assessment was shown by the correlations between the PHAI scores of mothers and fathers and measures of their children's development. The scale is included.
A Derivation of Levine's Formulae (for Equating Unequally Reliable Tests Using Random Groups) without the Assumption of Parallelism
Authors: MacCann Robert G.
Published: March 2007

Levine's equations for random groups and unequally reliable tests can be used to equate tests X and Y through performance on an anchor test, Z. Levine's derivation assumed that all three tests were parallel in function, with X and Y of different lengths. It is shown that the parallelism requirement is unnecessary, as it is sufficient to assume only that X and Y are congeneric, an assumption that is itself implicit in the definition of linear test equating.
Using Covariance Modeling for Estimating Reliability on Scales with Ordered Polytomous Variables
Authors: Brown R. L.
Published: March 2007

This study explores the use of covariance modeling for estimating reliability on ordered polytomous variable models. Using Browne's (1984) general family of fit functions, the writer employed three different correlation matrices (PEARSON, POLYCHORIC, and TOBIT) to obtain reliability estimates. Based on the results of a Monte Carlo study using different levels of variable asymmetry, reliability estimates obtained from the PEARSON matrix did not perform so well as estimates obtained from the POLYCHORIC or TOBIT matrices across the different asymmetry levels. Little difference was detected between the use of the POLYCHORIC and TOBIT matrices, with both providing small bias in the estimates of reliability.
Psychometric Properties of a Measure of Sense of Competence
Authors: Steel Robert P. , Mento Anthony J. , Davis Carl L. , Wilson Benjamin R.
Published: March 2007

A series of investigations was performed exploring the psychometric properties of Wagner and Morse's (1975) Sense of Competence Questionnaire (SCQ). Data were obtained from a total of 849 individuals constituting five different United States Air Force samples. Construct validation indicated that self-and supervisory ratings of competence converged on a common evaluation. SCQ ratings were significantly correlated with measures of skill and ability, job feedback, and need for achievement. Concurrent validation demonstrated that SCQ ratings significantly predicted supervisory performance appraisals. In addition, the instrument displayed moderate predictive validity over a 14-month interval (r = .26, p < .001).
UGLM: A Pascal Program for Univariate Linear Modeling
Authors: Lutz J. Gary , Cundari Leigh A.
Published: March 2007

A PC-based program is described, the purpose of which is to perform estimation and hypothesis testing for univariate linear models with options for post-hoc analyses including the determination of the most significant parametric function. The program, which is equally useful as a teaching or a research tool is based on the formulations of the univariate/unrestricted general linear model. The user is given complete freedom of expression for models, hypotheses, and parametric functions.
A Construct Validation of Measures of Students' Study Strategy Beliefs and Perceptions of Teacher Goals
Authors: Nolen Susan Bobbitt , Haladyna Thomas M.
Published: March 2007

This study examines the construct validity of Goals and Strategies for Studying Science (GSSS), a questionnaire in two parts: the first part measuring students' beliefs in the value of various study strategies for learning in science, and the second part assessing their perceptions of the teacher's goals for student learning. Evidence supporting the construct validity of these measures was collected in the form of internal consistency reliabilities, confirmatory factor analyses, and LISREL analysis of a theoretical model which includes subscales from the questionnaire.
An Empirical Comparison of Cutoff Score Methods for Content-Related and Criterion-Related Validity Settings
Authors: Woehr David J. , Arthur Winfred , Fehrmann Melinda L.
Published: March 2007

The objective of this paper was to comparatively evaluate different methods for obtaining cutoff scores in content and criterion-related validity settings. Cutoff score methods were compared in reference to the predictor standard error of measurement, number of correct and incorrect classification decisions obtained with each cutoff score procedure, and overall actual criterion performance of individuals passing each cutoff score. Results indicate that while the various methods do result in slightly different cutoff score values, they all fell within the standard error of measurement. In addition, although differences in cutoff values were reflected in differences in the number of correct and incorrect decisions, differences in the actual criterion performance of individuals passing each cutoff score were minimal. The results are discussed in terms of their implications for applied decision making especially in situations where criterion data are unavailable and the use of tests is based on content-related validity evidence.
Measuring Individual Beliefs about Organizational Ethics
Authors: Froelich Kristina S. , Kottke Janet L.
Published: March 2007

This study sought to develop an individual measurement scale for use as a general tool in identifying personal ethical beliefs that could potentially conflict with perceived company interests. A total of 225 employed people ranging from high school graduates to master's degree students responded to a 16-item survey. Two interpretable factor loadings emerged from the factor analysis. The first appeared to be a general "company support" factor and the second a "lie to protect the company" factor. Reliability analysis supported the factor analysis results. This scale represents an employee's beliefs about ethical behavior and could be used in organizational settings to identify potential ethical conflicts.
A Structural Analysis of the State-Trait Anger Expression Inventory
Authors: Fuqua Dale R. , Leonard Elizabeth , Masters Mark A. , Smith Randy J. , Campbell James L. , Fischer Pamela C.
Published: March 2007

The State-Trait Anger Expression Inventory (STAXI) is a relatively new, 44-item instrument designed to measure anger as a situational emotional response (state) and as a predispositional quality (trait). The STAXI also contains three scales designed to assess three different dimensions of the expression of anger: (a) Anger-In, (b) Anger-Out, and (c) Anger-Control. This study was designed to examine the factor structure of the STAXI. A sample of 455 college students were administered the instrument, and a principal axis factor analysis with varimax rotation was performed for the 44 items. Additionally, coefficient alpha for each scale and scale intercorrelations are reported. The results of the factor analysis are similar to the scale structure claimed for this instrument.
Development and Validation of a Measure of Attitudes toward Employee Drug Testing
Authors: Murphy Kevin R. , Thornton George C.
Published: March 2007

Employee drug testing, although widespread, is still controversial. In this study, a 19-item scale measuring attitudes toward employee drug testing, based on responses to actual drug testing policies and practices, was developed. The obtained coefficient alpha for this scale was .90. Results of a maximum-likelihood confirmatory factor analysis indicate a four-factor structure (one general and three content-oriented factors). Evidence of criterion-related validity and discriminant validity were offered.
Table for Conversion of Kendall'S Tau to Spearman'S Rho Within the Context of Measures of Magnitude of Effect for Meta-Analysis
Authors: Gilpin Andrew R.
Published: March 2007

In meta-analytic studies where one wishes to estimate magnitude of effects based on multiple investigations, it is important to recognize that Kendall's Tau, often considered equivalent to Spearman's Rho as an ordinal measure of correlation, in fact has a different metric. This article reviews formulae for converting Tau to Rho, Pearson's r, r2, Fisher's Zr, and Cohen's standardized range of means index of effect size, as well as presents a table of the values corresponding to Tau coefficients from 0 through 1.
A Procedure for Transforming Points in Multi-Dimensional Space to a Two-Dimensional Representation
Authors: Marcoulides George A. , Drezner Zvi
Published: March 2007

In this paper a procedure is set forth that transforms an n-dimensional scatter diagram into a two-dimensional scatter diagram while preserving proximity relationships between points. This procedure can help in the presentation and interpretation of multivariate results.
The Prediction of Predictability Revisited: Differential Predictability Applied to Managerial Selection
Authors: Vinchur Andrew J.
Published: March 2007

Ghiselli's (1956) differential predictability procedure was applied to individual managerial assessment. Candidates for managerial positions (N = 452) were administered a battery of tests as part of the individual assessment selection procedure. This sample was divided into two equal-size groups; a Derivation Group and a Cross-Validation Group. The criterion was the candidate's organizational level; the predictor was a measure of cognitive ability provided by scores on the Adaptability Test. Need for Financial Reward, a subscale of the Self-Description Inventory, was identified as a moderator in the Derivation Group, however, sub grouping chi-square analyses and moderated multiple regression failed to corroborate this finding. Dependent on the selection ratio, use of the moderator was shown to have some limited utility in the Cross-Validation Group, however, its accuracy did not exceed that obtained through use of regression analysis.
A 3-Year Comparison Study of WISC-R and WISC-III Iq Scores for a Sample of Special Education Students
Authors: Graf Mercedes H. , Hinton Richard N.
Published: March 2007

The purpose of this study was to compare the Wechsler scores for the same group of students after a 3-year interval. A sample of 84 regular and special education students were tested first on the WISC-R and then 3 years later on the WISC-III. Scores were broken up into five score subgroups from lowest to highest. More WISC-III scores appeared in lower IQ ranges, whereas fewer WISC-III scores appeared in higher IQ ranges. It was surmised that the WISC-III was more difficult at the higher IQ ranges and less difficult at the lower IQ ranges. WISC-III Performance scores displayed more (lower) differences between administrations, whereas the Verbal scores, which were higher, showed more variability. Researchers concluded that practicing psychologists might be more inclined to place students in classes for the educable mentally retarded (EMR) based on the effects of lower Performance Scale scores than on Full Scale IQs.
Job Analysis for Teacher Competency Testing: Identification of Basic Skills Important for all Entry-Level Teachers
Authors: Tannenbaum Richard J. , Rosenfeld Michael
Published: March 2007

The purpose of this study was to conduct a job analysis of the basic skills judged to be important for all entry-level teachers regardless of subject area taught or grade level. Committees of content experts defined a domain consisting of 134 basic skill statements clustered within six basic skill dimensions: Reading, Writing, Mathematics, Listening, Speaking, and Interactive Communication Skills. A national survey of 6,120 practicing teachers was then conducted to verify the judgments of the committees and to identify a core of basic skills judged to be important by relevant subgroups of teachers (race/ethnicity, sex, teaching experience, subject area, school setting, school level, and geographic region). The results of the survey verified the importance of the basic skills domain. The subgroup analysis indicated that 113 statements (84% of the domain) were judged to be important by all subgroups of teachers.
Some Observations and Recommendations Concerning Research Methodology In the Behavioral Sciences
Authors: Aiken Lewis R.
Published: March 2007

Three dozen observations and recommendations concerning the activities of research consultants in the behavioral sciences are listed and discussed. These "guidelines," some of which are stated as aphorisms, are discussed in five categories: planning, implementing, analyzing, interpreting, and reporting. Readers are encouraged to add their own ideas about advice giving in statistics and research to this list and to share them with the author.
Preferences of Science Teachers for Multiple-Choice Achievement Test Items at Different Levels in Bloom'S Taxonomy in Relation to their Cognitive Learning Styles
Authors: Teague James E. , Michael William B.
Published: March 2007

For a sample of 22 biology teachers and one of 22 physics teachers in private sectarian high schools, data were obtained concerning (a) their preferences for multiple-choice achievement test items classified as belonging to one of six hierarchical levels of cognitive objectives within Bloom's taxonomy and (b) the cognitive learning style with which they were identified most closely from scores on the Myers-Briggs Type Indicator. Although both teacher groups found items at the lower four levels of Bloom's taxonomy to be acceptable, physics teachers were more likely than biology teachers to express reservations about using items at the two highest cognitive levels of Synthesis and Evaluation. Both teacher samples showed a strong identification with the typology of Introversion rather than Extraversion, Thinking rather than Feeling, Judging rather than Perceiving, with an even split between Sensing and Intuition. Item level preference was virtually unrelated to cognitive learning style identification.
Validation of a Measure of Learning and Performance Goal Orientations
Authors: Roedel Teresa Debacker , Schraw Gregory , Plake Barbara S.
Published: March 2007

This study investigated the psychometric properties of an instrument (i.e., the Goals Inventory) that measured learning and performance goal orientations. Test-retest reliability estimates for the learning and performance goal scales were r = .73 and r = .76, respectively. Internal consistency estimates were assessed using Cronbach's alpha. These values were .80 and .75, respectively. Convergent and divergent validity were evaluated by comparing the Goals Inventory to measures of test anxiety, hope, and attributions for success and failure. All the theoretically explicit predictions of Dweck and Leggett's model were supported. Suggestions are made for the use and interpretation of the Goals Inventory's two subscales and for future research.
The Noncentrality Parameter for the F Distribution, Mean Squares, and Effect Size: An Examination of Some Mathematical Relationships
Authors: Hopkins Kenneth D. , Hester Peter R.
Published: March 2007

Relationships among the noncentrality parameter for the F distribution, mean square between and within groups, and effect size are examined.
Comparing the Utility of Two Procedures for Admitting Students to Liberal Arts: An Application of Decision-Theoretic Models
Authors: Ben-Shakhar Gershon , Kiderman Ilana , Beller Michal
Published: March 2007

The present study applied a threshold utility model to assess the utility of adding a scholastic aptitude test to a selection system, based on achievement tests, designed to screen applicants for university studies in liberal arts. The threshold model was chosen because admitting students to liberal arts is characterized by an undefined quota. The present analysis avoided the exact estimation of the decision-maker's utility function and estimated the range of utility ratios (i.e., the ratio between the costs of false positives and false negatives) for which the additional predictor is useful. A nonselected sample of applicants, including a random group sampled from the applicants who would have been rejected under regular circumstances, was used to obtain the ranges of utility ratios for which the additional test would add to the expected utility under three definitions of success in academic studies. The results revealed that the gains associated with the additional information depend on the definition of success one wishes to adopt. If the goal is to recruit students who can achieve minimal passing grades, no gains are expected. If, however, the goal is to identify potentially excellent students, then the gains associated with the scholastic aptitude test are significant.
Testing the Structure of the Child Behavior Checklist/4-18 Using Confirmatory Factor Analysis
Authors: Dedrick Robert F. , Greenbaum Paul E. , Friedman Robert M. , Wetherington Cathy M. , Knoff Howard M.
Published: March 2007

Confirmatory factor analysis (CFA) was used to evaluate the factor structure of T. M. Achenbach's eight cross-informant syndrome scales of the Child Behavior Checklist (CBCIJ4-18) using data generated on a sample of 631 youngsters, ages 8 to 18 years (M= 14.02, SD = 2.39), who had been classified as having serious emotional disturbances. Results of the CFA (overall fit, pattern of factor loadings, and syndrome correlations) support Achenbach's eight-correlated-factor model and provide additional evidence of the construct validity of the scores obtained from the CBCV/4-18.
The Development of an Instrument for Measuring Memories of Family of Origin Characteristics
Authors: Melchert Timothy P , Sayger Thomas V.
Published: March 2007

Family of origin characteristics are widely perceived as having a substantial influence on development but no self-report instrument has been available for comprehensively assessing memories of these characteristics. This report describes the development of the Family Background Questionnaire (FBQ), a 179-item instrument with 22 subscales designed to provide such an instrument. Reliability analyses found high internal consistency and temporal stability in FBQ scores, and validity analyses found substantial consistency between the theoretically derived subscales and the factor structure of the instrument. Moreover, the scores of siblings from the same families were correlated as expected.
Evaluating the Quality of Ratings Obtained from Standard-Seting Judges
Authors: Engelhard George , Stone Gregory E.
Published: March 2007

The purpose of this study is to describe a new approach based on Rasch measurement theory for examining the quality of ratings obtained from standard-setting judges. This new approach is based on the adaptation and modification of several indicators of rating errors. To explore the usefulness of the Rasch measurement theory, the ratings of the nine judges who took part in the standard-setting process on a certification examination for nurses were examined. Ratings were obtained for 213 multiple-choice items on this examination. The data suggest that the judges vary significantly in their views of the essential items required for certification. Furthermore, the data suggest that there is statistically significant variability in the judged essentiality of these items.
Scoring Omitted and Not-Reached Items: Practical Data Analysis Implications
Authors: Ludlow Larry H. , O’leary Michael
Published: March 2007

Missing data occur for a variety of reasons. Particularly problematic are those items anindividual skipped or could not reach in time. This article focuses on the practical effectsof using different statistical treatments with omitted and not-reached items in an itemresponse theory application. The particular strategy that is selected for scoring suchitems has a considerable impact on the interpretation of results. This impact is evident foreither individual results or group-level assessments.
Cognitive Transformation of Information from Urban Geographic Fields to Mental Maps
Authors: Beck Robert J. , Wood Denis
Published: March 2007

Research into mental maps by the investigators and others is reviewed with the intention of formulating an empirically derived model of the cognitive transformation of information from urban geographic fields to map representation in a medium-term (daily-weekly) time frame. It appears that subject variables (length of residence, travel experience, personality, short-term memory), touring variables (characteristic travel mode), environmental variables (complexity of urban form), and map variables (familiarity with and attitude toward conventional maps, type of mental map called for by investigator)-all contribute to levels of map performance as measured by quantitative content and/or veridicality analysis. The model proposed lists a number of operations such as motile and temporal synchronization, rotation, scaling, generalization, projection, symbolization and verbalization, which transform sensori-motor input into maps through coding, recoding, schema formation, and retrieval mechanisms.
Psychological Reward Values Associated with Wilderness Use
Authors: Rossman Betty B. , Ulehla Z. Joseph
Published: March 2007

Initially, wilderness users suggested about 30 types of rewards they felt they gained from wilderness experience. Importance ratings suggesting the value of these rewards were obtained from a sample of college students. Individual rewards rated most important were tranquility, natural beauty, and escape from the hectic urban pace. Factoring the importance ratings of the 30 reward items yielded five categories of rewards gained in wilderness which were somewhat similar to those found in previous research: emotional or spiritual experience, challenge and adventure, esthetic enjoyment of natural settings, escape from urban stresses, and, perhaps, an antisocietal sentiment. These college students also indicated their expectations for achieving the 30 rewards in five different leisure environments including wildemess. In general, expectations decreased progressively from wildemess, through improved mountain-forest country, parks and other urban outdoor settings, to indoor recreational settings and home. The implications of this pattern were discussed in terms of a potentially diminished opportunity structure if wilderness land becomes unavailable for public use, possibly resulting in socially undesirable Alternative means for gaining rewards.
Human Ethology
Authors: Barash David P.
Published: March 2007

A study of the frequency of looking both ways before crossing a street revealed that both males and females tend to look both ways more often when accompanied by juveniles than when alone and that when males and females are together (with or without juveniles), males look both ways more often than do females. These findings are consistent with predictions for a primate that has evolved in savannah environments.
Environmental Perception and Urban Experience
Authors: Ittelson William H.
Published: March 2007

This paper addresses two fundamental questions: "What is the nature of environmental perception?" and "What is the relationship between perceived environmental change and environmental action?" The questions are approached by analyzing the dimensions of environmental experience into four major categories: the environment as external object, as representation of self, as embodiment of value, and as arena for action.
Effects of Street Forms on Suburban Neighboring Behavior
Authors: Mayo James M.
Published: March 2007

This study is an investigation of the possible effects of linear, curvilinear, and cul-de-sac street-form configurations on suburban neighboring behavior. Based upon a sample survey of single-family household residents in Tulsa, Oklahoma, the findings showed that street design was not influential in predicting neighboring relations as compared to social variables. Number of children living at home, length of residence, and job status of the woman of the household were found to be significant indicators for familiarity and participation among neighbors. Results suggest the importance of familism in determining suburban neighboring behavior rather than possible spatial manipulations of street forms in site planning.
Dissonance Theory Revisited
Authors: Shippee Glenn , Burroughs Jeffrey , Wakefield Stuart
Published: March 2007

Two hypotheses derived from cognitive dissonance theory have been proposed to account for differing residential threat perceptions obtained in the wake of the occurrence of environmental disasters. One of these hypotheses predicts a dissonance-induced, threat denial response on the part of residents directly affected by an environmental hazard. The second hypothesis proposed by Festinger (1957) predicts a "threat enhancement response" from persons inhabiting areas not affected by an environmental hazard. The present survey investigation tested each of these hypotheses in the aftermath of a violent, "gangland style" explosion of an automobile in a residential area, The threat perceptions of residents of three apartment complexes differentially affected by the event were obtained by structured interviews. Evidence supportive of the presence of a threat enhancement response emerged, but no evidence for a threat denial response was obtained. The results were discussed in terms of the sufficient conditions necessary to obtain both threat denial and threat enhancement responses in the aftermath of environmental disasters in residentiai areas.
The Importance of Presentation Format
Authors: Reizenstein Janet E.
Published: March 2007

Environment-behavior research presentation format is one factor which may affect research utilization, yet is something which does not appear to be well understood. Potential benefits for groups of research users are described and suggestions are given for three types of presentation modes.