bluuebunny/crossref_metadata_2025 huggingface dataset:
Expression of alpha‐defensin‐1 in chronic hyperplastic candidosis
Authors: Ali Ahmed , Niissalo Sirkku , Hietanen Jarkko , Laine Mikael , Rautemaa Riina , Konttinen Yrjö
Published: September 2005

Background:  Chronic hyperplastic candidosis (CHC) represents a chronic opportunistic candida infection. We clarified the presence, localization and participation of α‐defensin‐1 in host response against chronic candidal stimulus.

Methods:  Immunohistochemically stained CHC biopsies (n = 10) were compared to candida negative idiopathic leukoplakia (n = 10).

Results:  In CHC α‐defensin‐1 was detected in neutrophils intravascularly, in lamina propria and in the epithelium, in part in intraepithelial microabscesses. Staining intensity of individual neutrophils varied and was associated with peri‐ and extracellular staining, in particular in the superficial epithelial cell layers. In controls only very few homogeneously staining neutrophils were detected intravascularly without any extracellular α‐defensin‐1 deposition.

Conclusions:  Neutrophils form microabscesses and respond to Candida by activation and release of α‐defensin‐1 to peri‐ and extracellular matrix. This together with the epithelial cell migration from the basal layer to epithelial surface leads to α‐defensin‐1 rich protective shield in the most superficial epithelial cell layers.
Acute phase protein induction by experimental inflammation in the salivary gland*
Authors: Yao Chenjuan , Wei Wei , Li Hosoi Xuefei, Kazuo
Published: September 2005

Background:  The submandibular gland (SMG) is a major salivary gland, which plays an important role in maintenance the oral health. In this study, we intended to explore the role of the SMG's defense system of the animals in which experimental inflammation is induced.

Methods:  The levels of mRNAs for inflammation cytokines and acute phase proteins were detected by reverse transcriptase‐polymerase chain reaction (RT‐PCR).

Results:  The mRNAs for acute phase proteins were found to be increased in the SMG and extraorbital and intraorbital lacrimal gland (ELG and ILG) of rats at 24 h after subcutaneous injection of turpentine oil. The induction of mRNA for these inflammatory proteins by turpentine oil was preceded by a transient increase in the level of mRNAs for IL‐1β, IL‐6 and TNF‐α at 6 h after subcutaneous injection of the oil. Such cytokine induction was similarly seen by lipopolysaccharide (LPS) injection, and involvement of Toll‐like receptor 4 (TLR4) was strongly suggested from experiment using C3H/HeJ mice, a TLR4‐deficient mutant strain.

Conclusion:  The up‐regulation of acute phase proteins and inflammation cytokines in the SMG, ELG and ILG by experimental inflammation suggests the existence of a strict defense system via the innate immune system in the SMG and other exocrine gland.
Retinoic acid is a potential negative regulator for differentiation of human periodontal ligament cells
Authors: Shibuya Natsuko , Nemoto Eiji , Kanaya Sousuke , Kunii Ryotaro , Shimauchi Hidetoshi
Published: September 2005

Background and objectives:  Retinoic acid (RA) exerts a wide variety of effects on development, cellular differentiation and homeostasis in various tissues. However, little is known about the effects of RA on the differentiation of periodontal ligament cells. In this study, we investigated whether RA can affect the dexamethasone‐induced differentiation of periodontal ligament cells.

Methods and results:  Human periodontal ligament cells were differentiated via culturing in the presence of dexamethasone, ascorbic acid, and β‐glycerophosphate for mineralized nodule formation, as characterized by von Kossa staining. Continuous treatment with all‐trans‐RA inhibited the mineralization in a dose‐dependent manner, with complete inhibition over 1 µm RA. Other RA analogs, 9‐cis‐RA and 13‐cis‐RA, were also effective. Furthermore, addition of RA for just the first 4 days completely inhibited the mineralization; however, as RA was added at later stages of culture, the inhibitory effect was diminished, suggesting that RA had a phase‐dependent inhibition of mineralization. RA receptor (RAR)‐α agonist (AM‐580), but not retinoid X receptor agonist (methoprene acid), inhibited the mineralization, and reverse transcription–polymerase chain reaction analysis revealed that RAR‐α was expressed on the cells, suggesting that RAR‐α was involved in the inhibitory mechanism. This inhibition was accompanied by inhibition of alkaline phosphatase activity; however, neither expression of platelet‐derived growth factor (PDGF) receptor‐α, PDGF receptor‐β, or epidermal growth factor (EGF) receptor, nor phosphorylation of extracellular signal‐regulated kinases triggered by PDGF‐ascorbic acid or PDGF‐BB was changed, as assessed by flow cytometry or western blot analyses.

Conclusions:  These findings suggest that RA is a potential negative regulator for differentiation of human periodontal ligament cells.
A Bidirectional Kinesin Motor in Live Drosophila Embryos
Authors: Sciambi Catherine J. , Komma Donald J. , Sköld Helén Nilsson , Hirose Keiko , Endow Sharyn A.
Published: September 2005

Spindle assembly and elongation involve poleward and away‐from‐the‐pole forces produced by microtubule dynamics and spindle‐associated motors. Here, we show that a bidirectional Drosophila Kinesin‐14 motor that moves either to the microtubule plus or minus end in vitro unexpectedly causes only minor spindle defects in vivo. However, spindles of mutant embryos are longer than wild type, consistent with increased plus‐end motor activity. Strikingly, suppressing spindle dynamics by depriving embryos of oxygen causes the bidirectional motor to show increased accumulation at distal or plus ends of astral microtubules relative to wild type, an effect not observed for a mutant motor defective in motility. Increased motor accumulation at microtubule plus ends may be due to increased slow plus‐end movement of the bidirectional motor under hypoxia, caused by perturbation of microtubule dynamics or inactivation of the only other known Drosophila minus‐end spindle motor, cytoplasmic dynein. Negative‐stain electron microscopy images are consistent with highly cooperative motor binding to microtubules, and gliding assays show dependence on motor density for motility. Mutant effects of the bidirectional motor on spindle function may be suppressed under normal conditions by motor: motor interactions and minus‐end movement induced by spindle dynamics. These forces may also bias wild‐type motor movement toward microtubule minus ends in live cells. Our findings link motor : motor interactions to function in vivo by showing that motor density, together with cellular dynamics, may influence motor function in live cells.
Supportive Relationships with Church Members Among African Americans*
Authors: Taylor Robert Joseph , Lincoln Karen D. , Chatters Linda M.
Published: September 2005

Abstract: This study proposed and tested a model of informal church support networks among African Americans. Consistent with research in family relations, age and gender were significantly associated with the frequency of interaction with church members. In addition, the degree of subjective closeness and the frequency of interaction were both significantly associated with the frequency of receiving support from church members, suggesting that conceptualizations of family solidarity may extend to church networks. Practice implications emphasize the importance of recognizing church members as integral members of the informal networks of African Americans.
A Mixed Methods Study of Refugee Families Engaging in Multiple‐Family Groups*
Authors: Weine Stevan , Knafl Kathleen , Feetham Suzanne , Kulauzovic Yasmina , Klebic Alma , Sclove Stanley , Besic Sanela , Mujagic Aida , Muzurovic Jasmina , Spahovic Dzemila
Published: September 2005

Abstract: This study investigated family factors and processes involved in Bosnian refugees engaging in multiple‐family support and education groups in Chicago. Families that engaged experienced more transitions, more traumas, and more difficulties in adjustment. Engagement strategies for multiple‐family groups should correspond with the underlying family processes by which refugee families manage transitions, traumas, and adjustment difficulties.
IMPLICATIONS OF CRITERION‐REFERENCED MEASUREMENT1,2
Authors: POPHAM W. JAMES , HUSEK T. R.
Published: September 2005

During the past several years measurement and instructional specialists have distinguished between norm‐referenced and criterion‐referenced approaches to measurement. More traditional, a norm‐referenced measure is used to identify an individual's performance in relation to the performance of others on the same measure. A criterion‐referenced test is used to identify an individual's status with respect to an established standard of performance. This discussion examines the implications of these two approaches to measurement, particularly criterion‐referenced measurement, with respect to variability, item construction, reliability, validity, item analysis, reporting, and interpretation.
A NEW LOGICAL SCORING KEY FOR THE MINNESOTA TEACHER ATTITUDE INVENTORY1
Authors: YEE ALBERT H. , KRIEWALL THOMAS
Published: September 2005

This study tested three scoring keys for the MTAI—the published empirical key (E); a logical key with three different weights, i.e., + 1, 0, ‐1; and a new logical key with five different scoring weights, one for each of the five responses in MTAI items, i.e., +2, +1, 0, ‐1, ‐2. The latter, termed the pentachotomous‐logical (P‐L), provided scores with slightly higher internal consistency and a frequency distribution which is not so significantly skewed as the others and which provides greater spread among extreme positive and negative scores. Use of the P‐L scoring weights would facilitate the psychological interpretation of the MTAI. However, conclusion that the P‐L scoring key is an improvement must be tempered by the fact that an expected increase in construct validity was not found.
SEX DIFFERENCES IN THE TAYLOR MANIFEST ANXIETY SCALE
Authors: QUARTER JACK J. , LAXER ROBERT M.
Published: September 2005

A study comparing the performance of males and females on the Taylor Manifest Anxiety Scale extended the previous findings of a differential response pattern for males and females to a Canadian high school population. An item analysis identified 12 of the 50 items as being responsible for the higher female scores. The scores for Canadian high school students in this study were found to fall midway between those of university students and those of psychiatric patients tested in previous studies.
A NOTE ON THE STABILITY OF THE IOWA TESTS OF BASIC SKILLS1
Authors: LINN ROBERT L.
Published: September 2005

The seventh‐grade standard deviations on the Iowa Tests of Basic Skills (ITBS) and the intercorrelations among the tests reported by Merenda and Jackson (Journal of Educational Measurement, 1968, 5, 163–165) seemed unusual enough for their accuracy to be questioned. Corresponding statistics possessing markedly different values are presented for another sample. Contrary to the findings of Merenda and Jackson, the present data indicate a high degree of stability for the ITBS for a 3‐year interval.
THE EFFECTS OF FOUR METHODS OF ADMINISTRATION ON TEST ACHIEVEMENT
Authors: FERRIS MANFORD J. , NICHOLS DARYL G.
Published: September 2005

The purpose of the study was to compare three methods of individual test administration (interview, self‐paced tape, speaker‐paced tape) and one group method (speaker‐paced tape). Individual administrations were done in carrels in a portable van. Subjects were third‐and seventh‐grade students in 15 California public schools. Overall differences among test administration methods on multiple‐choice test scores were not significant for either grade group; although for both grades, the mean score under the group administration method was highest. On short‐answer exercises, third‐graders performed significantly better in individual interview administrations. For seventh‐graders, scores on short‐answer questions were significantly higher under the interview and group speaker‐paced methods than under the individual speaker‐paced method.
WRITING NEATNESS, COMPOSITION ERRORS, AND ESSAY GRADES
Authors: MARSHALL JON C. , POWERS JERRY M.
Published: September 2005

Twelve forms of an essay exam, identical in content but differing in writing neatness and types of composition errors, were graded by 420 prospective teachers. The results indicate that: (a) an essay response containing either 18 spelling errors or 18 grammar errors will be assigned significantly lower grades than the same response containing no gross composition errors; and (b) a good handwritten essay response will be assigned significantly higher grades than a fair handwritten response. Of particular interest was this latter result and the lack of significance between the mean grades assigned to the poor handwritten and typewritten forms and the mean grades assigned to the other writing forms. Furthermore, there was not a significant interaction effect between composition errors and writing neatness.
CONVERGENT AND DISCRIMINANT VALIDATION OF MEASURES OF PERSONAL NEEDS1
Authors: POE CHARLES A.
Published: September 2005

The criteria of convergent and discriminant validation proposed by Campbell & Fiske (1959) were applied to a multitrait‐multimethod matrix constructed from the intercorrelations of 15 need scales found in the Adjective Check List (ACL), the Edwards Personal Preference Schedule (EPPS), and a normative modification of the EPPS (N‐EPPS). The evidence, based upon 131 male and female college freshmen, supported the convergent and discriminant validity of the 15 needs when the two forms of the Edwards inventory were compared. When these two instruments were compared with the ACL, the criteria of convergent and discriminant validity were met, but only to a minimal extent.
THE KITH AND KIN OF EDUCATIONAL MEASURERS1
Authors: HASTINGS J. THOMAS
Published: September 2005

This discussion is a plea for educational measurement specialists to broaden the repertoire of methodologies for data collection and analysis by borrowing from elsewhere than psychology and agronomy. It suggests that such disciplines as history, economics, and sociology have techniques highly appropriate to evaluation of educational endeavors.
INTERACTION OF RACE AND TEST ON READING PERFORMANCE SCORES
Authors: EAGLE NORMAN , HARRIS ANNA S.
Published: September 2005

This study examines the relationship between race and performance on two nationally standardized reading tests. The appropriate reading tests of the Iowa Test of Basic Skills and Metropolitan Achievement Battery were administered to all fourth and sixth‐grade students in all elementary schools of an urban school district near New York City. Although white pupils earned higher scores than nonwhite pupils on both tests, the Metropolitan produced significantly greater differences between the races than the Iowa, at both grade levels. Factorial analysis of variance confirmed the statistical significance of these differences. Implications of Race X Test (suggesting S.E.S. X Test) interaction effects for program evaluation and instruction are briefly discussed.
STRUCTURAL ANALYSIS AS AN AID IN DESIGNING AN INSTRUCTIONAL SYSTEM
Authors: SMITH TIMOTHY A. , SHAW CARL N.
Published: September 2005

The usefulness of a structural analysis of pretest items in designing an instructional system is illustrated by the application of this technique to 100 addition computation problems. 10 structural characteristics of the problems were derived from the more general objectives of the instructional system (micro‐objectives) and used as predictors of problem (mini‐objectives) difficulty level in a stepwise regression analysis, in a manner similar to that of traditional studies of readability. The authors point out that regression equations derived in this way can be used to plan lessons in which all problems would be of approximately equal difficulty, and thus could have maximally reliable entrance or pretests, and might also be concerned with only one factor or topic. Lessons could be arranged from easiest to most difficult by using the regression equation to predict lesson difficulty. It is thought that the size of the multiple correlation between difficulty level and the structural variables may be an indication of how well the micro‐ and mini‐objectives of the instructional system have been formulated.
AN EMPIRICAL STUDY OF THE EFFECTS OF STANDARDIZING SCORES IN THE FORMATION OF LINEAR COMPOSITES1
Authors: TERWILLIGER JAMES S. , ANDERSON DOUGLAS H.
Published: September 2005

Component scores with specified means, standard deviations and intercorrelations were generated by computer. Two linear composites were calculated; one using a given set of nominal weights with the raw component scores and the second using the same nominal weights with the standard component scores. Both sets of composite scores were scaled to the same mean and standard deviation. The distribution of differences between the two scaled composite scores was examined to determine the effect of standardization. Specifically, the standard deviation of the difference scores, the largest single difference, and the number of differences greater than two were related to the number and characteristics of the original components. Implications for practice are discussed.
THE USE OF SEPARATE ANSWER SHEETS BY PRIMARY AGE CHILDREN1
Authors: CASHEN VALJEAN M. , RAMSEYER GARY C.
Published: September 2005

The purpose of this study was to determine the effects on test scores of employing a separate answer sheet using the California Test of Mental Maturity with 117 pupils in the primary grades of one through three. The CTMM was administered twice to all students; once employing the usual answer marking format contained in the test booklet and once employing a separate answer sheet. A counterbalanced design was used to control for order effects. The mean raw differences between marking format conditions decreased from 23.67 to 10.79 to 3.32 for students in grades one through three respectively, indicating that the need for the test booklet marking format decreases sharply as the grade level of the Ss increases.
EXPECTANCY EFFECTS IN THE SCORING OF VOCABULARY ITEMS: A STUDY OF SCORER BIAS1
Authors: SIMON WILLIAM E.
Published: September 2005

A study was undertaken for the purpose of evaluating the degree to which the scoring of vocabulary items might be influenced by the scorer's expectancies. 72 Ss were given the task of scoring 20 responses to items on the Vocabulary subtest of the Wechsler Intelligence Scale for Children (WISC). In the bright condition (n= 37) Ss were informed that the responses were those of a child reading far above his age level, while in the dull condition (n= 35) Ss were informed that the responses were those of a child reading far below his age level. It was found that the mean score assigned to the protocol by the Ss in the bright condition was significantly higher than that assigned by the Ss in the dull condition (p less than .05). Some factors regarding generalizability were advanced and discussed.
DEVIATIONS FROM PREDICTED GROWTH OF ABILITIES FOR MALE AND FEMALE COLLEGE STUDENTS1
Authors: LUNNEBORG CLIFFORD E. , LUNNEBORG PATRICIA W.
Published: September 2005

126 university seniors were retested with the same battery of precollege aptitude measures administered four years earlier. To evaluate the effect of different educational experiences and orientations, college test performance, corrected for level of high school performance, was correlated with amount of work taken in specific course areas, grades awarded in these areas, and inventory items relating to background and educational philosophy. The results support the notion of greater differentiation in the residual intellectual growth of males. Deviations from predicted growth on the college test performance indices were relatively uncorrelated with each other and more correlated with specific experiences for males than for females.
SOME CHARACTERISTICS AND CORRELATES OF THE MEIER ART TEST OF AESTHETIC PERCEPTION UNDER TWO SYSTEMS OF SCORING
Authors: STALLINGS WILLIAM M. , ANDERSON FRANCES E.
Published: September 2005

Unlike the Meier Art Test of Aesthetic Judgment, published data about the Meier Art Test of Aesthetic Perception (MATAP) are rare. Hence the goals of this study on the MATAP were to provide reliability and validity data and to test an alternate scoring system. With data from three samples, the MATAP exhibited unsatisfactory internal consistency and test‐retest reliability. Significant, but low, positive correlations were found with the Illinois Art Ability Test, the Kuder Artistic scale, and biographical items concerning art training and interests. The MATAP correlated negatively with the Child Test of Esthetic Sensitivity. Most art related course grades and all American College Testing Program scores were not significantly related to the MATAP. The psychometric benefits of the alternate scoring system appeared marginal.
THE EFFECT OF PHYSICAL CONDITIONS OF THE TEST ROOM ON STANDARDIZED ACHIEVEMENT TEST SCORES
Authors: INGLE ROBERT B. , DEAMICO GERALD
Published: September 2005

A group of 384 ninth‐grade students were given a standardized achievement test, half under relatively poor physical conditions in an auditorium and half in relatively adequate physical conditions in regular classrooms. An analysis of covariance (using I.Q. as the covariate) indicated no significant difference due to the physical conditions.
NOTE ON THE ATTENUATING EFFECT OF ZERO‐VARIANCE ITEMS ON KR‐20
Authors: SHOEMAKER DAVID M.
Published: September 2005

Kuder‐Richardson reliability formulas 20 and 21 should not be applied to tests containing items either answered correctly or incorrectly by all examinees. The extent to which KR‐20 is attenuated by zero‐variance items is derived.
COMMENTS ON “IMPLICATIONS OF CRITERION‐REFERENCED MEASUREMENT”1
Authors: SIMON GEORGE B.
Published: September 2005

Criterion‐reference as opposed to norm‐reference applies to the scores from a test and not to the content or format of a test, hence it is proper to refer to criterion‐referenced scores or measures and not to criterion‐referenced tests. This concept of criterion‐referenced measures is applicable to formative evaluation generally or whenever the objective is mastery of subject matter rather than discrimination among students.
SOME TECHNIQUES FOR MAXIMIZING A TEST'S VALIDITY WHEN THE CRITERION VARIABLE IS UNOBSERVED1
Authors: DARLINGTON RICHARD B.
Published: September 2005

A set of techniques is presented for constructing a test or test battery which can be inferred to correlate as highly as possible with a hypothetical construct which is named but not measured directly. Use of the techniques requires the test constructor to describe first the nature of the construct indirectly, by estimating the relative sizes of the construct's correlations with several observable variables which the test constructor has selected. Techniques are also described for estimating the validity of a test constructed by these methods.
CROSS‐SECTIONAL VERSUS LONGITUDINAL DATA: AN EMPIRICAL COMPARISON OF MEAN DIFFERENCES IN ACADEMIC GROWTH
Authors: HILTON THOMAS L. , PATRICK CATHLEEN
Published: September 2005

Three sources of data for studies of growth (matched longitudinal, unmatched longitudinal, and cross‐sectional) were compared using mean achievement test scores collected from 32,000 students tested repeatedly from 1961 to 1967. The principal results were that matched longitudinal data yielded significantly higher means than unmatched longitudinal data, and that a school's dropout rate was highly related to the discrepancy between cross‐sectional and matched longitudinal data (r= .85). Seven sources of differences among the three types of data were considered: age differences, cohort differences, time changes, equating errors, retest effects, cohort change effects, and selection effects. Methodological guidelines for future research in studies of growth and change are presented.
AN EMPIRICAL INVESTIGATION OF COMPLEXITY AND PROCESS IN MULTIPLE‐CHOICE ITEMS1,2
Authors: SMITH RICHARD B.
Published: September 2005

In this study hierarchical syndrome analysis was used to investigate empirically the clustering of tests each of which consisted of items based upon the rationale of a particular category of the Bloom Taxonomy (i.e., an “application” test, an “analysis” test, etc.). Each test included items related to eight physical science principles. Thus an attempt was made to hold the content as constant as possible and systematically vary process in the formation of the tests. The data indicate possible ways of combining Taxonomy item types based on the psychological distance between the categories.
SHORTCUT ITEM‐TEST CORRELATIONS FOR TEACHER‐MADE TESTS
Authors: DIEDERICH PAUL B.
Published: September 2005

The item‐test correlation is approximately equal to the difference between per‐cents correct in high and low groups, each including 27% of the students tested.
ZIP TEST: A QUICK LOCATOR TEST FOR MIGRANT CHILDREN1
Authors: SCOTT NORVAL C.
Published: September 2005

A short test to measure proficiency in English, reading and mathematics of migrant children of elementary school age is described.
FLUENCY AS A PERVASIVE ELEMENT IN THE MEASUREMENT OF CREATIVITY1
Authors: CLARK PHILIP M. , MIRELS HERBERT L.
Published: September 2005

It was suggested that fluency, defined as number of responses, may misleadingly influence both high Intercorrelations sometimes reported among measures of creativity and low correlations sometimes reported between measures of creativity and intelligence. Subjects were 93 Saturday art school students between the ages of 9 and 15 years. Intercorrelations among five “creativity” scores derived from a slightly modified version of Torrance's Figure Completion Test and between these scores and Henmon‐Nelson Intelligence were compared using both raw creativity scores and creativity scores corrected for the effect of fluency. Uncorrected creativity scores intercorrelated high among themselves (mean r= .45) and low with intelligence (mean r= .09), while corrected creativity scores showed low intercorrelations among themselves (mean r= .08) and with intelligence (mean r= .13). These findings are interpreted as confirming the influence of fluency upon high intercorrelations among so‐called measures of creativity and as failing to support the suggestion that fluency may also influence low correlations among creativity and intelligence measures.
COMPARISON OF MULTIPLE‐CHOICE TESTS USING DIFFERENT TYPES OF DISTRACTOR SELECTION TECHNIQUES
Authors: OWENS RICHARD E. , HANNA GERALD S. , COPPEDGE FLOYD L.
Published: September 2005

3 multiple‐choice tests were developed from judgmental, frequency, and discrimination procedures of selecting item distractors. Scores on each of these tests were correlated with scores on a completion test of parallel numeric and algebraic content. Matched triads, with 558 students in each group, were used. No significant differences in validity were found among the tests.
THE EFFECT OF SERIAL RETESTING ON THE RELATIVE PERFORMANCE OF HIGH‐ AND LOW‐TEST ANXIOUS SEVENTH GRADE STUDENTS1
Authors: MANN LESTER , TAYLOR RAYMOND G. , PROGER BARTON B. , DUNGAN ROY H. , TIDEY WILLIAM J.
Published: September 2005

Serial retesting was investigated as a means of improving the test performance of high‐anxious students relative to that of their low‐anxious peers. The Test Anxiety Scale for Children was given to about 300 seventh grade students in a suburban school; the middle 50% were eliminated to maximize experimental variance. Six groups were established for high and low anxiety levels and for three ability levels. The Academic Promise Tests (except for the Abstract Reasoning Test) were then given four times at 1‐week intervals in the fall of the school year. All groups continued to improve significantly in a monotonic, linear fashion, with the greatest improvement occurring on the Numerical Test. Contrary to expectation, there were no significant interactions among previous achievement levels, predispositional test anxiety levels, and test trials. The greatest change on the Numerical Test occurred between the first test trial and the second test trial.
THE COMPARABILITY OF THE WAIS, WISC, AND WBII
Authors: QUERESHI M. Y. , MILLER JEFFREY M.
Published: September 2005

Three Wechsler scales (the Wechsler Adult Intelligence Scale, Wechsler Intelligence Scale for Children, and Wechsler‐Bellevue II) were administered in a counterbalanced design to 72 randomly selected 17 year‐old high school Ss in order to investigate their comparability by testing the equality of (a) means, (b) variances, (c) reliability coefficients, and (d) validity coefficients based on scaled scores and IQs. Results indicated that the subtest scores and IQs for the given three scales were not equivalent. The present findings conform with most of the previous results regarding the comparability of Wechsler scales. Although the three scales investigated all evidence high similarity of item content and format, they clearly fail to meet the statistical criteria of equivalence for 17 year‐old subjects.
MEASURING FACULTY REACTION TO HOMOGENEOUS GROUPING
Authors: ROSENGARTEN WILLIAM
Published: September 2005

A 6‐item instrument to estimate teacher reaction to homogeneous grouping is described. With slight changes in wording, its format can be adapted to evaluate opinion toward other educational practices.
ANALYSIS OF “CHUNKED” TEST ITEMS AS MEASURES OF READING AND LISTENING COMPREHENSION1
Authors: CARVER RONALD P.
Published: September 2005

A new type of test item was developed which required Ss to recognize groups of words, i.e., chunks, whose meaning had been changed from that in the original reading or listening passage. In one study involving 52 Ss and 20 test variables, individual differences on the chunked reading test were found to correlate .68 with a multiple‐choice alternate form. In another study, the decrease in listening comprehension due to increased speech rate as measured by the chunked items was roughly parallel to the decrease as measured by the multiple‐choice questions. These data were interpreted as providing evidence for the validity of the chunked items as measures of comprehension. However, other results suggested that the chunked items may be less dependent upon grammatical and vocabulary knowledge and more sensitive to within individual changes in comprehension as compared to the traditional multiple‐choice question.
THE SELECTION OF VARIABLES IN MULTIPLE REGRESSION ANALYSIS
Authors: HALINSKI RONALD S. , FELDT LEONARD S.
Published: September 2005

4 different procedures are commonly employed with sample data to reduce a set of predictor variables. In the present study these procedures were repeatedly applied to computer‐simulated samples to provide comparative data pertaining to two questions: (a) Which procedure can be expected to produce an equation that yields the most accurate predictions for the population? (b) Which procedure is most likely to identify the optimal set of independent variables? The samples were drawn from 12, mathematically defined, multivariate normal populations. Each population consisted of 1 criterion and 10 predictor variables. Five or fewer independent variables constituted the optimal set in each case. With respect to both questions small differences among the procedures were observed. However, the forward selection and stepwise procedures consistently produced more favorable results than the 2 backward elimination procedures. The question of the number of sampling units to use is discussed.
PRINTED COMMENTS WITH ITEM ANALYSES
Authors: REID J. CHRISTOPHER
Published: September 2005

This article suggests that item analysis computer programs include, as an option, a printing of English comments alongside of the item statistics. The particular comments that appear for each item depend upon that item's statistics. These comments should provide clear directions to the classroom teacher for the improvement of the items, and they should be flexible to reflect the differing decisions required by norm‐referenced items and criterion‐referenced items.
POSITIONAL RESPONSE SET AMONG HIGH SCHOOL STUDENTS ON MULTIPLE‐CHOICE TESTS
Authors: WILBUR PAUL H.
Published: September 2005

Investigations of positional response set in examinees of multiple‐choice items have shown conflicting results. This study attempted to clarify this controversy. Over 1000 subjects were assigned at random to one of nine forms of a specially prepared vocabulary test. The difference among forms related to the position of the correct answers and the most popular distractor as determined by prior administrations of the test. The forms of the test were constructed so that if a universal positional response set existed, it would manifest itself as a difference of means of scores obtained on selected items dispersed throughout each of the different forms. The results of the analysis of variance showed no significant evidence of interindividual positional response set.
THE EFFECT OF A SPECIAL CURRICULUM FOR DISADVANTAGED CHILDREN ON TEST‐RETEST RELIABILITIES OF THREE STANDARDIZED INSTRUMENTS1
Authors: GOLDSTEIN LEO S. , COLLER ALAN R. , DILL JOHN , TILIS HOWARD S.
Published: September 2005

Test‐retest (stability) reliability coefficients are, by their nature, affected by what has happened to the tested subjects during the period between testings. Similarly, changes in subjects' mean performance will reflect what happened to them in the interim period. In this regard, the relative values of stability coefficients for experimental and control groups are indicative of the relative degree to which an experimental program is able to change the rankings of the students on criteria measures at pre‐ and posttreatment times. Changes in students' rankings however do not necessarily affect the level of the group's average performance. This study examines the stability reliabilities of three standardized testing instruments used in the evaluation of a special (enriched) curriculum for young disadvantaged children and the changes in their average performance over a 2‐year period. Magnitudes in test‐retest reliability differences between treatment groups seem to parallel differences in mean scores. Using the stability reliability coefficients as indices, the program discussed in this report seemed to be most effective in producing change in the skills measured by the Peabody Picture Vocabulary Test. However, significant differences in mean performance between the treatment groups indicates the effectiveness of the program not only in the skills measured by the PPVT but also in those areas measured by the Stanford Binet and the Columbia Mental Maturity Test.
PREDICTION OF PREDICTABILITY IN THE MULTIVARIATE CASE
Authors: JORGENSON DALE O.
Published: September 2005

110 Ss who completed Dunnette's Adjective Check List were randomly divided into a developmental sample (N = 58) and a cross‐validation sample (N = 52). Ss in the developmental sample were divided into two subgroups by means of Ghiselli's d score technique (difference between standard predictor and criterion scores). Three separate item analyses of the responses of Ss in three separate sets of high d score and low d score subgroups yielded three scales: (a) a univariate predictability scale for assessing predictive accuracy from one variable; (b) a moderator scale for determining which of two predictors would be more accurate for an S; (c) a multivariate predictability scale for assessing predictive accuracy from two predictor variables. The results seem to support the general hypothesis that it is possible to use a performance on a moderator or predictability scale to select a subgroup of Ss for whom correspondence between the predictor(s) and criterion is much greater than that of a subgroup whose scores on the moderator indicate a lesser degree of correspondence. All three scales held up in cross‐validation.
CONVERGENT AND DISCRIMINANT VALIDITY OF THREE MEASURES OF ABILITY, ASPIRATION‐LEVEL, ACHIEVEMENT, ADJUSTMENT AND DOMINANCE1
Authors: DIELMAN T. E. , WILSON WARNER R.
Published: September 2005

The convergent and discriminant validity of three measures of the concepts of aspiration level, ability, achievement, adjustment, and dominance were examined in the context of a multitrait‐multimethod matrix. Self‐reports and peer‐reports on 75 Ss were employed as two measures of each trait. In addition, aspiration level was measured by the Edwards Personal Preference Schedule (EPPS) Nach scale, dominance by the EPPS (dom scale), achievement by cumulative college grade point ratio (GPR), ability by the Ohio State Psychological Examination (OSPE), and adjustment by the Bell Adjustment Inventory. Of the paper and pencil instruments, only the OSPE and EPPS (dominance scale) exhibited satisfactory convergent validity. No measure met all the requirements of discriminant validity. The desirability of establishing adequate validational evidence prior to using “trait” measures in studies relating theoretical variables was emphasized.
MOOD‐ALTERING SUBSTANCES: A BEHAVIOR INVENTORY
Authors: POLLOCK MARION B.
Published: September 2005

Described is a test designed to appraise the knowledge and actual practice of high school graduates concerning the use of mood‐altering substances.
THE COMPARISON OF GPA REGRESSION EQUATIONS FOR REGULARLY ADMITTED AND DISADVANTAGED FRESHMEN AT THE UNIVERSITY OF ILLINOIS
Authors: BOWERS JOHN
Published: September 2005

The regression equations of first semester grade point average (GPA) on high school percentile rank (HSPR) and verbal and quantitative score on the Cooperative School and College Ability Tests (SCAT) were significantly different for men and women regularly admitted freshmen and men and women freshmen admitted to the Special Educational Opportunities Program (SEOP) at the University of Illinois. HSPR and SCAT verbal scores were useful predictors of GPA for all groups. However, separate regression equations for the prediction of GPA were indicated, since there were significant differences in the regression coefficients of all of the independent variables among the four groups.
A MODEL FOR INCREASING THE MEANING OF STANDARDIZED TEST SCORES1
Authors: COX RICHARD C. , STERRETT BARBARA G.
Published: September 2005

The model which is proposed to increase the meaningfulness of standardized test scores includes the following steps: (a) a precise description of curriculum objectives and a specification of pupil achievement in reference to these objectives; (b) the coding of each item on a standardized test with reference to the curriculum, and (c) the assignment of two scores to each pupil, one reflecting his achievement on items that test content to which he has been exposed; the other his achievement on items that test content beyond his present status in the curriculum or not represented in the curriculum at all.
USING OLD SOCIOECONOMIC DATA FOR DEFINING NORM GROUPS
Authors: HOGAN THOMAS P.
Published: September 2005

Socioeconomic data for communities are often used to define norm samples for tests. Standardization of the tests frequently occurs several years after the socioeconomic data are collected. Are the socioeconomic data sufficiently stable to be useful several years after they have been collected? To help answer this question, correlations were obtained between 1950 and 1960 census data for three socioeconomic variables for a sample of 200 communities. The socioeconomic data for 1950 and 1960 correlated approximately .90, indicating a high degree of relative stability over a 10‐year period. It was concluded that old socioeconomic data are useful for defining norm samples.
THE RELATION OF VOCATIONAL INTERESTS TO LIFE GOALS, SELF‐RATINGS OF ABILITY AND PERSONALITY TRAITS, AND POTENTIAL FOR ACHIEVEMENT
Authors: BAIRD LEONARD L.
Published: September 2005

In three analyses using canonical correlation, interests as measured by Holland's Vocational Preference Inventory, were related to (a) 35 life goals, (b) 31 self‐ratings of ability and personality traits, and (c) 22 scales measuring potentials for achievement. The sample consisted of 20,369 college freshmen in 37 institutions. Results are shown separately for males and females for five factors for each analysis.
THE INFLUENCE OF TEST TITLE ON TEST RESPONSE
Authors: JENSEN JOHN A. , SCHMITT JOHN A.
Published: September 2005

This study was designed to determine the extent to which responses to test items of the type frequently found in personality inventories would be influenced by the title associated with the test. The basic hypothesis was that subjects respond to the test title by developing a particular response set which will be reflected in the individual responses. An instrument was constructed and administered to eight treatment groups. Each administration differed primarily in the title each group's tests bore. The dependent variables were measures of the tendency to lie, respond defensively, answer carefully, and complete questions. Subjects tended to lie and respond more defensively to titled tests than to a test having no title and administered under nonthreatening conditions. All other comparisons were not statistically significant.
USING ANALYSIS OF VARIANCE WITH A DICHOTOMOUS DEPENDENT VARIABLE: AN EMPIRICAL STUDY1
Authors: LUNNEY GERALD H.
Published: September 2005

A study was conducted to determine if analysis of variance techniques are appropriate when the dependent variable has a dichotomous (zero‐one) distribution. Several 1‐, 2‐, and 3‐way analysis of variance configurations were investigated with regard to both the size of the Type I error and the Power. The findings show the analysis of variance to be an appropriate statistical technique for analyzing dichotomous data in fixed effects models where cell frequencies are equal under the following conditions: (a) the proportion of responses in the smaller response category is equal to or greater than .2 and there are at least 20 degrees of freedom for error, or (b) the proportion of responses in the smaller response category is less than .2 and there are at least 40 degrees of freedom for error.
CONSIDERATIONS FOR STUDIES OF TEST BIAS
Authors: LINN ROBERT L. , WERTS CHARLES E.
Published: September 2005

Discussed are two problems in the investigation of predictive bias in tests: (a) the effect of unreliability of the predictors, and (b) the effect of excluding a predictor from the regression equation on which there are preexisting group differences.
A DISCRIMINATION INDEX FOR ITEMS IN INSTRUMENTS USING GROUP RESPONSES
Authors: MENNE JOHN W. , TOLSMA ROBERT J.
Published: September 2005

Item discrimination for instruments used to measure characteristics by means of group responses is stressed. It is argued that a percentage of the total sum of squares which is due to groups can appropriately be used as an index of item discrimination.
CORRELATES OF UNWARRANTED CONFIDENCE IN RESPONSES TO OBJECTIVE TEST ITEMS
Authors: JACOBS STANLEY S.
Published: September 2005

Investigated were the effects of several variables on the expression of unwarranted confidence in the accuracy of responses to objective test items. A final examination was administered to 72 subjects under confidence‐weighting instructions with two levels of penalty for incorrect responses. A 2‐way ANOVA revealed no significant main effects or interaction attributable to level of penalty or sex. Although increased penalty level had no effect on confidence‐expression, the test's reliability decreased from .85 to .39, and the correlation between conventional and weighted scores dropped from .88 to .095.
SCHOOL STRESS AS A FACTOR IN CHILDREN'S RESPONSES TO TESTS AND TESTING
Authors: PHILLIPS BEEMAN N.
Published: September 2005

Response styles are conceptualized as stress reactions, and the stressful school experiences of acquiescent, negativistic, self‐enhancing, and self‐derogating children are studied. It was found that school interpersonal stress was lower among acquiescent than negativistic Ss, while school academic stress was higher among self‐enhancing than self‐derogating Ss. One of the major implications of the conceptual approach and empirical results is that tests might be generally improved by identifying the kinds of stressful experiences Ss have had, and relating these to the kinds of responses Ss make to tests and testing. In addition, while the importance of the reaction of Ss to the measuring process is generally accepted, much more needs to be done on the kinds of responses individuals make to the content, in comparison to the conditions, of testing. Finally, these observations are particularly pertinent to tests and testing in schools, especially when the teacher is involved in the process and makes tests and testing stressful. This will tend to increase the effects of response style tendencies and decrease the validity of tests.
PRIMARY ESSAY TESTS1
Authors: VEAL L. RAMON , BIESBROCK EDIEANN F.
Published: September 2005

A summary of the development of an experimental test to measure composition ability in young children.
AN INSTRUMENT FOR MEASURING STUDENT TEACHER MORALE1
Authors: PRICE JO‐ANN
Published: September 2005

Described in the article is an instrument designed to measure 12 dimensions of student teacher morale. The factors are based on 57 items taken from the Purdue Teacher Opinionaireand 43 items written specifically for the experimental instrument.
WHAT TEST QUESTIONS ARE LIKELY TO OFFEND THE GENERAL PUBLIC1
Authors: BERDIE FRANCES S.
Published: September 2005

The purpose of the research reported here was to assure that materials used in the National Assessment of Education would not be offensive to any large group of people. The method used of asking the opinions of lay people actively interested in education about the possible offensiveness of assessment exercises is discussed and types of potentially offensive materials are described.
USE OF OPTICALLY SCORED TEST ANSWER SHEETS WITH YOUNG CHILDREN
Authors: GAFFNEY RICHARD F. , MAGUIRE THOMAS O.
Published: September 2005

By testing a sample of 840 school children from an urban school district, the authors examined the practical limitations of the use of an optically scored answer sheet. The independent variables were grade (two through nine) and degree of instruction and practice (three levels). The dependent variable was the number of easy items (embedded within a set of ordinary test items) that were correctly answered. The easy items, which were different for the various grades, were selected because other children, comparable to those used in the experiment, were able to answer them virtually without error when answering on a test booklet rather than on the answer sheet. The findings indicated that students in grades two and three, in the fall of the year, were unable to make valid responses. Students in grades four and five seemed able to make valid responses only after receiving specific instructions and a practice session. Above grade five, students made valid responses regardless of the types of instructions they received.
IMPROVING THE IDENTIFICATION OF ANXIOUS ELEMENTARY SCHOOL CHILDREN THROUGH THE USE OF AN ADJUSTED ANXIETY SCALE
Authors: O'REILLY ROBERT P. , WlGHTMAN LAWRENCE E.
Published: September 2005

Anxiety scores (Test Anxiety Scale for Children) from 165 sixth graders were adjusted for defensiveness (Lie Scale for Children) by an equally weighted summation of the two scores. Construct validity of the adjusted anxiety score was markedly superior to that of the uncorrected score, as indicated by an increase in correlation with achievement on a programmed instruction unit of(in one case) ‐.33 to ‐.52.