bluuebunny/crossref_metadata_2025_split huggingface dataset:
COLLEGE ENVIRONMENTS AND STUDENT ACADEMIC ACHIEVEMENT
Authors: Centra John A. , Rock Donald 
Published: August 2014

ABSTRACTIn this study, selected aspects of the college environment were related to student academic achievement at 27 small liberal arts colleges. Academic achievement was measured by senior students' scores on the Area Tests of the Graduate Record Examination; the Scholastic Aptitude Test (Verbal and Mathematics) scores of these same students prior to college entrance were used as a control measure for differences in initial aptitude. The colleges' social and academic environment were assessed through students' perceptions and included five scales describing the extent of faculty‐student interaction, student activism, curriculum flexibility, academic challenge, and the colleges' cultural facilities. All but the Activism scale were related to student over or underachievement on one or more of the three Area Tests (Humanities, Natural Science, Social Science). In particular, students at colleges with high scores on the Faculty‐Student Interaction scale more often overachieved on two of the criteria tests, while students at colleges with low scores on this scale underachieved on all three of the tests. The results suggest that certain student‐described college environmental features are related to academic achievement, although replication with another group of colleges would be desirable.
A COST/EFFECTIVENESS MODEL FOR EDUCATIONAL PROGRAMS1
Authors: Badran Yehia 
Published: August 2014

ABSTRACTMost decision problems are ones in which a choice between multiple‐objective alternatives has to be made. The central difficulty of such decision problems lies in finding single decision criteria which combine the decision‐maker's objectives and interests in an acceptable way. In this paper a general procedure for the construction of such single decision criteria is presented. This general procedure is then applied to the construction of a decision criterion for the “two‐objective” decision problem: which pupils, if any, should be enrolled in which educational programs when one is interested in the programs' cost and effectiveness? The use of the resulting decision model is illustrated in detail.
RESEARCH IN CHILD PSYCHOPATHOLOGY: THE CONTRIBUTIONS OF DEVELOPMENTAL, PSYCHOLOGY
Authors: Santostefano Sebastiano , Baker A. Harvey 
Published: August 2014

ABSTRACTSince the many broader developmental propositions common to the theories of Piaget, Werner, and psychoanalytic ego psychology are not available in the usual research report, the present paper starts by defining a number of them to provide an outline of the conceptual framework which these three developmental theories share. This framework delineates the limits of the literature survey which follows. Four main lines of investigation are then reviewed, each dealing with questions and hypotheses derived from one or more of the propositions and each suggested by an examination of the literature. These are: studies dealing with innately given behavioral and structural organs and modes of functioning; differentiation‐integration and levels of organization; multiple modes and stages of development; and the adaptive process. Following this literature review, a concluding section considers some implications of the biodevelopmental research reported to date for the understanding of child psychopathology.
MATHEMATICAL ANALYSIS OF A MULTIPLE‐LOOK CONCEPT IDENTIFICATION MODEL
Authors: Cotton John W. 
Published: August 2014

ABSTRACTThe behavior of focus samples central to the multiple‐look model of Trabasso and Bower (1968) is examined by three methods. First, exact probabilities of success conditional upon a certain brief history of stimulation are determined. Second, possible states of the organism during the experiment are defined and a transition matrix for those states determined, permitting prediction over all possible numbers of trials. Third, Fisher's generalizations and corrections of the Trabasso and Bower focus sample theory are examined. A general solution for the conditional probability of success is derived from Fisher's equation for the probability of n successes between any two errors. One very strong implication of the theory is given in Section 5.
A METHOD FOR ASSESSING PRIMARY GRADE CHILDREN'S EXPECTATIONS OF SCHOOL1
Authors: Koslin Sandra Cohen , Amarel Marianne , Ames Nancy 
Published: August 2014

ABSTRACTAn assessment of children's perceptions and expectations concerning the school was attempted, using a structured interview. One hundred thirty two first‐ and second‐grade children drawn from three schools with differential racial composition were asked a series of 10 questions related to life in the classroom. The questions were asked under two conditions; in one the children were referred to a series of sketches depicting classroom events, in the other no sketches were shown. The interviews were repeated after one month to assess the stability of the responses. The results yielded data on substantive questions as: what pupil behaviors teachers value, what teacher behaviors children value, etc. The responses differentiated between the schools from which the subjects were drawn, reflecting their racial composition.
EDUCATING DISADVANTAGED URBAN CHILDREN IN SUBURBAN SCHOOLS: AN EVALUATION1
Authors: Zdep S. M. 
Published: August 2014

ABSTRACTA one‐year experimental program that transported a total of 38 “volunteer” disadvantaged city children to schools in a nearby suburban community was evaluated in grades 1 and 2. Twenty‐six of the 38 children were in a total of 12 different classes at these two grade levels. At the conclusion of the program, transported first graders displayed significantly higher average gains than did counterparts who remained in the city school in reading, mathematics, and listening skills. Among second graders, achievement mean gains for the transported group did not differ significantly from those of the counterpart group. Suburban children in classes containing city youngsters displayed no measured detrimental effects on achievement, when compared to similar classes without city children. In general, year‐end affective measures indicated that most groups of students preferred integrated classes that were mostly white, and they also felt these classes were among the smartest.
A THEORETICAL STUDY OF THE MEASUREMENT EFFECTIVENESS OF FLEXILEVEL TESTS*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTA flexilevel test is found to be inferior to a peaked conventional test for measuring examinees in the middle of the ability range, superior for examinees at the extremes. Throughout the entire range of ability, a flexilevel test is much superior to any conventional test that attempts to provide accurate measurement at both extremes.
ERRORS OF INFERENCE DUE TO ERRORS OF MEASUREMENT1,2
Authors: Linn Robert L. , Werts Charles E. 
Published: August 2014

ABSTRACTFailure to consider errors of measurement when using partial correlation or analysis of covariance techniques can result in erroneous conclusions. Certain aspects of this problem are discussed and particular attention is given to issues raised in a recent article by Brewer, Campbell, and Crano.
ON LEAST SQUARES FITTING NONLINEAR SUBMODELS1
Authors: Bechtel Gordon G. 
Published: August 2014

ABSTRACTThree simplifying conditions are given for obtaining least squares (LS) estimates for a nonlinear submodel of a linear model. If these are satisfied, and if the subset of nonlinear parameters may be LS fit to the corresponding LS estimates of the linear model, then one attains the desired LS estimates for the entire submodel. Two illustrative analyses employing this method are given, each involving an Eckart‐Young (LS) decomposition of a matrix of linear LS estimates. In each case the factors provide an LS fit of the nonlinear submodel to the original data. The minimum error sum of squares for this fit is the error sum of squares for the corresponding linear model plus a function of the eigenvalues involved in the factorization. An Eckart‐Young factorization, however, is only a special case of an LS decomposition of LS estimates. The present method is more generally applicable (under the three simplifying conditions) whenever any LS procedure may be found for fitting certain parameters of a nonlinear submodel to the corresponding LS estimates of a linear model.
FACTOR ANALYSIS BY GENERALIZED LEAST SQUARES
Authors: Jo̎reskog Karl G. , Goldberger Arthur S. 
Published: August 2014

ABSTRACTAitkin's generalized least squares (GLS) principle, with the inverse of the observed variance‐covariance matrix as a weight matrix, is applied to estimate the factor analysis model in the exploratory (unrestricted) case. It is shown that the GLS estimates are scale free and asymptotically efficient. The estimates are computed by a rapidly converging Newton‐Raphson procedure. A new technique is used to deal with Heywood cases effectively.
A STUDY OF SPEEDEDNESS AS A SOURCE OF TEST BIAS
Authors: Evans Franklin R. , Reilly Richard 
Published: August 2014

ABSTRACTSpecially constructed “speeded” and “unspeeded” forms of a Reading Comprehension test were administered to regular center and fee‐free center LSAT candidates in an effort to determine: (1) if the test was more speeded for fee‐free candidates, and (2) if reducing the amount of speededness was more beneficial to fee‐free candidates. Results of the analyses show: (1) the test is somewhat more speeded for fee‐free candidates than for regular candidates, (2) reducing the amount of speededness produces higher scores for both regular (22 scaled score points) and fee‐free (33 scaled score points) center candidates, and (3) reducing speededness is not more beneficial (in terms of increasing the number of items answered correctly) to fee‐free than to regular center candidates.Lower KR‐20 reliability was observed under speeded conditions in the fee‐free sample and is discussed.
IDENTIFICATION OF SUB‐SKILLS OF READING COMPREHENSION BY MAXIMUM LIKELIHOOD FACTOR ANALYSIS1
Authors: Spearritt Donald 
Published: August 2014

ABSTRACTDiffering interpretations have been made of the results obtained by Davis in a large‐scale study of the mental skills involved in reading comprehension among twelfth grade students. On the basis of a uniqueness analysis and a varimax‐rotated principal components analysis, Davis maintained that five of his eight postulated skills were experimentally distinguishable. A refactorization of Davis's data by R. L. Thorndike suggested that except for word knowledge, the reading skills were not separately distinguishable. The present study consists of a further refactorization of Davis's data, taking more advantage of their factor analytic design possibilities, and employing the more comprehensive procedures now available for maximum likelihood factor analysis. Word knowledge and three other skills were shown to be separately distinguishable, but the latter three skills were very highly correlated and thus could be predominantly measuring a single basic ability.
SIGNIFICANCE TEST FOR A PARTIAL CORRELATION CORRECTED FOR ATTENUATION*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTCorrection for attenuation is important for partial correlations because not even the sign of the partial between true scores can be inferred safely from the partial between observed (fallible) scores. Methods for inferring the corrected partial are discussed. Unfortunately, the corrected partial will sometimes have an overwhelming sampling error. A significance test is developed that largely circumvents this problem in those cases where it is enough to infer just the sign of the partial between true scores.
A QUICK METHOD FOR DETERMINING TEST BIAS
Authors: Echternacht Gary 
Published: August 2014

ABSTRACTThe problem of test bias has been a growing concern in recent years. Of the several available methods for determining test bias, probably the most effective means involves collecting criterion information. This data collection process often provides a considerable barrier to the researcher, especially for the small test user and for someone who needs an immediate solution to a test bias question. This paper presents a method for identifying and analyzing the nature of test bias. This method is intended as only a preliminary analysis prior to, or concurrently to, a criterion data collection process.
TRAIT INTERRELATIONS IN IMPLICIT PERSONALITY THEORIES AND QUESTIONNAIRE DATA1
Authors: Stricker Lawrence J. , Jacobs Paul I. , Kogan Nathan 
Published: August 2014

ABSTRACTThis study's aim was to assess the validity of naive subjects' implicit personality theories, the correspondence among the theories, and the influence of social desirability on them. High school girls classified the items from the MMPI Psychopathic Deviate scale into clusters representing different traits. These clusters agreed closely with the factors obtained in previous factor analyses of self‐reports to these items and were highly similar for individual subjects. Desirability was substantially related to the clusters but generally did not mediate their correspondence with the factors or each other. These results indicate that the lay theories possessed validity as well as communality, and that desirability had a distinct but limited involvement with the theories.
ANCHORED SCALING AND EQUATING: OLD CONCEPTUAL PROBLEMS AND NEW METHODS
Authors: Boldt Robert F. 
Published: August 2014

ABSTRACTThis paper describes several situations in which generalization of statistical results is not possible by representative sampling but which is attempted using corrections for selection of groups. The situations include hiring, admissions, differential classification, guidance, test score equating, and test score scaling. Evidence of inaccuracies of the assumptions underlying the corrections is adduced. The Pearson equations which rest on these assumptions, are mentioned as a basis of scaling and equating procedures in existence, an alternative approach is suggested, and its application to anchored equating, vertical equating, scaling, and equating with mixed essay and objective material is described. The alternative approach consists of a principle for choosing objective functions whose optimization would lead to a selection of conversion constants for equating. The principle is that equal equating test scores should be associated with equal reported scores on the average. Constrained optimizations are suggested where policy considerations so indicate.
PERSONALISM AND INTERPERSONAL ATTRACTION1
Authors: Potter David A. 
Published: August 2014

ABSTRACTAttribution theory predicts that actions seen as specifically directed toward a person have greater impact than those not so directed. It was hypothesized that agreement between self‐evaluation and another's evaluation increases personalism of received evaluations, increasing both impact and tendency to reciprocate liking or disliking. In a 2 × 2 × 2 factorial design, 66 subjects received a high or low score on two tests of social insight. Each subject then received evaluations, supposedly from another subject, indicating (1) the partner estimated the subject's social insight as well above or below average, and (2) the partner liked the subject very much or disliked him moderately. Liking for the partner was the dependent variable. Results supported the experimental hypothesis; a significant (p < .001) three‐way interaction effect was observed.
EFFECTS OF PRENOMINAL ADJECTIVE ORDERING ON CHILDREN'S LATENCIES AND ERRORS IN AN IMMEDIATE SENTENCE RECALL TASK12
Authors: Freedle Roy , Hall William S. 
Published: August 2014

ABSTRACTThirty‐four children ranging in age from 2,6 to 6,1 (median age 4,3) were presented with sentences for imitation which either violated or honored a prenominal adjective ordering rule which requires that size adjectives must precede color adjectives. Two response measures were evaluated in terms of these sentence types: latency to begin a sentence imitation and recall errors. For both the older and younger subjects, latencies following adjective order violations were significantly longer than following correct adjective order. This was argued to provide evidence for the existence of a perceptual strategy in noun phrase segmentation which occurs at the time the sentence is comprehended. The recall error measure indicated that a different strategy is reflected in the output phase of a sentence imitation task: this strategy was called a shift‐to‐grammatical‐output. Older subjects were found to employ this latter strategy whereas the younger subjects did not employ it. These results were interpreted both in terms of Bever's developmental theory of prenominal adjective ordering acquisition and the empirical work of Martin and Molfese. Finally, these results were related to a more general developmental theory suggested by a pragmatic communication interpretation of adjective ordering due to the work of Danks, Glucksberg, and Schwenk.
PERSONALITY RESEARCH FORM: FACTOR STRUCTURE AND RESPONSE STYLE INVOLVEMENT1
Authors: Strieker Lawrence J. 
Published: August 2014

ABSTRACTThe aims of this study were (a) to explore the factor structure of the Personality Research Form (PRF) and (b) to examine the inventory's relations with response styles. In general, the PRF content scales correlated moderately with each other and with measures of acquiescence, social desirability, and defensiveness response biases. Six oblique factors, identified as conscientiousness, hostility, ascendance, dependence, imagination, and carefreeness, were found in a principal axis analysis of the content scales. The stylistic measures' estimated loadings on these factors were scattered and moderate. Several factors were similar to the categorization of scales in the PRF manual as well as the factors previously obtained by Edwards, Abbott, and Klockars.
ESTIMATION OF LATENT ABILITY AND ITEM PARAMETERS WHEN THERE ARE OMITTED RESPONSES*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTOmitted items cannot properly be treated as wrong when estimating ability and item parameters. A convenient method for utilizing the information provided by omissions is presented. Some theoretical and considerable empirical justification is adduced for the estimates obtained by both old and new methods.
AN ACCOUNTABILITY DESIGN FOR SCHOOL SYSTEMS1
Authors: Forehand Garlie A. , Marco Gary L. , McDonald Frederick J. , Murphy Richard T. , Quirk Thomas J. 
Published: August 2014

ABSTRACTA comprehensive plan for accountability in elementary and secondary schools is described. The primary purpose of the accountability system is to promote student development. During the first phase of accountability, an assessment is made of student performance. Results can be expressed in terms of both the percentage of students scoring below minimum performance standards and the Student Development Index, a deviation measure of performance based on longitudinal student data. In the diagnostic phase a systematic study of process variables is initiated to identify those process variables that should become the focus of corrective action plans. Corrective action must then be taken. Suggestions for implementing the accountability system are also presented.
THE RELATIONSHIP BETWEEN STUDENT AND ALUMNI RATINGS OF TEACHERS
Authors: Centra John A. 
Published: August 2014

ABSTRACTStudent and alumni ratings for 23 teachers were found to correlate .75 (somewhat less for teachers rated only by graduates of their department). This substantial agreement between current students and alumni (of five years) regarding who have been effective or ineffective teachers suggests that student ratings are fairly permanent and do, at least in part, reflect overall, long‐term effects of instruction.
ON THE STABILITY OF ROTATED FACTOR LOADINGS: THE WEXLER PHENOMENON
Authors: Jennrich Robert I. 
Published: August 2014

ABSTRACTThe formulas which give the standard errors of factor loading estimates while available and computable are complicated and our understanding of them is limited. A nontechnical description of their behavior under favorable and unfavorable conditions is given. Of particular interest is their behavior in the presence of singularities arising from equal eigenvalues and undefined rotation.
STUDIES OF SINGLE SAMPLES AND WHOLE POPULATIONS
Authors: Hall Charles E. 
Published: August 2014

ABSTRACTThis paper revives an old statistic, the point biserial correlation, reviews some of the generalizations of it and shows how these correlations are useful for studying the characteristics of observations in single samples or whole populations.The distinctions between analysis of variance techniques and complex point serial correlation analyses are examined in considerable detail.In any practical sense there are few, if any, distinctions between analysis of variance and serial correlation when only one characteristic is involved in only one sample. When there is more than one characteristic or more than one sample or both, the distinctions between analysis of variance and serial correlation become great, changing the source of estimates of population variance and of estimates of error variance.
GRADING PRACTICES IN AMERICAN HIGH SCHOOLS
Authors: Pinchak Barbara Moretti , Breland Hunter M. 
Published: August 2014

ABSTRACTDuring the spring of 1972, 1069 schools participated in a survey of U. S. high schools. Of those schools reporting information on their grading practices, 68% indicated that only letter grades were used, 16% indicated that only percentage grades were used, 4% used some other system (such as pass‐fail), and 9% used a combination of systems. (3% did not give complete information.) The meaning of grades within systems varied considerably. Percentage grades, in particular, showed the lack of a standard, with some being assigned as many as 8 equivalent letter grades. Conversely, some letter grades were assigned as many as 20 equivalent percentage grades. The most interesting finding of the survey of grading practices, however, relates to trends in grading. This survey suggests that there is less experimentation with alternative marking systems than might be expected.
UNRAVELING LORD'S PARADOX: THE APPROPRIATE USE OF MULTIPLE REGRESSION ANALYSIS IN QUASI‐EXPERIMENTAL RESEARCH
Authors: O'Connor Edward F. 
Published: August 2014

ABSTRACTLord's paradox is a demonstration that the adjustment for pretest differences in preexisting experimental groups depends on assumptions about what the data would have been under circumstances other than those which actually occurred. Different assumptions may lead to conflicting estimates of the treatment effect. In the absence of random assignment, it is often difficult to justify the choice of a particular set of assumptions. The problem is discussed in terms of confounding and specification error, and a procedure is suggested by which a researcher can test his choice of assumptions. The procedure consists in demonstrating that the pretest differences can be explained entirely in terms of a few known variables. It Is assumed that all variables are measured without error, although the approach can be modified for fallible variables.
STUDENT POINTS OF VIEW IN RATINGS OF COLLEGE INSTRUCTION
Authors: Centra John A. , Linn Robert L. 
Published: August 2014

ABSTRACTThis study investigated student points of view in their ratings of specific courses and instructors by analyzing student responses within each of three classes separately, and then sought to generalize the results further by additional analyses with 300 students randomly selected from 402 classes in five colleges. Different points of view were found for student ratings of course examinations, textbooks and supplementary readings, and class discussions. These various points of view were moderately related to such student characteristics as grades and sex, although not in all three of the classes studied. This last point underscores the importance of the context (i.e., the particular course) in understanding or interpreting the meaning of student ratings.