bluuebunny/crossref_metadata_2025_split huggingface dataset:
LEVEL OF ASPIRATION MEASURES AND COLLEGE ACHIEVEMENT*
Authors: Schultz Douglas G. , Ricciuti Henry N. 
Published: August 2014

ABSTRACTThe purpose of this study was to provide some indication as to the amount and kind of relationship between general college achievement and goal discrepancy scores derived from certain group level of aspiration techniques recently developed. Goal discrepancy scores for several groups of college students were derived from aspiration statements made in connection with two group experimental tests and with regular course examinations. These discrepancy scores were correlated with scores from a scholastic aptitude test and with Grade‐Point Average during the previous year at college. Partial correlation coefficients were computed between the goal discrepancy scores and Grade‐Point Average, holding scholastic aptitude scores constant.There was no evidence uncovered to support the existence of a relationship between any of the goal discrepancy scores investigated and past academic achievement, whether or not scholastic aptitude is held constant. No curvilinear trends were discovered in the data. No consistent differences in the various correlations were apparent between aspiration instructions asking for expectations and instructions asking for goals.
USE OF THE CEEB WRITING SAMPLE
Authors: EKSTROM RUTH B. 
Published: August 2014

ABSTRACTThe Writing Sample introduced by the College Board in 1960‐61 is a secure essay evaluated by the colleges to which the student is applying. Questionnaires concerning the use of the Writing Sample were sent to 287 Board member colleges. Usable replies were received from 234.Of these colleges 43% use the Writing Sample for admissions. Among these the most common practice was to use the samples in admissions decisions for borderline or marginal candidates. Reading was usually done by an admissions officer or admissions committee. The predominate purpose in reading was to gain a general impression of writing ability. Most of the colleges used the Writing Sample as “one of several factors” for admissions decisions. Over 70% of the colleges requiring the Writing Sample found it “extremely helpful” or “somewhat helpful” in admissions. Of the responding colleges 32% had plans to use the Writing Sample for placement. The reading was generally to be done by an English Department committee to gain a general impression of writing ability from all entering students who had submitted the Writing Sample. Plans to use the Writing Sample in guidance or counseling were reported by 20% of the responding colleges.Questionnaires were also sent to 140 member and nonmember secondary schools. Approximately 60% of the 115 schools returning questionnaires said they made some use of the Writing Sample. In this group, 27% said that the introduction of the Writing Sample brought teachers to give more stress to the importance of composition, 19% said teachers give more attention to the mechanics of composition, and 14% said teachers require more compositions.
ACQUIESCENCE AND SOCIAL DESIRABILITY RESPONSE SETS, ITEM CHARACTERISTICS, AND CONFORMITY1
Authors: Stricker Lawrence J. 
Published: August 2014

ABSTRACTThis study explored the tendency for two characteristics of personality and attitude items–readability and extremeness–to elicit acquiescent and socially desirable responses. The results were largely not consistent with a conceptualization of these response sets as aspects of conformity. The findings were that (a) more acquiescent responses were made to moderate than to extreme personality and attitude items; (b) fewer socially desirable responses were made to moderate than to extreme personality items, but no differences were found for attitude items; (c) more acquiescent responses were made to hard‐ than easy‐to‐read attitude items, although, conversely, fewer acquiescent responses were made to hard‐ than easy‐to‐read personality items; (d) fewer socially desirable responses were made to hard‐ than easy‐to‐read personality and attitude items; (e) subjects high, moderate, and low in acquiescence, as measured independently, did not generally differ in their trends of acquiescent responses to items varying in readability and extremeness; (f) subjects high, moderate, and low in social desirability set, as measured independently, did not generally differ in their trends of socially desirable responses to items varying in readability and extremeness; (g) responses to the two subsets of items that should most reflect conformity were uncorrelated; and (h) the set responses had little generality over different kinds of content or item format. The implications of these findings for the conceptualization, alternative conceptualizations of acquiescent and social desirability response sets, and the generality of these response sets were discussed.
COMMUNICATION RESTRAINTS AND MUTUAL PROBLEM‐SOLVING BEHAVIOR1
Authors: Hemphill John K. , McConville Carolyn B. 
Published: August 2014

ABSTRACTIn most situations, communication among parties involved in a group problem‐solving situation is regarded as desirable if not essential, since each member's intentions can be made known and future actions made predictable. The present experiment was designed to test the hypothesis that communication facilitates the development of effective and predictable structure‐in‐interaction and thus contributes to the effectiveness of the group's problem‐solving activities.The subjects, 80 women college graduates ranging in age from 20 to 60 years, were divided into 20 groups of four members each. Ten groups were designated as Communication groups and the remainder as Non‐Communication groups. The tasks for all groups were identical: to light a “goal square” in a 5 times 5 electrical plug board in a minimum number of moves. Rules defining permissible moves were imposed to create a mutual task. The Communication groups were permitted to send a written message to any (all) of their partners between trials; the Non‐Communication groups were required to send a message to the experimenter at the end of each trial.Measures relating to task effectiveness and the development of structure‐in‐interaction were examined. The analysis of each panel of data pointed to the superiority of the Non‐Communication groups in both performance and development of structure‐in‐interaction. This result was not anticipated. Detailed analysis suggests that under certain conditions group task performance may be hindered rather than facilitated by communication.
CURRICULUM, COGNITION, AND EDUCATIONAL MEASUREMENT1
Authors: Heath Robert W. 
Published: August 2014

ABSTRACTBased on the proposition that the Physical Science Study Committee high school physics course has an objective of encouraging cognitive preferences different from those induced by traditional physics courses, a Cognitive Preference Test was developed. The following hypotheses were tested:
that PSSC students demonstrate a stronger preference for fundamental principles and questioning than non‐PSSC students,
that non‐PSSC students prefer memory for facts and terms and for practical application to a greater degree than PSSC students,
that preference for fundamental principles and questioning is more positively related to achievement test scores for PSSC students than for the control group students, and
that preference for facts and terms and for practical application is more negatively related to achievement test scores for PSSC students than control group students.
The hypotheses were supported by the data. Implications for further research were discussed.
COMPARISON OF INFORMATION SCALES AND LIKE‐INDIFFERENT‐DISLIKE SCALES AS MEASURES OF INTEREST
Authors: Skager Rodney W. , Bussis Anne M. , Schultz Charles B. 
Published: August 2014

ABSTRACTThe potential of information tests for the non‐fakable measurement of interests was tested by observing the overlap of interest scales with information scales after partialling out verbal and numerical ability. Significant partial correlations between scales of the two types of measures for secondary school Ss led to a comparison of the respective capacities of the two instruments in predicting academic performance and self‐initiated, extracurricular accomplishments in the arts and sciences. While interest scales predicted academic performance independently of measured aptitude for males, the information scales were not related to grades for either sex after partialling out verbal and numerical abilities. In correlations with self‐initiated, extracurricular Science, Esthetic and Literary activities, interest scales did show larger and more consistent relationships than information scales, but the presence of interest components in information scales seems to have been established.
TEST BIAS: VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR NEGRO AND WHITE STUDENTS IN INTEGRATED COLLEGES
Authors: Cleary T. Anne 
Published: August 2014

ABSTRACTFor this research, a test was said to be biased for members of a subgroup of the population if, in the prediction of a criterion for which the test was designed, consistent nonzero errors of prediction are made for members of the subgroup. Samples of Negro and white students from three integrated colleges were studied. In the two eastern colleges, no significant differences in the regression lines were found. In the one college in the southwest, significant differences were found, but it was the Negro scores which were overpredicted. Thus, in one of the three schools, the Scholastic Aptitude Test was found to be slightly biased, but biased in favor of the Negro student.
THE EFFECT OF SPECIAL INSTRUCTION UPON TEST PERFORMANCE OF HIGH SCHOOL STUDENTS IN TENNESSEE1
Authors: Roberts S. O. , Oppenheim Don B. 
Published: August 2014

ABSTRACTPrevious studies of the effect of coaching on test scores have been essentially negative. The present study was undertaken to determine whether students who had received less adequate instruction and who were less able in scholastic aptitude test performance than the subjects in previous studies might benefit more from special instruction.Specially prepared linear programed materials, designed to foster an analytic approach to the tasks required on college admission tests and to be used in conjunction with classroom instruction, were developed in the verbal and the mathematical areas. Instruction in either of the two areas was given to eleventh grade students in 18 predominantly Negro high schools. Alternate forms of the PSAT, administered as pre‐ and posttests, were used to evaluate the effectiveness of the special instruction.While there were statistically significant differences in gain scores between some of the experimental groups and their controls, the outcome of this study, like the outcome of earlier studies, was generally negative. In fact, the gains in the experimental groups were more than offset by reductions in posttest scores in the control groups. The magnitude of the gains observed in the experimental groups were so small that it does not seem reasonable to expect that similar short‐term instruction given on a wide scale would be of significant benefit to disadvantaged students.
THE ABILITY OF PSYCHOLOGISTS TO ESTIMATE VALIDITIES OF PERSONNEL TESTS USED IN A DEPARTMENT STORE1
Authors: Neun Mary Ellen 
Published: August 2014

ABSTRACTThe purpose of this study was to compare the validity estimates of 10 psychologists, knowledgeable in both test content and job requirements, with validity coefficients obtained by correlating employees' test scores and a job performance criteria. Three departments of a large department store were used, Merchandise Clerical, Stock Records Clerical, and Supervisory Trainees.The correlations between test scores and merit ratings were generally higher for the two clerical departments than they were for the Supervisory Trainee department. The means of the psychologists' estimates of the test validities were not significantly correlated with the actual results for any of the three departments: .22 for the Merchandise Clerical department, .51 for the Stock Records Clerical department, and ‐.49 for the Supervisory Trainees.The validity estimates of each psychologist were then considered separately across all three departments. The correlation between estimated and actual validities was significant for only one psychologist.
KR‐21 FOR FORMULA SCORED TESTS WITH OMITS SCORED AS WRONG
Authors: Linn Robert L. , Boldt Robert F. , Flaugher Ronald L. , Rock Donald A. 
Published: August 2014

ABSTRACTAn expression was derived for computing KR‐21 based on formula score statistics for the special case when the number of items on the test equals the number right plus the number wrong (i.e., either there are no omits or omits are scored wrong). The effect of using means and variances based on formula scored tests in the KR‐21 formula usually given in textbooks was also discussed.
AN EXTENSION OF THE RULON FORMULA FOR TEST RELIABILITY: THE CASE OF CORRELATED TRUE AND ERROR COMPONENTS OF SCORES
Authors: Williams Richard H. , Zimmerman Donald W. 
Published: August 2014

ABSTRACTIt is proved that Rulon's formula, estimating reliability from split‐halves of a test, can be applied in its usual form even though true scores and error scores are correlated. It is seen, however, that the variance of difference scores in Rulon's formula is not equivalent to error variance and that the standard deviation of difference scores cannot be used as an estimate of the standard error of measurement when true scores and error scores are correlated. Values predicted by the equations presented in this paper are compared to the corresponding values generated by a computer simulation method.
FACULTY PERCEPTIONS OF STUDENTS
Authors: Davis Junius A. 
Published: August 2014

ABSTRACTThis final report in the Faculty Perceptions of Students series has concerned, in the main, examination of students defined by a consensus of faculty as desirable. A variety of measures were tested for relationship against criteria drawn from frequency of being known and nomination by faculty to several laudatory categories. The major component of general acclaim was revealed to be academic performance, although technical difficulties (size of sample, limited reliability of other criterion measures) may have dampened other potential findings.
THE WIDE RANGE VALIDITY OF CERTAIN NEW APTITUDE TESTS
Authors: Flaugher Ronald L. , Rock Donald A. 
Published: August 2014

ABSTRACTA study by French showed that the addition of certain new types of test material to the College Board Scholastic Aptitude Test (SAT) would result in significant improvement of the validity of the SAT for the prediction of college performance by students of high ability. The present study examined the validity of these same types of test materials over the wider range of ability which characterizes college freshmen in College Board member colleges.
RATE AND UNIQUENESS IN CHILDREN'S CREATIVE RESPONDING1
Authors: Ward William C. 
Published: August 2014

ABSTRACTThree ideational fluency measures were administered to 34 seven‐ and eight‐year‐old boys. Response rate and uncommonness were compared with results from published studies using college student Ss. In agreement with earlier findings, response rate decreased, and average uncommonness of responses increased, over time; Ss who eventually produced more ideas gave them at a higher rate. Creative children (those having high response fluency) did not differ from uncreative ones either in their proportion of uncommon responses throughout the task or in the rate at which their successive responses became less stereotyped. The possibility was raised that children identified as creative differ from others solely in personality and motivational, rather than ability, characteristics.
RORSCHACH PREDICTION OF SUCCESS IN CLINICAL TRAINING: A SECOND LOOK1,2
Authors: Carlson Rae 
Published: August 2014

ABSTRACTThis study reports the development of a Rorschach Index based upon an ego—pyschological conceptualization of an “optimal personality picture” of the successful trainee in clinical psychology. Rorschach Index predictions for 155 trainees of the VA assessment project (Kelly & Fiske, 1951) were compared with dichotomous predictions from the Miller Analogies Test (MAT) and the Strong Vocational Interest Blank (SVIB). The Rorschach Index predicted success and failure and identified failures for “personality reasons” more effectively than the MAT or the SVIB. Implications for use of an “ideal type” approach in prediction are discussed.
SOME TEST THEORY FOR TAILORED TESTING*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTIn a tailored test, each item is selected for administration on the basis of the examinee's responses to previous items, with a view towards optimum measurement of this particular examinee. Various simple rules for 1) selecting the items to be administered and 2) scoring the examinee's responses are compared and evaluated. Some fundamental ideas emerge that will serve as guides in the future design of tailored testing programs.
PERCEPTUAL‐COGNITIVE DEVELOPMENT IN INFANCY: A GENERALIZED EXPECTANCY MODEL AS A FUNCTION OF THE MOTHER‐INFANT INTERACTION1
Authors: Lewis Michael , Goldberg Susan 
Published: August 2014

ABSTRACTThe present paper concerns itself with the various aspects of the mother‐infant interaction. While amount and variety of stimulation are recognized as important parameters influencing development, the argument is made that a contingency relationship resulting in a generalized expectancy on the part of the infant is, by far, more important. Briefly, if the mother responds consistently and with short latencies she helps develop within the infant an expectation that his action can be effective in influencing his environment. This expectation, as a generalized expectancy, provides the motivation for additional environmental interaction and cognitive development. Data from a study of mother‐infant interaction and tests of cognitive development at three months support this hypothesis.
CONSERVATION OF NUMBER AMONG FOUR AND FIVE YEAR OLD CHILDREN: SOME METHODOLOGICAL CONSIDERATIONS
Authors: Rothenberg Barbara B. 
Published: August 2014

ABSTRACTThis study investigates certain methodological issues in current conservation of number assessment procedures. Concern was most particularly directed to the effects on conservation status of the focus and number of questions asked, the presentation of various transformations, and the use of justifications of prior judgments. The subjects were 210 lower and middle class preschool and kindergarten aged children. The results showed important differences in the number of conservers identified depending on the conservation question or questions asked and on the number of transformations presented. Lower class children were seen to be more likely inaccurately assessed in terms of conservation status than middle class children. The results also suggested that further study be devoted to the eliciting of and value placed on Ss' justifications. Overall, only 6% of the Ss were actually found to be conservers. The impact of the methodological findings is discussed and evaluated.
A CROSS‐CULTURAL STUDY OF THE STRENGTH OF THE MÜLLER‐LYER ILLUSION AS A FUNCTION OF ATTENTIONAL FACTORS1
Authors: Davis Clive M. , Carlson Julia A. 
Published: August 2014

ABSTRACTIn order to investigate the role of attentional factors in cross‐cultural differences in illusion susceptibility, Müller‐Lyer illusion stimuli were administered to several samples of adult male Ss, in Uganda and the United States under two instructions. One instruction directed S to attend to the horizontal lines and to withhold attention from the angled lines. The other instruction merely asked him to tell which of the two horizontal lines was longer. When the horizontal and oblique segments were separated and of different colors, there were no instructional differences. When the angled lines joined the horizontals and the stimuli were all of one color, instructional differences were found. The lesser susceptibility of the African Ss was replicated.
TWO OPERATIONS IN CHARACTER RECOGNITION: A PARTIAL REPLICATION
Authors: Bracey Gerald W. 
Published: August 2014

ABSTRACTSubjects carried out a choice reaction time experiment in which they were required to press one lever if a tachistoscopically flashed numeral were a member of a previously memorized list of numerals and a second lever if it were not a member of the list. The number of numerals in the list was varied from one to four. On half of the trials the numeral was partially masked by a pattern of visual noise. For one group a single fixed pattern of noise was used; for a second group four patterns presented in random order were used. Reaction time from the onset of the numeral to the lever press was found to be a linear function of list size, confirming Steinberg's hypothesis that the list is scanned serially to determine a match. Partial masking was found to add a constant increment to reaction time for both groups, independent of set size. The increment was equal for both groups. The constancy of the reaction time increase contradicts Sternberg's results in which the increment was found to be, in part, a function of list size. The results of the present study indicate that one cannot dismiss the possibility that subjects identify the character to the point of labelling prior to an attempt to determine list membership.
IMPLICATIONS OF A SHORT‐TERM MEMORY METHOD FOR A K‐SPAN LEARNING MODEL: SOME DATA ON CHILDREN1
Authors: Freedle Roy 
Published: August 2014

ABSTRACTSequential analyses of learning data collected in noncontingent 2‐choice probability learning studies often reveal that a response made on trial n is strongly influenced by the pattern of events which occurred over the last few trials. A learning model which incorporates such a memory of recent events as a basic assumption has been found recently to be only approximately correct. The present study introduces a new memory test which attempts to assess some of the assumptions made by the k‐span model. The data suggest that certain modifications of the model are called for.
ROBBINS‐MONRO PROCEDURES FOR TAILORED TESTING*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTIn tailored testing, we try to choose for administration items at a difficulty level matching the examinee's ability, which we infer from his responses to items already administered. Robbins‐Monro procedures for selecting items and for estimating the examinee's ability are evaluated. Various ideas of use for tailored testing emerge.
A THEOREM ON THE TRACE OF CERTAIN MATRIX PRODUCTS AND SOME APPLICATIONS12
Authors: Kristof Walter 
Published: August 2014

ABSTRACTA theorem giving attainable upper and lower limits for the trace of certain products of real matrices is established. These products are of the form with orthogonal matrices Xi and diagonal matrices where the matrices Xi are allowed to vary independently and unrestrictedly. The proof makes use of two lemmas. The theorem may find application in psychometrics when the trace of matrices is involved. Several examples taken from this area are appended by way of illustration.
A MULTIPLE MODERATOR APPROACH TO THE IDENTIFICATION OF OVER‐ AND UNDERACHIEVERS1
Authors: Flaugher Ronald L. , Rock Donald A. 
Published: August 2014

ABSTRACTThis paper reports a study of over‐ and underachievement of college students, utilizing a computerized multiple moderator technique. The subjects were students at a large southwestern university, the predictors were short forms of the SAT and high school rank, and the criterion was first year grade average. Selected background variables were the potential moderators.The overachievers were characterized as having come from backgrounds where the father was highly educated, the underachievers were observed as having small town origins and high interest in extracurricular activities.