bluuebunny/crossref_metadata_2025_split huggingface dataset:
A RATIONAL CURVE RELATING LENGTH OF REST PERIOD AND LENGTH OF SUBSEQUENT WORK PERIOD FOR AN ERGOGRAPHIC EXPERIMENT*
Authors: Tucker Ledyard B 
Published: August 2014

ABSTRACTA rational function is developed relating the length of a rest period and length of subsequent work period in an ergographic situation. Simple energistic postulates are used for a critical organ or neuromuscular structure whose failure to perform adequately results in a stoppage of the work period. Experimental results for two subjects using a finger ergograph indicate that the function yields the general trend of the data but that there seems to be some systematic deviations of the data from the present rational function. One parameter determined from the data represents rate of recovery from moderate fatigue. It is hoped that this development will aid in studies of motor functions as related to such other variables as age, motivation, and effects of drugs.
THE LAW OF COMPARATIVE JUDGEMENT IN THE SUCCESSIVE INTERVALS AND GRAPHIC RATING SCALE METHODS
Authors: Rimoldi H. J. A. , Hormaeche M. 
Published: August 2014

ABSTRACTIn the present study the use of the law of comparative judgement is generalized to the successive intervals and graphic rating scale methods. A procedure for calculating the modal discriminal process and discriminal dispersion of the stimuli, as well as the values of any selected point on the continuum, is given.From the estimated values it is possible to determine the theoretical proportions and to compare them with the actual experimental proportions. The agreement between these values is an indication of the adequacy of the assumptions made in the development of the procedures described.The experimental results indicate that the procedure followed in this paper gives an accurate reproduction of the actual values.
RELATIONSHIPS AMONG SOME CONCEPTS AND RATINGS OF MILITARY LEADERSHIP
Authors: Saunders David R. 
Published: August 2014

ABSTRACTThis report provides intercorrelation data about sixteen variously‐obtained concepts of military leadership. Each variable is in the form of a rank‐ordering of traits according to their importance for the particular concept of leadership. Six of the variables are derived from a factor analysis of concepts of an ideal enrollee held by applicants for a Service Academy. (The factor analysis is reported in detail.) Five variables were provided by groups of Academy staff members, who also gave their concepts of a superior enrollee. Two variables are based on item statistics from an experimental test given to an earlier group of applicants. The final three variables are based on Tupes analysis of OCS leadership criteria.A very large proportion of the intercorrelations of the sixteen concepts are statistically significant. The pattern of correlations can be accounted for in terms of the six factors previously isolated, plus an additional factor or factors common to the Academy staff concepts and remaining variables.Of particular interest is the finding of a correlation of .47 between the Factor IV concept and the concept constructed from the empirical key of the experimental test to predict leadership ratings. This relationship is relatively isolated in the correlation structure both from staff members' expressed concepts of the ideal enrollee, and from the applicant groups' preferred personality.By scoring the experimental test using a key based on Factor IV, a raw validity of 0.23 is obtained for leadership ratings made at the end of the first year (N = 130). It is hypothesized that this could be raised to a practically useful level by lengthening the experimental test, by obtaining a more reliable estimate of the Factor IV concept, and by capitalizing on a lack of homoscedasticity in the data.
THE RELATIONSHIP BETWEEN GROUP EXPERIMENTAL LEVEL OF ASPIRATION MEASURES AND SELF‐ESTIMATES OF PERSONALITY1
Authors: Ricciuti Henry N. , Schultz Douglas G. 
Published: August 2014

ABSTRACTThis research was concerned with the relationship between the individual's level of aspiration in regard to performance on cognitive tasks, and his reported self‐perceptions and desires with respect to various traits in his personality. Two group‐administrable level of aspiration tasks were used, one involving three trials on a general ability test, the other, eight trials on a code‐learning task. Subjects computed their scores after each trial, and then stated what score they would try to make on the following trial. The difference between each performance and the following aspiration, averaged over all trials, was the principal level of aspiration measure used.A total of 144 male and 99 female college students took one or both level of aspiration tasks, as well as a Check List in which the individual is asked to describe himself as he is, and as he would like to be, on each of 81 heterogeneous personality and ability traits. A number of scores reflecting various self‐evaluative tendencies were obtained from the Check List responses.Results indicated that the height of the individual's level of aspiration on the cognitive tasks was not related to his over‐all self‐criticalness, or dissatisfaction with self. However, high aspiration level tended to be associated somewhat with a relatively favorable self‐appraisal on a cluster of ability traits, and with the desire to attain a more favorable status even when present status is reported as already being very high. Individuals showing the two characteristics just mentioned tended not only to set high aspirations on the cognitive tasks, but also to adjust their aspirations from trial to trial with little regard to preceding upward or downward shifts in performance. The results suggest that several of the measures under study may reflect the intensity of the individual's desire to approximate the ideal self even when the present self‐image is highly favorable.A comparison of responses to individual Check List traits given by high and low level of aspiration groups indicated that these groups may be differentiable in terms of psychologically meaningful trait clusters.
THE ADDITIVE CONSTANT PROBLEM IN MULTIDIMENSIONAL SCALING
Authors: Messick Samuel J. , Abelson Robert P. 
Published: August 2014

ABSTRACTThe problem of choosing the correct additive constant to convert relative inter‐stimulus distances to absolute inter‐stimulus distances in multidimensional scaling is investigated. An artificial numerical example is constructed and various trial values of the constant are inserted to demonstrate the effect on the multidimensional map of making a variety of incorrect choices. Finally, a general solution to the problem, suggested by Dr. Ledyard Tucker, is presented, and each of the computational steps in this solution are set down for easy reference.
LEARNING MEASURES AS PREDICTORS OF SUCCESS IN TORPEDOMAN'S MATES SCHOOL*
Authors: Allison Roger B. 
Published: August 2014

ABSTRACTThe purpose of this study was to develop a measure of learning ability that would predict success in Navy schools teaching mechanical‐motor skills. When combined with scores from the Navy Basic Test Battery, the learning measure was also expected to increase the predictive effectiveness obtainable from the Basic Battery alone.Learning ability was assessed in terms of a cumulative rate‐of‐work score based upon five administrations of the Breech Block Performance Test. A sound film describing the assembly of the breech block of a 40 mm. antiaircraft gun preceded each administration of the performance test.Participating in the study were 276 students in six consecutive classes at a Class “A” Torpedoman's Mates School. Separate analyses were provided for the students who came from recruit training stations and those who came from the fleet.The results of the study showed that the learning measure could be used by itself to predict success in the school about as effectively as was possible with many of the tests from the Basic Battery. Furthermore, when the learning scores were combined with scores from the Basic Battery, substantial gains in predictive efficiency were obtained. For the recruit subjects, the multiple correlation of the Basic Battery tests with final grades was .54. When the learning measure was combined with the Basic Battery, the multiple correlation rose to .62. For the fleet subjects, the corresponding correlation increased from .31 to .35.A second method for assessing learning ability was developed around a paper‐and‐pencil alternate for the assembly test. Although administered immediately after the performance test, this test nevertheless yielded significant correlations with the criteria. When the learning measures obtained from the paper‐and‐pencil test and the performance test were combined, their correlations with criterion measures were remarkably high, as compared with results obtained from the Basic Battery.Further research with both media for assessing learning ability was recommended.
A METHOD OF SCORE CONVERSION THROUGH ITEM STATISTICS*
Authors: Swineford Frances , Fan Chung‐Teh 
Published: August 2014

ABSTRACTA method is presented for converting the scores on one form of a test to those on another form of the same test in case each form has been administered to a different group and the only link between the two forms is a subset of items common to both. The new method, called the “item method of conversion,” is applied to several tests for which other methods of conversion are available for comparison. The necessary data are limited to tests for which the total score is the criterion for item, analyses. The method gives highly satisfactory results for all the tests to which it has been applied, particularly when the two groups are rather different, in which case the currently used delta method is inappropriate.
A STUDY OF SPEED FACTORS IN TESTS AND ACADEMIC GRADES*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTSpeeded and unspeeded tests of vocabulary, spatial relations, and arithmetic reasoning were factorially analyzed, together with certain reference tests and academic grades. Lawley's maximum‐likelihood method was used, the computations being carried out on the Whirlwind electronic computer. Four different speed factors were isolated, together with a second‐order general speed factor. Consistent small positive correlations between the academic grades and the speed factors were found.
THE STABILITY OF EQUATED TEST SCORES1
Authors: Karon Bertram P. 
Published: August 2014

ABSTRACTThe effects of sampling error were studied empirically with respect to four methods of equating scales of tests administered to non‐overlapping groups of subjects: 1. mean and sigma method, 2. equi‐percentile method, 3. maximum likelihood method using an “anchor” test, 4. standard reference group method using an “anchor” test. The methods were compared under both random and stratified sampling. Results showed that sampling error was 1) smaller for those methods which make use of an anchor test than for those which do not, 2) smaller for equated scores closer to the mean of the total population than for those further from the mean, 3) was not decreased by stratification by institution when the “anchor” test methods of equating were used.
ANALYTIC ROTATION TO SIMPLE STRUCTURE, II: EXTENSION TO AN OBLIQUE SOLUTION
Authors: Pinzka C. , Saunders D. R. 
Published: August 2014

ABSTRACTRB‐53‐10 describes a method for fitting an orthogonal simple structure to a sample of vectors in k‐space. The method is based upon maximizing the functionimagewhere aij is a loading in the simple structure factor matrix.This report extends the solution to the fitting of an oblique simple structure. Exactly k distinct oblique factors are obtained, and the contribution of each to K is at a relative maximum. The solution should be computationally feasible for moderately large values of k, given the resources of a digital computer like Illiac or the IBM 701.A numerical example is included in which k = 2. A generalized computer routine for a single‐address, stored‐program machine is also included.
THE PERCEPTION OF ATTITUDE RELATIONSHIPS: A MULTIDIMENSIONAL SCALING APPROACH TO THE STRUCTURING OF SOCIAL ATTITUDES
Authors: Messick Samuel J. 
Published: August 2014

ABSTRACTThe primary purpose of this study was to see whether a set of perceived attitude relationships could be adequately represented by a dimensional model. The particular attitude area selected for this purpose was composed of attitudes toward war, capital punishment, and the treatment of criminals. A multidimensional method of successive intervals based upon the Euclidean model of multidimensional psychophysics was developed. If this model satisfactorily accounted for perceived relationships among statements of the three attitudes, it would also be possible to discover the number and the nature of the relevant dimensions involved. A secondary purpose of the experiment was to investigate judgments made by two diverse groups in order to discover whether they perceive attitudes as being structured in different ways.However, since the multidimensional method of successive intervals had not yet been applied even in the area of psychophysics, it was felt that an empirical evaluation of the method in an area of known dimensionality would be appropriate before any conclusions could be legitimately drawn concerning areas of unknown dimensionality. Accordingly, both multidimensional successive intervals and the previously validated method of complete triads were applied to judgments of color similarity obtained from 42 subjects. The stimuli were a set of Munsell colors of the same red hue, but differing in brightness and saturation. Both the multidimensional successive intervals and the complete triads structures, which were essentially identical, correlated highly with the Munsell color structure as an approximation to psychological color space. There were also indications of high reliability for the multidimensional successive intervals technique.In view of its validation in an area of known dimensionality, multidimensional successive intervals was applied to judgments of attitude relationships. Seven statements were selected from each of the three Thurstone scales on attitude toward war, capital punishment, and the treatment of criminals, and these 21 statements were set up in booklet form for group presentation. The attitude booklets were administered to 40 third‐year, male students at the Princeton Theological Seminary and to 82 male Air Force officer candidates at Lackland Air Force Base.The multidimensional attitude structures perceived by the two diverse groups were essentially identical, the relationships among statements of the three attitudes being adequately represented in terms of two oblique dimensions, a war dimension and a punishment dimension. Apparently individuals do perceive attitudes, at least in this particular attitude area, in terms of a definite structure, and when called upon to make judgments concerning attitude relationships, they respond in terms of this dimensional frame of reference.
A LEAST SQUARES SOLUTION FOR PAIRED COMPARISONS WITH INCOMPLETE DATA*,†
Authors: Gulliksen Harold 
Published: August 2014

ABSTRACTA precise and rapid procedure has been devised for dealing with a matrix of incomplete data in paired comparisons. This method should increase the general applicability of paired comparisons since experiments involving large numbers of stimuli may now be shortened to feasible experimental proportions. Also we may now use sets of stimuli which cover a wide range resulting in a considerable number of 100% vs. 0% judgments, and still give a precise solution depending equally on each of the observations.
MEASUREMENT OF SUBJECTIVE VALUES*,+
Authors: Gulliksen Harold 
Published: August 2014

ABSTRACTFour different value laws are developed and tested by using them to predict the scale value of composite stimuli from the scale values of their components. These four laws are an additive law, a square‐root law, a logarithmic and a negative exponential law. They are tried out on a set of food preferences by means of Pearson's method of false position.The negative exponential law of diminishing returns gave the best fit to the data but was not markedly better than any of the other laws.
REDUCING TYPE‐2 SAMPLING ERRORS IN THE ESTIMATION OF TEST RELIABILITY
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTThe formula and derivation are given for the sampling variance of the “random‐halves” reliability coefficient when items, rather than examinees, are sampled. When the number of test items is large, this sampling variance is found to be larger than the Kuder‐Richardson formula‐20 coefficient by a factor equal to the number of test items. The usual matched‐halves reliability coefficient will likewise usually have a large sampling variance, since it likewise is based on an arbitrary split of the test items. An adaptation of the Jackson‐Ferguson “battery reliability coefficient,” used as an estimate of the matched‐forms reliability of the test, avoids this relatively large sampling variance.
THE PREDICTION OF ACADEMIC GRADES WITH A PROJECTIVE TEST OF ACHIEVEMENT MOTIVATION: II. CROSS‐VALIDATION AT THE HIGH SCHOOL LEVEL1
Authors: Ricciuti Henry N. , Sadacca Robert , Mollenkopf William G. 
Published: August 2014

ABSTRACTThis research was concerned with a cross‐validation of a “picture‐interpretation” test of achievement motivation as a predictor of high school grades. Eighteen pictures, which were selected on the basis of the results of a previous validation study, were incorporated into two nine‐picture forms of the test, and each form was administered to a new group of male high school juniors.Validation of the test scores against academic grades, adjusted for differences in ability level, yielded small but encouraging correlations generally similar to those found in the previous study. Furthermore, an abbreviated score based upon two relatively broad scoring categories produced validities of approximately the same magnitude as those obtained with a more complicated empirically derived score, in which each picture was separately scored for a specific set of categories previously found to be most valid for that picture. For one test form total number of words written in the students' stories yielded correlations with grade achievement that were very nearly as high as those obtained with the test scores themselves.In general, there was considerable cross‐validational shrinkage in the validities of the specific picture‐category “items” Included in the empirically derived total test score. Analyses at the picture level indicated that six of the pictures yielded the most stable and promising validities. At the same time, considerable variation in the validity of pictures with relatively similar content was also revealed.The results are Interpreted as confirming the findings of the original validation study, indicating that the achievement‐motivation measures show promising relationships to high school grade achievement, adjusted for differences in ability. Although the results are not of very great immediate practical value, they are regarded as warranting continued research on the measurement of achievement motivation as a determinant of academic grade performance, and of other aspects of scholastic achievement or “success.”
PROBABILITIES OF MISCLASSIFICATION IN DISCRIMINATORY ANALYSIS
Authors: Johnson M. Clemens 
Published: August 2014

ABSTRACTThe problem concerns the classification of an individual on the basis of a set of measurements into one of two populations assumed to have the multivariate normal form with the same dispersion matrix. Probabilities of misclassification predicted with the discriminant function under several problematic conditions are computed and factors associated with these probabilities are discussed. Predicted values are compared with those obtained empirically through cross‐validiation.
A GENERAL LEAST SQUARES SOLUTION FOR SUCCESSIVE INTERVALS
Authors: Diederich Gertrude W. , Messick Samuel J. , Tucker Ledyard R 
Published: August 2014

ABSTRACTA general least squares solution for successive intervals is presented, along with iterative procedures for obtaining stimulus scale values, discriminal dispersions, and category boundaries. Because provisions for weighting were incorporated into the derivation, the solution may be applied without loss of rigor to the typical experimental matrix of incomplete data, i.e., to a data matrix with missing entries., as well as to the rarely occurring matrix of complete data. The use of weights also permits adjustments for variations in the reliability of estimates obtained from the data. The computational steps involved in the solution are enumerated, the amount of labor required comparing favorably with other procedures. A quick, yet accurate, graphical approximation suggested by the least squares derivation is also described.
A PUNCHED CARD PROCEDURE FOR THE METHOD OF SUCCESSIVE INTERVALS*
Authors: Messick Samuel J. , Tucker Ledyard R , Garrison Harry W. 
Published: August 2014

ABSTRACTA punched card procedure for a general weighted least squares solution to successive intervals is described. Use of zero weights permits application of this procedure to cases of incomplete data. The procedure outlined suggests use of an IBM Type 101 statistical sorter for obtaining frequency counts. Conversion of frequencies to normal curve deviates and assignment of weights is accomplished on a gang punch. The main procedure is an iterative process with repetitive cycles of computation using a calculating punch, Type 602‐A, and a tabulator. A numerical example is given to illustrate the machine sequences. The example employs data collected by Saffir (8). The resulting scale values and discriminal dispersions are approximately linearly related to corresponding values found by Saffir (8) and Gulliksen (6).
USING AND INTERPRETING COLLEGE BOARD SCORES
Authors: Allison Roger B. , Helmstadter Gerald C. 
Published: August 2014

ABSTRACTThis study was concerned with the problem of evaluating score‐interpretation material from the standpoint of the test user. A 53‐item objective test, covering the material presented in the booklet College Board Scores, and an experience check list were constructed and administered to 65 college admissions officers. The results of the study suggested a number of ways in which College Board Scores might be revised to be of greater help to the practitioner in interpreting test information.
OBJECTIVE DESCRIPTION AND CLASSIFICATION OF ENGINEERING JOBS, II: FACTOR ANALYSIS OF THE KEY GROUP DATA FORM
Authors: Saunders David R. 
Published: August 2014

ABSTRACTFactor analysis of the Key Group Data Form for engineers yields five factors, which represent clusters of engineering activities and are interpretively labelled as:
Employs basic scientific skills.
Applies developed technical information.
C Provides supportive technical services.
Prepares detailed plans for future use.
Employs various non‐technical skills.Each of 23 engineering jobs studied may be described in terms of the relative importance these factors are judged to have in producing success. Other engineering jobs may be readily incorporated and described in these same terms.The factorial results are able to explain many difficulties that were encountered in attempts to cross‐validate predictions of success made within certain “Functional Groups” of engineers, when the grouping was based on a less arduous analysis of the Key Group Data Form (1). The new results are judged to provide an improved basis for job description and classification.