bluuebunny/crossref_metadata_2025_split huggingface dataset:
BAYESIAN METHODS IN PSYCHOLOGICAL TESTING
Authors: Novick Melvin R. 
Published: August 2014

ABSTRACTA Bayesian method of estimating ability is described that generalizes Kelley's regression estimate of true score based on a weighted average of observed score and the presumed known population mean true score. This Bayesian method uses all available data to estimate the population mean true score and incorporates this information into the estimate of each individual ability parameter. This method is superior to methods that do not include estimates of population mean values. A normal law error model is used to illustrate the method. Modal estimates of an intuitively attractive form from the joint posterior distribution of the ability parameters are identified as a solution to a set of nonlinear equations.The method is then illustrated in the context of a Poisson process model having both person‐ability and item‐difficulty parameters. The posterior marginal distributions for individual sets of ability and difficulty parameters are given and modal estimates are described. Modal estimates from the joint conditional distribution of the ability parameters given the item difficulty parameters are also given. The desirability of incorporating prior information is discussed and a method of accomplishing this is described.The application of these Bayesian methods to central prediction and sequential testing are discussed. It is suggested that the Bayesian method is uniquely appropriate to each of these problems. Finally, these ideas are also shown to be relevant to the problems of selecting predictor variables and multiple comparisons.
THE MEANING OF AN ORIENTING RESPONSE: A STUDY IN THE HIERARCHICAL ORDER OF ATTENDING1
Authors: Lewis Michael , Harwitz Marcia 
Published: August 2014

ABSTRACTWhile it is appealing to theorize about a two‐stage process of attending, having both separate and ordered focusing and elaborating aspects, the following discussion will attempt to show the weakness of this theory and at the same time offer an alternative approach whereby both focusing and elaborating are under the service of cognitive variables. To accomplish this it is first necessary to discuss (1) the issue of the definition of a “new” stimulus event, and (2) the inherent difficulties in a simple matching process. Once having shown that what has been considered to be an OR varies as a function of some cognitive principle(s) an alternative model for attending to stimulus events will be offered. Finally an experiment will be presented which demonstrates an OR hierarchy comparable to hierarchies of concept formation attainment in the same age child. Specifically a redundant visual signal is followed by 4 variations of that signal; changes in color, size, number and rotation. The results, accounting for both discriminability and intrinsic value demonstrate a hierarchy of stimulus salience. This hierarchy of color, size, number and rotation is consistent with concept formation acquisition and these results are used to argue for the proposed model of attending which emphasized the need to consider cognitive principles in understanding an OR.
ON THE SAMPLING THEORY OF RELIABILITY ESTIMATION1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTThis paper is intended as a contribution to the sampling theory of reliability estimation when a test has been divided into two, not necessarily parallel, parts. Under normality assumptions, a strict t ‐test of a point hypothesis about the coefficient α parameter is derived. The test is then converted to yield confidence intervals for α. These techniques remain applicable even when the initial distributional assumption is considerably relaxed. The methods developed here are complementary to certain large sample techniques of the same intent. Worked examples are appended by way of illustration.
CROSS‐SECTIONAL VERSUS LONGITUDINAL DATA: AN EMPIRICAL COMPARISON OF MEAN DIFFERENCES IN ACADEMIC GROWTH
Authors: Hilton Thomas L. , Patrick Cathleen 
Published: August 2014

ABSTRACTThree sources of data for studies of growth (matched longitudinal, unmatched longitudinal, and cross‐sectional) are 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 are 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.
DIFFERENCES IN SELECTED ATTITUDES AND COLLEGE ORIENTATIONS BETWEEN BLACK STUDENTS ATTENDING TRADITIONALLY NEGRO AND TRADITIONALLY WHITE INSTITUTIONS
Authors: Hartnett Rodney T. 
Published: August 2014

ABSTRACTThe purpose of this paper was to determine what educationally relevant differences exist, if any, between two groups of black collegians–those who enter traditionally Negro colleges and those who enter integrated ones. On the basis of data from the College Student Questionnaires (Part 1) and the Scholastic Aptitude Test (Verbal), black students entering integrated institutions were found to have higher SAT‐V scores, to be more independent, liberal and concerned with social injustice, and to aspire to more years of formal education. Many of the differences between the two groups, however, were found to be highly correlated with SAT scores. Thus, it would appear that to the extent integrated institutions are attracting the higher ability (as measured by the SAT) Negro students, they are also attracting those with a quite different set of attitudes, background characteristics, and orientations toward college. In view of recent efforts on the part of integrated institutions to attract Negro students, such facts are important to recognize and consider, for the practice of focusing on students with higher SAT scores is also bringing about a redistribution of behavior styles and personality characteristics that contributes critically to campus environments.
A BAYESIAN APPROACH TO THE SELECTION OF PREDICTOR VARIABLES
Authors: Novick Melvin R. 
Published: August 2014

ABSTRACTSome work of Lindley on a Bayesian structural model is shown to be relevant to the problem of the selection of predictor variables. It is suggested that estimates of regression parameters be regressed toward a mean value and that the resulting attenuated estimate of the multiple correlation be adopted. These regressed estimates are derived from a general Bayesian normal law analysis.
EFFECTS OF PHRASE STRUCTURE, MEAN DEPTH, AND GRAMMATICALITY ON CHILDREN'S IMITATION OF SENTENCES1
Authors: Freedle Roy O. , Keeney Terrence J. , Smith Nancy D. 
Published: August 2014

ABSTRACTThis study investigated whether the tendency to delete function words and inflections of nouns and verbs (telegraphic speech) in an imitation task can be attributed solely to such factors as relative lack of stress and low information value. In addition, questions concerning the nature and size of the encoding unit used to store the sentences prior to recall were investigated. The results indicated that the telegraphic nature of children's (mean age 4 yrs. 4 mos.) imitations is a result not of their inability to perceive and process articles and inflections, but rather of their tendency to delete these at the time of sentence production. Evidence was also found for phrase structure as the encoding unit rather than individual words. Finally, an application of Yngve's sentence mean depth measure failed to account for relative difficulty of sentence imitations.
PATH ANALYSIS: PSYCHOLOGICAL EXAMPLES1
Authors: Werts Charles E. , Linn Robert L. 
Published: August 2014

ABSTRACTThe usefulness of “path analysis” is demonstrated by applying it to a set of kindred problems, including the correlation of true scores over time allowing specified measurement errors to be correlated, the “bouncing beta” in stepwise regression analysis, the specification of the number and interrelationships of latent variables in a set of data, adjustments for covariate unreliability in the analysis of covariance, and the analysis of multitrait‐multimethod matrices.
THE CRITERION PROBLEM IN THE EVALUATION OF INSTRUCTION: ASSESSING POSSIBLE, NOT JUST INTENDED OUTCOMES1
Authors: Messick Samuel 
Published: August 2014

ABSTRACTThis paper discusses cognitive styles and affective reactions as two major classes of criterion variables that should be taken into account in the evaluation of instruction. These variables are emphasized because of their bearing upon questions that stem from particular views about the diversity of human performance and the role of values in educational research.
APTITUDE‐TREATMENT INTERACTIONS: SOME CONCEPTUAL AND METHODOLOGICAL CONSIDERATIONS1
Authors: Cahen Leonard S. 
Published: August 2014

ABSTRACTThe Investigation of learning performance as an interactive function of individual differences of the learners and alternative modes of instruction is a timely topic in the area of instructional research. This research area is generally referred to as “Aptitude‐Treatment‐Interaction” (ATI).This paper makes some general comments about ATI efforts, with specific focus on methodological and conceptual problems connected with this type of research. In addition to providing an overview of the ATI concept, the paper discusses quantitative problems and strategies connected with this research area plus some comments about the direction ATI research may take in the future.
TECHNIQUE FOR APPROXIMATING THE BIVARIATE NORMAL CORRELATION COEFFICIENT, ρ, AND ESTIMATING TETRACHORIC r
Authors: Kirk David B. 
Published: August 2014

ABSTRACTIn this paper a reliable method is found for approximating the value of the Bivariate Normal Correlation Coefficient, ρ, given values of the joint probability and the normal deviates, h and k, or the related areas. This technique finds useful application in the computation of the tetrachoric correlation coefficient, r, when the underlying distributions may be assumed to be normal.
AN APPROXIMATELY REPRODUCING SCORING SCHEME THAT ALIGNS RANDOM RESPONSE AND OMISSION1
Authors: Boldt Robert F. 
Published: August 2014

ABSTRACTOne formulation of confidence scoring requires the examinee to indicate as a number his personal probability of the correctness of each alternative in a multiple‐choice test. For this formulation, a linear transformation of the logarithm of the correct response is maximized if the examinee reports accurately his personal probability. To equate omits scores with choice scores, the transformation can be chosen so that the score is zero if the examinee indicates complete uncertainty. If this is done, the scoring function depends on the number of alternatives. One could also align uncertainty and response omission by granting credit for omitting items, though it is felt this might be hard to explain to examinees.
PROJECT ACCESS RESEARCH REPORT #3 MINORITY VERSUS MAJORITY GROUP PERFORMANCE ON AN APTITUDE TEST BATTERY1
Authors: Flaugher Ronald L. 
Published: August 2014

ABSTRACTBlack students from two cities and Mexican‐American students, both male and female, showed small but consistent tendencies to perform better, relative to White groups, on three nontraditional measures: tests of inductive reasoning, spatial scanning, and associative memory. These measures showed somewhat less discrepancy between the groups than did tests of the more traditional verbal and mathematical aptitudes.The results seemed compatible with the suggestions of the Commission on Tests to expand the number of measures included in traditional testing programs. Other measures of these same aptitudes, and their validities, remain to be explored in this context.
RISK TAKING AND PERFORMANCE IN RELATION TO ACHIEVEMENT‐RELATED MOTIVES, DEFENSIVENESS AND SOCIAL CONTEXT1
Authors: Damm John T. , Bloxom Anne 
Published: August 2014

ABSTRACTThis study investigates the effects of two social contexts on the risk‐taking behaviour of elementary school boys on a shuffleboard task. It is predicted that Atkinson's motive‐probability‐incentive (M‐P‐I) model will be supported in the peer‐competitive context, in that the success‐oriented subjects will choose more goals with median Ps values than the failure‐avoidant subjects, but that these two groups will not differ in this regard in the adult‐evaluative context. These hypotheses are supported. A test is also made of Atkinson's recent prediction that performance will relate positively to summated motivation in the peer‐competitive context but negatively to this variable in the adult‐evaluative context. These predictions are partly supported, and the data are interpreted in terms of the inverted U curve postulated to hold between discriminative behaviour and total arousal. The summated motivation measure is a combination of need for achievement, defensiveness and test anxiety.
TEST OF ENGLISH AS A FOREIGN LANGUAGE AS A MODERATOR OF GRADUATE RECORD EXAMINATIONS SCORES IN THE PREDICTION OF FOREIGN STUDENTS' GRADES IN GRADUATE SCHOOL
Authors: Sharon Amiel T. 
Published: August 2014

ABSTRACTScores of foreign graduate students on the Graduate Record Examinations (GRE) Aptitude Tests and the Test of English as a Foreign Language (TOEFL) were combined through multiple and moderated regression to predict grade‐point average (GPA). It was hypothesized that TOEFL would moderate the relationship between the GRE scores and GPA. According to this hypothesis, students scoring high on TOEFL would be more predictable by GRE than those scoring low. The hypothesis was only partially supported by the results. The results suggest that foreign students with low English verbal aptitude can succeed in American graduate schools. The limitations of GPA as a criterion of graduate school success for foreign students is discussed.
SEX DIFFERENCES IN MATHEMATICS ACHIEVEMENT–A LONGITUDINAL STUDY
Authors: Hilton Thomas L. , Berglund Gösta W. 
Published: August 2014

ABSTRACTWith the objective of investigating sex‐typed interests as possible causes of difference in mathematics achievement between the sexes, the study made use of longitudinal data from the Growth Study, begun at ETS in 1961. Growth in mathematics achievement as measured by STEP Math and SCAT‐Q was compared with changing interest patterns as reflected in certain biographical questionnaire responses. At grade 5 there were no differences in achievement, but thereafter the boys pulled ahead, while parallel differences emerged in the percentage perceiving mathematics as interesting and as likely to be helpful in earning a living.
HOW FACTOR ANALYSIS CAN BE USED IN CLASSIFICATION1
Authors: Harman Harry H. 
Published: August 2014

ABSTRACTThis is a methodological study that suggests a taxometric technique for objective classification of yeasts. It makes use of the minres method of factor analysis and groups strains of yeast according to their factor profiles. The similarities are judged in the higher‐dimensional space determined by the factor analysis, but otherwise rely on the simple concept of “most like” or “neighbor.” The proposed techniques are illustrated by means of an example involving 110 strains of yeast with measurements on 30 variables. An analysis in terms of six factors is obtained and the six‐dimensional factor profiles for the strains are the basis for determining neighbors and classifying the strains into groups. The automatic procedure leads to 32 groups. Then, by applying the procedures again, only eight second‐order groups, or clusters, emerge.
A DEVELOPMENTAL STUDY OF ATTENTION: A MULTIVARIATE APPROACH1
Authors: Wilson Cornelia D. , Lewis Michael 
Published: August 2014

ABSTRACTA factor analytic technique was applied to the attentional data from a visual episode presented longitudinally at 6, 13, 25 and 44 months of age. Two factors were Identified: an orienting factor, consisting of fixation, cardiac deceleration, and cessation of activity, and an affect factor, consisting of smiling, vocalizing, and cardiac deceleration.
THE EVALUATION OF INFANT INTELLIGENCE: INFANT INTELLIGENCE SCORES‐‐TRUE OR FALSE?
Authors: Lewis Michael , McGurk Harry 
Published: August 2014

ABSTRACTThe issue of infant intelligence as a unitary concept was attacked. Using data from three different tests of infant intelligence, it was shown that infant intelligence is neither unitary nor stable over the first two years of life. Implications for intervention programs were discussed in light of the failure to produce meaningful criterion measures of intelligence.
SELF‐RATINGS OF COLLEGE TEACHERS: A COMPARISON WITH STUDENT RATINGS
Authors: Centra John A. 
Published: August 2014

ABSTRACTCollege teachers' self‐ratings were investigated in this study by comparing them to ratings given by students. The sample consisted of 343 teaching faculty from five colleges; these teachers, as well as the students in one of their classes, responded to a 21 item instructional report questionnaire.Correlating teacher responses to each item with the mean class responses (across the 343 classes) disclosed a modest relationship between the two sets of evaluation: a median correlation of .21 for the items. In addition to the general lack of agreement between self and student evaluations, there was also a tendency for teachers as a group to give themselves better ratings than their students did. Comparisons between student and faculty responses were also made across items, and a rank correlation of .77 indicated a good deal of similarity in the way the two groups rank ordered the items.Discrepancies between individual teacher ratings and ratings given by the class were further analyzed for: (a) sex of the teacher (no difference found); (b) number of years of teaching experience (no difference); and (c) subject area of the course (differences noted for natural science courses vs. those in education and applied areas).Among other conclusions, the results of this study would argue for the collection of student ratings to supplement self‐ratings.
MONOTONICITY PROPERTIES OF DIRICHLET INTEGRALS WITH APPLICATIONS TO THE MULTINOMIAL DISTRIBUTION AND THE ANOVA TEST1
Authors: Olkin Ingram 
Published: August 2014

SUMMARYBounds for the tails of Dirichlet integrals are established by showing that each integral as a function of the limits is a Schur function. In particular, it is shown how these bounds apply to the simultaneous analysis of variance test and to the multinomial distribution.
RACIAL DIFFERENCES IN NEWSPAPER READERSHIP
Authors: Sharon Amiel T. 
Published: August 2014

ABSTRACTA national survey of the reading behavior of Blacks and Whites indicates that there is a larger racial difference in newspaper reading than in any other form of reading. This difference exists between all Blacks and Whites as well as between Blacks and Whites who are poor. Proportionately less Blacks read newspapers and those Blacks who do read newspapers tend to omit reading certain sections such as editorials, women's and society pages, and regular ads. It is speculated that newspapers do not respond to Blacks' needs and concerns to the extent that is done by other printed media such as books or magazines.
BARRIERS TO WOMEN'S PARTICIPATION IN POST‐SECONDARY EDUCATION1
Authors: Ekstrom Ruth B. 
Published: August 2014

ABSTRACTAlthough the phenomenon has long been observed that women enter all types of post‐secondary education at lower participation rates than men, there have been few attempts to analyze the reasons for this. These barriers may be categorized as (1) institutional, (2) situational, and (3) dispositional.Institutional factors that serve to exclude women from participation in post‐secondary education include admissions practices, financial aid practices, institutional regulations, types of curriculum and services adopted, and faculty and staff attitudes. Situational barriers that deter women from participation in further education include family responsibilities, financial need, and societal pressures. Dispositional barriers that prevent women from continuing education include their fear of failure, attitude toward intellectual activity, role preference, ambivalence about educational goals, level of aspiration, passivity, dependence, and inferiority feelings.
EMPIRICAL OPTION WEIGHTING WITH A CORRECTION FOR GUESSING1
Authors: Reilly Richard R. 
Published: August 2014

ABSTRACTBecause previous reports have suggested that the lowered validity of tests scored with empirical option weights might be explained by a capitalization of the keying procedures on omitting tendencies, a procedure was devised to key options empirically with a “correction‐for‐guessing” constraint. Use of the new procedure with Graduate Record Examinations (GRE) data resulted in smaller increases in reliability than those observed when unconstrained procedures were used, but validities for quantitative subforms were not appreciably lowered. Validities for verbal subforms were lowered slightly, however.
THE GENERALIZATION FUNCTION IS DETERMINED BY ONE SUBJECT'S PROBABILITY LEARNING DATA1
Authors: Levine Michael V. 
Published: August 2014

ABSTRACTIn his recent review of probability learning, Estes (1972, page 96) notes that “the chief limitation on effective application” of the models for learning with a continuum of responses to have emerged from the linear and pattern learning models is the failure to specify the smearing or generalization function. He notes that “a useful technique has been developed by Levine for estimating this function from individual data.” This paper describes, gives the rationale and proves the validity of the previously unpublished technique.
BETWEEN, WITHIN, AND TOTAL GROUP FACTOR ANALYSES OF STUDENT RATINGS OF INSTRUCTION
Authors: Linn Robert L. , Centra John A. , Tucker Ledyard 
Published: August 2014

ABSTRACTThe purpose of this study was to compare the factor structures of student ratings of instruction resulting from total group, between group, and within group analyses. Six factors obtained from responses by 9700 students to 31 items were used to approximate the between group covariance matrix based on 437 classroom means and the pooled within classroom covariance matrix. A good approximation to both the between and within group covariance matrices was obtained.
MULTIVARIATE MATCHING METHODS THAT ARE EQUAL PERCENT BIAS REDUCING, I: SOME EXAMPLES
Authors: Rubin Donald B. 
Published: August 2014

ABSTRACTMultivariate matching methods are commonly used in the behavioral and medical sciences in an attempt to control bias when randomization is not feasible. Some examples of multivariate matching methods are discussed in Althauser and Rubin (1970) and Cochran and Rubin (1973), but otherwise seem to have received little attention in the literature. Here, we present examples of multivariate matching methods that will yield the same percent reduction in bias for each matching variable for a variety of underlying distributions. Eleven distributional cases are considered, and for each one, matching methods are defined which are equal percent bias reducing. Methods discussed in Section 8, which are based on the values of the estimated best linear discriminant or which define distance by a sample based inner‐product, will probably be the most generally applicable in practice.
THE VARIANCE OF A LINEAR COMBINATION OF INDEPENDENT ESTIMATORS USING ESTIMATED WEIGHTS
Authors: Rubin Donald B. , Weisberg Sanford 
Published: August 2014

ABSTRACTLet t1,…,tk be independent unbiased estimators of a parameter τ. Let t* = Σαiti have minimum variance among unbiased linear estimators of τ, and let , be any linear combinations with () independent of t1,…,tk. We prove that is unbiased for τ and that the ratio of the variance of to the variance of t* is where is the mean square error of as an estimator of αi.