bluuebunny/crossref_metadata_2025_split huggingface dataset:
THE EFFECT OF PICTORIAL INTEGRATION ON CHILDREN'S INCIDENTAL LEARNING1
Authors: Hale Gordon A. , Piper Richard A. 
Published: August 2014

ABSTRACTEvidence regarding children's incidental learning has been derived largely from tasks in which the incidental stimulus features have been independent of the task‐relevant information. In contrast, the present study examined children's incidental learning with compound pictorial stimuli under conditions in which the relevant and incidental features were (a) depicted together in an action relation (two types–weak action and strong action), (b) depicted together in a static relation, or (c) represented as independent entities. These materials were compared in two experiments–one involving 8‐, 11‐, and 14‐year‐old children and the other involving 8‐ and 14‐year‐olds (the static condition was excluded in the second experiment). Following a learning task requiring attention to a single element in each stimulus, incidental learning was measured by having the subjects, in effect, reconstruct the compounds. While incidental learning was found to be higher with the action materials than in the standard condition, the developmental trend in incidental learning scores was little affected by the pictorial integration. On one hand, these results extend the generality of the finding that children's incidental learning undergoes little change with age. On the other hand, the results contrast with evidence obtained from two sources–one shoving that stimulus integration of another type can influence the developmental trend in incidental learning, and the other showing an increase with age in the effects of action portrayal on intentional (paired associate) learning of pictorial associations.
THE INVERTED STUDENT DENSITY AND TEST SCORES
Authors: Boldt Robert F. 
Published: August 2014

ABSTRACTThe inverted student density is one whose contour lines are spheroidal as in the normal distribution, but whose moments differ from those of the normal in that its conditional arrays are not homoscedastic, being quadratic functions of the values of the linear regression functions. It is also platykurtic, its measure of kurtosis ranging from that of the normal to that of the uniform depending on the value of a parameter: as that parameter increases the inverted student distribution approaches normality. Measures of kurtosis are given for distributions of scores on a number of cognitive tests, and they are almost all seen to be platykurtic. Data are presented showing that a quadratic term contributes substantially to the regression of conditional variances on test scores in a bivariate distribution. These data suggest that the inverted student distribution may provide a better description of distributions of test scores than does the normal.
AGE DIFFERENCES IN CHILDREN'S PERFORMANCE ON MEASURES OF COMPONENT SELECTION AND INCIDENTAL LEARNING1
Authors: Hale Gordon A. , Taweel Suzanne S. 
Published: August 2014

ABSTRACTChildren of ages 5 and 8 years were given one of three learning tasks: (a) a component selection problem, in which two stimulus components were redundant and (b) two incidental learning tasks, in which one component of the stimuli was task‐relevant and the other was incidental. A posttest, measuring the children's recall for information about each component separately, was assumed to reflect the degree of attention directed to each component during learning. Attention to the nondominant component was found to increase with age when this feature was redundant with the dominant component and could thus serve as a second functional cue (component selection task), but not when it was incidental. These results suggest a developmental increase in the flexibility of attention deployment, as the tendency for children to exercise selective attention varies with the requirements of the task.
THE RELATIVE EFFICIENCY OF TWO TESTS AS A FUNCTION OF ABILITY LEVEL*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTA new formula is developed for the relative efficiency of two tests measuring the same trait. The formula expresses relative efficiency solely in terms of the standard errors of measurement and, surprisingly, the frequency distributions of true scores. Approximate methods for estimating relative efficiency may make this function routinely available. A numerical illustration compares new and old estimates of relative efficiency for subtests from the Scholastic Aptitude Test.
DIMENSION PREFERENCE AND COMPONENT SELECTION: ALTERNATIVE MEASURES OF CHILDREN'S ATTENTION TO STIMULUS COMPONENTS1
Authors: Hale Gordon A. , Lipps Leann E. T. 
Published: August 2014

ABSTRACTAs children grow older they show an increasing preference for classifying objects on the basis of shape rather than color. To clarify the nature of this “dimension preference,” children of ages 3½ to 6½ years were given a method of triads test of dimension preferences, followed (after a week's delay) by a component selection task (see Hale & Morgan, 1973).The most notable results were these: (a) as expected, children below and above the median age differed in frequency of shape preference, (b) for children below the median age, higher component selection test scores were observed for the preferred dimension, although all scores were considerably above chance level and (c) no age difference was found in the relative magnitudes of the component selection scores. The results suggest that a “preference” for a particular dimension does not necessarily indicate a high degree of selective attention to that dimension. Also, the age difference in children's dimension preferences may be attributable to factors unrelated to selective attention.
AN INVARIANCE OF PARTIAL CORRELATIONS IN DISTRIBUTIONS WITH ELLIPTICAL CONTOURS
Authors: Boldt Robert F. 
Published: August 2014

ABSTRACTFor distributions with elliptical contours, the variance‐covariance matrix of variables X1 conditioned on variables X2 takes the form of a matrix of parameters, multiplied by a scalar function of X2. Therefore, the matrix of partial correlations depends only on distribution parameters and is invariant over the domain of X2.
A BROAD‐RANGE TAILORED TEST OF VERBAL ABILITY
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTTwo parallel forms have been built of a broad‐range tailored test of verbal ability. The test is appropriate from fifth grade through graduate school. Simulated test administrations indicate that the 25‐item tailored test is at least as good as a comparable 50‐item conventional test. At most ability levels, the tailored test measures much better.An offer is made to provide upon request item characteristic curve parameters for 690 widely used Cooperative Test items, in order to facilitate research.
THE ROLE OF INDIVIDUAL DIFFERENCES IN FIELD DEPENDENCE AS A FACTOR IN LEARNING AND MEMORY1
Authors: Goodenough Donald R. 
Published: August 2014

ABSTRACTThe literature relating individual differences in field dependence to learning and memory is reviewed in four areas: (1) the effects of cue salience in discrimination learning; (2) participant vs. spectator roles in learning; (3) repression as a factor in forgetting and (4) the effects of interpersonal orientation on acquisition of social information and on the effectiveness of social reinforcers.
KINESTHETIC AFTEREFFECT: CAN THIS SIMPLE TACTUAL TASK REALLY PREDICT PERSONALITY ATTRIBUTES?
Authors: Baker A. Harvey , Mishara Brian L. , Kostin Irene W. , Parker Laurence 
Published: August 2014

ABSTRACTKinesthetic Aftereffect (KAE), once a promising personality index, has been abandoned by many investigators because of poor retest reliability and intermittent validity. In challenging this current consensus, we argue: first session KAE is valid; poor retest reliability simply reflects later‐session bias; hence, multi‐session studies should not be used to assess validity without taking this bias into account.Those recent studies which failed to support KAE validity were each multi‐session in design. If our bias contention is correct, these studies should be ignored and the claim of intermittent validity is thus rebutted. Reanalysis of the most recent major multi‐session, nonsupportive validity study (Weintraub, Green, & Herzog, 1973) indicates: Session 1 validity; later‐session bias; and later‐session validity when multi‐session scores are combined to avoid bias. Yes, KAE validly measures personality.
WORD ASSOCIATIONS OF STUDENTS AT PREDOMINANTLY WHITE AND PREDOMINANTLY BLACK COLLEGES
Authors: Campbell Joel T. , Belcher Leon R. 
Published: August 2014

ABSTRACTThis study compared word association responses for college students in three geographic areas from four different kinds of colleges: (1) selective predominantly white colleges, (2) less selective predominantly white colleges, (3) selective predominantly black colleges, and (4) less selective predominantly black colleges. Stimulus words were chosen from those used in GRE verbal analogy and antonym items. Responses were tabulated separately by sex.There were a few words which evoked different responses from males and females, but geographic area apparently made no difference. A few stimulus words, mostly those relating to the “black experience,” evoked different association patterns from students at predominantly black and predominantly white colleges, but most stimulus words yielded similar response patterns from both kinds of college.There was a comparatively high level of “no response” for those stimulus words with a Thorndike‐Lorge word frequency count of 9 or fewer per million counted words. This most frequently happened at the non‐selective colleges, and particularly at the predominantly black non‐selective colleges. It was hypothesized that most often this occurred because the student was not acquainted with the word.A number of responses seemed to come from the student having mistaken the stimulus word for one of similar appearance.
THE TIP‐OF‐THE‐TONGUE PHENOMENON: A DECODING FAILURE ACCOUNT
Authors: Ryan Michael P. 
Published: August 2014

ABSTRACTIt sometimes happens that one is unable to recall a word or name that he feels he knows very well. This state of frustrated recall is referred to as a tip‐of‐the‐tongue (TOT) experience. Two experiments were devised to compare the ability of a weak trace and a decoding‐failure model to predict the conditions under which TOT reports would be most likely. A weak trace model asserts that TOTs will be more frequent when there is partial retrieval of the forgotten information or when easy items and good recallers are tested. A decoding failure model predicts instead that the TOT state represents the accessing of an undecodable retrieval plan and is more likely to occur for materials encoded by elaboration strategies than by rehearsal strategies. Analysis of feeling‐of‐knowing ratings and recall performance for elements in word matrices and for paired associates revealed that TOTs are more likely to be reported for elaboratively encoded stimuli and that this effect cannot be attributed to the increase in trace strength typically afforded by mnemonic strategies. These data suggest that it is the failure to decode an elaborated retrieval plan that generates the TOT experience.
DEVELOPMENTAL DIFFERENCES IN RECALL AND OUTPUT ORGANIZATION
Authors: Ornstein Peter A. , Hale Gordon A. , Morgan Judith S. 
Published: August 2014

ABSTRACTThird‐ and seventh‐grade children were given a free recall task either with unrelated pictures or with pictures representing members of common categories. Mean number of items recalled increased with age for both related and unrelated lists. However, whereas the tendency to cluster related items increased with age, use of subjective organization with unrelated materials did not increase. The lack of developmental change in subjective organization was observed not only with Bousfield and Bousfield's (1966) traditional index of pairwise consistencies, but also with Pellegrino's (1971) measures of higher‐order organization. The data suggest that developmental increases in the amount of information recalled is not solely a function of age differences in amount of output organization.
SOME ITEM ANALYSIS AND TEST THEORY FOR A SYSTEM OF COMPUTER ASSISTED TEST CONSTRUCTION FOR INDIVIDUALIZED INSTRUCTION
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTUnder stated conditions: conventional testing and CGRT are equally‐effective for estimating examinee ability; CGRT is more effective than conventional testing for estimating the mean ability level of a group; CGRT is less effective for estimating ability differences among individuals. These conclusions are drawn from domain‐referenced test theory, as distinguished from norm‐referenced test theory.
STATISTICAL ISSUES RAISED BY TITLE IX REQUIREMENTS ON ADMISSION PROCEDURES1
Authors: Reed Cheryl Wild 
Published: August 2014

ABSTRACTThe purpose of this paper is to discuss statistical issues raised by Title IX requirements on selection and admission procedures. Literature is reviewed which indicates that prediction systems used for selecting students into college do frequently differ for males and females. Usually women's criterion scores are underpredicted using regression equations developed from combined groups of males and females. Major field of study, sufficiency of the predictor battery, and systematic differences in male and female samples are discussed as possible reasons for differences in regression equations. It is concluded that admissions procedures that use a single regression equation developed from a combined male and female group may be unfair to female college applicants. Methods for investigating and minimizing unfair selection procedures are discussed.
RELATING TESTS GIVEN TO DIFFERENT SAMPLES
Authors: Rubin Donald B. , Thayer Dorothy 
Published: August 2014

ABSTRACTSuppose a collection of standard tests is given to all subjects in a random sample, but a different new test is given to each group of subjects in nonoverlapping subsamples. A simple method is developed for displaying the information the data set contains about the correlational structure of the new tests. This is possible to some extent even though each subject takes only one new test. The method uses plausible values of the partial correlations of the new tests given the standard tests in order to generate plausible simple correlations among the new tests and plausible multiple correlations between composites of the new tests and the standard tests. The real data example included suggests that the method can be useful in practical problems.
THE EFFECT OF EGOCENTRIC VS. GRAVITATIONAL INSTRUCTIONS ON THE ROD‐AND‐FRAME TEST
Authors: Sigman Eric , Goodenough Donald R. , Flannagan Michael 
Published: August 2014

ABSTRACTIt has previously been shown that a tilted frame induces a shift in perceived body position opposite in direction to the frame tilt. If this illusion of self‐tilt is involved in rod‐and‐frame test performance, then instructions to adjust the rod to the body midline (egocentric instructions) should result in less rod adjustment error than the standard instructions for the rod‐and‐frame test to adjust the rod to the gravitational vertical. In effect, egocentric instructions should subtract the gravitational component from the total rod‐and‐frame effect. Nine relatively field‐dependent subjects made rod adjustments under both instructional conditions and while seated in erect and tilted positions. Significant differences between instructional conditions were found, as expected. Other rod‐and‐frame studies are discussed in view of these findings.
KINESTHETIC AFTEREFFECT, ORGANISMIC STATE, AND RETEST RELIABILITY
Authors: Kostin Irene Wolk , Baker A. Harvey , Mishara Brian L. , Parker Laurence 
Published: August 2014

ABSTRACTEarlier research demonstrated that exposure to the first administration of the Kinesthetic Aftereffect (KAE) task differentially biases second (and later) session KAE scores. This bias results in low retest reliability. Here we explore the hypothesis that variation in organismic state also affects KAE retest reliability. A significant retest correlation was found for subjects classified as consistent in organismic state (r = .349), but not for those subjects classified as inconsistent in organismic state (r = ‐.076). If, as these findings indicate, KAE scores reflect state variance, can they also constitute an adequate measure of trait? None of the relevant prior one‐session KAE validity studies controlled for state variance, yet most had significant findings. Although KAE scores are evidently influenced by state variables, this does not contraindicate continued use of KAE as a measure of trait.
FIELD DEPENDENCE REVISITED
Authors: Witkin Herman A. , Goodenough Donald R. 
Published: August 2014

ABSTRACTResults of the large number of recent studies bearing on the field‐dependence‐independence component of psychological differentiation are reviewed, and revisions and extensions of field‐dependence theory suggested by the newer evidence are identified. The field‐independent and field‐dependent cognitive styles now seem best conceived as tendencies to function with greater or less autonomy of external referents, manifested in both the cognitive and social domains. Associated with these contrasting tendencies, field‐independent people do well in cognitive restructuring tasks, at least in the spatial domain, whereas field‐dependent people show more of the interpersonal competencies involved in getting along with others. The field‐dependence‐independence cognitive‐style dimension is thus bipolar with regard to level, having no clear high or low ends; and it is neutral with regard to value, each pole having qualities adaptive in particular circumstances. Possible causal connections among field dependence‐independence, cognitive restructuring skills, and interpersonal competencies are considered. Finally, a distinction is drawn between people who are fixed with regard to the characteristics associated with a field‐dependent or field‐independent style and those who are mobile, having access to the characteristics of both styles.
THE INVENTORY OF DOCUMENTED ACCOMPLISHMENTS FOR GRADUATE ADMISSIONS: RESULTS OF A FIELD TRIAL STUDY OF ITS RELIABILITY, SHORT‐TERM CORRELATES, AND EVALUATION
Authors: Baird Leonard L. , Knapp Joan E. 
Published: August 2014

ABSTRACTThis is the report of the third phase of a multi‐phase project designed to develop an inventory of documented accomplishments for graduate student selection. The material developed in earlier stages was pilot‐tested in Phase Three in 26 departments that represented the fields of English, biology, and psychology.The major purpose of this study was to investigate the instrument developed in Stage Two in terms of: 1) technical soundness, and 2) the feasibility of its use in the admissions process. This study represents the transition of the use of documented accomplishments to predict graduate school achievement from a research phase to a more operational phase during which the instrument would be tested in actual admissions situations.The departments were asked to administer the instrument to their newly enrolled graduate students. Straightforward descriptive and correlational analyses of the responses to the inventory were conducted to: (1) describe characteristics of the students and the instruments; and (2) identify the most reliable clusters of items and indices of accomplishment. Students were followed up at the end of their first year to assess their graduate school accomplishments and their relationship to previous attainments. This information provided data for analyses of the short‐term correlates of the measures. In addition, faculty were interviewed to determine the plausibility of the content of the instrument and the most accurate and operationally simple instructions and reporting formats. Students' reactions to the inventory were obtained by interview and by additional questions at the end of the inventory.
A STUDY OF THE RELIABILITY OF NEDELSKY'S METHOD FOR CHOOSING A PASSING SCORE
Authors: Livingston Samuel A. , Kastrinos William 
Published: August 2014

ABSTRACTLicensing and certification boards have begun to use Nedelsky's method of choosing passing scores. Alternate forms of a test, containing 25 questions in common, were used to investigate the reliability of passing scores chosen by this method. Seven content experts judged both forms of the test. The differences between these judges in their passing scores for the 25 common questions were large and consistent. The judges tended to set higher passing scores the second time they judged the questions, and to leave different wrong answer choices unmarked. These results suggest that users of Nedelsky's method should consider a two‐stage judgment procedure.
ANALYSIS OF CICS RESPONSE TIME
Authors: Braun Henry I. , Szatrowski Ted H. 
Published: August 2014

ABSTRACTA small sample of the IBM CICS system performance data routinely collected by the ETS performance management group was analyzed using regression techniques. Preliminary studies indicated that control records based on ten minute intervals obscured the relationship of interest, so a new data base consisting of constructed one minute control records was built. A model was then developed which accurately predicted the improvement that would be obtained with a change in the hardware configuration. The model is quite parsimonious, requiring one or two transaction variables and only one system control variable, the total number of page‐ins in the one minute interval. The methodology seems general enough to apply in other situations to aid in determining system bottlenecks and the consequences of their removal.
THE DEAN'S LETTER OF EVALUATION AS A BASIS FOR THE SELECTION OF MEDICAL STUDENTS
Authors: Carlson Sybil B. , Ward William C. , Frederiksen Norman 
Published: August 2014

ABSTRACTThe dean's letter of evaluation, as a summary of student performance in undergraduate medical education, contributes information that is potentially valuable for use in selection for graduate medical education. The dean's letters for 113 fourth‐year students from ten medical schools were coded to summarize the evaluations of performance provided in the letters. The performance dimensions that were reported most frequently and consistently in this sample of letters were factor analyzed; three discriminable dimensions were found. Despite the difficulties involved in using subjective evaluations, the dean's letter appears to yield information regarding various aspects of undergraduate performance that are used with some degree of consistency across medical schools in recommending students as candidates for residencies.