bluuebunny/crossref_metadata_2025_split huggingface dataset:
USING MULTIVARIATE MATCHED SAMPLING AND REGRESSION ADJUSTMENT TO CONTROL BIAS IN OBSERVATIONAL STUDIES
Authors: Rubin Donald B. 
Published: August 2014

ABSTRACTMonte Carlo methods are used to study the efficacy of multivariate matched sampling and regression adjustment for controlling bias due to specific matching variables when dependent variables are moderately nonlinear in . The general conclusion is that nearest available Mahalanobis metric matching in combination with regression adjustment on matched pair differences is a highly effective plan for controlling bias due to .
OPPOSITE VISUAL HEMIFIELD SUPERIORITIES IN FACE RECOGNITION AS A FUNCTION OF COGNITIVE STYLE*
Authors: Rapaczynski Wanda , Ehrlichman Howard 
Published: August 2014

ABSTRACTTwenty‐four women, classified as field dependent or field independent on the Rod‐and‐Frame Test, memorized sets of upright and inverted faces and were then tested for recognition in a tachistoscopic visual hemifield paradigm using upright and inverted faces as probes. A significant triple interaction of probe orientation, visual hemifield and cognitive style was found. For upright probes, field independent subjects responded faster and more accurately when probes were in the left visual field; in contrast, field dependent subjects showed a right visual field advantage. For inverted probes, there was little evidence of lateralization. The findings are interpreted as reflecting different strategies used by these subjects for tachistoscopic face discrimination; however, this interpretation rests upon a particular model of laterality effects.
THE STATUS OF WOMEN'S RESEARCH IN EDUCATIONAL PUBLICATIONS
Authors: Lockheed Marlaine E. , Stein Sandra L. 
Published: August 2014

ABSTRACTSex differences in the content and authorship of articles published in major educational, women's, and minority journals from 1973–1977 were examined. In that five‐year period, research related to women in education accounted for approximately 10% of the research published in four major educational research journals, 24% of the research published in two women's journals, and 6% of the research published in two minority journals. No increase in the relative number of articles related to women and education published from 1973 through 1977 was found.Articles authored by women accounted for 9%, 59%, and 17% of the research published in educational, women's, and minority journals, respectively. No increase in the relative numbers of articles authored or coauthored by women from 1973 through 1977 was found.The relationship between publications and the status of women in educational research is discussed.
FINAL REPORT PREDICTING CAREER PROGRESS OF GRADUATE STUDENTS IN MANAGEMENT: (THE CRITERION STUDY: PHASE IV, STAGE 2)
Authors: Crooks Lois A. , Campbell Joel T. , Rock Donald A. 
Published: August 2014

SUMMARYSamples of MBAs from eleven graduate schools of business and management were followed up seven years after their graduation in 1968. Responses to a Career History Questionnaire and the Executive Position Description Questionnaire were received from 65.4 percent of an original sample of 1,168 on whom current addresses could be obtained. Data gathered on the original sample while they were in school consisted of undergraduate average, ATGSB scores, overall graduate grade average, faculty ratings on seven scales describing personal characteristics, and biographical and background data. Career data gathered from the two questionnaires were related to hypothesized factors underlying career progress, primarily mobility/stability in career since MBA, salary and salary progress over time, level and type of responsibility, and job satisfaction. Characteristics of present employer and position and attitudinal and other career values were elicited as possible moderating influences on career progress.Preliminary analyses of the total sample, consisting of frequency distributions and generation of an intercorrelation matrix were done to compare the eleven‐school sample with a pilot study two‐school sample.To test the feasibility of developing one (or more than one) composite criterion of career progress and to test for suspected differences in relationship of various predictors with career‐related factors for subgroups in the sample representing different career patterns, exploratory analyses were carried out using path analysis methodology and Staff (including Specialist) and Line subsamples.An hypothesized criterion factor structure was developed and confirmatory maximum likelihood factor analysis was carried out to test the structure. Prediction equations were developed by multiple stepwise regression analysis to predict these confirmed factors by the Staff, Line, Specialist, and “Combination” (those reporting responsibilities representing a combination of Staff and Line, Staff‐Specialist, or all three) subsamples. Criterion factors or composite criteria hypothesized were Mobility, Salary, Level and Type of Responsibility, and Job Satisfaction.Evaluative and attitudinal data and comments made on the Career History Questionnaire were analyzed for the total sample.
DEFINING COMPETENCE IN LEGAL PRACTICE: THE EVALUATION OF LAWYERS IN LARGE FIRMS AND ORGANIZATIONS
Authors: Baird Leonard L. , Carlson Alfred B. , Reilly Richard R. , Powell Ramon J. 
Published: August 2014

ABSTRACTThis study was designed to answer three questions: (1) What are the aspects of lawyers' performance that are assessed in firms and organizations? (2) How are they assessed? (3) What do the answers to the first two questions tell us about the legal profession?To answer these questions, senior attorneys in organizations employing substantial numbers of lawyers were surveyed. These lawyers were thought to be the most likely to have carefully considered and defined critical components of competence in designing and using systems for evaluating the performance of lawyers in their organizations. Data on factors considered in evaluation and evaluation procedures were gathered from questionnaires and requests for documents addressed to a sample of the nation's largest law firms, corporations, and government agencies at federal, state, and local levels. Interviews were held with a number of them to explore the subject in more depth. An important initial finding was that a great deal more formal and systematic evaluation of lawyer performance was taking place in these organizations than was expected from reviews of the legal and social science literature‐a large majority of the respondents had a formal method for assessment of attorney performance.The most surprising result was the extent of agreement among lawyers in very diverse settings on the relative importance of various evaluation factors. The factors were also emphasized in the literature about evaluation of lawyers' performance.Overall, the results suggest that there are skills and characteristics that are generally considered important to competent practice, with relatively few variations related to practice setting, region, type of practice, and firm size. These skills and characteristics were assessed by a variety of methods, but almost always with care and sophistication. One implication of this finding is that if practical and valid measures of the factors can be developed, they may be relevant to a wide range of practice situations. Irrespective of the development of new measures, the existence of fairly sophisticated appraisals of lawyer performance in many large organizations makes it possible to begin research on the profession that necessitates such measures that was not previously thought to be feasible.
DIFFERENTIAL WEIGHTING OF MULTIPLE CHOICE ITEMS
Authors: Budescu David V. 
Published: August 2014

ABSTRACTThis paper outlines a technique for differentially weighting options of a multiple choice test in a fashion that maximizes the item predictive validity. The rule can be applied with different number of categories and the “optimal” number of categories can be determined by significance tests and/or through the R2 criterion. Our theoretical analysis indicates that more complex scoring rules have: higher item validities, higher item variances, higher score variances, and are also likely to increase the interitem correlations and the test reliability. A plausible explanation for the apparent paradox of lack of improvement in the test validity, based on the relation between interitem correlations and item validities, is offered.
TESTING DIFFERENCES BETWEEN MULTIPLE CORRELATIONS
Authors: Sympson James B. 
Published: August 2014

ABSTRACTThe procedure for testing differences between multiple correlations that is suggested in textbooks on applied statistics is limited to the case where a single group of individuals has been observed and the two multiple correlations to be contrasted are based on two sets of predictor variables, S1 and S2, such that S2 is a proper subset of S1. In this paper, four new statistical procedures are proposed that can be applied in other commonly occurring situations.A significance test is described that can be utilized when the multiple correlations to be contrasted are calculated in two independent samples. In this case, the predictor sets S1 and S2 can have any relationship to each other: S1 can be a proper subset of S2, or vice versa; S1 and S2 can be mutually exclusive; or the two sets can intersect, with each set having one or more predictors unique to itself. This test is suitable for both small sample and large sample applications.A large sample significance test is proposed for the case where the multiple correlations to be contrasted are calculated either in one sample or in two samples in which individuals are matched on a one‐to‐one basis. As in the independent groups case, the predictor sets S1 and S2 can have any relationship to each other.Following a brief discussion of unbiased estimation of squared multiple correlations, two procedures for constructing approximate confidence limits for the population difference between two squared multiple correlations are presented. These procedures are closely related to the significance tests described earlier.
A SUMMARY OF RESULTS OF THE GRADUATE MANAGEMENT ADMISSION COUNCIL (GMAC) VALIDITY SERVICE FOR 1979
Authors: Powers Donald E. , Hardy Frieda M. 
Published: August 2014

ABSTRACTThe 1978–79 academic year marked the first fully operational year of the Graduate Management Admission Council (GMAC) validity study service. A summary of results is reported for 25 graduate management schools that participated in this first operational series of studies. Results include correlations of standard preadmission measures (GMAT scores and undergraduate grades) with a standard criterion (first‐year average) for all schools. Additional analyses based on school‐designated subgroups and on additional nonstandard preadmission measures and criteria are reported for schools that provided those optional data. The results indicate the potential value of each of various preadmission indices for predicting academic success in graduate management schools.
CHILDREN'S SOLUTIONS TO INTERPERSONAL PROBLEMS
Authors: McGillicuddy‐DeLisi Ann V. 
Published: August 2014

ABSTRACTForty preschool, forty first grade and forty second grade children generated strategies to interpersonal problems that might arise within the context of a friendship relationship. Two types of problems were presented by having dolls act out an interaction: (1) a conflict between two friends over a desired object or activity, and (2) one friend evidences a lack of knowledge and must be taught a game or social norm. The number, type and predicted success of interpersonal strategies generated by the children were found to vary with age and the context of the interpersonal problem.
TIME AND METHOD IN COACHING FOR THE SAT
Authors: Messick Samuel , Jungeblut Ann 
Published: August 2014

ABSTRACTAn exhaustive review of studies of coaching for the SAT revealed them to be methodologically flawed in a variety of ways. Despite these flaws and the attendant noise obscuring the results, some definite regularities emerged relating the size of score effects associated with coaching to the amount of student contact time entailed in the coaching programs. Rank‐order correlations between these two variables were upwards of .7 for both SAT‐Verbal and SAT‐Math. The relationship proved to be nonlinear, however, with arithmetically increasing amounts of score effect being associated with geometrically increasing amounts of student contact time, which in these data may also be serving as a proxy for increasing curriculum emphases on content knowledge and skill development as opposed to item review and practice. Thus, within the limitations of the available fragmentary data, there appear to be diminishing returns in SAT coaching effects, especially in Verbal, According to the logarithmic models fit to the data, the student contact time required to achieve average score increases much greater than 20 to 30 points (on a 200‐ to 800‐point scale) for both SAT‐Verbal and ‐Math rapidly approaches that of full‐time schooling.
MEASURES FOR THE STUDY OF MATERNAL TEACHING STRATEGIES
Authors: Laosa Luis M. 
Published: August 2014

ABSTRACTA technique to measure maternal teaching strategies was developed for possible use in research and evaluation studies. Scores derived from the technique describe both quality and quantity of behaviors used by mothers to teach cognitive‐perceptual tasks to their own young children. The maternal teaching observation technique (MTOT) yields scores on the following teaching strategy dimensions: inquiry, directive, praise, negative verbal feedback or disapproval, modeling, visual cue, physical affection, positive physical control, and negative physical control. English and Spanish versions of the technique were developed. The technique was administered to 83 different mother‐child dyads of two sociocultural and language groups, Anglo‐American and Chicano. The tasks and procedures were sufficiently engaging and appealing, in terms of difficulty level and ability to elicit and maintain the subjects' attention, for mothers and their 5‐year‐old children in both groups. Interobserver reliabilities and parallel‐form consistency were adequate for both groups, indicating that each MTOT measure is at least a moderately stable attribute of maternal behavior. Group differences in intercorrelations suggest that construct invariance might not exist across sociocultural or language groups.
PARENTAL DISTANCING, BELIEFS AND CHILDREN'S REPRESENTATIONAL COMPETENCE WITHIN THE FAMILY CONTEXT
Authors: Sigel Irving E. , Lisi Ann V. McGillicuddy‐De , Johnson James E. 
Published: August 2014

ABSTRACTA study of relationships among demographic variables such as SES and family constellation, process variables such as parental beliefs and teaching strategies, and preschool‐age children's level of representational competence was conducted within the framework of the family as a system of mutual influences. One hundred and twenty families that varied with respect to number, spacing, ordinal position and sex of children and parent education‐income level were participants. Discriminant function analyses and analyses of variance indicated that both parents and children from one‐child families differed from those from three‐child families and that child spacing and SES were often involved in interactions that produced significant differences between groups. Regression analyses indicated that parental beliefs and behaviors and parental distancing behaviors and child outcomes were related to one another above and beyond demographic characteristics. Results of path analyses generally supported the model of the family in which parental distancing behaviors affect children's representational competence and children's ability level, as well as parental education, age and number of children, affect parental beliefs.
THE ROLE OF NONCOGNITIVE MEASURES IN MEDICAL SCHOOL ADMISSIONS
Authors: Stricker Lawrence J. 
Published: August 2014

ABSTRACTThe value of noncognitive measures in medical school admissions was assessed in light of the existing literature. These measures appear to have limited usefulness in predicting success in academic work, but may be valuable in forecasting performance in clinical training and as a physician, as well as choice of type and location of practice. Noncognitive measures are useful as predictors of such criteria and may be valuable in forecasting the decisions of admissions committees; their use as moderator variables is problematic. Newer personality and interest inventories along with biographical questionnaires are the most promising measures. Older interest inventories may have some value, but traditional personality inventories and projective techniques as well as interviews seem to have limited usefulness. The merit of the other measures is uncertain: letters of recommendation are probably of little use, but cognitive style tests, objective performance devices, and special adaptations of projective techniques deserve more attention. The evaluation of noncognitive measures is hampered by inadequate criteria. Distortion by examinees threatens all self‐report measures, but can be controlled.
DENOTING THE BASE‐FREE MEASURE OF CHANGE
Authors: Messick Samuel 
Published: August 2014

ABSTRACTBond criticized the base‐free measure of change proposed by Tucker, Damarin, and Messick by pointing to an incorrect derivation which is here viewed instead as a correct derivation entailing an inadequately specified tacit assumption. Bond's revision leads to estimates of the correlation between initial position and change which are negatively biased by correlated errors, whereas the original approach, with the tacit assumption properly denoted, leads to unbiased values.
THE TEST OF SPOKEN ENGLISH AS A MEASURE OF COMMUNICATIVE ABILITY IN ENGLISH‐MEDIUM INSTRUCTIONAL SETTINGS
Authors: Clark John L. D. , Swinton Spencer S. 
Published: August 2014

ABSTRACTThe two major purposes of this study were (1) to conduct a concurrent validation analysis of the recently developed Test of Spoken English (TSE), using as an external criterion the Foreign Service Institute (FSI) direct proficiency interviewing procedure; and (2) to obtain use‐related validation data for the TSE as a predictor of the “communicative effectiveness” in English of non‐native English speaking teaching assistants assigned to course lecturing or other instructional roles in U.S. colleges and universities.For the concurrent validation analysis, the TSE and FSI tests were administered to 134 foreign teaching assistants at nine participating institutions. High interrater correlations were obtained for both TSE and FSI global scores and for the available diagnostic (pronunciation, fluency, etc.) subscores on each instrument. The TSE subscores were somewhat more reliable than those of the FSI, and exhibited a greater degree of discriminant validity.In the use‐validation phase of the study, FSI and TSE scores of 60 non‐native English speaking teaching assistants'were entered as predictor variables in multiple regression analyses using as criterion variables student ratings of the instructor on a number of dimensions of the instructor's spoken language use in the classroom and other instructional contexts.Both TSE and FSI scores were very effective predictors of student ratings of the instructor's speaking proficiency, with standardized beta weights of up to .63 for the TSE and .80 for the FSI. Somewhat lower but properly directed weightings were found for the prediction of more global aspects of teaching performance (e.g., overall “effectiveness” of the instructor), as measured by student responses to relevant questions and question groupings on the Student Instructional Report, a standardized instructor/course rating instrument.Study results are considered to support the appropriateness of both the TSE and FSI testing procedures as predictors of the probable communicative facility in spoken English of non‐native teaching assistants in the classroom and other typical instructional settings.
SUBJECT MATTER EXPERTS' ASSESSMENT OF ITEM STATISTICS
Authors: Bejar Isaac I. 
Published: August 2014

ABSTRACTThe study was conducted to determine the degree to which subject matter experts could predict the difficulty and discrimination of items from the Test of Standard Written English. Two studies were conducted. The first study was meant to serve as a training exercise while the second study was meant to simulate the conditions under which ratings would be obtained in practice. It was concluded that despite the extended training period the raters did not approach a high level of accuracy, nor were they able to pinpoint the factors that contribute to difficulty and discrimination. Further research should attempt to uncover those factors by examining the items from a linguistic and psycholinguistic perspective. It was argued that by coupling linguistic features of the items with subject matter ratings it may be possible to attain more accurate predictions of difficulty and discrimination.
TRANSFORMATION OF FACTORS BY ARTIFICIAL PERSONAL PROBABILITY FUNCTIONS
Authors: Tucker Ledyard R , Finkbeiner Carl T. 
Published: August 2014

ABSTRACTUse of judgmental and heuristic principles has led to development of an automatized computer method for transformation (rotation) of factors. In this method the notion of an attribute vector being “in an hyperplane” is formalized in an artificial personal probability function and the hyperplane location is defined by a weighted least squares principle using the personal probabilities as weights. The method has yielded superior results in numerous trials with real and Monte Carlo data for positive manifold situations. The method has not been studied as thoroughly in the more general situation involving both positive and negative transformed factor loadings but appears to yield good results.
POLICY CHANGES AND SCHOOL CLIMATE: AN ANALYSIS OF THE NAEP SCHOOL QUESTIONNAIRE (1987–1988)
Authors: Bernstein Lawrence 
Published: August 2014

ABSTRACTThis study is an analysis of the NAEP School Questionnaire administered across three grade levels (4, 8 and 12) during the 1987–1988 school year. The data obtained from the school questionnaires represent one level of NAEP's data collection activities, in addition to the teacher questionnaires and the various student assessments. The analysis was based on an investigation of the relationships between policy changes and school climate, measured both by a composite scaled score and individual questionnaire items, and individual grouping variables defining school poverty, school size, community type and ethnicity. The results showed a fairly consistent pattern of relationships among policy changes and school climate both in terms of both how schools ranked on the various grouping dimensions and the results of Analysis of Variance and Chi Square statistical tests. In terms of policy change, reported changes tended to occur more frequently in large, urban disadvantaged school with predominantly nonwhite populations. Similarly, the reporting of school‐related problems such as absenteeism and tardiness comprising the school climate score tended to be more prevalent in bigger city schools containing large minority and less advantaged populations. These results suggest that reform is taking place in those schools where it is most needed.