bluuebunny/crossref_metadata_2025_split huggingface dataset:
THE ITEM CONTENT AND SOME CORRELATES OF A JUNGIAN PERSONALITY INVENTORY1
Authors: Stricker Lawrence J. , Ross John 
Published: August 2014

ABSTRACTThe Myers‐Briggs Type Indicator is a self‐report inventory which is intended to measure four variables stemming from the Jungian personality typology: extraversion‐introversion, sensation‐intuition, thinking‐feeling, and judging‐perceiving. The construct validity of each of its scales was assessed in a series of studies which investigated the content of the scales, their correlations with ability, interest, and personality scales, and differences on the scales associated with sex and high school program. The findings suggest that the Sensation‐Intuition and Thinking‐Feeling scales may reflect restricted aspects of the dimensions that they are intended to represent, and the Extraversion‐Introversion and Judging‐Perceiving scales may reflect something quite different from their postulated dimensions.
GROUP RISK TAKING AS A FUNCTION OF MEMBERS' ANXIETY AND DEFENSIVENESS LEVELS1
Authors: Kogan Nathan , Wallach Michael A. 
Published: August 2014

ABSTRACTThe present study employed 180 female undergraduates divided into four personality types of 45 Ss each—low anxious‐low defensive, low anxious‐high defensive, high anxious‐low defensive, high anxious‐high defensive. From each set of 45 Ss, nine homogeneous five‐person groups were formed—36 groups in all. Risk taking was assessed on three successive occasions—individually prior to group discussion, as a result of discussion to consensus, and individually following consensus. Significant risky shifts were obtained for all four group types, but the magnitude of the shift varied—anxious Ss shifted most and defensive Ss shifted least. The four types also varied in time to reach consensus. Correlations between initial risk level and perceived influence were uniformly nonsignificant. The results supported a responsibility‐diffusion interpretation of the risky‐shift phenomenon.
A STUDY OF THE EFFECTS OF ITEM REARRANGEMENT1
Authors: Flaugher Ronald L. , Melton Richard S. , Myers Charles T. 
Published: August 2014

ABSTRACTThis study was directed to answering the question, “Can the items in a test which is slightly speeded be rearranged in such a way as to discourage cooperation among test takers in a group setting, without affecting the item and score properties of the test?” The literature on the rearrangement problem consists of studies in which the test was either highly speeded or completely unspeeded, or in which rearrangements were extreme. Only moderate rearrangements were used in the present study.Two types of items were used. One group contained 40 items typical of those in the Verbal section of the CEEB Scholastic Aptitude Test (SAT) and one contained 25 items typical of the Mathematics section of the SAT. Four different arrangements of each type of test were administered to spaced samples of a college applicant group in March 1965. Five thousand cases were drawn from each of the eight groups for analysis of total score effects, and independent samples of 495 cases were drawn for item analysis.Results indicated no significant alteration of the item statistics or of the tests' correlations with other tests, but analysis of the regression of the experimental Verbal tests on a longer Verbal test revealed significant differences in intercepts; i.e., some of the Verbal arrangements were slightly more difficult than others. No such difference was found for the Mathematics tests. A possible explanation for these results is that in some of the Verbal arrangements relatively easy items occurred last and were not reached by some students. Thus dropout may have affected test scores differentially.It was concluded that for tests of this type and degree of speededness, an a priori assumption of equivalence among different arrangements might well be false. It was recommended, therefore, that if different arrangements are used in operational administrations of the SAT, separate equating statistics be computed for each arrangement.
SOME CONTRIBUTIONS TO MAXIMUM LIKELIHOOD FACTOR ANALYSIS*
Authors: Jöreskog K. G. 
Published: August 2014

ABSTRACTA new computational method for the maximum likelihood solution in factor analysis is presented. This method takes into account the fact that the likelihood function may not have a maximum in a point of the parameter space where all unique variances are positive. Instead, the maximum may be attained on the boundary of the parameter space where one or more of the unique variances are zero. It is demonstrated that suchimproper(Heywood) solutions occur more often than is usually expected. A general procedure to deal with such improper solutions is proposed. The proposed methods are illustrated using two small sets of empirical data, and results obtained from the analyses of many other sets of data are reported. These analyses verify that the new computational method converges rapidly and that the maximum likelihood solution can be determined very accurately.
THE BIOGRAPHICAL INFORMATION BLANK AS A PREDICTOR OF STUDENT ACHIEVEMENT AND VOCATIONAL CHOICE: A REVIEW
Authors: Freeberg Norman E. 
Published: August 2014

ABSTRACTThis paper reviews literature dealing with use of the biographical information blank (BIB) among student populations. The studies are considered under the four criterion areas of scholastic grades, creative achievement, persistence in school, and vocational or curriculum choice. Substantial areas of disagreement in application and utility of the BIB as a predictor remain based upon choice of educational criteria and the content of the BIB itself.
CHANGES IN NONWHITE EMPLOYMENT 1960–1966
Authors: Campbell Joel T. , Belcher Leon H. 
Published: August 2014

ABSTRACTThis study compares changes in various occupational categories between 1960 and 1966 for nonwhites and whites.During the 1960‐1966 period, employment of nonwhites in prestige occupations has increased dramatically, both for males and for females. However, the “employment gap” between whites and nonwhites is still extremely large, insofar as the better occupational categories are concerned. Use of data for “nonwhites” to represent Negroes results in overestimates of their proportions in white‐collar occupations.
EFFECTIVENESS OF PSAT AND SAT BOOKLETS
Authors: Halpern Gerald , Sasajima Masu 
Published: August 2014

ABSTRACTA questionnaire was developed and administered to about 450 12th grade students as a means of evaluating the booklet, Your College Board Scores: Scholastic Aptitude Test, Achievement Tests. In general, the booklet was found to communicate effectively. Exceptions to this general statement were difficulties in locating appropriate tables and a superficial understanding of the meaning of test scores and percentiles. Comprehension of the booklet was moderately related to scholastic aptitude scores.
THE ESTIMATION OF MEAN ACHIEVEMENT SCORES FOR SCHOOLS BY THE ITEM‐SAMPLING TECHNIQUE1
Authors: Cahen Leonard S. , Romberg Thomas A. , Zwirner Walter 
Published: August 2014

ABSTRACTAn application of the item‐sampling technique is described. The technique was used by the National Longitudinal Study of Mathematical Abilities (NLSMA) to estimate school means on mathematics achievement tests.The study reports a comparison of school means on Forms A and B of the Cooperative Arithmetic Test. The mean for each school on Form A was estimated by conventional procedures where each student tested in the school took all of the 50 items on the form. The mean on the other form was estimated by the item‐sampling technique where each student took a randomly selected set of five items from the complete set of 50 items. Means obtained by the item‐sampling administration were systematically greater than the means obtained by the conventional administration. Hypotheses are formulated to account for the bias favoring the item‐sampling administration.The data from the study indicated that the relative order of school means was preserved by the item‐sampling administration and the precision of estimating school means by item sampling is monotonically related to the number of students tested in the sampling units (schools).
THE CONTRIBUTION OF CLUSTERS OF BIOGRAPHICAL DATA TO PREDICTION1
Authors: Connolly John A. 
Published: August 2014

ABSTRACTPrevious studies indicated that biographical items predict test scores. This study was concerned with the individual and joint predictive effectiveness of homogeneous scales of biographical data. Specifically, three questions were asked:

What dimensions of personal background predict performance on aptitude and achievement measures?
Do personal background cluster scores add to the level of prediction of final performance that can be obtained from initial test scores on the same test variable?
Do personal background cluster scores add to the accuracy of prediction that can be obtained from a comprehensive battery of initial cognitive measures?
The 169 items of the Growth Study seventh‐grade BEQ were cluster analyzed, separately for boys and girls, to develop homogeneous scales to be used in prediction. A sample of 300 males and a sample of 300 females were selected from those students who entered the Growth Study as fifth graders in 1961 and who were tested again in 1963 and 1965. A stepwise multiple regression analysis was performed using their STEP, SCAT, and BEQ cluster scores.The cluster scores gave a moderately high prediction of subsequent test performance when used alone. In combination with measures of initial status, the scores added small, though statistically significant, increases to prediction. Used with a battery of earlier test measures, BEQ clusters added almost nothing to the prediction.
CONSERVATION OF NUMBER IN VERY YOUNG CHILDREN1
Authors: Rothenberg Barbara B. , Courtney Rosalea G. 
Published: August 2014

ABSTRACTThis study has investigated the presence of conservation of number in 117 children aged 2–5 to 4–4. Using a more complete method than seen in previous conservation studies with this age group (Braine, Bruner, Mehler & Bever), 2% of the Ss were found to be conservers. Comparisons were also made with the results of similar procedures used with Ss aged 4–3 to 6 years. Age and SES differences in conservation attainment were found but no sex differences. Further, the difference in the conservation score between the SES groups in the younger sample (2–5 to 4–4) was found to be equivalent to about one year while the gap between the social classes at ages 4–3 to 6 was nearly two years. The importance of the methodology in measuring number conservation is also discussed.
CREATIVITY AND ENVIRONMENTAL CUES IN NURSERY SCHOOL CHILDREN1
Authors: Ward William C. 
Published: August 2014

ABSTRACTThree creativity tests, each requiring the child to name as many ideas as he could that met a simple problem requirement, were administered to 53 nursery school children. Two of these tests were given in a typically barren experimental setting, and served as the basis for dividing the sample into creative and uncreative Ss. The third was given to some Ss under the same cue‐poor conditions, but to others in a cue‐rich testing environment – a room containing objects and pictures which provided cues to possible responses.Creativity and environmental richness interacted significantly in their effect on ideational production. Creative children gave more responses in a rich than in a poor environment, while uncreative Ss showed no overall effect for environmental cues. It is argued that scanning the environment for task‐relevant information is one of the strategies employed by the creative child in his search for problem solutions. This interaction also shows that, despite low test intercorrelations, the creativity dimension has some stability across tests and over a period of several months in nursery school children.
ANXIETY AND LEARNING TO FORMULATE HYPOTHESES1,2
Authors: Klein Stephen P. , Frederiksen Norman , Evans Franklin R. 
Published: August 2014

ABSTRACTThe study investigated some effects of a training procedure on production of original responses and the relationship of such behavior to personality and ability measures. The results indicate that (1) the training procedure increased the quantity but not the quality of the ideas produced; (2) this increase did not transfer to a similar task involving divergent production; (3) test anxiety had consistent curvilinear relationships with performance, poor performance being associated with an intermediate level of test anxiety; and (4) there was a significant interaction of anxiety and verbal ability. Some implications of these results for testing, teaching, and prediction are discussed.
MULTIPARAMETER BAYESIAN INDIFFERENCE PROCEDURES*
Authors: Novick Melvin R. 
Published: August 2014

SUMMARYThe method of minimum necessary samples formulated by Novick and Hall from a suggestion by Lindley is refined and extended to cover multiparameter models. A number of such models are studied and Bayesian indifference specifications are obtained for each within extended natural conjugate families. In all cases the one‐parameter conditional specifications derived from the multiparameter specifications are consistent with specifications derivable from corresponding one‐parameter models. Models studied include the multinomial models, one‐ and two‐parameter uniform models, an exponential model with a range parameter, and the two‐parameter normal model. For these models the specifications seem entirely straightforward.Indifference specifications are also obtained for the simple regression model and the bivariate normal model. It is noted that these specifications do not agree but the relationship between these two specifications is described and in part justified. It is pointed out that these differences could, in fact, mirror important differences in the structural assumptions of these models. A random effects model of value in mental test theory is studied briefly. This model provides a framework for a discussion of the multiple comparisons problem. Finally some summary comments on the methods of this paper are offered.
THE LEARNING AND TRANSFER OF DOUBLE‐CLASSIFICATION SKILLS BY FIRST‐GRADERS1
Authors: Jacobs Paul I. , Vandeventer Mary 
Published: August 2014

ABSTRACTThe double‐classification problem forms the basis of many intelligence test items and is of major interest in Piagetian theory. The solution of such a problem requires the child to take into account simultaneously two different dimensions of stimulus variation (e.g., size and shape) while inferring a logical relation. The present study utilized highly structured yet individualized training techniques in an attempt to teach the skill of solving double‐classification problems to first‐grade children.Following a pretest of double‐classification skill with stimuli varying in color and shape, 42 first‐grade Ss matched for pretest score were randomly assigned to either an experimental or a control group. Experimental Ss were individually instructed by E in the skill of solving double‐classification problems with stimuli that varied in color and shape. Instruction was terminated when S reached a predetermined level of proficiency, or when a half hour elapsed. Control Ss were given individual attention for an equivalent amount of time while engaged in an irrelevant task. Several hours following the treatment, each S was retested by a second E who had no knowledge of what group S was in. Both a posttest (a randomly parallel alternate form of the pretest involving the dimensions of color and shape) and a transfer test, involving the dimensions of shading and size, were administered.Experimental Ss scored significantly higher than control Ss on both learning and transfer tests. Ss were tested for retention four months later. Again experimental Ss scored significantly higher than control Ss on both learning and transfer tests. The results are discussed in terms of Piagetian theory, and implications for intelligence testing are considered.
DEVELOPMENT OF DISTANCE CONSERVATION AND THE SPATIAL COORDINATE SYSTEM RECONSIDERED1
Authors: Vandeventer Mary 
Published: August 2014

ABSTRACTA further test of Piaget's hypothesis that distance conservation is prerequisite to the attainment of the coordinate concept was conducted with 10 Negro and 10 white first‐grade boys. Effects of stimulus material (drawings versus objects) and race differences were also investigated. Data failed to support the hypothesis of the developmental priority of distance conservation. Shantz and Smock's (1966) finding of order effects dependent upon stimulus type was not replicated, although a difference favoring objects was found for the coordinate but not for the distance tasks. A difference was found between races on distance but not on coordinate tasks. Differential language and abstraction ability was hypothesized to account for the difference.
ORGANIZATIONAL CLIMATES AND ADMINISTRATIVE PERFORMANCE
Authors: Frederiksen Norman , Jensen Ollie , Beaton Albert E. , Bloxom Bruce 
Published: August 2014

ABSTRACTThe aim of the study is to answer three kinds of questions: What are the effects of organizational climates (1) on the factorial structure of measures of administrative performance, (2) on the correlations between measures of administrative performance and various predictors of such performance, (3) and on the means of various measures of administrative performance? Data were collected at a two‐day “Research Institute” at which 260 executives employed by the State of California served as subjects. Each served as Chief of the Field Services Division of a fictitious department of the state, using an elaborate situational test that simulated an administrative position by requiring the examinee to respond to items in his in‐basket as though he were actually on the Job. All subjects were presented with the same problems and all served under the same superiors and had the same subordinates. Only the organizational climates were varied. Some subjects, for example, were led to believe that the organization encouraged imaginative solutions to problems, while others were given the impression that the organization required close adherence to rules and regulations. Subjects also took a variety of ability tests and inventories and provided biographical information. The in‐basket protocols provide scores on a large number of performance categories, such as “makes plans only,” “takes leading action,” and “requires further information,” These scores are the dependent variables.The experimental variations in organizational climate were found to produce different factorial structures in the domain of the dependent variables, but the patterns of correlations between predictors and performance factors are in the main not significantly affected. The principal conclusion with respect to means is that productivity is influenced significantly by the interaction of the experimental climate conditions. A three‐mode factor analysis produced interpretable performance factors, item factors, and person factors. The person‐factor structure is markedly influenced by organizational climates, and correlations between person‐factor scores and measures of personal characteristics differ from one climate condition to another.
SOME APPLICATIONS OF PROCEDURES FOR ALLOCATING TESTING TIME1
Authors: Novick Melvin R. , Thayer Dorothy T. 
Published: August 2014

ABSTRACTDetailed computations and data analysis using the algorithm developed by Woodbury and Novick (1968) and the procedure developed by Jackson and Novick (1969) for allocating testing time, when using regression and unit weights respectively, are presented, using data especially selected to illustrate how these techniques overcome the major difficulties, both computational and methodological, that may arise in such analyses. Several further sets of data are analyzed to compare the composite scale correlations obtained with a criterion using combinations of original or optimal time allocations and unit or optimal weights for homogeneous subscales. The primary purpose of this paper is methodological rather than substantive, that is, to show how time allocation methodology can be used to investigate certain important substantive questions. Some evidence is found to suggest that for certain applications the gain from using optimal lengths and optimal weights instead of original lengths and unit weights for subtests, as is now general practice in many testing programs, may be worthwhile. It is found that the use of the optimal time procedure with unit weights sometimes leads to results that are nearly as satisfactory as optimal times with regression weights. Finally, some evidence is found to suggest that quite different time allocations may be required for different subgroups.
LEVEL OF RISK SELECTED BY INDIVIDUALS AND GROUPS WHEN DECIDING FOR SELF AND FOR OTHERS1
Authors: Zaleska Maryla , Kogan Nathan 
Published: August 2014

ABSTRACTThe present study extends the tradition of research on individual vs. group risk taking to the case in which the decisions have consequences for persons not implicated in the act of decision‐making. The decision task consisted of gambles with real monetary payoffs. Ss–157 French female university students–were randomly assigned to one of four conditions: (1) a control group in which decisions were made for oneself on two occasions; (2) decisions made individually, first for oneself and then for another person; (3) individual decisions made for oneself followed by group discussion to consensus, with decisional consequences impinging only upon the decision‐making group; (4) individual decisions made for another person followed by group discussion to a consensus affecting another group. Condition 2 yielded conservative shifts; Condition 3 produced risky shifts. Condition 4 shifts were in the risky direction, but of lesser strength than those obtained in Condition 3. Interpretation of the results considered the possible applicability of social responsibility and reciprocity norms to the phenomena under investigation.
A DISTANCE MEASURE OF RACIAL ATTITUDES IN PRIMARY GRADE CHILDREN: AN EXPLORATORY STUDY1
Authors: Koslin Sandra Cohen , Amarel Marianne , Ames Nancy 
Published: August 2014

ABSTRACTThis study explored the use of a nonverbal distance measure to assess interpersonal racial attitudes among primary grade children in segregated and nonsegregated schools. Subjects pasted decals representing themselves on a series of pages, each of which contained a fixed figure. Figures included Negro and white teachers and peers, and a school. Subjects pasted the decals in whatever position and at whatever distance they chose from the target figure. White subjects placed the figures of themselves further from Negro than from white target figures, whereas Negro subjects placed them equally close to white and Negro target figures. Compared with segregated subjects, integrated subjects placed the figure representing themselves closer to target figures of the opposite race and closer to school.
THE EFFECT OF RACE ON PEER EVALUATION AND PREFERENCE IN PRIMARY GRADE CHILDREN: AN EXPLORATORY STUDY1
Authors: Koslin Sandra Cohen , Amarel Marianne , Ames Nancy 
Published: August 2014

ABSTRACTThe purpose of this study was to explore the attitudes of students in the primary grades with regard to the learning ability, school behavior, and social desirability as classmates of white and Negro children.Subjects were 120 first and second graders at an all white, an all Negro, and an integrated school. In individual interviews, subjects were shown pairs of sketches of classroom events taking place in predominantly white and predominantly Negro classes and were asked to make judgments about the academic achievement, niceness, school behavior, friendliness, and general desirability of the children in the pictured classes.White subjects showed a striking preference for predominantly white classes, whereas Negro subjects were less consistent. Of these, some preferred the white classrooms, some the Negro classrooms, and others showed no preference at all.Test‐retest reliability over a four‐week interval was .63 for the entire sample.