bluuebunny/crossref_metadata_2025_split huggingface dataset:
SUCCESSFUL JUDGMENT IN AN INTERPERSONAL SENSITIVITY TASK1
Authors: Cliff Norman 
Published: August 2014

ABSTRACTThe Social Judgment Test was developed as a measure of a judge's ability to perceive individual differences in behavior and to apply these perceptions so as to recognize the individuals in other situations from their behavior. The behaviors used in the test were the written responses of a number of target individuals responding to the same situation, a complex simulation of administrative behavior. The test employed a matching procedure.Under these circumstances, in which the judge was forced to discriminate among targets, differences in the degree to which the judges were acquainted with the targets were eliminated, and all target individuals were playing the same role, in the same situations, mean scores were only somewhat (although highly significantly) above the chance level and. the differences among Js in their ability to correctly identify targets were only minimally consistent. These findings were obtained in spite of the fact that an attempt was made to select maximally discriminable targets. Re‐keying the test so that the most popular response was considered the correct one resulted in equally unreliable scores. Although it is possible that the results are a consequence of the specific testing format and. materials used, we advance the hypothesis that individual differences in ability to predict the behavior of others, apart from situational factors, is of minimal importance to successful prediction.
RISK TAKING AND ACADEMIC SUCCESS AND THEIR RELATION TO AN OBJECTIVE MEASURE OF ACHIEVEMENT MOTIVATION1
Authors: Myers Albert E. 
Published: August 2014

ABSTRACTTwo studies using an objective test of Achievement Motivation with high school Ss indicated that the test was able to reproduce the results typically found with projective measures. One was a correlational study dealing with problems of academic achievement while the other was a laboratory study that focused on competitive risk taking. These data seemed to support the proposition that objective tests of achievement motivation may be possible.
PERSONALITY AND SITUATIONAL DETERMINANTS OF JUDGMENTAL CONFIDENCE AND EXTREMITY
Authors: Kogan Nathan , Wallach Michael A. 
Published: August 2014

ABSTRACTThe present investigation examines the effects of manifest anxiety, prior success‐failure experience, and task set on judgmental confidence and extremity. In a sample of 141 male college students, a significant triple interaction was obtained for both confidence and extremity, indicating that success‐failure and task sets have a differential impact upon these judgmental variables for subjects low and high in manifest anxiety. The findings provided evidence for the operation of two processes in judgmental behavior, conceptualized as desire‐for‐certainty and cognitive risk taking. Our conclusions emphasized the multiple determination of judgmental phenomena by personality and situational influences.
AN UNFOLDING ANALYSIS OF COGNITIVE PREFERENCES
Authors: Wish Myron 
Published: August 2014

ABSTRACTThis study represents a reanalysis of Heath's (1963) data using Coombs' unfolding technique. Some additional objectives of this study are to find the dimensions underlying the cognitive preferences, to test Heath's first two hypotheses in terms of individuals as well as clusters, and to compare cluster and individual analyses.The first dimension, which goes from Applications to Memory to Principles to Questioning, accounts for over half of the individuals and over two‐thirds of the clusters. A two‐dimensional configuration accounts for 90% of the individuals and 99% of the clusters. The ordering along the second dimension goes from Memory to Application to Questioning to Principles. The analyses of clusters and individuals were shown to give identical solutions.With respect to the first dimension alone as well as with consideration of both dimensions, the following hypotheses were supported:(a) that the Physical Science Study Curriculum group and the control group would be generally located in different regions of the same joint space, the PSSC group being more densely distributed than controls in regions near Principles and Questioning, the controls being more densely distributed than the PSSC group in regions near Memory and Applications;(b) that achievement scores for PSSC clusters would be higher in regions near Principles and Questioning than in regions near Applications and Memory; and(c) that the region‐achievement relationship hypothesized in “b” would be stronger in the PSSC group than in the control group.Implications following from the analysis were discussed.
FACULTY PERCEPTIONS OF STUDENTS
Authors: Davis Junius A. 
Published: August 2014

ABSTRACTThe primary purpose of this study was to determine student traits that faculty associate with desirability, separate and apart from those reflected by the traditional academic achievement indices.Ratings of students on 80 variables, including a student desirability variable, were obtained, together with high school and college grade averages and SAT scores. The resulting 84 × 84 correlation matrix was factored by the diagonal method, using precise communality estimates from a separate factor analysis. In this case, the procedure permits partialling out the variance in desirability and the other variables which is attributable to academic performance, and definition of residual desirability in terms of relationship of the residual of the other variables to desirability apart from academic performance. The diagonal factoring method was also used to examine the content, including academic performance, of general desirability, and to define desirability separate and apart from SAT and academic performance.Ratings of intellectual ability and values, motivation, and creativity, as well as actual grade point average, were found to be related to general desirability ratings. Desirability apart from grades, however, appears to consist of such traits as likableness, ethicality, open‐mindedness, altruism, maturity, and self‐insight, although ratings of intellectual ability and values have components related to grades and to desirability apart from grades. Ability as measured by the SAT, though reasonably related to performance, appears to have negative relationship to desirability apart from grades.
TESTING OF CULTURALLY DIFFERENT GROUPS
Authors: Campbell Joel 
Published: August 2014

ABSTRACTThe purpose of this study was to summarize research findings on testing of individuals from groups, particularly Negroes, which differ in some respects from the majority culture in the United States. Particular attention was paid to factors which appeared to cause or be associated with changes in test scores. The effectiveness of tests in predicting performance of Negroes in integrated and segregated colleges was evaluated.A program of research, designed to fill gaps in present knowledge, was outlined, with particular attention focused on selection for college and remedying educational deficits at the college level.
PSYCHOLOGICAL ADVANTAGES IN GAMBLING
Authors: Myers Albert E. 
Published: August 2014

ABSTRACTSixteen pairs of Ss participated in a gambling experiment using shuffle‐board bowling machines. Each S in a pair was given two dollars to use in betting with the other player during the 10‐game session. Independent variables included the mean level of performance (high vs. low, as determined by the S's ability) and the variability of performance (high vs. low, as manipulated by E). The data indicated that the high‐mean players enjoyed a psychological advantage; additional findings concerned with factors involved with the making of a bet and the effect of achievement motivation on gambling behavior are discussed.
INFORMATION VS. REWARD AS THE ACTIVE INGREDIENT OF REINFORCEMENT IN THE ACQUISITION OF SKILLED PERFORMANCE1
Authors: Greenwald Anthony G. 
Published: August 2014

ABSTRACTSs were asked to try to draw, blindfolded, a series of 7 1/2″‐long lines. In one condition (Reward), Ss were reinforced by being told Right or Wrong, depending on their accuracy; in the other condition (Information), they were told only whether they were Long or Short. The resulting superior acquisition of skill in the Information condition was interpreted as indicating that information about the accuracy of performance, rather than reward for accurate performance, is the essential ingredient of reinforcement in the acquisition of skilled performance. This finding is more consistent with a Law of Information than with the traditional Law of Effect.
PREDICTION OF COLLEGE PERFORMANCE WITH THE MYERS‐BRIGGS TYPE INDICATOR1
Authors: Stricker Lawrence J. , Schiffman Harold , Ross John 
Published: August 2014

ABSTRACTThis study, the last in a series by the present authors, investigated the ability of the Myers‐Briggs Type Indicator, a self‐report inventory, to predict grades and dropout at Wesleyan and Caltech, both for classes and, using estimates, for Caltech applicants. Continuous scores derived from the Indicator's four scales had some ability to predict the criteria, and this ability varied with the criterion and the sample. A contingency measure that reflects the Indicator's interdependent, dichotomous type categories generally had greater predictive validity than the continuous scores, but its correlations may be inflated. Adding the Indicator's continuous scores to the SAT scales and high school rank produced a slight but significant improvement in prediction in the Wesleyan class and the Caltech applicant group, but not in the Caltech class.
DIMENSIONS OF ENGINEERS' JOB PERFORMANCE1
Authors: Sprecher Thomas B. 
Published: August 2014

ABSTRACTConceptual dimensions needed to describe a full range of the job performance characteristics of engineers were developed. Agreement was found between the first‐order factors identified here and those in two separate earlier studies where some of the same items were used. An empirical second‐order factor analysis of these 31 first‐order factors gave an intelligible structure. The data also support the a priori taxonomy that had been postulated based on Guilford's “Structure of Intellect” model and Mills' The Engineer in Society.
FEAR, MESSAGE RELEVANCE, AND PERSUASIBILITY1
Authors: Singer Jerome E. , Ebert Ronald 
Published: August 2014

ABSTRACTThe conflicting literature on the relationship of fear and persuasion suggests that the relevance of a message to the recipient's source of fear may be a factor in the message's persuasiveness. A person who is frightened may try to avoid a fear‐relevant message, one which refers to the source of the fear, as the references and cues contained in the message make his fright more salient. A frightened person may seek out a fear‐irrelevant message, one which does not refer to the source of the fear, in order to obtain diversion and lower the salience of the source of fright. Ninety subjects were tested in an experiment which evaluated two related hypotheses.

Frightened subjects will be less persuaded than control subjects by a message which is relevant to their fear.
Frightened subjects will be more persuaded than control subjects by a message which is irrelevant to their fear.
The results of the study yielded support for the first hypothesis but not for the second one. The implications of the positive finding and possible explanations of the negative one were discussed.
GROWTH STUDY: II
Authors: Hilton T. L. , Myers A. E. 
Published: August 2014

ABSTRACTNumerous studies have demonstrated that school achievement can be predicted from biographical data. This study was designed to determine whether biographical data contribute anything to the prediction beyond that provided by a battery of ability and achievement tests.The data were obtained from a continuing longitudinal study of academic growth initiated at ETS in 1960. As part of this eight‐year study, questionnaire and test data were obtained from approximately 5,000 eleventh graders in 17 U. S. public school systems. A year and a half later, test scores and academic standings were obtained for these students as seniors.The present study includes only the 1,206 boys who were graduated from academic programs and for whom complete data were available. The objective test predictors were scores for the School and College Ability Test (SCAT), the Sequential Test of Educational Progress (STEP), and a specially designed Test of General Information (TGI).The questionnaire data concerned the students' experiences during the previous year. From a unit weighting of subsets of the 169 questionnaire items, scales were created to measure variables such as Amount of Low Level TV Watching and Level of Occupational Plans.Two types of criteria were examined: (1) scores from the Preliminary Scholastic Aptitude Test and the College Board English Composition and American History tests and (2) each student's rank in his graduating class.Multiple regression analysis indicated that biographical information, used as the sole source of predictors, predicted both the objective test criteria and rank in class moderately well. When used in conjunction with objective test scores, however, the test scores accounted for practically all the variance in the criteria. Further, factor analysis indicated there were no factors which were common to the biographical variables and the criteria but not common to the objective test predictors and the criteria. Alternative interpretations and implications are discussed.
PROGRAMED PROGRESSIVE MATRICES1
Authors: Jacobs Paul I. 
Published: August 2014

ABSTRACTFollowing pretesting with Raven's Coloured Progressive Matrices Test, 48 Ss were randomly assigned to either experimental (remedial self‐instructional loops for missed pretest items) or control (no instruction) conditions. A posttest revealed that the remedial loops were successful, but that their effects did not transfer to other items. A retention test given two months later showed no difference between groups. It was concluded that self‐instructional procedures could be used to increase children's scores on the Coloured Progressive Matrices Test. Further tryout and revision of procedures will aim at making the increase more general and lasting.
ON OBLIQUE PROCRUSTES ROTATION1
Authors: Browne Michael W. 
Published: August 2014

ABSTRACTThe equations involved in the rotation of an arbitrary factor matrix to a least squares fit to a specified factor structure have been known for many years. These equations, in general, cannot be solved by purely algebraic means, and an approximate solution has previously been used in practical applications.In this paper an effective iterative method for obtaining the exact solution is developed. By algebraic manipulation the set of equations is expressed in the form of one polynomial equation in one unknown. Newton's method is suggested for solving this equation. Practical applications of the procedure indicate that convergence within small tolerance limits is generally attained after few iterations.
PERSONALITY, ROLE CONFLICT, AND SELF‐CONCEPTION IN STUDENT TEACHERS1
Authors: Walberg Herbert J. 
Published: August 2014

ABSTRACTResearch literature on beginning teachers suggests a conflict between the need to establish rapport with children and the professional role of teachers in maintaining authority. A theory that this personality‐role conflict lowers self‐conception was tested in a sample of 77 women. The subjects took a Semantic Differential questionnaire before and after practice teaching, and were found to rate themselves lower on 20 of the possible 20 items classified as favorable (p < .001) and higher on eight of eight unfavorable items (p < .001) after the experience. Significant changes in individual items (.05 ≤ p ≤ 0001) revealed the pattern of conflict more specifically. A generalized theory of personality‐role conflict and decline in self‐conception in occupational novices is discussed.
COEFFICIENT ALPHA AND THE RELIABILITY OF COMPOSITE MEASUREMENTS
Authors: Novick Melvin R. , Lewis Charles 
Published: August 2014

ABSTRACTFollowing a general approach due to Guttman, coefficient α is derived as a lower bound on the reliability of a test. The necessary and sufficient condition under which equality is attained in this inequality and hence that α is equal to the reliability of the test is derived and shown to be closely related to the recent redefinition of the concept of parallel measurements due to Novick. This condition is then also shown to be closely related to the unit rank assumption originally adopted by Kuder and Richardson in the derivation of their formula 20. The assumption later adopted by Jackson and Ferguson and the one adopted by Gulliksen are shown to be related to the necessary and sufficient condition derived here. It is then pointed out that the statement that “coefficient α is equal to the mean of the split‐half reliabilities” is true only under the condition assumed by Cronbach in the body of his derivation of this result. Finally some limitations on the uses of any function of α as a measure of internal consistency are noted.
DIMENSIONS OF PARENTAL PRACTICE CONCERNED WITH COGNITIVE DEVELOPMENT IN THE PRESCHOOL CHILD
Authors: Freeberg Norman E. , Payne Donald T. 
Published: August 2014

ABSTRACTA sample of 203 parents of preschool children served as respondents for a 60‐item questionnaire. The items dealt with parental practices which previous research findings cite as influential in childhood cognitive development. The items were factor analyzed and six factors extracted: (1) Willingness to devote time to the child, (2) Parental guidance, (3) Aspiration for achievement, (4) Rejection vs. Acceptance, (5) Provision for the child's needs, and (6) Dependence upon external resources. Scale scores derived from the factors were correlated with family (demographic) characteristics.
TRAINING CHARITY IN CHILDREN1
Authors: Midlarsky Elizabeth , Bryan James H. 
Published: August 2014

ABSTRACTOne hundred and sixty first‐ to fourth‐grade girls were given one of 10 training programs designed to produce variations in altruistic behaviors in two distinct donation situations. Children sacrificed the obtaining of M&M candies when they had a warm relationship with the E who made explicit her pleasure at such sacrifice. Neither a warm relationship nor explicit statements of joy by the E alone were more effective than no training in eliciting such charitable behavior. Ss' subsequent anonymous donations were highly correlated with previous training programs. It was concluded that positive interpersonal relationships and explicit statements of pleasure by the socializing agent can provide the basis for the temporary internalization of the norm of self‐sacrifice.
COGNITIVE ABILITIES AS PROCESS VARIABLES1
Authors: Hettema Joop 
Published: August 2014

ABSTRACTThe process characteristics of two cognitive styles and a number of other cognitive measures presumably relevant to the personality domain were investigated. In Study I (N = 74 conscripts) the tests were classified by factor analysis, yielding five factors, the first three of which were selected for further investigation. Study II (N = 64) established relationships between each of the three factors and the relative effects of focal, spatial and temporal anchors in a Helson‐type weight lifting experiment. The results of this study led to the hypothesis that the processes in each factor involve the transmission of information from a specific area of stimulation. Study III (N's = 32, 32, 54) tested the hypothesis experimentally and confirmed it for two of the three factors. The conclusion from these studies taken together was that a general negative relationship exists within each area of stimulation between the tendency to anchor and the ability to transmit information. An anchor‐transmission theory was outlined and related to current notions of cognitive functioning. Cognitive styles and abilities were conceptualized as specific instances of the general transfer process.
RANGE RESTRICTION PROBLEMS IN THE VALIDATION OF A GUIDANCE TEST BATTERY1
Authors: Linn Robert L. 
Published: August 2014

ABSTRACTSome problems in correcting sample statistics for restriction of range are discussed. The emphasis is on cases of range restriction resulting from self‐selection where the explicit selection variable is either unknown or unmeasurable. An example is presented illustrating the effects of substituting an available implicit selection variable for an unavailable explicit selection variable in the standard correction formula for various correlations between the two and for various selection ratios. The calculations indicated that the substitution results in an undercorrection if there is a substantial positive correlation between the implicit and explicit selection variables; however, it results in an overcorrection for small or negative correlations between the two.
EFFECTS OF NORM‐ORIENTED GROUP DISCUSSION ON INDIVIDUAL RISK TAKING AND CONSERVATISM1
Authors: Alker Henry A. , Kogan Nathan 
Published: August 2014

ABSTRACTIn prior research, group discussion of risk‐relevant material has led to systematic shifts in the direction of greater risk taking by the participants. The initial purpose of the set of studies presented here was to determine whether discussions of risk‐irrelevant material would produce comparable risky shifts. In Study I, individual risk‐taking levels were assessed in 97 females (constituted as 24 small groups) both before and after a discussion of current women's fashions. There was no risky shift. A near‐significant conservative shift obtained, possibly due to the normative influences implicit in the group discussions. These influences were made explicit in Study II by providing intervening discussion materials consisting of ethical conflicts pitting universalistic ethical norms against particularistic obligations to friends or indulgent self‐interest. Subjects (N = 60 females constituted as five‐person groups) unanimously favored the ethical norms and subsequently shifted in a consistently conservative direction. In Study III (N = 55 females constituted as five‐person groups) the discussions dealt with the same ethical conflicts but were focused on recommending a particular course of action. Under these altered conditions, no overall significant shift in either direction occurred. However, groups converging on unethical alternatives subsequently became more risky, those converging on norm‐maintaining alternatives became more conservative. Implications for future research are considered.
MEASUREMENT BASED ON HALVABILITY OF INTERVALS
Authors: Kristof Walter 
Published: August 2014

ABSTRACTThe basic theory of measurement based on a concatenation operation defined on pairs of elements of a continuous ordered set is presented when this operation can be viewed as halving of intervals, intervals being defined as ordered pairs of elements. Starting out with a series of assumptions, a sequence of conclusions is obtained which culminates in the existence and uniqueness theorems concerning a numerical representation. An alternative set of basic assumptions contains an autodistributivity requirement instead of a bisymmetry postulate. The results were obtained in a strict but rather undemanding way. Some remarks concerning scale types and related issues are appended. It appears doubtful whether a definition of scale types by means of a certain group of admissible transformations captures the psychological significance of a given scale well enough.