bluuebunny/crossref_metadata_2025_split huggingface dataset:
A GENERAL METHOD FOR ANALYSIS OF COVARIANCE STRUCTURES WITH APPLICATIONS: PART I: GENERAL METHODOLOGY*
Authors: Jöreskog K. G. 
Published: August 2014

ABSTRACTA general model and an associated method of data analysis are presented. It is assumed that observations on a set of response variables have a multivariate normal distribution with a general parametric form of the mean vector and the variance‐covariance matrix. Any parameter of the model may be fixed, free or constrained to be equal to other parameters. The free and constrained parameters are estimated by the maximum likelihood method. Approximate standard errors and confidence intervals for the estimated parameters may be obtained by computing the inverse of the information matrix. The adequacy of any specific model contained in the general model may be tested by the likelihood ratio technique, yielding a large sample chi‐square test of goodness of fit.Great generality and flexibility are obtained, in that a wide range of models is contained in the general model by imposing various specifications on the parametric structure of the general model. Part II of this paper deals with applications to various problems mainly from the field of psychology. In part I the general model is dealt with purely formally without reference to any particular specialization or application of it. Expressions for first‐order derivatives and expected values of second‐order derivatives of the likelihood function are derived, and the method of maximizing the likelihood function is described.
A COMMENTARY ON KERLINGER'S STRUCTURAL THEORY OF SOCIAL ATTITUDES1
Authors: Zdep S. M. , Marco G. L. 
Published: August 2014

ABSTRACTKerlinger's structural theory of attitudes is analyzed, and some of the implications of the theory are examined. Initially, Kerlinger's generalization from educational attitudes to the whole domain of social attitudes is questioned. In addition, Kerlinger's conclusion that social attitudes are multidimensional is shown to be an artifact of his definition of “attitude.” Moreover, it is pointed out that the factor analytic results obtained by Kerlinger cannot be interpreted as evidence against the bipolarity of attitudes. Finally, in terms of implications for attitude measurement, it is suggested that the relevance as well as the affect of items be assessed.
CARDIAC RESPONSIVITY TO TACTILE STIMULATION IN WAKING AND SLEEPING INFANTS1
Authors: Lewis Michael , Dodd Cornelia , Harwitz Marcia 
Published: August 2014

ABSTRACTThe role of state in determining a psychological or physiological response is not disputed. However, a few studies using neonates and young infants have paid much attention to this variable. This study was designed to investigate state differences in the newborn's cardiac response to a tactile stimulus. The results indicated: (1) the infant when asleep showed significantly different cardiac response than when awake. This replication demonstrates that an infant's state must be considered in any work using heart rate response. (2) In the present study, six cardiac response parameters were observed and it was clear that not all these measures of the cardiac response yield similar results and that the response parameter E chooses to use will determine the degree of habituation found and the nature of the response curve. (3) In general, there were differences in habituation between the waking and sleeping infant.
SELF, VALUES, AND AFFECTS: DERIVATIONS FROM TOMKINS' POLARITY THEORY1,2
Authors: Carlson Rae , Levy Nissim 
Published: August 2014

ABSTRACTTomkins' polarity theory (1963b, 1965) proposes that ideologies in many domains may be described in terms of a very general humanistic‐normative polarity and rest upon more basic loosely organized “ideo‐affective postures” reflecting cognitive‐affective dynamics derived from socialization experiences. Tomkins' theory provided the basis for three empirical studies exploring the personality context of ideo‐affective postures. In Study 1, the humanistic‐normative polarity (assessed by “taste” or “smell” imagery) was significantly‐related to interpersonal versus individualistic bases of self‐conception and of value hierarchy in 202 Negro College students. Study 2 systematically varied affective imagery and social‐personal orientation and found both variables significantly related to judgments of facial expressions of emotion in an initial study and in a replication (Ns = 40). Study 3 found humanistic‐normative affective imagery related to students' (N = 20) affective responsiveness in a science education class. The results of all three studies offer clear support for Tomkins' formulation by demonstrating the role of ideo‐affective postures in organizing personal judgments and choices and encourage further inquiry on basic cognitive‐affective dynamics in personality.
A BAYESIAN SOLUTION FOR SOME EDUCATIONAL PREDICTION PROBLEMS
Authors: Lindley D. V. 
Published: August 2014

ABSTRACTThe paper considers a single college selecting students from a variety of high schools. It criticizes the usual statistical analysis and proposes an alternative procedure which uses more efficiently all information that is present in the system. The bulk of the paper consists of a mathematical appendix in which some general theory is developed which, it is expected, will be of value in studying other more complex prediction systems besides the one discussed here.
ANALYZING SCHOOL EFFECTS: ANCOVA WITH A FALLIBLE COVARIATE1 (GROWTH STUDY PAPER #32)
Authors: Werts Charles E. , Linn Robert L. 
Published: August 2014

ABSTRACTThe analysis of covariance method has been employed as a means of controlling for input when studying the differential impact of schools on students. The interpretation of such results is confounded by unreliability in the input measures which may result in spurious findings because in effect input has not been completely controlled. Some of the logical and statistical problems in dealing with covariate unreliability are discussed.
GENERALIZATION OF A THEOREM BY JOHN VON NEUMANN ON THE TRACE OF CERTAIN MATRIX PRODUCTS1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTIn 1937, John von Neumann gave a theorem on the maximum of the real part of the trace of a matrix product Z1A1Z2A2 where A1,A2 are fixed complex matrices and Z1,Z2 run independently over all unitary matrices. The theorem is extended to admit analogously tr Z1A1 … ZnAn, n > 2. The Proof is not related to von Neumann's method. Four seemingly different, but in fact equivalent, versions of the result are given. These differences stem from initially requiring Aj to be real diagonal as well as from considering separately the maxima of the absolute value, the real part and the imaginary part of tr Z1A1 … ZnAn. An application is given by way of illustration.
A NOTE ON CERTAIN PROPERTIES OF THE REGRESSION METHOD FOR ESTIMATING COMMON FACTOR SCORES1
Authors: Pennell Roger 
Published: August 2014

ABSTRACTAn alternative derivation of the regression method for estimating common factor scores is presented. The method provides an estimate of the unique factor scores which is used in estimating the common factor scores. Certain relations to canonical factor analysis are discussed as well as certain properties of the resulting estimates.
THE PREDICTION OF SPELLING DIFFICULTY: I. A REVIEW OF THE LITERATURE AND A PRELIMINARY STATEMENT OF A MODEL TO PREDICT SPELLING DIFFICULTY1
Authors: Cahen Leonard S. , Craun Marlys J. , Johnson Susan K. 
Published: August 2014

ABSTRACTA review of the literature has led to the first phase of a model to predict spelling difficulty from stimulus properties of words and various cultural and psychological aspects of language. The model does not incorporate dimensions of individual differences among learners or methods of instruction. A tentative list of 23 predictor variables to be used in the model has been compiled.
LINEAR MULTIDIMENSIONAL SCALING OF CHOICE1
Authors: Bechtel Gordon G. , Tucker Ledyard R , Chang Wei‐Ching 
Published: August 2014

ABSTRACTA multidimensional scaling analysis is presented for replicated layouts of pairwise choice responses. In most applications the replicates will represent individuals who respond to all pairs in some set of objects. The replicates and the objects are scaled in a joint space by means of a linear model which assigns weights to each of the dimensions of the space. Least squares estimates of the replicates' and objects' coordinates, and of unscalability parameters, are obtained through a manipulation of the error sum of squares for fitting the linear model. The solution involves the reduction of a three‐way least squares problem to two subproblems, one trivial and the other solvable by classical least squares matrix factorization. The analytic technique is illustrated with political preference data and is contrasted with multidimensional unfolding in the domain of preferential choice.
ANTECEDENTS AND PATTERNS OF ACADEMIC GROWTH OF SCHOOL DROPOUTS1
Authors: Evans Franklin R. , Patrick Cathleen 
Published: August 2014

ABSTRACTIn an attempt to better understand the phenomenon of early school leaving (“dropping out”), relationships among several areas of academic achievement (STEP) and ability (SCAT) and early school leaving were investigated. The study focused on early identification of school dropouts using ability and achievement measures and growth from fifth to seventh grade as measured by difference scores on several achievement tests.The dropouts were found to be about a year older than their classmates in the fifth grade and to score significantly lower on several ability and achievement measures in the fifth grade. No evidence was found to support the hypothesis that data relating to a student's academic growth from fifth to seventh grade would significantly increase the ability to predict future dropouts, or that patterns of academic growth were different for dropouts and nondropouts.
GENERALIZATION OF “A THEOREM CONCERNING THE REARRANGEMENTS OF TWO SETS”1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTThe range of the function tr ZΓZ*Δ is determined when Γ and Δ are real diagonal matrices and matrix Z with hermitian transpose Z* varies unrestrictedly over the group of unitary matrices. Two equivalent versions of the result are given. The real case (Z restricted to be real orthogonal) is considered separately. Further specialization of the matrix argument yields a “very simple, but important,” theorem on rearrangements of two finite sets of real numbers. Two applications are appended by way of illustration.
THE LEARNING AND TRANSFER OF DOUBLE‐CLASSIFICATION SKILLS: A REPLICATION AND EXTENSION
Authors: Jacobs Paul I. , Vandeventer Mary 
Published: August 2014

ABSTRACTA previous study by Jacobs and Vandeventer had shown that first‐graders could learn the skill of double‐classification with color and shape relationships in a half hour or less of individualized instruction. When some details of the training task were altered in an intuitively compelling way to test for transfer, it was found that the trained Ss could also handle double‐classification problems with shading and size relations. Since the transfer dimensions had been selected somewhat arbitrarily, subsequent work by Jacobs and Vandeventer mapped out a universe of relations within which transfer could be more meaningfully assessed. The universe consisted of combinations of 12 basic relations. The primary purpose of the present research was to assess transfer from the training procedure of the earlier study within this universe. Subsidiary purposes were to evaluate the effects of more extensive training and to investigate the effectiveness of different trainers.Experiment 1 was concerned with certain preliminary methodological issues. Thirty‐one first‐grade boys and 30 first‐grade girls were tested on a series of 57 double‐classification problems involving 11 different kinds of relations. Learning effects within the testing series were found to be inconsequential. The type of relation had a significant effect: double‐classification tasks using size relations were easiest.In Experiment 2, 57 Ss, matched for pretest score, were randomly assigned to either regular training (with shape and color the relations to be learned, as in the previous study), extended training (with shape, color, shading and addition the relations to be learned), or control (no training) groups. Within each of the training groups, Ss matched for pretest score were assigned at random to either Trainer1 or Trainer2. Posttests were administered covering a stratified random sampling of all possible pairs of the 12 basic relations. “Build‐a‐matrix” tasks were also administered in which S had to put four or more pieces missing from the same matrix into their correct position.As in the earlier study, regular training Ss significantly outperformed control Ss on shape and color matrices. Their superior performance also transferred throughout the universe of relations. Extended training produced significantly more transfer than regular training. Neither trained group, however, showed transfer to the build‐a‐matrix task with new relations. The two trainers did not differ in effectiveness.Three months later retention testing was carried out. Transfer effects for regular and extended training were found to hold up. Transfer was also found to Raven's Coloured Progressive Matrices, which was administered for the first time at this stage of the experiment. The implications for the trainability of intelligence are discussed.
A BAYESIAN SOLUTION FOR SOME EDUCATIONAL PREDICTION PROBLEMS, II
Authors: Lindley D. V. 
Published: August 2014

ABSTRACTIn a previous paper (Lindley, 1969) the problem of a single college selecting students from a variety of high schools was discussed and a statistical solution provided in the case where all the variances were known, as part of general development of Bayesian least squares. The present paper removes the rather unnatural constraint on the knowledge of the variances, thereby providing a more realistic statistical basis for a single college's prediction system.
STATISTICAL ANALYSIS OF SETS OF CONGENERIC TESTS*
Authors: Jo̎reskog K. G. 
Published: August 2014

ABSTRACTVarious models for sets of congeneric tests are considered, including models appropriate for the analysis of multitrait‐multimethod data. All models are illustrated with real data. The special cases when two or more tests within a set are tau‐equivalent or parallel are also considered. All data analyses are done within the framework of a general model by Jo̎reskog (1969b).
A LATENT STRUCTURE MODEL FOR ANSWERING PERSONAL QUESTIONS1
Authors: Damarin Fred 
Published: August 2014

ABSTRACTA latent structure model for answering true‐false questionnaire items is shown to predict a circular ordering among some MMPI scales that were used in a recent study by Wiggins and Lovell (1965). A circular ordering can be demonstrated, but certain systematic departures from the predicted effects also occur. The data suggest the operation of three latent traits: self‐descriptive accuracy, favorable bias, and a tendency to endorse items that are neutral in the sense of being unrelated to the other two traits. Alternative interpretations of the results are discussed together with suggestions for further research.
CONFORMITY, ANTICONFORMITY, AND INDEPENDENCE: THEIR DIMENSIONALITY AND GENERALITY1
Authors: Stricker Lawrence J. , Messick Samuel , Jackson Douglas N. 
Published: August 2014

ABSTRACTThis study examined the dimensionality of responses to group pressure and their generality across procedures employing different kinds of social situations and experimental tasks. Two group pressure procedures were based on the Asch situation (counting clicks and responding to attitude items), and two procedures involved questionnaires with fictitious average answers (estimating probabilities of events and responding to attitude items). Conformity, anticonformity, and independence responses on each of these four procedures were factor analyzed, separately for subjects unsuspicious about the deceptions employed in these devices and for suspicious subjects. Conformity and independence appeared to represent a bipolar dimension, but anticonformity seemed to be a distinct dimension. These responses were not consistent across procedures; the devices functioned differently, particularly for the unsuspicious subjects.
THE USE OF CONFIDENCE TESTING IN OBJECTIVE TESTS
Authors: Echternacht Gary 
Published: August 2014

ABSTRACTConfidence testing has been used in varying forms over the past 40 years as a method for increasing the amount of information available from objective test items. This paper traces the development of the procedure from Hevner's beginning method up to the various methods in use today and describes both the testing procedures and scoring methods used. The term confidence testing is applied to both probabilistic testing and confidence weighting procedures. Various procedures are presented and their relationship with personality factors discussed.
TEACHING STYLES: AN EXPLORATORY STUDY OF DIMENSIONS AND EFFECTS
Authors: Baird Leonard L. 
Published: August 2014

ABSTRACTAn exploratory model of teaching behavior as a role contract is proposed. The model consists of three subject strategies–the didactic, generalist, and researcher strategies, and the dimensions of student response, ambiguity, and warmth. Indices designed to measure the dimensions in the model were developed and related to various criteria in a large sample of two‐year colleges and students. These criteria included faculty ratings, students' sense of progress, satisfaction, and college achievements. The indices were related to these criteria in plausible ways, the generalist, researcher, and warmth indices typically having positive relations, and ambiguity having negative relations.
AN EMPIRICAL BAYES PROCEDURE FOR FINDING AN INTERVAL ESTIMATE
Authors: Lord Frederic M. , Cressie Noel 
Published: August 2014

SUMMARYA numerical procedure is outlined for obtaining an interval estimate of a parameter in an empirical Bayes estimation problem. In the particular problem considered, each observed value X has a binomial probability distribution depending on the binomial parameter Z, where Z has an unknown distribution. For each x, the parameter estimated is ε(Z|x = x), the “posterior” mean. Illustrative numerical results are presented.
A FIELD STUDY OF NONVERBAL CREATIVITY1
Authors: Ward William C. , Warren Patricia A. 
Published: August 2014

ABSTRACTCreative products submitted in response to a contest were examined to discover whether creativity was related to the sex and socioeconomic status of the respondent and whether characteristics of the objects could be specified which would predict their level of rated creativity. No sex difference was found, but socioeconomic status was significantly associated with creativity for those objects to which at least a moderate amount of effort had been devoted. Ratings of the objects on several simple dimensions proved effective in predicting rated creativity. Judges differed on which dimension best predicted their creativity ratings, but differences between subsets of the objects were of greater importance than individual differences among judges in determining the bases on which the ratings were made.
AN EVALUATION OF FORCED‐CHOICE AND TRUE‐FALSE ITEM FORMATS IN PERSONALITY ASSESSMENT1,2
Authors: Jackson Douglas N. , Neill John A. , Bevan Ann R. 
Published: August 2014

ABSTRACTIn a comparative evaluation of a standard true‐false format for personality assessment and a forced‐choice format, subjects from college residential units were assigned randomly to respond either to the forced‐choice or standard true‐false form of the Personality Research Form (PRF). All subjects also rated themselves and the members of their residential units on behavior traits corresponding to the PRF scales. Reliabilities of the scales comprising the true‐false form were substantially higher than those in the forced‐choice form. Peer rating validities for the true‐false and forced‐choice forms were in a comparable range, but correlations with self‐ratings were higher for the true‐false form. Results do not support the contention that for personality scales a forced‐choice format is consistently more valid than a standard format. Considering the other advantages of the true‐false format, including its freedom from the complicating effects of ipsative scores, the use of this format is recommended for the great majority of applications in personality assessment.
FIVE‐ AND EIGHT‐YEAR‐OLD CHILDREN'S RESPONSE TO AUDITORY AND VISUAL DISTRACTION1
Authors: Hale Gordon A. , Stevenson Edward E. 
Published: August 2014

ABSTRACTThis study assessed 5‐ and 8‐year‐old children's performance on a short‐term memory task under two auditory and two visual distraction conditions, as well as under a nondistraction condition. Performance under nondistraction was found to be superior to that under distraction (p < .001), indicating that the extraneous stimuli had a generally detrimental effect on performance. The comparison between nondistraction and distraction did not interact significantly with age, suggesting little developmental change in distractibility over this age range. The data also indicated a reduction in the effects of the distractors following their initial presentation, implying an adaption to the presence of extraneous stimulation.
THE EFFECT OF A RECIPROCAL DECISION RULE ON DECISIONS FOR ANOTHER PERSON1
Authors: Teger Allan I. , Kogan Nathan 
Published: August 2014

ABSTRACTSubjects made decisions on a gambling task where the outcome would affect their own payoff or the payoff of another person. For the latter, decisions were made reciprocally or nonreciprocally, and for a friend or a stranger. Decisions for others were significantly more cautious when the subject believed that the other person was making reciprocal choices which would affect the subject's payoff than where no reciprocity was involved. Degree of friendship with the other person had no effect on the level of caution chosen for him. Subjects deciding for self more closely resembled subjects in the nonreciprocal than in the reciprocal condition in terms of chosen risk levels, but overall differences were of relatively small magnitude. The enhanced caution in the reciprocal relative to nonreciprocal condition was attributed to a desire to insure at least a modest payoff for another who might benefit the self. It is conjectured that caution in such circumstances serves the function of guilt avoidance.
CREATIVE ABILITY OVER A FIVE‐YEAR SPAN1
Authors: Kogan Nathan , Pankove Ethel 
Published: August 2014

ABSTRACTFifth‐grade middle‐class children whose levels of associative creativity had been assessed with the Wallach‐Kogan tasks were retested on identical and similar tasks five years later in 10th grade. In the smaller of two school systems employed in the research, 10th‐grade creativity data were obtained by an individual examiner; in the larger system, group administration was employed. Substantial stability in ideational productivity and uniqueness scores over a five‐year period was observed for males in the setting of group administration and for females in the context of individual testing, Creativity and IQ, which were unrelated at 5th‐grade level, remained unrelated for females at 10th grade, but became positively correlated for males. Multiple regression analysis indicated that 5th‐ and 10th‐grade creativity and 5th‐grade IQ accounted for approximately half of the variance in extracurricular activities in the smaller school system. Predictability was considerably poorer in the larger school system. A possible interpretation of the differential predictability across school systems is offered in the paper.