bluuebunny/crossref_metadata_2025_split huggingface dataset:
TWO VARIABLES ASSOCIATED WITH DIFFERENTIAL PRODUCTIVE CULTURAL INVOLVEMENT AMONG LOWER‐CLASS NEGRO AND CAUCASIAN YOUNG MEN1
Authors: Hall William S. 
Published: August 2014

ABSTRACTThis investigation deals with the relationship between productive cultural involvement, racial group membership, and personality among lower‐class young men. Level of culturally productive behavior and environmental press were employed as independent variables. The dependent variables were two aspects of personality–achievement orientation and locus of control. The sample consisted of 60 young men–30 Negroes and 30 Caucasians–all of whom had dropped out of school at some point in their lives. While found, racial differences seem secondary to differences reflecting different degrees of productive involvement.
OBSERVATIONS WITH SELF‐EMBEDDED SENTENCES USING WRITTEN AIDS1
Authors: Freedle Roy , Craun Marlys 
Published: August 2014

ABSTRACTSelf‐embedded sentences of any degree beyond one are permitted by the syntactic rules of English, yet previous studies report that subjects typically reject these sentences as being ungrammatical and, in addition, often cannot recover the meaning of these sentences. The present paper investigated the possibility of introducing specially structured self‐embedded sentences as “aids” to the discovery of the structure of more complex self‐embedded sentences. The group of subjects who received these aids performed significantly better in discovering the subject‐verb and subject‐object assignments in the complex sentences (many achieved perfect scores) in contrast to subjects who did not initially receive these aids (these latter subjects obtained close to the minimum possible scores).
STATISTICAL NOTES ON RELIABILITY ESTIMATION1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTPrevious results on the sampling properties of test reliability coefficients are rather scarce. Most existing methods for reliability estimation are derived from parametric relationships by substitution of sample statistics for parameters. The statistical properties of estimators so obtained remain largely unknown. The present study is intended as a contribution to the sampling theory of reliability estimation under normality assumptions when a total test has been split into two, not necessarily parallel, parts. A maximum‐likelihood ratio test of a point hypothesis concerning the parameter value of coefficient alpha is derived. This method is then converted to yield confidence limits for the parameter at any chosen level of confidence. Worked examples are appended by way of illustration.
THE EFFECT OF THREE TYPES OF VISUAL IRRELEVANCY ON COMPLEX DECISION MAKING1
Authors: Landis Daniel , Slivka Robert M. , Silver Carl A. 
Published: August 2014

ABSTRACTThe present study investigated the effects of visual information irrelevancy on complex decision making. Three types of irrelevancy were defined (clutter, noninformative irrelevancy and coding redundancy) and incorporated as independent variables in the research. Thirty male college Ss solved a set of static problems involving decision making with a known pay‐off, but where the output would be difficult for S to accurately estimate. Results indicated that, under the conditions of this study, irrelevancy is facilitative for decision making and the more random the irrelevancy, the more adequate the solution. These findings are discussed within the framework of a theory that postulates that irrelevancy aids in the figure‐ground articulation of the cognitive field.
THE IDENTIFICATION AND UTILIZATION OF MODERATOR EFFECTS IN PREDICTION SYSTEMS1
Authors: Rock Donald A. 
Published: August 2014

ABSTRACTMethodology was proposed and investigated with regard to (1) selecting both single and multiple moderators and (2) conditions under which we can expect a gain from the use of generalized nonlinear regression surfaces. A more general classification procedure which follows Tatsuoka's development was suggested as a means of combining information from both moderators and predictors into one probability statement.
PREDICTING MULTIPLE CRITERIA OF CREATIVE ACHIEVEMENTS WITH MODERATOR VARIABLES1
Authors: Rock Donald A. , Evans Franklin R. , Klein Stephen P. 
Published: August 2014

ABSTRACTA moderated regression technique was applied to two samples of males and females each of which had multiple predictor, moderator, and criterion information. One moderator was found that consistently identified a group of predictable individuals independent of both sex and the three creative achievement criteria. This moderator was a modification of the Drews sociability scale and it indicated that those individuals who had little or no inclination towards social functions tended to be considerably more predictable than the remainder of the sample or when the group was taken as a whole. Within the low social groups, girls appeared to be somewhat more predictable than boys on two of the three creative achievement criteria, however the greatest discrepancy appeared in the writing criterion where the girls were substantially more predictable. Finally, the low sociability groups were characterized by greater predictive accuracy regardless of whether “tailored” or overall prediction equations were used.
PERSONALITY AND ESTHETIC SENSITIVITY1
Authors: Carlson Rae , Parker Janet 
Published: August 2014

ABSTRACTIn an exploratory study of affective responsiveness as a component of esthetic sensitivity 62 college Ss took the Allport‐Vernon‐Lindzey Study of Values and described on an antonym checklist their affective responses to photographs portraying “forces of nature.” One‐third of the group with extreme high and low AVL Aesthetic value scores were compared on measures of affective responsiveness and on Sensation‐Intuition and Perceiving‐Judging scales of the Myers‐Briggs Type Indicator As predicted, high esthetic value Ss were more acceptant of stimulus materials (p = .005), more often perceptive (p = .025) and intuitive (p = .05) types on the MBTI Results support a typological conception of esthetic sensitivity, and suggest that direct, “pre‐artistic” emotional responsiveness to phenomena expressed in art forms is a component of this personality pattern.
ASSESSMENT OF DISADVANTAGED ADOLESCENTS: A DIFFERENT APPROACH TO RESEARCH AND EVALUATION MEASURES1
Authors: Freeberg Norman E. 
Published: August 2014

ABSTRACTThe suitability of available formal tests for individuals from culturally deprived, poverty‐level backgrounds has long been open to criticism by test specialists. The present study is an attempt to overcome a number of the claimed defects for a variety of cognitive and noncognitive measures by (1) “Tailoring” a battery of measures specifically to disadvantaged adolescent groups and (2) demonstrating their value based upon their psychometric characteristics and the logic of various research‐related findings.A battery of 13 measures was administered to 256 male and female high school dropouts enrolled in a federally funded youth‐work training program. Item characteristics, levels of internal consistency, external validity based upon rating criteria, construct validity based upon factor analysis and the logic of a number of research findings with the individual measures–all present a pattern of results reasonable enough to warrant continued research application and development of these types of measures for appraisal of disadvantaged adolescents.
ATTENTION DISTRIBUTION AS A FUNCTION OF COMPLEXITY AND INCONGRUITY IN THE 24‐MONTH OLD CHILD1
Authors: Lewis Michael , Dodd Cornelia , Harwitz Marcia 
Published: August 2014

ABSTRACTAttentional distribution was studied as a means of observing schema formation and development. Fixation time, heart rate, activity, vocalization and smiling indicated that a schema for the human form is not fully developed by two years of age. Complexity, defined as number of elements, was effected in influencing attentional distribution. Further, data at 6 and 13 months indicated that only after an earlier schema is well formed is it possible to find a significant relationship to subsequent schema development.
WHERE IS THE PERSON IN PERSONALITY RESEARCH?1
Authors: Carlson Rae 
Published: August 2014

ABSTRACTConstraints upon inquiry in personality imposed by current research methods were examined by (a) a survey of empirical work published in two major personality journals and (b) a consideration of methodological and ethical issues raised in recent research criticism. Review of samples, research procedures, and social‐psychological context in 226 empirical studies revealed that current methodological practices are incapable of approaching questions of real importance in personality and involve serious problems beyond those noted in recent research criticism. Recent proposals for methodological reforms, largely directed toward control of unwanted variance and improvement of subject‐experimenter relationships, offer only partial solutions and require further consideration of the “personology of science.”
THE INTERPRETATION OF REGRESSION COEFFICIENTS IN A SCHOOL EFFECTS MODEL1
Authors: Linn Robert L. , Werts Charles E. , Tucker Ledyard R 
Published: August 2014

ABSTRACTGiven a linear regression model relating a measure of student “output” to a measure of student “input” and a measure of a “school characteristic,” a model is presented for the interpretation of the regression coefficients. This model allows explicit predictions of the outcomes of alternate strategies of allocating resources to modify the school characteristic variable.
A RE‐EXAMINATION OF THE FAMILIARIZATION HYPOTHESIS IN GROUP RISK TAKING1
Authors: Teger Allan I. , Pruitt Dean G. , Jean Richard St. , Haaland Gordon A. 
Published: August 2014

ABSTRACTA total of 226 subjects at three universities participated in five separate studies which measured the effect on individual risk taking of increased familiarity with the problem situation. The results of all five studies failed to replicate the finding that individuals will take increased risk after they are given an opportunity to become familiar with the problem. These failures to replicate cast doubt on the hypothesis that the increase in risk after a group discussion is due to increased familiarity with the problems rather than to the effect of group interaction.
NEGOTIATION BY LEADERS IN THE PRESENCE OF THEIR DELEGATES AND BY DELEGATES IN THE PRESENCE OF THEIR LEADERS1
Authors: Kogan Nathan , Lamm Helmut , Trommsdorff Gisela 
Published: August 2014

ABSTRACTFollowing a preliminary testing session for assessing individual risk preferences on the choice‐dilemmas task, subjects (8 at a time) were constituted as 4 leader‐delegate dyads with status randomly assigned. Dyads reached joint decisions on half of the choice‐dilemmas items. Subjects were then recombined as all‐leader and all‐delegate groups. For half of these combinations, leaders were discussants and delegates were observers; roles were reversed for the other half. The discussants' task was to negotiate a consensus on all of the choice‐dilemmas items. Delegate discussants relative to leader discussants consulted more with their former dyadic partner and more often failed to achieve consensus (deadlock). Magnitude of risky shift did not differ significantly between leader and delegate discussants. However, delegate observers advocated higher risk levels than their leader discussants, whereas delegate discussants and leader observers did not differ in risk preferences. Discussant‐observer discrepancies in risk preference were consistent with differences in decision satisfaction. On the whole, the presence of observers seems to increase “loss of face” motivation in leaders and fears of sanction for deviation in delegates.
PESSIMISM‐OPTIMISM AND RISK TAKING IN INDIVIDUAL AND GROUP CONTEXTS1
Authors: Lamm Helmut , Trommsdorff Gisela , Kogan Nathan 
Published: August 2014

ABSTRACTChoice‐dilemmas items were administered with the customary risk‐taking (R) format (minimal acceptable odds to warrant recommendation of the desirable risky alternative) and with a pessimism‐optimism (P) format (estimation of the actual “real‐world” probability of success of the desirable risky alternative). Following individual testing to establish baseline levels, subjects were randomly assigned to either an R‐P or P‐R treatment. In the former, discussion to consensus was focused on the R dimension, and subsequent P judgments were made privately; in the latter, discussion to consensus was focused on the P dimension, and subsequent R judgments were made privately. Results indicated that the link between R and P was asymmetrical. The risky shift was produced only when discussion was oriented along the R dimension. In contrast, pessimistic shifts were obtained following both R and P discussions. Group‐induced pessimism was attributed to pooling or heightened realization of the “things that might go wrong” in pursuing a risky course of action.
AN INTERACTIVE‐COMPUTER PROGRAM FOR THE JOHNSON‐NEYMAN TECHNIQUE IN THE CASE OF TWO GROUPS, TWO PREDICTOR VARIABLES, AND ONE CRITERION VARIABLE
Authors: Carroll John B. , Wilson Gertrude F. 
Published: August 2014

ABSTRACTA program written in TELCOMP, an interactive‐computer language, is presented for doing all the necessary computations for the Johnson‐Neyman (1936) technique in the simplest case, starting from raw sums, sums of squares, and sums of cross‐products or from means, standard deviations, and correlations previously computed for the two groups. Computations are shown for three sets of data, two of which are from previous expositions of the method; it is noted that these previous expositions suffered from computational errors of major seriousness. The third set of data illustrates use of the method for investigating interactions between individual differences and treatments in such a way as to supplement the usual analysis of covariance procedures.
PRECISION OF PREDICTION1, 2
Authors: Browne Michael W. 
Published: August 2014

ABSTRACTPrecision of prediction in multiple linear regression is examined. Two measures of predictive precision, predictive mean square error, d2, and the squared weight validity, w2, are employed. The use of an existing estimator of ε(d2) as an estimator of d2is proposed and the mean squared error of estimation of this estimator about d2is obtained. A significance test is given. Estimators of w2are derived and an asymptotic approximation for their variances is given. These estimators of w2are functions of estimators of p2, the squared multiple correlation coefficient, and of p4. The bias and mean squared error of estimation of some known estimators of p2and of a proposed estimator of p4are examined. Monte Carlo experiments are used to compare the proposed estimators of w2with an estimator due to Burket [1964]. An efficient procedure for generating w2and the estimates of w2is described. The mean squared errors of estimation of cross‐validation estimators of d2and w2are obtained and disadvantages of the cross‐validation procedure are discussed. An example is used to illustrate relationships between predictive precision and the number of predictors. The paper is primarily concerned with a random predictor model but results for a fixed predictor model are also given.
YOUNG CHILDREN'S IMITATION AND COMPREHENSION OF SENTENTIAL SINGULARITY AND PLURALITY1,2
Authors: Keeney Terrence J. , Smith Nancy D. 
Published: August 2014

ABSTRACTThe number of the subject is marked in most third‐person sentences both in the subject‐noun (e.g., “dog/dogs”) and in the verb (e.g., “barks/bark”). The verb inflection for number is redundant with the noun inflection except in those rare instances in which the subject‐noun is not marked for number (e.g., “sheep/sheep”). Since the verb inflection for number is rarely crucial for determining the meaning of a sentence, and since number is marked in exactly the opposite manner in regularly formed verbs from the manner in which it is marked in regularly formed nouns, children might be expected to acquire the verb inflection for number relatively late in the course of language development. Sentences in which number was marked in (a) the verb only and (b) the subject‐noun and the verb were presented to a sample of 24 children 4 years of age in both imitation and comprehension tests. The results indicated that the children did not comprehend the verb inflection for number even when the noun was unmarked, making the verb inflection the only cue for number, Despite explicit training on the meaning of unmarked nouns, the children understood the unmarked subject‐noun as singular and responded to the entire sentence as if it were singular. At four years of age, the apparent number of the subject‐noun is the primary cue for sentential singularity or plurality.
NEGRO‐WHITE DIFFERENCES IN ADOLESCENT EDUCATIONAL GROWTH1
Authors: Rosenfeld Michael , Hilton Thomas L. 
Published: August 2014

ABSTRACTIn contrast to past studies of Negro‐white differences, most of which have been cross‐sectional in design, this study compared longitudinally the academic growth of Negro and white students who attended the same high schools and were enrolled in the same curricula. As participants in a nationwide study of academic growth the students had taken a battery of ability and achievement tests in grades 5, 7, 9, and 11. At grade 5 the Negro students were one to two years behind the white students and on most tests–but not all–the gap increased over time. Analyses of covariance indicated, however, that usually the gap was no more than would be predicted on the basis of the initial differences in mean scores between the groups. The groups also differed appreciably in socioeconomic status.
A COMPARISON OF BAYESIAN ESTIMATES OF TRUE SCORE
Authors: Novick Melvin R. , Thayer Dorothy T. 
Published: August 2014

ABSTRACTTwo Bayesian estimates of true score are compared numerically to evaluate their relative usefulness in applications. The first of these, due to Box and Tiao, is the mean of the posterior distribution with a particularly convenient prior distribution. The second of these, taken from a development due to Lindley, is the relative mode based on the indifference prior distribution suggested by Novick. The first estimate is found to be relatively convenient computationally while the second estimate is attained only by an iterative procedure. These two estimates are also compared with a natural asymptotic estimator which is even more convenient computationally and with Stein's simultaneous estimator. When reliabilities are low and sample sizes and the number of replications are small the Lindley estimate exhibits a total regression to the population mean while the Box‐Tiao mean estimate exhibits only a partial regression. This same result is obtained even when the sample estimate of reliability is negative. When reliabilities, sample sizes and numbers of replications are moderate there is little difference among the first three estimators, but unless the number of persons is large the regression effect is markedly smaller in the Stein estimate. Because of the uniformly good risk properties of the Stein estimate and its substantial difference from the other three estimators it is suggested that the asymptotic regression estimate and the Bayesian estimates based on improper prior distributions may not be acceptable for small numbers of persons.
MANIFEST ANXIETY AS A CONTRIBUTING FACTOR IN RELIGIOUS CONVERSION12
Authors: Spellmann Charles M. , Baskett Glen D. , Byrne Donn 
Published: August 2014

ABSTRACTThis study investigated the relationship between manifest anxiety and religious conversion. Three groups of residents (N = 20 each) in a predominantly Protestant town were identified by the community's two ministers: those having had a sudden religious conversion experience, those having had a more gradual religious development, and those who were not religious at all. The Taylor Manifest Anxiety Scale was administered to the members of each group. The gradual religious development group and the nonreligious group did not differ significantly from each other (t < 1.0) on manifest anxiety, but the religious conversion group obtained significantly higher scores on the MAS than the other two groups combined (t = 3.72, 57 df, p < .01).
VALIDATION BY THE MULTIGROUP‐MULTISCALE MATRIX: AN ADAPTATION OF CAMPBELL AND FISKE'S CONVERGENT AND DISCRIMINANT VALIDATIONAL PROCEDURE
Authors: Centra John A. 
Published: August 2014

ABSTRACTCampbell and Fiske advocate an approach to investigating validity that employs a matrix of intercorrelations among tests representing more than one trait, each measured by more than one method. This paper presents an application of the Campbell‐Fiske multitrait‐multimethod procedure. Referred to as validation by the multigroup‐multiscale matrix, this adaptation compares discrete groups of individuals and the scale scores that represent their responses to a multidimensional perceptual space. As used here, therefore, intergroup agreement on a set of perceptual scales is being assessed, and validity may be defined as the degree of similarity in responses by different constituent groups.The application is illustrated by analyzing group perceptions of their college environment as indicated by the Institutional Functioning Inventory. Multidimensional scales assessing the viewpoints of faculty, administrator, and student groups at 17 colleges and universities comprised the multigroup‐multiscale matrix. Lack of agreement between the groups indicated scales that more likely reflect subjective interpretations of the environment rather than relatively objective environmental constructs. Convergent and discriminant information through the multigroup‐multiscale matrix, while not confirming the theory underlying the measurement, does nevertheless appear to provide useful insights into how a current instrument is operating and how it might be improved.
ACADEMIC DATA BANKS1
Authors: Godwin William 
Published: August 2014

ABSTRACTThree trends in education are likely to shape the needs of the schools of 1980 or 1990: the number of students in the formal educational system will expand greatly, the range of subjects offered by schools will be sharply increased, and individualized instruction will become common, if not universal. Such changes will pose at least two major difficulties: faculty and administrators will find it increasingly difficult to monitor adequately student progress, and students will find it increasingly difficult to select a realistic and adequate program of study from the bewildering array of disciplines and specialties available. Two important uses for automated academic data banks, then, will be to maintain adequate student records for faculty and administrators and to provide students with information and guidance in selecting their studies. With the growing complexity of the educational process, it will not be sufficient simply to replace file cabinets and course catalogs with computers and remote terminals. Data files will have to be developed which are capable of actively guiding and aiding users and which monitor their own contents for completeness and accuracy.