bluuebunny/crossref_metadata_2025_split huggingface dataset:
ACQUIESCENCE AND THE FACTORIAL INTERPRETATION OF THE MMPI1
Authors: Messick Samuel , Jackson Douglas N. 
Published: August 2014

ABSTRACTThe influence of acquiescence and desirability as possible response determinants on the MMPI is annotated in a survey of recent experiments. The role of acquiescence is considered in detail by noting a high correlation between loadings on the largest MMPI factor and the proportion of items keyed “true” on each scale. All available factor analyses of the MMPI were reviewed, and the finding of consistently high correlations, four above .85, suggests that acquiescence is a major source of variance on the MMPI.
FACTOR ANALYSIS OF THE LEGAL TRAITS TEST1
Authors: Hills John R. , Raine Walter J. , Tucker Ledyard R 
Published: August 2014

ABSTRACTThe Legal Traits Test, which was administered to a group of entering law‐school students, asked each student to decide whether he would rather have more of one trait at the expense of having less of another trait. Twenty‐one traits (by name) were presented in all possible pairs. The intercovariances among trait scores were factor analyzed on the basis of a double‐centered matrix to nine factors. Axes were rotated to simple structure (within translation of the origin) and seven of the factors were interpreted. Mean preferences among the traits indicated that intellective qualities are most highly valued by these students.
ACQUIESCENCE AND DESIRABILITY AS RESPONSE DETERMINANTS ON THE MMPI1
Authors: Jackson Douglas N. , Messick Samuel 
Published: August 2014

ABSTRACTIn order to evaluate on the MMPI the respective contributions of consistent responses to item content on the one hand and of the stylistic determinants of acquiescence and desirability on the other, five new MMPI scales were developed which varied randomly with respect to content but systematically in level of judged item desirability. These scales thus represented the tendencies to endorse very desirable, somewhat desirable, neutral, somewhat undesirable, and very undesirable items, respectively. Scores for these five desirability measures and for separate true and false keys of MMPI clinical and validity scales, obtained from a sample of 201 prison inmates, were intercorrelated, factor analyzed, and rotated analytically to orthogonal simple structure.The five desirability scales correlated with each other and with the true and false MMPI keys in a manner predictable from knowledge of the average item desirability values of the scales. Two large orthogonal factors, accounting for more than 75 per cent of the common variance, were clearly identifiable as acquiescence and as desirability, since all the true MMPI keys showed higher loadings on the acquiescence factor than any false key and factor loadings for scales on the desirability factor correlated .95 with independently judged mean desirability values. Three very small factors were apparently the result of content consistencies, and three others were considered due largely to item overlap. In only one case did a true and a false key for a particular MMPI scale receive a substantial loading in the same direction on any of the small factors.Implications drawn from the results included suggestions for further evaluation and revision of MMPI scoring methods, based upon homogeneous keying and a consideration of response set effects. The importance of utilizing the multidimensionality of desirability judgments in accounting for item similarities and for response variance was also suggested.
DIMENSIONS OF ENGINEERING JOBS FOR THE GENERAL ELECTRIC COMPANY1
Authors: Helm Carl 
Published: August 2014

ABSTRACTA factor analysis of the 24 unit activities contained in the Key Group Data Form was carried out using descriptions of 214 engineering positions in the General Electric Company. Supervisors ranked 24 unit activities in terms of their importance for each position. The intercovariances among these 24 activities were computed, and this intercovariance matrix was then factor analyzed. The analysis was complicated by the use of ranks in scoring the unit activities. A principal axis factor analysis was carried out on the matrix of intercovariances and seven dimensions emerged. In attempting to rotate this result to simple structure, it became apparent that a dimension had been lost as a result of a translation of the origin due to the use of the ranking procedure for obtaining scores. Accordingly, an additional factor of constants was introduced, and when this eight‐factor structure was rotated, a clear simple structure resulted. An excellent correspondence was observed with an earlier study which utilized a different sample of engineering positions. It may be concluded that these results provide a useful method for describing engineering jobs and the differences between engineering jobs.
EVIDENCE BEARING ON THE EXISTENCE OF A RATIONAL CORRESPONDENCE BETWEEN THE PERSONALITY TYPOLOGIES OF SPRANGER AND OF JUNG
Authors: Saunders D. R. 
Published: August 2014

ABSTRACTEvidence is presented from a factor analytic study of a large sample using scores based on the AVL Study of Values and the Myers‐Briggs Type Indicator, displaying a four‐dimensional, interlocking structure for the two instruments. The MBTI scores define a simple structure with respect to which the AVL scores exhibit a bi‐polar structure. The AVL scores may be regarded as depending on the third‐order interaction of the four basic dimensions. Both the interlocking form of structure and a significant proportion of its details were anticipated in advance of the present analysis.If the model is valid, it implies the existence of sixteen distinct value systems, a majority of which appear to have been merged or overlooked in the construction of the AVL. Certain of these value systems have special properties causing them to be quite elusive.The AVL and the MBTI were chosen for study because both are based on typological thinking about personality. The results of the investigation indicate that such thinking can lead to consistent concepts that are worthy of further study.
FORMAL MODELS FOR A CENTRAL PREDICTION SYSTEM1
Authors: Tucker Ledyard R 
Published: August 2014

ABSTRACTThree quantitative models are considered for merging secondary school grades from various schools to composite predictor variables for estimating expected performances of students at various colleges. Previous formulations of possible solutions for developing a universal grading scale have been limited to univariate models. The models discussed are not so limited and may involve several composite scores. These multiple solutions could have considerable importance both in college admission procedures and in counseling of students.In the first model, a total variance and covariance canonical correlation model, composite variables are developed for both school grades and for college grades so as to maximize the correlation between the school and college variables. A major defect found in this model is the influence of existing differences in school grades between groups of students attending various colleges. The second canonical correlation model utilized within college deviation scores for the variances and covariances used in the canonical correlations. This model provided some improvement over the preceding model but still had some defects generated from differential sizes of groups from particular secondary schools attending particular colleges. Both canonical models are formulated to obtain pairs of variates, one from the secondary school grades and one from the college grades, which correlate maximally. Prediction of student performances on specific criteria, such as grades at particular colleges, would be a secondary step and might not be accomplished effectively.The third model, a predictive model, is formulated to develop composite scores which provide predictions of grades at the various colleges. This model appears to provide the soundest basis for practical actions, both in student guidance and in college admissions.
ESTIMATING NORMS BY ITEM SAMPLING*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTIf a 70‐item test is to be normed for a norms population of 1,000 individuals, is it better to give the entire test to a sample of 100 individuals, or to give different samples of 7 items to each of the 1,000 individuals? When tried out on actual data, the latter, “item‐sampling” method was found to provide an estimate of the “true” norms distribution slightly superior to that obtainable in the majority of cases by the former method.
A LINEAR PRACTICE EFFECT SOLUTION FOR THE COUNTERBALANCED CASE OF EQUATING
Authors: Koutsopoulos C. J. 
Published: August 2014

ABSTRACTThis paper gives a linear practice effect solution for the so‐called “Case III” of equating, in which two equally numerous random groups, α and β, take two forms, X and Y, of a test, α in the order X, Y, and β in the order Y, X.One must obviously make some sort of assumption as to the character of the practice (fatigue) effect that the first testing has upon the second. The two cases studied in this paper are (a) practice effect independent of initial score, and (b) practice effect a linear function of initial score.Some of the currently used estimates (constant practice effect) are derived, and generalizations of these estimates to the case of linear practice effect are developed. The paper concludes with some illustrative examples.The author takes great pleasure in thanking Dr. William Angoff for suggesting this problem originally and for contributing since to its more precise formulation and effective handling, and Dr. Frederic Lord for offering many ideas helpful to the general understanding of the problem and its solution and, more specifically, for kindly placing at the author's disposal his unpublished work on the subject. It is also a pleasure to thank Miss Barbara Pitcher who did all the computations needed for the numerical examples.
AN INVESTIGATION OF THE DECLINE IN AVERAGE SCORES ON SOME ADVANCED PLACEMENT EXAMINATIONS BETWEEN 1959 AND 1960
Authors: Malcolm Donald J. 
Published: August 2014

ABSTRACTBetween 1959 and 1960 the mean scores obtained by all candidates on the Advanced Placement Examinations in Literature and English Composition, American History, Chemistry, and Mathematics declined from .2 to .6 points on a five‐point grading scale. The primary purpose of the study was to determine if the observed decrease in mean scores was due simply to an influx of candidates from schools new to the program or if the decrease was also characteristic of the level of performance of candidates from schools which have been in the program for some time. The basic data consist of the scores obtained on the 1959 and 1960 examinations by samples of candidates drawn from schools which have been in the program for varying lengths of time. Three groups of schools are considered, (1) those which have been in the program since 1956, (2) those which entered the program in 1957 or 1958, and (3) those which supplied candidates for the first time in 1960. Separate analyses are made for schools in New York State and for schools in all states other than New York. The data indicate that (1) candidates from the new schools did less well on the average on the 1960 examinations than did candidates from the older schools, (2) candidates from the older schools did less well on the 1960 than on the 1959 examinations. In an effort to account for the decline in the mean performance of candidates from the older schools between 1959 and 1960, the SAT scores of spaced samples of students from these schools were obtained for the years in question. The observed declines in scores cannot be accounted for in terms of changes in the scholastic aptitude of candidates.
SMALL SAMPLE FREQUENCY DISTRIBUTION OF STEPPED‐UP RELIABILITY COEFFICIENTS BASED ON SPLIT‐HALVES
Authors: Kristof Walter 
Published: August 2014

ABSTRACTMaximum‐likelihood estimates of stepped‐up reliability coefficients are developed and their sampling distributions derived. These estimates turn out to be biased. So new unbiased estimates are developed with even smaller sampling variances and recommended for general use whenever some statistical assumptions about the test halves hold. Finally, some statistical tests based on the sampling distributions are described.
STATISTICAL INFERENCES ABOUT THE ERROR VARIANCE
Authors: Kristof Walter 
Published: August 2014

ABSTRACTThis paper is a presentation of an essential part of the sampling theory of the error variance and the standard error of measurement. An experimental assumption is that several factorially equivalent tests with equal variances are available. These may be either final forms of the same test or obtained by dividing one test into several parts. The simple model of independent and normally distributed errors of measurement with zero mean is employed. No assumption is made about the form of the distributions of true and observed scores. This implies unrestricted freedom in defining the population. First maximum‐likelihood estimators of the error variance and the standard error of measurement are obtained, their sampling distributions given, and their properties investigated. Then unbiased estimators are defined and their distributions derived. The precision of estimation is given special consideration from various points of view. Next, rigorous statistical tests are developed to test hypotheses about error variances on the basis of one and two samples. Also the construction of confidence intervals is treated. Finally, Bartlett's test of homogeneity of variances is used to provide a multi‐sample test of equality of error variances.
ESTIMATING TRUE MEASUREMENTS FROM FALLIBLE MEASUREMENTS (BINOMIAL CASE)–EXPANSION IN A SERIES OF BETA DISTRIBUTIONS*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTIn mental‐test theory, a useful mathematical model specifies the relation of the examinee's observed score, x, to his “true score,” ζ. The present paper is concerned with a model for the number‐right scores on a test composed of n questions or “items.” This model is completely specified by the assertion that the conditional frequency distribution of x when ζ is fixed is the binomial distribution . The basic problem in the use of this model may be thought of as the problem of estimating the unknown frequency distribution of true scores. Once this is done, the bivariate distribution of ζ and x has also been estimated. All important properties of the test score can thus be investigated. Although it might at first seem otherwise, the model has empirical verifiable implications. The first section of the present paper discusses various methods for estimating g(ζ). The second section outlines the method to be reported here. The third section presents and discusses the results of applying this method to Widely different sets of mental test data.
DIMENSIONS OF OCCUPATIONAL PREFERENCE
Authors: Terwilliger James 
Published: August 2014

ABSTRACTThis study was undertaken to: (a) determine the dimensionality of the occupational preferences of college students, and (b) relate other measures of preference and ability to the dimensions which result from analysis of occupational preferences.Occupational preference rankings were obtained from 280 undergraduate males. The preference questionnaire consists of 31 occupational titles cast into a “balanced incomplete blocks” design as described by Gulliksen and Tucker. The subjects ranked occupational prestige and the desirability of various job attributes and general goals of life on separate questionnaires which were constructed with variations on the incomplete blocks design. Allport‐Vernon, Kuder‐Preference, and SCAT scores were also obtained.A principal axis factor analysis was performed on the cross‐products among the 46 occupational preference and job attribute variables using the technique derived by Tucker for double‐centered matrices. Ten factors were retained following a translation with respect to the preference variables and a rotation according to the varimax criterion.Eight factors were interpreted. Six are defined predominantly by the occupations and indicate preference for: scientific‐technical occupations (I), persuasive occupations (III), occupations which involve teaching (IV), artistic occupations (V), outdoor‐scientific occupations (VI), and occupations which require artistic‐technical skills (VII). Factor II is defined both by occupations and attributes and was interpreted as preference for high‐income occupations. Factor VIII is a bipolar factor which contrasts preference for the activity‐related attributes versus the role‐related attributes of a job.These results suggest that occupational preferences are determined by the activities which are involved in a job rather than by more general attributes which may characterize the occupation. The only attributes which appear to relate to job preferences are those which contrast material and nonmaterial rewards.The remaining prestige, preference, and ability measures which were obtained were related to the factors through the factor extension technique. The pattern of the loadings for the prestige variables is generally the same as for the corresponding preference variables. The loadings of the Allport‐Vernon, Goals of Life, and Kuder variables are small but consistent with and give support to the interpretation of the factors. The ability measures do not relate to the preference factors.
THE INTERCORRELATIONS AND RELIABILITY OF THE MYERS‐BRIGGS TYPE INDICATOR SCALES1
Authors: Stricker Lawrence J. , Ross John 
Published: August 2014

ABSTRACTThe Myers‐Briggs Type Indicator is a Jungian‐oriented, self‐report inventory. Each of its four scales provides categorical type classifications as well as continuous scores. The intercorrelations and reliability of the scales, in terms of both measures, were determined for high school and college samples. The Extraversion‐Introversion, Sensation‐Intuition, and Thinking‐Feeling scales were independent of each other, but the Judging‐Perceiving scale was moderately related to the Sensation‐Intuition and Thinking‐Feeling scales. The internal‐consistency reliability of the continuous scores was generally in the .70's and low .80's and the type categories' reliability (using a lower‐bound estimate) was generally in the .40's and .50's.
AN ASSESSMENT OF SOME STRUCTURAL PROPERTIES OF THE JUNGIAN PERSONALITY TYPOLOGY1
Authors: Stricker Lawrence J. , Ross John 
Published: August 2014

ABSTRACTJung's typology implies that the attitudes and functions are (a) stable; (b) categorical or qualitatively dichotomous; (c) interacting; and (d) giving rise to different compounds of surface traits. In addition, it implies that type indeterminacy produces ineffective and maladjusted behavior.A program of studies aimed at assessing these structural properties of Jung's typology was designed and executed, using a self‐report inventory, the Myers‐Briggs Type Indicator. These studies found that (a) the type classifications had moderate temporal stability; (b) Indicator score distributions showed no marked evidence of bimodality; (c) with one exception, the regressions of other variables on Indicator scales did not change in either level or slope at the zero point of the Indicator scales; (d) the Indicator scales did not interact in relation to other variables; (e) the Indicator scales did not moderate the regression of other variables on one another; and (f) type indeterminacy was unrelated to measures of ineffective behavior and maladjustment.It was concluded that these findings offer little support for any of the structural properties attributed to the typology. Two possible interpretations of these negative findings were suggested: (a) Jung's typology is not consistent with the real world; or (b) the Indicator does not correspond to the theoretical formulation of the typology; that is, the Indicator does not operationally define the typology. Verification of these interpretations awaits further research.
THE ROLE OF MEMORY AND COLOR IN GROUP AND INDIVIDUAL EMBEDDED‐FIGURES MEASURES OF FIELD INDEPENDENCE1
Authors: JACKSON DOUGLAS N. , MESSICK SAMUEL , MYERS CHARLES T. 
Published: August 2014

ABSTRACTThree group‐administered embedded‐figures tests were designed to evaluate the possibility of developing economical and reliable measures of perceptual field‐independence. These were administered together with individual and group forms of Witkin's EFT in a factorial design to study the effects of color, memory, and item format. Embedded‐figures test performances were also studied in relation to perceptual speed, spatial orientation, and Adjective Preference Scale scores. Within‐group correlations between group‐ and individually‐administered embedded‐figures tests were sufficiently high to warrant the use of the group forms as measures of perceptual field‐independence. A comparison of the correlational patterns between sexes indicated greater differentiation in cognitive performances for males than for females.
COGNITIVE STYLES AND MEMORY FOR FACES1
Authors: Messick Samuel , Damarin Fred 
Published: August 2014

ABSTRACTAccuracy in the incidental recall of photographed human faces can be predicted from the subject's cognitive styles and biases: (a) Subjects who were field‐dependent on an embedded figures test recalled more faces correctly than did the field‐independent; (b) subjects who were narrow categorizers on the Pettigrew Category‐Width Test had better recall than had broad categorizers; and (c) subjects who thought the photographed persons were relatively young did better than those who thought they were older. These three kinds of stylistic consistency were mutually independent. Some of these styles may determine memory for all sorts of stimuli and some may be relatively specific to memory for faces.
FORMULATING HYPOTHESES: FACTOR STRUCTURE AND VALIDITY DATA
Authors: Cliff Rosemary , Cliff Norman 
Published: August 2014

ABSTRACTIt was hypothesized that performance on the Formulating Hypotheses Test is related to the Induction, Sensitivity to Problems, Ideational Fluency, Spontaneous Flexibility, and Originality factors identified in previous research and to measures of creative achievement in the sciences. A factor analysis of reference tests for the above‐named factors failed to identify any but Induction. Scores on Formulating Hypotheses had loadings of borderline significance on fluency and general information factors. No relationship was demonstrated between Formulating Hypotheses scores and grades of mechanical engineering students for courses stressing creative design.