bluuebunny/crossref_metadata_2025_split huggingface dataset:
A FACTOR ANALYSIS OF THE VERBAL SECTIONS OF THE SCHOLASTIC APTITUDE TEST
Authors: Coffman William E. 
Published: August 2014

ABSTRACTThe purpose of the research reported here was to make a preliminary exploration of the factor structure of the SAT‐Verbal Test as a first step in the development of specifications for the test in terms of factor structure. The principal axis factors of a modified tetrachoric covariance matrix with communality estimates based on an iterative procedure were rotated to orthogonal simple structure using the quartimax and the equamax methods. The procedure was repeated twice, once with iterations based on the assumption of 7 factors and once with iterations based on the assumption of 11 factors.The equamax rotation of the 11 factor solution permits an interpretation in terms of a speed factor, 3 vocabulary factors, 2 reasoning factors, 4 reading skills factors, and a residual factor. The equamax rotation of the 7 factor solution is compatible with the 11 factor solution and indicates that differentiation in the vocabulary, reasoning, and reading areas is a function of item content. The quartimax rotation of the 7 factor solution permits an interpretation in terms of a general verbal aptitude factor accounting for over 72% of the common variance, a speed factor accounting for 9% of the variance, a small vocabulary factor accounting for 4% of the common variance, and 4 residual factors.
CORRELATES OF ACADEMIC PERFORMANCE OF COMMUNITY COLLEGE STUDENTS IN CAREER OR TRANSFER PROGRAMS: A PILOT STUDY
Authors: Linn Robert L. , Davis Junius A. 
Published: August 2014

ABSTRACTThis study was undertaken (1) to investigate the utility of a number of promising experimental measures for predicting the performance and persistence of community college students, and (2) to explore the goals and criteria for success within the various college programs. The major emphasis was on the career‐oriented two‐year programs.Within the career programs, the Scholastic Aptitude Test and high school records had validities almost as good as they are at many four‐year colleges. Several of the experimental measures showed promising validities within the career programs and/or distinctive patterns of means among the several program groups.
FURTHER INVESTIGATION OF OBJECTIVE PERSONALITY TEST FACTORS IN EARLY CHILDHOOD1
Authors: Cattell Raymond B. , Damarin Fred 
Published: August 2014

ABSTRACTA battery of 48 miniature situation tests of personality were administered to 129 nursery school children. Factor analysis with blind rotation to oblique simple structure revealed 18 dimensions, some of which were more or less like personality dimensions found in miniature situation test research with older children and adults. Although certain of these matches were made with less confidence than others, the study suggested that certain dimensions of child and adult personality might be similar. The exact number of these dimensions and the nature of possible differences in child and adult personality structures can be determined only by further research with progressively more refined instruments.
AN EXPLORATORY STUDY OF PROGRAMMED TESTS
Authors: Cleary T. Anne , Linn Robert L. , Rock Donald A. 
Published: August 2014

ABSTRACTOne approach to the reduction of testing time is through the use of “programmed tests,” which are tests based on a sequential system of branching in which a subject is directed to items appropriate to his ability level.The programmed tests considered in the present paper comprised two major sections: (1) A routing section which contains the branching necessary to direct the subject to the appropriate items, and (2) a measurement section which contains a short test with the item difficulties concentrated at the appropriate level for the subject.Four methods were investigated on an existing item data for — 885 students. By using approximately 40 items in the programmed tests it was possible to obtain correlations with the total test score on 190 items that were quite close to the reliability of the 190‐item test. However, essentially the same results were achieved for two shortened conventional tests consisting of the 40 or 42 items with the highest point‐biserial correlations with the total test score.
AN OBSERVATIONAL STUDY OF POSITIVE SOCIAL REINFORCEMENT IN THE NURSERY SCHOOL PEER GROUP*
Authors: Charlesworth Rosalind , Hartup Willard W. 
Published: August 2014

ABSTRACTAn observational method was devised for obtaining normative information on the amount and kinds of positive social reinforcement dispensed by preschool aged children to each other in nursery school. Data were collected in four preschool classes. It was found that children in the older groups reinforced their peers at a significantly higher rate than those in the younger groups and that the amount of reinforcement given was positively related to the amount received. Reinforcement was dispensed in a higher proportion when a child was engaged in dramatic play activity than when he was engaged in other pursuits (such as art, music, or table games). About half the reinforcements were given in response to overtures from the recipients and half spontaneously. The consequence of reinforcement was, in largest proportion, the continuation of the recipient's activity at the time of reinforcement.
AGREEMENT WITH VIEWS OF MARTIN LUTHER KING, JR. BEFORE AND AFTER HIS ASSASSINATION
Authors: Hartnett Rodney T. , Libby Carol U. 
Published: August 2014

ABSTRACTQuestionnaires received from a nationwide sample of college and university trustees before and after the assassination of Dr. Martin Luther King, Jr., were compared for the perceived similarity of their views to those of Dr. King. The data suggest a pronounced increase in the extent to which post‐assassination respondents perceive their political/social views to be similar to those of Dr. King. The differences are further analyzed with attention to political party affiliation and ideology.
INDIVIDUAL DIFFERENCES IN MULTIDIMENSIONAL SCALING*
Authors: Bloxom Bruce 
Published: August 2014

ABSTRACTApplications of Tucker and Messick's model of individual differences in multidimensional scaling have suggested the occasional appropriateness of a refinement of that model. The refinement is to consider just one multidimensional stimulus space for all persons (or sets of persons) and with each person having a “weight” for each axis. This paper presents a formal description of this model and a least squares solution for its parameters. The solution has yet to be tested empirically.
A DEVELOPMENTAL STUDY OF NONCONSERVATION CHOICES IN YOUNG CHILDREN1
Authors: Rothenberg Barbara B. , Courtney Rosalea G. 
Published: August 2014

ABSTRACTThis study has investigated some of the factors which seem to influence nonconservation choices in young children. Specifically, the influence of proximity, manipulation, length, and density on the choice of the row with “more” in it was studied in a variety of transformations using 250 Ss aged two years five months (2–5) to 6–2. The results indicated that the factor of proximity was most important among the youngest Ss while the factor of length was the most important among the oldest Ss. The choice of the more irrelevant factors (closeness and manipulation) among the young Ss, the lower SES Ss, and the Ss who were not able to comprehend the meaning of the conservation questions was noted and the use of these factors to a more limited extent by the older Ss was also shown. Finally, the importance of being able to select transformations that more precisely evaluate the concerns of the investigator rather than the biases of the particular transformation is discussed.
ESTIMATION OF TRUE SCORE AND ERROR VARIANCE FOR TESTS UNDER VARIOUS EQUIVALENCE ASSUMPTIONS1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTMaximum‐likelihood estimators of true score variance and error variance for mental tests are derived under six different hypotheses of equivalent measurements. Statistical properties of the estimators are examined. Main emphasis is placed upon essentially ⊤‐equivalent measurements. A statistical criterion for this type of measurement is given. The solution of the comparatively simple maximum‐likelihood equations is effected by means of a rapid Newton‐Raphson procedure. Two different initial estimators are considered and their relative merits in terms of second moments evaluated. Four numerical examples are appended by way of illustration.
PROMPTING VS. CONFIRMATION, PICTURES VS. TRANSLATIONS, AND OTHER VARIABLES IN CHILDREN'S LEARNING OF GRAMMAR IN A SECOND LANGUAGE
Authors: Lim Kiat‐Boey 
Published: August 2014

ABSTRACTThird‐grade American children were taught lessons in Malay 15 min. per day over a two week period. Teaching was done individually with a Language Master. After preliminary teaching of vocabulary, grammatical teaching and drill involved a 24 orthogonal design in which effects of (1) pictures vs. translations, (2) prompting vs. confirmation, (3) inductive vs. deductive teaching, and (4) materials based on structural vs. transformational principles were investigated. Through analysis of variance and of covariance (using IQ, language aptitude, and French grades), the principal effects found in a series of criterion tests were the superiority of a confirmation method of practice and the superiority of the use of translations rather than pictures.
METHODS OF MEASURING SCHOOL SYSTEM PERFORMANCE1
Authors: Dyer Henry S. , Linn Robert L. , Patton Michael J. 
Published: August 2014

ABSTRACTFour methods of deriving indicators of school system performance were investigated. All four methods involve the regression of a measure of student performance at one grade level on student performance measures at an earlier grade level. Deviations of school system means from the regression surface are used as indicators of school system performance. The four methods were: (1) matched‐longitudinal data using individual student scores for the regression analyses, (2) matched‐longitudinal data using system means for the regression analyses, (3) unmatched‐longitudinal data using system means, and (4) cross‐sectional data using system means. The first two methods yielded highly similar results; however, the results of the other two methods were quite dissimilar from methods one and two and from each other. It was concluded that the latter two methods are not reasonable substitutes for the first two methods. The stability of the results of the first two methods was investigated by comparing results for one subsample of students to results for a second subsample of students. The deviations of the school system means from the regression surface for one subsample were highly correlated with the corresponding deviations for the second subsample.
GAUSS‐SEIDEL COMPUTING PROCEDURES FOR A FAMILY OF FACTOR ANALYTIC SOLUTIONS*
Authors: Browne Michael 
Published: August 2014

ABSTRACTGauss‐Seidel computing procedures have previously been used to obtain Maximum Likelihood and Minres factor analytic solutions. This paper is concerned with the use of Gauss‐Seidel computing procedures to obtain five solutions: Maximum Likelihood, Minres, Alpha and two recently derived weighted least squares solutions. The treatment of negative residual variances is considered, modifications of approaches suggested by Harman and Fukuda [1966] and by Jöreskog [1967a] being used. Three “generalized characteristic value” problems occur and procedures for solving them are provided. Finally, examples of the application of the Gauss‐Seidel procedures are given and are used to illustrate properties of the five factor analytic solutions.
FACTORIAL INVARIANCE OF AFRICAN EDUCATIONAL ABILITIES AND APTITUDES1
Authors: Johnson Michael 
Published: August 2014

ABSTRACTScores on educational aptitude and achievement tests were obtained for over 2,000 African subjects from Rhodesia and Zambia. A method suggested by Meredith was used, in conjunction with some maximum likelihood factoring techniques, to assess the factorial similarity of samples differing on sex, national origin, and prior school performance. A single factor pattern for four factors fit the observed data fairly well, with similar factor variances and intercorrelations, for both male and female samples from each of the countries. The analysis supports earlier results in indicating that the constructs suggested by the factoring could be generalized over the sampled populations.
ASSUMPTIONS IN MAKING CAUSAL INFERENCES FROM PART CORRELATIONS, PARTIAL CORRELATIONS AND PARTIAL REGRESSION COEFFICIENTS
Authors: Linn Robert L. , Werts Charles E. 
Published: August 2014

ABSTRACTGiven a linear model and that X is antecedent to Y, a third variable, W, which is antecedent to both X and Y, is often used as a control variable to remove any spurious association between X and Y. Four different methods that have been used as measures of the “influence” of X on Y are described. The implicit assumptions that are made in using each of these methods to make causal inferences are stated and compared.
DONALD CAMPBELL'S ADVICE APPLIED TO LORD'S PARADOX1
Authors: Werts Charles E. , Linn Robert L. 
Published: August 2014

ABSTRACTAs Lord has demonstrated, the use of analysis of covariance on nonexperimental data cannot be counted on to make proper allowances for uncontrolled pre‐existing differences between groups. In this paper it is suggested that the interpretational problem that Lord raised is not limited to nonexperimental research but is generic to the research process.
THE MAGNITUDE OF THE ORIENTING RESPONSE IN CHILDREN AS A FUNCTION OF CHANGES IN COLOR AND CONTOUR1
Authors: Dodd Cornelia , Lewis Michael 
Published: August 2014

ABSTRACTTo investigate the effects of various changes on the magnitude of the OR, two pairs of stimuli were used such that for each pair, each stimulus served as the repeated event for one group of Ss and as the altered event for another. It was predicted that stimulus change resulting in increased stimulus intensity would result in a larger OR than stimulus change resulting in decreased intensity. Chromatic and achromatic stimuli were used to test this hypothesis and the results confirmed this notion. The second set of stimuli, varying in contour, tested the hypothesis that changes independent of intensity should affect OR magnitude. The results support this view and suggest that the salience of the change in terms of the organism's hierarchy of interest must be included in a complete analysis of the magnitude of an OR.
MAXIMIZING THE VALIDITY OF A UNIT‐WEIGHT COMPOSITE AS A FUNCTION OF RELATIVE COMPONENT LENGTHS WITH A FIXED TOTAL TESTING TIME
Authors: Jackson Paul H. , Novick Melvin R. 
Published: August 2014

ABSTRACTAn explicit solution is given to the problem of assigning relative lengths to the subtests of a test so as to maximize the correlation of the unit weight composite with a specified criterion when the total testing time is fixed. This solution is valid and unique whenever it specifies nonnegative times for all variables. A step‐down procedure is suggested for cases in which some of the testing times are zero. This procedure does not necessarily provide an optimal allocation. However in examples studied it is found to provide near optimum results. Algorithms are also developed for the determination of the least total testing time required to attain specified multiple and composite correlations. A numerical example is given illustrating the use of the unit weight procedure in combination with the regression weight algorithm.
THE EFFECTS OF ALCOHOLIC BEVERAGES AND THEIR CONGENER CONTENT ON LEVEL AND STYLE OF RISK TAKING1
Authors: Teger Allan I. , Katkin Edward S. , Pruitt Dean G. 
Published: August 2014

ABSTRACTThe risk taking behavior of sober subjects on the choice dilemma questionnaire was compared to that of subjects drunk on bourbon, vodka and synthetic alcohol. The results indicated that (a) contrary to previous findings, drunk subjects will accept greater subjective risk than sober subjects and (b) subjects drunk on bourbon, which is very high in congener content, will take greater risk than those drunk on the other two beverages, which are low in congener content. Alcohol produced greater elevation on some items in the questionnaire than on others. Earlier research has shown that older age produces a decrease in risk on the same items, while group discussion produces an increase in risk on a different subset of items. This may indicate, among other things, that the shift toward greater risk taking that occurs under the influence of alcohol is not produced by the processes that are responsible for the risky shift in group discussion.
A REGRESSION MODEL FOR STUDYING GROWTH1
Authors: Werts Charles E. , Linn Robert L. 
Published: August 2014

ABSTRACTThe determinants of change are assumed to be represented by a linear regression model. The implications of using raw difference scores and of using residual change scores are evaluated within the framework of this model. Given the regression model and a determinant of change (Z) other than initial status. (X), use of the above traditional measures of change results in biased estimates of the influence of Z on change when X and Z are correlated. Parallel results are obtained when the measures are treated as error free and when they are treated as fallible.
EVALUATING THE TEACHING OP INTELLIGENCE1
Authors: Jacobs Paul I. , Vandeventer Mary 
Published: August 2014

ABSTRACTRecent studies (e.g., Anderson, 1965; Jacobs & Vandeventer, 1968; Wittrock, 1967) have demonstrated that young children can learn, retain, and transfer general cognitive problem‐solving skills and strategies. In each case the instruction has been carried out in a laboratory‐like setting with fairly well‐defined procedures.The success of these studies may lead to attempts to teach “intelligence” directly. This paper argues that a taxonomy of intelligence tasks is required to provide the dimensions for measuring transfer following teaching for intelligence. At the present time Guilford's Structure‐of‐Intellect model is considered too macrocosmic for this purpose.A micro‐taxonomy was therefore constructed within the domain Guilford refers to as cognition of figural relations. First, 201 aptitude and intelligence tests were examined as possible sources of relevant tasks. Thirteen hundred thirty‐five test items were located and defined as our universe of interest. Twelve logical relations were derived for use in classifying these items. A manual written to explain these 12 relations was successful in communicating how they apply. The relations were adequate for classifying 95$ of the items in our universe. It was concluded that the taxonomy based on the 12 logical relations could be meaningfully used for evaluating attempts to teach the cognition of figural relations domain of intelligence.
COGNITIVE ORIENTATION AND DEFENSE MECHANISMS1
Authors: Kreitler Hans , Kreitler Shulamith 
Published: August 2014

ABSTRACTThe purpose of these studies was to determine whether beliefs measured along four cognitive variables–Norms, General Beliefs, Beliefs about Self and Goals–are related to behaviors corresponding to the defense mechanisms of rationalization, denial and projection. Study I reports the construction of a questionnaire of beliefs and the testing of its adequacy in terms of interrelations between the scores, homogeneity, reliability and validity. Study II describes three behavioral measures of defenses, administered after a series of frustrations, and provides data confirming the hypothesis that only scores representing the distributions of beliefs along all cognitive variables, but not each cognitive variable separately nor an overall distribution of beliefs regardless of variables, are predictive of behavior.
COLLEGE FRESHMAN ATTITUDES TOWARD CHEATING
Authors: Centra John A. 
Published: August 2014

ABSTRACTThe purpose of this study was to study characteristics of students with lenient attitudes toward cheating and to identify the types of colleges that tend to enroll these students. The student sample consisted of 1500 entering freshmen at 37 colleges, while the analysis by type of institution was conducted with 119 colleges and universities. Students with lenient attitudes toward academic cheating shared similar attitudes about cheating in government and industry. Furthermore, these students, compared to other students, tend to be less academically motivated, have fewer artistic‐literary interests, and come from lower socioeconomic backgrounds. Institutions that enrolled students with strong attitudes against cheating, and thus provided less of a climate for cheating, were generally more selective, all‐female, and small in size. These same types of institutions, according to previous research, also have lower cheating rates.
THE IDENTIFICATION AND EVALUATION OF COLLEGE EFFECTS ON STUDENT ACHIEVEMENT1
Authors: Rock Donald A. , Centra John A. , Linn Robert L. 
Published: August 2014

ABSTRACTA sample of 6855 students from 95 colleges was used in an attempt to identify groups of colleges with students showing high achievement relative to initial aptitude. College means on the Scholastic Aptitude Test obtained at college entrance were used as a control measure for differences in initial aptitude. Student achievement was measured by college means on the Graduate Record Examination Area Tests obtained from the same students as upperclassmen. Measures of college characteristics were used to form subgroups of colleges.Although the correlations between the aptitude means and the achievement means were quite high, certain college characteristics, particularly college income per student and the proportion of faculty with a doctorate, did distinguish high achieving groups of colleges from low achieving groups.
THE AGE VARIABLE IN PSYCHOLOGICAL RESEARCH1
Authors: Wohlwill Joachim F. 
Published: August 2014

ABSTRACTThis paper examines the manner in which age is treated in the design and conception of developmental research, and the dissatisfaction with its status as a concept and its use in research. This is attributed to the widespread tendency to consider age as an independent variable, comparable to others employed in differential research, and to study age differences rather than age changes. An alternative view is presented, which treats developmental questions as analogous to other phenomena involving changes in behavior over time. Age is looked at as a dimension along which behavior changes are to be traced, forming part of the definition of the dependent variable in developmental studies. This dependent variable is to be defined in terms of specified aspects or parameters of the function describing the changes which occur with age for a given behavioral variable. Implications of this view for developmental research are brought out, with particular reference to problems of description and quantitative analysis of developmental change, to the application of the experimental method in developmental research, and to the study of individual differences in the context of developmental change.