bluuebunny/crossref_metadata_2025_split huggingface dataset:
INTELLIGENCE AND THE ABILITY TO LEARN
Authors: Duncanson James P. 
Published: August 2014

ABSTRACTThe attempt to discover the relationships between learning and intelligence and between learning in one task and learning in other tasks has been relatively unsuccessful until recently. Correlations of gains or other learning measures with intelligence and with measures of learning in other tasks were generally found to be low, leading many investigators to conclude that learning ability and intelligence are unrelated and that each learning task requires its own specific learning ability.A methodological advance was made in the early 1950's in the area of motor learning. A number of ability tests were factor analyzed in a battery which included scores made at various stages of practice on a complex psychomotor task. Inspection of the loadings indicated that abilities did contribute to the learning performance, thus establishing a relationship between abilities and learning. The same approach has since been applied to cognitive tasks with the finding that learning and abilities are related, but that there are also learning factors which are independent of the measured abilities. The present study was an attempt to clarify these learning factors.Nine learning tasks and a battery of ability tests were administered to 102 sixth‐grade children. The tasks were of three types, concept formation, paired associates, and rote memory, each type including one task with verbal, one with numerical, and one with figural material. The ability measures included intelligence, scholastic achievement, associative memory, memory span, number facility, perceptual speed, reasoning, and vocabulary.Each learning task was subjected to a separate factor analysis in order to determine the number of factors necessary to describe the learning performances of the subjects on that task. Factor scores were then calculated for the subjects, and the factor scores of all the subjects on all the tasks were entered in a factor analysis together with the scores on the ability measures. Seven factors were extracted and rotated to an equamax solution. One factor was found to be specific to the ability measures. It was interpreted as a speed factor. Three factors were common to the ability and learning measures. They were interpreted as verbal ability, rote‐memory ability, and reasoning ability. Three factors were specific to the learning measures. They were interpreted as verbal learning, nonverbal learning, and concept formation.It was concluded that (a) measured abilities are related to measured learning performance, (b) learning performance depends upon factors which are independent of ability measures, (c) learning in one task is related to learning in others, and (d) performance in concept‐formation tasks is not related to the ability measures used or to performance in rote‐memory tasks.
THE ROLE OF COGNITIVE FACTORS IN THE RECOGNITION OF AMBIGUOUS VISUAL STIMULI
Authors: Frederiksen John R. 
Published: August 2014

ABSTRACTThe effect of five cognitive abilities on the recognition of out‐of‐focus pictures was investigated using a factor extension procedure which is sensitive to differences among the slides in the abilities they require for recognition. In addition to recognition point measures, the subjects received scores reflecting their rate of hypothesis formation during the early stages of blur. The results indicated that the pictures did not all require the same cognitive abilities for their recognition. Nevertheless, some general effects of the cognitive abilities on slide recognition, which were independent of the particular picture, were also noticed. It was found that the ability to visualize (to transform the image of a spatial pattern into other visual arrangements) was negatively associated with early slide recognition, while Speed of Closure (the ability to unify an apparently disparate perceptual field into a single percept) was positively related to early recognition. It was also observed that visualizers tended to make fewer guesses about the blurred pictures than did nonvisualizers, while people who were high in Speed of Closure produced many initial hypotheses. It was found that the chances of recognizing early were greater for subjects who produced many initial hypotheses than for subjects who had few initial ideas.These results cast doubt upon a theory of interference in visual recognition which states that early erroneous hypotheses inhibit recognition. It was suggested that hypothesis testing is not sequential and that the outcome of perceptual testing is a “confirmed‐not confirmed” distinction, rather than an “accepted‐rejected” one. The results were summarized in a post hoc computer simulation type of model which, also incorporated the hypothesis that interference in perceptual recognition can he accounted for by the tendency for visualization to predominate over the formation and testing of hypotheses during conditions of extreme ambiguity or blur.Finally, the status of Speed of Closure as a separate, unitary cognitive ability was questioned. On the basis of the great similarity between the relations of recognition point and Speed of Closure to the other variables employed in this study, it was suggested that tests for Speed of Closure may potentially involve the same interference effects which are observed in experiments in perceptual recognition.
AN INTER‐BATTERY FACTOR ANALYTIC APPROACH TO A SOCIOMETRIC PROBLEM1
Authors: Beaton Albert E. 
Published: August 2014

ABSTRACTThis paper has proposed the consideration of data in a sociomatrix as two batteries of variables, choose and chosen. Inter‐battery factor analysis was proposed as a method of factoring the data into components which summarize the data and may be considered as a first step in clique identification. The inter‐battery method seemed superior when compared to principal components factor analysis. A suggestion was made that an extension of existing rotational procedures is necessary for sociometric analysis.
THE EFFECTS OF SOCIAL CLASS AND RACE ON RESPONSIVENESS TO APPROVAL AND DISAPPROVAL1
Authors: Rosenhan David L. 
Published: August 2014

ABSTRACTAn interaction theory of social class behavior was proposed in which young lower‐class children were presumed to be more alienated and uncomfortable than middle‐class children with middle‐class people and institutions. As a consequence of alienation it was deduced that, relative to middle‐class children, approval should facilitate the performance of lower‐class children while disapproval should retard it. The hypothesis was substantiated. Within the lower class, there were no performance differences between Negro and white Ss, indicating that for young children social class differences are more potent determiners of behavior than are racial differences. The potential implications of the data for longer term performance are noted.
THE PREDICTION OF ACADEMIC SUCCESS AND THE ABILITY TO DRAW AT A SCHOOL OF DESIGN1
Authors: Skager R. W. , Klein S. P. , Schultz C. B. 
Published: August 2014

ABSTRACTThis research was concerned with the admission of students to a selective school of design. Three issues were raised: (1) interrelationships among various criteria, including academic performance in liberal arts, art, and architecture courses, as well as performance in problems in esthetic drawing assigned as a part of the research, (2) prediction of these criteria by means of measures of aptitude, history, and personality, and (3) the use of such predictors along with other types of information in the admissions process.Research conducted over a two‐year period on two successive classes of Ss indicated that art and design criteria bore little relationship to performance in liberal arts. However, it was possible to predict academic criteria including a complex measure of performance in liberal arts and design courses. In contrast, predictions of performance in drawing did not hold in cross‐validation, although this observation may in part be due to differences in the drawing problems assigned to the two groups. Measures of visualization and figural redefinition appeared promising for the prediction of performance in design fields, while measures of academic aptitude, verbal abilities (both convergent and divergent), and personality (with the exception of independence and self‐ratings of creativity) in most cases did not relate consistently to the criteria studied.
THE MULTIDIMENSIONAL SCALING OF A SET OF ARTISTIC DRAWINGS: PERCEIVED STRUCTURE AND SCALE CORRELATES1
Authors: Skager Rodney W. , Schultz Charles B. , Klein Stephen P. 
Published: August 2014

ABSTRACTProduct‐centered research on creativity approaches the criterion problem of what is to be the referent for creativity through the analysis of tangible products such as art objects, writing, or scientific achievements. The present research is concerned with the evaluation and study of artistic drawings contributed by sophomore students at the Rhode Island School of Design. Multidimensional scaling methods were applied to similarity judgments obtained from art experts on two separate sets of 25 drawings. Three similarity dimensions accounted for the interstimulus distances for each set of drawings. Although no statistical test was available, the dimensions from the two sets appeared to correspond. Scale values of 4 drawings common to the two sets were consistent, and the dimensions appeared to define very similar stimulus characteristics. It was concluded that multidimensional scaling procedures provided a means for differentiating among a set of complex, esthetic products. Scale values of drawings on the three dimensions also correlated differentially with cognitive and achievement measures available on the students, suggesting that product dimensions identified via similarity judgments were related to characteristics of individuals producing the products. Hypotheses were developed as to the psychological meaning of the three product dimensions.
ESTIMATING TRUE‐SCORE DISTRIBUTIONS IN PSYCHOLOGICAL TESTING (AN EMPIRICAL BAYES ESTIMATION PROBLEM)*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTThe following problem is considered: Given that the frequency distribution of the errors of measurement is known, determine or estimate the distribution of true scores from the distribution of observed scores for a group of examinees. Typically this problem does not have a unique solution. However, if the true‐score distribution is “smooth”, then any two smooth solutions to the problem will differ little from each other. Methods for finding smooth solutions are developed a) for a population and b) for a sample of examinees. The results of a number of tryouts on actual test data are summarized.
STUDENT CURRICULUM DECISIONS
Authors: Halpern Gerald , Norris Lila 
Published: August 2014

ABSTRACTGrade 10 students at two high schools took the Case Development Questionnaire, an information‐search assessment instrument. A description of the way these students sought to make curricular decisions was obtained: (1) they tended to select information which counselors had judged to be most relevant; (2) their information search sampled the available information areas with the exception of values, which tended to be neglected; (3) their information‐search pattern changed as they received information, i.e., information at first considered important would be reclassified as unimportant (and vice versa) as new information was received; (4) the information area of abilities was considered the most important, plans and interests less important, and values least important.
EFFICIENT ESTIMATION IN IMAGE FACTOR ANALYSIS1
Authors: Jöreskog K. G. 
Published: August 2014

ABSTRACTThe image factor analytic model (IFA), as related to Guttman's image theory, is considered as an alternative to the traditional factor analytic model (TFA). One advantage with IFA, as compared with TFA, is that more factors can be extracted without yielding a perfect fit to the observed data. Several theorems concerning the structural properties of IFA are proved and an iterative procedure for finding the maximum likelihood estimates of the parameters of the IFA‐model is given. Substantial experience with this method verifies that Heywood cases never occur. Results of an artificial experiment suggest that IFA may be more factorially invariant than TFA under selection of tests from a large battery.
EVALUATION OF EDUCATIONAL PROGRAMS AS RESEARCH ON EDUCATIONAL PROCESS
Authors: Messick Samuel 
Published: August 2014

ABSTRACTA strategy for evaluation studies is outlined based upon a longitudinal multivariate interactional approach as opposed to the more typical “engineering” approach, which focuses upon input‐output differences. It is argued that evaluative research should encompass the process and context of education in addition to the outcomes of education in order to accrue information relevant to program improvement as well as accountability. It is further suggested that with this conception of evaluative research, the evaluation of educational programs provides a vehicle for advancing social science as well as the social welfare.
THE MEASUREMENT OF PERCEPTUAL‐MOTOR ABILITIES OF HEAD START CHILDREN
Authors: Gordon George , Hyman Irwin 
Published: August 2014

ABSTRACTA battery of perceptual and perceptual‐motor integrative tasks was developed and administered to a group of economically disadvantaged children enrolled in Head Start classes. The battery, which included widely used as well as newly developed instruments, was designed to conform to a model which conceived of the skills leading to complex cognitive functions as being hierarchical in nature. Performance data and interrelationships are presented for all measures and comparisons made with studies of middle class children wherever possible. The results indicated little deficit for the study group in the basic perceptual and gross perceptual‐motor skills, but a marked deficit in the more complex integrative skills. The appropriateness of the measures for disadvantaged populations is discussed.
A COMPUTER PROGRAM FOR MINIMIZING A FUNCTION OF SEVERAL VARIABLES1
Authors: Gruvaeus Gunnar T. , Joreskog Karl G. 
Published: August 2014

ABSTRACTThe Fletcher‐Powell algorithm for minimizing a function of several variables is described. A package of FORTRAN IV subroutines that follows this algorithm with some modifications is given and its use is discussed and illustrated. It is shown that the algorithm can be used also when the variables satisfy certain equality constraints.
SEQUENTIAL TESTING FOR DICHOTOMOUS DECISIONS
Authors: Linn Robert L. , Rock Donald A. , Cleary T. Anne 
Published: August 2014

ABSTRACTTwo sequential testing procedures for dichotomous decisions were investigated using existing item response data of 4840 college students on three achievement tests. The assignment rules for the sequential test procedures and for short conventional tests were developed using half the sample of students and cross‐validated using the other half. In general, the first type of sequential test required an average of approximately half as many items as the short conventional test for a given degree of accuracy. This is in close agreement with previous theoretical results. The second type of sequential test used knowledge of assignment on one dimension in making the assignment on the second method. The efficacy of this second method depends heavily on the relationship between the two dimensions.
THE SELF‐SCORING FLEXILEVEL TEST*
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTCertain modifications of a conventional test can force the item difficulty level to adjust automatically to the ability level of the examinee. Although different examinees take different sets of items, the scoring method provides comparable scores for all. Furthermore, the test is self‐scoring. These advantages are obtained without some of the usual disadvantages of tailored testing.
EFFECTS OF STIMULUS STRUCTURE, MODE OF INSPECTION, AND REPEATED TRIALS UPON ANTICIPATION‐HABITUATION ERRORS IN SPACE LOCALIZATION1
Authors: Baker A. Harvey 
Published: August 2014

ABSTRACTFactors involving anticipation‐habituation errors in space localization over many repeated trials were investigated with variation in stimulus structure and inspection mode. Initially, Fixation induced greater anticipation error than Free Inspection, whereas Scanning induced less anticipation error than Free Inspection. Over repeated trials, Scanning and Free Inspection showed parallel shifts from anticipation error (undershooting) toward habituation error (overshooting), whereas Fixation showed a much greater shift. Previously, this shift had been found to be greater with low structure (Two Dots) vs. high structure (Unbroken Line) of the stimulus. Here, Scanning minimized whereas Fixation maximized this difference between stimuli. An interpretation is offered in terms of cognitive processes pertinent to the relationship between self and object presumed to be operative in the experimental situation.
AN ALTERNATIVE TO JUILLAND'S USAGE COEFFICIENT FOR LEXICAL FREQUENCIES1
Authors: Carroll John B. 
Published: August 2014

ABSTRACTA new word usage coefficient, Um, is proposed. It avoids the disadvantages of Juilland's U by (1) taking account of unequally‐sized categories, (2) using a superior measure of the dispersion of frequencies over categories, (3) not permitting Um to be smaller than a certain minimum value greater than zero, even when all occurrences are concentrated in a single category, and (4) scaling the coefficient in terms of a corpus of a “standard million” tokens. Computations are given for illustrative data and discussed.
THE MEASUREMENT OF ACADEMIC INTERESTS
Authors: Katz Martin R. , Norris Lila , Halpern Gerald 
Published: August 2014

ABSTRACTData presented in this study of the Academic Interest Measures (ATM) include score distributions for a national sample of high school juniors (N = 15,500), grouped by sex, ability, and curriculum (effects of socioeconomic status were found to be negligible); relationships between AIM and many other variables, such as ability test scores, students' ratings of their own interests, definiteness of occupational plans, years of post‐secondary education planned, scores on information scales, and participation in nonclassroom activities; scale intercorrelations and factor analyses; internal consistency of scores and stability over periods of time.The psychometric properties of AIM and evidence for its construct validity suggest that it may be useful as a criterion measure.Data on predictive validities will appear in Part II.Appendix D, consisting of the norms tables, is separately bound. Appendix E is a self‐scoring form of AIM, devised by Paul B. Diederich.
SOME GENERAL RESULTS ON FIT IN FACTOR ROTATION1
Authors: Kristof Walter 
Published: August 2014

ABSTRACTIn this paper a rather general theory of oblique factor rotation is outlined. The main results are formulated as four theorems. Necessary and sufficient conditions are derived for two factor matrices to admit identical factor structures and/or factor patterns with factors having unit variances. These conditions are expressed in terms of eigenvectors and eigenvalues of certain matrices obtainable from the data. It is also shown that two matrices admitting identical factor structures will admit identical factor patterns and vice versa. After introducing the notion of a pair of transformations to identical structures and/or identical patterns, rules are given as to finding such pairs if they exist. Finally, some immediate consequences of the theorems are noted. They concern, for example, the suitable choice of a target structure and/or pattern and a hierarchical order of jointly necessary and sufficient conditions for fitting a specified target perfectly.
A COMPARISON OF SCHOOL MEAN ACHIEVEMENT SCORES WITH TWO ESTIMATES OF THE SAME SCORES OBTAINED BY THE ITEM‐SAMPLING TECHNIQUE1
Authors: Cahen Leonard S. , Romberg Thomas A. , Zwirner Walter 
Published: August 2014

ABSTRACTThe study examined the accuracy of estimating test means for groups of twelfth‐grade students by the item‐sampling technique. The subjects used in the study were from 35 twelfth‐grade schools participating in the National Longitudinal Study of Mathematical Abilities. Half of the students in each school were assigned to a treatment condition where they took a complete 24‐item mathematics test on the first day of testing and took item‐sampled versions of the same test on the second day of testing. A second random group of students within each of the schools took the item‐sampled version of the mathematics test on day 2 but did not take the complete version of the mathematics test on day 1. There was no evidence to indicate that the taking of the complete 24‐item mathematics test influenced the performance on the item‐sampled version on the second day of testing. Reasonably close estimates of mean performance were obtained from the item‐sampling situation as compared to the means estimated from the conventional type of testing. The differences between the means estimated from conventional type testing and from item‐sampling testing were found to diminish as a function of the number of students tested in the school (square root transformation).
THE MEASUREMENT OF ACADEMIC INTERESTS
Authors: Norris Lila , Katz Martin R. 
Published: August 2014

ABSTRACTThis study of predictive validities of academic interest measures is based on a follow‐up through grade 12 and one year after high school graduation of students who had been tested in grade 11. The report focuses on four major topics:
the prediction of marks in grades 12 and 13, with special attention to differential prediction;
the prediction of interests in grades 12 and 13, again emphasizing the contribution of academic interest measures to differential prediction;
the structure of abilities, interests, and values;
the relationships between the independent variables and occupational criteria for the subsample that did not continue in an educational institution during the year after graduation from high school.
Some incidental attention is also given to interest score profiles for various major‐field and occupational groups. Another incidental analysis shows the proportions (classified by sex, socioeconomic status, and ability) of the students followed up after high school graduation who attended four‐year or two‐year colleges or did not go to college.To assess the distinctive contribution to prediction made by the Academic Interest Measures (AIM), a consistent statistical procedure has been followed. Multiple correlations are given in a progression that always starts with Preliminary Scholastic Aptitude Test scores, Verbal and Mathematical (PSAT‐V and PSAT‐M), as predictors; then variables from AIM and other predictors are added successively. A major obligation is undertaken to determine the extent to which AIM increases predictive validities when ability scores, and sometimes previous marks, are already available. Finally, the contribution of AIM is compared with that of a simpler rating by students of their own interests in the fields represented by AIM scales.
TEST BIAS: VALIDITY OF THE SAT FOR BLACKS AND WHITES IN THIRTEEN INTEGRATED INSTITUTIONS
Authors: Temp George 
Published: August 2014

ABSTRACTDifferential prediction for black and white students was empirically investigated at 13 institutions by comparison of regression planes. Particular attention was given to the possibility that prediction procedures that are appropriate for white (majority) students would under‐predict the performance of black (minority) students. The data tend to support, among others, the following generalizations: (1) a single regression plane cannot be used to predict freshman GPA for both blacks and whites in many of the institutions studied; (2) nevertheless, if prediction of GPA from SAT scores is based upon prediction equations suitable for majority students, then black students, as a group, are predicted to do about as well as (or better than) they actually do.