bluuebunny/crossref_metadata_2025_split huggingface dataset:
TRANSFER OF TRAINING IN DOUBLE CLASSIFICATION SKILLS ACROSS OPERATIONS OF GUILFORD'S STRUCTURE‐OF‐INTELLECT MODEL1
Authors: Jacobs Paul I. , White Margaret N. 
Published: August 2014

ABSTRACTThe present study was undertaken to assess whether training that was known to produce transfer within the Cognition of Figural Relations (CFR) domain of Guilford's Structure‐of‐Intellect model would also produce transfer to other operations in Guilford's model. Fifty subjects, matched for pretest score on a double classification task, were randomly assigned to either training (with shape, color, shading and addition the logical relations to be learned) or control (no training) groups. Within the training group, subjects matched for pretest score were assigned at random to either of two trainers. Training was given both on CFR and NFR (Convergent Production of Figural Relations). Posttests were administered covering CFR, NFR, DFR (Divergent Production of Figural Relations) and EFR (Evaluation of Figural Relations).As in previous studies, training subjects significantly outperformed control subjects in CFR with both taught and untaught logical relations. The two trainers differed in effectiveness. For the better trainer, transfer was obtained within NFR and to EFR, but not to DFR or to Raven's Coloured Progressive Matrices as a measure of CFR. Transfer effects held up three months later.
AN EVALUATION OF THE FEASIBILITY OF CONFIDENCE TESTING AS A DIAGNOSTIC AID IN TECHNICAL TRAINING
Authors: Echternacht Gary J. , Sellman Wayne S. , Boldt Robert F. , Young Joseph D. 
Published: August 2014

ABSTRACTThis report describes a study to determine the feasibility and the cost‐effectiveness of using confidence testing as a diagnostic aid in technical training programs. Two types of confidence testing, Pick‐One and Distribute 100 Points, were developed for comparison to conventional multiple‐choice testing. The study was carried out in two technical training courses, Aerospace Ground Equipment Repairman (AGE) and Jet Engine Mechanic (JEM), currently being taught at Chanute Air Force Base, Illinois. The criteria for feasibility included end of block examination grades, number of student remediational sessions, and both student and instructor attitudes. In addition, the relationship of various personality variables to confidence test scores was examined for both types of confidence testing. The major finding was that while scoring was somewhat more time consuming, end of block examination grades improved slightly and the number of remediations required declined slightly when either confidence testing method was employed. Other areas of investigation produced essentially null results.
BEYOND STRUCTURE: IN SEARCH OF FUNCTIONAL MODELS OF PSYCHOLOGICAL PROCESS1
Authors: Messick Samuel 
Published: August 2014

ABSTRACTThis paper emphasizes the need to go beyond structural models of personality and intellect to develop sequential models of psychological process, particularly for such complex phenomena of prime concern to theory and application as learning, problem solving, and creativity. It is further argued that factor analysis, in a multitude of studies of cognition and personality over the past fifty years, has already delineated many relevant process variables that might serve as components in these sequential models.
EFFECTS OF MODELS OF CREATIVE PERFORMANCE ON ABILITY TO FORMULATE HYPOTHESES1
Authors: Frederiksen Norman , Evans Franklin R. 
Published: August 2014

ABSTRACTThe effects of sex, verbal ability, test anxiety, ideational fluency and training procedures on Formulating Hypotheses test performance were studied. Training consisted of presentation of models of “acceptable” responses that stressed either quantity or quality of performance. Both the quantity and quality models were effective in modifying behavior in the expected direction. Ideational fluency was related to number of responses, and verbal ability was related to scores reflecting quality. Females were in general superior to males with respect to scores reflecting quantity of responses. Test anxiety was not significantly associated with performance. Weak evidence of treatment‐anxiety and sex‐vocabulary interactions was found.
DIMENSION REDUCTION ANALYSIS
Authors: Hall Charles E. 
Published: August 2014

ABSTRACTIn multivariate analysis of variance the canonical variates of one effect may be correlated with the canonical variates of another effect. When the two effects are an interaction and a main effect this correlation interferes with the interpretation of the main effect. When the two effects are both main effects the interpretation of the common canonical variates could provide interesting insights into the data. This paper discusses a procedure by which one effect can be examined independent of the significant canonical variates of another effect.
A CLASSIFICATION SCHEME FOR METHODS OF USING STUDENT DATA TO ASSESS SCHOOL EFFECTIVENESS
Authors: Marco Gary L. , Murphy Richard T. , Quirk Thomas J. 
Published: August 2014

ABSTRACTIn this paper twelve different methods of using student data to assess school effectiveness are classified and described. A rationale for the classification scheme is developed based on (a) one‐shot, cross‐sectional, or longitudinal data and (b) the presence or absence of a comparison group; and symbolic codes for the twelve methods are given. Examples of each method are presented together with a brief discussion of some of the key issues surrounding the use of the method.
THE ASSESSMENT OF A TREATMENT EFFECT WHEN A COVARIATE IS OBSERVED ON A SUBSET OF THE UNITS: I. SIMPLE ESTIMATORS
Authors: Rubin Donald B. , Weisberg Sanford 
Published: August 2014

ABSTRACTConsider a completely randomized experiment with two groups, say treatment and control, and a covariate X that has been observed on a subset of the units. The objective is to estimate τ, the treatment effect on the variable Y which is recorded for all units. Although the average Y difference in the two groups, , is unbiased for τ, it is common to try to use X to increase the precision of the estimate of τ by forming a covariance adjustment, especially if the correlation between X and Y, ρ, is large. If X is not fully observed it is not clear whether to and/or how to form the covariance adjusted estimate. In addition to , we consider two covariance adjusted estimates of τ, which ignores the units without X, and which fills in group means for the missing values. We compare the three estimators' variances and find the conditions under which each estimator is best.
AN ALGORITHM FOR THE POSTERIOR DISTRIBUTION OF THE CELL MEANS IN A TWO‐WAY UNBALANCED MANOVA
Authors: Rubin Donald B. , Stroud T. W. F. 
Published: August 2014

ABSTRACTWhen the prior distributions for the grand mean, row effects, column effects and interaction effects are all independent, with that for the grand mean being flat, the posterior expectation and covariance matrix of the cell means (under a Gaussian model) in a 2‐way MANOVA may be obtained via a special matrix inversion technique which offers a great saving in storage and computation time. An APL program and example are presented.
CONTROLLING ITEM EXPOSURE RATES IN A REALISTIC ADAPTIVE TESTING PARADIGM
Authors: Stocking Martha L. 
Published: August 2014

ABSTRACTIn the context of paper and pencil testing, the frequency of the exposure of items is usually controlled through policies that regulate both the reuse of test forms and the frequency with which a candidate may retake the test. In the context of computerized adaptive testing, where items pools are large and expensive to produce and testing can be on a continual basis, new strategies are required. This paper discusses the popular randomization strategy for controlling item security and a less well known probabilistic approach due to Sympson and Hetter. Extensions are developed to the Sympson and Hetter approach to make it more relevant for modern adaptive testing. Examples are given of the application of the randomization approach and the extended Sympson and Hetter approach.
SOME FORMULAS FOR USE WITH BAYESIAN ABILITY ESTIMATES
Authors: Mislevy Robert J. 
Published: August 2014

ABSTRACTRelationships between Bayesian ability estimates and the parameters of a normal population distribution are derived in the context of classical test theory. Analogues are provided for use as approximations in work with item response theory. The following questions addressed:• What is the relationship between the distribution of the latent ability variable in a population, and the distribution of ability estimates?• Because calculating Bayesian estimates typically requires knowing the population distribution, how should one proceed if it is not known?• What if Bayesian ability estimates have been calculated in accordance with a common population distribution, but it is later desired to estimate the distributions of specified subpopulations?
USING THE SELECTION VARIABLE FOR MATCHING OR EQUATING1,2
Authors: Wright Nancy K. , Dorans Neil J. 
Published: August 2014

ABSTRACTThis paper addresses whether we can improve equating results if we know the variable that accounts for all systematic differences between equating populations and use it as either an anchor in an anchor test design or as a variable on which to match equating samples. The sample invariant properties of four anchor test equating methods (Tucker and Levine equally reliable linear models, chained equipercentile and frequency estimation equipercentile models) under three sampling conditions, “representative”, “matched on equating test”, and “matched on selection variable” are examined. The “selection variable” is defined as the variable or set of variables along which subpopulations differ. In addition to being used for matching of subpopulations, the selection variable was used as an anchor for the four equating methods, and compared to equatings in which the equating test served as the anchor. All equatings were performed with either real Scholastic Aptitude Test (SAT) populations or with data drawn from simulated pseudopopulations which differed from their original real SAT populations on the basis of the selection variable. The tests used were the verbal and math portions of two forms of the SAT. The criteria for accuracy were equivalent‐groups equipercentile equatings based on old and new form subpopulations of over 115,000 test takers.Results showed that matching on the selection variable improved accuracy over matching on the equating test for all methods. Compared with the representative sample equatings, Tucker and frequency estimation results improved with matching on the selection variable; chained equipercentile and Levine results were similar under these two sampling conditions. Results with the selection variable as an anchor were good for both the Tucker and frequency estimation methods; chained equipercentile and Levine results were quite unacceptable as anticipated since use of the selection variable – math scores for the verbal equatings and verbal scores for the math equatings – violated assumptions of these models.The positive results obtained for use of the selection variable as a matching variable or anchor test (for some methods) suggest that future research into the reasons test takers select certain test administrations may lead to improved test score equating practices.
ON THE RELATIVE VALUE OF MULTIPLE‐CHOICE, CONSTRUCTED‐RESPONSE, AND EXAMINEE‐SELECTED ITEMS ON TWO ACHIEVEMENT TESTS1
Authors: Lukhele Robert , Thissen David , Wainer Howard 
Published: August 2014

ABSTRACTUsing analyses based on fitting item response models to data from the College Board's Advanced Placement exams in Chemistry and United States History, we found that the constructed‐response portion of the tests yielded little information over and above that provided by the multiple‐choice sections. These tests also allow examinees to select subsets of the constructed‐response items; we found that scoring on the basis of the selections themselves provided almost as much information as did scoring on the basis of the answers. Finally, we found that the chemistry test was too difficult for its primary goal, but that this could be at least partially corrected by taking into account information in the wrong answers to the multiple‐choice items.
A RESEARCH PLATFORM FOR INTERACTIVE PERFORMANCE ASSESSMENT IN GRADUATE EDUCATION
Authors: Sebrechts Marc M. , Bennett Randy E. , Katz Irvin R. 
Published: August 2014

ABSTRACTThis report describes development of a new tool for assessment research in graduate education. The tool, the Algebra Assessment System, is based on GIDE, a pre‐existing program that diagnostically analyzes complex constructed responses to algebra word problems. The project had three goals. The first goal was to build a generically usable interface for presenting performance tasks and collecting answers in machine‐readable form. This program makes the data gathering and analysis process more efficient and permits examinees to respond in the computerized environment in which GRE Program offerings will be delivered. Second, the range of problems scorable by GIDE was increased to demonstrate the feasibility of automatically analyzing complex constructed responses across a broadened domain. Finally, minor faults in GIDE's analysis mechanism were corrected. Together, these improvements constitute a tool that can be used (1) in future research to permit stronger inferences to operational computer‐based testing environments and (2) as the basis for an eventual interactive performance assessment prototype for graduate education.
USES OF THE SECONDARY LEVEL ENGLISH PROFICIENCY (SLEP) TEST: A SURVEY OF CURRENT PRACTICE
Authors: Wilson Kenneth M. 
Published: August 2014

ABSTRACTThe Secondary Level Proficiency (SLEP) test, offered by the SLEP School Services Program (SSP) at Educational Testing Service (ETS), measures English language listening comprehension and reading comprehension skills. It was developed for use with nonnative‐English speaking students in grades 7‐12. SLEP is administered and scored locally, and the SLEP program does not receive routine feedback from local test users. The work described herein was undertaken to obtain formal feedback from a sample of SLEP users by means of a survey questionnaire. Questionnaires were mailed in April, 1991, to over 300 potential SLEP‐use contexts worldwide (addresses of individuals, institutions or agencies placing orders for the SLEP or related materials within the most recent 18‐month period). Although the return rate was relatively low (71 usable returns), the distribution of the returns by general institutional type and location was similar to that of the total sample. Survey findings provide information regarding testing practices, purposes of testing, selected characteristics of examinees (age/grade level, language background, and so on), test‐users' perceptions of the principal strengths and limitations of the SLEP and/or the SLEP Test Manual (and suggestions for modification), the extent and nature of local studies concerned with validating the SLEP, and so on. Implications of the findings for SLEP‐related research and development activities are discussed.
AN EMPIRICAL EXAMINATION OF THE IRT INFORMATION IN POLYTOMOUSLY SCORED READING ITEMS
Authors: Donoghue John R. 
Published: August 2014

ABSTRACTOne natural question about polytomous items (which yield responses which can be scored as ordered categories) concerns the information contained in the items; how much more information do polytomous items yield? Using the generalized partial credit IRT model, polytomous items from the 1991 field test of the NAEP Reading Assessment were calibrated with multiple choice and short open‐ended items. The expected information of each type of item was computed.On average, four‐category polytomous items yielded 2.1‐3.1 times as much IRT information as dichotomous items. These results provide limited support for the ad hoc rule of weighting k category polytomous items the same as k‐1 dichotomous items for computing total scores. Comparing average values, polytomous items provided more information across the entire proficiency range. Polytomous items provided the most information about examinees of moderately high proficiency; the information function peaked at 1.0 to 1.5, and the population distribution mean was 0. When scored dichotomously, information in the extended open‐ended items sharply decreased. However, they still provided more expected information than did the other response formats.For reference, a derivation of the information function for the generalized partial credit model is included.
INSTITUTIONAL FACTORS IN TIME TO THE DOCTORATE
Authors: Stricker Lawrence J. 
Published: August 2014

ABSTRACTThe aim of this study was to delineate departmental differences in the length of time that doctoral students take to receive their degrees and the institutional characteristics linked with it, being as comprehensive as possible in the institutional characteristics examined and disentangling the confounding effects of student characteristics. Variables describing graduate departments in three disciplines (Chemistry, English, and Psychology) and their parent universities were obtained from available records. In analyses of departments in each discipline, a relatively small set of institutional variables correlated with average time to the doctorate for the department, after controlling for characteristics of students in the department, and these relationships differed from discipline to discipline. The clearest and most extensive findings emerged for Psychology: the institutional variables identified primarily concerned faculty accessibility (student/faculty ratio and department size)—longer time for departments with many students per faculty member or many students. Student characteristics accounted for about half of the departmental variation in time in each discipline.
PROBABILISTIC CAUSATION WITHOUT PROBABILITY
Authors: Holland Paul W. 
Published: August 2014

ABSTRACTThe failure of Hume's ‘constant conjunction’ to describe apparently causal relations in science and everyday life has led to various ‘probabilistic’ theories of causation of which (Suppes 1970) is an important example. A formal model that was developed for the analysis of comparative agricultural experiments in the first quarter of this century can be used to give an alternative account of ‘probabilistic causality’ that does not take a stand as to the stochastic or deterministic nature of the causal connection. The approach has many applications in social, behavioral and medical science. This paper discusses the formal model in detail, applies it to ‘probabilistic causation’ and compares the resulting theory to Suppes' theory.
EMPIRICAL BAYES ANALYSIS OF FAMILIES OF SURVIVAL CURVES: APPLICATIONS TO THE ANALYSIS OF DEGREE ATTAINMENT
Authors: Braun Henry I. , Zwick Rebecca 
Published: August 2014

ABSTRACTWe present a novel approach to the empirical Bayes analysis of aggregated survival data from different groups of subjects. The method is based on a contingency table representation of the data and employs transformations to permit the use of normal priors. In contrast to the case of a single survival curve, the empirical Bayes analysis of families of such curves leads to estimates which offer a qualitative improvement over classical estimates based on the ratio of occurrence to exposure rates. This method is illustrated with data on the attainment of the doctoral degree from three major universities.
TEST‐RETEST ANALYSES OF THE TEST OF ENGLISH AS A FOREIGN LANGUAGE
Authors: Henning Grant 
Published: August 2014

ABSTRACTThe present study provides two kinds of information that have not previously been available in a single research report on the Test of English as a Foreign Language (TOEFL) with regard to its total and component scores. First, the study provides comparative global and component estimates of test‐retest, alternate‐form, and internal‐consistency reliability. This complies with the joint standards of the American Psychological Association, the American Educational Research Association, and the National Council for Measurement in Education by controlling for sources of measurement error that may be inherent both among the examinees and within the testing administration context, and not merely within the examination itself. Secondly, the study provides information about differential change in subtest difficulty on repeated application over a small interval of time (viz., eight days). This second concern is related to the phenomenon of “item bounce” and reflects the comparative stabilities of difficulty estimates within item type over repeated test administrations. This comparative stability information may provide useful insights into the functioning of particular TOEFL® subtest item types and the suitability of those item types for anchoring in test equating.Although test‐length‐adjusted reliability estimates were found to be adequately high across reported component and total test scores, with raw score test‐retest coefficients ranging from .87 to .98 (with a mean of .93 over 22 total coefficients), raw score internal‐consistency coefficients ranging from .79 to .98 (with a mean of .94 over 88 total coefficients), and raw score alternate‐form coefficients ranging from .78 to .97 (with a mean of .90 over 22 total coefficients), the study contained several inherent limitations. Chief among these limitations was the comparatively small sample involved. Only 329 total subjects participated, and, due to attrition and design features, test‐retest reliability estimates were based on separate repeating subgroups of only 101 and 91 persons. Alternate‐form reliability estimates were based on separate repeating subgroups of only 52 and 25 persons. Although estimates were replicated across two TOEFL forms and at least two distinct samples, it was not possible within the existing project constraints to identify repeating samples that were perfectly representative of the current TOEFL examinee population in regard to language background and mean language proficiency.
The Epigenetic Regulation of SOX9 by miR‐145 in Human Chondrosarcoma
Authors: Mak Isabella W.Y. , Singh Shalini , Turcotte Robert , Ghert Michelle 
Published: August 2014

AbstractChondrosarcoma is the most common primary bone malignancy in the adult population with a high rate of pulmonary metastasis. Chondrosarcoma is managed with surgical excision as the tumors do not respond well to conventional chemotherapy or radiation therapy. Thus, there exists a dire need to develop systemic treatment options to target chondrosarcoma cells for metastatic spread. We hypothesized that the expression of miR‐145 is low in chondrosarcoma, leading to decreased transcriptional control of SOX9 (the master regulator of chondrogenesis), and downstream activation of the transcription factor ETV5. We have previously shown that ETV5 activates MMP‐2 expression in chondrosarcoma, which in turn increases local bone matrix resorption. In this study, we confirm high expression of SOX9 in human chondrosarcoma using real‐time PCR, Western blotting, and immunofluorescence. An ETV5 promoter–reporter plasmid was transfected into chondrosarcoma cells to determine if SOX9 directly regulates the expression of ETV5. Co‐transfection of the ETV5 promoter‐plasmid with SOX9 lentivirus significantly increased the luciferase activity derived from the ETV5 promoter, from which the regulatory relationship between SOX9 and ETV5 is established. MiR‐145 was found to be down‐regulated in chondrosarcoma cell lines, patient samples, and further confirmed with a public sarcoma database. After stable miR‐145 lentiviral transfection, the subsequent mRNA expression levels of SOX9, ETV5, and MMP‐2 were significantly decreased in chondrosarcoma cells. The results generated by this study may have important clinical significance in the treatment of patients with chondrosarcoma in that targeted miRNA may have the potential to downregulate the upstream activators of proteases such as MMP‐2. J. Cell. Biochem. 116: 37–44, 2015. © 2014 Wiley Periodicals, Inc.