bluuebunny/crossref_metadata_2025_split huggingface dataset:
EDUCATIONAL ACHIEVEMENT PRIOR TO AND DURING HIGH SCHOOL1
Authors: Patton Michael J. 
Published: August 2014

ABSTRACTA multivariate analysis of variance (MANOVA) was performed on the STEP, SCAT and socioeconomic (SES) scores of 2,952 “Growth Study” subjects at grades 7, 9 and 11. The Ss were grouped using grade 11 information according to 5 curricula, 2 sexes and 18 high schools so that the MANOVA of grade 7, 9 and 11 data was accomplished using these factors as design parameters.The findings indicate that at each grade the school, curriculum and sex factors were each associated with significant multivariate F ratios. As early as grade 7, meaningful differences in the performance and background of these Ss were apparent. For example, at grade 7 the performance of students who later enrolled in an academic curriculum was seen to be considerably higher than that of all nonacademic groups and was characterized primarily by a general achievement discriminant function. Among the nonacademic groups, the vocational curriculum students were distinguished from their other nonacademic peers in terms of performance on STEP Science and low SES, a trend that continued through grade 11. In general, it was found that the academic curricular group exhibited evenly distributed achievement across the areas covered by the STEP and SCAT tests from grades 7 to 11. The on‐going achievement of the nonacademic groups appeared less uniform with higher achievement noted on STEP Science and Social Studies.The school factor was observed to distinguish significantly among the school groups at grade 7 in seven different ways. The first function was, however, a general achievement–SES dimension. The first discriminant function at grade 9 was interpreted as a STEP Listening–SES–STEP Science dimension where schools with high SES scores were ranked at the high positive end of the first discriminant score distribution. A more specific performance dimension characterized the first discriminant function at grade 9 and was given tentative interpretation as STEP Listening–SES–STEP Science. At grade 11 a positive SES, negative STEP Science dimension was the first discriminant function.The attributes which appeared to best describe the sample of students at each grade were, until grade 11, those on which higher SES groups did better. However, some lower SES groups made greater achievement gains over time than did higher SES groups. The differences that were found to remain among school groups at grade 11 are of practical educational importance, especially in the achievement areas covered by STEP Listening, Social Studies, Science and Math.
RISK TAKING IN THE CONTEXT OF INTERGROUP NEGOTIATION1
Authors: Lamm Helmut , Kogan Nathan 
Published: August 2014

ABSTRACTPairs of three‐person male groups, working separately, came to unanimous decisions on preferred risk levels for one‐half of the items in the choice‐dilemmas procedure. All Ss had ***previously filled out the full 12‐item questionnaire. Each group elected a representative to defend the group's interests (high commitment). An alternate (medium commitment) was also selected. The remaining S constituted the nonrepresentative (low commitment). Each S in one of the groups was then matched with his status equivalent in the other group. These dyads negotiated agreements for the six items where there was a previous reference‐group position (“fixed”) and for the six items where there were only prior individual positions (“open”). For both fixed and open items, nonrepresentatives and alternates manifested risky shifts in their joint decisions, whereas representatives reached decisions through averaging. These results implied that high levels of commitment in the context of intergroup negotiation can disrupt the valuational processes underlying the risky shift in the standard intragroup situation.
A GENERAL METHOD FOR ANALYSIS OF COVARIANCE STRUCTURES WITH APPLICATIONS PART II: APPLICATIONS*
Authors: Jöreskog K. G. 
Published: August 2014

ABSTRACTA general formal model and an associated method of analysis was described in Part I of this paper. In Part II of the paper several examples are given of areas and problems, especially in the behavioral sciences, where this method may be useful. Applications include (i) analysis of congeneric measurements, (ii) factor analysis, (iii) analysis of multitrait‐multimethod data, (iv) analysis of some mixed ANOVA models, (v) analysis of sets of ordered responses, and (vi) path analysis and linear structural relationships.
A GENERAL COMPUTER PROGRAM FOR OPTIMALLY ALLOCATING TESTING TIME
Authors: Thayer Dorothy T. , Novick Melvin R. 
Published: August 2014

ABSTRACTThis program employs the procedures developed by Woodbury and Novick (1968) and Jackson and Novick (1969) for assigning lengths to the tests of a battery so as to maximize either the multiple or composite correlation with a specified criterion when the total length is fixed. The algorithms developed by Jackson and Novick (1969) to determine the least total battery length required to attain specified multiple or composite correlations are also incorporated in the program.
AN EXPLORATORY STUDY OF RESTING CARDIAC RATE AND VARIABILITY FROM THE LAST TRIMESTER OF PRENATAL LIFE THROUGH THE FIRST YEAR OF POSTNATAL LIFE1
Authors: Lewis Michael , Dodd Cornelia , Ban Peggy 
Published: August 2014

ABSTRACTResting cardiac rate and variability were obtained on a group of subjects seen first in the last trimester of prenatal life and over the first year of postnatal life. Maternal cardiac rate and variability were also obtained. The data indicate no relationship between maternal and fetal or infant data. Moreover, there are clear developmental patterns of resting cardiac response over the first year of life with rate and variability showing linear decreases.
A BAYESIAN ANALYSIS OF RASCH'S MULTIPLICATIVE POISSON MODEL FOR MISREADINGS
Authors: Oven Roger J. 
Published: August 2014

ABSTRACTA Bayesian analysis of a model for misreadings is undertaken. The model is essentially the Poisson model with multiplicative parameter structure first proposed and experimentally justified by Rasch. Conditional and unconditional posterior densities, predictive densities and reliabilities are presented. Some results for point and interval estimation and examination design are derived from the basic results.
A BAYESIAN ESTIMATE OF TRUE SCORE THAT INCORPORATES PRIOR INFORMATION
Authors: Lindley D. V. 
Published: August 2014

ABSTRACTA Bayesian estimate of true score is derived for the case of unequal numbers of replications. The estimate is a posterior mode based on a conjugate prior distribution. Some numerical difficulties encountered with previous estimates are avoided with the new procedure. Some work on the estimation of true‐score variance, error‐score variance and reliability is also included.
A COMPARISON OF PREDICTOR SELECTION TECHNIQUES USING MONTE CARLO METHODS
Authors: Rock Donald A. , Linn Robert L. , Evans Franklin R. , Patrick Cathleen 
Published: August 2014

ABSTRACTFour methods of selecting a subset of predictors from a larger set were compared for 60 correlation matrices generated by Monte Carlo techniques. Two of the procedures were criterion‐independent and two were criterion‐dependent. The criterion‐dependent procedures were found to be superior to the criterion‐independent methods. The two criterion‐dependent procedures (forward and backward selection) worked about equally well except for the smallest sample size where the forward selection procedure was better.
ORGANIZED STUDENT PROTEST AND INSTITUTIONAL FUNCTIONING
Authors: Peterson Richard E. , Centra John A. 
Published: August 2014

ABSTRACTIn a sample of 50 colleges, relations between 11 institutional functioning dimensions and seven student protest scales were studied by means of zero order and multiple correlations. Student militancy arising from off‐campus circumstances (e.g., the Vietnam war) proved to be more predictable than protest over campus conditions (e.g., dormitory rules). A general explanatory hypothesis for the findings is offered.
FITTING ONE MATRIX TO ANOTHER UNDER CHOICE OF A CENTRAL DILATION AND A RIGID MOTION
Authors: Scho̎nemann Peter H. , Carroll Robert M. 
Published: August 2014

ABSTRACTA least squares method is presented for fitting a given matrix A to another given matrix B under choice of an unknown rotation, an unknown translation, and an unknown central dilation. The procedure may be useful to investigators who wish to compare results obtained with nonmetric scaling techniques across samples or who wish to compare such results with those obtained by conventional factor analytic techniques on the same sample.
A STIMULUS SIMILARITY SCALE FOR TEMPORAL MEASURES OF ATTENTION IN INFANTS AND CHILDREN1
Authors: Freedle Roy 
Published: August 2014

ABSTRACTAn earlier paper developed a choice theory of attention which predicted viewing times for stimuli in a subset of alternatives chosen from a larger set. This paper extends these ideas by constructing a stimulus similarity scale which allows one to disclose the psychological space (the dimensionality and relative distances for a given set of stimuli) implied by the matrix of similarity values. One can formulate fruitful hypotheses regarding changes in perceived dimensionality over different age groups and hence can study developmental trends using the similarity scale. This scale is shown to have a close connection with Sokolov's theory of an Orienting Response. Empirical data are presented illustrating the theory.
A BAYESIAN APPROACH TO TAILORED TESTING
Authors: Owen Roger J. 
Published: August 2014

ABSTRACTThe sequential design and analysis of a test consisting of dichotomously scored items is approached from a Bayesian viewpoint.For a given examinee and for given items with known parameters, the scores on the items are taken to be independently distributed. Each item characteristic curve is taken to be a weighted average of 1 and a normal ogive function (to include the case where guessing is effective). Taking a normal prior distribution on the examinee ability, explicit expressions are derived for the posterior distribution and its mean and variance.In the Decision Theoretic framework of Wald, a quadratic loss function is taken and a simple, practical and approximately locally (or stepwise) optimum procedure is derived for sequentially choosing the (difficulties, discriminating powers and guessing constants of) items and analyzing the results.
ON THE STRUCTURE OF SELF‐ESTEEM: COMMENTS ON ZILLER'S FORMULATION
Authors: Carlson Rae 
Published: August 2014

ABSTRACTConceptual issues in Ziller's research on social self‐esteem (Ziller, Hagey, Smith, & Long, 1969) were reviewed in the light of recent theoretical and empirical work. Three limitations of the social self‐esteem (SSE) measure and its supporting rationale were noted: (a) failure to distinguish between level and source of self‐esteem, (b) implicit “masculine” bias, and (c) implicit cultural bias. These considerations would appear to explain the “negative” findings reported by Ziller et al. and suggest modifications of the SSE formulation which could extend its generality.
ACADEMIC GROWTH IN PREDOMINANTLY NEGRO AND PREDOMINANTLY WHITE COLLEGES
Authors: Centra John A. , Linn Robert L. , Parry Mary Ellen 
Published: August 2014

ABSTRACTSeven predominantly white colleges were matched (according to purposes, type of control, and ability level of students) with seven predominantly Negro colleges to compare student academic growth. The sample consisted of 406 students from the former and 327 from the latter. All had taken the Area tests of the Graduate Record Examination (GRE) Institutional Testing Program as college seniors and the Scholastic Aptitude Test (SAT) as entering freshmen.No significant differences were found between the two racial groups in GRE Social Science or Natural Science scores when SAT scores were used as covariates. Inspection of regression lines within each of the fourteen colleges also supported the conclusion that neither group of colleges was any more or less effective in student academic growth as measured by the GRE Area Tests.
APPLICATION OF MARKOV PROCESSES TO THE CONCEPT OF STATE1
Authors: Freedle Roy , Lewis Michael 
Published: August 2014

ABSTRACTThe purpose of this paper is to outline some applications of a mathematical concept known as a Markov Process to the study of such developmental concepts as state and state changes. Vocalization states were defined which reflected the joint occurrence of an infant's behavior (or condition) along with some associative event(s) in the infant's immediate environment. (The infants were three months old.) These concepts were then applied to data sequences collected in a naturalistic setting (the infant's home) for the purpose of studying the types of mother‐infant interactions that occur in vocalization behavior.
COLLEGE OR EMPLOYMENT AND THE HIGH SCHOOL CURRICULUM
Authors: Warren Jonathan R. 
Published: August 2014

ABSTRACTA questionnaire survey of the college and employment activities of about 5,500 high school graduates one year out of high school and of about 3,000 graduates three years out of high school showed the high school curriculum the students followed to be only moderately related to what they did after high school. Academic aptitude and the parents' socioeconomic status were associated with the high school curriculum followed and with amount of post‐high‐school education independently of curriculum. Aptitude, socioeconomic status, and curriculum combined, however, still left a high degree of uncertainty in the educational level that would be reached.Particularly among the men, large proportions of graduates of non‐academic high school curricula entered college, and smaller but still sizeable proportions of college preparatory graduates entered employment. The three‐year pattern of post‐high‐school activities showed that as many graduates had completed three years of college as had had no college at all. But almost as many had been in and out of college, starting late or dropping out, and working in the periods between enrollments.The uncertainty in predicting entry into college and the variety of educational experiences that follow college entry, including wide variation in the amount of college completed, raise questions about the usefulness of differentiating high school curricula on the basis of expectations about college attendance or employment after high school. Alternative ways of differentiating high school curricula, based on current student characteristics rather than plans or expectations, are suggested.
EFFECTS OF EMPIRICAL OPTION WEIGHTING ON RELIABILITY AND VALIDITY OF THE GRE1
Authors: Reilly Richard R. , Jackson Rex 
Published: August 2014

ABSTRACTItem options of shortened forms of the GRE Verbal and Quantitative tests were empirically weighted by two variants of a method originally attributed to Guttman. The first method assigned to each option of an item the mean standard score on the remaining items of all subjects choosing that option. The second procedure assigned the mean score on a parallel form of all persons choosing the option.When compared with formula scores, it was found that scores generated with the empirical weights were more reliable but less valid when correlated with undergraduate grade‐point average (GPA). Test homogeneity was increased through empirical option weighting, and a factor analysis revealed large increases in variance accounted for by the first factor.Examination of the actual weights assigned to each option revealed that the weight for omit in most cases differed considerably from the weight which would be assigned under the usual formula score assumptions. It was suggested that the weighting procedures used tended to capitalize on omitting behavior which, although a highly reliable tendency, may actually be negatively related to the GPA criterion used.
THE ACCEPTABILITY OF REGRESSION SOLUTIONS: ANOTHER LOOK AT COMPUTATIONAL ACCURACY
Authors: Beaton Albert E. , Rubin Donald B. , Barone John L. 
Published: August 2014

ABSTRACTLongley proposed a set of data for use in testing regression programs. This paper shows that the numerically accurate solution is likely to be an unreasonable estimate of the regression coefficients for this problem. This is true because the accuracy of the data and appropriateness of the model may affect the solution more than the computational method. An easily computed index is derived that can be used to indicate such computational instability. The basic conclusion is that a concern about highly accurate computational methods must be tempered with a concern for whether the data are accurate enough to make the results of such computation meaningful.
BIRTH ORDER, FAMILY CONFIGURATION AND VERBAL ACHIEVEMENT1
Authors: Breland Hunter M. 
Published: August 2014

ABSTRACTTwo samples of National Merit Scholarship participants tested in 1962 and the entire population of almost 800,000 participants tested in 1965 were examined. Consistent effects in all three groups were observed with respect to both birth order and family size (firstborn and those of smaller families scoring higher). Control of both socioeconomic variables and mother's age (by analysis of variance as well as by analysis of covariance) failed to alter the relationships. Step‐down analyses suggested that the effects were due to a verbal component and that no differences were attributable to nonverbal factors. Detailed sibship configurations based on birth order, family size, sibling spacing, and sibling sex were developed for both sexes. The resulting 82 different sibship configurations were ranked by test score means. A rank‐order correlation between sexes yielded a very high value of .96, and a high correlation was shown to persist within family size.
AGE‐OF‐ACQUISITION NORMS FOR 220 PICTURABLE NOUNS1
Authors: Carroll John B. , White Margaret N. 
Published: August 2014

ABSTRACTTo obtain data for the further evaluation of age‐of‐acquisition as a word attribute in studies of verbal behavior, learning, and memory, estimates were secured from 62 undergraduates (35 males, 27 females) of the age at which they believed they had learned each of 220 picturable nouns (divided into two lists assigned randomly to halves of the sample), according to a 9‐point scale. Reliabilities of these ratings were about .98. For comparative purposes, word frequency values for the words were secured from three large word‐count studies or, where necessary, from subjective estimates made by 20 adults. Use of these and other variables as predictors of previously obtained picture‐naming latencies (Carroll & White, in press) yielded results supporting the previous finding that age‐of‐acquisition is a more relevant predictor than word frequency. Some word frequency indices tend to reflect age‐of‐acquisition, but when this influence is minimized word frequency makes little contribution to the prediction.
MOTHERS AND FATHERS, GIRLS AND BOYS: ATTACHMENT BEHAVIOR IN THE FIRST TWO YEARS OF LIFE1
Authors: Lewis Michael , Weinraub Marsha , Ban Peggy 
Published: August 2014

ABSTRACTTwenty children, 10 boys and 10 girls, were seen at one and two years of age in a free play situation. At each age each infant first played with one parent and then a week later with the other. Attachment behavior (proximal and distal modes) was observed and found to be affected by the sex of infant and sex of parent. Moreover, Bayley Mental Maturity Index obtained at two years was found to be correlated with certain patterns of attachment behavior over the first two years of life. These findings are discussed in terms of attachment theory and the etiology of sex differences in interpersonal relations.
PRESCHOOL TEACHER‐CHILD DYAD: SEX DIFFERENCES IN VERBAL INTERACTION1
Authors: Cherry Louise J. 
Published: August 2014

ABSTRACTThis study describes differences in the quantity and style of female preschool teachers' dyadic verbal interaction with the girls and boys in their classes. Sixteen hours of spontaneous speech of four female preschool teachers and 38 girls and boys was tape recorded in two classroom situations, then transcribed and analyzed. The results showed that teachers verbally interacted more (p < .05), verbally initiated more (p ≤ .01), used more attentional‐marked utterances (p. ≤ .01) in speech with boys than with girls. Teachers used more verbal acknowledgments (p < .01) in speech with girls as compared to boys. There were no sex difference's in the fluency (length and reciprocity) of teacher‐child verbal interaction nor in the rate of teacher initiation of interaction.
MULTIVARIATE MATCHING METHODS THAT ARE EQUAL PERCENT BIAS REDUCING, II: MAXIMUMS ON BIAS REDUCTION FOR FIXED SAMPLE SIZES
Authors: Rubin Donald B. 
Published: August 2014

ABSTRACTMatched sampling is a method of data collection designed to reduce bias and variability due to specific matching variables. Although often used to control for bias in studies in which randomization is practically impossible, there is virtually no statistical literature devoted to investigating the ability of matched sampling to control bias in the common case of many matching variables. An obvious problem in studying the multivariate matching situation is the variety of sampling plans, underlying distributions, and intuitively reasonable matching methods. This article considers one class of multivariate matching methods which yield the same percent reduction in expected bias for each of the matching variables. The primary result is the derivation of the expression for the maximum attainable percent reduction in bias given fixed distributions and fixed sample sizes. An examination of trends in this maximum leads to a procedure for estimating minimum ratios of sample sizes needed to obtain well‐matched samples.