bluuebunny/crossref_metadata_2025_split huggingface dataset:
The effect of desvenlafaxine 50 mg/day on a subpopulation of anxious/depressed patients: a pooled analysis of seven randomized, placebo‐controlled studies
Authors: Kornstein Susan G. , Guico‐Pabia Christine J. , Fayyad Rana S. 
Published: August 2014

BackgroundDesvenlafaxine (administered as desvenlafaxine succinate) for anxious depression was assessed in a post hoc analysis.MethodsData were pooled from patients randomly assigned to desvenlafaxine 50 mg/day or placebo in seven double‐blind, fixed‐dose studies in adults with major depressive disorder. Patients with “anxious depression” had baseline 17‐item Hamilton Rating Scale for Depression, anxiety–somatization factor (HAM‐D17 A/S) scores ≥7. Primary end point was change in HAM‐D17 scores from baseline at week 8 (last observation carried forward), evaluated using analysis of covariance with treatment, study, and baseline value as covariates.ResultsA total of 1873/2706 (69%) patients were identified as “anxious depressed”. Desvenlafaxine significantly improved HAM‐D17 total scores versus placebo in anxious (adjusted mean [95% CI] −1.72 [−2.35, −1.09]; p < 0.001) and nonanxious (−1.48 [−2.40, −0.57]; p = 0.002) populations, with no significant treatment‐by‐anxiety interaction. Response and remission rates (HAM‐D17) were significantly higher with desvenlafaxine compared with placebo in both populations. Treatment‐emergent adverse events were reported by 78% and 69% (desvenlafaxine versus placebo, respectively) of anxious depressed patients and by 77% and 68% of nonanxious patients.ConclusionDesvenlafaxine 50 mg/day significantly improved depressive symptoms compared with placebo in major depressive disorder patients with clinically relevant anxiety symptoms. Improvement in the HAM‐D17 total score was similar for anxious/nonanxious groups. Copyright © 2014 John Wiley & Sons, Ltd.
Evaluation of metals, metalloids, and ash mixture toxicity using sediment toxicity testing
Authors: Stojak Amber , Bonnevie Nancy L , Jones Daniel S 
Published: August 2014

Abstract
In December 2008, a release of 4.1 million m3 of coal ash from the Tennessee Valley Authority Kingston Fossil Plant occurred. Ash washed into the Emory River and migrated downstream into the Clinch and Tennessee Rivers. A Baseline Ecological Risk Assessment evaluated risks to ecological receptors from ash in the river system post-dredging. This article describes the approach used and results from sediment toxicity tests, discussing any causal relationships between ash, metals, and toxicity. Literature is limited in the realm of aquatic coal combustion residue (CCR) exposures and the potential magnitude of effects on benthic invertebrates. Sediment samples along a spectrum of ash content were used in a tiered toxicity testing approach and included a combination of 10 day sediment toxicity acute tests and longer-term, partial life cycle “definitive” tests with 2 species (Hyalella azteca and Chironomus dilutus). Arsenic, and to a lesser extent Se, in the ash was the most likely toxicant causing observed effects in the laboratory toxicity tests. Sites in the Emory River with the greatest statistical and biologically significant effects had As concentrations in sediments twice the probable effects concentration of 33 mg/kg. These sites contained greater than 50% ash. Sites with less than approximately 50% ash in sediments exhibited fewer significant toxic responses relative to the reference sediment in the laboratory. The results discussed here present useful evidence of only limited effects occurring from a worst-case exposure pathway. These results provided a valuable line of evidence for the overall assessment of risks to benthic invertebrates and to other ecological receptors, and were crucial to risk management and development of project remediation goals. Integr Environ Assess Manag 2015;11:21–31. © 2014 SETAC
Key Points
Measurable laboratory effects occured when chironomids and hyalella were exposed to coal combustion residue and sediment mixtures during 10-day and partial life cycle tests. These effects were mostly sublethal with a significant decrease of biomass or emergence of the organisms. Nearly a 1:1 relationship exists between the ash and arsenic, both ash and arsenic were strongly correlated with the toxicity test endpoints, which allowed for development of remedial goals. Effect thresholds of approximately &gt;40% ash and 33 mg/kg arsenic were deduced from the analytical and toxicity test results.
PERSISTENCE TESTS THE UNIVERSITY OF WASHINGTON STUDY
Authors: French John W. 
Published: August 2014

ABSTRACTIn the fall of 1947 ten one‐hour tests designed to measure persistence were tried out on the freshman class at the University of Washington. Since the students could only devote one hour to this program, only one test could be given to each student. Intercorrelations with grades, high‐school record, and aptitude tests showed that none of the tests would appreciably raise the prediction of grades that was already provided by the aptitude tests. Failure of these tests to show more positive results may possibly be attributed to poor motivation.
EFFICIENCY OF PREDICTION WHEN A REGRESSION EQUATION FROM ONE SAMPLE IS USED IN A NEW SAMPLE
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTIf a multiple regression equation is computed from one sample and applied to subsequent samples, the errors of prediction in the later samples will be larger than those in the first sample or those in the universe from which the samples were drawn. The expected value, and also the sampling variance, of the average squared error of prediction in the second sample is obtained for the case where the independent variables are treated as fixed.
PREDICTION OF FRESHMAN GRADES AT THE UNIVERSITY OF ROCHESTER
Authors: Frederiksen Norman , Schrader William B. , Olsen Marjorie , Wicoff Evelyn 
Published: August 2014

ABSTRACTSUMMARY OF PROCEDURESThis study was undertaken in order to determine the relationship of various predictors of academic success to measures of first‐year achievement at the University of Rochester. Special attention was given to the problem of reducing the numbers of predictors without greatly decreasing the effectiveness of prediction, and to a comparison of the predictive values of the College Entrance Examination Board Scholastic Aptitude Test and the American Council on Education Psychological Examination (ACPE). Data for this study were provided by Mr. Charles R. Dalton, Director of Admissions at the College of Arts and Science of the University of Rochester.First‐year students in liberal arts, science, and engineering curricula were included in this study; the results for each of these groups are considered separately in this report. Within the liberal arts and science groups, separate analyses were made for men and women in order to determine whether or not there are sex differences in the relationship of predictors to measures of achievement. Comparisons were also made between the performance of veterans and nonveterans within each group of men.CONCLUSIONSThe findings of this study suggest that the number of tests administered at Rochester could be reduced considerably with little loss of predictive effectiveness. The best combinations of three or four predictors yield validity coefficients which are almost as high as those obtainable with as many as ten predictors. The over‐lapping among the predictive measures in the present battery is also indicated by the relatively high intercorrelations among various tests.The combination of Scholastic Aptitude Test scores with High School Rank appears to be slightly superior to a combination of American Council on Education Psychological Examination scores with High School Rank. Only for engineering students does an appreciable difference in multiple correlations appear; for these students, the SAT‐High School Rank combination has a value of .56 and the ACPE‐High School Rank combination has a value of .48. The correlations are increased some—what for male science and engineering groups by the addition of the Rochester Chemistry or Physics Test score.The effectiveness of prediction of an appropriate course grade in each curriculum was also studied. For men in liberal arts, the Iowa English Placement Test is the best predictor of English grades and SAT‐V is second best; High Sohool Rank is the best predictor of this grade for women in arts. High School Rank is also equal or superior to any other measure as a predictor of physical science grades for men and women in science curricula. For men in engineering, the Rochester Mathematics Test is considerably superior to the other measures as a predictor of mathematics grades.
VALIDITIES OF TESTS GIVEN IN 1950 FOR PREDICTING AVERAGE GRADES FOR THE FIRST TWO TERMS AT THE U. S. NAVAL POSTGRADUATE SCHOOL
Authors: Mollenkopf William G. 
Published: August 2014

ABSTRACTIn August 1950 nine aptitude and achievement tests constructed by the Educational Testing Service under an Office of Naval Research contract were given to the members of the incoming class at the U. S. Naval Postgraduate School. Two tests provided by the Research Division of the Bureau of Naval Personnel were also administered. Scores on these eleven tests have now been studied in relation to the quality‐point ratios earned by officers in this class for their first two terms at the Postgraduate School. Bar charts are presented showing for each of four score intervals on each test what per cent of students achieved quality‐point ratios of 2.0 or higher. In addition, product‐moment coefficients of correlation between scores on each test and the criterion of quality‐point ratios have been obtained.The most effective of the tests for predicting this criterion were the Mathematics Aptitude Test, the Advanced Mathematics Test, the Physical Science and Engineering Test, the Interpretation of Data Test, and the two BuPers tests: General Mathematics NAVPERS and General Physics NAVPERS.Results of the 1950 experimental tests were found to be highly consistent with those obtained from the 1948 and 1949 tests.
THE DEVELOPMENT OF A TEST FOR USE IN SELECTING NAVAL POSTGRADUATE SCHOOL STUDENTS
Authors: Mollenkopf William G. 
Published: August 2014

ABSTRACTDuring a three‐year period the Educational Testing Service has carried on a research program for the U. S. Naval Postgraduate School for the purpose of developing a test to be used as part of the means of selecting students for the School. Three experimental test batteries have been developed during this period and tried out at the School. In addition, a five‐part aptitude test was administered in 1948 “in the fleet” to applicants for admission to the School.All tests have been evaluated against criteria of academic success at the School, In addition, 1948 tests have been judged for effectiveness in predicting continuation at the School.Accumulated validation data led to the recommended test, which consists of Mathematics Aptitude, Advanced Mathematics, Physical Science and Engineering, Interpretation of Scientific Data, and Experimental Science sections.The recommended test can confidently be expected to be of significant value in determining which of the applicants are most likely to succeed in their work at the Postgraduate School.
MODERATOR VARIABLES IN PREDICTION, WITH SPECIAL REFERENCE TO FRESHMAN ENGINEERING GRADES AND THE STRONG VOCATIONAL INTEREST BLANK
Authors: Saunders D. R. 
Published: August 2014

ABSTRACTThe Accountant Scale of the Strong Interest Blank for Men bears little direct relation to a criterion of freshman engineering grades. However, it may act as a suppressor variable in conjunction with the Banker or Psychologist Scale of the Strong. It may also aot as a moderator variable in conjunction with the Math.‐Science Teacher or Real Estate Salesman Scale. These effects are illustrated by results obtained in two engineering schools.The basic algebra and geometry of moderator variables is given.
THE DEVELOPMENT OF NEW SCALES FOR THE APTITUDE AND ADVANCED TESTS OF THE GRADUATE RECORD EXAMINATIONS*
Authors: Schultz Margaret K. , Angoff William H. 
Published: August 2014

ABSTRACTThe new scales for the Aptitude and Advanced Tests of the Graduate Record Examinations have been developed with the use of data collected on 2,095 second semester seniors in eleven colleges which are generally representative of the schools who normally administer the tests to their students. Scores on the Verbal and Quantitative parts of the Aptitude Test were converted to yield scaled score means of 500 and standard deviations of 100. Scores on the Advanced Tests were adjusted to reflect differences in Aptitude Test scores among the groups taking the separate Advanced Tests. It is considered that this type of score scale would lead to fewer errors of interpretation than the previous scales, in which raw scores on each of the Advanced Tests were converted directly to a scale with a mean of 500 and standard deviation of 100.
THE PREDICTION OF ACADEMIC GRADES WITH A PROJECTIVE TEST OF ACHIEVEMENT MOTIVATION: I. INITIAL VALIDATION STUDIES1
Authors: Ricciuti Henry N. 
Published: August 2014

ABSTRACTThis study was concerned with an evaluation of the validity of a projective “picture‐interpretation” test of achievement motivation for predicting academic grades. Results based upon groups of high school juniors, college freshmen, and Naval officer candidates, revealed promising relationships only at the high school level between the test and academic grades, corrected for ability differences. The number of words written in the picture‐interpretation stories proved to be very nearly as valid a predictor of high school grades as was the achievement motivation score itself.The validities of all scoring “categories” included in the scoring system were analyzed separately for each picture included in the study. The results permitted the identification of a small number of scoring categories which tended to yield generally promising positive validities, and which might serve as the basis for an abbreviated achievement motivation score. At the same time, however, considerable fluctuation was revealed in the validities of given categories from picture to picture. This led to the decision to select for cross‐validation in a subsequent study a smaller number of the most promising pictures, each to be scored only for the specific categories found to be most valid on that particular picture, in either the positive or negative direction. The results also suggested that absence of reasonably suggestive achievement‐related content in the stimulus pictures tended to be associated with poor validity.It is concluded that the achievement motivation test shows encouraging although not immediately practicable validities in predicting high school grades after ability differences are ruled out. Further research on the test as a predictor of school success certainly seems indicated at both the high school and college level. Validation against broader criteria of personal and scholastic achievement beyond course grades as such would appear to be particularly desirable. Additional research is also needed on the identification of the most generally valid scoring categories, the relationship between validity and picture content, and the value of word output as a supplementary measure of achievement drive.
USE OF AN OBJECTIVE METHOD TO DETERMINE ENGINEERING JOB FAMILIES THAT WILL APPLY IN SEVERAL COMPANIES
Authors: Saunders David R. 
Published: August 2014

ABSTRACTAn objective method of job description, employing a “Key Group Data Form,” was developed and used to compare 24 engineering jobs in five companies. The main differences in jobs were found to exist within each company, with jobs in one company paralleling those in others.A functional classification of engineering jobs was obtained in the following form:imageClusters of activities characterizing each of these functions are presented.
THE OBJECTIVE DEFINITION OF SIMPLE STRUCTURE IN LINEAR FACTOR ANALYSIS*
Authors: Tucker Ledyard R 
Published: August 2014

ABSTRACTRequirements for an objective definition of simple structure are investigated and a number of proposed objective criteria are evaluated. A distinction is drawn between exploratory factorial studies and confirmatory factorial studies with the conclusion drawn that objective definition of simple structure depends on study design as well as on objective criteria. A proposed definition of simple structure is described in terms of linear constellations. This definition lacks only a statistical test to compare with possible chance results. A computational procedure is also described for searching for linear constellations. This procedure is very laborious and might best be accomplished on high‐speed automatic computers. There is no guarantee that the procedure will find all linear constellations, but it probably would yield satisfactory results for well‐designed studies.
THE MOST RELIABLE COMPOSITE SCORE
Authors: Woodbury Max A. , Lord Frederic M. 
Published: August 2014

ABSTRACTSimple formulas are derived for allocating administration time to the tests in a battery and for weighting the test scores so as to maximize the reliability of the resulting composite, the true score of the composite being specified in advance. It is shown that, except for sign, the optimum weight for any test depends only on the standard error of measurement of that test at unit time.
THE REPLIES OF TEACHERS OF ENGLISH TO A QUESTIONNAIRE ON ESSAY TESTING
Authors: French John W. 
Published: August 2014

ABSTRACTTeachers of English were asked about the amount of composition in their curriculum and were questioned on their opinion of essay testing in general and the GCT in particular. Questionnaires were sent to 224 teachers; responses were received from 84 per cent.According to the figures provided by the teachers, the amount of writing practice now given to students in high school is slightly more than the amount given ten years ago. About one quarter of the schools give less composition work mainly because of the heavy teaching load and competing activities for student and teacher. About one third of the schools give more practice because of a growing realization of its need with greater numbers of students headed for college. The assignment of numerous short paragraphs rather than long themes was often cited as a means of maintaining writing practice in the face of growing numbers of students. There is a little evidence that believing the College Board stresses essay testing is associated with increased instruction in writing.When asked about the effect of College Board essay examinations on their teaching, about one teacher in five or six admitted that such tests served as a goal for the students, or as a factor in the number of writing assignments made. Many teachers expressed the desire for more information about the Board's tests. About four out of five of those who had any College Board students were strongly in favor of the Board's maintaining an essay test in its program. Most of the teachers felt an essay was the only way to measure a student's competence in writing and thinking. A few favored it to motivate the student or to encourage writing in the curriculum.Only about a third of the teachers were familiar with the GCT. Of these, a majority favored it. However, those who seemed to know the test best, as evidenced by their detailed discussion of it, tended to criticize it severely or to oppose it. Their principal objections were its high difficulty, the fact that it dealt with concepts unfamiliar to eleventh graders, and its unreliability.It is clear that teachers of English want an essay test. However, their main reason for wanting it is to measure competence, a service which it performs only poorly. Nevertheless, there is a good deal of evidence that essay examinations for college entrance would effectively encourage writing instruction at a good many schools. There is less enthusiasm for the GCT than for essay tests as a whole. In view of the trend in their own teaching and in view of remarks about the GCT and recommendations for replacing it, the teachers would probably welcome a change in the direction of an essay examination calling for the writing of a series of short expository passages on a variety of subjects. They would like to be better informed about the kind of writing that the Board requires.
THE EFFECT OF ESSAY TESTS ON STUDENT MOTIVATION
Authors: French John W. 
Published: August 2014

ABSTRACTAt two public and two private schools, eleventh graders took an objective and an essay test of English composition in October. At two of these schools, the students were told they would take another objective test in January. At the other two schools, they were told they would take another essay test in January. Actually both kinds of tests were given in January to the students at all four schools. A questionnaire given to the students on the occasion of the January test revealed that only 14 per cent of the students did anything special to prepare themselves for the expected test. The test scores of all students in each school and those of the students claiming to have undertaken special study were analyzed. The school groups expecting an essay or objective test did not make consistently larger gains on the expected test than did the groups not expecting the test. The students who indicated that they prepared specially for the test did not make greater gains than those who failed to prepare themselves or those who did not expect the test.Because of uncontrolled factors this study vas not sufficiently sensitive to detect small differences. However, it may safely be concluded that test score gains over the three‐month period covered by the study were not influenced to any substantial extent by knowledge of the nature of the test that was coming.
SOME RELATIONS BETWEEN GUTTMAN'S PRINCIPAL COMPONENTS OF SCALE ANALYSIS AND OTHER PSYCHOMETRIC THEORY
Authors: Lord Frederic M. 
Published: August 2014

ABSTRACTGuttman's principal components for the weighting system are the item scoring weights that maximize the generalized Kuder‐Richardson reliability coefficient. In the case of dichotomous items, the principal component for any item is effectively the same as the factor loading of the item divided by the item standard deviation, the factor loadings being obtained from an ordinary factor analysis of the item intercorrelation matrix.