bluuebunny/crossref_metadata_2025_split huggingface dataset:
SCALE PROPERTIES OF THE INTEREST INDEX
Authors: HALPERN GERALD 
Published: August 2014

ABSTRACTExtensive research by John French on the Interest Index produced a 12‐scale interest test with 16 items per scale. The present study investigated certain scale properties of the Interest Index. Internal consistency coefficients were found to cluster about .91, item‐scale assignment was verified for 99% of the items, scale test‐retest correlations (three‐week interval) were found to cluster about .86, and the individual scales were found to be remarkably independent of one another. It was concluded that, on all these measures, the Interest Index performs at least as well as any comparable test and, in addition, has three advantages over most. It is a very efficient instrument (in terms of number of items per scale), it utilizes subject matter experiences familiar to most students, and it measures interest in a wide variety of subject matter course areas. Partial confirmation of the construct validity of this test is provided, and it is recommended that (a) appropriate norms be developed and (b) further validation studies be conducted.
MODIFICATION OF A JUDGMENTAL STYLE THROUGH GROUP INTERACTION1
Authors: Kogan Nathan , Wallach Michael A. 
Published: August 2014

ABSTRACTShifts in judgmental extremity were examined when experimental Ss made judgments individually, then as a group, and finally again as individuals. Control Ss made individual judgments twice. A total of 206 secondary school students (103 males and 103 females) comprised the sample. Discussion‐to‐consensus in experimental groups was followed by significant declines in postconsensus extremity, but under different confidence conditions for males and females. Interpretation of these results stressed the role of group‐mediated modification of the cognitive risks and the need for uncertainty reduction reflected in individual extremity judgments.
SINGLE SCORE VERSUS MULTIPLE SCORE READING OF THE AMERICAN HISTORY ADVANCED PLACEMENT EXAMINATION
Authors: Coffman William E. , Kurfman Dana G. 
Published: August 2014

ABSTRACTFour readers assigned to read a single essay question of the Advanced Placement Examination in American History in 1962 participated in two experiments designed to assess the differential effects of reading by an analytical method by which three different scores were assigned to a paper and by a holistic method by which a single score was assigned. Because of limited time and the small number of readers, the two experiments were conducted in an interlocking design which permitted the findings of one experiment to sharpen the interpretation of the effects observed in the other.Analyses of variance procedures revealed significant effects attributable to differences in standards among the four readers, to differences in standards from day to day, and to fluctuations in standards of individual readers from time to time during the reading period. There was no definite evidence of differences in reading reliability from method to method.
SUSPICION OF DECEPTION: IMPLICATIONS FOR CONFORMITY RESEARCH1
Authors: Stricker Lawrence J. , Messick Samuel , Jackson Douglas N. 
Published: August 2014

ABSTRACTSubjects' suspicions were appraised about two conformity procedures–a simulated‐group version of the Asch situation and questionnaires with fictitious norms. Many subjects suspected that the purpose of both procedures was to determine whether their responses would be influenced by others, that they did not hear spontaneous responses by others in the simulated group, and that the normative answers reported on the questionnaires were incorrect. Boys were generally more suspicious than girls. The suspicion variables were highly interrelated for both sexes and, in general, negatively related to conformity measures. Correlates of the suspicion variables included acquiescence and SD response styles, ascendance, self‐esteem, and intelligence.
DEPENDENCY, MODELS, AND RECIPROCITY1
Authors: Test Mary Ann , Bryan James H. 
Published: August 2014

ABSTRACTThree hypotheses concerning the determinants of helping behaviors were tested. It was predicted that the victim's dependence upon the S, the S‘s observation of helping models, and the S‘s previous experience of being personally aided would increase her subsequent willingness to assist others. Eighty female college students were asked to compute and rate arithmetic problems. Ss either witnessed a model helping others, observed a model refuse to aid another, received help themselves, or were not exposed to a model. Half of the Ss were subsequently left with a physically disabled other who was apparently having difficulty with the assigned task. The remaining Ss were left with a healthy other. Results suggested that models have a strong influence on helping.
MAXIMIZING THE VALIDITY OF A TEST BATTERY AS A FUNCTION OF RELATIVE TEST LENGTHS FOR A FIXED TOTAL TESTING TIME
Authors: Woodbury Max A. , Novick Melvin R. 
Published: August 2014

ABSTRACTAn explicit solution is given to the problem of assigning relative lengths to the tests of a battery and to determining the corresponding regression weights so as to maximize the multiple correlation with a specified criterion when the total testing time is fixed. Uniqueness of the obtained solution is proven. A solution algorithm is given for cases in which some of the testing times are zero. Some numerical examples are given.
REASONING, RELATIONSHIPS, AND RELATEDNESS OF WORDS: A STUDY OF THE EFFECTS OF SOCIOCULTURAL LEVEL AND DEFINITIONS ON THE SOLUTION OF ANALOGY ITEMS
Authors: Gentile J. Ronald 
Published: August 2014

ABSTRACTA 3 × 2 × 2 × 10 factorial design (three levels of sociocultural standing by two definition treatments by two item formats by ten analogy items, with repeated measures over items) was used (1) to determine the effects of providing students with definitions on their solutions of analogy items, (2) to determine whether providing definitions has differential effects on students of different sociocultural levels, and (3) to determine where in the solution process of analogy items differences in reasoning occur among students of different sociocultural backgrounds. An attempt was made also to determine whether students' rank orderings of alternative choices on analogy items could be predicted from knowledge of their ranked relatedness of the word pairs contained in the analogy items.
MULTIPLE COLLEGE APPLICATIONS
Authors: Bean Andrew G. , Centra John A. 
Published: August 2014

ABSTRACTA sample of 18,601 Virginia high school seniors was used to gather information regarding multiple college application practices. Approximately 35% of the college applicants filed one application, 26% filed two applications, 24% filed three applications and 16% filed four or more applications. Eighty‐five percent of the students who filed one application were accepted, while 91% of the four or more application group were accepted by at least one of their first three college choices.Discriminant analysis was used to describe the academic characteristics of students filing multiple applications and to determine how these academic characteristics were related to college acceptance. Students who filed multiple applications tended to have higher SAT scores; however, they performed less well in high school than would be predicted from their SAT scores. High school performance appeared to be less important for females in gaining admission than it was for males.The findings of this study contradict the popular beliefs that most college applicants file three or more applications and that more applications are filed by students with low academic ability.
SOME BIOGRAPHICAL CORRELATES OF PERFORMANCE FOR DISADVANTAGED ADOLESCENTS1
Authors: Freeberg Norman E. , Evans Franklin R. 
Published: August 2014

ABSTRACTBiographical information dealing with such areas as family characteristics, work experience, and education was obtained for disadvantaged male and female adolescent school dropouts enrolled in a government sponsored youth‐work training program. Scores on 17 biographical variables were intercorrelated with an experimental battery of attitudinal and intellectual tests (developed specifically for disadvantaged adolescents) and with proficiency ratings obtained from the enrollees' counselors and work‐site supervisors. Separate analyses for the male and female samples indicated that variables of educational experience, family economic status, and family structure were generally related to rated proficiency for males but not for females. Educational level was the background variable most extensively related to scores on the test battery for males, whereas, for females, family income played the dominant role. Factor analyses of the background variables produced four factors for male and female samples with the two major dimensions being readily definable as Family Stability and Adult Experiences.
ASYMMETRIC SYNTACTIC RECOGNITION MATRICES: A CHOICE ANALYSIS AS EVIDENCE FOR A HYPOTHETICAL STIMULUS‐SAMPLING PROCESS1,2
Authors: Freedle Roy 
Published: August 2014

ABSTRACTAn extension of Luce's choice analysis of recognition experiments has been made so as to predict quantitatively the syntactic confusions that occur among simple syntactically related sentences which are heard at several times normal conversation rate (speeded speech). Two states are assumed to account for the pattern of asymmetric confusions: (a) a dimensional loss state wherein dimensional cues of the stimulus sentence are lost on a certain proportion of trials, and (b) a nonloss state wherein all relevant syntactic cues are assumed to be sampled but where confusions among stimuli are still assumed to occur in a predictable manner. Some relationships between the present model and Chomsky's distinction between competence and performance are discussed.
TESTING PRACTICES, MINORITY GROUPS, AND HIGHER EDUCATION: A REVIEW AND DISCUSSION OF THE RESEARCH1,2
Authors: Flaugher Ronald L. 
Published: August 2014

ABSTRACTThis paper reviews some of the specific issues that underlie the controversy concerning the use of objective tests by institutions of higher education, as this use affects the selection and attendance by members of minority groups, or those persons designated by the term “disadvantaged.” Following a discussion of the issues, a review of the research literature attempts to reveal what is known about each of them; this is followed by some suggestions for future research efforts.
THE PREDICTION OF SPELLING DIFFICULTY: II. REGRESSION ANALYSIS MODEL ONE1
Authors: Cahen Leonard S. , Johnson Susan K. , Wiley David E. 
Published: August 2014

ABSTRACTA regression model, assuming no interactions, was developed and tested for determining the contribution of 20 linguistic dimensions to spelling difficulty. The model was tested on 333 words drawn from Greene's New Iowa Spelling Scale. Separate regression runs were made for difficulty indices at grades 2, 4, 6, and 8. The coefficients of multiple correlation were .829, .901, .877, and .818, respectively.
A GENERAL METHOD FOR ESTIMATING A LINEAR STRUCTURAL EQUATION SYSTEM*
Authors: Jöreskog Karl G. 
Published: August 2014

ABSTRACTA general method for estimating the unknown coefficients in a set of linear structural equations is described. In its most general form the method allows for both errors in equations (residuals, disturbances) and errors in variables (errors of measurement, observational errors) and yields estimates of the residual variance‐covariance matrix and the measurement error variances as well as estimates of the unknown coefficients in the structural equations, provided all these parameters are identified. Two special cases of this general method are discussed separately. One is when there are errors in equations but no errors in variables. The other is when there are errors in variables but no errors in equations. The methods are applied and illustrated using artificial, economic and psychological data.
A DEVELOPMENTAL STUDY OF THE CARDIAC RESPONSE TO STIMULUS ONSET AND OFFSET DURING THE FIRST YEAR OF LIFE1
Authors: Lewis Michael 
Published: August 2014

ABSTRACTAlmost no work exploring the effects of stimulus onset and offset is to be found, especially if one looks at the problem in a developmental manner. In order to investigate this problem, a total of 62 infants within the first year of life were seen: 22, 20, and 20 subjects at 12, 24, and 52 weeks respectively. Each infant received seven trials, 30 seconds in duration, with a 30‐second intertrial interval. The first six trials consisted of the same auditory signal–a C chord at 65 db–while the seventh trial was either a C tone or a C chord with the base notes muted (dull), both at 65 db. Heart rate was continuously monitored along with other measures not reported in this paper. Amount of deceleration was used as the primary response.The data indicate several important results: (1) a consistent and rather large degree of deceleration; this for both onset and offset. (2) For 3‐ and 6‐month‐olds the terminal OR is less than the onset OR, while the 12‐month‐olds show greater terminal than onset OR. (3) Habituation of the onset OR follows a developmental pattern, with 3‐month‐olds showing the least habituation and 12‐month‐olds showing the most. (4) Habituation of terminal OR also shows a developmental trend, with the 3‐ and 6‐month‐olds showing habituation while 12‐month‐olds showed little habituation. The recovery data results for the seventh trial indicate that some changes are more effective than others.
COLLEGE GRADING PRACTICES: AN OVERVIEW1
Authors: Warren Jonathan R. 
Published: August 2014

ABSTRACTWhile grades and grading procedures have become issues of widespread interest and controversy in recent years, the interest has been directed primarily toward questions of external form and the prediction of later grades from earlier grades. More important questions concerning the purposes and effectiveness of grades have continued to be neglected. Nontraditional forms of grading currently being tried are usually Pass/Fail systems, but Pass/No Record and descriptive grading are also used.The most commonly stated purposes of grades are for selection to more advanced educational programs and employment, for motivating students, and for providing students with information about their performance. Consideration of purposes, however, seldom enters decisions about form. Grades are charged with distorting both learning and teaching and undesirably affecting students' attitudes and emotional states, yet evidence either for or against these charges is sparse. Education is commonly viewed as a vehicle for social and economic mobility, but a contrary view of the educational system as a device for the restraint of mobility and the maintenance of the existing social class structure has also been presented. Neither view can point to convincing evidence in its support, but grades have a major role in both.Although grades are often charged with being unreliable, those charges usually refer to grades assigned to individual pieces of student work, such as test papers or themes. Course grades and grade‐point averages have shown high internal consistency and good temporal stability up to about a year. Treating academic performance as a single dimension represented by grades is therefore justifiable. Nevertheless, situations probably exist in which the widely presumed but infrequently demonstrated multidimensional nature of academic performance should be acknowledged and put to use.
A MULTITRAIT‐MULTIMETHOD MODEL FOR STUDYING GROWTH1
Authors: Werts Charles E. , Jöreskog Karl G. , Linn Robert L. 
Published: August 2014

ABSTRACTThe logical structure of the Campbell and Fiske (1959) multitrait‐multimethod approach is applied to the problem of studying growth and its determinants. The resulting model is a special case of Jöreskog's (1970a) general model for the analysis of covariance structures. The relationships of traditional psychometric formulations to this model are detailed.
A CONGENERIC MODEL FOR PLATONIC TRUE SCORES1
Authors: Werts Charles E. , Linn Robert L. , Jöreskog Karl 
Published: August 2014

ABSTRACTTo resolve a recent controversy between Klein and Cleary and Levy, a model for dichotomous congeneric items is presented which has mean errors of zero, dichotomous true scores that are uncorrelated with errors, and errors that are mutually uncorrelated.
TRANSFORMING CURVES INTO CURVES WITH THE SAME SHAPE12
Authors: Levine Michael V. 
Published: August 2014

ABSTRACTCurves are considered to have the same shape when they are related by a similarity transformation of a certain kind. This paper extends earlier work on parallel curves to curves with the same shape. Some examples are given more or less explicitly. A generalization is used to show that the theory is ordinal and to show how the theory may be applied to measure sensation. The problem of actually transforming curves into curves with the same shape is reduced to the problem of rendering another set of curves parallel. Connections with groups and rings are developed to place the work in a familiar context. These connections and the earlier work on parallel curves are used to obtain necessary and sufficient conditions for the existence of transformations, to study the uniqueness of transformations and to show how transformations can be calculated.
INTERACTION BETWEEN COLLEGE EFFECTS AND STUDENTS' APTITUDES
Authors: Rock Donald A. , Baird Leonard L. , Linn Robert L. 
Published: August 2014

ABSTRACTThe effects of college environments on student achievement on three GRE area achievement tests, when the initial ability of students was controlled, were studied. A wide variety of environmental measures for 95 colleges were included. The method computed within‐school regression lines, then colleges were clustered on regression lines, using a taxonomic technique, and multiple group discriminant functions using college descriptive variables were computed.It was found that in all three achievement areas one group or cluster of colleges could be identified as being more effective than the remaining groups of colleges. In the humanities areas the most effective group was characterized by a higher proportion of faculty with doctorates, greater selectivity, and a larger budget. In social sciences and the natural sciences, emphasis on subject matter area as measured by the proportion of majors in the appropriate fields of study was the only variable which demonstrated some discrimination between the most and least effective groups.
INFANT DISCRIMINATION OF ORIENTATION1
Authors: McGurk Harry 
Published: August 2014

ABSTRACTInfants in four age groups—3, 6, 9 and 12 months—were exposed to an experimental procedure designed to assess the extent to which such subjects were capable of discriminating between different orientations of the same form, and the extent to which they were capable of recognizing the identity between different orientations of the same form. Results revealed that from at least as early as 6 months infants manifest both kinds of perceptual ability.
FIXED‐WIDTH CONFIDENCE INTERVALS IN LINEAR REGRESSION WITH APPLICATIONS TO THE JOHNSON‐NEYMAN TECHNIQUE
Authors: Aitkin Murray A. 
Published: August 2014

ABSTRACTFixed‐width confidence intervals for a population regression line over a finite interval of x have recently been derived by Gafarian. The method is extended to provide fixed‐width confidence intervals for the difference between two population regression lines, resulting in a simple procedure analogous to the Johnson‐Neyman technique.
CHILDREN'S COMPONENT SELECTION WITH VARYING DEGREES OF TRAINING1
Authors: Hale Gordon A. , Taweel Suzanne S. 
Published: August 2014

ABSTRACTWith the component selection measure developed by Hale and Morgan (1971), children's tendency to exercise selective attention was assessed at six different levels of training, ranging from under‐training to overtraining, and this function was examined at each of ages 4, 8, and 12. It was observed that, as the children learned the task, they maintained a relatively wide focus of attention, acquiring information about a secondary component of the stimuli, color, as well as the more salient dimension, shape. Thus, contrary to the model presented by James and Greeno (1967), the children's attention did not appear to become more selective as learning proceeded to criterion. Also contrary to the model, overtraining did not generally tend to “broaden” attention, as the children acquired little stimulus information beyond the point at which criterion had been reached.
EQUATING THE SCALES OF THE SPANISH‐LANGUAGE PRUEBA DE APTITUD ACADÉMICA AND THE ENGLISH‐LANGUAGE SCHOLASTIC APTITUDE TEST OF THE COLLEGE ENTRANCE EXAMINATION BOARD*
Authors: Angoff William H. , Modu Christopher C. 
Published: August 2014

ABSTRACTThe purpose of this study was to establish score equivalencies between the College Board Scholastic Aptitude Test (SAT) and its Spanish language equivalent, the College Board Prueba de Aptitud Académica (PAA). The method of the study involved two phases: the selection of test items, equally appropriate and useful for Spanish and English speaking students, for use in the equating of the two tests; and the equating analysis itself. The method of the first phase was to choose two sets of items, one originally appearing in Spanish, the other originally appearing in English; to translate each set into the other language; and to administer both sets in the appropriate language mode for pretest purposes to both types of students. These administrations were conducted in the fall of 1970 with samples of candidates taking the PAA or the SAT at regularly scheduled administrations. They provided data regarding the difficulty and discrimination power of each item for each of the two groups and, what was of special interest, an index of appropriateness of each item for both groups.On the basis of the analyses of these data two sets of items, one in Verbal and the other in Mathematical, were chosen and assembled as “common items” to be used for equating. In the second phase of the study these “common items,” appearing in Spanish and also in English, were administered in the appropriate language along with the operational form of the PAA in November 1971 and with the operational form of the SAT in January 1972. The data resulting from the administrations of these “common items” were used to calibrate for differences in the abilities of the two groups of candidates and permitted both linear and equipercentile equating of the two tests. Conversion tables relating the PAA‐verbal scores to the SAT‐verbal scores and the PAA‐mathematical scores to the SAT‐mathematical scores are given below. These conversions represent an average of the linear and equipercentile results. Because of the scarcity of data at the upper end of the distribution of PAA scores, score equivalencies are permissible, strictly speaking, only as high as the mid‐700's. Score equivalencies beyond the mid‐700's were obtained by extrapolation.
ON ACCURACY IN RELIABILITY ESTIMATION
Authors: Kristof Walter 
Published: August 2014

ABSTRACTThis study in parametric test theory deals with the statistics of reliability estimation when scores on two parts of a test follow a binormal distribution with equal (case 1) or unequal (case 2) expectations. In each case biased maximum‐likelihood estimators of reliability are obtained and converted into unbiased estimators. Sampling distributions are derived. Second moments are obtained and utilized in calculating mean square errors of estimation as a measure of accuracy. A rank order of four estimators is established. There is a uniformly best estimator. Tables of absolute and relative accuracies are provided for various reliability parameters and sample sizes.