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2. Some Tasks and Competencies Frequently Required in Educational Research and Evaluation. Research, Evaluation and Development Paper Series No. 5.
- Author
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Northwest Regional Educational Lab., Portland, OR. Office of Research and Evaluation Services. and Worthen, Blaine R.
- Abstract
In 1969, the American Educational Research Association (AERA) empaneled a Task Force on Research Training and charged it with (1) building a relevant knowledge base about training needs and problems and (2) developing procedures to attack these problems. During its two years of study, the Task Force carried out a series of three USOE-supported activities designed to identify specific skills and knowledge required in educational research and evaluation. The first activity included two steps. First, the Task Force drafted lists of skills they thought were necessary in conducting research and evaluation in education. Second, the lists of skills were "reality tested" through interviews with 60 employers and supervisors of research and evaluation personnel. The second activity was not strictly empirical in nature, although it used as input the results yielded by the interviews described above and depended on informal observation for the rest. In the third activity, a task analysis of research and evaluation activities in 13 agencies was conducted. These agencies included universities, research and development centers, private research agencies, regional educational laboratories, and public schools rated by the Task Force members as doing high quality work. The purpose of this paper is to synthesize the results of these three previous Task Force efforts into a single list of competencies frequently needed in educational research and evaluation. (MV)
- Published
- 1974
3. Analyzing for Individual Differences in Evaluating Compensatory Education Programs. Occasional Paper No. 27.
- Author
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Minnesota Univ., Minneapolis. Research, Development, and Demonstration Center in Education of Handicapped Children. and Krus, Patricia H.
- Abstract
Trait-Treatment Interaction (TTI), a research method for observing experimental effects of treatments on subjects of different aptitudes and learning characteristics, is suggested as an effective evaluation tool to provide evaluators and educators in compensatory education programs with information about which program is best for different kinds of learners. The premise of TTI research is that different instructional conditions work best when matched with selected learner traits, with "trait" defined as any characteristic of the learner that increases or impairs his probability of success in a given treatment. The methodology of Trait-Treatment Interaction (TTI) as outlined provides an alternative of the dilemma of control groups; and a proposed evaluation design is presented using Campbell's terminology of invited-accepted, invited-rejected, and uninvited. To tap the interaction of learner characteristics with instruction, the invited-accepted are tested and blocked or grouped on relevant learner characteristics, and then, within each block, randomly assigned to a treatment. The goal of this TTI factorial design is to develop alternative instructional programs for compensatory education which produce optimal educational payoff among pupils assigned differently to these programs on the basis of learner characteristics. (CS)
- Published
- 1974
4. A Biometrics Invited Paper. Factor Analysis: An Introduction to Essentials I. The Purpose and Underlying Models
- Author
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Cattell, Raymond B.
- Published
- 1965
- Full Text
- View/download PDF
5. A Biometrics Invited Paper. Factor Analysis: An Introduction to Essentials II. The Role of Factor Analysis in Research
- Author
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Cattell, Raymond B.
- Published
- 1965
- Full Text
- View/download PDF
6. Constructs for Studying Change Processes.
- Author
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Hensel, James W.
- Abstract
On the basis of an anthropological descriptive study of 16 schools and a study of the high innovative schools compared with low innovative schools, an interaction hypothesis was formulated. The hypothesis included theoretical constructs of system innovative thrust, personnel innovative thrust, and selected educational change. In this paper, these constructs are defined in terms of variables, and a factor-analytic approach to measuring these constructs is proposed. The significance of the hypothesis is discussed in terms of extending existing knowledge regarding change processes and as a potential diagnostic tool for use with schools seeking to implement specific changes. (Author)
- Published
- 1974
7. The Relationship of Professional-Organizational Styles with Selected Variables Associated with the Process of Educational Change.
- Author
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Kester, Ralph J. and Hull, William L.
- Abstract
Four styles of professional-organizational functioning were identified through a factor analysis of questionnaire data. The questionnaire was based on a conceptual framework derived from the literature administered to a cross section of educational practitioners. The four styles were found to be differently related to four constructs and several biographical demographics previously shown as related to the manner in which individuals respond to change. This study implies that individuals attempting to influence the acceptance of change by educational practitioners should consider the mediating influence of the practitioner's behavior as a professional and as an employee of an organization. An extensive list of references is provided. (Author)
- Published
- 1974
8. Innovation Characteristics Critical to the Successful Adoption of Programs in School Settings.
- Author
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Hull, William L. and Kester, Ralph J.
- Abstract
Program evaluators and program managers should examine appropriate dimensions of innovations when deciding to support, accept, or reject an educational innovation. Survey questionnaires were used with 76 teachers and administrators and 65 state supervisors and local project directors of exemplary programs to obtain a list of 38 "essential" characteristics of innovations. An additional 300 educational practitioners responded to a 50-item questionnaire which included the 38 items and Likert-type response categories. These responses were factor-analyzed to identify six dimensions of innovation characteristics: student concern orientation, additional resource requirements, organized resistence potential, consumer report, credibility, and operational implementation. A bibliography is provided. (Author)
- Published
- 1974
9. Teacher Aptitude and Cognitive Style: Their Relation to Pupil Performance.
- Author
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Ekstrom, Ruth B.
- Abstract
This conference paper suggests a promising model, based on a study of elementary school teachers in California, to investigate the relationship between the cognitive characteristics of teachers, their teaching behavior, and the academic success of their pupils. In the research model, two major components which affect student achievement were measured: (1) Teacher Knowledge (knowledge of subject being taught and knowledge of teaching); and (2) Teacher Aptitude (verbal, numerical, reasoning, memory, and kinds of divergent production aptitude). It is hypothesized that certain matches between teacher and pupil knowledge, skill, aptitude, and cognitive style tend to facilitate pupil learning. A preliminary factor analysis of the above components indicates that the Teacher Test Battery developed in conjunction with this research model was actually able to measure these structures. (CS)
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- 1974
10. Models, Analysis and Interpretation of Education Trustee Voting Behavior.
- Author
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Lawton, Stephen B.
- Abstract
The understanding of the political behavior of school boards can be advanced by conducting factor analysis of the voting records of trustees. While the application of these methods is generally appropriate, differences in subject matter highlight the problem of inferring political theory from numerical data. In this paper, several different political models for explaining trustee voting behavior are postulated--models which, in fact, have identical representations in terms of recorded votes and, hence, factor patterns. Further, actual voting records of two boards are analyzed in order to illustrate two different types of voting behavior. Explanations for these differences require additional knowledge concerning variables other than the votes themselves. Finally, there is a discussion of some of the modes of analysis currently in use, with recommendations as to the best alternatives. (Author/DN)
- Published
- 1974
11. Determining Job Satisfaction and Dissatisfaction in the U.S. Navy.
- Author
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Goldman, Lawrence A.
- Abstract
The purpose of this study was to describe the major sources of job satisfaction and dissatisfaction in the Navy, as well as the relationship of this satisfaction to retention of naval personnel. To identify sources of satisfaction and dissatisfaction, eight Navy ratings (occupational career fields) were analyzed. Individuals in each of the ratings were required to respond, on a one-to-five continuum, to statements associated with 33 job factors. Review of these ratings indicated that, although individuals were provided with the opportunity to assume responsibility in carrying out assigned duties to completion, they were dissatisfied by an apparent lack of sufficient recognition for their efforts. In addition, they were dissatisfied in their perception of the way in which the military system operates. In a separate study conducted to determine the relationship between job satisfaction and reenlistment, equal satisfaction was found for both first-term and career force personnel who stated that they planned to reenlist. Satisfaction factors apparently play a much greater role for first-term personnel than for career personnel. (Author/PC)
- Published
- 1974
12. Generalizability of Factor Structures Underlying Student Ratings of Instruction.
- Author
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Bejar, Isaac I. and Doyle, Kenneth O.
- Abstract
The generalizability of factor structures of student ratings of instruction based on instructors' individual differences was examined. The subjects were instructors from the humanities, social science, and mathematics divisions who had had their courses evaluated at least twice using the same evaluation questionnaire. The data from the three divisions were factor analyzed and the resulting factor structures compared using Kaiser's procedure. Only one factor ("defines student responsibilities") was found to be stable within the across divisions. The results were explained in terms of the distinction between within-class covariation and between-class covariation. (Author)
- Published
- 1974
13. Cultural Awareness Inventory.
- Author
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Baca, J. D.
- Abstract
Mexican American and Anglo secondary school teacher perceptions of Mexican American students were investigated and compared. The instrument used to retrieve the data was administered to 112 teachers in the three Dona Ana (N.M.) county school districts. Six constructs resulted from the factor analysis of the instrument, namely, achievement, time orientation, acculturation, family identification, economic, and religiousity. Reliability of factors was established through Cronbach's Co-efficient Alpha, and item reliability was obtained through item analysis. Forty of the original 50 items were used to compare the groups on each of the six dimensions. Using ethnicity, age, and teaching experience as variables, t tests were computed to test for significant differences. Differences with respect to ethnicity were found in four of the constructs: achievement, time orientation, acculturation, and religiousity. Age and teaching experience were not variables influencing the differences in attitude between the two teacher groups. Educational importance, implications and recommendations based on the findings of the study conclude the paper. (Author)
- Published
- 1974
14. Use of Systematic Classroom Observation to Validate a Measurement of Teacher Beliefs About Teaching.
- Author
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Lawrence, Gordon
- Abstract
A paper and pencil instrument was developed consisting of statements about teaching practices appropriate for students of ages 10 through 14. The statements are to be accepted or rejected by the respondent teacher. This paper reports the procedures and results of a third field test and the design of a fourth field test. The third field test instrument consisted of 244 items. It was administered to 320 teachers in eight schools. Two hundred of the items underwent statistical treatment: item analysis and factor analysis. The next step was to identify which of the 200 items correlated with data from classroom observations. Four observation instruments were used. The raw scores from the observations, combined into sets and converted into ratios were then correlated with the paper and pencil item responses of the 40 teachers. Five statistical criteria were computed by which to check the strength of each paper and pencil item. Through these criteria 97 items were eliminated and 103 emerged. Of those that emerged: (1) Four-fifths of the items correlated both statistically and logically with one or more sets of observation data; (2) Forty-five of the items loaded in factors; (3) Twelve neither correlate with observation data nor load into factors but were retained because they discriminate well between high scorers and low scorers. When the instrument is fully developed it will be used as one part of a pre-training inventory procedure by which teacher trainees can obtain an estimate of their general competencies and a diagnosis as which to need development. Finally, systematic observation of classroom processes discriminates between teachers in many useful categories. (CK)
- Published
- 1972
15. An Evaluation of the Multivariate Methodology of the Project.
- Author
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Educational Testing Service, Princeton, NJ. and Harman, Harry H.
- Abstract
Presented at a symposium on "The Structure of Concept Attainment Abilities Project: Final Report and Critique," this paper provides the methodological aspects of the project. The discussion centers around a "Guide to the Multivariate Methods," which is provided in the paper. The basic guide-posts are the types of analysis and the types of content. The latter include concept attainment by subject-matter field or combined, and cognitive abilities, or both. The three factor analytic techniques used to examine the data and obtain derived factor solutions. The next major phase of the analysis, the construction of 56 cognitive tests for the 1970 study, the factor analysis of these tests, and the reduced battery for use in the 1971 testing, is briefly noted. The most important part of the project--the study of relationships between the concept attainment measures and the cognitive abilities measures--is then described. The interbattery approach of Tucker, used to determine if there were factors common to the battery of cognitive abilities tests and the battery of concept attainment measures, is discussed. (DB)
- Published
- 1973
16. Teacher Anxiety: A Review with Recommendations. Research and Development Memorandum No. 123.
- Author
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Stanford Univ., CA. Stanford Center for Research and Development in Teaching., Coates, Thomas J., and Thoresen, Carl E.
- Abstract
This paper reviews studies of teacher anxiety (stress and tension) with a focus on the incidence, sources, and effects of anxiety, and methods of reducing it. Previously, global definitions of anxiety have been used, and assessment has been largely restricted to paper-and-pencil measures. The incidence of anxiety among teachers, both beginning and experienced, appears to be remarkably high, and its causes are usually associated with a variety of personal, social, and physical events. The functional relationships between these events and teacher anxiety and between teacher anxiety and other teacher behavior as well as pupil behavior are unknown. It is recommended that teacher anxiety be conceptualized in performance terms and measured directly in classroom situations through external observation and self-observation. Data from such techniques would provide the basis for investigations of functional relationships between particular events and teacher anxiety as well as between anxious teacher behaviors and student performance. Promising techniques for reducing teacher anxiety, such as systematic desensitization, are considered. It is suggested that such techniques be incorporated in teacher education and evaluated experimentally. (Author)
- Published
- 1974
17. A Method of Delineation of Homogeneous Social-Ecological Areas.
- Author
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Loebl, Andrew S. and Campbell, Rex R.
- Abstract
The traditional dichotomies of urban and rural may no longer be valid. Investigating whether or not there are socially significant areal units to redefine rural and urban areas, the report described one attempt to delineate such units and to test them for sociological utility. Counties were placed in homogeneous social units based upon the characteristics of the resident population. The methods utilized were termed "factor ecology" and the phenomenon chosen for the test of social utility was selected patterns of migration. The latter choice was arbitrary; the emphasis herein concerned methods and their verification. The areas tested -- 208 counties in Missouri and Nebraska -- were for experimental purposes only, but they did represent a broad range of socioeconomic conditions. The process used 8 steps: (1) determine the relevant variables that describe each county's population; (2) subject these to factor analysis; (3) from step 2 obtain the factors and significant variables for each factor; (4) determine the index score for each factor for each county through the use of factor loadings; (5) standardize the index scores; (6) divide the standardized scores into quartiles; (7) delineate the counties into homogeneous, non-continuous social units based upon the quartiles; and (8) test the resulting areal units by comparing them with areal units formed through analysis of migration patterns. (KM)
- Published
- 1974
18. The Measurement of Principal Rule Administration Behavior and Its Relationship to Educational Leadership.
- Author
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Lutz, Frank W. and Caldwell, William E.
- Abstract
The theoretical and operational relevance of the school principal's rule administrative behavior is described. Lutz and Evans (1968) conducted field studies in six schools to determine if the types of rule administration identified by Gouldner (1954) had similar effects in education. Buttman-type scales were developed and utilized to determine the relationship between the principal's rule administration and his leadership (Lutz and McDaniel, 1972 and Caldwell and Spaulding, 1972). Data on all principals were factor-analyzed. The factors proved both strong and mutually exclusive. Scales were used to determine relationships between organizational variables. (Authors)
- Published
- 1974
19. Fiscal Capacity and Educational Finance: Some Further Variations.
- Author
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Dziuban, Charles
- Abstract
The school district fiscal capacity data (1962 and 1967) of the National Finance Project were analyzed for psychometric adequacy and robustness of component composition. The procedures involved: (1) the computation of the Kaiser, Meyer, Olkin Measure of Sampling Adequacy, (2) inspection of the off-diagonal elements of the antiimage covariance matrix, and (3) determination of the oblique image components. The results indicated that the matrixes were generally appropriate for factor analysis, but that several revenue variables failed to meet the criterion of psychometric adequacy. The image components, although minimally related, generally verified the originally derived patterns. (Author)
- Published
- 1974
20. The Measurement of Machiavellianism: A Factor Analytic and Correlational Study of Mach IV and Mach V.
- Author
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Williams, M. Lee
- Abstract
This study is an analysis of the dimensionality of two scales--Mach IV (a 20-item Likert-type) and Mach V (a 20-item forced-choice-type)--commonly used in the measurement of Machiavellianism, a variable which many interpersonal communication researchers view with increasing interest. Data for this investigation was collected from 246 undergraduates enrolled in 18 sections of the basic speech course at the University of Oklahoma in the fall of 1973. A close inspection of the two scales revealed that Mach IVis the more precise of the two scales, and it was recommended that the Mach V scale should be avoided until scoring and other measurement difficulties are resolved. It was also suggested that a shortened form of the Mach IV be used. It was concluded that since the use of summed raw scores per factor did not differ significantly from factor scores, the 4-factor, 13-item Mach IV scale using the raw score method is the most practical and best measure of Machiavellianism available at the present time. (Appendixes include Mach IV questionnaire and Mach V attitude inventory with scoring sheet.) (RB)
- Published
- 1974
21. Concerns of Teachers: Recent Research on Two Assessment Instruments.
- Author
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Parsons, Jane S. and Fuller, Frances F.
- Abstract
Summarized briefly is the research conducted at the University of Texas on the concerns of teachers. Two branches of research have been pursued. The distinction lies in the type of assessment used. The first, the Teacher Concerns Statement (TCS), an open-ended free-response instrument, asks the question: "When you think about your teaching, what are you concerned about?" The second instrument, the Teacher Concerns Checklist (TCCL), asks the same question as the TCS and is followed by a list of 56 items. The subject responds by placing a check under one of five categories representing the degree of concern felt. Studies of the TCS and TCCL have led to the conclusion that teachers are most concerned about: self-survival, teaching, impact on pupils, and about the teaching situation. The TCCL promises to be a viable research instrument, largely because of its improvement over the earlier TCS in terms of reliability and increased ease in scoring. (RC)
- Published
- 1974
22. The Common Item Problem in Measurement.
- Author
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Cohen, Arie and Farley, Frank H.
- Abstract
Procedures for analyzing common item effects on interscale structure were reviewed and a study using smallest space analysis of the California Psychological Inventory (CPI) reported. Solutions of three matrices--intercorrelation matrix of the original CPI scales, of reduced scales (with common items removed), and of the number of common items--were compared visually, and by interpoint distance correlations and configurational similarity analyses. Marked similarity among the original structure, the item-overlap-free structure, and the built-in structure was observed. It was concluded that common items magnify an intrinsic structure already existing among scales, and that the common-item problem is not a serious one in such personality assessment. (Author)
- Published
- 1974
23. An Individual Differences Analysis of Double-Aspect Stimulus Perception.
- Author
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Forsyth, G. Alfr and Huber, R. John
- Abstract
Any theory of information processing must address both what is processed and how that processing takes place. Most studies investigating variables which alter physical dimension utilization have ignored the large individual differences in selective attention or cue utilization. A paradigm was developed using an individual focus on information processing. The purposes of this paper were to: (1) review the essential features of this paradigm, and (2) discuss its use as a beginning step in the investigation of double-aspect, human vs. nonhuman stimuli. Ten double-aspect, human vs. nonhuman stimuli were presented to a heterogeneous sample of 520 first, third, fifth, ninth, eleventh graders, college students, and state hospital patients classified as neurotics, schizophrenics, or sociopaths, for identification. An individual-differences multidimensional scaling analysis resulted in a four-dimensional stimulus space used to subgroup like perceiving people. Characterization of the responses to the double-aspect stimuli by each subgroup demonstrated the value of the approach in studing selective information processing. (Author/BJG)
- Published
- 1974
24. Predicting the Meaning of Designed Environments.
- Author
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Hershberger, Robert G.
- Abstract
This paper first outlines the several problems encountered by architects in predicting user comprehension of designed environments, establishes the importance of the need to predict accurately, and suggests ways in which research can help improve prediction. Also discussed are the objectives and methodological problems associated with the four domains of research to be explored before an objective basis for preconstruction predictions can be established. These domains are (1) response formats, (2) media of presentation, (3) observers, and (4) environment. The previous research of the author in this area is then outlined, including the presentation of a 2-stage conceptual model of meaning (or comprehension) consisting of a representational stage followed by a responsive stage. The author describes one experimental study that compared the meanings attributed to environments by architects with those attributed by laymen, the findings of which revealed that the education of the architect accounted for the differences. Another experiment compared architects in different parts of the country and found similar, albeit less systematic, differences. The presentation concludes with a discussion of the current research of the author in which the adequacy of various media as representations of designed environments are compared. (Author)
- Published
- 1971
25. Development of an Instrument to Assess Attitudes of High School Students in Compensatory Programs.
- Author
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Kilbane, Marian T.
- Abstract
This paper describes the development of the Survey of Pupil Opinion, an attitude-assessment instrument adapted to the reading and "palatability" levels of high school students in compensatory programs. An initial pool of 100 items assumed to reflect "attitude toward school" was reduced to a 30-item instrument. Results revealed that, for each of three factors--social participation, perception of teachers, and self as student--the lowest mean score was obtained by the students who later dropped out of school. A copy of the instrument and tabulations and a graph of the three factor mean scores and the total mean score are included. (Author/DG)
- Published
- 1972
26. Methodology for Instrument Validation: An Application to Attitude Measurement.
- Author
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Gable, Robert K. and Pruzek, Robert M.
- Abstract
The purposes of this paper are to (1) discuss general issues related to a newly proposed methodology for item content and construct validation and (2) apply the new method in the context of developing a scale for measuring attitudes toward black people. Latent partition analysis was proposed and applied for the study of item content validity using partitioned data from 36 college presidents. Factor analysis was used to assess construct validity using item response data from 212 college students. A comparison between the item response factors and the LPA categories indicated substantial agreement. Limitations and virtues of the present methodology are discussed in relation to certain other methods for content and construct validation. (Author)
- Published
- 1972
27. 1971 AERA Conference Summaries: IV. Test Development, Interpretation, and Use.
- Author
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ERIC Clearinghouse on Tests, Measurement, and Evaluation, Princeton, NJ. and Ebel, Robert L.
- Abstract
This report presents a thematic summary of the AERA papers dealing with test development, interpretation, and use, presented at the 1971 meeting in New York City. Papers were grouped into the following categories: test development and validation; inventory development and validation; measurement of creativity; factors in test performance; use of tests to measure status or change; use of tests to predict; and use of tests to foster learning. (AG)
- Published
- 1972
28. How Many Es Are There? A Critical Analysis of Problems Concerning Determination of Evaluative Factors of Semantic Differential Scales.
- Author
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Bashook, Philip G. and Foster, Stephen F.
- Abstract
In measuring attitudes by Semantic Differential, bipolar adjective scales with high loadings on an evaluative factor derived by Principal Components Analysis are used typically as unidimensional attitude measures. Komorita and Bass, using conventional statistical techniques, report the discovery of more than one evaluative factor. This paper focuses on four considerations for establishing evaluative factors: concept complexity, eigenvalue cutoff criteria, eigenvalue plot, and conceptual analysis of scale groupings. Komorita's and Bass's data and new data from ratings of six concepts of varying complexity are analysed and discussed. Specific recommendations are made regarding determination of evaluative scales in attitude research. (Author)
- Published
- 1973
29. Linear and Curvilinear Models for Aptitude-Treatment Interactions.
- Author
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Borich, Gary D.
- Abstract
Statistical procedures are presented for determining ordinal and disordinal aptitude-treatment interactions with linear and curvilinear data. The paper presents a method for testing the homogeneity of group regressions for a single aptitude and provides models for expanding this test to linear and curvilinear regression planes. Procedures are presented for constructing appropriate tests of significance and for isolating the specific source of interaction in complex aptitude-treatment interactions for which there are multiple aptitudes. (Author)
- Published
- 1972
30. The Measurement of Interpersonal Attraction.
- Author
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McCroskey, James C. and McCain, Thomas A.
- Abstract
This paper reports a factor analytic investigation of the interpersonal attraction construct. Two hundred-fifteen subjects completed 30 Likert-type, 7-step scales concerning an acquaintance. Factor analysis indicated three dimensions of the interpersonal attraction construct which were labeled "task,""social," and "physical." Obtained internal reliability estimates for the highly loaded items on these factors were .86, .75, and .80 respectively. The results of the study suggest that the resulting 18-item instrument can be expected to measure reliably three dimensions of interpersonal attraction. (Author)
- Published
- 1972
31. An Analysis of the Independence-Involvement Approach to Interpersonal Communication.
- Author
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Kowitz, Albert C. and Lesh, Angela Dawn
- Abstract
The purpose of this paper is to examine the independence-involvement approach to interpersonal communication as a method for assessing participant satisfaction in social interaction. The author provides definitions of satisfying social interactions in both empirical and value-oriented terms and further attempts to determine behaviors that both contribute to and inhibit the attainment of satisfying outcomes. Reviewing relevant literature, the author infers that the dimensions of independence and involvement may be fundamental factors in interpersonal communication. He defines independence as the degree to which interpersonal decision-making is self-imposed in contrast to an external locus of control. He defines involvement as the degree to which behavior shows concern or indifference towards others. It is hypothesized that behaviors leading to an appropriate balance of these two factors contribute to satisfying social interaction. The reported study lends support to the underlying importance of the independence and involvement dimensions. (Author/LG)
- Published
- 1972
32. Indices of Complexity and Interpretation: Their Computation and Uses in Factor Analysis.
- Author
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Hofmann, Richard J.
- Abstract
In this methodological paper two indices are developed: a complexity index and an interpretation index. The complexity index is a positive number indicating on the average how many factors are used to explain each variable in a factor solution. The interpretation index will be positive ranging from zero to unity; unity representing a perfect independent cluster solution and zero representing the poorest factor solution in terms of complexity. Through empirical application to the classic 24 psychological variables it is demonstrated that the indices may be computed by hand and are easily interpreted providing a basis for comparing different factor solutions. (Author)
- Published
- 1973
33. The Implications of Early Education Stimulation in Listening for Teacher Education.
- Author
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Freshley, Dwight L. and Rea, Richard
- Abstract
In the last decade, curriculum specialists in the Language Arts have expanded the field to include listening. A compelling reason for increasing the listening training of first grade and preschool children lies in their "listening readiness." They are required to listen for information in order to learn, follow directions, participate in discussion and planning, etc. The relationship between listening test scores and various abilities and characteristics of the listener have often been investigated. Some factors in the listener found to be influencing comprehension are recognition of correct English usage, size of the listener's vocabulary, ability to make inferences, and ability to structuralize speech. Factors in the speech, such as difficulty and organization of content, and environmental factors, such as closeness of speaker, play an important part in determining listening effectiveness. Four different approaches to teaching listening are noted in this paper: direct, indirect, integrated, and eclectic. The field of listening has catapulted into language arts prominence in the last 15 years. Irrefutable findings are few, and those reported here represent only a start in a promising art. (CK)
- Published
- 1966
34. How Errors of Measurement Affect ANOVA, Regression Analyses, ANCOVA and Factor Analyses.
- Author
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Porter, Andrew C.
- Abstract
In this paper problems caused by the existence of errors of measurement are identified for factor analysis, regression analysis, ANOVA, and ANCOVA. At least one detrimental effect is shown to exist for each type of analysis. When a researcher's interest is with infallible variables, he runs the risk of biased results from all of the procedures except ANOVA. The estimates of parameters in all four procedures suffer from inflated error variance. Some partial solutions are indicated, but clearly more work is needed on several of the problems. Most statistical procedures have been developed for models where variables are assumed to be free from errors of measurement. Since almost all educational research involves use of fallible variables, it is important that the effects of errors of measurement for the various models be understood and that the understanding be reflected in current research practice. (Author/GS)
- Published
- 1971
35. On Oblique Quasi-Procrustean Factor Transformation.
- Author
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Alberta Univ., Edmonton. and Hakstian, A. Ralph
- Abstract
A new general approach to the problem of oblique factor transformation is identified and presented as an alternative to the common "blind" transformation techniques currently available. In addition, techniques for implementing such an approach are developed. The first section of the paper contains a brief review of the procrustes problem. The next section contains the rationale for a somewhat related--"quasi-procrustean"--approach to oblique factor transformation. The third section contains the development of new techniques for implementing this approach. Following this derivation, solutions for three well-known sets of data are presented. Finally, some aspects of such an approach in need of further research are discussed. (Author)
- Published
- 1971
36. The Precision-Power-Gradient Theory for Teaching Basic Research Statistical Tools to Graduate Students.
- Author
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Cassel, Russell N.
- Abstract
This paper relates educational and psychological statistics to certain "Research Statistical Tools" (RSTs) necessary to accomplish and understand general research in the behavioral sciences. Emphasis is placed on acquiring an effective understanding of the RSTs and to this end they are are ordered to a continuum scale in terms of individual precision, power, and robustness. The Precision-Power-Gradient theory is suggested as a means of structuring an introductory graduate course in statistics. Twelve RSTs are considered, ranging from normative comparisons (at the simplest level), through parametric/non-parametric statistics, analysis of variance and covariance, correlations, factor analysis, to canonical correlation analysis, and, briefly, other advanced techniques. Equally important is a working knowledge of the computer, which enables the RSTs to be used with greater facility and accuracy. Computer orientation should include a basic knowledge of FORTRAN programming, nature and availability of computer-based statistical libraries, the ability to utilize such libraries, with a general understanding of computer output. (Author/AE)
- Published
- 1971
37. Project on Techniques of Objective Factor Analysis.
- Author
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Illinois Univ., Champaign. and Humphreys, Lloyd G.
- Abstract
This collection of papers, concerned with the nature and theory of intelligence, forms part of a project to integrate test and factor theory with the empirical, functional relationships involving standard intelligence tests. The project will render more objective the use of factor analysis in personnel research. A definition of intelligence encompassing biological and socio-psychological factors is formulated in "Theory of Intelligence." Three classes of hypothesis are presented in "Hypothesis Developed From the Theory." In "The Psychological Test" a psychological theory is delineated as a basis for developing a theory of intelligence congruent with the experimental and observational correlates of measures of intelligence. Interrelations of homogeneity, reliability, and validity are considered in the paper of this name. "Illustrations of Test Characteristics by Means of Physical Analogues,""Evaluating the Importance of Factors in any Given Order of Factoring," and a description of "The Scottish Survey of Intelligence" complete the collection. (Author/CK)
- Published
- 1970
38. The Validity of Tests of Social Intelligence.
- Author
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California Univ., Los Angeles. Center for the Study of Evaluation. and Hoepfner, Ralph
- Abstract
The rationale underlying tests of social intelligence and some of the problems inherent in those tests are discussed. To measure social intelligence, paper and pencil tests were developed which were "situation free." These tests employed "stereotypic behavior of individual others." The stimuli used in the behavioral tests were photographs of people, artists' drawings, and cartoons. The types of responses were generally limited to marking on an answer sheet or writing a response. A series of tests for behavioral creativity that did not use paper and pencil, answer sheets, or writing were developed. Four types of performance tests were developed and administered to a sample of 30 people along with the paper-and-pencil tests. A new set of tests, approximately 25 to 30, was developed for behavioral production. Conclusions reached as a result of two validation studies are that people with high verbal intelligence don's need behavioral intelligence to perform well on the tests, and individuals with lower intelligence to perform well on the tests, and individuals with lower intelligence sometimes still achieved very high behavioral scores. Studies have also been done relating social intelligence to certain demographic variables. A study investigating the prediction of academic achievement correlated the behavioral-cognition tests with grades at a junior college; correlations of about .50 were found with achievement in various course grades. Three studies of the use of behavioral-cognition tests for predicting vocational success are discussed. Portions of the tests relating to factors of behavioral intelligence and factors of social creativity and their tests are provided. (DB)
- Published
- 1973
39. Factor Analysis of Intellectual Performance in Disadvantaged Negro Adolescents.
- Author
-
Lovinger, Robert J.
- Abstract
The Wechsler Intelligence Scale For Children (WISC) and the Metropolitan Achievement Test (MAT) were administered to seventh graders in a New York City school located in a depressed area with a Negro population approaching 100 percent. Full scale and subtest scores were analyzed. A factor analysis of the WISC, MAT, and the two scales combined was conducted using an oblique rotation. Data from this analysis are presented and compared to those obtained in a 1959 investigation using the original WISC standardized population. The hypotheses that the present sample has a basically different intellectual structure from that of the normative group was not supported. The effects of disadvantage seem to be evident in the pattern of high and low subtest means, in which the lowest means are on two subtests (Information and Vocabulary) which are both highly open to cultural and educational influence, and also the best subtests for predicting the academic performance of the group. (Author/RC)
- Published
- 1966
40. Fertility Values: Why People Stop Having Children.
- Author
-
Terhune, Kenneth W.
- Abstract
This methodological study investigated which fertility values are correlated with the variable of desired family size. Data was gathered from 310 Caucasian Protestant, Catholic, and Jewish women from the Buffalo metropolitan area. The subjects were between the ages of 15 and 44, lived with their husbands, and had either none, one, two, or four children. The survey imstrument employed two main methods of eliciting responses: a series of openended questions and a card sort task which indicated opinions on a pre-established list of potential fertility values. Results presented in data tables and figures show: (1) the fertility values most mentioned by the respondents, (2) most important fertility values from the card sort tasks, (3) fertility values correlating with desired family size, and (4) feeling about various family sizes among respondents desiring two children. The results are discussed in terms of the patterns of the correlations, the importance of personal benefits of husbands and wives in determining family size, the absence of motivators for large families, the relation of reward values to family size, and the religious differences reflected in the correlates of actual desired family size. (SDH)
- Published
- 1973
41. Resistance to Temptation in Young Negro Children in Relation to Sex of the Subject, Sex of the Experimenter and Father Absence or Presence.
- Author
-
George Peabody Coll. for Teachers, Nashville, TN. Demonstration and Research Center for Early Education., Mumbauer, Corinne C., and Gray, Susan W.
- Abstract
One of the differences in child development caused by the mother-dominant, father-absent structure of disadvantaged Negro families might be the differential development of resistance to temptation in male and female children. It would be expected that girls would be more resistant than boys, that girls would show no difference whether their father was at home or not, and that father-present boys would be more resistant than father-absent boys. To test these hypotheses, 96 disadvantaged Negro 5-year-olds (evenly divided for sex, father presence, and sex of the experimenter) were taken individually to a room and left alone to play a bean bag game after an experimenter had explained the rules to them and how they could win a prize. Resistance to temptation, in terms of not cheating, was recorded by a hidden observer. The results failed to support the hypotheses. In one of the few significant findings, father-present children resisted temptation more with an opposite sex rule-giver. Also, there appeared to be a trend for father-absent children to resist temptation more with male rule-givers. This effect is explainable by the concept of deprivation of adult male social rewards. (MH)
- Published
- 1969
42. The Measurement of Classroom Environmental Press.
- Author
-
Walker, William J. and Stern, George G.
- Abstract
The purpose of this research was to conduct a preliminary analysis of a new instrument, the Classroom Environment Index (CEI), designed to measure the psychological environment (press) of the classroom. The structure was essentially the same as other Syracuse indexes, containing 30 scales of 10 items each. Three forms of the instrument were developed. The third revision exhibited adequate reliability and homogeneity, and differentiated between classrooms, subjects, grades, and educational levels. Six first-order and two second-order factors were extracted. Eventually, the CEI will be used to examine relationships between classroom press and student achievement. (Author)
- Published
- 1973
43. Proceedings of the Invitational Conference on Testing Problems (25th, New York, New York, October 31, 1964).
- Author
-
Educational Testing Service, Princeton, NJ.
- Abstract
This conference focuses upon various aspects of testing within a society, and upon technical advances in measurement. Philip H. DuBois's paper deals with China, a society dominated by tests, from 1115 BC--1905 AD. Donald W. Fiske discusses the effect of testing on the individual in modern America in his paper, "The Subject Looks at Psychological Tests." Three psychometricians discuss several new mathematical approaches to the analysis of test data: Louis Guttman, "The Structure of Interrelations Among Intelligence Tests;" Henry F. Kaiser, "Psychometric Approaches to Factor Analysis;" and Ledyard R Tucker, "Experiments in Multi-Mode Factor Analysis." Omar Khayyam Moore speaks on "Technology and Behavior." The four final papers dealt with various issues related to the testing of the culturally different: "Measurement Issues in the Counseling of the Culturally Disadvantaged," Martin Hamburger; "Principles of Developing Tests for the Culturally Different," William E. Coffman; "The Measurement of Environments," Richard Wolf; and "Social Class and Cultural Group Differences in Diverse Mental Abilities," Gordon Fifer. (BH)
- Published
- 1964
44. Behaviorally-Referenced Factors Used in Graduate Student Evaluation.
- Author
-
Biles, Linnea White
- Abstract
This study of factors used by graduate faculty in their evaluation of graduate students had as its goal the development of a research-based conceptual framework of desired outcomes in graduate education. Factor analysis of the responses of 190 graduate faculty at Kansas State University, Manhattan, to a graduate student performance checklist produced 20 factors interpreted as desired outcomes of graduate education. The first five were labeled Personal and Interpersonal Development, Analysis and Synthesis, Scholarly Productivity, Persistence, and Communication. Significant differences were identified between the scholarly divisions on nine factors used in evaluation and between professorial ranks on two factors. (Author)
- Published
- 1974
45. Females Are Different: On the Diagnosis of Alcoholism in Women.
- Author
-
Horn, John L. and Wanberg, Kenneth W.
- Abstract
Causes and expressions of alcohol abuse in both men and women were examined in this study. Subjects (N=365 women and N=1,657 men), all of whom were first admissions to the Alcoholism Division of the Denver Fort Logan Mental Health Center, described their drinking symptoms and behavior patterns after excessive drinking. Over 60 symptoms were considered and then clustered by factor analytic procedures. Results indicated that: (1) empirically determined clusters in women are similar to clusters determined independently in men as are clusters determined in a single subject sample; (2) only eight distinct categories of drinking symptoms are required for a complete nosology of alcoholism; and (3) in some major respects alcoholism in women is not different from alcoholism in men, except in the expression of much greater anxiety about drinking by alcoholic women. (HLM)
- Published
- 1970
46. Power and Support Structure of the Family in Relation to Socialization
- Author
-
Straus, Murray A.
- Published
- 1964
- Full Text
- View/download PDF
47. The Interrelationship of Separate Criteria for Creativity in Art and Student Teaching to Four Personality Factors
- Author
-
Burkhart, Robert C.
- Published
- 1961
- Full Text
- View/download PDF
48. DISCUSSION.
- Author
-
ANDREWS, VICTOR L.
- Subjects
BOND ratings ,ELECTRIC utilities ,BOND prices ,PRICES of securities ,FACTOR analysis ,BOND market - Abstract
Professor Katz has opened a neglected area of study in the pricing processes of the securities markets with what is, on the whole, a very estimable first effort. The rash of bond reclassifications in recent years found us with little or no knowledge of their effects, particularly with respect to yields. In this regard Katz's paper is a needed and welcome one. It may also be that, as his paper says, investigation will reveal something of bond market efficiency, though this is much more problematic and conjectural than the more narrowly framed problem of repercussions on yield of rating change. [ABSTRACT FROM AUTHOR]
- Published
- 1974
- Full Text
- View/download PDF
49. Verbal Learning Research and the Technology of Written Instruction.
- Author
-
Rothkopf, Ernst Z. and Johnson, Paul E.
- Abstract
The symposium on which this report is based was motivated by the belief that scientific understanding of how man learns through language will some day help in the development and use of written instructional materials. The main purpose of the symposium was to take stock of the more promising findings and concepts about verbal learning processes in order to see whether they had any practical implications that should be pursued. A second purpose was to encourage a dialogue between the verbal learning laboratory and the world of instructional research. The collection of papers comprising this book is divided into four main sections. The first section, entitled "Verbal Learning and Connected Discourse," contains three papers that describe acquisition processes in terms of concepts derived from the laboratory study of learning. The second section, "Stimulus Measures and Characterizations of Performance," deals mainly with empirical efforts to characterize the difficulty of prose materials and the quality of performance that results from the exposure to such materials. The third section, entitled "Motivational and Attention-Like Factors," includes three papers concerned with the role of learner variables. The final section, "An Addendum from Computer Technology," deals with the role of the computer in written technology. (Author/CK)
- Published
- 1971
50. An Experimental Method for Semantic Field Study.
- Author
-
Monash Univ., Clayton, Victoria (Australia). and Cutler, Anne
- Abstract
This paper emphasizes the need for empirical research and objective discovery procedures in semantics, and illustrates a method by which these goals may be obtained. The aim of the methodology described is to provide a description of the internal structure of a semantic field by eliciting the description--in an objective, standardized manner--from a representative group of native speakers. This would produce results that would be equally obtainable by any linguist using the same method under the same conditions with a similarly representative set of informants. The standardized method suggested by the author is the Semantic Differential developed by C. E. Osgood in the 1950's. Applying this method to semantic research, it is further hypothesized that, should different members of a semantic field be employed as concepts on a Semantic Differential task, a factor analysis of the results would reveal the dimensions operative within the body of data. The author demonstrates the use of the Semantic Differential and factor analysis in an actual experiment. (Author/VM)
- Published
- 1970
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