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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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)

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)