Evaluation of evidence for sufficiency, for necessity, and for necessity-and-sufficiency

We report two experiments with 120 undergraduate subjects. The tasks presented clearly articulated hypotheses concerning necessity, sufficiency, and necessity-and-sufficiency, together with possible combinations of treatment conditions, and required subjects to judge whether, according to the hypotheses, the relevant outcomes will occur, will not occur, or might occur. The patterns of responses reveal how subjects understand the extensions of the concepts, i.e. what each hypothesis permits, requires, and excludes. Only necessity-and-sufficiency hypotheses generally led to logically adequate responses, and the most typical error for both necessity hypotheses and sufficiency hypotheses was to treat them as extensionally equivalent to necessity-and-sufficiency. This error tendency was more evident for necessity than for sufficiency hypotheses. Further, although responses to both necessity hypotheses and sufficiency hypotheses were affected by the complexity of the hypothesized conditions, responses to necessity-and-sufficiency hypotheses were not. We argue that the results are not a function of a response bias but reflect differences in the way the hypotheses are understood. Implications for the causal attribution literature are discussed.     

Matching methods for selection of subjects for follow-up

This work examines ways to make the best use of limited resources when selecting individuals to follow up in a longitudinal study estimating causal effects. In the setting under consideration, covariate information is available for all individuals but outcomes have not yet been collected and may be expensive to gather, and thus only a subset of the comparison subjects will be followed. Expressions in Rubin and Thomas (1996, 2000) show the benefits that can be obtained, in terms of reduced bias and variance of the estimated treatment effect, of selecting comparison individuals well-matched to those in the treated group, as compared to a random sample of comparison individuals. We primarily consider non-experimental settings but also consider implications for randomized trials. The methods are illustrated using data from the Johns Hopkins University Baltimore Prevention Program, which included data collection from age 6 to young adulthood of participants in an evaluation of two early elementary-school based universal prevention programs.     

Matching Methods for Selection of Participants for Follow-Up

This work examines ways to make the best use of limited resources when selecting individuals to follow up in a longitudinal study estimating causal effects. In the setting under consideration, covariate information is available for all individuals but outcomes have not yet been collected and may be expensive to gather, and thus only a subset of the comparison participants are followed. Expressions in Rubin and Thomas (1996) Rubin, D. B. and Thomas, N. 1996. Matching using estimated propensity scores, relating theory to practice.. Biometrics, 52: 249–264. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar] show the benefits that can be obtained, in terms of reduced bias and variance of the estimated treatment effect, of selecting comparison individuals well matched to those in the treated group compared with a random sample of comparison individuals. We primarily consider nonexperimental settings but also consider implications for randomized trials. The methods are illustrated using data from the Johns Hopkins University Baltimore Prevention Program, which included data collection from age 6 to young adulthood of participants in an evaluation of 2 early elementary-school-based universal prevention programs.     

Norms for grip agreement for 296 photographs of objects

An increasing number of studies are investigating the cognitive processes underlying human–object interactions. For instance, several researchers have manipulated the type of grip associated with objects in order to study the role of the objects’ motor affordances in cognition. The objective of the present study was to develop norms for the types of grip employed when grasping and using objects, with a set of 296 photographs of objects. On the basis of these ratings, we computed measures of agreement to evaluate the extent to which participants agreed about the grip used to interact with these objects. We also collected ratings on the dissimilarity between the grips employed for grasping and for using objects, as well as the number of actions that can typically be performed with the objects. Our results showed grip agreements of 67 % for grasping and of 65 % for using objects. Moreover, our pattern of correlations is highly consistent with the idea that the grips for grasping and using objects represent two different motor dimensions of the objects.     

Proposal for Centers for the Study of Biblical Psychotherapy

This paper describes the need for a Biblically based psychotherapy to replace a psychotherapy dominated by Greek mythology. Centers for Biblical Psychotherapy are proposed and sample curriculae are discussed.     

Abacs for determination of a correlation coefficient corrected for restriction of range

Abacs approximating the product-moment correlation for both explicit and implicit selection are presented. These abacs give accuracy to within .01 of the corresponding analytic estimate.     

Procedures for performing meta-analyses of the accuracy of tools for binary classification

The assessment of accuracy in binary classification tools must take into account two non-independent rates: true positives and false positives. A variety of indices have been proposed. They have been estimated for tests employed for early detection or screening purposes. We summarize and review the main methods proposed for performing a meta-analysis that assesses the accuracy of this type of tools. They are applied to the results from 14 studies that report estimates of the accuracy of the AUDIT. The method of direct aggregation does not allow the use of meta-analytic procedures; the separate estimation of sensitivity and specificity does not acknowledge that they are not independent; the SROC method treats accuracy and threshold as fixed effects and has limitations to deal with the potential role of covariates. The Normal Bivariate (NB) model and the Hierarchical Summary ROC (HSROC) model are statistically rigorous and can deal with the covariates properly. They allowed analyzing the association between the gender composition of the sample and the way the test AUDIT behaves in the example.     

A component analysis of dry-bed training for treatment for bedwetting

The major components of Dry-Bed Training (DBT) (Azrin et al., 1974), in addition to the urine-alarm device, were identified as; (i) the waking schedule; (ii) retention control training; and (iii) positive practice and cleanliness training. Combinations of these components yielded six treatment groups. Together with an alarm-only group and a DBT group from a previous study (Bollard and Nettelbeck, 1981) these groups were compared for effectiveness in arresting bedwetting. Bedwetting frequency was reduced slightly below levels achieved with alarm-only treatment, by the addition of either retention control training, or positive practice and cleanliness training. A more substantial decrease in bedwetting resulted from the addition of the waking schedule, although none of the effects of the single components was statistically significant. The effects of the three components were cumulative, so that the more components added to the alarm-only procedure, the better the therapeutic response. Thus, the combination of waking, positive practice and cleanliness training with the alarm and the combination of all three components with the alarm (i.e. the complete DBT programme) did result in a significant reduction in bedwetting frequency compared with the alarm-only procedure. The practical and theoretical implications of these results are discussed.     

A comparison of methods for assessing preference for social interactions

Researchers have evaluated a variety of methods for assessing preference for social interactions, and generally have found that such assessments accurately identify differentially reinforcing, preferred interactions. However, few researchers have compared methods for assessing preference for social interactions, and none have done so with participants across different skill levels. The current study compared the stability and validity of hierarchies produced by social interaction preference assessments (SIPA) and picture-based multiple stimulus without replacement preference assessments (MSWO) with 8 individuals diagnosed with autism spectrum disorder (ASD). The MSWO most often produced valid hierarchies for participants who could match, identify, and tact pictures of social interactions and that the SIPA most often produced valid hierarchies for participants who could not identify or tact pictures of social interactions. A vocal paired-stimulus preference assessment (PSPA) was also conducted with a subset of participants who communicated vocally, and it produced valid hierarchies. Considerations and recommendations for selecting a method of assessing preference for social interactions are discussed.     

Validation of Assessment for Learning Questionnaires for teachers and students

Background. Assessment can be a powerful force in promoting student learning. Still, few measures exist to gauge Assessment for Learning (AFL) in the classroom. Literature on AFL suggests that it encompasses both a monitor to track student progress as well as a scaffold to show or help students recognize in what areas they need to improve. Aims. Based on a review of recent attempts to measure the AFL, we constructed Assessment for Learning Questionnaires for Teachers (TAFL‐Q) and for students (SAFL‐Q) for evaluating perceptions regarding AFL practices in classrooms using matching items. Sample. The total sample included 1,422 students (49% girls, 51% boys) and 237 teachers (43% females, 57% males) in lower vocational secondary education. Methods. The 28‐item questionnaires were examined by means of confirmatory factor analysis (CFA) using EQS on one random half of the sample. The CFA was cross‐validated on the second half. Measurement invariance tests were conducted to compare the students and teacher versions of the questionnaires. Results. CFA revealed a stable second‐order two‐factor structure that was cross‐validated: perceived monitoring, and perceived scaffolding subsumed under a common factor: AFL. Tests for measurement invariance showed that the parallel constructs were measured similarly for both students and teachers. Conclusion. The TAFL‐Q and SAFL‐Q capture the construct AFL in two subscales: Monitoring and Scaffolding, and allows for comparisons between teacher and student perceptions. The instruments can be useful tools for teachers and students alike to identify and scrutinize assessment practices in classroom.