Methodological issues in growth‐curve analyses with married couples

Because longitudinal data are increasingly being used to test predictions regarding close relationships, researchers are also increasingly being confronted with methodological issues unique to the analysis of longitudinal data. In this paper, four issues in conducting growth‐curve analyses with married couples are examined: assessing statistical assumptions about homoscedastic and independent errors, handling information about missing data, dealing with couples with only one assessment, and estimating quadratic effects. Each issue is illustrated with actual data, and syntax from the multilevel module in LISREL 8.52 is provided for specific analyses. Guidelines are presented for helping researchers think through each issue with their own data set.     

Conceptualizing the role of early experience: Lessons from the Minnesota longitudinal study

We draw upon data from a prospective, longitudinal study to evaluate the role of typically occurring variations in early experience on development from birth to adulthood. Such an evaluation is complex for both methodological and conceptual reasons. Methodological issues include the need to control for both later experience and potentially confounding third variables, such as IQ or temperament. Conceptual complexity derives from the fact that the effects of early experience can be both direct and indirect, can interact with other factors, and because whether an effect is found depends on what early experience and what outcomes are assessed. Even direct effects are probabilistic and are more in evidence with cumulative than with single measures. Often early experience has its effect indirectly by initiating a chain of events, by altering the organism in some way, and/or by promoting the impact of later experience. We provide examples where early experience is moderated and mediated by other factors and where it shows latent effects following developmental change. We illustrate developmental processes through which early experience has its effect and conclude that despite the complexity of development variations in early experience retain a vital place in the study of development.     

What Is Missing in Counseling Research? Reporting Missing Data

Missing data have long been problematic in quantitative research. Despite the statistical and methodological advances made over the past 3 decades, counseling researchers fail to provide adequate information on this phenomenon. Interpreting the complex statistical procedures and esoteric language seems to be a contributing factor. An overview of missing data and remediation procedures is provided. A systematic approach to addressing missing data along with reporting suggestions is presented.     

Implications of direct and indirect range restriction for meta-analysis methods and findings

Range restriction in most data sets is indirect, but the meta-analysis methods used to date have applied the correction for direct range restriction to data in which range restriction is indirect. The authors show that this results in substantial undercorrections for the effects of range restriction, and they present meta-analysis methods for making accurate corrections when range restriction is indirect. Applying these methods to a well-known large-sample empirical database, the authors estimate that previous meta-analyses have underestimated the correlation between general mental ability and job performance by about 25%, indicating that this is potentially an important methodological issue in meta-analysis in general.     

High-quality work,job satisfaction,and occupational injuries

The authors investigated whether and how 1 element of a high-performance work system, namely high-quality jobs (composed of extensive training, variety, and autonomy), affects occupational injuries. On the basis of data from the Australian WIRS95 database (N = 16,466; Department of Workplace Relations and Small Business, 1997), high-quality jobs exerted a direct effect on injuries and an indirect effect through the mediating influence of job satisfaction. Conceptual, methodological, and practical issues are discussed.     

Exploratory Factor Analysis With Small Samples and Missing Data

Exploratory factor analysis (EFA) is an extremely popular method for determining the underlying factor structure for a set of variables. Due to its exploratory nature, EFA is notorious for being conducted with small sample sizes, and recent reviews of psychological research have reported that between 40% and 60% of applied studies have 200 or fewer observations. Recent methodological studies have addressed small size requirements for EFA models; however, these models have only considered complete data, which are the exception rather than the rule in psychology. Furthermore, the extant literature on missing data techniques with small samples is scant, and nearly all existing studies focus on topics that are not of primary interest to EFA models. Therefore, this article presents a simulation to assess the performance of various missing data techniques for EFA models with both small samples and missing data. Results show that deletion methods do not extract the proper number of factors and estimate the factor loadings with severe bias, even when data are missing completely at random. Predictive mean matching is the best method overall when considering extracting the correct number of factors and estimating factor loadings without bias, although 2-stage estimation was a close second.     

The complex and elusive nature of religious prosociality: Reply to Myers (2012) and Saroglou (2012)

This reply explores issues raised in comments by Myers (2012) and Saroglou (2012) on Galen (2012) regarding whether religiosity has any influence on prosociality. Areas of contention include (a) the distinction between religious belief and other influences, mainly the socialization effects of group behavior; (b) whether behavior largely restricted to the ingroup is genuine prosociality; (c) methodological issues such as the validity of self-report and peer-reported data and effects of social desirability; (d) the often paradoxical relationships with different forms of religiosity; and (e) potential curvilinear effects. Recent work regarding these issues is highlighted, and future directions that may productively resolve these debates are suggested. (PsycINFO Database Record (c) 2012 APA, all rights reserved).     

Methodological Requirements for Studying Creativity in Organizations

This article begins by broadly defining creativity and then more narrowly focusing on the definition of this construct. The broad methodological issues associated with organizational creativity are then discussed. To a large extent, the methodological requirements for studying organizational creativity depend on theoretical models. The most relevant theoretical models are reviewed. Specific methodological requirements for studying creativity in organizations are then reviewed, with emphasis on issues of validity and reliability. Finally, the article considers how organizational creativity research might be studied in a manner consistent with the methodological issues raised.     

A personal encounter with psychology (1937-2002)

An undergraduate assistantship with Abraham Maslow, research with Solomon Asch, and an indirect exposure to Ernest Nagel's philosophy of science encouraged Howard H. Kendler to become involved with methodological issues in psychology. Graduate training with Kenneth Spence led to an active research career that was initially immersed in the latent learning controversy and later, with the collaboration of his wife Tracy Kendler, in the extension of the Hull-Spence model of cognitive development. Methodological concerns from a variety of sources encouraged Kendler to express his ideas on the methodology and history of psychology as well as its role in ethical and social policy issues. A productive symbiotic relationship is created from the interaction of democracy, natural-science psychology, and moral pluralism.     

The Multigroup Multilevel Categorical Latent Growth Curve Models

Longitudinal data describe developmental patterns and enable predictions of individual changes beyond sampled time points. Major methodological issues in longitudinal data include modeling random effects, subject effects, growth curve parameters, and autoregressive residuals. This study embedded the longitudinal model within a multigroup multilevel framework and allowed for autoregressive residuals. The parameter in the new model can be estimated using the computer program WinBUGS, which adopts Markov Chain Monte Carlo algorithms. Two simulation studies were conducted. An empirical example was raised and established based on models generated by the results of empirical data, which have been fitted and compared.     

Do's and don'ts with lateralized event-related brain potentials

K. Wiegand and E. Wascher (2005) used the lateralized readiness potential (LRP) to investigate the mechanisms underlying spatial stimulus-response (S-R) correspondence. The authors compared spatial S-R correspondence effects obtained with horizontal and vertical S-R arrangements. In some relevant previous investigations on spatial S-R correspondence with the LRP, researchers preferred to use the vertical S-R layout to circumvent methodological issues related to the LRP and horizontal S-R layouts. K. Wiegand and E. Wascher (2005) do not address these complications, and they make comparisons between electroencephalographic (EEG) data collected with horizontal and vertical S-R arrangements that do not take into account the limitations inherent to the LRP derivation. This methodological weakness renders unsound the neurophysiological support for their views on the nature of spatial S-R compatibility effects. In this article, the author discusses the limitations and possibilities of lateralized event-related potentials (ERPs) in the investigation of spatial S-R correspondence effects.     

Incomplete Information, Inferences, and Individual Differences: The Case of Environmental Judgments

A model for inference of missing information is explicated and tested in two studies (Ns = 74, 76) of judgments about two environmental issues (endangered species reintroduction and the siting of a waste processing facility). Participants made judgments of scenarios in which information relevant to the judgment was varied orthogonally and, in some cases, relevant information was missing. The results showed individual differences-as well as intraindividual differences-in the assumptions participants made about missing information and in the tendency to infer missing cues. Reported assumptions about missing information predicted some aspects of the judgments. The data for only a small minority (15%) of the participants were consistent with the inferred values model. Participants may use different methods for dealing with missing information at different times or may not generally follow either an inference or averaging model in such contexts. Less favorable judgments were given for scenarios with incomplete information (the "penalty" effect), and this effect showed individual and intraindividual variation that was related to reported assumptions about missing information. We discuss the implications of these results for societal conflicts over controversial issues and for understanding the sources of individual differences in judgments. Copyright 2000 Academic Press.     

A Review and Reconceptualization of Social Aggression: Adaptive and Maladaptive Correlates

The emergence of a research literature exploring parallels between physical and nonphysical (i.e., social, relational, indirect) forms of aggression has raised many questions about the developmental effects of aggressive behavior on psychological functioning, peer relationships, and social status. Although both forms of aggression have been linked to problematic outcomes in childhood and adolescence, more recent findings have highlighted the importance of considering the possible social rewards conferred by socially aggressive behavior. This paper examines relevant theory and empirical research investigating the adaptive and maladaptive correlates specific to nonphysical forms of aggression. Findings are explored at the level of group (e.g., peer rejection), dyadic (e.g., friendship quality), and individual (e.g., depressive symptoms) variables. Key developmental considerations and methodological issues are addressed, and recommendations for future research integrating current theoretical conceptualizations and empirical findings on social aggression are advanced.     

Creative Genius as a Personality Phenomenon: Definitions,Methods, Findings,and Issues

Genius first became the subject of scientific inquiry in the early 19th century, and it has continued to attract research interest to the present day. Although genius can be defined as either superlative intelligence or achieved eminence, this review is restricted to the latter definition, and is further confined to creative achievement. The article then describes the main methods for studying creative genius as a personality phenomenon. These methods entail three central dichotomous methodological decisions: single‐case versus multiple‐case samples, qualitative versus quantitative analyses, and direct versus indirect assessments. Next, the main empirical findings are presented with respect to both generic traits and domain‐contingent traits. There follows a brief discussion of three major issues: genetic and environmental influences, additive and multiplicative effects, and individual and situational factors. Given the intrinsic importance of the phenomenon and the many questions still unanswered, creative genius certainly deserves future treatment in personality psychology.