Structural analysis of subjective categorical data

A general approach to the analysis of subjective categorical data is considered, in which agreement matrices of two or more raters are directly expressed in terms of error and agreement parameters. The method provides focused analyses of ratings from several raters for whom ratings have measurement error distributions that may induce bias in the evaluation of substantive questions of interest. Each rater's judgment process is modeled as a mixture of two components: an error variable that is unique for the rater in question as well as an agreement variable that operationalizes the true values of the units of observation. The statistical problems of identification, estimation, and testing of such measurement models are discussed.The general model is applied in several special cases. The most simple situation is that underlying Cohen's Kappa, where two raters place units into unordered categories. The model provides a generalization and systematization of the Kappa-idea to correct for agreement by chance. In applications with typical research designs, including a between-subjects design and a mixed within-subjects, between-subjects design, the model is shown to disentangle structural and measurement components of the observations, thereby controlling for possible confounding effects of systematic rater bias. Situations considered include the case of more than two raters as well as the case of ordered categories. The different analyses are illustrated by means of real data sets.The authors wish to thank Lawrence Hubert and Ivo Molenaar for helpful and detailed comments on a previous draft of this paper. Thanks are also due to Jens Möller und Bernd Strauß for the data from the 1992 Olympic Games. We thank the editor and three anonymous reviewers for valuable comments on an earlier draft.     

Dimensional analysis of a categorical diagnostic interview: the DICA-IV

The aim of this study is to obtain dimensions from a categorical diagnostic interview. 512 children aged 8 to 17 attending public centers for children's mental health and presenting some form of psychological disorder were interviewed with the "Diagnostic Interview for Children and Adolescents" (DICA-IV). Analysis of the principal components indicate that a two-dimensional model (externalizing-internalizing) satisfactorily explain the data collected from the children and their parents. The data from the adolescents are better represented by a three-dimensional model (attention problems-internalizing-antisocial behavior). The factor scales show good internal consistency and significantly relate to other criteria of psychopathology and incapacity (concurrent validity). These results show that it is possible to use DICA-IV to obtain categorical and dimensional indicators simultaneously. The latter are particularly sensitive for measuring changes over the course of disorders.     

Encoding strategy affects false recall and recognition: Evidence from categorical study material

The present research investigated memory vulnerability to distortions. Different encoding strategies were used when categorized lists were studied. The authors assumed that an imagery strategy would be responsible for decreasing false memories more than a word-whispering strategy, which is consistent with the model of semantic access and previous research in the Deese-Roediger-McDermott paradigm (the DRM paradigm; Deese, 1959; Roediger & McDermott, 1995). A normative study of category lists and 4 experiments were conducted to verify the memory vulnerability to different encoding strategies (imagery, word-whispering, control). Half of subjects recalled and half recognized previously studied words. The results revealed a marked reduction in false recognition and recall after imagery encoding, relative to after word-whispering encoding.     

An entropy approach to the scaling of ordinal categorical data

This paper studies the problem of scaling ordinal categorical data observed over two or more sets of categories measuring a single characteristic. Scaling is obtained by solving a constrained entropy model which finds the most probable values of the scales given the data. A Kullback-Leibler statistic is generated which operationalizes a measure for the strength of consistency among the sets of categories. A variety of data of two and three sets of categories are analyzed using the entropy approach.This research was partially supported by the Air Force Office of Scientific Research under grant AFOSR 83-0234. The support by the Air Force through grant AFOSR-83-0234 is gratefully acknowledged. The comments of the editor and referees have been most helpful in improving the paper, and in bringing several additional references to our attention.     

Sorting out categories: Incremental learning of category structure

Two experiments examine how inferences might promote unsupervised and incremental category learning. Many categories have members related through overall similarity (e.g., a family resemblance structure) rather than by a defining feature. However, when people are asked to sort category members in a category construction task, they often do so by partitioning on a single feature. Starting from an earlier result showing that pairwise inferences increase family resemblance sorting (Lassaline & Murphy, 1996), we examine how these inferences lead to learning the family resemblance structure. Results show that the category structure is learned incrementally. The pairwise inferences influence participants’ weightings of feature pairs that were specifically asked about, which in turn affects their sorting. The sorting then allows further learning of the categorical structure. Thus, the inferences do not directly lead learners to the family resemblance structure, but they do provide a foundation to build on as the participants make additional judgments.     

RETRACTED ARTICLE: Chinese calligraphy practice and aggressive behaviors among children: The role of trait aggression and aggressive motivation

The current research tested whether calligraphy practice could decrease aggressive behaviors (measured by the Competitive Reaction Time Task) in a sample of 120 aggressive children (M_age = 8.58, SD = 1.50). Half of the children were randomly assigned to practice copying pleasant calligraphy (experimental condition), while the other half copied neutral calligraphy (control condition). Results showed that copying pleasant calligraphy decreased aggression in comparison to copying neutral calligraphy. Specifically, the effect was more salient among boys than for girls. Moderation analysis suggested that the effect of pleasant calligraphy practice on aggressive behaviors was not moderated by trait aggression. This effect, however, was fully mediated by aggressive motivation. These findings indicated that copying pleasant calligraphy may be an effective measure to reduce as well as to prevent aggressive behaviors among children nominated by teachers as aggressive. Specifically, boys may be regarded as the key target group to decrease aggressive behaviors by using pleasant calligraphy. Limitations and implications of the study were discussed.

     

The intrusive commercial: Influence of aggressive TV commercials on aggression

Two experiments have been conducted to investigate the aggression-eliciting properties of an aggressive commercial. The first experiment investigated the influence of an aggressive commercial on subsequent delivery of shocks to a confederate by male or female subjects, in presence and in absence of previous instigation to aggress. The second experiment examined the heart rate modifications before, during and after exposure to the aggressive commercial. Twenty males and 20 females participated to each experiment. Findings justify the concern for the aggression-eliciting properties of aggressive commercials.     

Emotional catharsis and aggression revisited: heart rate reduction following aggressive responding

The authors tested two components of the catharsis theory of aggression: physiological tension reduction and aggressive drive reduction. On the basis of work in the stress-aggression literature, they also examined the moderating effect of impersonal stress exposure on cathartic reductions in heart rate following aggressive responding. Participants were instructed to administer nonaggressive (correct button) or aggressive (shock button) responses to a frustrating confederate in a laboratory aggression paradigm, and half the participants were exposed to an impersonal stressor (aversive air blasts) during the procedure. Heart rate was recorded before and after the participants administered the aggressive or nonaggressive response. Analyses revealed that participants exhibited reductions in heart rate following aggressive but not nonaggressive responding, but this was the case only for those not exposed to the impersonal stressor. Heart rate reductions during the experimental blocks actually predicted the most intense aggression in a subsequent block of trials. The results are considered in light of different theories of aggression by J. E. Hokanson (1974) and L. Berkowitz (1990) and have implications for interventions with anger-prone individuals.     

The effects of categorical similarity and feature-space proximity on visual working memory processing

Two patterns of data predict that similarity has a positive effect and a negative effect on visual working memory (VWM) processing. We assume that these two empirical outcomes do not distinguish categorical similarity from feature-space proximity, resulting in this divergence. To investigate how categorical similarity and feature-space proximity modulate VWM, we tested memory for an array of pictures drawn from either mixed categories or a single category in which feature-space proximity varied along a morph continuum in a change-detection task. We found that memory under the mixed-category condition was better than that under the single-category condition, whereas memory under high feature-space proximity was superior to that under low feature-space proximity. These patterns were unaffected by manipulations of stimulus type (faces or scenes), encoding duration (limited or self-paced), and presentation format (simultaneous or sequential). These results are consistent with our hypotheses that categorical similarity inhibits VWM, whereas feature-space proximity facilitates VWM. We also found that memory for items with low feature-space proximity benefited more from mixed-category encoding than that for items with high feature-space proximity. Memory for faces benefited more from mixed-category encoding than scenes, whereas memory for scenes benefited more from feature-space proximity than faces. These results suggest that centre-surround inhibition organization might underlie similarity effects in VWM. Centre-surround inhibition organization for complex real-world objects could have both categorical level and feature-space level. The feature-space level might differ by category.     

Adolescents' perceptions of outpatient mental health services

Thirty-three adolescents from three mental health service settings were interviewed regarding their perceptions of the purpose, goals, expectations, frustrations and benefits of mental health experiences. They provided satisfaction ratings and importance rankings of seven domains of satisfaction: (a) Convenient/Accessible, (b) Meeting Needs, (c) Staff Competence, (d) Personal Relationship with Staff, (e) Effectiveness of Treatment, (f) Comfort/Appropriateness of Center, and (g) Costs and Paperwork. In addition, participants completed the Client Satisfaction Questionnaire (CSQ-8). Results indicated that, in general, the adolescents were very satisfied with the services they received. Gender, race/ethnicity and treatment site were not related to satisfaction scores, nor was the adolescent's perceived choice in seeking services. Some significant gender differences were found both in terms of the rankings of satisfaction domains, as well as in the adolescents' perceptions of their reasons for initiating counseling and the perceived goals and benefits of counseling. Additional differences in perceptions of services were found for treatment site and race/ethnicity. In general, adolescents were able to generate informative, sophisticated responses to questions regarding their perceptions of mental health services, and demonstrated that they are capable of evaluating services they receive.     

Witnessed aggression: influence of an observer's sex and values on aggressive responding.

Two experiments investigated the effects of the presence of an observer on aggressive responding. In one experiment, male subjects observed by a male aggressed more than those observed by a female. When the male observer was removed from the situation, subjects' level of aggressiveness more closely matched the level manifested by the opponent. The removal of the female observer had little effect on the subjects' behavior. In the second experiment, the male or female observer of the subject's behavior was disguised as a member of an organization with explicit values (aggressive or pacifistic) regarding the use of aggression. In this case, significant differences in aggression were associated with the observer's values but not the observer's sex. Following the departure of the observer, the shock settings of subjects in the two aggressive-value observer groups showed a signifcant decrease. The average shock setting of subjects in the two pacifistic-value observer groups remained at about the same level. In sum, the results indicated that the subjects' aggressive behavior was apparently a function of their expectations of approval for such behavior, based on the inferred or explicit values of the observer. The results were further discussed in terms of social learning theory.     

Expectations and perceptions at school transitions: The role of peer status and aggression

This study integrated research on aggression, peer status, and social and academic functioning across the middle- and high-school transitions. We examined how peer status and aggression are related to adolescents' expectations about their academic and social functioning in a new school system before the transition into that system, and their perceived academic and social functioning after the transition. Social preference, perceived popularity, overt and relational aggression, and social and academic expectations were assessed in Grades 5 and 8; identical peer status and aggression constructs and perceived social and academic functioning were assessed in Grades 6 and 9. Results indicated moderate correlations between adolescents' social and academic expectations and perceived functioning across both school transitions. Girls reported higher social and academic functioning than boys did in most cases. Perceived popularity was consistently positively associated with academic and social expectations for middle and high school, whereas social preference was associated with perceived social functioning in both middle school and high school. The link between aggression and outcome variables varied by age and was moderated by gender and peer status.     

Parental perceptions of mathematical talent

Parents often become frustrated when their perception of their child’s talent in mathematics differs from that held by the school. Yet for the young child, research suggests parents have a much deeper insight into the interests and talents of their child. Failure to recognize talent can result in lost opportunities for the child as well as a loss to society. This article evaluates the development of an instrument designed to assess parent perceptions of mathematical talent. Parental perceptions and family demographics were collected for third grade students participating in Project M³: Mentoring Mathematical Minds, a research program conducted collaboratively by the University of Connecticut, Northern Kentucky University and Boston University, and for second grade students under consideration for the program. The data were correlated with other identification tools used for the identification of talented second graders for Project M³ to explore a research-based means of parent identification of mathematical talent.

Sexual arousal in response to aggression: ideological, aggressive, and sexual correlates

In two experiments we assessed the impact of aggression on nonrapists' sexual arousal. In the first, both male subjects (n = 37) and female subjects (n = 43) reported more sexual arousal in response to nonaggressive than to aggressive depictions when the portrayals were sexually explicit, but the opposite occurred when the portrayals were nonsexual. Only male subjects (N = 359) participated in the second experiment. On the basis of their self-reported sexual arousal to the use of force, they were classified into the no arousal, moderate arousal or high arousal from force groups. To evaluate the veridicality of this classification, we assessed some subjects' (n = 118) penile tumescence in response to various depictions. The findings generally replicated those of the first experiment and confirmed the accuracy of the arousal-from-force classification. The no arousal and the moderate arousal from force subjects were less sexually aroused by aggressive than by nonaggressive portrayals, but the opposite was found for the high arousal from force group. Using the entire sample (N = 359), we also assessed differences on various factors among these three groups. We found strong differences on ideological factors, including acceptance of violence against and dominance over women. We also found differences in acceptance of nonsexual aggression and in subjects' beliefs that they might actually use force against women. In contrast, differences were not found on sexuality factors. The data's implications for theories on the causes of rape are discussed.     

Perceiving classroom aggression: The influence of setting,intervention style and group perceptions

Background. Violence and aggression in the classroom are often cited as a major concern within the teaching community. Teachers' perceptions of the appropriateness of intervention behaviours during aggressive incidents, however, are less often examined ( Meyer, Astor, & Behre, 2002 ), nor how they compare to the perceptions of training teachers ( John, 2002 ). Aims. This paper examines differences in the perceptions of practising and training teachers after exposure to an account of a violent incident where a school teacher is assaulted. The paper also investigates the relative and combined influence of classroom condition and teacher intervention on perceptions of classroom violence. Sample(s). Participants included 48 practising teachers, and 48 students undertaking a Postgraduate Certificate in Education (PGCE) also took part in the study. Methods. The study utilized a 2 × 2×2 between‐subjects factorial design, manipulating the impact of classroom condition, teacher intervention, and observer status on evaluations of the teacher, assailant and school following an incident of violence against the teacher. Results. Classroom environment, teacher intervention, and observer status influenced evaluations of the teacher and school, but not the assailant. Conclusions. Implications of these findings and the applied importance of these results are discussed in relation to school policy, teacher training, and classroom maintenance.     

Locus of control and the aggression inhibiting effects of aggressive humor appreciation

Empirical investigation into the theoretical connection between humor appreciation and aggression has provided a continued series of equivocal results. This experiment examined the proposition that previous inconsistencies were due to the lack of concern for individual locus of control. Female subjects, differentiated as internals and externals, received either an aggression arousal induction procedure or a neutral nonarousal procedure. Subjects were presented three stimulus situations: neutral humor, aggressive humor, or nonhumorous material, and assessed for mood state. Locus of control was found to be a significant variable in the effectiveness of aggressive humor to reduce aggressive mood. Internals were able to reduce aggressive mood through appreciation of aggressive humor and demonstrated preference for this humor type. Importance of internals' cognitive style interacting with humor content was found significant in relationship between humor and aggressive reduction.     

The catharsis hypothesis,aggressive drive,and the reduction of aggression

The import of the concept of aggressive drive for the construct of catharsis, particularly the trend toward alternatives to drive concepts, is considered. Three conceptions of catharsis are distinguished—the Dramatic model, the Clinical model and the Experimental model. The Dramatic and Clinical models are seen to focus on affective engagement and change, while differing in the vicarious nature of the cathartic experience, in the degree of cognitive representation entailed, and in the nature of the interpersonal context. The Experimental model is seen to be addressed to the more general problem of aggression reduction through aggressive acts. The Dramatic and Clinical models of catharsis are viewed as more specific and germane, and the hypothesis is proposed that catharsis obtains in the case of inhibited rather than persistent or unresolved affect.     

Ethnic differences in illness perceptions,self-efficacy and diabetes self-care

This study assessed differences between Europeans, South Asians and Pacific Islanders in illness perceptions, self-efficacy, self-care, metabolic control and retinopathy in diabetes. We also evaluated the role of illness perceptions and self-efficacy in diabetes self-care and metabolic control within each group. A total of 86 Europeans, 86 South Asians, and 87 Pacific Islanders with type-2 diabetes completed self-report measures of illness perceptions, self-efficacy and self-care. Metabolic control and retinopathy data were collected from patient records. Results showed that Pacific Islanders and South Asians held shorter illness timeline perceptions compared to Europeans. Relative to both the other groups, Pacific Islanders also had elevated scores on three illness perceptions subscales: consequences, identity and emotional representations. They had lower medication-specific self-efficacy as well as poorer medication self-care, metabolic control and retinopathy. In all three groups, self-efficacy was fairly consistently related to self-care, but not to metabolic control. Illness perceptions were less consistently related to self-care, but were associated with metabolic control.