Note on the correction for continuity in testing the significance of the difference between correlated proportions

Methods of correcting for continuity in tests of significance of the difference between correlated proportions are presented. These corrections should increase the range of usefulness of the formulas developed by McNemar (1).     

A LONGITUDINAL INVESTIGATION OF THE RELATIONSHIPS BETWEEN JOB INFORMATION SOURCES, APPLICANT PERCEPTIONS OF FIT, AND WORK OUTCOMES

This longitudinal field study was designed to examine the relationships between job information sources, self-esteem, and perceptions of person-job (P-J) and person-organization (P-O) fit, as well as the relationships between perceptions of fit and work outcomes (job satisfaction, organizational commitment, organizational identification, intentions to quit, stress symptoms, and turnover). The results indicate that the number of formal job information sources and self-esteem were positively related to perceptions of P-J fit, and formal job information sources were positively related to perceptions of P-O fit. Perceptions of P-J fit were positively related to job satisfaction, organizational commitment, organizational identification, and negatively related to stress symptoms and intentions to quit. Perceptions of P-O fit were negatively related to intentions to quit and turnover. In addition, perceptions of fit mediated the relationships between job information sources and self-esteem with job satisfaction, intentions to quit, and turnover. These results highlight the job applicant's perspective of fit, and demonstrate the importance of both P-J and P-O fit perceptions.     

MULTIPLE-CHOICE AND CONSTRUCTED RESPONSE TESTS OF ABILITY: RACE-BASED SUBGROUP PERFORMANCE DIFFERENCES ON ALTERNATIVE PAPER-AND-PENCIL TEST FORMATS

We present an example of an innovative constructed response test format–a write-in/mark-in paper-and-pencil test–as an alternative to the traditional multiple-choice paper-and-pencil test, with the potential for reducing subgroup differences. We present subgroup differences data on these 2 paper-and-pencil test formats on an operational promotional exam in a sample of African American and White firefighters. The tests were designed to measure the same content domain. Using within-subjects data that compared the performance of 13 African American and 14 White fire captains, and between-subjects data that compared the performance of 21 African American and 49 White fire captains, several results were in the predicted direction such that subgroup differences were reduced on the constructed response test. However, these results did not reach statistical significance. Therefore, the study points to the need for additional research to further evaluate the promise of the constructed response test format.     

Innoculi Innocula

In "Innocuous Infallibility," Earl Conee argues that the infallibility to which I argue Internalism is committed, in "An Argument that Internalism Requires Infallibility," is harmless and trivial. I maintain that this overlooks the fact that Internalism makes use of an intuitive notion of 'epistemic twinhood' to drive its position, rather than one antecedently defined with a filled-out notion of 'relevant epistemic circumstances'. Conee is correct that any theory requires, and trivially gets, some sort of infallibility-but it is not trivial that there is a coherent and univocal notion of the sort of relevant circumstances-and so, twinhood and infallibility-behind the Internalist strategy and motivation.     

Reason Internalism

Traditional epistemological reflection on our beliefs about the world attempts to proceed without presupposing or ineliminably depending upon any claims about the world. It has been argued that epistemological externalism fails to engage in the right way with the motivations for this project. I argue, however, that epistemological externalism satisfyingly undermines this project. If we accept the thesis that certain conditions other than the truth of one's belief must obtain in the world outside of one's mind in order for one to have knowledge (or justified belief) about the world, then there is no good intellectual motivation for taking up the traditional project. This results stands even if we accept the traditional theses that knowledge requires justified belief and that justified belief requires the ability to provide good reasons for one's belief.