A stochastic model for test-retest correlations

A simple stochastic model is formulated in order to determine the optimal time between the first test and the second test when the test-retest method of assessing reliability is used. A forgetting process and a change in true score process are postulated. The optimal time between tests is derived by maximizing the probability that the respondent has not remembered the response on the first test and has not had a change in true score. The resulting test-retest correlation is then found to be a linear function of the true reliability of the test, where the slope of this function is the key probability of not remembering and having no change in true score. Some numerical examples and suggestions for using the results in empirical studies are given. Specific recommendations are presented for improved design and analysis of intentions data.This research was made possible by a grant from the Center for Food Policy Research, Graduate School of Business, Columbia University, New York, New York, 10027.     

Predicting contraceptive behavior from attitudes: a comparison of within- versus across-subjects procedures

Within- versus across-subjects procedures for predicting behavior from attitudes were contrasted. Each procedure requires a comparison among attitudes in order to generate a prediction; the comparison is either among the same attitudes held by different people (across subjects) or among different attitudes held by the same person (within subject). It was hypothesized that the within-subject model provides a more adequate explanation of behavior from attitudinal constructs and, hence, more accurate prediction of behavior from attitudes than does the across-subjects model. To test this view, a sample of 349 married couples was administered a questionnaire containing measures of three attitudinal components--affect, cognition, and conation--toward each of four contraceptive methods--oral contraceptives, IUD, diaphragm, and condoms. Contraceptive behavior was assessed 1 year later. In support of the hypothesis, the within-subject predictions bore a significantly stronger relation to the behavioral criteria than did the across-subjects predictions. This effect was consistent for each of the three components of attitude, for the prediction of behavior and behavioral intention, for male and female respondents, and for a variety of contraceptive behaviors. In addition, both the within- and the across-subjects analyses demonstrated a clear rank ordering in the predictive validity of the three attitudinal components: Conation was a better predictor of behavior than was affect, which, in turn, was better than cognition.     

Information Seeking Within Organizations

In this article, both the literature on employee feedback‐seeking behavior and the literature on information seeking by organizational newcomers are reviewed. This review highlights the various motives that affect the decision of whether or not to seek information, shows how the strength of those motives is affected by both characteristics of the individual and characteristics of the organizational context, and reviews evidence that information seeking has beneficial outcomes. The author then offers an integrated model of antecedents, dynamics, forms, and outcomes of employee information seeking and concludes with suggestions for how future research can extend current understanding of employee information seeking.     

Comparing computer‐based training and lecture formats to teach visual analysis of baseline‐treatment graphs

Accurate analysis of data is vital to the validation of interventions. As such, there has been a recent increase in studies evaluating visual analysis training procedures. However, past investigations have not evaluated direct and indirect visual analysis training methods with matched instructional content that was systematically designed. Furthermore, training has rarely included assessment of generalization and maintenance of visual analysis skills. The purpose of the current dissertation study was to compare the effectiveness and efficiency of (a) computer‐based training, (b) lecture formats with and (c) without the opportunity to pause, and (d) a no‐training group to teach visual analysis of AB graphs to university students. To make these formats directly comparable, the instructional content was equated by ensuring information and examples were identical across the three training procedures. Eighty‐three students were randomly assigned to one of the four groups. Results showed that all three training formats produced increases in accurate responding compared to the no‐training group. Visual analysis skills generalized to novel graphs and maintained approximately 2 weeks following all trainings. These results suggest that structured approaches that are carefully designed to train visual analysis are effective and lead to gains that generalize and maintain in the absence of training.     

Mothers' Perceptions of Infants Labelled ‘Depressed’

Forty-four depressed and non-depressed mothers participated in a videotaped interaction with their own infant and then rated the videotape using the Infant Stereotyping Scale and the Interaction Rating Scale. In addition, one half of the mothers rated a videotape of an unfamiliar infant who was labelled psychologically ‘depressed’ and the other half rated a videotape of the same infant with no label given. Both the depressed and non-depressed mothers rated the ‘depressed’ labelled infant more negatively than the non-labelled infant on the attributes of physical potency, cognitive competence, sociability and difficult behaviour. Physical appearance was the only rating that was not biased by the ‘depressed’ label. Mothers' ratings of their own infants were more positive than their ratings of the non-labelled stimulus infant. Depressed mothers did not see their infants more negatively except on one rating. They rated the physical appearance of their own infant more negatively than non-depressed mothers.     

Behavioural deficiencies of aggressive 8–9 year old boys: An observational study

The nature of aggressive boys' behaviour is examined. Pre-selected matched pairs of aggressive and control boys were observed in a naturalistic setting which facilitated comparison of the way in which recorded behaviours affected their respective peer relationships. A continuous commentary describing the child's interactions with others was recorded simultaneously with the child's speech during school play. These data were transcribed and coded according to activity, social participation, neighbours, and interactions. Individual behavioural items were grouped on the basis of their functional similarity. Marked differences were found between the two groups on certain categories, giving a clear indication of specific deficiencies in the behavioural repertoire of the aggressive boys.