Mobile Internet Testing: An analysis of equivalence,individual differences,and reactions

Mobile internet testing (MIT) is the latest cost effective technological push in employment testing. The ability to access assessments via the internet using mobile devices provides increased speed and convenience for both administrators and respondents. In this article, we examine the equivalence of MIT compared with testing on personal computers (PCs) and whether attitudes and other individual differences influence responses and reactions to MIT. Results demonstrated equivalence for a supervisory situational judgment test across testing modes, but not for a cognitive ability test. Significant relationships were found between anxiety and both performance and reactions to mobile assessment. Respondents also reported significantly more positive reactions when tested on a PC versus a mobile device. Future research and practical implications are discussed.     

The effectiveness of three strategies to reduce the influence of bias in evaluations of female leaders

This study tests the effectiveness of three strategies [structured free recall (SFR), source monitoring, and error management] to reduce the impact of raters' stereotypes on evaluations of female leaders. Results reveal several three‐way interactions indicating that that the strategies became more effective as raters' implicit bias decreased. Findings show that the source monitoring and SFR methods were more effective than the error management strategy. The results have implications for improving opportunities for women to advance through the leadership ranks. This study adds to the literature by comparing multiple strategies to reduce the influence of individuals' biases in evaluations of women in leadership positions and revealing the importance of considering raters' implicit gender biases in evaluations.     

Development and Initial Validation of a Scale Measuring the Beliefs of Educators Regarding Response to Intervention

This article presents information on the development and initial validation of the 16-item Response to Intervention (RTI) Beliefs Scale. The scale is designed to measure the extent to which educators working in schools hold beliefs consistent with the tenets of RTI. The authors administered the instrument to 2,430 educators in 62 elementary schools in the fall of 2007 and 2,443 educators in 68 elementary schools in the spring of 2008. Exploratory, single-level confirmatory, and multilevel confirmatory factor analysis procedures were used to examine construct validity. Results supported a correlated 3-factor model (Academic Abilities and Performance of Students with Disabilities, Data-Based Decision Making, and Functions of Core and Supplemental Instruction) at both the school and educator levels of analysis. Furthermore, the factor scores derived from the model demonstrated significant, positive relations to RTI implementation. Reliability estimates for two of the three factor scores exceeded.70. Implications for research on educator beliefs and implementation of RTI as well as implications for school psychologists supporting RTI implementation are discussed.     

Overflow, first-sight, and vanishing point distances in visual imagery

The relationship between the size of a familiar object and the distances at which it is imaged is examined in three experiments. The distance at which an imaged object overflows the visual field is linearly related to object size, a result consistent with the size-distance invariance hypothesis (Kosslyn, 1980). The distance at which an object is initially imaged, first-sight distance, is related to the object size by a power function with an exponent less than 1. In addition, time required to scan from the first-sight to the overflow distance increases as a function of the difference between the two distance estimates. The distance at which an imaged object becomes too small to be identified, vanishing point distance, is related to object size by a power function with an exponent less than 1. This result does not support predictions made from the size-distance invariance hypothesis or Kosslyn's model of visual imagery. Implications for a theory of visual imagery and memory are discussed.