Modeling the impact of test anxiety and test familiarity on the criterion-related validity of cognitive ability tests

The assessment of cognitive abilities, whether it is for purposes of basic research or applied decision making, is potentially susceptible to both facilitating and debilitating influences. However, relatively little research has examined the degree to which these factors might moderate the criterion-related validity of cognitive ability tests. To address this gap, we use Classical Test Theory formulas to articulate how test anxiety and test familiarity can influence observed scores, observed score variance, and most importantly, the criterion-related validity of observed scores. The resulting equations reveal that understanding the influence of test anxiety and test familiarity on criterion-related validity coefficients requires the consideration of a number of additional parameters. To elucidate the implications of the model, we present a Monte Carlo simulation. Results show that anxiety and familiarity can have a significant negative effect on the observed criterion-related validity, but also show that this effect is highly variable. In particular, the effect depends heavily upon the relation between these factors and the criterion variable. Additionally, we note that the equations we develop highlight important gaps in the literature; there are few clear empirical estimates of several of the parameters in our formulas. We call for future research to better examine these additional relations.     

Tipper is ready but he is not strong enough: minimal proposition,question under discussion,and what is said

Philosophical Studies - A standard objection to Cappelen and Lepore’s (Insensitive semantics: a defense of semantic minimalism and speech act pluralism, Blackwell, Oxford, 2005) Semantic...     

A Motivational Analysis of Russian Presidents, 1994–2018

This article analyzes the motivations of the three presidents of Russia since the end of the Soviet Union: Boris Yeltsin, Vladimir Putin, and Dmitry Medvedev. Imagery for the achievement, affiliation, and power motives was scored from the texts of annual presidential addresses to the Federal Assembly from 1994 through 2018. Although there were fluctuations from president to president, and from year to year within each term, the Russian presidents overall tended to be higher in achievement than power. This contrasts with many political leaders from other countries and suggests modification in previous conclusions about the problems of high achievement motivation in politics. The scores of each president are related to the events and policies of that president's term of office. The third term of Vladimir Putin is particularly interesting, because his achievement scores were lower, and power and affiliation scores higher, than in his previous terms. These changes seem to fit with his changes in foreign and domestic policies from his earlier terms.     

Navigating activism within the academy: Consciousness building and social justice identity formation

The academy can provide rich opportunities for the scholar activist through critical discourse within the classroom, consciousness building via community engagement, and leveraging diverse connections. However, the academy often upholds systemic roadblocks, at times enacting policies that further perpetuate inequities. This qualitative study takes a narrative approach to exploring the life course histories of 15 activists occupying diverse yet intersecting dimensions in the spectrum of privilege and oppression. Interviewees are uniquely connected to the academy engaging in a variety of roles and anti‐racist social justice efforts within the northwestern United States. Applying a critical consciousness framework, results highlight key functions of critical reflection and critical action as interviewees engage in critical consciousness raising (i.e., systemic root cause analysis), social justice identity formation (i.e., the politicization of one's identity), and adapting individual theories of social change. Barriers within the institution are also identified concerning the mainstreaming of service learning and university‐required diversity courses, limited structural supports for activists of color, and the institutionalized co‐opting of social change efforts. Lastly, implications for activism, scholarship, and critical pedagogy within the academy are discussed.     

Diagnostic Differences and Demographic Predictors of Respondents Adjudicated Civilly Incompetent Versus Competent

The purpose of this study was to determine if diagnostic and demographic variables predict civil competency adjudications, a topic that has received scant research attention. Respondents (i.e., individuals alleged to be incompetent) were evaluated by a licensed psychologist to assist the court in civil competency and possible guardianship determination. Prior research using some of the same participants demonstrated select differences on activities of daily living between these groups (Quickel & Demakis, 2013 ), but the current set of analyses was not conducted. The current study included 107 competency evaluations in Mecklenburg County North Carolina and, at conclusion of the case, the public record of the adjudication was obtained. Based on prior legal theorizing in related criminal areas—focused on discrimination of individuals with mental illness—we predicted that cases involving respondents with psychiatric diagnoses would be likely to be overrepresented in those referred for evaluation as well as those subsequently adjudicated incompetent. A series of analyses indicated no statistical differences between competency groups (psychiatric/substance abuse, neurological, both psychiatric and neurological, and intellectually disabled). In a series of exploratory logistic regression analyses, we found that respondents who were single versus in a relationship and those not living at home versus living at home were significantly more likely to be adjudicated incompetent, even after controlling for difference in activities of daily living. There were no differences in incompetency adjudication by age, education, gender, race, or relationship status. Results are discussed in terms of implications for individuals with mental illness in incompetency hearings, as well as specific issues for psychologists evaluating a broad range of respondents. Copyright © 2015 John Wiley & Sons, Ltd.     

The effect of tire grip on learning driving skill and driving style: A driving simulator study

There is a need for training methods that improve the driving skill and driving style of novice drivers. Previous research in motor learning has shown that degrading the task conditions during practice can enhance long-term retention performance. Inspired by these findings, this study investigated the effects of the tire-road friction coefficient on learning a self-paced lane-keeping task in a driving simulator. A sample of 63 young and inexperienced drivers were divided into three groups, low grip (LG), normal grip (NG) and high grip (HG), who practiced driving with a friction coefficient of 0.45, 0.90, and 1.80, respectively. All groups drove six 8 min sessions on a road with curves in a rural environment: four practice sessions, an immediate retention session, and a delayed retention session on the next day. The two retention sessions were driven with normal-grip tires. The results show that LG drove with lower speed than NG during practice and retention. Transferring from the last practice session to the immediate retention session, LG’s workload decreased, as measured with a secondary task, whereas HG’s workload increased. During the immediate retention session, LG had less road departures than HG, but HG drove closer to the lane center in curves than the other two groups. HG reported elevated confidence during practice, but not in retention. In conclusion, this simulator-based study showed that practicing with low-grip tires resulted in lower driving speeds during retention tests, an effect which persisted overnight. These results have potential implications for the way drivers are trained.