Novel Insights Into Item Keying/Valence Effect Using Latent Difference (LD) Modeling Analysis

Responses to positively and negatively worded items are not always consistent, a behavioral pattern known as the item valence method effect. The current research employed latent difference (LD) modeling (Pohl, Steyer, &; Kraus, 2008 Pohl, S., Steyer, R., &; Kraus, K. (2008). Modelling method effects as individual causal effects. Journal of the Royal Statistical Society: Series A, 171, 41–63.[Web of Science ®] , [Google Scholar]) to help determine explanations of the method effect. Respondents were more likely to reject negative characteristics (measured by negatively worded items) than to accept positive ones (measured by positively worded items), and supplementary analysis showed that this tendency was associated with social desirability response style. Correlations between the method effect and social desirability varied across Big Five personality traits, implying that social desirability cannot be the sole reason behind the phenomenon. Other possible explanations are discussed.     

The Equation of the Galvanic Skin Reflex Curve: I. The Dynamics of Reaction in Relation to Excitation-Background

Previous studies of double alternation learning have failed to demonstrate learning of extended double alternation sequences by nonprimate Ss. The present study investigates whether such learning can be induced by manipulations of the training procedure. Pigeons (N = 6) were trained on a double alternation procedure with continuous trial presentations. A new double alternation sequence began after each error so that the length of a sequence was a function of the accuracy of performance. All Ss learned the double alternation pattern for the first four positions of the sequence, but none learned consistently to emit longer sequences. The degree of learning was a function of several procedural variables, particularly the use of an appropriate correction procedure.