Techniques for rotating two or more loading matrices to optimal agreement and simple structure: A comparison and some technical details

Matrices of factor loadings are often rotated to simple structure. When more than one loading matrix is available for the same variables, the loading matrices can be compared after rotating them all (separately) to simple structure. An alternative procedure is to rotate them to optimal agreement, and then compare them. In the present paper techniques are described that combine these two procedures. Specifically, five techniques that combine the ideals of rotation to optimal agreement and rotation to simple structure are compared on the basis of contrived and empirical data. For the contrived data, it is assessed to what extent the rotations recover the underlying common structure. For both the contrived and the empirical data it is studied to what extent the techniques give well matching rotated matrices, to what extent these have a simple structure, and to what extent the most prominent parts of the different loading matrices agree. It was found that the simple procedure of combining a Generalized Procrustes Analysis (GPA) with Varimax on the mean of the matched loading matrices performs very well on all criteria, and, for most purposes, offers an attractive compromise of rotation to agreement and simple structure. In addition to this comparison, some technical improvements are proposed for Bloxom's rotation to simple structure and maximum similarity.This research has been made possible by a fellowship from the Royal Netherlands Academy of Arts and Sciences to the author. The author is obliged to René van der Heijden for assistance in programming the procedures in the simulation study reported in this paper, and to Jos ten Berge, three anonymous reviewers and an associate editor for helpful comments on an earlier version of this paper.     

Stuffed Cabbage in the Old New School Cafeteria

The purpose of this lecture is to celebrate the memory of Aron Gurwitsch by examining and enlarging the domain of phenomenological clarification of some elements of what Gurwitsch called the logic of reality. Chief among those elements are the nature of the taken-for-grantedness of our existential belief, the difference between presentive and non-presentive indices of reality and the ground for the self-illumination of the world of working.     

Computing maximum likelihood estimates of loglinear models from marginal sums with special attention to loglinear item response theory

In this paper algorithms are described for obtaining the maximum likelihood estimates of the parameters in loglinear models. Modified versions of the iterative proportional fitting and Newton-Raphson algorithms are described that work on the minimal sufficient statistics rather than on the usual counts in the full contingency table. This is desirable if the contingency table becomes too large to store. Special attention is given to loglinear IRT models that are used for the analysis of educational and psychological test data. To calculate the necessary expected sufficient statistics and other marginal sums of the table, a method is described that avoids summing large numbers of elementary cell frequencies by writing them out in terms of multiplicative model parameters and applying the distributive law of multiplication over summation. These algorithms are used in the computer program LOGIMO. The modified algorithms are illustrated with simulated data. The author thanks Wim J. van der Linden, Gideon J. Mellenberh and Namburi S. Raju for their valuable comments and suggestions.     

Individual risk taking for self and others

In this experimental study, individual risk taking for self and others was observed for three experimental situations (the choice dilemma situations of Kogan and Wallach, 1964, the Pruitt and Teger gambling situation, 1969, and a simple one-trial gamble game). The results of the present study suggest that one takes as much risk for oneself as for somebody else. An attempt was made to determine to what degree the results could be explained by properties of the experimental situations.     

The Longitudinal Relationship Between Satisfaction with Transitional Care and Social and Emotional Quality of Life Among Chronically Ill Adolescents

This study aimed to identify the relationship between satisfaction with transitional care and quality of life of chronically ill adolescents over time. This longitudinal study included adolescents with type I diabetes, juvenile idiopathic arthritis (JIA), and neuromuscular disorders (NMD). At baseline 138 respondents (response rate 31 %) filled in a questionnaire and 188 about 1 year later (response rate 43 %). Analysis of variance showed that adolescents with diabetes reported the highest physical quality of life, followed in order by those with NMD and JIA (p?≤?0.01). Adolescents with diabetes reported the highest social quality of life, followed in order by those with JIA and NMD (both at p?≤?0.001). Univariate analyses showed that satisfaction with transitional care at T0 was significantly related to emotional and physical quality of life at T1 (both at p?≤?0.05). At T1, satisfaction with transitional care was significantly related to the emotional, physical, and social domains of quality of life (all at p?≤?0.001). Multiple regression analyses revealed that satisfaction with transitional care at T1 was related to emotional (β -0.20; p?≤?0.05) and social (β -0.35; p?≤?0.01) quality of life domains over time. This indicates that lower gap scores, which measured differences between ‘best care’ and ‘current care,’ are associated with better social and emotional quality of life in this sample of adolescents. Satisfaction with transitional care and social and emotional quality of life are related over time.     

Editors’ Overview Perspectives on Teaching Social Responsibility to Students in Science and Engineering

Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole.     

Limitations to the spacing effect: demonstration of an inverted u-shaped relationship between interrepetition spacing and free recall

The spacing effect refers to the finding that memory for repeated items improves when the interrepetition interval increases. To explain the spacing effect in free-recall tasks, a two-factor model has been put forward that combines mechanisms of contextual variability and study-phase retrieval (e.g., Raaijmakers, 2003; Verkoeijen, Rikers, & Schmidt, 2004). An important, yet untested, implication of this model is that free recall of repetitions should follow an inverted u-shaped relationship with interrepetition spacing. To demonstrate the suggested relationship an experiment was conducted. Participants studied a word list, consisting of items repeated at different interrepetition intervals, either under incidental or under intentional learn instructions. Subsequently, participants received a free-recall test. The results revealed an inverted u-shaped relationship between free recall and interrepetition spacing in both the incidental-learning condition and the intentional-learning condition. Moreover, for intentionally learned repetitions, the maximum free-recall performance was located at a longer interrepetition interval than for incidentally learned repetitions. These findings are interpreted in terms of the two-factor model of spacing effects in free-recall tasks.