Reconsidering formative measurement

The relationship between observable responses and the latent constructs they are purported to measure has received considerable attention recently, with particular focus on what has become known as formative measurement. This alternative to reflective measurement in the area of theory-testing research is examined in the context of the potential for interpretational confounding and a construct's ability to function as a point variable within a larger model. Although these issues have been addressed in the traditional reflective measurement context, the authors suggest that they are particularly relevant in evaluating formative measurement models. On the basis of this analysis, the authors conclude that formative measurement is not an equally attractive alternative to reflective measurement and that whenever possible, in developing new measures or choosing among alternative existing measures, researchers should opt for reflective measurement. In addition, the authors provide guidelines for researchers dealing with existing formative measures.     

Under what conditions can human affective conditioning occur without contingency awareness? Test of the evaluative conditioning paradigm

The role of conscious cognitive processes in human affective conditioning remains controversial, with several theories arguing that such conditioning can occur without awareness of the conditioned stimulus (CS)-unconditioned stimulus (UCS) contingency. One specific type of affective conditioning in which unaware conditioning is said to occur is "evaluative conditioning." The present experiment tested the role of contingency awareness by embedding an evaluative conditioning paradigm in a distracting masking task while obtaining, in addition to subjective ratings of affect, both psychophysiological (skin conductance and startle eyeblink) and indirect behavioral (affective priming) measures of conditioning, along with a trial-by-trial measure of awareness from 55 college student participants. Aware participants showed conditioning with all of the measures; unaware participants failed to show conditioning with all measures. The behavioral, neurophysiological, and therapeutic implications of these findings are discussed.     

Effects of Patients' Age,Gender, and Depression on Medical Students' Beliefs,Attitudes, Intentions,and Behavior1

This study examines the effects of patient age, gender, and depression on 88 advanced medical students' beliefs, attitudes, intentions, and behavior. Each subject heard an audiotaped patient portrayal. Patient age (32 or 67 years), gender, and depressive symptoms varied in a 2 × 2 × 2 between-subjects factorial design. All of the patients reported the same symptoms except that half of them also presented symptoms of depression. Questionnaires assessed beliefs about the patient's condition, attitudes toward the patient, treatment intentions, and recall of patient information. Expectations of an age bias were not substantiated. Females were rated less seriously ill, less likely to require laboratory tests, and more likely to receive medication than males. Among depressed patients, counseling and reassurance were more likely for females, and a nonpsychiatric consult was more likely for males. Recall of the symptoms presented was better for depressed patients. The implications for medical practice are discussed.     

An approximation of theK outN reliability of a test,and a scoring procedure for determining which items an examinee knows

Consider any scoring procedure for determining whether an examinee knows the answer to a test item. Letx _i = 1 if a correct decision is made about whether the examinee knows the ith item; otherwisex _i = 0. Thek out ofn reliability of a test isρ _k = Pr (Σx _i ≥k). That is,ρ _k is the probability of making at leastk correct decisions for a typical (randomly sampled) examinee. This paper proposes an approximation ofρ _k that can be estimated with an answer-until-correct test. The paper also suggests a scoring procedure that might be used whenρ _k is judged to be too small under a conventional scoring rule where it is decided an examinee knows if and only if the correct response is given.     

“in”, “on”, and “under” revisited

The present study presents evidence that young children's comprehension of the locatives ‘in’, ‘on’, and ‘under’ is, at least in part, contextually determined. Children aged 1;6–3;0 were given tasks with verbal instructions which were either contextually congruent or incongruent. The results were interpreted in terms of the non-linguistic as well as linguistic strategies apparently used to interpret speech. The results and interpretation are in contrast to those of earlier research.     

“Generalized imitation” on a nonimitative task: Effects of modeling and task history

Two experiments investigated characteristic generalized imitation procedures on a nonimitative successive visual discrimination task. In Experiment I, no discriminative behavior was obtained though a number of procedures designed to enhance discrimination were employed. The introduction of a differential modeling procedure after nine or 10 sessions of nondifferential performance was ineffective in producing differential responding for three of four Ss. In the second experiment, the differential modeling procedure was introduced as an initial manipulation and was successful in establishing discriminative performance in all Ss. After several sessions of differential responding, the observation of a model performing nondifferentially was relatively ineffective in altering the pattern of responding. These results suggest (1) that modeling may be functional in altering a S's behavior depending on what point in the procedures the manipulation is introduced and (2) that certain procedural variables may define a functional response class characterized by the failure to develop discriminative responding.     

A computerized method of analyzing and playing back vibratory animal signals

In water striders or other animals that communicate with vibratory or oscillatory signals, surface wave signals can be recorded, analyzed in digital form by computer, then played back accurately by oscillating a magnet, glued to the animal, with electromagnetic fluctuations from a coil driven by the computer. Signals can be played with great flexibility through a normally behaving animal, in laboratory or field.