Using item-specific instructional information in achievement modeling

The problem of detecting instructional sensitivity (item basis) in test items is considered. An illustration is given which shows that for tests with many biased items, traditional item bias detection schemes give a very poor assessment of bias. A new method is proposed instead. This method extends item response theory (IRT) by including item-specific auxiliary measurement information related to opportunity-to-learn. Item-specific variation in measurement relations across students with varying opportunity-to-learn is allowed for.This paper was presented at the 1987 AERA meeting in Washington, DC. This research was supported by grant OERI-G-86-003 from the Office of Educational Research and Improvement, Department of Education. The author thanks Michael Hollis and Chih-fen Kao for valuable research assistance, and appreciates valuable comments made by an anonymous reviewer.     

Type A behaviour and psychological androgyny among Greek college students

Research conducted primarily in the United States suggests that the combination of Type A behaviour, high instrumentality, and low expressiveness may place individuals at relatively high risk for coronary-artery and heart disease. The present research investigates the trans-societal generalizability of the structure, reliability, relationships among, and distributional characteristics of these measures for 117 college students in Athens, Greece. As hypothesized, the Greek students were significantly less instrumental and less expressive than the American students, and scored significantly higher on the measure of Type A. Although there were significant mean differences between these samples, the results suggest that many of the interscale relationships are comparable, supporting an etic (universal) interpretation of the findings. Nevertheless, the results suggested several emic (unique) characteristics of these measures and their interrelationships.     

Factor structure in groups selected on observed scores

A new method is proposed for estimating factor means and factor covariances in a group of individuals selected on their observed scores. The selection variable is, for example, the total score on an admissions test. Given a factor model for the test items based on the group of test takers, we may be interested in the factor structure for those in the top quartile. The differences in factor means and covariances between this selected group and the full group gives useful information both on successful test performance and on test validity. The new method draws on the classic Pearson-Lawley selection formulas. It avoids the fallacy of factor analysis on the selected group, which would lead to incorrect estimates. The new method is applied to a simple factor structure model for the GMAT test. Although the majority of the GMAT items test verbal skills, it is found that a quantitative factor shows the greatest change in moving from average to top quartile test takers.     

DEVELOPING MULTICULTURAL ETHICAL GUIDELINES FOR PSYCHOLOGY

While psychologists have recognized the importance of cultural differences in many areas, multicultural ethical guidelines for psychology are still lacking. This article will review some of the controversial issues that cultural differences raise and discuss literature published on multicultural ethics. The existing American Psychological Association Ethical Principles will be reviewed with suggestions for specific changes to meet the needs of a multicultural society.     

Reinterpreting the Myers-Briggs Type Indicator From the Perspective of the Five-Factor Model of Personality

The Myers-Briggs Type Indicator (MBTI; Myers & McCaulley, 1985) was evaluated from the perspectives of Jung's theory of psychological types and the five-factor model of personality as measured by self-reports and peer ratings on the NEO Personality Inventory (NEO-PI; Costa & McCrae, 1985b). Data were provided by 267 men and 201 women ages 19 to 93. Consistent with earlier research and evaluations, there was no support for the view that the MBTI measures truly dichotomous preferences or qualitatively distinct types; instead, the instrument measures four relatively independent dimensions. The interpretation of the Judging-Perceiving index was also called into question. The data suggest that Jung's theory is either incorrect or inadequately operationalized by the MBTI and cannot provide a sound basis for interpreting it. However, correlational analyses showed that the four MBTI indices did measure aspects of four of the five major dimensions of normal personality. The five-factor model provides an alternative basis for interpreting MBTI findings within a broader, more commonly shared conceptual framework.     

The Role of Sympathy and Altruistic Personality Traits in Helping: A Reexamination

The purposes of this study were (a) to examine the role of social evaluative concerns in the self-report of sympathy and in the relation of sympathy to helping; and (b) to determine the role of "altruistic personality" traits and situationally induced vicarious emotional responses in the intention to help. Dispositional and situational self-reports of sympathy and other vicarious emotional reactions were obtained for persons who also were given the opportunity to assist a needy other. Moreover, dispositional measures of concern with social evaluation and an altruistic orientation were obtained, and a bogus pipeline manipulation was instituted for half the study participants. Both dispositional and situational self-reported sympathy were positively related to helping, as were other personality indices viewed as reflecting altruistic characteristics. The relations for the dispositional indices of sympathy were not due solely to social evaluative concerns or to other egoistic concerns. The effects on intended helping of dispositional sympathy, perspective taking, and the tendency to ascribe responsibility for others to the self appeared to be both direct and mediated by situational sympathetic responding. Finally, situational sadness did not mediate the effects of sympathetic responsiveness.     

Gender roles,biological sex,and predisposition to conflict management

The Bem Sex-Role Inventory and the Communication-Conflict Instrument were administered to 182 husbands and wives. Results suggest that gender-role classification is a more significant discriminator of communication behavior than is biological sex. Androgynous spouses, more than feminine though not significantly more so than masculine spouses, reported themselves to be the most disposed to handle conflict constructively. On the subscales of the conflict instrument, androgynous persons had significantly more positive feelings scores than either masculine or feminine persons, plus higher task energy and desire-for-control scores than feminine persons. Similarly, masculine persons reported a significantly greater predisposition to manage conflict constructively than did feminine persons, having higher task energy and desire-for-control scores. Undifferentiated persons reported the lowest scores for conflict management.     

Achromatic color categories

Sternheim and Boynton’s (1966) continuous judgmental color-naming technique was used to assess the elemental nature of achromatic colors. Results from three subjects indicate that the names “black” and “white” are necessary and sufficient to describe achromatic test lights associated with the name “gray.” On the basis of the criteria that establishes a color as elemental, black and white were confirmed as elemental, whereas gray was not. These findings support the assumption of various opponent processing models that there are only two elemental achromatic sensations. In addition, the results support Hering’s (1920) view that black and white differ from the paired-chromatic opponent colors in that they are not mutually exclusive.