Cloze analysis in schizophrenic speech: scoring method and raters' education

This report examines two methodologic concerns pertaining to use of the cloze procedure in studying the predictability of schizophrenic speech, scoring criteria and raters' education (at or below college level). We find that two strategies for scoring the predictions of raters, one requiring the exact word, the other permitting a reasonable synonym, do not appear to differ in distinguishing groups of patients. The accuracy of raters' guessing is, however, correlated with raters' education: the more educated the rater, the more accurate the guessing. Thought-disordered schizophrenic speech is significantly less predictable than that of nonthought-disordered schizophrenics and normal controls when scored by less educated raters. These differences diminish when more highly educated raters are used. We conclude that raters' education can influence the sensitivity of cloze analysis.     

Effects of visual aids on acquisition of selected tennis skills

The study compared the effects of supplemental visual aids on the acquisition of selected tennis skills. The forehand and backhand drive placement tests of the Hewitt Tennis Achievement Test were used to pretest, midtest, and posttest 55 subjects who were assigned to one of three treatments: control (instructor's verbal feedback only), videotaped replay viewing (with instructor's feedback), and loop-film viewing (modeling, with instructor's feedback). Each received 1200 min. of instruction. There were no statistically significant differences among groups; however, empirical evidence suggested that the use of videotaped replay and loop-film technique has merit and might be given consideration for use in instructional settings.     

Are indefinite descriptions ambiguous?

I have benefited greatly from discussing the issues addressed in this paper with Michael Liston, John Vickers and Mark Wilson.     

Relation between musical aptitude and intelligence among mentally retarded, advantaged, and disadvantaged subjects

The purpose of this study was to investigate differences in scores of 59 mentally retarded adults (mild, moderate, severe, or profound), 133 advantaged, and 130 disadvantaged (low income) children in Grades 1, 2, 3 on the Primary Measures of Music Audiation. Test-retest reliabilities for the Tonal and Rhythm subtests were .81 and .86, respectively, for the retarded group. Analysis of variance indicated that the mildly retarded children performed significantly better than other groups of retarded children on these two tests. 2 x 3 analyses of variance indicated that third graders from both advantaged and disadvantaged groups performed significantly better than the first or second graders on both subtests and that advantaged children performed significantly better than the disadvantaged. However, disadvantaged children made greater gains, especially for third graders, than the advantaged.