A comparison of binary and rating techniques in the signal detection analysis of recognition memory

Forty-eight subjects were run on a recognition memory task employing low, medium, or high meaningfulness (m) CVC items and utilizing either a binary (yes—no) or rating response technique. Significant differences were obtained between levels of m with higher m items resulting in larger d' values. The interaction term was also significant reflecting a large difference between the binary-rating techniques with high meaningfulness items. The results indicate that the binary and rating techniques do not reveal identical findings in the analysis of recognition memory data and that the frequent use of the rating technique by researchers in the analysis of memory data may not be appropriate.     

A device for inverting the visual field of animals

A device for inverting the visual field of small animals is described. Binocular lenses are mounted in a lightweight, aluminum frame which, in turn, is secured to a surgically attached, dental acrylic skull cap. The construction of the device, and its usefulness when simultaneous electrophysiological recordings are desired, is described by illustrating the details of fabricating such a device for a cat.     

Behavioral Changes Associated with the Menstrual Cycle: An Experimental Investigation1

Fourteen female subjects were tested during the menstrual (days 1–4), follicular (days 6–12), luteal (days 17–21), and premenstrual (days 23–27) phases of their menstrual cycles. Of the tests used (arm-hand steadiness, galvanic skin response to an auditory stimulus, reaction time - simple and choice, time estimation, and digit-symbol substitution), only arm-hand steadiness showed statistically significant fluctuations over the course of the cycle. Daily self-ratings of various symptoms and moods showed no significant changes when the appropriate statistical techniques were used; parametric techniques suggested fluctuations in reports of pain, bloatedness, hunger, hours of sleep, and pressure of immediate academic work.     

The theory of test validity and correlated errors of measurement

In the theory of test validity it is assumed that error scores on two distinct tests, a predictor and a criterion, are uncorrelated. The expected-value concept of true score in the calssical test-theory model as formulated by Lord and Novick, Guttman, and others, implies mathematically, without further assumptions, that true scores and error scores are uncorrelated. This concept does not imply, however, that error scores on two arbitrary tests are uncorrelated, and an additional axiom of “experimental independence” is needed in order to obtain familiar results in the theory of test validity. The formulas derived in the present paper do not depend on this assumption and can be applied to all test scores. These more general formulas reveal some unexpected and anomalous properties of test validty and have implications for the interpretation of validity coefficients in practice. Under some conditions there is no attenuation produced by error of measurement, and the correlation between observed scores sometimes can exceed the correlation between true scores, so that the usual correction for attenuation may be inappropriate and misleading. Observed scores on two tests can be positively correlated even when true scores are negatively correlated, and the validity coefficient can exceed the index of reliability. In some cases of practical interest, the validity coefficient will decrease with increase in test length. These anomalies sometimes occur even when the correlation between error scores is quite small, and their magnitude is inversely related to test reliability. The elimination of correlated errors in practice will not enhance a test's predictive value, but will restore the properties of the validity coefficient that are familiar in the classical theory.     

Relational responses in tests of transposition with Rhesus monkeys

Three adult Rhesus monkeys (Macaca mulatta), one with nonrelated discrimination learning experience and two experimentally naive, were trained to discriminate between two simultaneously presented stimuli differing only in height. After exceeding the learning criteria on a VR 4 reinforcement schedule and considerable overtraining, subjects were tested for transposition. Both upward and downward and near and far tests were administered to determine the effects of distance from the original training pair on the amount of transposition. In these tests, each of the 24 stimulus pairs contained one or more novel stimuli. Training trials were interpolated to avoid extinction effects and measures were taken to avoid motivational deficits or differential rewards during testing. All three subjects responded relationally at far as well as near distances from the original training pair. Stimulus generalization, on the basis of increments of association, was found to be an inferior explanation for these data. Slight decrements on far tests can be better explained in terms of the learning-performance distinction.     

The Home Observation for Measurement of the Environment: A rejoinder to Elardo and Bradley''s comment

The published and unpublished research pertaining to Caldwell's Home Observation for Measurement of the Environment (HOME) inventory was recently reviewed by R. Elardo and R. H. Bradley (Developmental Review, 1981, 1, 113–145). Their review was unfortunately deficient in a number of respects. For example, certain methodological issues bearing on the interpretation of the available data were either unrecognized or dismissed without adequate consideration. In addition, some of the data in the studies cited which contradicted or clouded their conclusions were omitted. An extension and reanalysis of the conclusions reached by Elardo and Bradley in light of recently published studies which were not included in their review, and data not discussed in the studies which were reviewed, is provided. Methodological problems are highlighted, and directions for future research are suggested.     

The development of a measure of enculturation for Native American youth

Enculturation is the process by which individuals learn about and identify with their ethnic minority culture. It is distinguished from acculturation which refers to the process by which an ethnic minority individual is assimilated into the majority culture. Three studies with Native American youths are reported that describe the development of a measure of enculturation for Native American youths. Development of a measure of enculturation provides a foundation upon which to build a body of literature that focuses on strengths in a youth's life rather than on deficits. Results of the first study (n=120), a confirmatory factor analysis, indicated that cultural affinity, Native American identity, and family involvement in traditional activities adequately represent the construct of enculturation. The study also provides some convergent validity for this interpretation. The second study examines factor invariance for enculturation among youths with data from over 2 years (n=69). The factor structure was similar across time. The third study replicates the factor structure and validity analyses with a new sample (n=42). Usefulness of the measure for assessing protective factors and stressing ethnicity over simple assessment of race categories is discussed. We would like to thank the Tribe that participated in this study and especially the youth and their parents who agreed to participate. We would also like to thank the Tribal staff youth workers who helped us on many aspects of the study. This research was supported by the Center for Substance Abuse Prevention, Grant No. 1 H86 SPO1835-01A1 to the Grand Traverse Band of Ottawa/Chippewa Indians. Benjamin Walter and Kathleen Washienko were research assistants on the project during data collection at Time 1. Sandra Dyer was the Director for the project upon which this study is based at the time of data collection.