The statistical analysis of general processing tree models with the EM algorithm

Multinomial processing tree models assume that an observed behavior category can arise from one or more processing sequences represented as branches in a tree. These models form a subclass of parametric, multinomial models, and they provide a substantively motivated alternative to loglinear models. We consider the usual case where branch probabilities are products of nonnegative integer powers in the parameters, 0_s1, and their complements, 1 - _s. A version of the EM algorithm is constructed that has very strong properties. First, the E-step and the M-step are both analytic and computationally easy; therefore, a fast PC program can be constructed for obtaining MLEs for large numbers of parameters. Second, a closed form expression for the observed Fisher information matrix is obtained for the entire class. Third, it is proved that the algorithm necessarily converges to a local maximum, and this is a stronger result than for the exponential family as a whole. Fourth, we show how the algorithm can handle quite general hypothesis tests concerning restrictions on the model parameters. Fifth, we extend the algorithm to handle the Read and Cressie power divergence family of goodness-of-fit statistics. The paper includes an example to illustrate some of these results.This research was supported by National Science Foundation Grant BNS-8910552 to William H. Batchelder and David M. Riefer. We are grateful to David Riefer for his useful comments, and to the Institute for Mathematical Behavior Sciences for its support.     

Global and Regional Perspectives on Testing Children and Youth: An Empirical Study

The results of an international survey of test use in 44 countries are reported. Data are presented and discussed for six groupings: highly industrialised, less industrialised Western, developing Third World, socialist, Middle East, and least developed nations. A total of 740 tests were identified. A number of similarities exist among the six groupings in their test use. Intelligence tests are most commonly used followed by personality and achievement tests. Important differences also exist. For example, the developing Third World and Middle East nations use more group than individually administered tests and fewer achievement tests. Many tests lack reliability and validity studies and norms. Additional tests are needed to assess achievement, intelligence, social development, personality, and vocational interests and aptitudes. Tests are especially needed for children and youth who are learning disabled, mentally retarded, and slow learners. Problems created by these conditions and implications of the frequent use of foreign developed tests are discussed.     

小剂量吗啡对大鼠活动性的影响

腹腔注射不同剂量吗啡,观察各组大鼠在给药后不同时间的活动性（ｌｏｃｏｍｏｔｏｒａｃｔｉｖｉｔｙ,ＬＡ）,连续给药８天,每天给药后９５ｍｉｎ内,每间隔１５ｍｉｎ,记录大鼠５ｍｉｎ内在限定空间中所走格数。结果表明：随吗啡给药剂量或次数增加,ＬＡ呈升高趋势;使大鼠ＬＡ明显兴夯的适宜低剂量为４ｍｇ／ｋｇ／ｄａｙ,该剂量下每天药后１５－２０ｍｉｎＬＡ为峰值,而且此时段ＬＡ逐日升高,至第８日出现下降趋势,此毕     

法显西行起始及归国时间考--兼论“南国律学道士”

佛教东传后,我国西行求法的高僧代不乏人,其中东晋时期的法显法师“创辟荒途”[1],乃是我国历史上第一批到达印度的僧人,而且是第一位从陆路去、海路回的僧人。本文就法显西行求法的起始时间、归国时间及与之相关的“南国律学道士”等问题作一考察。     

学习策略在思维风格与数学学业成就关系中的中介效应研究

以227名大学二年级理科生为被试,采用问卷调查法,探讨了学习策略在思维风格与数学学业成就关系中的作用。结果表明：（1）认知策略、元认知策略在等级制风格与数学学业成就关系中起完全中介的作用,而资源管理策略在等级制风格与数学学业成就间的中介效应不显著。（2）认知策略、元认知策略在整体性风格与数学学业成就关系中起部分中介的作用,而资源管理策略在整体性风格与数学学业成就间的中介效应不显著。（3）认知策略、元认知策略和资源管理策略在开放性风格与数学学业成就关系中起部分中介的作用。（4）元认知策略在等级制风格与数学学业成就间的中介作用以及在开放性风格与数学学业成就间的中介作用都是相对较大的。     

白马藏族初中学生文化适应和智力水平的关系

从实证的角度探讨了白马藏族初中生的文化适应程度与其智力水平之间的关系,结果表明：自编的文化适应问卷包括的三个维度（主流文化认同、学校教育认同、对教学语言的熟悉和理解程度）与智力、学业成绩均存在显著的相关;在剔除学业成绩对智力的影响后,文化适应对白马藏族初中生的智力水平有显著的预测力。这一结果有助于人们对智力本质的理解,也为发展民族教育、促进民族现代化进程提供了理论依据。     

城市婴儿依恋类型分析及判别函数的建立

使用纵向和横向相结合的方法对64名12个月城市婴儿的母-婴对进行了研究,采用模拟的陌生情境法和Q-sort进行了依恋类型测验。结果发现：（1）对城市婴儿进行依恋类型判断的判别函数与国外进行的依恋判断函数非常相似;（2）婴儿不同的依恋类型具有跨年龄和跨情境的一致性;（3）中国城市婴儿的某些依恋类型具有与西方同类型婴儿不同的行为特点,其差异可能与文化和家庭抚养等因素有关     

怀疑论研究中的两个教条——源于古希腊怀疑论的批判

否定的立场和认识论的视野,是人们关于怀疑论研究的两个教条。在人们以往的观念中,只要一谈到怀疑论,首先的立场就是否定,只有在否定之余,为了摆脱“形而上学”的陷阱,才会对怀疑论的合理性做一点无关紧要的补充,至于为怀疑论的辩护也只能论及其“有合理性”而已。对应于这种否     

中学生学习倦怠结构研究

依据倦怠理论文献、访谈和问卷调查,提出我国中学生学习倦怠的概念结构。通过对400名中学生学习倦怠问卷的探索性因素分析和367名中学生学习倦怠问卷的验证性因素分析,结果表明中学生学习倦怠是由情绪耗竭、学习的低效能感、师生疏离和生理耗竭四个因素构成。