Effects of Auditory Feedback on Movement Time in a Fitts Task

The purpose of the present experiment was to investigate the role of auditory feedback and its impact on movement time in a standard Fitts task. Feedback was given at the moment of target acquisition. A 2-way analysis of variance found significant differences between feedback groups at all three indexes of difficulty (F(2, 40) = 156.02, p < .001). Results from a mixed-model multivariate analysis of variance for kinematic factors show significant differences in peak velocity and the location of peak velocity when comparing feedback groups. In general, the addition of auditory feedback decreased the task ID by .5.     

Absolute Error Revisited

When target accuracy is defined as the probability that an individual will respond to an accuracy task within a fixed distance around the target, then the composite error measures, E and AE, are shown to be fairly strong indicators of target accuracy in a relative sense. When AE and E are compared, AE is shown to be an even stronger accuracy indicator than E for most reasonable accuracy requirements. This, plus the fact that AE has certain desirable properties in ANOVA procedures, suggests that AE is a good, composite measure of target accuracy and should be analyzed first to determine if target accuracy differences exist. Subsequent analyses of bias and/or variability are then recommended.     

Response Scatter in Measuring Changing-Loudness Aftereffects: Evidence for Simplified Processing of Auditory Motion-in-Depth and Potential Collision

Researchers have postulated 2 mechanisms for processing auditory motion: a direct mechanism processing motion itself and an indirect mechanism sensitive to location over discrete points in time. Measuring aftereffects of azimuthal motion by nulling entails scattered responding, which is attributed to a conflict between direct and indirect mechanisms. In this experiment, the author obtained nulls following adaptation to changing sound level, a property of approaching or receding sound sources, and for nonadaptation. Test stimuli ranged in duration from 1.0 to 2.5 s. Longer test stimuli evinced reductions in both changing-loudness aftereffects and the associated response scatters. However, the latter matched the nonadaptation response scatters. The author suggests that judging longer test stimuli is easier, so an indirect mechanism need not be invoked. Simplified processing of changing sound level may underlie the rapid responses required for potential collision.     

Predictors of Irrational Thinking in Regular Slot Machine Gamblers

Previous research has suggested that irrational thinking may play a central role in the maintenance of behavior in slot machine gambling (M. B. Walker, 1992b). The present study is an evaluation of the validity and predictors of irrational thinking in a sample of regular gamblers (N = 20) drawn from the general community. The results were generally consistent with earlier findings; 75% of gambling-related cognitions were found to be irrational. Irrationality was unrelated to the amount of money lost or won during sessions but was positively related to risk taking. The most common irrational cognitions included false beliefs concerning the extent to which outcomes could be controlled or predicted and the attribution of human qualities (personification) to gambling devices. Gender comparisons showed that women were more likely than men to personify the machines. The validity of the speaking-aloud approach and suggestions for future research are discussed.     

The life of p: “Just significant” results are on the rise

Null hypothesis significance testing uses the seemingly arbitrary probability of .05 as a means of objectively determining whether a tested effect is reliable. Within recent psychological articles, research has found an overrepresentation of p values around this cut-off. The present study examined whether this overrepresentation is a product of recent pressure to publish or whether it has existed throughout psychological research. Articles published in 1965 and 2005 from two prominent psychology journals were examined. Like previous research, the frequency of p values at and just below .05 was greater than expected compared to p frequencies in other ranges. While this overrepresentation was found for values published in both 1965 and 2005, it was much greater in 2005. Additionally, p values close to but over .05 were more likely to be rounded down to, or incorrectly reported as, significant in 2005 than in 1965. Modern statistical software and an increased pressure to publish may explain this pattern. The problem may be alleviated by reduced reliance on p values and increased reporting of confidence intervals and effect sizes.     

Webcam testing: Validation of an innovative open-ended multimedia test

A modern test that takes advantage of the opportunities provided by advancements in computer technology is the multimedia test. The purpose of this study was to investigate the criterion-related validity of a specific open-ended multimedia test, namely a webcam test, by means of a concurrent validity study. In a webcam test a number of work-related situations are presented and participants have to respond as if these were real work situations. The responses are recorded with a webcam. The aim of the webcam test which we investigated is to measure the effectiveness of social work behaviour. This first field study on a webcam test was conducted in an employment agency in The Netherlands. The sample consisted of 188 consultants who participated in a certification process. For the webcam test, good interrater reliabilities and internal consistencies were found. The results showed the webcam test to be significantly correlated with job placement success. The webcam test scores were also found to be related to job knowledge. Hierarchical regression analysis demonstrated that the webcam test has incremental validity up to and beyond job knowledge in predicting job placement success. The webcam test, therefore, seems a promising type of instrument for personnel selection.     

Longitudinal Predictive Validity of a Learning Potential Test

The aim of this article is to provide empirical psychometric evidence of the (longitudinal) predictive validity of a learning potential measure—the Learning Potential Computerised Adaptive Test (LPCAT)—in comparison with standard static tests with school aggregate results as the criterion measure. Participants were 79 boys (mean age 12.44, SD = 0.44) and 72 girls (mean age 11.18, SD = 0.42) attending two private schools. Correlation and regression analyses were used to evaluate the predictive validity of the learning potential and standard test scores for school aggregate academic results as criterion measure. Results indicate that learning potential scores were statistically significant predictors of aggregate academic results and provided results that were comparable to those of the standard test results—providing empirical support for the use of learning potential tests in mainstream educational settings.     

A Modern Assessment Psychometric Approach to Dynamic Assessment

Although dynamic assessment (DA) has been hailed as a positive move towards fair assessment, it has generally not been used in educational or industry settings to the same extent that standard (static) tests have been. The present article attempts to elucidate how the use of Item Response Theory (IRT) and Computerised Adaptive Testing (CAT) can address some of the problems typically associated with dynamic assessment. An example of a DA tool that makes use of IRT and CAT, shows acceptable psychometric properties and is comparable to standard tests in terms of ease of administration illustrates the possibility of wider application of DA in both educational and industry settings.