Rationally developed fake-good and fake-bad scales for the Jesness Inventory

Develops two validity scales for the Jesness Inventory using a rational approach: a fake-good scale, Lie (L); and a fake-bad scale, Overt Symptomatology (OS). Effectiveness was assessed using 293 male delinquents classified as fake-good, fake-bad, or honest based on a matched-pair MMPI-A. L was moderately effective in detecting the fake-good set, and OS tentatively effective in detecting the fake-bad set. Both correlated well with their MMPI-A counterparts. Sensitivity, specificity, positive predictive power, negative predictive power, and overall effectiveness data were reported. The L scale and OS scale were related to race but differences were less than 1 raw score point. L was unrelated to age. OS was related to age, with younger children showing more willingness to admit to symptomatology. Age-based modified T-score norms were developed for the newly constructed scales using 1142 male and 360 female delinquents. ages 13–18.     

编码方式对汉字短时记忆提取的影响

短时记忆提取是认知心理学研究中的重要课题之一。自Sternberg(1 966)提出短时记忆提取作的是序列的从头到尾的完全搜索以来 ,许多研究者对短时记忆提取进行了广泛的研究 ,提出了序列的自动停止的搜索、平行加工、直接存取 ,以及序列搜索和直接存取双重模型等许多不同看法 ,引起了激烈争论。本研究的目的是试图探索编码方式对汉字短时记忆提取的影响。实验运用Sternberg的“探测法” ,以随机排列的汉字作识记组和探测项刺激。实验结果表明 :编码方式对汉字短时记忆提取有很大影响 ,当用声音编码方式提取短时记忆汉字时 ,被试倾向于从头到尾的完全的搜索 ;当用形状编码时 ,被试倾向于作自动停止的搜索。     

人际关系适应特征的情境评价方法研究

本研究运用情境评价法对人际关系适应特征进行了实验研究 ,结果表明 :1以 Schutz提出的人际关系六因素为评价标准 ,采用情境评价法比问卷形式能更有效地揭示人际适应特征 ;2在情境评价中 ,以合作为主的情境设置比以竞争为主的情境设置更利于反映出人际适应特征 ;3情境评价采用定向、组织、交流和问题解决等阶段的过程设计符合情境评价的实际进程 ,有助于分阶段展开被试的行为特征 ,提高情境评价的可控性和准确性。     

Immediate and long-term retention of basic-level categories in 24-month-olds

This study assessed the effect of presenting single versus multiple exemplars of basic-level categories on 24-month-olds' long-term memory for categorical information. Sixty-four infants were tested in a paired-comparison recognition memory paradigm immediately and one week after familiarization with basic-level categories. Infants were randomly assigned to one of two familiarization conditions and one of two test conditions. In one familiarization condition (Varied Exemplar), they briefly viewed four different exemplars of each of 16 basic-level categories. In the other familiarization condition (Single Exemplar), they viewed only one instance of each category on four different trials. Test trials consisted of either an exemplar seen during familiarization (Familiar-Exemplar Test) or novel intracategory exemplar (Unfamiliar-Exemplar Test) paired with a stimulus from a novel category. Both immediately following familiarization and one week later, infants looked longer at test stimuli from the novel category irrespective of familiarization or test condition.     

Multiple-answer multiple-choice test items: Responding and scoring through bayes and minimax strategies

A multiple-answer multiple-choice test item has a certain number of alternatives,any number of which might be keyed. The examinee is also allowed to mark any number of alternatives. This increased flexibility over the one keyed alternative case is useful in practice but raises questions about appropriate scoring rules. In this article a certain class of item scoring rules called thebinary class is considered. The concepts ofstandard scoring rules and equivalence among these scoring rules are introduced in the misinformation model for which the traditional knowledge model is a special case. The examinee's strategy with respect to a scoring rule is examined. The critical role of a quantity called the scoring ratio is emphasized. In the case of examinee uncertainty about the number of correct alternatives on an item, a Bayes and a minimax strategy for the examinee are developed. Also an appropriate response for the examiner to the minimax strategy is outlined.Research partially supported under Grants N00014-67-A-0314-0022 from the Office of Naval Research and GS-32514 and MPS 75-07539 from the National Science Foundation.     

Reliability of multiple classifications

Cohen's kappa index is reformulated for multiple classifications based on exchangeable random variables. It is found that kappa is between 0 and 1 inclusive. Two characterizations for kappa are stated in terms of the relationship between such random variables. Within the normal test score model, kappa increases with test reliability and test length. Furthermore, when based on binary classifications, kappa is an inverse U-shaped function of the cutoff score. These trends also hold for the beta-binomial test score model.Paper read at the Spring meeting of the Psychometric Society, Bell Laboratories (Murray Hill, New Jersey), March 1976.The editorial assistance and helpful comments of Leonard S. Feldt, Sarah P. Seaman-Huynh, and the three referees are gratefully acknowledged.     

Stimulus control of delayed matching in pigeons: Directed forgetting

Pigeons were trained in delayed matching-to-sample with two postsample stimuli. A postsample R-cue signaled that a matching choice phase would follow. A postsample F-cue signaled that a matching choice phase would not follow. Previous research found reduced matching accuracy on F-cued probe trials when comparison stimuli were presented in the choice phase. The present four experiments systematically varied the events following an F-cue to determine the conditions under which the F-cue reduces delayed-matching accuracy. When F-cues and R-cues controlled different behavior, matching on probe trials was poor. When both cues controlled the same behavior, matching on probe trials was good. This result is best explained by the theory that comparison stimuli retrieve the sample representation, but only in the behavioral context established by the R-cue. The present research supports the view that response-produced stimuli serve a contextual role in animal short-term memory.     

The Del Greco Assertive Behavior Inventory

Previous research in the area of assertiveness training has been examined with respect to the definitions of assertive, aggressive, and nonassertive behavior and the prominent assertion model. Logical inconsistencies have led to a refinement of the definitions of these behaviors, the inclusion of passive aggressive behavior, and the testing of a new two-dimensional model of assertion. The present study has developed a psychometric test to measure assertive, aggressive, nonassertive, and passive aggressive behavior in the college dormitory population. In addition, support was demonstrated for the validity of the two dimensional model of assertion. The instrument development was divided into four phases: item generation, item evaluation and revision, reliability testing and item analysis, and validity testing. Data analysis supported the two-dimensional model of assertion. In addition, an 86-item Del Greco Assertive Behavior Inventory designed for use with college dormitory students has weathered preliminary validity and reliability testing.     

Maximum likelihood estimation of the joint covariance matrix for sections of tests given to distinct samples with application to test equating

Consider an old testX consisting ofs sections and two new testsY andZ similar toX consisting ofp andq sections respectively. All subjects are given testX plus two variable sections from either testY orZ. Different pairings of variable sections are given to each subsample of subjects. We present a method of estimating the covariance matrix of the combined test (X ₁, ...,X _s ,Y ₁, ...,Y _p ,Z ₁, ...,Z _q ) and describe an application of these estimation techniques to linear, observed-score, test equating.The author is indebted to Paul W. Holland and Donald B. Rubin for their encouragement and many helpful comments and suggestions that contributed significantly to the development of this paper.This research was supported by the Program Statistics Research Project of the ETS Research Statistics Group.     

The interaction between stimulus and reinforcer control on remembering.

In a symbolic matching-to-sample task, 6 pigeons obtained food by pecking a red side key when the brighter of two white lights had been presented on the center key and by pecking a green side key when the dimmer of two white lights had been presented on the center key. Across Part 1 and Parts 6 to 10, the delay between sample-stimulus presentation and the availability of the choice keys was varied between 0 s and 25 s. Across Parts 1 to 5, the delay between the emission of a correct choice and the delivery of a reinforcer was varied between 0 s and 30 s. Although increasing both types of delay decreased stimulus discriminability, lengthening the stimulus-choice delay produced a greater decrement in choice accuracy than did lengthening the choice-reinforcer delay. Additionally, the relative reinforcer rate for correct choice was varied across both types of delay. The sensitivity of behavior to the distribution of reinforcers decreased as discriminability decreased under both procedures. These data are consistent with the view, based on the generalized matching law, that sample stimuli and reinforcers interact in their control over remembering.