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41.
This article argues that zero‐sum, forced‐choice approaches to measuring religious belief do not work well outside of the Abrahamic world. Positive‐sum approaches to measuring religious beliefs (in the plural) are better suited to the study of polytheistic societies. Using results from a nationally representative survey conducted in 2011 Taiwan, we demonstrate that in a polytheistic society like Taiwan, religious belief is not zero sum. We also contrast our results with those of the Taiwan Social Change Survey (TSCS), and seek to show that our positive‐sum approach to measuring religious beliefs can help us better understand the disparate causes and consequences of different religious beliefs in polytheistic societies. The challenge of Christocentrism in quantitative studies of religion is also discussed. 相似文献
42.
David M. Wilson Brian A. Iwata Sarah E. Bloom 《Journal of applied behavior analysis》2012,45(4):797-808
We evaluated an inexpensive, efficient, and noninvasive technique for measuring tissue damage produced by self‐injurious behavior (SIB). The technique involved computerized measurement of wound surface area (WSA) based on digital photographs. In Study 1, we compared photographic measurement to a more commonly used procedure, transparency measurement, in estimating WSA of 20 wound models. Results showed that both methods were reliable and that there was a high degree of correspondence between the 2 sets of measures. In Study 2, we compared photographic WSA measures to direct‐observation measures in documenting changes over time in the SIB exhibited by a woman with Prader‐Willi syndrome. Results showed that increases and decreases in observed SIB during baseline and treatment conditions corresponded with changes in WSA measures, indicating that the computer‐assisted photographic technique may be useful as a corroborative measure or as a primary measure when direct observation of SIB is not feasible. 相似文献
43.
Carrie M. Dempsey Brian A. Iwata Jennifer N. Fritz Natalie U. Rolider 《Journal of applied behavior analysis》2012,45(4):827-832
We compared the effects of 2 observer‐training procedures. In vivo training involved practice during actual treatment sessions. Video training involved practice while watching progressively more complex simulations. Fifty‐nine undergraduate students entered 1 of the 2 training conditions sequentially according to an ABABAB design. Results showed that the 2 training methods produced almost identical scores on a posttraining observational test; however, the video method required fewer training sessions to complete. 相似文献
44.
Accurate assessment of bullying is essential to intervention planning and evaluation. Limitations to many currently available self-report measures of bullying victimization include a lack of psychometric information, use of the emotionally laden term "bullying" in definition-first approaches to self-report surveys, and not assessing all components of the definition of bullying (chronicity, intentionality, and imbalance of power) in behavioral-based self-report methods. To address these limitations, we developed the California Bullying Victimization Scale (CBVS), which is a self-report scale that measures the three-part definition of bullying without the use of the term bully. We examined test-retest reliability and the concurrent and predictive validity of the CBVS across students in Grades 5-12 in four central California schools. Concurrent validity was assessed by comparing the CBVS with a common, definition-based bullying victimization measure. Predictive validity was examined through the co-administration of measures of psychological well-being. Analysis by grade and gender are included. Results support the test-retest reliability of the CBVS over a 2-week period. The CBVS was significantly, positively correlated with another bullying assessment and was related in expected directions to measures of well-being. Implications for differentiating peer victimization and bullying victimization via self-report measures are discussed. 相似文献
45.
Ryan K. Gottfredson Sarah L. Wright Emily D. Heaphy 《Journal of Occupational & Organizational Psychology》2022,95(3):624-659
Social relationships in and around work are a fundamental building block of organizational life. According to a number of relationship theories, the quality of those relationships is a critical aspect of their influence on a variety of employee and organizational outcomes. Relationship quality is, therefore, one of the most commonly studied constructs in management research. Our paper critically reviews the landscape of relationship quality measures used in management studies, identifying critical issues with how the construct has been conceptualized and measured. To help advance research on the subject and improve measurement, we identify and evaluate 21 relationship quality measures that have been developed for, or used in, management research. Overall, we find that the instruments used to measure relationship quality in management research have significant limitations associated with their conceptualizations and operationalizations. Many of these limitations stem from the fact that most of the measures used to assess the construct were not originally designed to measure relationship quality, which impedes research clarity and implications. We offer a future research agenda and several recommendations for the advancement of management research on relationship quality. 相似文献
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Although curriculum based measures of oral reading (CBM-R) have strong technical adequacy, there is still a reason to believe that student performance may be influenced by factors of the testing situation, such as errors examiners make in administering and scoring the test. This study examined the construct-irrelevant variance introduced by examiners using a cross-classified multilevel model. We sought to determine the extent of variance in student CBM-R scores attributable to examiners and, if present, the extent to which it was moderated by students' grade level and English learner (EL) status. Fit indices indicated that a cross-classified random effects model (CCREM) best fits the data with measures nested within students, students nested within schools, and examiners crossing schools. Intraclass correlations of the CCREM revealed that roughly 16% of the variance in student CBM-R scores was associated between examiners. The remaining variance was associated with the measurement level, 3.59%; between students, 75.23%; and between schools, 5.21%. Results were moderated by grade level but not by EL status. The discussion addresses the implications of this error for low-stakes and high-stakes decisions about students, teacher evaluation systems, and hypothesis testing in reading intervention research. 相似文献
49.
ANALYTIC MIND USE AND INTERPSYCHIC COMMUNICATION: DRIVING FORCE IN ANALYTIC TECHNIQUE,PATHWAY TO UNCONSCIOUS MENTAL LIFE 下载免费PDF全文
MICHAEL J. DIAMOND 《The Psychoanalytic quarterly》2014,83(3):525-563
Developed from established psychoanalytic knowledge among different psychoanalytic cultures concerning unconscious interpsychic communication, analysts' use of their receptive mental experience—their analytic mind use, including the somatic, unconscious, and less accessible derivatives—represents a significant investigative road to patients' unconscious mental life, particularly with poorly symbolized mental states. The author expands upon this tradition, exploring what happens when patients unconsciously experience and identify with the analyst's psychic functioning. The technical implications of the analyst's “instrument” are described, including the analyst's ego regression, creation of inner space, taking mind as object, bearing uncertainty and intense affect, and self‐analysis. Brief case vignettes illustrate the structure and obstacles to this work. 相似文献
50.
George Engelhard Jr. Jennifer L. Kobrin Stefanie A. Wind 《International Journal of Testing》2014,14(4):339-359
The purpose of this study is to explore patterns in model-data fit related to subgroups of test takers from a large-scale writing assessment. Using data from the SAT, a calibration group was randomly selected to represent test takers who reported that English was their best language from the total population of test takers (N = 322,011). A reference scale for the items was constructed based on EBL responses. Response behaviors of test takers who reported that English was not their best language (ENBL) were examined in relationship to this reference scale. This study illustrates the use of differential subgroup analyses to identify patterns related to person misfit within subgroups, as well as subsets of items, that may affect the validity of writing scores for ENBL test takers. The methodology described here offers an approach that can be used to explore, understand, and improve the validity of scores obtained from ENBL test takers in large-scale writing assessments. 相似文献