An entropy approach to the scaling of ordinal categorical data

This paper studies the problem of scaling ordinal categorical data observed over two or more sets of categories measuring a single characteristic. Scaling is obtained by solving a constrained entropy model which finds the most probable values of the scales given the data. A Kullback-Leibler statistic is generated which operationalizes a measure for the strength of consistency among the sets of categories. A variety of data of two and three sets of categories are analyzed using the entropy approach.This research was partially supported by the Air Force Office of Scientific Research under grant AFOSR 83-0234. The support by the Air Force through grant AFOSR-83-0234 is gratefully acknowledged. The comments of the editor and referees have been most helpful in improving the paper, and in bringing several additional references to our attention.     

Testing equality of correlated proportions with incomplete data on both responses

Two test statistics are proposed for testing the equality of two correlated proportions when some observations are missing on both responses. The performance of these tests in terms of size and power is compared with other tests by means of Monte Carlo simulations. The proposed tests are easily computed and compare favorably with other tests.     

Mother–child relationship quality from preschool to adolescence: Variation by maternal education

Using longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (N = 1088), we examine changes in maternal perception of closeness and conflict in the mother–child relationship from the child's preschool to adolescent years, with attention to variation by maternal education. Analyses using individual growth models show that mother–child closeness increases, while mother–child conflict decreases, from preschool to first grade. From first grade to age 15, mother–child closeness decreases, while mother–child conflict increases, both gradually. The decrease in mother–child conflict from preschool to first grade and the increases in mother–child conflict from first to fifth grade, sixth grade, and age 15 are less steep for mothers with a college degree than for mothers without a college degree. These findings underscore the importance of examining changes in parent–child relationships using longitudinal data across children's developmental stages and their variations by parental social and economic status.