差异分数的信度分析

本文提出差异分数的信度变化问题,并以模拟数据分析了差异分数的信度在不同情况下的变化规律。结果指出：1．当两次测试得分的信度系数相等或相近时,两次测试的标准差相差越大,差异分数的信度越高。2．当两次测试得分的信度系数不等时,只要两次施测中任何一次的信度和标准差同时大于另外一次,那么差异分数的信度也比较高。3．无论两次测试的信度关系如何。两次测试相关越低,差异分数的信度越高。     

'You’re Being Unreasonable’: Prior and Passing Theories of Critical Discussion

A key and continuing concern within the pragma-dialectical theory of argumentation is how to account for effective persuasion disciplined by dialectical rationality. Currently, van Eemeren and Houtlosser offer one response to this concern in the form of strategic manoeuvring. This paper offers a prior/passing theory of communicative interaction as a supplement to the strategic manoeuvring approach. Our use of a prior/passing model investigates how a difference of opinion can be resolved while both dialectic obligations of reasonableness and rhetorical ambitions of argumentative success are simultaneously accommodated. The paper explores the model with particular reference to the pragma-dialectical rules of critical discussion, strategic manoeuvring and fallacious reasoning.     

Might “unique” factors be “common”? On the possibility of indeterminate common–unique covariances

The present paper shows that the usual factor analytic structured data dispersion matrix Λ Ψ Λ′ + Δ can readily arise from a set of scores y = Λ η + ε, where the “common” (η) and “unique” (ε) factors have nonzero covariance: Γ = Covε,η) ≠ 0. Implications of this finding are discussed for the indeterminacy of factor scores, and for the issue of invariance of factor analytic covariance models. The size of the problem is explored with numerical examples. I would like to acknowledge the large amount of effort and stimulating input supplied on the previous drafts of this paper from the reviewers, Associate Editor, and Editors of Psychometrika. Particular thanks go to William Meredith for his assistance with the final draft. Requests for reprints should be sent to Dave Grayson, 14 Poplar Grove, Lawson, NSW 2783, Australia     

算术应用题的分类结果与数学成绩关系研究

以算术应用题为材料,探讨了不同年级、不同数学成绩学生对算术应用题的分类结果及其与数学成绩的关系。结果表明:不同年级学生对算术应用题分类结果差异显著;数学成绩优生与数学成绩差生对算术应用题分类结果存在差异。     

Forgiveness and psychological adjustment following interpersonal transgressions: A longitudinal analysis

Forgiveness is often assumed to be adaptive for psychological adjustment following interpersonal transgressions. Three hundred and forty seven individuals who had experienced a recent interpersonal transgression were surveyed on four occasions over the course of six weeks. Forgiveness was assessed with scales measuring interpersonal avoidance and revenge motivation and psychological adjustment was assessed with scales measuring depression and rumination. Latent growth curve analyses showed that intraindividual changes in forgiveness were positively correlated with changes in adjustment. Latent difference score analyses indicated that adjustment predicted subsequent change in forgiveness, but that forgiveness did not predict subsequent change in adjustment. The results suggest that adjustment facilitates forgiveness, but not that forgiveness facilitates adjustment.     

一种新的等值方法：核等值法

该文介绍了一种新的等值方法一核等值法。首先介绍了核等值法的研究过程、它的主要特点以及五个步骤（前平滑处理、估计分数概率、连续化、等值、计算等值标准误）。之后,介绍了核等值法与其他传统的观察分等值方法的差异,最后是对核等值法的评价。     

Short-term effects of grade retention on the growth rate of Woodcock-Johnson III broad math and reading scores

We investigated the effects of grade retention in first grade on the growth of the Woodcock-Johnson broad mathematics and reading scores over three years using linear growth curve modeling on an academically at-risk sample. A large sample (n = 784) of first grade children who were at risk for retention was initially identified based on low literacy scores. Scores representing propensity for retention were constructed based on 72 variables collected in comprehensive baseline testing in first grade. We closely matched 97 pairs of retained and promoted children based on their propensity scores using optimal matching procedures. This procedure adjusted for baseline differences between the retained and promoted children. We found that grade retention decreased the growth rate of mathematical skills but had no significant effect on reading skills. In addition, several potential moderators of the effect of retention on growth of mathematical and reading skills were identified including limited English language proficiency and children's conduct problems.     

大学生自信与成就动机、综合测评成绩的相关研究

通过对289名大学生成就动机、自信的测试,探讨大学生自信与成就动机、综合测评成绩之间的关系。结果表明：(1)大学生成就动机与自信相关显著。其中,追求成功的动机与自信诸维度呈显著正相关,而避免失败的动机与自信诸维度之间则呈显著负相关;(2)综合测评成绩与自信的少数维度有显著相关,与学生成就动机之间相关不显著。     

优、差生组织策略水平的比较研究

本文比较了初一年级优、差生在词表记忆中的组织策略水平的差异,结果表明：１、初一年级优、差生都还没能自发地运用组织策略,优生只在非典型项目的记忆中群集水平明显优于差生,优、差生的群集水平和记忆成绩之间不存在一一对应的关系。２、在典型或非典型项目的记忆中,记忆成绩和知识背景都有着非常显著的正相关。     

A bayesian procedure for mastery decisions based on multivariate normal test data

A Bayesian framework for making mastery/nonmastery decisions based on multivariate test data is described in this study. Overall, mastery is granted (or denied) if the posterior expected loss associated with such action is smaller than the one incurred by the denial (or grant) of mastery. An explicit form for the cutting contour which separates mastery and nonmastery states in the test score space is given for multivariate normal test scores and for a constant loss ratio. For multiple cutting scores in the true ability space, the test score cutting contour will resemble the boundary defined by multiple test cutting scores when the test reliabilities are reasonably close to unity. For tests with low reliabilities, decisions may very well be based simply on a suitably chosen composite score.This work was performed pursuant to Grant NIE-G-78-0087 with the National Institute of Education, Department of Health, Education, and Welfare, Huynh Huynh, Principal Investigator. Points of view or opinions stated do not necessarily reflect NIE positions or policy and no official endorsement should be inferred. The assistance of Joseph C. Saunders is gratefully acknowledged. The author is indebted to an anonymous referee who pointed out several computational errors in the earlier versions of the paper.