Implications of Indeterminate Factor-Error Covariances for Factor Construction, Prediction, and Determinacy

The assumptions of the model for factor analysis do not exclude a class of indeterminate covariances between factors and error variables (Grayson, 2003). The construction of all factors of the model for factor analysis is generalized to incorporate indeterminate factor-error covariances. A necessary and sufficient condition is given for indeterminate factor-error covariances to be arbitrarily small, for mean square convergence of the regression predictor of factor scores, and for the existence of a unique determinate factor and error variable. The determinate factor and error variable are uncorrelated and satisfy the defining assumptions of factor analysis. Several examples are given to illustrate the results. Requests for reprints should be sent to Wim P. Krijnen, Lisdodde 1, 9679 MC Scheemda, The Netherlands.     

Adding Value to Second-Language Listening and Reading Subscores: Using a Score Augmentation Approach

This study examined whether reporting subscores for groups of items within a test section assessing a second-language modality (specifically reading or listening comprehension) added value from a measurement perspective to the information already provided by the section scores. We analyzed the responses of 116,489 test takers to reading and listening items from operational administrations of two large-scale international tests of English as a foreign language. To “strengthen” the reliability of the subscores, and thus improve their added value, we applied a score augmentation method (Haberman, 2008). In doing so, our aim was to examine whether reporting augmented subscores for specific groups of reading and listening items could improve the added value of these subscores and consequently justify providing more fine-grained information about test taker performance. Our analysis indicated that in general, there was lack of support for reporting subscores from a psychometric perspective, and that score augmentation marginally improved the added value of the subscores. We discuss several implications of our findings for test developers wishing to report more fine-grained information about test performance. We conclude by arguing that research on how to best report such refined feedback should remain the focus of future efforts related to second-language proficiency tests.     

复杂目标实现过程中进展感知与努力的因果关系：基于潜在差分模型的分析

长期、多任务复杂目标实现过程中,个体如何依据过往进展来调节未来努力付诸程度,一直是工业与组织心理学中有争议的话题之一。本研究以创业活动作为研究背景,以PESD数据库中215名创业者为研究对象,构建潜在差分模型对连续5年的创业进展感知与创业努力的客观数据进行分析。结果显示,进展感知和努力间呈现互动式因果关系：前一期努力程度能够预测下一期进展感知的增加,但前一期进展感知却使得下一期努力程度减弱。     

Worry and working memory influence each other iteratively over time

Little research has examined whether the relationship between working memory (WM) and anxiety/worry remains stable or changes over time; and, if changes occur, the factor(s) influencing change. Claims about influence are typically inferred from data collected at a single time point, and may misrepresent the nature of influence. To investigate the iterative influence of WM and Worry and/or vice versa, 133 fourteen-year-olds completed WM and Worry measures several times over the course of a single day as they prepared for a math test. We used a bivariate latent difference score model to analyse possible changes in WM–Worry relationships. The best fitting model indicated high Worry predicts decreases in WM, and low or decreased WM predicts increases in Worry; high WM with low Worry predicts accurate problem solving; low WM with high Worry predicts inaccurate problem solving. Findings show relationships between WM and Worry varies considerably over a single day, and initial disadvantages become worse over time.     

当代中国临床医学伦理准则建设论纲

我国当代临床医学伦理准则亟待出台，建设时机现已水到渠成，为积极参与这项重要的建设工程，本文提出了找准现实生长点为根本课题的基本建设思路，并以病人中心准则为核心探索性地设计出了准则体系。     

Psychological evidence in the courtroom: critical reflections on the general acceptance standard

The increasing ties between psychology and law have familiarized psychologists with the standards by which law admits scientific evidence into the courtroom. In the USA, these include the general acceptance standard and the Daubert guidelines and, in the UK, the Turner Rule. However, the psychological literature has largely failed to make clear the degree of legal debate that exists concerning the clarity and effectiveness of such standards. This paper will focus on the general acceptance standard, examining key problems of this standard and placing them in a specifically psychological context. Such consideration is important precisely because the standard has become so well known within the psychological literature and because insufficient attention has been given to the way in which it operates implicitly within jurisdictions outside the USA. The authors argue that it is the responsibility of psychologists to become more involved in the debate concerning admissibility standards, given the credibility and authority that law accords to psychology when admitting it into the courtroom. In particular, psychologists need to become more self-reflective about their role in creating and maintaining such standards. © 1998 John Wiley & Sons, Ltd.     

On equivariance and invariance of standard errors in three exploratory factor models

Current practice in factor analysis typically involves analysis of correlation rather than covariance matrices. We study whether the standardz-statistic that evaluates whether a factor loading is statistically necessary is correctly applied in such situations and more generally when the variables being analyzed are arbitrarily rescaled. Effects of rescaling on estimated standard errors of factor loading estimates, and the consequent effect onz-statistics, are studied in three variants of the classical exploratory factor model under canonical, raw varimax, and normal varimax solutions. For models with analytical solutions we find that some of the standard errors as well as their estimates are scale equivariant, while others are invariant. For a model in which an analytical solution does not exist, we use an example to illustrate that neither the factor loading estimates nor the standard error estimates possess scale equivariance or invariance, implying that different conclusions could be obtained with different scalings. Together with the prior findings on parameter estimates, these results provide new guidance for a key statistical aspect of factor analysis.We gratefully acknowledge the help of the Associate Editor and three referees whose constructive comments lead to an improved version of the paper. This work was supported by National Institute on Drug Abuse Grants DA01070 and DA00017 and by the University of North Texas Faculty Research Grant Program.     

Standard errors of fit indices using residuals in structural equation modeling

The asymptotic standard errors of the correlation residuals and Bentler's standardized residuals in covariance structures are derived based on the asymptotic covariance matrix of raw covariance residuals. Using these results, approximations of the asymptotic standard errors of the root mean square residuals for unstandardized or standardized residuals are derived by the delta method. Further, in mean structures, approximations of the asymptotic standard errors of residuals, standardized residuals and their summary statistics are derived in a similar manner. Simulations are carried out, which show that the asymptotic standard errors of the various types of residuals and the root mean square residuals in covariance, correlation and mean structures are close to actual ones.The author is indebted to the reviewers for their comments and suggestions which have led to an improvement of this work.     

心理健康标准研究的争鸣综述及其进一步的思辨

综述了近五年来教育心理学界关于心理健康标准问题讨论的十余篇文章的观点。进而进一步阐述了自己关于心理健康标准的主张。文章认为,心理健康标准应分为卫生学标准和教育学标准;精英的理想发展标准和大众的现实适应标准,形成一个二维结构。     

Cosmopolitan Justice and Equalizing Opportunities

This paper defends a global principle of equality of opportunity, which states that it is unfair if some have worse opportunities because of their national or civic identity. It begins by outlining the reasoning underpinning this principle. It then considers three objections to global equality of opportunity. The first argues that global equality of opportunity is an inappropriate ideal given the great cultural diversity that exists in the world. The second maintains that equality of opportunity applies only to people who are interconnected in some way and infers from this that it should not be implemented at the global level. The third, inspired by Rawls's The Law of Peoples , maintains that it is inappropriate to thrust liberal ideals (like global equality of opportunity) on nonliberal peoples. Each of these challenges, I argue, is unpersuasive.