On statistical detection of deception: Comment on Szucko and Kleinmuntz.

Disagrees with the conclusion by J. J. Szucko and B. Kleinmuntz (see record 1982-01946-001) that the information necessary for making discriminations between truthful and deceptive Ss is contained in polygraph protocols but that polygraph interpreters do not use this information optimally. It is suggested that even an objective and sophisticated statistical analysis of the polygraph charts obtained by the control question method would not effectively predict deception. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on the statistical correction of halo error.

Attempts to eliminate halo error from rating scales by statistical correction have assumed halo to be a systematic error associated with a ratee–rater pair that adds performance-irrelevant variance to ratings. Furthermore, overall performance ratings have been assumed to reflect this bias. Consideration of the source of halo error, however, raises the possibility that the cognitive processes resulting in halo also mediate expectations of and interactions with employees, indirectly influencing true performance and ability via instruction, feedback, and reinforcement. If so, it would not be possible to correct for halo error using overall performance ratings. (26 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"The highly inappropriate calibrations of statistical significance": Comment.

Comments on E. R. Harcum's (see record 1989-31713-001) discussion of the inappropriate use of verbal modifiers to describe statistical significance. Phrases such as "highly significant" and "very significant" are often overlooked by reviewers and journal editors, thus perpetuating the usage. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Determination of statistical error using the hit method

Referring to a histological example, an explanation is given which parameters of the hit procedure have an influence upon the magnitude of the random measuring errors. The dispersion of the measuring values decreases as the number of test points increases. Moreover, if the number of test points is equal, the dispersion is dependent on the relationship between test point distance and mean diameter of the object structures. It reaches a minimum if this ratio is greater than 1 or approximates 1. By subdividing a measurement with numerous test points into small sections it will be possible to calculate the standard deviation. For this, coarse-mesh test nets with few points are favourable.     

Evaluation of reconstruction algorithms in SPECT neuroimaging: II. Computation of deterministic and statistical error components

For the reconstruction of a series of computer simulations of statistically-independent noisy realizations of projection data, the total error of the ith reconstructed voxel in the rth realization, Er,i, is composed of the statistical error, Sr,i, and the (deterministic) inaccuracy in the presence of noise, Di+. Di+ is composed of the (deterministic) inaccuracy in the absence of noise, Di-, and the (deterministic) additional inaccuracy in the presence of noise, Di delta. E(Er,i), the theoretical expected value of Er,i, is given by E(Er,i) = E(Di+) + E(Sr,i). Similarly, E(Di+) = E(Di-) + E(Di delta). The corresponding theoretical variances are given by sigma 2(Er,i) = sigma 2(Di+)+2C(Di+, Sr,i)+ sigma 2(Sr,i) and sigma 2(Di+) = sigma 2(Di-)+2C(Di-, Di delta)+ sigma 2(Di delta), where C(.,.) is the covariance. We have utilized these relationships to evaluate three reconstruction algorithms: standard filtered back projection (FBP), an iterative reconstruction algorithm (IRA), and a version of the IRA which incorporates a linear transformation (TIRA). For simulated brain images in which the projection data (500,000 events detected) were degraded as the result of convolution of the true radioactivity distribution with a realistic distance-dependent detector response function, for FBP the major contribution to both E(Er,i) and sigma 2(Er,i) was Di-. For the IRA and TIRA, the major contributions to E(Er,i) were Di- and Di delta, and the major contribution to sigma 2(Er,i) was Sr,i, although in some cases Di delta was also a contributing factor. Furthermore, the errors due to sigma 2(Er,i) (that is, [sigma 2(Er,i)]0.5) were more severe than those due to E(Er,i). We conclude that, in contrast to FBP, the effects of statistical noise are an important limiting factor for the IRA and TIRA, and that the future development of tomographic devices with higher sensitivity would expand the quantitative potential of the IRA and TIRA.     

Comment on Simonton's "Cross-sectional time-series experiments: Some suggested statistical analyses."

Suggests that the equation on which multiple time-series analysis is based is applicable to more than experimental and control groups that are identical prior to intervention as D. K. Simonton indicated (see record 1978-00178-001). The present article suggests that the equation is also applicable to cases in which comparable though not identical groups are investigated and in which nonequivalent groups are analyzed. (1 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Contrary Opinion--and a Reassurance: Comment.

Comments on a note from Dr. Frederick C. Thorne appearing in the March issue of American Psychologist (1956, 11, 152), entitled "Psychologists, Heal Thyselves!" Thorne's note addressed the handling by the American Psychological Association of ethics cases involving individual members. Here, the current author takes exception to Thorne's characterization of the ethics review process as "moralistic, judgmental, and punitive rather than constructive, rehabilitative, and healing." The author, a member (and one-time chairman) of the Committee on Ethics of the APA (1938-40), attempts to contribute a better understanding of the services furnished by the Association's Committee on Scientific and Professional Ethics and Conduct. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment: Semantics.

Letter comments that in recent years a succession of experimental (and other) textbooks have used (actually misused) the word "dangerous" in referring to concepts, research designs, conclusions. The word "danger" refers to physical menace or threat, thus may introduce confusion when used as indicated above. Adequate substitute words would include "misleading," "illusory," "untenable." The author goes on to provide examples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment: Methodology.

Letter comments on a humorous experience regarding the training of a cricket for an undergraduate educational psychology course. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Subjectivity: Comment.

The author's comments have to do with what is seen as a widespread attitude among psychologists. According to the commentator, psychologists overlook the value of subjective interpretations having to do with research data. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment: Tribute.

The author comments on the account by C. W. Brown of the dedication, in Berkeley, of Tolman Hall, named after Edward Chace Tolman. He notes the omission of the the spirit of American democracy when Tolman led the fight against the Regents' demand that all teachers at the University sign a "non-Communist oath." He regrets that the building in Tolman's name did not carry any reference to these facts. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Grouping error and interpersonal affect: a correction.

The writer acknowledges his in using an inflated in N in the statistical analysis of a previous study published (see 26: 3912). A reanalysis shows that the original finding that interaction induces positive feeling among group members is confirmed, although at a much lower level of significance than previously reported. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How to correct a task error: Task-switch effects following different types of error correction.

It has been proposed that switch costs in task switching reflect the strengthening of task-related associations and that strengthening is triggered by response execution. The present study tested the hypothesis that only task-related responses are able to trigger strengthening. Effects of task strengthening caused by error corrections were considered. Recent findings suggest that errors lead to erroneous task strengthening, which, however, can be reversed by immediate error correction (Steinhauser & Hübner, 2006). In three experiments, the present study examined whether this effect is also obtained when task responses and correction responses share the same response categories but are assigned to different hands or different response modalities (manual vs. vocal). Results indicated that only corrections with the same hand but not corrections with the alternative hand or a different response modality can reverse erroneous task strengthening. These results suggest that only the execution of task-related responses triggers task strengthening, whereas the activation of task-related response categories is not sufficient. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Who is a psychologist?": Comment.

The author comments on W. Edgar Gregory's letter that appears in the March issue of the American Psychologist (1964, 19, 199-200; see record 2005-11647-005). Gregory states that McGill University "dropped its PsD program when it observed that the weaker students were taking the professional degree." The commenter states that this simply is not true. Only two students were ever registered for the DPsSc degree. A year after the doctoral program was initiated in 1948 with two students, it was quietly dropped and the two candidates were moved into the PhD program somewhat against their will. Both wanted a professional degree. The commenter explains reasons why the program was dropped. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to a correction.

Demonstrates that A. B. Silverstein's (see record 1970-05886-001) "corrected" version of Q. McNemar's formula for correlating short-form with full-scale scores is based on fallacious reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a statistical theory of learning.

(This partially reprinted article originally appeared in Psychological Review, 1950, Vol 57, 94–207. The following abstract of the original article appeared in PA, Vol 24:5093.) An attempt has been made to clarify some issues in current learning theory by giving a statistical interpretation to the concepts of stimulus and response and by deriving quantitative laws that govern simple behavior systems. Dependent variables, in this formulation, are classes of behavior samples with common quantitative properties; independent variables are statistical distributions of environmental events. Laws of the theory state probability relations between momentary changes in behavioral and environmental variables. From this point of view it has been possible to derive simple relations between probability of response and several commonly used measures of learning, and to develop mathematical expressions describing learning in both classical conditioning and instrumental learning situations under simplified conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment: On Legislation.

Letter comments on Sheila Pfafflin's rebuttal in the American Psychologist, (see record 2005-11488-004), regarding legislation for psychologists. The author states that Pfafflin's analogy to physicists and economists is fallacious, and does not apply to professional psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Comment: How's-That-Again Department.

Letter comments on a humorous idea to reliably differentiate persons among the author's perceived groups which attend psychological conventions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)