Functional Equivalence of Spatial Representations Derived From Vision and Language: Evidence From Allocentric Judgments.

Past research (e.g., J. M. Loomis, Y. Lippa, R. L. Klatzky, & R. G. Golledge, 2002) has indicated that spatial representations derived from spatial language can function equivalently to those derived from perception. The authors tested functional equivalence for reporting spatial relations that were not explicitly stated during learning. Participants learned a spatial layout by visual perception or spatial language and then made allocentric direction and distance judgments. Experiments 1 and 2 indicated allocentric relations could be accurately reported in all modalities, but visually perceived layouts, tested with or without vision, produced faster and less variable directional responses than language. In Experiment 3, when participants were forced to create a spatial image during learning (by spatially updating during a backward translation), functional equivalence of spatial language and visual perception was demonstrated by patterns of latency, systematic error, and variability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Note on the reliability of experimental measures and the power of significance tests.

The statistical theory of the power of significance tests, combined with the classical theory of the reliability of measurement, reveals that the power of a statistical test sometimes increases and sometimes decreases as the reliability coefficient of a dependent variable increases. This seeming paradox arises because the relation between statistical power and the reliability coefficient is not a functional relation unless another variable—either true variance or error variance—remains constant. The authors show that the paradox disappears if widely accepted, elementary results in statistical theory and measurement theory are considered together. This approach explains why some authors have reached different conclusions about how reliability influences significance tests. (12 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

What is being assessed and why it matters: The impact of transient error on trait research.

Temporal instability can reflect either true psychological change or transient measurement error, and it is important that trait psychologists be able to distinguish one from the other. The authors report results from large retest studies of Big Five, trait affectivity, and personality disorder measures across time frames (2 months and 2 weeks) over which these constructs should show little or no true change. On average, nearly 25% of the variance in the measures was a product of transient error rather than true change; however, the proportion of error varied widely—but consistently—across measures. In addition, a reexamination of long-term longitudinal data demonstrated that ignoring transient error can lead to inaccurate conclusions. Most notably, a substantial portion of the observed instability in the Big Five and trait affectivity is due to transient error; thus, these traits are even more stable than commonly thought. The present data further suggest that previous reports of differential stability between the Big Five and trait affectivity are due, in part, to differential levels of transient error in measures of these constructs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A general approach for estimating scale score reliability for panel survey data.

Scale score measures are ubiquitous in the psychological literature and can be used as both dependent and independent variables in data analysis. Poor reliability of scale score measures leads to inflated standard errors and/or biased estimates, particularly in multivariate analysis. Reliability estimation is usually an integral step to assess data quality in the analysis of scale score data. Cronbach’s α is a widely used indicator of reliability but, due to its rather strong assumptions, can be a poor estimator (L. J. Cronbach, 1951). For longitudinal data, an alternative approach is the simplex method; however, it too requires assumptions that may not hold in practice. One effective approach is an alternative estimator of reliability that relaxes the assumptions of both Cronbach’s α and the simplex estimator and thus generalizes both estimators. Using data from a large-scale panel survey, the benefits of the statistical properties of this estimator are investigated, and its use is illustrated and compared with the more traditional estimators of reliability. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Symptoms and traits of personality disorder: Two new methods for their assessment.

Examines the reliability and validity of 2 dimensional methods for the assessment of personality disorder symptoms and traits. In Study 1, 3 groups that varied in personality pathology level completed the Schedule for Nonadaptive and Adaptive Personality (SNAP; L. A. Clark, 1993), a self-report questionnaire that measures traits relevant to Axis II pathology. Differences among the groups, which were patterned in theoretically interesting ways, are discussed. In Study 2, 2 independent judges rated 22 clusters of Axis II symptoms in 56 state hospital inpatients based on chart information. Good interrater reliability was obtained (median coefficient?=?.71), and personality-related pathology was quite prevalent. Relations among symptom ratings, SNAP scores, and chart diagnoses were generally systematic, but anomalous findings also emerged. Implications for the dimensional assessment of personality-related pathology are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reliability of measurement and the power of statistical tests: Some new results.

The authors (see record 1979-00153-001) argued that the reliability coefficient for the dependent variable in a controlled experiment has no direct relevance for hypothesis testing. Specifically, they demonstrated that increasing the reliability coefficient for the dependent variable did not necessarily increase the power of standard statistical tests. The authors present further evidence that large reliability coefficients are not always desirable in true experiments, and replies to J. P. Sutcliffe's (see record 1980-29332-001) basic criticisms of Nicewander and Price's contentions. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Transient error or specificity? An alternative to the staggered equivalent split-half procedure.

The data-based partial and complete reliability coefficients defined by G. Becker (2000) in his staggered equivalent split-half procedure (SESHP) were compared with the model-based specificity and consistency reliability coefficients defined by R. Steyer, M. J. Schmitt, and M. Eid (1999) in their latent state-trait model (LSTM). Partial reliability is based on coefficient alpha, which contains transient error. State and trait anxiety, measured using the State-Trait Anxiety Inventory on 2 occasions among French adults, illustrated both approaches. Theoretical and empirical analyses demonstrated that the specificity and consistency coefficients offer a testable alternative to the SESHP coefficients. In addition, dynamics of the state residual variance could be modeled and estimated in LSTM. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A coefficient alpha for test-retest data.

Transient errors are caused by variations in feelings, moods, and mental states over time. If these errors are present, coefficient alpha is an inflated estimate of reliability. A true-score model is presented that incorporates transient errors for test-retest data, and a reliability estimate is derived. This estimate, referred to as the test-retest alpha, is less than coefficient alpha if transient error is present and is less susceptible to effects due to item recall than a test-retest correlation. An assumption underlying the test-retest alpha is essential tau equivalency of items. A test-retest split-half coefficient is presented as an alternative to the test-retest alpha when this assumption is violated. The test-retest alpha is the mean of all possible test-retest split-half coefficients. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A comparison of linear and nonlinear relations between organizational commitment and work outcomes.

The authors compared linear and nonlinear relations between affective and continuance commitment and 3 commonly studied work outcomes (turnover cognitions, absenteeism, and job performance), observed in 3 separate research settings. Using a linear model, they replicated the common observation in the literature that affective commitment is more strongly related to work outcomes than continuance commitment. Introducing a higher order continuance commitment term into the same equations, however, they found that the linear model seriously understated the magnitude of continuance commitment's effect on all 3 criterion measures. These findings are consistent with recent developments that identify different motivational mindsets associated with affective and continuance commitment (J. P. Meyer, T. E. Becker, & C. Vandenberghe, 2004). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moderating effects and differential reliability and validity.

Classic psychometric theory holds that errors of measurement and of prediction are of the same magnitude for all individuals. Interactive effects are not recognized, and the psychological structure of all individuals is taken to be the same. To increase reliability and validity of measurement, then, attention is entirely focused on improvement of measuring devices. However, a substantial body of evidence indicates there are systematic individual differences in error, and in the importance a given trait has in determining a particular performance. Reliability and validity of measurement can be increased by the use of moderator variables which predict individual differences in error and in the importance of traits. (16 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of role-taking skills in young children.

A role-taking hierarchy was developed based on analysis of the H. Borke (see record 1972-00686-001), the N. Burns and L. Cavey (1957), and the M. J. Chandler and S. Greenspan (see record 1973-02093-001) role-taking tasks, and on 2 new tasks constructed by the authors, all of which deal with the same affective content. Tasks were presented to 7 girls and 7 boys in each of 3 age groups (3 yrs 0 mo to 3 yrs 11 mo, 4 yrs 0 mo to 4 yrs 11 mo, and 5 yrs 0 mo to 5 yrs 11 mo). Data were analyzed by a scalogram and a cluster analysis. The hypothesis that these tasks would form a hierarchy such that the skills needed for the early tasks are logically prerequisite to those needed for the later tasks was supported. A fundamental structural difference--sequential vs simultaneous decentering--was identified. The multidimensional nature of role-taking tasks is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

How important is transient error in estimating reliability? Going beyond simulation studies.

This article introduces a procedure for estimating reliability in which equivalent halves of a given test are systematically created and then administered a few days apart so that transient error can be included in the error calculus. The procedure not only estimates complete reliability (taking into account both specific-factor error and transient error) but also can estimate partial reliability (taking into account only specific-factor error). Scores from 6 different measuring instruments were analyzed with the procedure. The results indicate that the magnitude of transient error in real data can range from nonexistent to very large. It follows that traditional reliability estimates, using nonstaggered procedures, are inflated to the extent that transient error is present. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

On conceptualizing and assessing guilt.

The psychological construct of guilt and its measurement were investigated in a series of studies (N?=?1,041). Data collection and analyses involved 3 broad issues: (1) the further development and validation of the Guilt Inventory, designed to measure trait guilt, state guilt, and moral standards; (2) comparisons involving extant measures of guilt, shame, moral standards, and other emotions for the purpose of exploring the distinctions between trait guilt and state guilt, affective guilt and moral standards, and guilt and other emotions including both shame and the full range of emotional traits; and (3) an exploration of the factor structure of the trait guilt scales. Results supported the validity and reliability of the Guilt Inventory and the validity of most of the other guilt measures. However, results also raised questions regarding commonly articulated distinctions between trait and state guilt, guilt and shame, and for some measures, affective guilt and moral standards. Discussion focuses on issues of measurement and conceptualization. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A navigational lesson.

Expresses disappointment that L. J. Cronbach (see record 1976-03506-001) could find no logical rejoinder to R. J. Herrnstein's syllogism (HS), which deals with whether social standing will be based to some extent on inherited differences among people. HS is not racist, but it is illogical and false. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Interpersonal problems, personality pathology, and social adjustment after cognitive therapy for depression.

The authors examined the level and structure- of the Inventory of Interpersonal Problems--Circumplex version (IIP-C; L. M. Horowitz. L. E. Alden, J. S. Wiggins, & A. L. Pincus, 2000) before and after 20 sessions of acute-phase cognitive therapy for depression (N=118), as well as associations with the Schedule for Nonadaptive and Adaptive Personality (L. A. Clark, 1993b) and the Social Adjustment Scale--Self-Report version (M. M. Weissman & S. Bothwell, 1976). Interpersonal problems had a 3-factor structure (Interpersonal Distress, Love, and Dominance), with the latter 2 factors approximating a circumplex, both before and after therapy. Interpersonal Distress decreased and social adjustment increased with therapy, but the Love and Dominance dimensions were relatively stable, similar to personality constructs. Social adjustment related negatively to Interpersonal Distress but not to Love or Dominance. Personality pathology related broadly to Interpersonal Distress and discriminantly to Love and Dominance. These findings support the reliability and validity of the IIP-C and are discussed in the context of personality theory and measurement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reliability of a knowledge of AIDS scale a replication

Zimet's knowledge of AIDS scale was completed anonymously by 2,209 university students to assess whether a split-half approach in which items in each half were matched for content would provide better estimates of reliability than other method. Analysis indicates that the odd even Spearman Brown split-half reliability coefficient was lower than both the alpha coefficient and the content-based split-half coefficient. The Cronbach alpha was similar to the content-based Spearman-Brown reliability coefficient.     

A methodological analysis of developmental studies of identity conservation and equivalence conservation.

Reviews the discrepant findings which have been reported during recent years on the order of emergence of identity conservation and equivalence conservation. An analysis of the procedural details of the conflicting studies revealed that the discrepant findings are probably the result of a measurement error (judgments-plus-explanations response criteria) and a sampling error (older S samples) routinely committed in studies reporting that identity and equivalence do not emerge in a fixed order. Some new data from preschool, kindergarten, and 3rd-grade Ss in an experiment in which these 2 errors were controlled provide support for this conclusion. The general consequences of measurement and sampling errors for concept development studies are discussed. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)