Halo effect in examiner scoring of intelligence test responses.

Two experiments evaluating the halo effect on graduate student Es' scoring of test responses from some Verbal scale subtests of the Wechsler Intelligence Scale for Children and Wechsler Adult Intelligence Scale are reported. In each experiment, ambiguous responses on one or more subtests, Vocabulary but not the Comprehension subtest in the first experiment and the Vocabulary and Comprehension but not the Similarities subtest in the second experiment, were given significantly more credit when produced by examinees with superior or above-average intelligence than by examinees with average or below-average intelligence. Responses were presented on paper and via tape recordings. The results suggest that the IQ may not be as objectively determined as has been commonly assumed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential effects of two grading systems on student performance.

53 undergraduates enrolled in an educational psychology course were graded under 1 of 2 systems: norm referenced or criterion referenced. Achievement data were obtained from class examinations, and a questionnaire measured attitudes toward the course and various aspects of the grading method. Results suggest that student knowledge of performance on tests early in the term, in conjunction with knowledge of the grading system, influences performance on later tests (p     

The Psychological Price of Media Bias.

Media bias was investigated through the effects of a TV interviewer's preferential behavior on the image of the interviewee in the eyes of the viewers. Judges viewed a political interview with either a friendly or a hostile interviewer then rated their impressions of the interviewed politician, whose behavior was identical in all conditions. The preferential nonverbal behavior of the interviewer (controlling for recognition and comprehension of verbal content) systematically influenced viewers' ratings of the politician. The effect consisted mainly of damage to the politician in the hostile interviewer condition. Describing the interviewee as a professor yielded a similar preferential behavior effect. A strong halo effect was identified, but it was ruled out as the mechanism accounting for the interviewer effect. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sustainability of teacher expectation bias effects on long-term student performance.

In this article, we address the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time. Expectation bias was defined as the difference between observed and predicted teacher expectation. These predicted expectations were estimated from a multilevel model in which teacher expectations of students' future performance in secondary education were regressed on students' prior achievement, IQ, and achievement motivation. Multilevel analyses were performed on a data set of about 11,000 students who entered secondary school in 1999 and who were monitored for 5 years. We found relationships between teacher expectation bias and student characteristics as well as a clear effect of expectation bias on long-term student performance. Teacher expectation bias partly mediated the effects of student characteristics on students' performance. Moreover, its effect was moderated by some of these characteristics. Mediation and moderation effects were the strongest for parents' aspirations. The effects of teacher expectation bias dissipated partly during the first 2 years but afterwards remained stable over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

构造叠加晕找矿方法在深部找矿中的应用

构造叠加晕找矿方法在金矿床深部找矿勘查中取得了显著的找矿效果,本文研究表明:矿床严格受控于韧性剪切带,具有多期次成矿特征;单一成矿原生晕在纵向上自下而上表现为Sn-W-V-Mo-Bi→Pb-Zn→Au-Ag→As-Sb-Hg-B的变化规律;多期次叠加晕的前缘晕为As、B、Sb、Hg,尾晕为Bi、V、Mo、Sn、W,近矿晕为Au、Pb、Cu、Ag、Zn;根据叠加晕显示矿体下部存在隐伏矿体,经钻孔工程验证揭露隐伏盲矿体3处,找矿效果明显。     

Tracking, grading, and student motivation: Using group composition and status to predict self-concept and interest in ninth-grade mathematics.

Assigning students to different classes on the basis of their achievement levels (tracking, streaming, or ability grouping) is an extensively used strategy with widely debated consequences. The authors developed a model of the effects of tracking on self-concept and interest that integrates the opposing predictions of "assimilation" and "contrast" effects, which specifies teacher-assigned grades as a major mediating variable, and tested it in 2 settings in which track level is clearly associated with different status-systematic tracking as a function of school type (Study 1, N = 14,341 German 9th-grade students) and separate streams within a comprehensive school system (Study 2, N = 3,243 German 9th-grade students). The results support predictions that students' math self-concept and math interest differ as a function of the achievement of their reference group, their own achievement, and their teacher-assigned grades. No systematic association between track level and math self-concept was found once individual student achievement, school-/stream-average achievement, and teacher-assigned grades were controlled. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An examination of the convergent and discriminant validity of the Strengths and Difficulties Questionnaire.

This study examined the factor structure of the parent and teacher versions of the Strengths and Difficulties Questionnaire (SDQ; R. Goodman, 1997) with a sample of first-grade children at risk for educational failure. The 5-factor model previously found in studies using exploratory factor analysis was fit to the data for both parent and teacher questionnaires. Fit indices for both versions were marginally adequate. Model fit was comparable across gender and ethnic groups. Factor fit for the parent questionnaire was invariant across parent educational level. The examination of convergent and discriminant validity included peer evaluations of each SDQ construct. Thus, each of the five constructs was evaluated by three sources (parent, teacher, and child). On the basis of D. T. Campbell and D. W. Fiske's (1959) multitrait-multimethod approach as well as a confirmatory factor analysis using the correlated uniqueness model, the SDQ has good convergent validity but relatively poor discriminant validity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experimental manipulation of the halo effect.

To test the hypothesis that halo effect is a judgmental error rather than the effect of objective correlation of traits, one group (N = 18) rated 5 noted individuals, one individual per day on all of 5 traits, while another group (N = 18) rated all 5 individuals on one trait per day. The authors state that the results prove that halo is in part a phenomenon of judgment. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Reanalysis of experimental halo effects.

Data on ratings of individuals, obtained under 2 conditions of judgment and published in 1956, were reanalyzed by a more complete analysis of variance. The usual interaction between raters and individuals, called a halo effect, was found but it was not influenced by judgment conditions intended to maximize it. Hence, the evidence for halo effect due to judging operations remains questionable. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A critique of the correlated trait-correlated method and correlated uniqueness models for multitrait-multimethod data.

The correlated trait-correlated method (CT-CM) and correlated uniqueness (CU) confirmatory factor analysis models for multitrait-multimethod data are critiqued. Although the CU model often returns convergent and admissible factor solutions when the CT-CM model does not, the CU model is shown to have theoretical and substantive shortcomings. On the basis of this critique, the authors recommend that the CT-CM model be regarded as the generally preferred model and that the CU model be invoked only when the CT-CM model fails. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

小秦岭大湖金矿矿体原生晕特征研究

矿床原生晕地球化学轴向分带是深部矿体预测的重要依据。研究表明:大湖金矿具有多期多阶段叠加成矿的特点,通过对大湖矿区F5构造带内的17、19、22号矿体及其蚀变围岩中Au、Ag、Co、Cu、Mn、Mo、Ni和Pb等18种元素含量进行相关分析和聚类分析,着重探讨矿体的原生晕特征,并以小秦岭金矿田构造叠加晕理想模型为参照,解释矿体的原生晕特征,进而开展成矿预测,以期为小秦岭金矿田其他矿区的深部找矿勘探提供参考。     

陕西金龙山金矿带丘岭矿段矿体原生晕特征

陕西金龙山金矿带是秦岭造山带内发现的大型微细浸染型金矿带,矿带自西向东分为古楼山、丘岭、腰俭和金龙山4个矿段。目前,围绕矿床原生晕地球化学研究涉及较少,很大程度上制约了矿区深部找矿与预测工作。通过对丘岭矿段118-94勘探线钻孔岩石系统采样分析和统计计算,利用相关分析和聚类分析方法,确定了金矿床的原生晕组合特征,结果表明：Au与As相关系数为0.776,密切共生,As、Sb和Hg共生较稳定,为金矿的前缘指示元素组合。利用不同勘探线和不同中段原生晕异常剖面投影图,研究了矿床原生晕的变化规律,结果表明：前缘元素As、Sb和Hg在700 m及1 000 m深度存在2个高背景,中部元素Pb和Zn在650 m及950 m深度异常强度最大,尾部元素Cu、Co和Ni在700-800 m深度异常规模最大,异常组合特征反映出在118-98线700 m标高以下可能存在有隐伏金矿体。     

典型矿床深部盲矿预测的构造叠加晕实用模式

通过2个典型矿床的预测实例,阐述了构造叠加晕实用模式的特点和应用准则,使构造叠加晕法应用于深部盲矿找矿预测的思路更加清晰,方法便易操作,找矿效果更显著。构造叠加晕法只用于构造带内原生叠加晕轴向分带及叠加结构的研究,采样位置集中在构造带内热液叠加部位,大大减少了采样和样品加工分析的工作量,加大了预测深度,提高了盲矿预测的准确性。构造叠加晕实用模式是在构造叠加晕模式的基础上,突出了构造叠加晕法与成矿规律研究相结合开展找矿预测的新思路,具体步骤包括：研究已知矿体的赋存特点,从而确定有利的成矿空间;根据构造叠加晕实用模式和盲矿预测标志,判断有利成矿空间是否存在有盲矿。     

构造叠加晕在山东金青顶金矿深部找矿应用

金青顶金矿床是牟乳金成矿带上唯一的特大型石英脉型金矿床,经过多年开采,其黄金储量已近枯竭。随着深度的增加,探矿增储难度越来越大,加强地质探矿科研工作、寻找第二富集带是摆脱资源危机的唯一选择。2008年,在前3次跟踪研究金青顶金矿床原生晕—构造叠加晕特征的基础上,开展第4次构造叠加晕研究,建立完善了金青顶金矿床深部盲矿预测的构造叠加晕模型,用模型不断向深部推进预测,并提出-1 000 m以下的成矿靶位,为深部地质探矿提供依据。目前,经验证取得了良好的找矿效果。     

灰色关联分析在岩体可爆性分级中的应用

根据爆破岩体相关实测数据,利用岩体的灰色性和多指标性,采用灰色关联分析法对该岩体进行可爆性分析,确定岩体可爆性级别,从而选取合适的爆破参数.此种方法通过定量计算来确定岩体爆破性级别,区别于以往的定性分析,可以避免主观因素对权重确定的影响,更客观地体现各个分级指标对可爆性分级的贡献,因此,方法可靠且简单易行.     

构造叠加晕找矿方法在青海五龙沟金矿床深部找矿勘查中的应用

青海五龙沟金矿床位于东昆仑中段北缘之昆北断裂带和昆中断裂带夹持部位之间,区内岩浆岩发育,韧脆性断裂带弥补,形成了格尔木—五龙沟变质核杂岩构造,控制着区内金矿床的分布规律。以岩金沟矿段为研究对象,分析了该矿床的构造叠加晕特征。研究表明:矿床属于破碎带蚀变岩型金矿床,受北西—南东向韧性破碎带控制,含金蚀变带具有平行等距分布特征;认为F-Cl-B构成了该矿床的前缘晕,As-Sb-Ag组成了中前缘晕,Cu-Pb-Zn组合为中后部晕,W-Mo-Sn-Bi组合为尾部晕,对深部盲矿体预测提供参考,并提出了具有进一步找矿勘查的有利找矿靶区;根据现阶段钻孔施工显示,按选用的深部找矿预测方法,在3090中段预测区域已发现金矿体两条。     

The effects of race and problem type on teachers' assessments of student behavior.

The authors tested the hypothesis that race bias in teacher evaluations may be problem specific by examining the extent to which ratings of child behavior were influenced by the interaction between the race of the child and the type of presenting behavior. Teachers (N=197) were presented with three vignettes (overcontrolled, undercontrolled, and "normal"), systematically paired with a photograph of a male child (African American, Asian American, or Caucasian). Respondents rated the seriousness, referability, and typicality of the behavior; the child's family life; academic ability and performance; and causal dimensions. Although results did not reveal a bias in the ratings of African American students, data suggest that stereotypes remain embedded in teachers' interpretive framework for Asian Americans, particularly regarding expectations of overcontrolled traits. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

磨矿分级自动化在鑫汇矿业公司的应用

基于鑫汇矿业公司选矿厂现有工艺流程及设备,对磨矿分级设备进行了自动化控制改造。技术改造主要为了提升磨矿设备自动化水平展开,利用电耳传感器、功率变送器等对球磨机磨矿状态进行监测,以此来自动调节给矿量;分级系统利用液位计、旋流器给矿压力、补水调节等自动控制分级泵变频器运转频率,通过浓度计、粒度计将产品合格率信号输送到主控机,确保给水和给矿量实现最优化、球磨处理量达到最大化,最大程度提高旋流器溢流粒度合格率,为下一步浮选工序创造最优的作业条件。鑫汇矿业公司磨矿分级自动化控制改造取得了很好的应用效果,不仅增加了球磨机的处理能力,还收到了显著的经济及社会效益。     

构造叠加晕新方法在小秦岭金矿带深部盲矿预测的应用

通过小秦岭型典型金矿床的构造叠加晕特征进行研究,建立了典型金矿床深部盲矿预测的模型,在寻找盲矿方面,取得了较好效果。总结出典型矿床的共性,建立了小秦岭金矿带深部盲矿预测的构造叠加晕模型。     

Revisiting bias effects in word-initial phonological priming.

The phonological priming paradigm, in which participants respond to the second of 2 consecutively presented spoken words, has the potential to be a useful tool with which to study lexical processing. Concerns about response biases distorting the results have persisted since its introduction. This study explored the manifestation of biases by modifying the standard priming experiment such that the magnitude of priming effects using the same items could be compared at different points during the testing session. Four experiments investigated whether a recent dissociation of response biases and priming effects is evidence of lexical inhibition when the prime and target overlap by the first 3 word-initial phonemes (M. Hamburger & L. A Slowiaczek, 1996). Biases were found in conditions previously thought to prevent their influence. (PsycINFO Database Record (c) 2010 APA, all rights reserved)