Correcting the Effect Size of d for Range Restriction and Unreliability

Bobko, Philip; Roth, Philip L.; Bobko, Christopher P.

doi:10.1177/109442810141003

Cited by 83 publications

(93 citation statements)

References 34 publications

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“…On a similar note, a common practice within our sample of studies was to split the items on Gf outcome measures in half in order to have a comparable pretest and posttest version. While this is effective in reducing test-retest practice effects, an unfortunate consequence is a reduction in measurement reliability , which also causes downward biases in ES due to an increase in error variance that weakens the strength of its correlations (Bobko et al, 2001). Taken together, we expect that the results reported in this meta-analysis represent a low-end estimate of the true extent of improvement that n-back training can have on measures of Gf.…”

Section: Discussionmentioning

confidence: 71%

“…Within this restricted range of young adults, the majority of participants were college undergraduates, thereby skewing our samples even younger (mean age ± SD: 22.85 ± 2.60). A common property of statistics holds that sampling from restricted ranges of the total population usually biases ES downward, due to reduced variability (Bobko, Roth, & Bobko, 2001;Fritz, Morris, & Richler, 2012). On a similar note, a common practice within our sample of studies was to split the items on Gf outcome measures in half in order to have a comparable pretest and posttest version.…”

Section: Discussionmentioning

confidence: 99%

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Improving fluid intelligence with training on working memory: a meta-analysis

et al. 2014

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Working memory (WM), the ability to store and manipulate information for short periods of time, is an important predictor of scholastic aptitude and a critical bottleneck underlying higher-order cognitive processes, including controlled attention and reasoning. Recent interventions targeting WM have suggested plasticity of the WM system by demonstrating improvements in both trained and untrained WM tasks. However, evidence on transfer of improved WM into more general cognitive domains such as fluid intelligence (Gf) has been more equivocal. Therefore, we conducted a metaanalysis focusing on one specific training program, n-back. We searched PubMed and Google Scholar for all n-back training studies with Gf outcome measures, a control group, and healthy participants between 18 and 50 years of age. In total, we included 20 studies in our analyses that met our criteria and found a small but significant positive effect of nback training on improving Gf. Several factors that moderate this transfer are identified and discussed. We conclude that short-term cognitive training on the order of weeks can result in beneficial effects in important cognitive functions as measured by laboratory tests.

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Section: Discussionmentioning

confidence: 71%

Section: Discussionmentioning

confidence: 99%

Improving fluid intelligence with training on working memory: a meta-analysis

et al. 2014

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“…Although techniques exist to attempt to correct for unreliability (e.g., Hunter & Schmidt, 2004;Schmidt et al, 2009), we chose to allow the two potential opposing biases to help balance each other, with the aim of maximizing the accuracy of our estimates. Thus, in our analysis, the potential publication bias indicated by the funnel plot (which would lead to an overestimation of the effect size; Duval & Tweedie, 2000) and the unreliability of measures we know to be present in the sample studies (which leads to an underestimation of the effect size; Bobko, Roth, & Bobko, 2001, Card, 2012Hunter & Schmidt, 2004) are pushing the estimated average effect size in opposite directions. Though it is impossible to know which of these two biases is bigger, or whether they are of similar size to perfectly cancel each other out, they should counteract each other to some extent in terms of the mean effect size estimate.…”

Section: Publication Biasmentioning

confidence: 99%

The effects of psychological distance on abstraction: Two meta-analyses.

Soderberg¹,

Callahan²,

Kochersberger³

et al. 2015

Psychological Bulletin

208

105

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Psychological distance and abstraction both represent key variables of considerable interest to researchers across cognitive, social, and developmental psychology. Moreover, largely inspired by construal level theory, numerous experiments across multiple fields have now connected these two constructs, examining how psychological distance affects the level of abstraction at which people mentally represent the world around them. The time is clearly ripe for a quantitative synthesis to shed light on the relation between these constructs and investigate potential moderators. To this end, we conducted two metaanalyses of research examining the effects of psychological distance on abstraction and its downstream consequences. Across 106 papers containing a total of 267 experiments, our results showed a reliable and medium-sized effect of psychological distance on both level of abstraction in mental representation and the downstream consequences of abstraction. Importantly, these effects replicate across time, researchers, and settings. Our analyses also identified several key moderators, including the size of the difference in

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“…Although the version SILL 7 includes 50 questions and 6 subscales, in the present study due to some infeasibilities 'only 35 questions and 3 subscales as metacognitive (items 15-23), cognitive(items [1][2][3][4][5][6][7][8][9][10][11][12][13][14], and social/ affective strategies(items 24-35) were included.…”

Section: Participantsmentioning

confidence: 99%

Language Learning Strategies and Vocabulary Size of Iranian EFL Learners

Ansarin¹,

Zohrabi²,

Zeynali³

2012

TPLS

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Abstract-The present study aimed to determine the relationship between language learning strategies and vocabulary size in Iranian EFL learners. Therefore, 150 Zoha English Language Learners were given Oxford university and Cambridge university placement test. Oxford strategies inventory for language learning (SILL) were used, as well. According to Brown (2000) taxonomy, three classification of strategies as metacognitive, cognitive, social/affective strategies were included in the present study. Besides, Vocabulary Size Test based on the Norbert Schmitt's test, to measure the vocabulary size by assessing the learners' basic knowledge of common meaning of words in order to the relationship between language learning strategies and vocabulary size would be distinguished. After the data have been elicited, the results were statistically analyzed by using SPSS software. The statistical study of the three proficiency levels manifest that the mean and standard deviation of metacognitive strategy is the most frequently used among others. It is also, understood that the employment of F-Test demonstrates that advanced proficiency level learners use the language learning strategies more than others. Furthermore, it is proved that advanced level learners have higher vocabulary size in relation to other proficiency levels. The findings of present study will be advantageous to English language teachers to develop effective vocabulary teaching and to provide learners with variety of successful language learning strategies.Index Terms-language learning strategy, vocabulary size I. BACKGROUND Learning a second or foreign language requires the manipulation of four main skills, namely, listening, reading, speaking, and writing which lead to effective communication. It is obvious that vocabulary is an indispensible part of any communication, so without a vocabulary, no meaningful communication can take place and meaningful communication relies heavily on vocabulary. One fundamental factor is the amount of vocabulary an individual possesses. Therefore, vocabulary forms the meaningful part of any language (McCarthy, 1988; as cited in Hamzah, Kafipour, & Kumar Abdullah, 2009).Vocabulary is the group of words that a person or a group of people knows how to use. Your vocabulary is all the words you know and use regularly. Vocabulary is a group or stock of words used in a particular way by a certain group of people regarding their language. It is important and it is vital to communicate with others and understand what one is reading. It is obvious that information, which is known as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge. Learners must have access to the meanings of words that teachers, their surrogates, other adults, books or films use to guide them into contemplating known concepts in novel ways in order to learn something new.Second language (L2) acquisition depends crucially on the development of a strong vocabulary. In second language acquisition (SLA), a sub-discipline known as...

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Correcting the Effect Size of d for Range Restriction and Unreliability

Cited by 83 publications

References 34 publications

Improving fluid intelligence with training on working memory: a meta-analysis

Improving fluid intelligence with training on working memory: a meta-analysis

The effects of psychological distance on abstraction: Two meta-analyses.

Language Learning Strategies and Vocabulary Size of Iranian EFL Learners

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