Experimental and Statistical Studies: Applications of Newer Statistical Techniques

Blommers, Paul; Lindquist, E. F.

doi:10.2307/1168487

Cited by 3 publications

(2 citation statements)

References 55 publications

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“…Grant (1944) published a rejoinder to this article, pointing out errors of omission in Garrett and Zubin's discussion of some early psychological articles using ANOVA. Many other articles that need not be reviewed here endorsed ANOVA for psychology (Bloomers & Lindquist, 1942;Burt, 1938;Crutchfield & Tolman, 1940;Dunlap, 1938Dunlap, , 1940Dunlap, , 1941Garrett, 1943;Grant, 1944, 19SO;Hotelling, 1935;Royce, 19SO;Thouless, 1939).…”

Section: Statistical Development Of Anovamentioning

confidence: 99%

Analysis of variance and the "second discipline" of scientific psychology: A historical account.

Rucci¹,

Tweney²

1980

Psychological Bulletin

120

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A historical analysis of the period from 1925 to 1950 was conducted to investigate the incorporation of analysis of variance (ANOVA) techniques in psychological research. In addition to attempts to identify the earliest uses of ANOVA in psychology, the gradual incorporation of the technique was examined by counting its appearance in 6,457 articles appearing in major American psychological journals from 1935 through 1952. Expository articles and texts directed at psychologists were also identified, and a questionnaire survey of graduate psychology programs was conducted to establish how psychologists were introduced to ANOVA. Finally, the phylogeny of major contributors to American psychological statistics was established for the period. The data suggest a segmentation into three historical periods: (a) an initial, expository phase lasting until the onset of World War II, (b) a wartime interregnum during which use of ANOVA declined, and (c) a postwar resurgence, characterized by the institutionalization of ANOVA training. Although ANOVA certainly had a major impact on experimental psychology, the data do not permit the conclusion that the incorporation of ANOVA in psychology in itself constituted a revolutionary "paradigm shift."In 1957 Cronbach, in a presidential address to the American Psychological Association, described two disciplines of scientific psychology: the correlational and the experimental. He characterized the experimental school by its reliance on analysis of variance (ANOVA) techniques for research design, in contrast to the correlational techniques favored by the other school. Referring to the English statistician who developed ANOVA,

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Section: Statistical Development Of Anovamentioning

confidence: 99%

Analysis of variance and the "second discipline" of scientific psychology: A historical account.

Rucci¹,

Tweney²

1980

Psychological Bulletin

120

View full text Add to dashboard Cite

show abstract

“…14 Blommers and Lindquist criticized this trend, pointing out that many users (including the present writer) have failed to demonstrate that a test satisfies the basic assumption of the Kuder-Richardson method-that the matrix of item intercorrelations is of rank one. 1 This, equivalent to saying that the items measure only one general variable plus specific factors, is manifestly untrue for most achievement tests and omnibus types of ability test. Kelley has presented theoretical objections to substitution of the Kuder-Richardson formulas for the customary reliability coefficient.…”

Section: The Ktjder-richardson Methodsmentioning

confidence: 99%

On estimates of test reliability.

Cronbach¹

1943

Journal of Educational Psychology

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Critical discussions of the reliability problem have been prominent in educational literature for twenty years. While many questions involved have by now been settled, interest has recently been intensified by renewed criticism of the customary techniques. These attacks have been supplemented by numerous proposed substitutes, some of which are, in turn, receiving criticism. It now appears desirable to survey the questions arising regarding the split-half, Spearman-Brown, technique to determine whether that method must be abandoned.

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Rate of comprehension of reading; its measurement and its relation to comprehension.

Blommers¹,

Lindquist²

1944

Journal of Educational Psychology

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Correlation coefficients ranging from -.47 to .92 have been reported. 449 450The Journal of Educational Psychology acuity of vision, etc. It depends, finally, upon the purpose for which the reading is done. For example, the reader may wish only to determine in general terms what the material is about. He may seek only to answer certain specific questions, or to locate certain specific facts. On the other hand, he may stop to ponder over the importance or the implication of the ideas presented. He may pause to memorize some of them. He may consider ways in which he can make possible use of these ideas. He may reorganize them to fit them better to his needs. He may think of new questions as he reads and re-read or continue reading with these questions in mind. What he does while he reads depends, then, on the purpose for which he undertook the reading in the first place or upon purposes which develop during the course of the reading. The nature of these purposes is conditioned by his educational background.Whether or not one considers all of these acts as a part of the reading process in the technical sense, or whether or not one considers all of the skills and the abilities exercised as reading skills, it must be acknowledged that these acts take place during reading and that a part of the time each individual spends in reading is given over to just such acts. It is apparent, then, that there is no meaningful 'single' reading rate (in words per minute) for any given individual, but that, instead, he reads at many different rates, each specific to a different purpose. It follows also, that for any given group of individuals, the degree of relationship between reading rate and any other variable may depend upon the purpose or purposes for which they read, that this relation will be most meaningful only if they all read for the same purpose, and that, accordingly, there may be many different degrees of relationship, each specific to a different purpose.It is, therefore, essential in a relationship study that the purpose of the reading be very carefully defined and controlled. This means, of course, that the purpose must be set in advance for all readers and must be clearly understood by them. Obviously, many of the purposes suggested above, especially those initiated during the course of the reading, can not be so defined and controlled. Hence, any rate-comprehension relationship study which is to yield meaningful results is limited not only by the fact that it must be based on reading done by a specific * The standard procedure for testing the significance of differences between pairs of related measures was employed (", p. 68f). ( -4.379 (<«t -2.576).

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Experimental and Statistical Studies: Applications of Newer Statistical Techniques

Cited by 3 publications

References 55 publications

Analysis of variance and the "second discipline" of scientific psychology: A historical account.

Analysis of variance and the "second discipline" of scientific psychology: A historical account.

On estimates of test reliability.

Rate of comprehension of reading; its measurement and its relation to comprehension.

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