Unreliability of difference scores: A paradox for measurement of change.

Overall, John E.; Woodward, J. Arthur

doi:10.1037/h0076158

Cited by 193 publications

(147 citation statements)

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“…These conclusions about the relation between power and the reliability of differences are consistent with results obtained by May & Hittner (2003), Overall & Woodward (1975), and Nicewander & Price (1978, 1983) using different methods. The so-called paradox of low reliability being associated with high power becomes more understandable from inspection of Table 3.…”

Section: Reliability Of Difference Scores and Statistical Powersupporting

confidence: 80%

“…Overall & Woodward (1975 observed that the pairedsamples t test based on difference scores can under some conditions have maximum power when the reliability of differences is zero. That finding led to discussion as to how the power of the t test and other familiar hypothesis tests depends on the reliability of dependent variables in experiments (Cleary & Linn, 1959;Collins, 1996;Feldt & Brennan, 1989;Fleiss, 1976;Hopkins & Hopkins, 1979;Kopriva & Shaw, 1991;Levin, 1986;Mellenbergh, 1996Mellenbergh, , 1999Subkoviak & Levin, 1977;Sutcliffe, 1958;Zimmerman & Williams, 1986;Zimmerman, Williams, & Zumbo, 1993), with presentation of various inconsistent points of view.…”

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confidence: 99%

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Resolving the Issue of How Reliability is Related to Statistical Power: Adhering to Mathematical Definitions

Zimmerman

Zumbo

2015

J. Mod. App. Stat. Meth.

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Section: Reliability Of Difference Scores and Statistical Powersupporting

confidence: 80%

mentioning

confidence: 99%

Resolving the Issue of How Reliability is Related to Statistical Power: Adhering to Mathematical Definitions

Zimmerman

Zumbo

2015

J. Mod. App. Stat. Meth.

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“…it is acceptable that change scores have relatively low reliability (Overall & Woodward, 1975), the .62 value is methodologically acceptable. Moreover, because raters may have focused on different parts of the essays, interrater reliability may underestimate the reliability of the measure.…”

Section: Effects Of Racial Diversitymentioning

confidence: 99%

Effects of Racial Diversity on Complex Thinking in College Students

et al. 2004

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ABSTRACT-An experiment varying the racial (Black, White) and opinion composition in small-group discussions was conducted with college students (N 5 357) at three universities to test for effects on the perceived novelty of group members' contributions to discussion and on participants' integrative complexity. Results showed that racial and opinion minorities were both perceived as contributing to novelty. Generally positive effects on integrative complexity were found when the groups had racialand opinion-minority members and when members reported having racially diverse friends and classmates. The findings are discussed in the context of social psychological theories of minority influence and social policy implications for affirmative action. The research supports claims about the educational significance of race in higher education, as well as the complexity of the interaction of racial diversity with contextual and individual factors.Previous research has found that racially diverse educational environments are associated with positive intellectual and social outcomes for college students

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“…First, some may criticize our use of a normalized difference score [i.e., (R -L)/(R + L)] to compute FAA differences rather than calculating the difference between naturally log-transformed values (i.e., ln-R -ln-L), given the issues of reliability with the former . On balance, Overall and Woodward (1975) demonstrated that reduced reliability for difference scores can yield higher power for detecting significant differences. Given that the present study, along with Amd and Roche (2016), constitutes among the first known investigations of stimulus-elicited FAAs in relation to derived emotional effects, we believe that a powerful measure for detecting statistical differences is presently more valuable than prematurely relating the effects to the self-report measures.…”

Section: Discussionmentioning

confidence: 99%

Transforming valences through transitive inference: How are faces emotionally dissonant?

Amd

Roche

2017

Quarterly Journal of Experimental Psychology

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Information that is emotionally incongruous with self-concepts can produce feelings of unease. This implies that embedding incongruous information in newly formed relational structures would have little effect on their previous emotive properties. Alternatively, Relational Frame Theory highlights the importance of contextualized stimulus-stimulus relations, where the structure of a relational series is key in determining the function of its elements. To see whether series membership can mitigate 'dissonance' when a salient element is employed, the present investigation trained and tested a seven-term relational series (X>A>B>C>D>E>Y) using blurred faces as stimuli. Specifically, Stimuli X, A, B, D, E and Y were blurred unfamiliar faces and Stimulus C constituted of the participant's own blurred face, assumed to be more salient than the former. To assess how the valences of the related stimuli were transformed by relational series membership, self-report ratings and electroencephalographic (EEG) recordings were collected before and after training the X>A>B>C>D>E>Y series. These pre vs. post contrasts revealed that, for unfamiliar faces, stimulus valence transformed as a function of relational structure. Conversely, the lack of difference in pre vs. post contrasts of Stimulus C, which maintained a high valence, suggest that relational series membership may not suffice to mitigate emotionally dissonant information. ARTICLE HISTORY

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Unreliability of difference scores: A paradox for measurement of change.

Cited by 193 publications

References 0 publications

Resolving the Issue of How Reliability is Related to Statistical Power: Adhering to Mathematical Definitions

Resolving the Issue of How Reliability is Related to Statistical Power: Adhering to Mathematical Definitions

Effects of Racial Diversity on Complex Thinking in College Students

Transforming valences through transitive inference: How are faces emotionally dissonant?

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