A New Way to Teach (or Compute) Pearson's r Without Reliance on Cross‐Products

Many students have difficulty seeing the conceptual ‘link’ between bivariate data displayed in a scatterplot and the statistical summary of the relationship, r. This article shows how to teach (and compute) r such that each datum's ‘direct’ and ‘indirect’ influences are made apparent and used in a new formula for calculating Pearson's r.     

Detecting Local Item Dependence in Polytomous Adaptive Data

A rapidly expanding arena for item response theory (IRT) is in attitudinal and health‐outcomes survey applications, often with polytomous items. In particular, there is interest in computer adaptive testing (CAT). Meeting model assumptions is necessary to realize the benefits of IRT in this setting, however. Although initial investigations of local item dependence have been studied both for polytomous items in fixed‐form settings and for dichotomous items in CAT settings, there have been no publications applying local item dependence detection methodology to polytomous items in CAT despite its central importance to these applications. The current research uses a simulation study to investigate the extension of widely used pairwise statistics, Yen's Q₃ Statistic and Pearson's Statistic X², in this context. The simulation design and results are contextualized throughout with a real item bank of this type from the Patient‐Reported Outcomes Measurement Information System (PROMIS).     

Using Tree Diagrams as an Assessment Tool in Statistics Education

This study examines the potential of the tree diagram, a type of graphic organizer, as an assessment tool to measure students' knowledge structures in statistics education. Students' knowledge structures in statistics have not been sufficiently assessed in statistics, despite their importance. This article first presents the rationale and method for using tree diagrams as assessment tools in statistics education, followed by an empirical study examining the technical quality of tree diagram assessment. Thirty-seven university students enrolled in an introductory statistics course, and four statistics experts participated in the study. The results provide evidence of reliability and validity for the proposed function of using tree diagrams to measure knowledge structures in statistics education. As reliability evidence, the interrater reliability of tree diagram scoring is high (Pearson's r = .96); alpha coefficient of the 21 linked vertex pairs in tree diagrams is .89. As validity evidence, experts performed better than novices on the tree diagram assessment; students' performance with the tree diagram is significantly correlated with their performance on statistics achievement tests (Pearson's correlation coefficient r = .62); tree diagrams are sensitive to the discrepancies in students' knowledge structures, and most students considered tree diagrams helpful to their organization of statistics knowledge.     

The Effects of Using Different Procedures to Score Maze Measures

The purpose of this study was to examine how different scoring procedures affect interpretation of maze curriculum‐based measurements. Fall and spring data were collected from 199 students receiving supplemental reading instruction. Maze probes were scored first by counting all correct maze choices, followed by four scoring variations designed to reduce the effect of random guessing. Pearson's r correlation coefficients were calculated among scoring procedures and between maze scores and a standardized measure of reading. In addition, t tests were conducted to compare fall to spring growth for each scoring procedure. Results indicated that scores derived from the different procedures are highly correlated, demonstrate criterion‐related validity, and show fall‐to‐spring growth. Educators working with struggling readers may use any of the five scoring procedures to obtain technically sound scores.     

Performance of the Generalized S‐X2 Item Fit Index for Polytomous IRT Models

Orlando and Thissen's S‐X ² item fit index has performed better than traditional item fit statistics such as Yen's Q₁ and McKinley and Mill's G² for dichotomous item response theory (IRT) models. This study extends the utility of S‐X ² to polytomous IRT models, including the generalized partial credit model, partial credit model, and rating scale model. The performance of the generalized S‐X ² in assessing item model fit was studied in terms of empirical Type I error rates and power and compared to G². The results suggest that the generalized S‐X ² is promising for polytomous items in educational and psychological testing programs.     

Student views regarding online freshmen physics courses

Background: Nationally, many public universities have started to move into the online course and program market that was previously associated with for-profit institutions of higher education. Public university administrators state that students seek the flexibility of online courses. But do students want to take courses online, especially freshmen-level science courses perceived to be difficult?

Purpose: This study investigated student views related to the potential of a physics course they were currently enrolled in being offered online.

Sample: This study took place at a large, public, mid-western university and involved students enrolled in either the first or second semester of a face-to-face flipped physics course for engineering technology majors.

Design and methods: Discussions with students during the semester about their online course experiences and expectations were used to develop the concourse and subsequently the Q sample to perform a Q methodology study about students’ views regarding taking physics courses online. Additional statements for the concourse and Q sample were taken from communications with administrators at the university. In this way, the statements sorted by the students included those from students and those from administrators. Factor analysis of the Q sorts resulted in three factors, each representing a unique perspective. Interpretations of these perspectives included the analyses of the Q sorts, the researcher’s interactions with students and administrators, and students’ written responses regarding their previous online course experiences and their sorting decisions.

Results: Three unique student views emerged were named: keeping it real and face-to-face, Online could be ok depending upon the course and instructor, and Online not for STEM classes. Consensus among the views is also discussed.

Conclusions: Overall, students’ views are negative concerning having physics courses, including labs, online and those views conflict with statements expressed by administrators regarding students’ desires for online courses at the university.     

Effects of La^3＋on microwave dielectric properties of（Pb0.5Ca0.5）（Fe0.5Ta0.5）O3ceramics

This work investigated the microwave dielectric properties of A-site substitution by rare earth La3+in(Pb0.5Ca0.5)(Fe0.5Ta0.5)O3(PCFT) system.A single perovskite phase was obtained only when the doping content was 2%.Suitable La3+ doping improved microwave dielectric performances.Excessive La3+doping caused the formation of secondary phase,which resulted in the decreasing of permittivity εrand quality factor Qfvalues.Especially,when the doping content is 2%-5%,permittivity εrwas above 75 and Qfvalues were 6...     

Testing Colour Proportions of M&Ms

We test the claimed colour proportions of plain M&M's candies using Pearson's x² statistic. The null distribution of this statistic is examined through a Minitab simulation.     

Administrator and Faculty Perspectives Regarding Community College Baccalaureate Degrees in Texas

This quantitative correlational study examined administrator and faculty perspectives regarding factors that may have contributed to the development of community college baccalaureate degrees in Texas. It was hypothesized that factors such as student need, workforce need, college relations, and college mission were linearly and positively correlated. To test the hypothesis, an online survey was administered to a random sample of 530 faculty and administrators at the three baccalaureate granting community colleges in Texas. Correlation coefficients were computed for all possible pairs of the four variables to determine whether or not there were statistically significant correlations between variables. The results of the Pearson's correlation analyses produced four statistically significant correlations among variables at the p = .008 level. Results revealed a strong positive correlation between student need and workforce need r(359) = .82, p < .008. Findings of the study indicated that respondents perceived factors of student need for baccalaureate degrees and employers’ need for employees with bachelor's degree had the strongest influence on the development of community college baccalaureate degrees in the three community colleges in Texas.     

The development of a questionnaire to measure students' motivation towards science learning

The purpose of this study was to develop a questionnaire that measures students' motivation toward science learning (SMTSL). Six scales were developed: self‐efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. In total, 1407 junior high school students from central Taiwan, varying in grades, sex, and achievements, were selected by stratified random sampling to respond to the questionnaire. The Cronbach alpha for the entire questionnaire was 0.89; for each scale, alpha ranged from 0.70 to 0.89. There were significant correlations (p?<?0.01) of the SMTSL questionnaire with students' science attitudes (r?=?0.41), and with the science achievement test in previous and current semesters (r ^p?=?0.40 and r ^c?=?0.41). High motivators and low motivators showed a significant difference (p?<?0.01) on their SMTSL scores. Findings of the study confirmed the validity and reliability of the SMTSL questionnaire. Implications for using the SMTSL questionnaire in research and in class are discussed in the paper.     

The effectiveness of digital game‐based vocabulary learning: A framework‐based view of meta‐analysis

This study presents the results of a meta‐analytic study about the effects of digital game‐based learning (DGBL) on vocabulary. The results of the study showed that the effects of DGBL on vocabulary learning may vary with game design features (Q = 5.857, df = 1, p = .016), but not with learners' age (Q = 0.906, df = 1, p = .341) or linguistic background (Q = 0.0001, df = 1, p = .994). In light of the research findings, Csikszentmihalyi's ( 1990 ) Flow Theory was adopted to theorize the role of game design in DGBL. It is proposed that a hierarchy should exist on the “challenge” axis in the Flow Theory, with adventure‐oriented games above non‐adventure‐based games along the “challenge” axis. The theoretical underpinning is that the dynamic equilibrium between challenge and abilities can function independently of the effects of learners' age and linguistic background.     

A comparison of the Stanford-Binet Intelligence Scale and the McCarthy Scales of Children's Abilities with preschool children

The purpose of the present study was to determine the degree to which performance on the McCarthy Scaies of Children's Abilities correlated with performance on the Stanford-Binet for a group of preschoolers. The sample consisted of 44 children ranging in age from 3–11 to 5–4. It was found that the General Cognitive Index scores of the McCarthy Scales correlated well with the Stanford-Binet IQ scores, r^xy = .90. However, 40 of the 44 subjects scored higher on the Stanford-Binet than on the McCarthy Scales.     

Gene–Environment Correlation Underlying the Association Between Parental Negativity and Adolescent Externalizing Problems

Studies of adolescent or parent‐based twins suggest that gene–environment correlation (rGE) is an important mechanism underlying parent–adolescent relationships. However, information on how parents' and children's genes and environments influence correlated parent and child behaviors is needed to distinguish types of rGE. The present study used the novel Extended Children of Twins model to distinguish types of rGE underlying associations between negative parenting and adolescent (age 11–22 years) externalizing problems with a Swedish sample of 909 twin parents and their adolescent offspring and a U.S.‐based sample of 405 adolescent siblings and their parents. Results suggest that evocative rGE, not passive rGE or direct environmental effects of parenting on adolescent externalizing, explains associations between maternal and paternal negativity and adolescent externalizing problems.     

Are all phonemic awareness tests created equally? A comparison of the Yopp‐Singer and the task of auditory analysis skills (TASS)

This study examined two screening instruments designed to measure phonemic awareness (Test of Auditory Analysis Skills‐TAAS and Yopp‐Singer Test of Phoneme Segmentation). Participants included 25 second‐semester kindergarten children who were administered both instruments. The dependent measure (the STAR Reading Test) was administered in February of their First‐Grade year. The investigation was designed to determine if these instruments are both evaluating the same skills and identify which was more effective in predicting success in reading near the end of First Grade. The children's scores from the Yopp‐Singer and the TAAS were correlated (r=0.56, p<0.01) and so were the scores between the TAAS and STAR (r=0.51, p<0.01). Comparison of scores between the Yopp and the STAR produced non‐significant results (r=0.31). Although the TAAS produced a higher correlation with reading achievement than the Yopp‐Singer, the difference between these two measures failed to reach significance (t=1.16). Implications of these findings, along with possible explanations of the results, are discussed.     

A psychometric evaluation of the anatomy learning experiences questionnaire and correlations with learning outcomes

The Anatomy Learning Experiences Questionnaire (ALEQ) was designed by Smith and Mathias to explore students' perceptions and experiences of learning anatomy. In this study, the psychometric properties of a slightly altered 34‐item ALEQ (ALEQ‐34) were evaluated, and correlations with learning outcomes investigated, by surveying first‐ and second‐year undergraduate medical students; 181 usable responses were obtained (75% response rate). Psychometric analysis demonstrated overall good reliability (Cronbach's alpha of 0.85). Exploratory factor analysis yielded a 27‐item, three‐factor solution (ALEQ‐27, Cronbach's alpha of 0.86), described as: (Factor 1) (Reversed) challenges in learning anatomy, (Factor 2) Applications and importance of anatomy, and (Factor 3) Learning in the dissection laboratory. Second‐year students had somewhat greater challenges and less positive attitudes in learning anatomy than first‐year students. Females reported slightly greater challenges and less confidence in learning anatomy than males. Total scores on summative gross anatomy examination questions correlated with ALEQ‐27, Pearson's r = 0.222 and 0.271, in years 1 and 2, respectively, and with Factor 1, r = 0.479 and 0.317 (all statistically significant). Factor 1 also had similar correlations across different question types (multiple choice; short answer or essay; cadaveric; and anatomical models, bones, or radiological images). In a retrospective analysis, Factor 1 predicted poor end‐of‐semester anatomy examination results in year 1 with a sensitivity of 88% and positive predictive value of 33%. Further development of ALEQ‐27 may enable deeper understanding of students' learning of anatomy, and its ten‐item Factor 1 may be a useful screening tool to identify at‐risk students. Anat Sci Educ 10: 514–527. © 2017 American Association of Anatomists.     

A probabilistic explanation of Pearson's correlation

Pearson's product‐moment correlation can be explained by means of the probability of concordant pairs of observations on two continuous variables (ie, the order of the observations from two randomly selected individuals is the same between the two variables). The probability of concordant pairs features relatively easy computation and offers an alternative perspective on Pearson's correlations.     

Quantitative structure-activity relationships of antimicrobial fatty acids and derivatives against Staphylococcus aureus

Fatty acids and derivatives (FADs) are resources for natural antimicrobials. In order to screen for additional potent antimicrobial agents, the antimicrobial activities of FADs against Staphylococcus aureus were examined using a microplate assay. Monoglycerides of fatty acids were the most potent class of fatty acids, among which monotridecanoin possessed the most potent antimicrobial activity. The conventional quantitative structure-activity relationship (QSAR) and comparative molecular field analysis (CoMFA) were performed to establish two statistically reliable models (conventional QSAR: R ²=0.942, Q ² _LOO=0.910; CoMFA: R ²=0.979, Q ²=0.588, respectively). Improved forecasting can be achieved by the combination of these two models that provide a good insight into the structure-activity relationships of the FADs and that may be useful to design new FADs as antimicrobial agents.     

Nb-Ti微合金钢热变形过程中的再结晶和沉淀行为研究

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Formative Autonomy: Lessons from Elio Petri

John Baldacchino's discussion of the concept of autonomy in this article runs on the dual track of the arts and education. His aim is to engage with the notion of autonomy in terms of what human beings invent (through art) and know (through education) by what they share as free and intelligent beings who live convivially. Following Luigi Pareyson's argument that by form one means a living organism endowed by its own legality (and thereby its own autonomy), Baldacchino offers an analysis of Elio Petri's film La classe operaia va in Paradiso (The Working Class Goes to Heaven) as context for this discussion, which adds a third dimension to the notion of autonomy: that of the political. Here, autonomy is presented as a triangulation of sorts, where what we mean by the autonomous stands for our artistic, educational, and political dispositions (and abilities) to mediate and represent a number of immediate questions with yet-to-be-found answers.     

FLUENCY AS A PERVASIVE ELEMENT IN THE MEASUREMENT OF CREATIVITY1

It was suggested that fluency, defined as number of responses, may misleadingly influence both high Intercorrelations sometimes reported among measures of creativity and low correlations sometimes reported between measures of creativity and intelligence. Subjects were 93 Saturday art school students between the ages of 9 and 15 years. Intercorrelations among five “creativity” scores derived from a slightly modified version of Torrance's Figure Completion Test and between these scores and Henmon-Nelson Intelligence were compared using both raw creativity scores and creativity scores corrected for the effect of fluency. Uncorrected creativity scores intercorrelated high among themselves (mean r= .45) and low with intelligence (mean r= .09), while corrected creativity scores showed low intercorrelations among themselves (mean r= .08) and with intelligence (mean r= .13). These findings are interpreted as confirming the influence of fluency upon high intercorrelations among so-called measures of creativity and as failing to support the suggestion that fluency may also influence low correlations among creativity and intelligence measures.