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201.
Subscores can be of diagnostic value for tests that cover multiple underlying traits. Some items require knowledge or ability that spans more than a single trait. It is thus natural for such items to be included on more than a single subscore. Subscores only have value if they are reliable enough to justify conclusions drawn from them and if they contain information about the examinee that is distinct from what is in the total test score. In this study we show, for a broad range of conditions of item overlap on subscores, that the value of the subscore is always improved through the removal of such items. 相似文献
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Howard H. Bell 《广播与电子媒介杂志》2013,57(3):199-240
The fact that not everyone may like a given television program isn't news; but the fact that the demographic characteristic of race is associated with selective liking and disliking of network television programs that were designed to appeal to a “mass” audience may be surprising. The following article aroused a great deal of heated discussion when an early version was presented at the 1965 meeting of the Association for Education in Journalism, and should do so again after publication in these pages. James W. Carey is Research Assistant Professor in the College of Journalism and Communications at the University of Illinois. 相似文献
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Howard Wainer 《Educational Measurement》1999,18(4):10-16
What are we doing when we make a comparison between two groups of people“ How is this comparison complicated when the two groups do not take identical sets of items“ What can be said about the groups if they take no items in common? 相似文献
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Marian J. Bakermans‐Kranenburg Howard Steele Charles H. Zeanah Rifkat J. Muhamedrahimov Panayiota Vorria Natasha A. Dobrova‐Krol Miriam Steele Marinus H. van IJzendoorn Femmie Juffer Megan R. Gunnar 《Monographs of the Society for Research in Child Development》2011,76(4):62-91
Attachment has been assessed in the extreme environment of orphanages, but an important issue to be addressed in this chapter is whether in addition to standard assessment procedures, such as the Strange Situation, the lack of a specific attachment in some institutionalized children should be taken into account given the limits to the development of stable relationships in institutionalized care. In addition, this chapter discusses disinhibited or indiscriminately friendly behavior that is often seen in institutionalized children. Enhanced caregiving quality alone appears to be insufficient to diminish indiscriminate behavior, at least in some children, as evidenced by the persistence of indiscriminate behavior in children adopted out of institutions into adoptive families. We suggest that the etiology and function of indiscriminate, “friendly” behavior may be different for institutionalized versus not‐institutionalized children. In the first case it may reflect a distortion or disruption of early attachment relationships; in the latter case it is likely to result from the lack of expected input in the form of contingent interactions with a stable caregiver in early life. We try to delineate infant and caregiver characteristics that are associated with secure attachment in institutional settings, given the inevitable fact that large numbers of infants worldwide are being raised, and will be raised, in contexts of institutional care. We conclude that much further study is needed of the development of children's attachments following adoption out of an institutional setting. 相似文献