Results 1 - 10 of 431

MS) “Mapping the Moral Domain

by Jesse Graham, Ravi Iyer, Brian A. Nosek, Jonathan Haidt, Spassena Koleva, Peter H. Ditto - In W. Sinnott-Armstrong (Ed.), Moral Psychology, Volume , 2009
"... The moral domain is broader than the empathy and justice concerns assessed by existing measures of moral competence, and it is not just a subset of the values assessed by value inventories. To fill the need for reliable and theoretically grounded measurement of the full range of moral concerns, we d ..."
Abstract - Cited by 68 (12 self) - Add to MetaCart
The moral domain is broader than the empathy and justice concerns assessed by existing measures of moral competence, and it is not just a subset of the values assessed by value inventories. To fill the need for reliable and theoretically grounded measurement of the full range of moral concerns, we developed the Moral Foundations Questionnaire on the basis of a theoretical model of 5 universally available (but variably developed) sets of moral intuitions: Harm/Care, Fairness/Reciprocity, Ingroup/Loyalty, Authority/Respect, and Purity/Sanctity. We present evidence for the internal and external validity of the scale and the model, and in doing so we present new findings about morality: (a) Comparative model fitting of confirmatory factor analyses provides empirical justification for a 5-factor structure of moral concerns; (b) convergent/discriminant validity evidence suggests that moral concerns predict personality features and social group attitudes not previously considered morally relevant; and (c) we establish pragmatic validity of the measure in providing new knowledge and research opportunities concerning demographic and cultural differences in moral intuitions. These analyses provide evidence for the usefulness of Moral Foundations Theory in simultaneously increasing the scope and sharpening the resolution of psychological views of morality.
(Show Context)

Understanding and using factor scores: Considerations for the applied researcher

by Christine Distefano, Min Zhu, Diana Mîndrilă - Practical Assessment, Research & Evaluation , 2009
"... A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment, ..."
Abstract - Cited by 36 (0 self) - Add to MetaCart
A peer-reviewed electronic journal. Copyright is retained by the first or sole author, who grants right of first publication to the Practical Assessment,

Current methodological considerations in exploratory and confirmatory factor analysis

by Thomas A. Schmitt - Journal of Psychoeducational Assessment , 2011
"... Researchers must make numerous choices when conducting factor analyses, each of which can have significant ramifications on the model results. They must decide on an appropriate sample size to achieve accurate parameter estimates and adequate power, a factor model and estima-tion method, a method fo ..."
Abstract - Cited by 16 (0 self) - Add to MetaCart
Researchers must make numerous choices when conducting factor analyses, each of which can have significant ramifications on the model results. They must decide on an appropriate sample size to achieve accurate parameter estimates and adequate power, a factor model and estima-tion method, a method for determining the number of factors and evaluating model fit, and a ro-tation criterion. Unfortunately, researchers continue to use outdated methods in each of these areas. The present article provides a current overview of these areas in an effort to provide researchers with up-to-date methods and considerations in both exploratory and confirma-tory factor analysis. A demonstration was provided to illustrate current approaches. Choosing between confirmatory and exploratory methods is also discussed, as researchers often make incorrect assumptions about the application of each. Keywords factor analysis, exploratory factor analysis, confirmatory factor analysis, structural equation modeling Using factor analysis (FA) procedures such as exploratory factor analysis (EFA) and confirma-

Facilitating Preservice Teachers ' Development of Technological, Pedagogical, and Content Knowledge (TPACK)

by Ching Sing Chai, Joyce Hwee, Ling Koh, Chin-chung Tsai
"... Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such ..."
Abstract - Cited by 12 (2 self) - Add to MetaCart
Preparing preservice teachers for ICT integration in the classrooms is a key focus for many teacher education institutes. This paper examines the perceived development of preservice teachers in terms of their technological knowledge, pedagogical knowledge, content knowledge and the synthesis of such knowledge, i.e., the technological, pedagogical, and content knowledge (TPACK). A questionnaire adapted from Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009) was validated using factor analyses and the preservice teachers’ TPACK perceptions before and after their ICT course were examined. The results reveal statistical significant gains with good effect sizes. Regression analysis further reveals that technological knowledge, pedagogical knowledge and content knowledge are all significant predictors of preservice teachers ’ TPACK, with pedagogical knowledge having the largest impact. Implications for designing the ICT instruction of preservice teachers are discussed.

Measuring Programming Experience

by Janet Feigenspan, Jörg Liebig, Sven Apel, Stefan Hanenberg
"... Abstract—Programming experience is an important confounding parameter in controlled experiments regarding program comprehension. In literature, ways to measure or control programming experience vary. Often, researchers neglect it or do not specify how they controlled it. We set out to find a well-de ..."
Abstract - Cited by 12 (3 self) - Add to MetaCart
Abstract—Programming experience is an important confounding parameter in controlled experiments regarding program comprehension. In literature, ways to measure or control programming experience vary. Often, researchers neglect it or do not specify how they controlled it. We set out to find a well-defined understanding of programming experience and a way to measure it. From published comprehension experiments, we extracted questions that assess programming experience. In a controlled experiment, we compare the answers of 128 students to these questions with their performance in solving program-comprehension tasks. We found that self estimation seems to be a reliable way to measure programming experience. Furthermore, we applied exploratory factor analysis to extract a model of programming experience. With our analysis, we initiate a path toward measuring programming experience with a valid and reliable tool, so that we can control its influence on program comprehension. I.
(Show Context)

Higher-order exploratory factor analysis of the Reynolds Intellectual Assessment Scales with a referred sample

by Jason M Nelson , Gary L Canivez , Will Lindstrom , Clifford V Hatt - Journal of School Psychology , 2007
"... Abstract The factor structure of the Reynolds Intellectual Assessment Scales (RIAS; [Reynolds, C.R., & Kamphaus, R.W. (2003). Reynolds Intellectual Assessment Scales. Lutz, FL: Psychological Assessment Resources, Inc.]) was investigated with a large (N = 1163) independent sample of referred st ..."
Abstract - Cited by 10 (5 self) - Add to MetaCart
Abstract The factor structure of the Reynolds Intellectual Assessment Scales (RIAS; [Reynolds, C.R., & Kamphaus, R.W. (2003). Reynolds Intellectual Assessment Scales. Lutz, FL: Psychological Assessment Resources, Inc.]) was investigated with a large (N = 1163) independent sample of referred students (ages 6-18). More rigorous factor extraction criteria (viz., Horn's parallel analysis (HPA); [Horn, J.L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30,[179][180][181][182][183][184][185], and Minimum Average Partial (MAP) analysis; [Velicer, W.F. (1976). Determining the number of components from the matrix of partial correlations. Psychometrika, 41, 321-327.]), in addition to those used in RIAS development, were investigated. Exploratory factor analyses using both orthogonal and oblique rotations and higher-order exploratory factor analyses using the Schmid and Leiman [Schmid, J., and Leiman, J.M. (1957). The development of hierarchical factor solutions. Psychometrika, 22, 53-61.] procedure were conducted. All factor extraction criteria indicated extraction of only one factor. Oblique rotations resulted in different results than orthogonal rotations, and higher-order factor analysis indicated the largest amount of

Guide to Review of

by Paul C. Clark, Cynthia E. Irvine, Timothy E. Levin, Thuy D, David J. Shifflett, Donna Miller, Radm Richard, H. Wells, R. Elster, Cynthia E. Irvine, Paul C. Clark, Timothy E. Levin, Thuy D. Nguyen, David J. Shifflett, Peter J. Denning, Leonard Ferrari - Library Collections: Preservation, Storage, and Withdrawal , 1991
"... This material is based upon work supported by the Office of Naval Research (ONR) under Grant No. N0001406WR20020. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of ONR. This report was prepared b ..."
Abstract - Cited by 9 (0 self) - Add to MetaCart
This material is based upon work supported by the Office of Naval Research (ONR) under Grant No. N0001406WR20020. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of ONR. This report was prepared by:
(Show Context)

Phonetic variation in the traditional English dialects: a computational analysis

by Martijn Wieling, Robert G. Shackleton, John Nerbonne - Journal of English Linguistics , 2007
"... This study explores the linguistic application of bipartite spectral graph partitioning, a graphtheoretic technique that simultaneously identifies clusters of similar localities as well as clusters of features characteristic of those localities. We compare the results using this approach to previous ..."
Abstract - Cited by 9 (0 self) - Add to MetaCart
This study explores the linguistic application of bipartite spectral graph partitioning, a graphtheoretic technique that simultaneously identifies clusters of similar localities as well as clusters of features characteristic of those localities. We compare the results using this approach to previously published results on the same dataset using cluster and principal component analysis (Shackleton, 2007). While the results of the spectral partitioning method and Shackleton’s approach overlap to a broad extent, the analyses offer complementary insights into the data. The traditional cluster analysis detects some clusters which are not identified by the spectral partitioning analysis, while the reverse also occurs. Similarly, the principal component analysis and the spectral partitioning analysis detect many overlapping, but also some different linguistic variants. The main benefit of the bipartite spectral graph partitioning method over the alternative approaches remains its ability to simultaneously identify sensible geographical clusters of A great deal of language variation is conditioned geographically, giving rise to geographic dialects, which have been studied in dialectology for well over a century (Chambers and Trudgill, 1998). Dissatisfaction with dialectology’s tendency to focus on details gave rise in the

Testing a model of sense of virtual community

by Anita L. Blanchard , 2008
"... A distinguishing feature of virtual communities is their sense of community, i.e., their participants’ feelings of membership, identity, influence, and attachment with each other. This study tests a model in which members ’ perceptions of the group’s norms mediate the relationships between supportin ..."
Abstract - Cited by 9 (1 self) - Add to MetaCart
A distinguishing feature of virtual communities is their sense of community, i.e., their participants’ feelings of membership, identity, influence, and attachment with each other. This study tests a model in which members ’ perceptions of the group’s norms mediate the relationships between supporting each other and identifying each other with the members ’ sense of virtual community. Two studies were conducted providing partial support for the model. The results show that the perception of norms mediate the relationship between SOVC and (a) observing and publicly exchanging support, (b) perceiving that others know one’s identity, and (c) using technical features to learn and create identity. Theoretical and practical implications are discussed.

Exploring the relationships between students’ academic motivation and social ability in online learning environments.

by C C Yang, I C Tsai, B Kim, M-H Cho, J M Laffey - The Internet and Higher Education, , 2006
"... ..."
Abstract - Cited by 7 (0 self) - Add to MetaCart
Abstract not found
(Show Context)