Aggregation, or grouping, is a statistical procedure through which all members of a study within a specified range of scores (usually observed scores) are assigned a common or "group" score (for example, the group mean). The various social science methodology literatures agree on the costs of grouping: not only does one always lose…

Games (1973) criticized the Marascuilo and Levin (1970) "nested" or simple effects design as a poor substitute for the usual logic of a factorial analysis of variance. Marascuilo and Levin's use of "nesting" is completely idiosyncratic and contrary to well-established usage, thus confusing the student. Proper usage is…

Examines the possible changes in Matching Familiar Figures (MFF) response times and errors associated with age. The subjects were 23 boys and girls aged 5-13. (MP)

Citations of 23 old papers in physics and physical chemistry were studied in 978 papers in which they appeared in 1974-1975. Using a new typology of reasons for citing the papers, it was determined that in about 60 percent of the cases, the papers are still being actively used. (Author/MBR)

The usual formulas for the reliability of differences between two test scores are based on the assumption that the error scores are uncorrelated. Formulas are presented for the general case where this assumption is unnecessary. (Author/JKS)

Ten common typewriting errors are listed based on an analysis of student papers. (HD)

Language impaired subjects (N=10) at each age level from 6 through 10 were evaluated for ability to correct grammatical violations of word order. Normal 6-, 7-, and 8-year-olds performed better than language impaired age-matched peers, and language-impaired 9- and 10-year-olds performed better than younger impaired subjects. (Author/DB)

Examined five possible rules that children might use to interpret the terms "big" and "little." Increasing consistency in rule usage appeared to be the most significant developmental progression for children between the ages of three and five with respect to these terms. (Author/RH)

Based on research results on learning disabled children's spelling, it is argued that spelling errors produced by carefully selected LD elementary-school students cannot be interpreted as deviating from errors expected from younger, normally achieving children. Data are interpreted to support a cognitive-developmental model of spelling…

An investigation of spelling proficiency at the grade four level (N=174) revealed (1) pronounced gender differences favoring females, (2) program differences for two grade four spelling programs, (3) standardized test differences, (4) psychometric inconsistencies between grade equivalent and standard scores, and (5) a distinct error pattern for…

A study of individual patterns of usual and unusual phonological process occurrence in nine phonologically disordered children revealed that a small, basic subset of phonological processes accounted for the majority of errors made, with frequency the distinguishing characteristic among individuals. Unusual processes were primarily changes in word…

Comparison of spelling errors of two groups of diagnosed learning disabled college students with a control group of fifth graders revealed different developmental scores, with spelling-only impaired LD students clearly discriminable from fifth graders. It was recommended that errors be examined for their information value. (CL)

The author analyzes the problem-solving nature of spelling, notes its cognitive components, and reviews research findings relevant to learning disabled students. He emphasizes the need to understand spelling developmentally and chart-succeeding stages. (CL)

There is variability in the estimation of an equating transformation because common-item parameters are obtained from responses of samples of examinees. The most commonly used standard error of equating quantifies this source of sampling error, which decreases as the sample size of examinees used to derive the transformation increases. In a…