Sonya L Blixt
Biographic Data
| ID | 1735892 |
|---|---|
| NAME | Sonya L Blixt |
| GIVEN NAMES | Sonya L |
| FAMILY NAME | Blixt |
| SIGNATURE | BLIXT S L |
| AFFILIATIONS | Kent State University |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1980 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 1 |
Heart specialists' art of care
An Empirical Investigation of the Standard Error of Measurement at Different Ability Levels
Methods of estimating the standard error at different ability levels were compared. Overall, it was found that at a given ability level the standard errors calculated using different formulas are not appreciably different. Further, for most situations the traditional method of calculating a standard error probably provides sufficient precision
An Initial Look at the Validity of Diagnoses Based on Sato's Caution Index
Sato's Caution Index is a method of analyzing item response patterns independently of total score. One method of giving a substantive interpretation to the index is to classify people above or below an arbitrary cutting score. The present research was a first attempt to validate the interpretations with use of student reports. The results indicate support for certain interpretations of the index
Attributional Correlates of Beliefs on Discipline
A Cross-Sectional Cross-Lagged Panel Analysis of Mathematics Achievement and Attitudes: Implications for the Interpretation of the Direction of Predictive Validity
Results of the differences between cross-lagged panel correlations and of the consistency of them for 2,429 students within the first eight grades weakly suggested that attitudes toward mathematics is causally predominant over mathematics achievement for what variance is shared in common. The correlations, which were generally positive and low, were strongest within the fourth through the seventh grades
Equivalence of Forms One and Three of the Quick Test
The alternate form reliability of Forms 1 and 3 of the Quick Test was investigated for a selected sample of 29 boys and 15 girls (6–10 to 17–0) receiving special education services. A high correlation ( r = .97) was obtained between the two forms. In addition, form equivalence as determined by the Wilks (1946) procedure was .97 ( p > .05) which indicates that for all intents and purposes Forms 1 and 3 of the Quick Test are equivalent
Equivalence of Forms One and Three of the Quick Test
The alternate form reliability of Forms 1 and 3 of the Quick Test was investigated for a selected sample of 29 boys and 15 girls (6–10 to 17–0) receiving special education services. A high correlation ( r = .97) was obtained between the two forms. In addition, form equivalence as determined by the Wilks (1946) procedure was .97 ( p > .05) which indicates that for all intents and purposes Forms 1 and 3 of the Quick Test are equivalent
A Cross-Sectional Cross-Lagged Panel Analysis of Mathematics Achievement and Attitudes: Implications for the Interpretation of the Direction of Predictive Validity
Results of the differences between cross-lagged panel correlations and of the consistency of them for 2,429 students within the first eight grades weakly suggested that attitudes toward mathematics is causally predominant over mathematics achievement for what variance is shared in common. The correlations, which were generally positive and low, were strongest within the fourth through the seventh grades
Attributional Correlates of Beliefs on Discipline
An Initial Look at the Validity of Diagnoses Based on Sato's Caution Index
Sato's Caution Index is a method of analyzing item response patterns independently of total score. One method of giving a substantive interpretation to the index is to classify people above or below an arbitrary cutting score. The present research was a first attempt to validate the interpretations with use of student reports. The results indicate support for certain interpretations of the index
An Empirical Investigation of the Standard Error of Measurement at Different Ability Levels
Methods of estimating the standard error at different ability levels were compared. Overall, it was found that at a given ability level the standard errors calculated using different formulas are not appreciably different. Further, for most situations the traditional method of calculating a standard error probably provides sufficient precision
Heart specialists' art of care
Psychology (5 works) · Mathematics (4 works) · Statistics (4 works) · Econometrics (3 works) · Developmental psychology (2 works) · Interpretation (philosophy) (2 works) · Medicine (2 works) · Psychometric Methodologies and Testing (2 works) · Achievement test (1 works) · Attribution (1 works)