Richard J Rankin
Biographic Data
| ID | 2746988 |
|---|---|
| NAME | Richard J Rankin |
| GIVEN NAMES | Richard J |
| FAMILY NAME | Rankin |
| SIGNATURE | RANKIN R J |
| AFFILIATIONS | University of Oregon |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 3 |
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal…
Gender differences in mathematics and verbal achievement, self-perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics …
Math and Verbal Achievement and Self-Concepts
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative corre…
Focusing on the Selection Process
This field study examines the measures used at multiple stages in a selection process employed by a university's teacher training program. Specifically, the study utilizes LISREL structural analysis to assess the importance each measure assumed in determining admission and intermediate outcomes. Of the measures, which included ability tests and a situational interview, only the mathematics, language, and essay scores prophesied selection. Neither…
Predicting Employment in Education
Multiple regression techniques were used to analyze the relative contribution of scores on the National Teacher Examinations, area examination for elementary school teachers, and of teacher supervisor ratings in predicting employment in elementary school teaching. Correlations between the independent variables and success in obtaining or not obtaining a job were computed for Ill students from five state and private universities. Although moderate…
Concurrent Validity and Reliability of the Kaufman Version of the McCarthy Scales Short Form for a Sample of Mexican-American Children
Largely because of Public Law (PL) 94-142, there has been a recent spate of interest in the early detection of children who might have learning problems. The major focus of such research has been to develop abbreviated tests (short forms) from well known clinical tests of intelligence. The concurrent validity and reliability of Kaufman's short-form version of the McCarthy Scales of Children's Abilities (MSCA) was examined for a sample of 342 Mexi…
Cultural Modification of Effect of Family Size on Intelligence
Previous studies of the relationship between family size and intellectual level suggest a negative relationship between these two variables. This study presents data to show that in at least one culture the relationship between family size and ability is neither linear nor negative. In a culture where large families are the norm, children from families close to mean size have higher ability than those from families at either extreme
An Alternate Time-Saving Procedure for Computing Z Scores
Impact of Delayed Auditory Feedback on the Ipat 8-Parallel-Form Anxiety Scales
The IPAT 8-Parallel-Form Anxiety Scales were insensitive to stress generated in 24 Ss under conditions of normal and delayed auditory feedback. As a follow-up, 144 Ss were tested in a 3 × 2 × 2 factorial design, varying feedback condition, anxiety, and sex. The PFAB remained insensitive to this type of stress
Intelligence-Anxiety Relationships as a Function of Intelligence Test Difficulty
The Henmon Nelson Test of Mental Ability College level, the Minnesota Paper Form Board and the ETS Verbal Cognitive Tests were administered to 1,100 freshman students. Small negative relationships between these scales and TMAS were found most notably for the verbal tests and females. Significant differences were found between high- and low-anxious groups. It is suggested that previous negative results for female Ss may have resulted from the use …
Influence of an International Crisis upon Manifest Anxiety
Two groups were given the TMAS twice, one group under relatively normal conditions and one under conditions of stress on the retest. The stressing variable was an international crisis. There was a significant drop in the TMAS retest scores for the stressed group. Eleven items that showed stress sensitivity were identified, and it was suggested that these items be modified
Nonfunctioning Taylor Manifest Anxiety Scale Items
Auditory Discrimination and Anxiety
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Tactile Generalization in the Rat
Auditory Discrimination and Anxiety
The Taylor Manifest Anxiety Scale (TMAS) has received considerable attention in the literature in relation to personality correlates (Farber & Spence, 1953), learning situations (Spence & Taylor, 1952), and classical conditioning (Spence & Taylor, 1951). In a study relating the TMAS to psychometric performance (Pickrel, 1958), results demonstrated a parallel between psychometric measures and some types of variables studied in experimental laborat…
Math and Verbal Achievement and Self-Concepts
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative corre…
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal…
Gender differences in mathematics and verbal achievement, self-perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics …
Auditory Discrimination and Anxiety
ammonsscientific.com is your first and best source for all of the information you’re looking for. From general topics to more of what you would expect to find here, ammonsscientific.com has it all. We hope you find what you are searching for
Tactile Generalization in the Rat
Auditory Discrimination and Anxiety
The Taylor Manifest Anxiety Scale (TMAS) has received considerable attention in the literature in relation to personality correlates (Farber & Spence, 1953), learning situations (Spence & Taylor, 1952), and classical conditioning (Spence & Taylor, 1951). In a study relating the TMAS to psychometric performance (Pickrel, 1958), results demonstrated a parallel between psychometric measures and some types of variables studied in experimental laborat…
Influence of an International Crisis upon Manifest Anxiety
Two groups were given the TMAS twice, one group under relatively normal conditions and one under conditions of stress on the retest. The stressing variable was an international crisis. There was a significant drop in the TMAS retest scores for the stressed group. Eleven items that showed stress sensitivity were identified, and it was suggested that these items be modified
Nonfunctioning Taylor Manifest Anxiety Scale Items
Intelligence-Anxiety Relationships as a Function of Intelligence Test Difficulty
The Henmon Nelson Test of Mental Ability College level, the Minnesota Paper Form Board and the ETS Verbal Cognitive Tests were administered to 1,100 freshman students. Small negative relationships between these scales and TMAS were found most notably for the verbal tests and females. Significant differences were found between high- and low-anxious groups. It is suggested that previous negative results for female Ss may have resulted from the use …
An Alternate Time-Saving Procedure for Computing Z Scores
Impact of Delayed Auditory Feedback on the Ipat 8-Parallel-Form Anxiety Scales
The IPAT 8-Parallel-Form Anxiety Scales were insensitive to stress generated in 24 Ss under conditions of normal and delayed auditory feedback. As a follow-up, 144 Ss were tested in a 3 × 2 × 2 factorial design, varying feedback condition, anxiety, and sex. The PFAB remained insensitive to this type of stress
Cultural Modification of Effect of Family Size on Intelligence
Previous studies of the relationship between family size and intellectual level suggest a negative relationship between these two variables. This study presents data to show that in at least one culture the relationship between family size and ability is neither linear nor negative. In a culture where large families are the norm, children from families close to mean size have higher ability than those from families at either extreme
Concurrent Validity and Reliability of the Kaufman Version of the McCarthy Scales Short Form for a Sample of Mexican-American Children
Largely because of Public Law (PL) 94-142, there has been a recent spate of interest in the early detection of children who might have learning problems. The major focus of such research has been to develop abbreviated tests (short forms) from well known clinical tests of intelligence. The concurrent validity and reliability of Kaufman's short-form version of the McCarthy Scales of Children's Abilities (MSCA) was examined for a sample of 342 Mexi…
Predicting Employment in Education
Multiple regression techniques were used to analyze the relative contribution of scores on the National Teacher Examinations, area examination for elementary school teachers, and of teacher supervisor ratings in predicting employment in elementary school teaching. Correlations between the independent variables and success in obtaining or not obtaining a job were computed for Ill students from five state and private universities. Although moderate…
Focusing on the Selection Process
This field study examines the measures used at multiple stages in a selection process employed by a university's teacher training program. Specifically, the study utilizes LISREL structural analysis to assess the importance each measure assumed in determining admission and intermediate outcomes. Of the measures, which included ability tests and a situational interview, only the mathematics, language, and essay scores prophesied selection. Neither…
Math and Verbal Achievement and Self-Concepts
Predictions from the Marsh Internal/External Frame of Reference Model were tested on two groups of sixth-grade Norwegian students. Data were analyzed through path analysis for latent variables using structural analysis. The predictions were supported for students who perceived their level of math and verbal achievement as substantially different (n = 309): Math and verbal self-concepts were not correlated and there were significant negative corre…
Gender differences in mathematics and verbal achievement, self-perception and motivation
This study examined gender differences in mathematics and verbal self-concept, self-perceived skills, and motivation and whether such differences were larger than could be explained by differences in achievement. Subjects were 356 sixth grade and 353 ninth grade Norwegian students. Data were analysed by analysis of variance and covariance. There were no differences between the sexes in mathematics achievement, whereas boys had higher mathematics …
A Test of the Internal/External Frame of Reference Model at Different Levels of Math and Verbal Self-Perception
In this study, predictive relations were examined between math and verbal achievement and several different measures of motivation. The sample consisted of 348 sixth grade and 325 ninth grade Norwegian students. Motivation variables of self-concept, self-perceived aptitude, and self-perceived ability to learn within each domain were highly correlated and used as indicators to define math and verbal latent variables labeled general math and verbal…
Psychology (15 works) · Developmental psychology (7 works) · Psychiatry (7 works) · Anxiety (6 works) · Clinical Psychology (6 works) · Statistics (6 works) · Clinical Psychology (5 works) · Mathematics (5 works) · Social Psychology (4 works) · Audiology (3 works)