The Effect of Double Standardized Scoring on the Semantic Differential

Bibliographic Data

ID20282941
AuthorsJack R Haynes (North Texas State University, corresponding author)
Year1975
Volume35
Issue1
Pages107-114
Publication date1975-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducational and Psychological Measurement (JOURNAL)
Journal identifiersISSN: 0013-1644 • E-ISSN: 1552-3888
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1177/001316447503500112
OpenAlexW2025884203
LanguageEN
References cited12

Two semantic differentials were administered to 200 college students and analyzed by two scoring methods, regular and double standardized. Factor analyses of these two scoring methods revealed different factor structures in both number of factors and patterns of loadings. Individual profiles were constructed on the 12 bipolar adjectives from both the regular and double standardized scoring and from factor scores based on these two scoring methods. Groups were formed from these profiles by Wards Hierarchical Grouping Technique. Comparisons of the group memberships also demonstrated that the different scoring methods reveal different patterns. The major difference between the two methods appeared to be due to interindividual variability being associated with regular scoring while double standardized scoring reveals intraindividual differences

Scoring system · Standard score · Statistics · Advanced Text Analysis Techniques · Cognitive and psychological constructs research · Internal Medicine · Mathematics · Medicine · Psychology · Visual and Cognitive Learning Processes

Tools

Open DOISci-Hub