James J. Roberge

The psychometric properties of the center for epidemiological studies-depression scale (ces-d) when used with adults with physical disabilities

Abstract Psychometric properties of the Center for Epidemiological Studies Depression Scale (CES-D) were examined in a sample of 790 adults with physical disabilities and compared to the responses obtained from non-disabled samples (Craig and Van Natta, 1976; Radloff, 1977). Findings suggested the CES-D is a valid measure of depressive symptoms among adults with physical disabilities. Scores on the CES-D scale were not elevated by somatic issues related to physical disability as evidenced by the lack of statistically significant differences in the persistence percentages reported by adults with physical disabilities and non-disabled adults for four of the seven items composing the somatic dimension of the CES-D. Moreover, the factor structure obtained via principal components analysis was highly similar to that obtained with non-disabled adults. Likewise, the Cronbach alpha value for the total score was within acceptable ranges and scores on the CES-D scale were moderately correlated with scores on a numb...

IQ, Field Dependence-Independence, and the Development of Formal Operational Thought

Summary This study focused on the influence of field dependence-independence on the development of formal operational thought during early adolescence. The Group Embedded Figures Test and three paper-and-pencil logical reasoning tests involving second-order operations were administered to 450 sixth, seventh, and eighth grade boys and girls. The results showed that the relationships between field dependence-independence and formal operational reasoning abilities were due largely to their common overlap with IQ. The findings are discussed in terms of the acquisition and utilization of formal thought structures.

Linguistic and psychometric factors in propositional reasoning

An experiment is reported which demonstrates the effects of linguistic and psychometric factors on adults’ performance on a propositional reasoning task. The three linguistic factors were the semantic content in which the logical rule was embedded, the linguistic form of the logical rule, and the polarity of the major premise of the logical arguments. The two psychometric factors were the mode of response and the order of presentation of the different types of content. The results showed that the linguistic factors had a pronounced effect on adults’ propositional reasoning abilities, whereas the influence of the psychometric factors was negligible. These findings are discussed in relation to operational and interpretational factors in reasoning.

Effects of Content on Inclusive Disjunction Reasoning

An experiment is reported which establishes that inclusive disjunction arguments embedded in concrete content are not always easier to reason with than those involving abstract content. The subjects had to assess conclusions drawn from pairs of premises such as “Either Joan is intelligent or she is rich (or both); Joan is intelligent” or “Either Joan is intelligent or she is rich (or both); Joan is not intelligent”. The terms in the disjunctive premise were varied systematically across three content dimensions (i.e. compatible, abstract and contradictory). An analysis of variance revealed significant differences according to both principle of inference and type of content, and a significant interaction between these factors. The results demonstrated that semantically incompatible premise content had a marked influence on comprehension of inclusive disjunction reasoning schemes. The response patterns suggest that these reasoning schemes invited erroneous judgments based on other logical connectives.

Cognitive Style, Operativity, and Reading Achievement

This developmental study was designed to examine the effects of field dependence-independence and level of operational development on the reading achievement of sixth, seventh, and eighth graders. An analysis of covariance was performed on the reading achievement test scores. Field dependence-independence had no significant effect on students’ reading achievement, but high-operational students scored significantly higher than low-operational students on all of the tests. The educational implications of the findings are discussed.

A reexamination of the interpretations of errors in formal syllogistic reasoning

One hundred eleven college Ss selected conclusions for 59 syllogisms. These syllogisms varied according to premise pair, figure, and validity status. The results indicated a remarkable consistency in patterns of error preference, regardless of validity status, with all of the preferred errors being accounted for by either atmosphere effect and probabilistic inference or invalid conversion and probabilistic inference.

Effects of Negation on Adults' Disjunctive Reasoning Abilities

Summary Forty-four adult Ss evaluated conclusions for two types of disjunctive arguments. The disjunctive premise of each argument was an inclusive (e.g., either P or Q or both) or exclusive (e.g., either P or Q but not both) proposition. The presence or absence of the negative “not” was varied systematically in the components of each of these disjunctive premises. Contrary to previous findings in the area of concept attainment, the results indicated that exclusive disjunction arguments were significantly (p < .05) easier than inclusive disjunction arguments. In addition, the location of the negative(s) in the major premise had a significant (p < .001) effect on the number of reasoning errors, and a significant (p < .001) differential effect according to the type of disjunction. In general, the results replicated, clarified, and extended the findings of previous research on concept attainment and deductive reasoning.

An analysis of response patterns for conditional reasoning schemes

One hundred and ten college Ss assessed the truth of the conclusions for 40 conditional reasoning items. These items varied according to principles of inference and validity status. The results indicated some interesting intra- and interrule variations in response patterns.

The Formal Operational Reasoning Test

Summary Educational researchers and psychologists have devoted considerable attention to the measurement of formal operational reasoning abilities. But the lack of suitable paper-and-pencil instruments has limited the quality and extent of assessment possible in regular classrooms and other group settings. The Formal Operational Reasoning Test (FORT) was developed to obviate such problems. Data (N = 300 seventh and eighth grade boys and girls) pertaining to the reliability, content validity, and construct validity of the FORT are reported. It is concluded that the FORT is a reliable and valid measure of formal operational reasoning abilities which is appropriate for use with Ss at or beyond the junior high school level.

Control of Variables and Propositional Reasoning in Early Adolescence

Summary Three paper-and-pencil logical reasoning tests and a word knowledge test were administered to 80 adolescents (40 boys and 40 girls). Analyses of correct responses revealed developmental trends which complement previous research on the logical reasoning abilities of children and adolescents. Implications for the study of propositional reasoning and the theory of formal operations are discussed.