John T. Willse

Assessing Creativity With Divergent Thinking Tasks: Exploring the Reliability and Validity of New Subjective Scoring Methods

Divergent thinking is central to the study of individual differences in creativity, but the traditional scoring systems (assigning points for infrequent responses and summing the points) face well-known problems. After critically reviewing past scoring methods, this article describes a new approach to assessing divergent thinking and appraises its reliability and validity. In our new Top 2 scoring method, participants complete a divergent thinking task and then circle the two responses that they think are their most creative responses. Raters then evaluate the responses on a 5-point scale. Regarding reliability, a generalizability analysis showed that subjective ratings of unusual-uses tasks and instances tasks yield dependable scores with only 2 or 3 raters. Regarding validity, a latent-variable study (n = 226) predicted divergent thinking from the Big Five factors and their higher-order traits (Plasticity and Stability). Over half of the variance in divergent thinking could be explained by dimensions of personality. The article presents instructions for measuring divergent thinking with the new method.

The Search for "Optimal" Cutoff Properties: Fit Index Criteria in Structural Equation Modeling

ABSTRACT. This study is a partial replication of L. Hu and P. M. Bentlers (1999) fit criteria work. The purpose of this study was twofold: (a) to determine whether cut-off values vary according to which model is the true population model for a dataset and (b) to identify which of 13 fit indexes behave optimally by retaining all of the correct models while simultaneously rejecting all of the misspecified models in a manner invariant across sample size and data distribution. The authors found that for most indexes the results do not vary depending on which model serves as the correct model. Furthermore, the search for an optimal cut-off value led to a new discovery about the nature of McDonalds measure of centrality and the root mean square error of approximation. Unlike all other indexes considered in this study, the cut-off value of both indexes actually decreases for incorrect models as sample size increases. This may suggest that power calculations are more likely to be optimal when based on those indices.

Differences in Ultrasonic Vocalizations between Wild and Laboratory California Mice ( Peromyscus californicus )

Background Ultrasonic vocalizations (USVs) emitted by muroid rodents, including laboratory mice and rats, are used as phenotypic markers in behavioral assays and biomedical research. Interpretation of these USVs depends on understanding the significance of USV production by rodents in the wild. However, there has never been a study of muroid rodent ultrasound function in the wild and comparisons of USVs produced by wild and laboratory rodents are lacking to date. Here, we report the first comparison of wild and captive rodent USVs recorded from the same species, Peromyscus californicus. Methodology and Principal Findings We used standard ultrasound recording techniques to measure USVs from California mice in the laboratory (Peromyscus Genetic Stock Center, SC, USA) and the wild (Hastings Natural History Reserve, CA, USA). To determine which California mouse in the wild was vocalizing, we used a remote sensing method that used a 12-microphone acoustic localization array coupled with automated radio telemetry of all resident Peromyscus californicus in the area of the acoustic localization array. California mice in the laboratory and the wild produced the same types of USV motifs. However, wild California mice produced USVs that were 2–8 kHz higher in median frequency and significantly more variable in frequency than laboratory California mice. Significance The similarity in overall form of USVs from wild and laboratory California mice demonstrates that production of USVs by captive Peromyscus is not an artifact of captivity. Our study validates the widespread use of USVs in laboratory rodents as behavioral indicators but highlights that particular characteristics of laboratory USVs may not reflect natural conditions.

Preparing Students for College: The Implementation and Impact of the Early College High School Model

As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the models components.

Development and Initial Validation of the PROMIS® Sexual Function and Satisfaction Measures Version 2.0

INTRODUCTION The Patient-Reported Outcomes Measurement Information System (PROMIS)(®) Sexual Function and Satisfaction measure (SexFS) version 1.0 was developed with cancer populations. There is a need to expand the SexFS and provide evidence of its validity in diverse populations. AIM The aim of this study was to describe the development of the SexFS v2.0 and present preliminary evidence for its validity. METHODS Development built on version 1.0, plus additional review of extant items, discussions with 15 clinical experts, 11 patient focus groups (including individuals with diabetes, heart disease, anxiety, depression, and/or are lesbian, gay, bisexual, or aged 65 or older), 48 cognitive interviews, and psychometric evaluation in a random sample of U.S. adults plus an oversample for specific sexual problems (2281 men, 1686 women). We examined differential item functioning (DIF) by gender and sexual activity. We examined convergent and known-groups validity. RESULTS The final set of domains includes 11 scored scales (interest in sexual activity, lubrication, vaginal discomfort, clitoral discomfort, labial discomfort, erectile function, orgasm ability, orgasm pleasure, oral dryness, oral discomfort, satisfaction), and six nonscored item pools (screeners, sexual activities, anal discomfort, therapeutic aids, factors interfering with sexual satisfaction, bother). Domains from version 1.0 were reevaluated and improved. Domains considered applicable across gender and sexual activity status, namely interest, orgasm, and satisfaction, were found to have significant DIF. We identified subsets of items in each domain that provided consistent measurement across these important respondent groups. Convergent and known-groups validity was supported. CONCLUSIONS The SexFS version 2.0 has several improvements and enhancements over version 1.0 and other extant measures, including expanded evidence for validity, scores centered around norms for sexually active U.S. adults, new domains, and a final set of items applicable for both men and women and those sexually active with a partner and without. The SexFS is customizable, allowing users to select relevant domains and items for their study.

Expanding the Start of the College Pipeline: Ninth-Grade Findings From an Experimental Study of the Impact of the Early College High School Model

Abstract Early college high schools are a new and rapidly spreading model that merges the high school and college experiences and that is designed to increase the number of students who graduate from high school and enroll and succeed in postsecondary education. This article presents results from a federally funded experimental study of the impact of the early college model on Grade 9 outcomes. Results show that, as compared to control group students, a statistically significant and substantively higher proportion of treatment group students are taking core college preparatory courses and succeeding in them. Students in the treatment group also have statistically significantly higher attendance and lower suspension rates than students in the control group.

Comparison of Multiple-Indicators, Multiple-Causes-and Item Response Theory-Based Analyses of Subgroup Differences

This research provides a direct comparison of effect size estimates based on structural equation modeling (SEM), item response theory (IRT), and raw scores. Differences between the SEM, IRT, and raw score approaches are examined under a variety of data conditions (IRT models underlying the data, test lengths, magnitude of group differences, and relative size of reference and focal groups). Results show that all studied methods perform similarly. All methods tend to underestimate effects as effect sizes become larger. SEM-based approaches to effect size estimation perform somewhat better at shorter test lengths, whereas approaches based on IRT and raw score perform somewhat better at longer test lengths. Although these differences between methods are detectable, they are small in magnitude.

Responsible Conduct of Research Measure: Initial Development and Pilot Study

Although much discussion has been focused on research misconduct (RM) and questionable research practices, to date no self-report measures exist to examine this phenomenon. To help fill this void, the authors developed the Responsible Conduct of Research Measure (RCRM) through multiple pilot study waves involving researchers in the social and behavioral sciences. Preliminary results reveal adequate validity and reliability. The authors discuss limitations of the study as well as some possible directions for future research on this topic.

Rejoinder: The madness to our method: Some thoughts on divergent thinking

In this reply, the authors examine the madness to their method in light of the comments. Overall, the authors agree broadly with the comments; many of the issues will be settled only by future research. The authors disagree, though, that past research has proven past scoring methods—including the Torrance methods—to be satisfactory or satisfying. The authors conclude by offering their own criticisms of their method, of divergent thinking, and of the concept of domain-general creative abilities.

Mixture Rasch Models with Joint Maximum Likelihood Estimation.

This research provides a demonstration of the utility of mixture Rasch models. Specifically, a model capable of estimating a mixture partial credit model using joint maximum likelihood is presented. Like the partial credit model, the mixture partial credit model has the beneficial feature of being appropriate for analysis of assessment data containing any combination of dichotomous and polytomous item types. Mixture Rasch models are able to provide information regarding latent classes (subpopulations without manifest grouping variables) and separate item parameter estimates for each of these latent classes. In this research, the step parameters were constrained to be equal across items, making the model a mixture rating scale model. An analysis with simulated data provides a clear example demonstration followed by a real-world analysis and interpretation of student survey data.