Leroy A. Stone

A NEW METHODOLOGICAL REVISION OF EKMAN'S CONTENT MODEL OF MULTIDIMENSIONAL SIMILARITY ANALYSIS

A new methodological revision to Ekmans content model of multi- dimensional similarity analysis is proposed. Whereas Ekman factor analyzes matrices of mean similarity estimates, the Stone-Coles revision involves the factor analysis of correlational similarities obtained by intercorrelating all column vectors of an Ekman mean similarity matrix. The method proposed solves certain mathematical objections to the Ekman model. 14 investigations of multidimensional similarity conducted by Ekman and his associates were reanalyzed from the Stone-Coles correlational similarity approach. A compari- son of the results indicate that this new methodological construct yields interpretable factorial descriptions of the judged similarity of stimulus-objects which are more meaningful and more parsimonious than the results yielded by the Elanan methodology.

Multidimensional Scaling Used to Evaluate Students Residing in a Rehabilitation Unit

The Stone-Coles revision of Ekmans “content” model of multidimensional similarity analysis was applied to judgments of person similarity made by four mental health professionals. The person-stimuli evaluated were college student clients (disturbed Ss) and volunteers (normal Ss). Two students in the latter category also served as judges. All judges appeared to share a common frame of reference, as only one factor emerged from a factor analysis of interjudge correlations. The factor analysis of a matrix of correlational similarities calculated from a matrix of mean similarities yielded four factors. These factors were first interpreted using clinical judgment and subsequently these interpretations were checked by correlations with MMPI variables. The first three factors were labeled: I. Action-oriented vs Overcontrolled, II. Sex, and III. Severity of Disturbance. A small fourth factor was uninterpretable.

Psychology graduate students' multidimensional perceptions of their psychology faculty ☆

Abstract A recently proposed multidimensional similarity analysis methodology was used to analyze the dimensionality of a faculty group, the faculty which comprises an academic department of psychology, as perceived by advanced graduate students matriculating in that department. The two (or three) extracted judgmental-perceptual dimensions accounted for 70 % (or 79 %) of the judgmental variance; these dimensions appeared to be psychologically meaningful, i.e., they were readily interpretable. An inverse analysis of the judges was also accomplished and led to interpretable results. The success of this exploratory application of a multidimensional scaling procedure suggested further uses of such methodologies in investigations of other forms of social judgment-evaluation.

Subjective roughness and smoothness for individual judges

Ss judged a sequence of 12 emery cloths with instructions that they judge roughness and smoothness using magnitude estimation procedures. For individual Ss, power functions appropriately described the psychophysical relationships between the subjective estimations and grit numbers, however, the exponents were quite variable and were generally smaller than those reported in previous research. Reciprocality (for judged roughness-smoothness) was observed.

PSYCHOLOGICAL TEST CHARACTERISTICS ASSOCIATED WITH TRAINING-SUCCESS IN A MEDEX (PHYSICIAN'S EXTENSION) TRAINING PROGRAM

A multiple regression model for predicting trainee success in a Medex training program is reported. This model employs selected MMPI and Strong scales as predictor variables. Although the model has not yet been cross-validated (plans to do so are underway), elements of it seem consistent with evaluations based on clinical judgment.

MULTIDIMENSIONAL SCALING OF PICTORIAL INFORMATIVENESS

The dimensions used in the judgment of the informativeness of picture sections were investigated by means of a recently proposed methodology, multidimensional similarity analysis. 10 judges (college students) rated the informational similarity of 32 areas within a single picture. The five extracted dimensions accounted for 86% of the judgmental variance and were all readily interpretable. These dimensions were discussed with respect to an earlier study in which eye movements of subjects viewing this picture were recorded.

Cross-Validation of a System for Predicting Training Success of Medex Trainees

An already developed multiple-regression model for predicting success of Medex trainees in their training program was cross-validated using a new group of Medex trainees. Six psychological test predictor variables (2 on the MMPI and 4 on the Strong) “held up” upon cross-validation. The results lent credence to the use of multidimensional judgment scaling for establishment of a personnel evaluation-grading criterion measure.

Multidimensional Scale Analysis of Elementary Teachers' Impressions of Selected Social Reinforcers

A recently proposed multidimensional similarity analysis methodology was used to analyze the dimensionality of a set of selected classroom social reinforcers. Judges were elementary school teachers who frequently administered such reinforcers. The three extracted evaluation dimensions, accounting for 81% of the judgmental variance, were all readily interpretable. The success of this exploratory application of a multidimensional scaling procedure in the realm of educational concerns suggested further uses for such investigative methodologies with regard to other forms of educational judgment-evaluation.

Academic Grades: Their Rational and Empirical Scale Structure

An attempt was made to ascertain a “psychological” scale for academic grades. Thurstonian pair-comparison scaling procedures were used. The judges were from a midwestern university and were employed in professorial positions. The developed psychological scale bore a logarithmic relation to the equal-interval grade-point-average scale (a 4-point scale). Plus- and minus-sign points, around letter grades, were seen as nonsymmetrical. Between-grade intervals were observed to be larger than were within-grade intervals.

Computer-Assisted Group Encounter

It hardly seems necessary to comment that groups (especially those preceded by the words encounter, sensitivity, or T) are prevalent on the current scene; so much so that an entire issue (April 1971 ) of the Personnel and Guidance Journal was devoted to discussing this group movement, its problems and prescriptions. Also, the Division of Counseling Psychology (of the APA) published an &dquo;almost entire&dquo; issue (Volume 2, Number 2, 1970) of The Counseling Psychologist which focused on the subject of encounter groups. With most of these group approaches a major purpose of the activity pertains to the matter of increasing skill and accuracy in interpersonal and self-perceptions. Many group experts (but not all) would agree that for the learning of these skills to occur, individuals in a group situation must receive some type of articulate and meaningful feedback from the group itself. Hill (1971) puts forth the thesis that, in the case of group therapy, it should move to a position where it is less of an art and more of a science. He (1971 : 621 ) believes that &dquo;some sort of systematic feedback [in the group] should have utility and should lead to better therapy for the group.&dquo;