scholarly journals Modeling Dynamic Comparative Public Opinion

2020 ◽  
Author(s):  
Frederick Solt

The study of public opinion in comparative context has been hampered by data that is sparse, that is, unavailable for many countries and years; incomparable, i.e., ostensibly addressing the same issue but generated by different survey items; or, most often, both. Questions of representation and of policy feedback on public opinion, for example, cannot be explored fully from a cross-national perspective without comparable time-series data for many countries that span their respective times of policy adoption. Recent works (Claassen 2019; Caughey, O'Grady, and Warshaw 2019) have introduced a latent variable approach to the study of comparative public opinion that maximizes the information gleaned from available surveys to overcome issues of sparse and incomparable data and allow comparativists to examine the dynamics of public opinion. This paper advances this field of research by presenting a new model and software for estimating latent variables of public opinion from cross-national survey data that yield superior fit and more quantities of theoretical interest than previous works allow.

1999 ◽  
Vol 31 (1) ◽  
pp. 15-28 ◽  
Author(s):  
Timothy J. Richards ◽  
X.M. Gao ◽  
Paul M. Patterson

Abstract“Commodity promotion” consists of many activities, each designed to contribute to a consumer's product knowledge or influence tastes. However, both knowledge and tastes are unobservable, or latent, variables influencing demand. This paper specifies a dynamic structural model of fresh fruit demand that treats promotion and other socioeconomic variables as “causal” variables influencing these latent variables. Estimating this state-space model using a Kalman filter approach provides estimates of both the system parameters and a latent variable series. The results show that these latent effects contribute positively to apple and other fruit consumption, while reducing banana consumption.


2018 ◽  
Vol 20 (2) ◽  
pp. 169-186 ◽  
Author(s):  
Robin Fitzgerald ◽  
Arie Freiberg ◽  
Lorana Bartels

Recent Australian reforms to parole following high-profile violations are premised on a purported public desire for greater restrictions on the use of parole. These changes reflect the tendency of legislatures to presume that the public is largely punitive and invoke a ‘forfeiture’ of rights rationale that weakens support for offender rehabilitation. We consider whether restricting parole is based on a sound reading of public views. Drawing on a national study of public opinion on parole in Australia, we use a latent variable approach to look for distinct patterns in attitudes to parole and re-entry. We also examine what factors explain these patterns. The results support the conclusion that appealing to a public belief in offenders’ ability to change may be the most effective way to increase public confidence in parole systems.


2013 ◽  
Author(s):  
Levent Dumenci ◽  
Robin Matsuyama ◽  
Robert Perera ◽  
Laura Kuhn ◽  
Laura Siminoff

2019 ◽  
Author(s):  
Rina PY Lai ◽  
Michelle Renee Ellefson ◽  
Claire Hughes

Executive functions and metacognition are two cognitive predictors with well-established connections to academic performance. Despite sharing several theoretical characteristics, their overlap or independence concerning multiple academic outcomes remain under-researched. To address this gap, the present study applies a latent-variable approach to test a novel theoretical model that delineates the structural link between executive functions, metacognition, and academic outcomes. In whole-class sessions, 469 children aged 9 to 14 years (M = 11.93; SD = 0.92) completed four computerized executive function tasks (inhibition, working memory, cognitive flexibility, and planning), a self-reported metacognitive monitoring questionnaire, and three standardized tests of academic ability. The results suggest that executive functions and metacognitive monitoring are not interchangeable in the educational context and that they have both shared and unique contributions to diverse academic outcomes. The findings are important for elucidating the role between two domain-general cognitive skills (executive functions and metacognition) and domain-specific academic skills.


2013 ◽  
Vol 85 (4) ◽  
pp. 1346-1356 ◽  
Author(s):  
Marc H. Bornstein ◽  
Chun-Shin Hahn ◽  
Diane L. Putnick ◽  
Joan T. D. Suwalsky

1993 ◽  
Vol 34 (4) ◽  
pp. 346 ◽  
Author(s):  
John E. Donovan ◽  
Richard Jessor ◽  
Frances M. Costa

2021 ◽  
pp. 1-21
Author(s):  
Akira Hasegawa ◽  
Keita Somatori ◽  
Haruki Nishimura ◽  
Yosuke Hattori ◽  
Yoshihiko Kunisato

2012 ◽  
Vol 27 (2) ◽  
pp. 168-180 ◽  
Author(s):  
Samantha Bouwmeester ◽  
Jeroen K. Vermunt ◽  
Klaas Sijtsma

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