Control of Subject Variables

2020 ◽  
pp. 73-82
Author(s):  
M. Kimberly MacLin
Keyword(s):  
Subject Variables

Psychophysically Based Physical Capability Limits For Right Angle Power Tool Operation

2020 ◽  
Vol 64 (1) ◽  
pp. 910-914
Author(s):  
Jonathan Valencia ◽  
Joel Cort
Keyword(s):  
Analysis Of Variance ◽  
The Other ◽  
Mixed Design ◽  
Joint Orientation ◽  
Physical Capability ◽  
Subject Variables ◽  
Group A ◽  
Repeated Analysis ◽  
Post Hoc

A psychophysical methodology was utilized to examine 40 non-skilled female participants performing right-angle power tool (RAPT) fastening tasks. A combination of two between subject variables were examined for a total of four between-subject groups: joint orientation (horizontal and vertical planes) and joint hardness (hard and soft joints). Participants were evenly distributed into one of four joint orientation- hardness groups. Within each group, a combination of three fastening strategies and three fastening frequencies were performed by each participant. The chosen target torque determined the physical capability limits (PCL). A mixed-design repeated analysis of variance with Tukey’ significance post hoc test were used to determine any significance with the measured variables ( p<0.05). Fastening strategy and frequency influenced the chosen torque magnitude. Participants chose significantly higher target torques with the Turbo Tight strategy in comparison to the other two strategies. Furthermore, participants chose to accept lower target torques and forces as fastening frequency increased.

Trail Making Test Performance in Relation to Certain Experimenter, Test and Subject Variables

1964 ◽  
Vol 19 (1) ◽  
pp. 199-206 ◽  
Author(s):  
Oscar A. Parsons ◽  
Harriet I. Maslow ◽  
Freda Morris ◽  
J. Peter Denny
Keyword(s):  
Test Performance ◽  
Screening Test ◽  
Poor Performance ◽  
Trail Making Test ◽  
Psychiatric Disturbance ◽  
The Poor ◽  
Subject Variables ◽  
Trail Making ◽  
The Brain ◽  
Order Of Administration

The Trail Making Test, previously reported highly effective in differentiating brain-damaged from non-brain-damaged Ss, was administered to 21 brain-damaged Ss and 63 non-brain-damaged Ss. Since the latter Ss performed at a level indistinguishable from that of the brain-damaged Ss, several studies were designed in an attempt to “explain” the poor performance of the non-brain-damaged Ss. The possible effects of behavioral agitation, anxiety, examiner differences, facility with letters of the alphabet, order of administration, and ego-involvement were investigated. Only anxiety was found to be significantly related to performance. However, in other analyses age, education, vocabulary, and degree of psychiatric disturbance were significantly related to performance. Until these variables are considered in the scoring system, it seems unlikely that the TMT will be effective as a general screening test for brain-damage.

Factors Influencing School Counselors’ Suspecting and Reporting of Childhood Physical Abuse: Investigating Child, Parent, School, and Abuse Characteristics

2015 ◽  
Vol 19 (1) ◽  
pp. 1096-2409-19.1. ◽  
Author(s):  
Kathleen S. Tillman ◽  
Michael D. Prazak ◽  
Lauren Burrier ◽  
Sadie Miller ◽  
Max Benezra ◽  
...  
Keyword(s):  
Physical Abuse ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Childhood Physical Abuse ◽  
Family Socioeconomic Status ◽  
Physical Evidence ◽  
Subject Variables ◽  
Abuse Characteristics ◽  
Involved Parents

This study sought to explore possible child abuse reporting disparities among school counselors. The participants in this study were elementary school counselors (N = 398) from across the United States. Each participant read a series of vignettes and completed a survey regarding their inclinations about suspecting and reporting childhood physical abuse. The surveys manipulated the following variables: student race, family socioeconomic status (between-subject variables), relationship with the school counselor, and severity of abuse (within-subject variables). School counselors were found to be more likely to suspect defensive parents of abuse than cooperative or non-involved parents. School counselors were also less likely to suspect abuse when a child reported being hit without physical evidence than if a child had a bruised or broken arm. Last, school counselors were more likely to report a child with a bruised arm over a child who reported being hit without physical evidence. Although certain concerns emerged as a result of this study and all signs of abuse should be reported to the appropriate authorities, school counselors were more likely, across the board, to report abuse than to suspect abuse.

Preferences for Rape Reduction Strategies

1983 ◽  
Vol 7 (4) ◽  
pp. 301-312 ◽  
Author(s):  
Judith E. Krulewitz ◽  
Arnold S. Kahn
Keyword(s):  
Sex Role ◽  
Aggressive Treatment ◽  
Perceived Effectiveness ◽  
Sex Role Stereotypes ◽  
Passive Behavior ◽  
Reduction Strategies ◽  
Subject Variables ◽  
Action Strategies ◽  
Strategy Variables ◽  
Feminist Attitudes

The present study examined the effects of two subject variables (sex of subject and feminist attitudes) and two strategy variables (strategy aggressiveness and locus of responsibility for change) on the perceived effectiveness and desirability of four rape reduction strategies. Fifty-three females and 36 males served as subjects in a 24 factorial design. Although women rated all strategies as more effective and desirable than did men, attitude toward sex roles was a more pervasive determinants of patterns of perceived effectiveness and desirability than was subject sex. Generally, aggressive strategies were rated as more effective than nonaggressive strategies, and strategies placing the locus of responsibility for change on women were considered more effective than strategies requiring men and society to take action. Strategies that were consistent with sex-role stereotypes (women avoiding rape by passive behavior and men and society fighting rape by aggressive treatment of rapists) were seen as more effective than nonstereotypic strategies. Profeminists found the nonstereotypic strategies to be more desirable, however, and they also rated as relatively more desirable those strategies that placed responsibility for change on men and society. The results are discussed in terms of the importance of sex-role attitudes rather than subject sex differences in reducing rape.

Effects of Certain Subject Variables on Stanford-Binet Item Performance of Five-Year-Old Children

1970 ◽  
Vol 26 (3) ◽  
pp. 975-984
Author(s):  
Mary Juhan Larsen ◽  
Jerry C. Allen
Keyword(s):  
Socioeconomic Status ◽  
Test Performance ◽  
Intelligence Test ◽  
Single Variable ◽  
Community Size ◽  
Intelligence Level ◽  
Performance Differences ◽  
Subject Variables ◽  
Test Standardization

Item performance on the Stanford-Binet by a sample ( n = 289) of Georgia children (CA = 5) and by equivalent-aged children used in the test standardization was compared in terms of 5 subject variables: race, sex, socioeconomic status, intelligence level, and community size. The Georgia Sample's performance exceeded ( p < .01) the norm group's performance on 62% of the items. The five subject variables were associated with these differences: among levels of the variables, variations occurred in the presence and direction of item performance differences; generally, more than one subject variable influenced item performance. These data affirm that certain variables confound intelligence test performance and that norms based on a single variable, like race, do not eliminate test biases.

Feedback and Anxiety in Verbal Discrimination Learning

1984 ◽  
Vol 54 (3) ◽  
pp. 895-899 ◽  
Author(s):  
H. G. Schneider ◽  
G. D. Schneider
Keyword(s):  
Discrimination Learning ◽  
Trait Anxiety ◽  
Negative Feedback ◽  
State Anxiety ◽  
Low Frequency ◽  
Verbal Discrimination ◽  
Verbal Discrimination Learning ◽  
Performance Differences ◽  
Subject Variables ◽  
Independent Variable

120 volunteers learned a 12-pair list of 4-letter words of low frequency. The independent variable was feedback (positive only, negative only, or positive and negative), and trait anxiety (high or low) and sex (male or female) were used as subject-variables. For errors per trial, the interaction of feedback, anxiety, and trials was significant. Individuals low in anxiety performed poorly when exposed to negative feedback while feedback contingencies were not related to performance differences for the highly anxious individuals. The results are discussed in terms of task-related state anxiety.

Object, Intensity and Subject Variables in Visual Evoked Response

1976 ◽  
Vol 43 (2) ◽  
pp. 532-534 ◽  
Author(s):  
James C. Norton
Keyword(s):  
Repeated Measures ◽  
Research Strategy ◽  
Intensity Analysis ◽  
Considerable Variability ◽  
Variable Stimulus ◽  
Visual Evoked Response ◽  
Independent Variables ◽  
Object Effect ◽  
Within Subjects ◽  
Subject Variables

10 subjects were studied to determine AEP effects of square, circle, and blank stimuli with variable stimulus intensity For the group as a whole, object and intensity effects were significant on a number of amplitude and latency measures, but the object effect appears largely to reflect the presence or absence of a figure, rather than its nature. Increased intensity differentially affected latency, shortening the first negative deflection while lengthening the second positive. Amplitude is generally increased with higher intensity. Analysis of within-subjects effects showed considerable variability as to which parameters were significantly related to the independent variables in individual subjects. A repeated-measures, within-subjects research strategy is seen as appropriate on the basis of these data.

Honesty Requiring a Self-Initiated Response

1980 ◽  
Vol 46 (1) ◽  
pp. 87-90 ◽  
Author(s):  
Ron Hays
Keyword(s):  
University Of California ◽  
External Knowledge ◽  
Dollar Bill ◽  
Student Union ◽  
Subject Variables ◽  
The Subject ◽  
And Behavior ◽  
The University ◽  
The Relationship

33 patrons of the University of California, Riverside student union were given $1.05 in change for a dollar bill (three quarters, two dimes, and two nickels). Honesty was assessed by the criterion of self-initiating the return of the extra nickel, and behavior was examined as a function of sex, age, and manner of dress. Results indicate that the over-all honesty of patrons was low (45%), but no significant findings for the relationship between the subject variables and honesty were shown. The 45% rate of honesty indicates that subjects who believe there will not be any external knowledge of their dishonesty are likely to exhibit dishonest behavior.

Vibration Sensation in Humans

1992 ◽  
Vol 9 (3) ◽  
pp. 281-302 ◽  
Author(s):  
Ronald T. Verrillo
Keyword(s):  
Tactile Feedback ◽  
Auditory Cues ◽  
Subject Variables ◽  
Feedback Cues

The proposition that the performer of music can use vibrotactile sensations to supplement auditory cues as feedback signals in order to enhance tonal control of the instrument is examined. As a basis for evaluating this proposition, we present some fundamental characteristics of human vibrotactile sensation, including measurements at the threshold of detectability, at suprathreshold levels, and of subject variables that could affect sensation. It is reasonable to assume that the sensory capacities of skin could enable tactile feedback cues to be used by singers and some instrumentalists in controlling the tone of their instruments.

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