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Reviews: Lange, P. S. (Ed.). Programed Instruction. Sixty-sixth Yearbook of the National Society for the Study of Education, Part II. Chicago: N.S.S.E., 1967. 334 + xii pp. $5.00.:

Reviews: Lange, P. S. (Ed.). Programed Instruction. Sixty-sixth Yearbook of the National Society... Reviews in different analyses one page. These topics need and deserve more discussion. The construction of a multi-factor battery based upon previous analyses would also appear to be an important topic, but it is not dealt with in any systematic and detailed way. Throughout the book measurement is seen as linked to psy­ chological theory and not to applied predictions. The nature, in­ terrelations, and place in theory of psychological constructs are clearly regarded as being of paramount importance. This evidently accounts for the prominence given to multivariate techniques, par­ ticularly factor analysis, and to the discussion of factor-based find­ ings in Chapters 12-14. There is a useful chapter on profile analysis, multiple discrimi­ nant analysis, and multidimensional scaling. Such techniques are important aspects of measurement that are not often described in a relatively non-technical way. Proofs are straightforward and readily comprehensible. More derivations might have been desirable, however. Such extended material could have been placed at the end of chapters or in ap­ pendices. Problems and exercises, with answers, might also have been included. Their omission is unfortunate. In summary, this is a stimulating and controversial book that covers a wide range of topics and is likely to http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Reviews: Lange, P. S. (Ed.). Programed Instruction. Sixty-sixth Yearbook of the National Society for the Study of Education, Part II. Chicago: N.S.S.E., 1967. 334 + xii pp. $5.00.:

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312005003433
Publisher site
See Article on Publisher Site

Abstract

Reviews in different analyses one page. These topics need and deserve more discussion. The construction of a multi-factor battery based upon previous analyses would also appear to be an important topic, but it is not dealt with in any systematic and detailed way. Throughout the book measurement is seen as linked to psy­ chological theory and not to applied predictions. The nature, in­ terrelations, and place in theory of psychological constructs are clearly regarded as being of paramount importance. This evidently accounts for the prominence given to multivariate techniques, par­ ticularly factor analysis, and to the discussion of factor-based find­ ings in Chapters 12-14. There is a useful chapter on profile analysis, multiple discrimi­ nant analysis, and multidimensional scaling. Such techniques are important aspects of measurement that are not often described in a relatively non-technical way. Proofs are straightforward and readily comprehensible. More derivations might have been desirable, however. Such extended material could have been placed at the end of chapters or in ap­ pendices. Problems and exercises, with answers, might also have been included. Their omission is unfortunate. In summary, this is a stimulating and controversial book that covers a wide range of topics and is likely to

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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