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Using Multivariate Statistics

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An Introduction To The Event Related Potential Technique

The available versions of the Vandenberg and Kuse (1978) Mental Rotations Test (MRT) have physically deteriorated because only copies of copies are available. We report results from a redrawn version of the MRT and for alternate versions of the test. Males perform better than females, and students drawn from the physical sciences perform better than students drawn from the social sciences and humanities, confirming other reports with the original version of the MRT. Subjects find it very hard to perform the MRT when stimuli require rotation along both the top/bottom axis and the left/right axis. The magnitude of effect sizes for sex (which account, on average, for some 20% of the variance) does not increase with increasing difficulty of the task. Minimal strategy effects were observed and females did not perform differently during the menstrual period as opposed to the days between the menstrual periods. Practice effects are dramatic, confirming other reports with the original MRT, and can also be shown to be powerful in a transfer for practice paradigm, where test and retest involve different versions of the MRT. Main effects of handedness on MRT performance were not found.

A redrawn Vandenverg and Kuse mental rotations test : different versions and factors that affect performance

BACKGROUND
Previous studies have identified significant variability in attention-deficit / hyperactivity disorder (ADHD) prevalence estimates worldwide, largely explained by methodological procedures. However, increasing rates of ADHD diagnosis and treatment throughout the past few decades have fuelled concerns about whether the true prevalence of the disorder has increased over time.


METHODS
We updated the two most comprehensive systematic reviews on ADHD prevalence available in the literature. Meta-regression analyses were conducted to test the effect of year of study in the context of both methodological variables that determined variability in ADHD prevalence (diagnostic criteria, impairment criterion and source of information), and the geographical location of studies.


RESULTS
We identified 154 original studies and included 135 in the multivariate analysis. Methodological procedures investigated were significantly associated with heterogeneity of studies. Geographical location and year of study were not associated with variability in ADHD prevalence estimates.


CONCLUSIONS
Confirming previous findings, variability in ADHD prevalence estimates is mostly explained by methodological characteristics of the studies. In the past three decades, there has been no evidence to suggest an increase in the number of children in the community who meet criteria for ADHD when standardized diagnostic procedures are followed.

ADHD Prevalence Estimates Across Three Decades: An Updated Systematic Review and Meta-Regression Analysis

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effectsize: Estimation of Effect Size Indices and Standardized Parameters

Web-based data collection methods such as Amazon's Mechanical Turk (AMT) are an appealing option to recruit participants quickly and cheaply for psychological research. While concerns regarding data quality have emerged with AMT, several studies have exhibited that data collected via AMT are as reliable as traditional college samples and are often more diverse and representative of noncollege populations. The development of methods to screen for low quality data, however, has been less explored. Omitting participants based on simple screening methods in isolation, such as response time or attention checks may not be adequate identification methods, with an inability to delineate between high or low effort participants. Additionally, problematic survey responses may arise from survey automation techniques such as survey bots or automated form fillers. The current project developed low quality data detection methods while overcoming previous screening limitations. Multiple checks were employed, such as page response times, distribution of survey responses, the number of utilized choices from a given range of scale options, click counts, and manipulation checks. This method was tested on a survey taken with an easily available plug-in survey bot, as well as compared to data collected by human participants providing both high effort and randomized, or low effort, answers. Identified cases can then be used as part of sensitivity analyses to warrant exclusion from further analyses. This algorithm can be a promising tool to identify low quality or automated data via AMT or other online data collection platforms.

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Methods to detect low quality data and its implication for psychological research

Sex differences in the strength of the relations between mathematics anxiety, mathematics attitudes, and mathematics achievement were assessed concurrently in sixth grade (n = 1,091, 545 boys) and longitudinally from sixth to seventh grade (n = 190, 97 boys). Mathematics anxiety was composed of two facets, one associated with evaluations and the other for learning more generally. Girls had higher mathematics anxiety for evaluations than did boys (ds = −.30 to −.52), but not for mathematics learning. In sixth grade, the negative correlation between mathematical competence and mathematics anxiety for evaluations was stronger in girls than in boys. Longitudinally, higher mathematical competence in sixth grade was associated with lower mathematics anxiety for evaluations and better mathematics attitudes in seventh grade for girls but not for boys. The key finding is that adolescent girls’ mathematics anxiety and their attitudes toward mathematics are more reflective of their actual mathematical competence than they are for boys. One implication is that relative to boys with low mathematics achievement, girls with low achievement are at higher risk of developing mathematics anxiety and poor attitudes toward mathematics. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.

The survival-processing advantage occurs when processing words for their survival value improves later performance on a memory test. Due to the interest in this topic, we conducted a meta-analysis to review the literature regarding the survival-processing advantage, in order to estimate a bias-corrected effect size. Traditional meta-analytic methods were used, as well as the test of excess significance, p-curve, p-uniform, trim and fill, PET-PEESE, and selection models, to reevaluate previous effect sizes while controlling for forms of small-study-size effects. The average effect sizes for survival processing ranged between η p2 = .06 and .09 for between-subjects experiments and between η p2 = .15 and .18 for within-subjects experiments, after correcting for potential bias and selective reporting. Overall, researchers can expect to find medium to large survival-processing effects, with selective reporting and bias-correcting techniques typically estimating lower effect sizes than traditional meta-analytic techniques.

/pdf/a-meta-analysis-of-the-survival-processing-advantage-in-2n4jqyqlfo.pdf

A meta-analysis of the survival-processing advantage in memory

Identifying meaningful cognitive and noncognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics Here, 317 students’ short-term verbal memory, verbal and visuospatial working memory, complex spatial abilities, intelligence, and mathematics attitudes and anxiety were assessed, and their teachers reported on their attentive behavior in 7th-grade mathematics classrooms Bayesian regression models revealed that complex spatial abilities and in-class attention were the most plausible predictors of 7th-grade mathematics, but not word reading achievement, controlling for prior mathematics achievement These results were confirmed with multilevel models that revealed interactions between these factors and prior achievement The largest gains were among students with strong mathematical competencies in 6th grade, and average or better in-class attention in 7th grade as well as above average spatial abilities High mathematics anxiety was associated with lower attention and through this indirectly influenced achievement gains These results have implications for how to best target interventions for students at risk for long-term difficulties with mathematics (PsycInfo Database Record (c) 2021 APA, all rights reserved)

In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement.

Neuroimaging studies of subjects with ADHD typically show altered functional connectivity in prefrontal, striatal, and several temporal brain regions. While the majority of studies have focused on connectivity that is averaged over time, we investigated the temporal dynamics of brain network changes in resting-state fMRI. Using the ADHD-200 consortium, we characterized the time course of latent state changes using Hidden Markov Modeling, and compared state changes between boys and girls with ADHD along with typically developing controls. Sex differences were found in latent state switching, with boys dwelling longer in a given state than girls, and concurrently having fewer overall state transitions. These sex differences were found in children with ADHD and in typically developing controls. Children with ADHD were also found to be more variable in terms of state transitions than controls. These findings add to the growing literature on neural sex differences and may be related to the sex difference in focal versus diffuse attention.

John E. Scofield

Papers

Methods to detect low quality data and its implication for psychological research

Sex Differences in Mathematics Anxiety and Attitudes: Concurrent and Longitudinal Relations to Mathematical Competence.

A meta-analysis of the survival-processing advantage in memory

In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement.

Latent resting-state network dynamics in boys and girls with attention-deficit/hyperactivity disorder.