Showing papers by "John J. McArdle published in 1991"

An Applied Comparison of Methods for Least- Squares Factor Analysis of Dichotomous Variables

Abstract: A statistical simulation was performed to com pare four least-squares methods of factor analysis on datasets comprising dichotomous variables. In put matrices were: (1) phi correlation coefficients...

Structural modeling of mixed longitudinal and cross-sectional data

Abstract: In this paper we describe some mathematical and statistical models for dealing with changes over age. We concentrate specifically on the use of a structural equation modeling (SEM) approach (using computer programs like LISREL) to deal with issues of: (1) group differences in regression parameters, (2) differences in longitudinal and cross-sectional results, (3) differences due to longitudinal attrition, and (4) mixtures of these problems. To illustrate these ideas we use data from a previous study of hypertension and intellectual abilities (from Schultz, Elias, Robbins, Streeten, and Blakeman, 1986).

Structural Models of Developmental Theory in Psychology

Abstract: This is a response to the presentation by Wohlwill (this volume). To begin, I must admit that I have been a follower of Wohlwill’s research for a long time. In particular my own research has benefited from Wohlwill’s classic work on The age variable in psychological research (see Wohlwill, 1970, 1973). His current paper adds clarity and force to these issues so here I continue my enthusiastic support of Wohlwill’s work.

Genetic Contributions to Television Viewing

Abstract: these notes should be expelled.\" There may be good reasons to advocate expulsion but this issue should be openly debated once all the facts are known. I shudder to think that such a decision would be made in a climate in which one would automatically be branded a racist for not advocating expulsion or asking questions regarding the context in which the incident occurred. An environment that stresses normative influence can also interfere with good pedagogy. In the seminar I teach on prejudice and discrimination, a major obstacle to classroom discussion is the fear of students that they may say something that gets them labeled racist or sexist. A particularly controversial topic is affirmative action. In the Blanchard et al. study, a racist would disagree that \"we need to have more affirmative action policies instituted at [the institution].\" I happen to be an advocate of affirmative action, but the practice of affirmative action raises complex issues that deserve critical scrutiny. This can only occur in a trusting environment where diverse points of view are allowed expression~ As educators, our job is not to create an environment that encourages normative influence. Rather, our job is to create environments in which all points of view can be challenged and defended. Let them stand or fall on their own merit. It is in this environment where critical thinking skills will be honed and genuine learning will occur. Who knows? Perhaps creative solutions to racial inequality and racial tension will even begin to emerge. Finally, it is not clear that the normative influence approach to reducing racism works. Blanchard et al. suggest that internalization of an antiracist attitude may result from normative influence. Perhaps. But one does not have to be around a \"politically correct\" campus long to see another process operating-psychological reactance. If people think that their freedom to hold certain beliefs is threatened, they may react by adhering to them all the more fiercely. I would not be surprised if some of the worse racial incidents have been on campuses that are the most vocally antiracist.

Quantitative topics in research on aging.

Abstract: The origins of the present series of articles on quantitative topics in aging research are presented. Specific articles are described, the purposes and goals of the quantitative series are set forth, and the relationship of this body of knowledge to the scientific status of the area of aging research is discussed.