New Nonparametric Rank Tests for Interactions in Factorial Designs with Repeated Measures

New rank tests for interactions in factorial designs are summarily presented and applied to some common factorial designs with repeated measures. The resulting p‑values of these tests are compared among each other, along with those obtained by parametric and randomization tests

Nonparametric Tests for the Interaction in Two-way Factorial Designs Using R

An increasing number of R packages include nonparametric tests for the interaction in two-way factorial designs. This paper briefly describes the different methods of testing and reports the resulting p-values of such tests on datasets for four types of designs: between, within, mixed, and pretest-posttest designs. Potential users are advised only to apply tests they are quite familiar with and not be guided by p-values for selecting packages and tests.status: publishe

npIntFactRep: Nonparametric Interaction Tests for Factorial Designs with Repeated Measures

Returns nonparametric aligned rank tests for the interaction in two-way factorial designs, on R data sets with repeated measures in 'wide' format. Five ANOVAs tables are reported. A PARAMETRIC one on the original data, one for a CHECK upon the interaction alignments, and three aligned rank tests: one on the aligned REGULAR, one on the FRIEDMAN, and one on the KOCH ranks. In these rank tests, only the resulting values for the interaction are relevant.R Packagestatus: publishe

Het toetsen van de proporties naamletters in teksten met SAS

Afdeling Experimentele en kwantitatieve psychologie.status: publishe

Summiere evidentie voor het visueel cocktailpartyfenomeen en voorstel voor verder onderzoek

Afdeling Experimentele en kwantitatieve psychologie.status: publishe

Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and studentcentered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the studentcentered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.status: publishe

Open feedback in gymnastic judging causes conformity bias based on informational influencing

The aims of this study were twofold: (1) to determine whether open feedback (i.e. the ability to hear or see the scores of colleague judges after each performance) would lead judges in gymnastics to conform with their colleagues, and (2) to identify the underlying process on which this conformity is based. Twenty-three certified Flemish judges in women's gymnastics were randomly divided into panels of a maximum of five judges. These panels had to rate the same 30 videotaped individual vaults: 15 in phase 1 and 15 in phase 2. Two independent variables were orthogonally manipulated: feedback (or no feedback) during phase 1 and feedback (or no feedback) during phase 2. The results of phase 1 revealed that the variation between the judges' scores was less within panels that had received feedback than within panels that had not received feedback. We therefore conclude that the availability of feedback elicits conformity among gymnastic judges. The results of phase 2 indicated that this conformity continued even when feedback was no longer provided, suggesting that the observed conformity was based on informational influencing (i.e. because of uncertainty about the correct responses) and not on normative influencing (i.e. out of fear of standing out in the group).status: publishe

The Dyskinesia Impairment Scale: A new instrument to measure dystonia and choreoathetosis in dyskinetic cerebral palsy

Aim The aim of this study was to examine the reliability and validity of the Dyskinesia Impairment Scale (DIS). The DIS consists of two subscales: dystonia and choreoathetosis. It measures both phenomena in dyskinetic cerebral palsy (CP). Method Twenty-five participants with dyskinetic CP (17 males; eight females; age range 5-22y; mean age 13y 6mo; SD 5y 4mo), recruited from special schools for children with motor disorders, were included. Exclusion criteria were changes in muscle relaxant medication within the previous 3 months, orthopaedic or neurosurgical interventions within the previous year, and spinal fusion. Interrater reliability was verified by two independent raters. For interrater reliability, intraclass correlation coefficients were assessed. Standard error of measurement, the minimal detectable difference, and Cronbach's alpha for internal consistency were determined. For concurrent validity of the DIS dystonia subscale, the Barry-Albright Dystonia Scale was administered. Results The intraclass correlation coefficient for the total DIS score and the two subscales ranged between 0.91 and 0.98 for interrater reliability. The reliability of the choreoathetosis subscale was found to be higher than that of the dystonia subscale. The standard error of the measurement and minimal detectable difference values were adequate. Cronbach's alpha values ranged from 0.89 to 0.93. Pearson's correlation between the dystonia subscale and Barry-Albright Dystonia Scale was 0.84 (p<0.001). Interpretation Good to excellent reliability and validity were found for the DIS. The DIS may be promising for increasing insights into the natural history of dyskinetic CP and evaluating interventions. Future research on the responsiveness of the DIS is warranted. © The Authors. Developmental Medicine & Child Neurology © 2012 Mac Keith Press.SCOPUS: ar.jFLWINinfo:eu-repo/semantics/publishe