The role of psychometrics in individual differences research in cognition: A case study of the AX-CPT

Investigating individual differences in cognition requires addressing questions not often thought about in standard experimental designs, especially regarding the psychometric properties of the task. Using the AX-CPT cognitive control task as a case study example, we address four concerns that one may encounter when researching the topic of individual differences in cognition. First, we demonstrate the importance of variability in task scores, which in turn directly impacts reliability, particularly when comparing correlations in different populations. Second, we demonstrate the importance of variability and reliability for evaluating potential failures to replicate predicted correlations, even within the same population. Third, we demonstrate how researchers can turn to evaluating psychometric properties as a way of evaluating the feasibility of utilizing the task in new settings (e.g., online administration). Lastly, we show how the examination of psychometric properties can help researchers make informed decisions when designing a study, such as determining the appropriate number of trials for a task

A Chip off the Old Block or a New Direction for Payment Card Security? The Law and Economics of the U.S. Transition to EMV

Article published in the Michigan State Law Review

Implant Strategies on Performance and Carcass Characteristics of Finishing Steers

A 145-day finishing trial was conducted to evaluate implant strategies on performance and carcass characteristics of yearling steers. Implanting steers with Synovex® C initially and then reimplanting with Synovex® Plus 75 days prior to slaughter improved feed efficiency compared to a single implant of Synovex® Plus or a reimplant program using Synovex® S. Carcass quality, as measured by the percentage USDA Choice carcasses and marbling scores, was unaffected by implant strategy. However, implanting steers with Synovex® PlusTM as a single implant or in a reimplant program increased profitability because feed efficiency and carcass weight were increased without decreasing carcass merit

Phase-feeding Metabolizable Protein for Finishing Steers

A finishing trial was conducted to evaluate phase-feeding of metabolizable protein in order to match requirements. Treatments were: 1) one finishing diet which matched requirements at initial weight; 2) one finishing diet which matched requirements at mid-weight; and 3) six finishing diets fed in sequential order which matched requirements throughout the feeding period. The 1996 Beef NRC was used to determine metabolizable protein requirements. No performance differences were observed. Gains and efficiencies were lower than projected, likely due to mud, causing protein requirements to be over-predicted. Phase-feeding metabolizable protein maintained equal performance and reduced nitrogen excretion compared to treatment 1

Phase-feeding Metabolizable Protein for Finishing Steers

A finishing trial was conducted to evaluate phase-feeding of metabolizable protein in order to match requirements. Treatments were: 1) one finishing diet which matched requirements at initial weight; 2) one finishing diet which matched requirements at mid-weight; and 3) six finishing diets fed in sequential order which matched requirements throughout the feeding period. The 1996 Beef NRC was used to determine metabolizable protein requirements. No performance differences were observed. Gains and efficiencies were lower than projected, likely due to mud, causing protein requirements to be over-predicted. Phase-feeding metabolizable protein maintained equal performance and reduced nitrogen excretion compared to treatment 1

Increasing Student Engagement Through Opportunities to Respond

The evidence for providing sufficient opportunities for students to respond (OTR) has been established in terms of increasing student engagement while decreasing disruptive behavior. Although proven to be effective, teachers are demonstrating low rates of OTR across all grade levels and instructional content areas. Given the potential benefits of increasing OTR, it is critical that teachers find ways to increase the provision of OTR during instruction. This article will discuss the research behind providing sufficient OTR, examine the rate of OTR teachers are providing in schools in relation to optimal rates suggested by research, and provide strategies for increasing OTR during classroom instruction

Using a Token Economy Combined with a Mystery Motivator for a Student with Autism Exhibiting Challenging Behavior

A common characteristic of students with autism spectrum disorder is difficulty attending to and staying on task in classrooms, which can lead to inappropriate and/or disruptive behavior. Benefits of a token economy have been examined with various individuals but few have examined its effects with children with autism spectrum disorder. This study examined the effectiveness of a token economy combined with a mystery motivator in decreasing inappropriate behaviors displayed by a student with an autism spectrum disorder in a small group setting. Results indicated that the token reinforcement program was effective in decreasing the inappropriate behaviors displayed by the student

An Examination of Response Requirements Associated with Teachers\u27 use of Different Opportunities for Student Response During Instruction

Providing effective instruction that increases the degree to which students are engaged with the instructional content has been identified as a research-based practice in that it is associated with positive academic and behavioral outcomes. One high-leverage practice for engaging students is the provision of opportunities to respond (OTR) during instruction. However, previous research has shown that teachers at every level typically use OTRs at rates far below research-based recommendations. This study adds to the literature by breaking OTRs into verbal, non-verbal, and partner categories to further examine how teachers typically foster student engagement. Across 1095 total observations, OTR rates were observed to be higher than previous research. However, teachers at every level were found to use simple verbal questioning greater than 75% of the of the time they provided an engagement opportunity. A discussion focuses on what this implies for students with verbal deficits and on practical implications and areas for future research