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Biomedical subjects

D L MacMillan

Publications and source records attributed to D L MacMillan.

At least 37 records · Page 2Linked to original sources
PubMed1980

Convergent and discriminant validity of project PRIME's Guess Who?

Two forms of the Guess Who?, a peer-assessment instrument, were administered to 1,095 mildly handicapped learners and 143 teachers. Factor analysis of the student and teacher ratings yielded three factors--disruptive, bright, and dull--for both sets of data. Factor scores for the student and teacher forms were then intercorrelated in a multitrait-multimethod matrix, and the results established the convergent and discriminant validity of the instrument. The finding that teachers could provide valid estimates of student perceptions of the three traits was interpreted as promising for future research.

Child↗
PubMed1980

System-identification of mildly mentally retarded children: implications for interpreting and conducting research.

The position was taken that the system identification of EMR children is designed to find children for service delivery and is not intended to identify a population with known parameters. Variability in the system derives from several sources: teacher judgment of academic failure, teacher referral, screening of referrals, and factors related to the assessment process. Moreover, recent litigation and sociopolitical forces have compounded this variability to the point of obscuring the population parameters of EMR or mildly mentally retarded children. The implications of such variability in characteristics of mildly retarded children were discussed in terms of interpreting past research and conducting future research.

Child↗
PubMed1975

Effect of experimental success and failure on the situational expectancy of EMR and nonretarded children.

The effect of differing histories of success and experimentally induced and failure on the generalized and situational expectancy of EMR and nonretarded children was studied. Three samples of 16 children each served as subjects. The EMR sample was equated with one sample of nonretarded children on the basis of CA and another sample of nonretarded subjects on the basis of MA. Subjects were asked to indicate how well they thought they would do on an experimental task (verbal estimate) and to predict how many out of 8 trials on which they would be successful. Then they were exposed either to experimentally induced success or failure. Subjects were then asked to give a verbal estimate and numerical prediction for a subsequent block of trials. Results failed to support the role of history of success on expectancy; however, the experimentally induced success and failure had a significant effect on both verbal estimates and numerical predictions independent of groups. The results were discussed in terms of social-learning theory, and certain methodological problems in this line of research were noted.

Achievement↗