Using retest-adjusted correlations as indicators of the semantic similarity of items.

Determining whether different items provide the same information or mean the same thing within a population is a central concern when determining whether different scales or constructs are overlapping or redundant. In the present study, we suggest that retest-adjusted correlations provide a valuable means of adjusting for item-level unreliability. More exactly, we suggest dividing the estimated correlation between items X and Y measured over measurement interval || by the average retest correlations of the items over the same measurement interval.

What predicts who we approach for social support? Tests of the attachment figure and strong ties hypotheses.

Before people seek support for an issue, they must choose whom in their support network to approach. Two prominent supporter-selection hypotheses are the attachment figure hypothesis and the strong ties hypothesis, housed in psychology and sociology, respectively. People are expected to have a special preference for attachment figures and also for strong ties and to seek them more frequently than others.

Estimating the reliability of emotion measures over very short intervals: The utility of within-session retest correlations.

Short measures are commonly used when conducting research involving emotions. However, obtaining appropriate estimates of reliability for short measures is traditionally problematic and is a reoccurring concern in emotion research. To address this issue, we compare the within-session test-retest and factor analysis methods for estimating the reliability of items in the Positive and Negative Affect Schedule-Expanded Form.

Quality of early parent input predicts child vocabulary 3 years later.

Children vary greatly in the number of words they know when they enter school, a major factor influencing subsequent school and workplace success. This variability is partially explained by the differential quantity of parental speech to preschoolers. However, the contexts in which young learners hear new words are also likely to vary in referential transparency; that is, in how clearly word meaning can be inferred from the immediate extralinguistic context, an aspect of input quality.