Search results for 'standardized tests' (try it on Scholar)

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  1. Cris Mayo (2005). Testing Resistance: Busno-Cratic Power, Standardized Tests, and Care of the Self. Educational Philosophy and Theory 37 (3):357–363.score: 47.0
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  2. Gilbert Plumer (2001). Phenomenological Argumentative Structure. Argumentation 15 (2):173-189.score: 45.0
    The nontechnical ability to identify or match argumentative structure seems to be an important reasoning skill. Instruments that have questions designed to measure this skill include major standardized tests for graduate school admission, for example, the United States-Canadian Law School Admission Test (LSAT), the Graduate Record Examinations (GRE), and the Graduate Management Admission Test (GMAT). Writers and reviewers of such tests need an appropriate foundation for developing such questions--they need a proper representation of phenomenological argumentative structure--for legitimacy, (...)
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  3. Kenneth Olson & Gilbert Plumer (2002). What Constitutes a Formal Analogy? In Hans V. Hansen, Christopher W. Tindale, J. Anthony Blair, Ralph H. Johnson & Robert C. Pinto (eds.), Argumentation and its Applications [CD-ROM]. Ontario Society for the Study of Argumentation.score: 45.0
    There is ample justification for having analogical material in standardized tests for graduate school admission, perhaps especially for law school. We think that formal-analogy questions should compare different scenarios whose structure is the same in terms of the number of objects and the formal properties of their relations. The paper deals with this narrower question of how legitimately to have formal analogy test items, and the broader question of what constitutes a formal analogy in general.
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  4. Gilbert Plumer (1999). Necessary Assumptions. Informal Logic 19 (1):41-61.score: 45.0
    In their book EVALUATING CRITICAL THINKING Stephen Norris and Robert Ennis say: “Although it is tempting to think that certain [unstated] assumptions are logically necessary for an argument or position, they are not. So do not ask for them.” Numerous writers of introductory logic texts as well as various highly visible standardized tests (e.g., the LSAT and GRE) presume that the Norris/Ennis view is wrong; the presumption is that many arguments have (unstated) necessary assumptions and that readers and (...)
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  5. C. J. Fazzaro (2006). Freedom of Speech, American Public Education, and Standardized Tests: A Critical Enquiry. Journal of Thought 41 (4):11.score: 45.0
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  6. Massimo Pigliucci (2012). Testing My Own Morality. Philosophy Now 91 (Jul/Aug):41-41.score: 34.0
    Apparently, I’m a righteous son of a bitch, morally speaking. At least that’s the conclusion I would have to reach if I trusted the results of a morality test I took at the BBC website (bbc.co.uk/labuk/experiments/morality). The test was devised to collect data for a “new theory” that seeks to make sense of human morality in terms of a super-organism concept. Briefly, the idea is that “we, as individuals, behave as if we are part of a bigger ‘superorganism’ when we (...)
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  7. James N. Butcher & Kenneth S. Pope (1993). Seven Issues in Conducting Forensic Assessments: Ethical Responsibilities in Light of New Standards and New Tests. Ethics and Behavior 3 (3 & 4):267 – 288.score: 33.0
    The publication of a new ethics code for the American Psychological Association (1992), new guidelines (Committee on Ethical Guidelines for Forensic Psychologists, 1991), and two new versions of the Minnesota Multiphasic Personality Inventory (the MMPI-2, Butcher, Dahlstrom, Graham, Tellegen, & Kaemmer, 1989; and the MMPI-A, Butcher et al., 1992) provide an opportunity to review ethical aspects of forensic assessment. Seven major issues-appropriate graduate training, competence in the use of standardized tests, using tests that fit the task, using (...)
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  8. Gilbert Plumer & Kenneth Olson (2007). Reasoning From Conflicting Sources. In Hans V. Hansen, Christopher W. Tindale, J. Anthony Blair, Ralph H. Johnson & David M. Godden (eds.), Dissensus and the Search for Common Ground. Proceedings 2007 [CD-ROM]. Ontario Society for the Study of Argumentation.score: 31.0
    One might ask of two or more texts—what can be inferred from them, taken together? If the texts happen to contradict each other in some respect, then the unadorned answer of standard logic is EVERYTHING. But it seems to be a given that we often successfully reason with inconsistent information from multiple sources. The purpose of this paper is to attempt to develop an adequate approach to accounting for this given.
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  9. M. B. Fisher, J. E. Birren & A. L. Leggett (1945). Standardization of Two Tests of Equilibrium: The Railwalking Test and the Ataxiagraph. Journal of Experimental Psychology 35 (4):321.score: 30.0
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  10. Cheryl A. Logan (2002). Before There Were Standards: The Role of Test Animals in the Production of Empirical Generality in Physiology. [REVIEW] Journal of the History of Biology 35 (2):329 - 363.score: 24.0
    After 1900, the selective breeding of a few standard animals for research in the life sciences changed the way science was done. Among the pervasive changes was a transformation in scientists' assumptions about relationship between diversity and generality. Examination of the contents of two prominent physiology journals between 1885 and 1900, reveals that scientists used a diverse array of organisms in empirical research. Experimental physiologists gave many reasons for the choice of test animals, some practical and others truly comparative. (...)
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  11. Glenn Fulcher & Fred Davidson (2008). Tests in Life and Learning: A Deathly Dialogue. Educational Philosophy and Theory 40 (3):407–417.score: 23.0
    This article is an imaginary Socratic dialogue between J. S. Mill and Michel Foucault, principally concerning educational assessment.
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  12. Tricia Bertram Gallant (2011). Understanding Integrity in Standardized Testing and Admissions : Misconduct in the Academic Selection Process. In Tricia Bertram Gallant (ed.), Creating the Ethical Academy: A Systems Approach to Understanding Misconduct and Empowering Change in Higher Education. Routledge.score: 21.0
  13. Frederic Lyman Wells (1907). Standard Tests of Arithmetical Associations. Journal of Philosophy, Psychology and Scientific Methods 4 (19):510-512.score: 21.0
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  14. M. B. Fisher (1946). Note on Subjects Used in Standardizing a Railwalking Test and the Ataxiagraph. Journal of Experimental Psychology 36 (1):93-93.score: 20.0
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  15. Scott Forschler (2007). How to Make Ethical Universalization Tests Work. Journal of Value Inquiry 41 (1):31-43.score: 18.0
    Richard Hare described the "ethical fanatic" as an agent who appeared to be able to rationally universalize morally horrendous values by "fanatically" accepting the consequences of those values even if their universalization harmed the original agent. This challenges the project of basing ethics on universalization tests, as advocated by Hare, Immanuel Kant, and others. Hare later argued that fanatics are irrational by appealing to a "principle of prudence," but this violates his meta-principle of not basing fundamental ethical principles upon (...)
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  16. Loretta M. Kopelman (2007). Using the Best Interests Standard to Decide Whether to Test Children for Untreatable, Late-Onset Genetic Diseases. Journal of Medicine and Philosophy 32 (4):375 – 394.score: 18.0
    A new analysis of the Best Interests Standard is given and applied to the controversy about testing children for untreatable, severe late-onset genetic diseases, such as Huntington's disease or Alzheimer's disease. A professional consensus recommends against such predictive testing, because it is not in children's best interest. Critics disagree. The Best Interests Standard can be a powerful way to resolve such disputes. This paper begins by analyzing its meaning into three necessary and jointly sufficient conditions showing it: is an "umbrella" (...)
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  17. Maya Bar-Hillel, David Budescu & Yigal Attali (2005). Scoring and Keying Multiple Choice Tests: A Case Study in Irrationality. [REVIEW] Mind and Society 4 (1):3-12.score: 18.0
    We offer a case-study in irrationality, showing that even in a high stakes context, intelligent and well trained professionals may adopt dominated practices. In multiple-choice tests one cannot distinguish lucky guesses from answers based on knowledge. Test-makers have dealt with this problem by lowering the incentive to guess, through penalizing errors (called formula scoring), and by eliminating various cues for outperforming random guessing (e.g., a preponderance of correct answers in middle positions), through key balancing. These policies, though widespread and (...)
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  18. Joseph S. Alper & Jon Beckwith (1998). Distinguishing Genetic From Nongenetic Medical Tests: Some Implications for Antidiscrimination Legislation. Science and Engineering Ethics 4 (2):141-150.score: 18.0
    Genetic discrimination is becoming an increasingly important problem in the United States. Information acquired from genetic tests has been used by insurance companies to reject applications for insurance policies and to refuse payment for the treatment of illnesses. Numerous states and the United States Congress have passed or are considering passage of laws that would forbid such use of genetic information by health insurance companies. Here we argue that much of this legislation is severely flawed because of the difficulty (...)
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  19. Paul Ghils (1992). Standardized Terminologies and Cultural Diversity. Journal for General Philosophy of Science 23 (1):33-44.score: 18.0
    In this paper we will discuss some epistemological aspects of lexical and terminological usage in the international arena, with special reference to the different rhetorics of the social and natural sciences. Sociolinguistic research confined to monolingual communities suggests that close-knit network structure is an important mechanism of language maintenance, in that speakers are able to form a cohesive group capable of resisting pressure, linguistic and social, from outside the group (MILROY, 1987). The concept of a linguistic norm in sociolinguistic theory (...)
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  20. Michele S. Moses & Michael J. Nanna (2007). The Testing Culture and the Persistence of High Stakes Testing Reforms. Education and Culture 23 (1):55-72.score: 18.0
    : The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the widespread acceptance and use of (...) tests in the United States, we argue that there is a pervasive testing culture, in addition to other contributing factors such as administrative utility, profit motives, and political ideology. Finally, we offer a critique of high stakes testing reforms in light of concerns about equality of educational opportunity. (shrink)
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  21. Gerald M. Long & J. Porter Tuck (1990). A Simple Behavioral Demonstration of Blue-Cone Anisotropy: Distance-Induced Tritanopia on Standard Color Vision Tests. Bulletin of the Psychonomic Society 28 (2):123-125.score: 18.0
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  22. Gerald M. Long, Brian J. Lyman, Edward P. Monaghan, David L. Penn, Hope A. Brochin & Edgar B. Morano (1984). Further Investigation of Viewing Conditions on Standard Pseudoisochromatic Tests. Bulletin of the Psychonomic Society 22 (6):525-528.score: 18.0
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  23. V. S. Troitskij (1996). Observational Tests of the Standard Model: Status and Perspectives. Apeiron 3 (3-4):77.score: 18.0
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  24. Bryan Roche, Anthony O'Reilly, Amanda Gavin, Maria R. Ruiz & Gabriela Arancibia (2012). Using Behavior-Analytic Implicit Tests to Assess Sexual Interests Among Normal and Sex-Offender Populations. Socioaffective Neuroscience and Psychology 2.score: 17.0
    Background: The development of implicit tests for measuring biases and behavioral predispositions is a recent development within psychology. While such tests are usually researched within a social-cognitive paradigm, behavioral researchers have also begun to view these tests as potential tests of conditioning histories, including in the sexual domain. Objective: The objective of this paper is to illustrate the utility of a behavioral approach to implicit testing and means by which implicit tests can be built to (...)
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  25. Robert M. French (2000). Peeking Behind the Screen: The Unsuspected Power of the Standard Turing Test. Journal of Experimental and Theoretical Artificial Intelligence 12 (3):331-340.score: 16.0
    No computer that had not experienced the world as we humans had could pass a rigorously administered standard Turing Test. We show that the use of “subcognitive” questions allows the standard Turing Test to indirectly probe the human subcognitive associative concept network built up over a lifetime of experience with the world. Not only can this probing reveal differences in cognitive abilities, but crucially, even differences in _physical aspects_ of the candidates can be detected. Consequently, it is unnecessary (...)
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  26. A. Bramon, R. Escribano & G. Garbarino (2006). Bell's Inequality Tests with Meson–Antimeson Pairs. Foundations of Physics 36 (4):563-584.score: 16.0
    Recent proposals to test Bell’s inequalities with entangled pairs of pseudoscalar mesons are reviewed. This includes pairs of neutral kaons or B-mesons and offers some hope to close both the locality and the detection loopholes. Specific difficulties, however, appear thus invalidating most of those proposals. The best option requires the use of kaon regeneration effects and could lead to a successful test if moderate K0 and k̄0 detection efficiencies are achieved.
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  27. Robert Alicki (2009). On von Neumann and Bell Theorems Applied to Quantumness Tests. Foundations of Physics 39 (4):352-360.score: 16.0
    The issues, raised in Żukowski (arXiv:0809.0115v1, 2008), concerning the relevance of the von Neumann theorem for the single-system’s quantumness test proposed in Alicki and Van Ryn (J. Phys. A: Math. Theor. 41:062001, 2008) and performed for the case of single photon polarization in Brida et al. (Opt. Express 16:11750, 2008; arXiv:0811.3376, 2008) and the usefulness of Bell’s inequality for testing the idea of macroscopic quantum systems are discussed in some details. Finally, the proper quantum mechanical description of the experiment with (...)
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  28. Kevin Warwick, Huma Shah & James Moor (2013). Some Implications of a Sample of Practical Turing Tests. Minds and Machines 23 (2):163-177.score: 16.0
    A series of imitation games involving 3-participant (simultaneous comparison of two hidden entities) and 2-participant (direct interrogation of a hidden entity) were conducted at Bletchley Park on the 100th anniversary of Alan Turing’s birth: 23 June 2012. From the ongoing analysis of over 150 games involving (expert and non-expert, males and females, adults and child) judges, machines and hidden humans (foils for the machines), we present six particular conversations that took place between human judges and a hidden entity that produced (...)
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  29. P. Martin-Löf (1977). Exact Tests, Confidence Regions and Estimates. Synthese 36 (2):195 - 206.score: 16.0
    This paper proposes a uniform method for constructing tests, confidence regions and point estimates which is called exact since it reduces to Fisher's so-called exact test in the case of the hypothesis of independence in a 2 × 2 contingency table. All the wellknown standard tests based on exact sampling distributions are instances of the exact test in its general form. The likelihood ratio and x2 tests as well as the maximum likelihood estimate appears as asymptotic approximations (...)
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  30. Shimon Edelman, Some Tests of an Unsupervised Model of Language Acquisition.score: 16.0
    We outline an unsupervised language acquisition algorithm and offer some psycholinguistic support for a model based on it. Our approach resembles the Construction Grammar in its general philosophy, and the Tree Adjoining Grammar in its computational characteristics. The model is trained on a corpus of transcribed child-directed speech (CHILDES). The model’s ability to process novel inputs makes it capable of taking various standard tests of English that rely on forced-choice judgment and on magnitude estimation of linguistic acceptability. We report (...)
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  31. David M. Kent, Mkaya Mwamburi, Richard A. Cash, Tracy L. Rabin & Michael L. Bennish (2003). Testing Therapies Less Effective Than the Best Current Standard: Ethical Beliefs in an International Sample of Researchers. American Journal of Bioethics 3 (2):28 – 33.score: 16.0
    Objectives: To test the range of beliefs regarding the ethics of testing, in resource poor settings, new therapies that are less efficacious but more affordable and feasible than the best current therapeutic standard. Design: Using a web-based survey, we presented a hypothetical scenario proposing to test a therapy for HIV disease ("therapeutic inoculation") known to be less efficacious than highly active antiretroviral therapy (HAART). Respondents evaluated various trial designs as ethical or unethical. Participants: 604 subscribers to two listservs for individuals (...)
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  32. Joselin Linder (2009). The Purity Test: Your Filth and Depravity Cheerfully Exposed by 2,000 Nosy Questions. St. Martin's Griffin.score: 16.0
    By the early 80s, kids were already trawling the message boards of the Internet for perverse kicks. Well before Star Ways Kid or "flash mobs," one of the first online fads was the "Purity Test," a series of questions to rate your moral purity, from the raunchy ("Ever had sex in your parents' bedroom?") to the absurd ("Ever snorted cocaine off the dashboard of a car doing 80 mph?").The tests would be printed out, brought to school, and pored (...)
     
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  33. Lainie Friedman Ross (2013). Predictive Genetic Testing of Children and the Role of the Best Interest Standard. Journal of Law, Medicine and Ethics 41 (4):899-906.score: 16.0
    The “best interest standard” is the guidance principle for pediatric healthcare in the United States (US) and the United Kingdom (UK). In the UK, the best interest standard may also be used as an intervention principle when parents make good but non-ideal decisions whereas intervention in the US requires a determination of abuse or neglect. I examine whether and how the different uses of the best interest standard influence predictive genetic testing of children.
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  34. Rafe Esquith (2007). Teach Like Your Hair's on Fire: The Methods and Madness Inside Room 56. Viking.score: 15.0
    From one of America’s most celebrated educators, an inspiring guide to transforming every child’s education In a Los Angeles neighborhood plagued by guns, gangs, and drugs, there is an exceptional classroom known as Room 56. The fifth graders inside are first-generation immigrants who live in poverty and speak English as a second language. They also play Vivaldi, perform Shakespeare, score in the top 1 percent on standardized tests, and go on to attend Ivy League universities. Rafe Esquith is (...)
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  35. Ann Dowker, Sheila Bala & Delyth Lloyd (2008). Linguistic Influences on Mathematical Development: How Important is the Transparency of the Counting System? Philosophical Psychology 21 (4):523 – 538.score: 15.0
    Wales uses languages with both regular (Welsh) and irregular (English) counting systems. Three groups of 6- and 8-year-old Welsh children with varying degrees of exposure to the Welsh language—those who spoke Welsh at both home and school; those who spoke Welsh only at home; and those who spoke only English—were given standardized tests of arithmetic and a test of understanding representations of two-digit numbers. Groups did not differ on the arithmetic tests, but both groups of Welsh speakers (...)
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  36. David F. Foster (2011). Worldwide Testing and Test Security Issues: Ethical Challenges and Solutions. Ethics and Behavior 20 (3):207-228.score: 15.0
    As psychology ethics begins to become more standardized and formalized globally (e.g., Gauthier, 2007) there are still educational, political, and psychological areas that require significant discussion. For example, test security has become a global issue, as psychological tests and even college entrance and graduate school admission tests have found their way online.
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  37. Roger C. Schank (2004). Making Minds Less Well Educated Than Our Own. Lawrence Erlbaum.score: 15.0
    In the author's words: "This book is an honest attempt to understand what it means to be educated in today's world." His argument is this: No matter how important science and technology seem to industry or government or indeed to the daily life of people, as a society we believe that those educated in literature, history, and other humanities are in some way better informed, more knowing, and somehow more worthy of the descriptor "well educated." This 19th-century conception of the (...)
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  38. John Wettersten (2007). Philosophical Anthropology Can Help Social Scientists Learn From Empirical Tests. Journal for the Theory of Social Behaviour 37 (3):295–318.score: 15.0
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  39. Judith Mulholland *, Paul Hansen & Eugene Kaminski (2004). Do Single-Gender Classrooms in Coeducational Settings Address Boys' Underachievement? An Australian Study. Educational Studies 30 (1):19-32.score: 15.0
    This paper reports a research project developed in partnership with the Principal and Leadership Team of an Australian secondary school. It monitored a school-based initiative designed to address the underachievement of male students. Students in Year 9 selected single-gender or coeducational classes in mathematics and English during the second half of a school year. Student scores in standardized tests and school-based assessment in these subjects were obtained before and after the establishment of the initiative. Results indicate no significant (...)
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  40. Jan van Eijck, Haskell Programming With Tests, and Some Alloy.score: 15.0
    How to write a program in Haskell, and how to use the Haskell testing tools . . . QuickCheck is a tool written in the functional programming language Haskell that allows testing of specifications by means of randomly generated tests. QuickCheck is part of the standard Haskell library. Re-implementations of QuickCheck exist for many languages, including Ruby and Scheme. SmallCheck is a similar tool, different from QuickCheck in that it tests properties for all finitely many values of a (...)
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  41. Jenn Neilson (2010). Freedom of Expression, Obscenity and the Community Standards Test. Southwest Philosophy Review 26 (1):171-179.score: 15.0
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  42. Robert Mullan Cook-Deegan (1998). Commentary on “Distinguishing Genetic From Nongenetic Medical Tests: Some Implications for Antidiscrimination Legislation” (J. S. Alper and J. Beckwith). [REVIEW] Science and Engineering Ethics 4 (2):151-154.score: 15.0
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  43. J. Q. Holsopple (1922). Reliability of Scores in Steadiness Tests. Journal of Experimental Psychology 5 (3):203.score: 15.0
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  44. Trevor Hunter & Pratima Bansal (2007). How Standard is Standardized MNC Global Environmental Communication? Journal of Business Ethics 71 (2):135 - 147.score: 15.0
    In this paper, we develop an argument to show why we expect that multinational companies will ensure that they communicate credibly about their environmental responsibility, across all their subsidiaries. Credible environmental communication helps to increase the firm’s legitimacy and reduce its liability of foreignness on an issue that is globally relevant. We develop a measure to test if there is a standardized level of environmental communication credibility on the country-specific web sites of MNC subsidiaries around the world and find, (...)
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  45. H. H. Caldwell (1922). Adult Tests of the Stanford Revision Applied to University Faculty Members. Journal of Experimental Psychology 5 (4):247.score: 15.0
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  46. K. Dunlap & A. Snyder (1920). Practice Effects in Intelligence Tests. Journal of Experimental Psychology 3 (5):396.score: 15.0
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  47. Ira Fischler & James F. Juola (1971). Effects of Repeated Tests on Recognition Time for Information in Long-Term Memory. Journal of Experimental Psychology 91 (1):54.score: 15.0
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  48. F. S. Freeman (1931). The Factors of Speed and Power in Tests of Intelligence. Journal of Experimental Psychology 14 (1):83.score: 15.0
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  49. John J. Furedy (1973). Auditory and Autonomic Tests of the Preparatory-Adaptive-Response Interpretation of Classical Aversive Conditioning. Journal of Experimental Psychology 99 (2):280.score: 15.0
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  50. D. J. Johnstone & D. V. Lindley (1995). Bayesian Inference Given Data ?Significant At??: Tests of Point Hypotheses. Theory and Decision 38 (1):51-60.score: 15.0
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