Visualising Clustering Validity Measures

RapidMiner ◽  
2016 ◽  
pp. 213-238
Keyword(s):  
Validity Measures ◽  
Clustering Validity

Clustering Using a Combination of Particle Swarm Optimization and K-means

2017 ◽  
Vol 26 (3) ◽  
pp. 457-469 ◽  
Author(s):  
Garvishkumar K. Patel ◽  
Vipul K. Dabhi ◽  
Harshadkumar B. Prajapati
Keyword(s):  
Particle Swarm Optimization ◽  
Particle Swarm ◽  
Swarm Optimization ◽  
Comparison Of Results ◽  
Silhouette Index ◽  
Data Points ◽  
Validity Measures ◽  
Real World Datasets ◽  
Partition Clustering ◽  
Clustering Validity

AbstractClustering is an unsupervised kind of grouping of data points based on the similarity that exists between them. This paper applied a combination of particle swarm optimization and K-means for data clustering. The proposed approach tries to improve the performance of traditional partition clustering techniques such as K-means by avoiding the initial requirement of number of clusters or centroids for clustering. The proposed approach is evaluated using various primary and real-world datasets. Moreover, this paper also presents a comparison of results produced by the proposed approach and by the K-means based on clustering validity measures such as inter- and intra-cluster distances, quantization error, silhouette index, and Dunn index. The comparison of results shows that as the size of the dataset increases, the proposed approach produces significant improvement over the K-means partition clustering technique.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

Inconsistent responding on the MMPI-2-RF and uncooperative attitude: Evidence from cognitive performance validity measures.

2018 ◽  
Vol 30 (3) ◽  
pp. 410-415 ◽  
Author(s):  
Roger O. Gervais ◽  
Anthony M. Tarescavage ◽  
Manfred F. Greiffenstein ◽  
Dustin B. Wygant ◽  
Cheryl Deslauriers ◽  
...  
Keyword(s):  
Cognitive Performance ◽  
Performance Validity ◽  
Validity Measures ◽  
Performance Validity Measures ◽  
Inconsistent Responding

Cluster Validity Measures and Their Robustness

2017 ◽  
Vol 7 (6) ◽  
pp. 444-448
Author(s):  
Prerna Alok ◽  
◽  
Subho Chaudhuri ◽  
Rohit Kamal Chatterjee ◽  
◽  
...  
Keyword(s):  
Cluster Validity ◽  
Validity Measures

Clustering validity measure based on intuitionistic fuzzy inclusion degree

2010 ◽  
Vol 30 (6) ◽  
pp. 1527-1529
Author(s):  
Ge ZHANG ◽  
Ying-jie LEI ◽  
Xing-long ZHAI ◽  
Hong-jing ZHAO
Keyword(s):  
Inclusion Degree ◽  
Intuitionistic Fuzzy ◽  
Clustering Validity ◽  
Validity Measure

scholarly journals How Plausible Is the Implausible? Students’ Plausibility and Prevalence Ratings of the Self-Report Symptom Inventory

2021 ◽  
Author(s):  
Irena Boskovic ◽  
Thomas Merten ◽  
Harald Merckelbach
Keyword(s):  
Psychology Students ◽  
Prima Facie ◽  
The Self ◽  
Self Report ◽  
Psychological Assessments ◽  
Symptom Validity Tests ◽  
Symptom Inventory ◽  
Validity Measures ◽  
Report Symptom ◽  
Validity Tests

AbstractSome self-report symptom validity tests, such as the Self-Report Symptom Inventory (SRSI), rely on a detection strategy that uses bizarre, extreme, or very rare symptoms. Thus, items are constructed to invite respondents with an invalid response style to affirm pseudosymptoms that are usually not experienced by genuine patients. However, these pseudosymptoms should not be easily recognizable, because otherwise sophisticated over-reporters could strategically avoid them and go undetected. Therefore, we tested how well future psychology professionals were able to differentiate between genuine complaints and pseudosymptoms in terms of their plausibility and prevalence.Psychology students (N = 87) received the items of the SRSI online and were given the task to rate each item as to its plausibility and prevalence in the community.Students evaluated genuine symptoms as significantly more plausible and more prevalent than pseudosymptoms. However, 56% of students rated pseudosymptoms as moderately plausible, whereas 17% rated them as moderately prevalent in the general public.Overall, it appears that psychology students are successful in distinguishing bizarre, unusual, or rare symptoms from genuine complaints. Yet, the majority of students still attributed relatively high prima facie plausibility to pseudosymptoms. We contend that if such a trusting attitude is true for psychology students, it may also be the case for young psychology practitioners, which, consequently, may diminish the probability of employing self-report validity measures in psychological assessments.

Examining the Psychometric Properties of Maximally Efficient Items From the Social Skills Improvement System–Teacher Rating Scale

2017 ◽  
Vol 37 (3) ◽  
pp. 307-319 ◽  
Author(s):  
Christopher James Anthony ◽  
James Clyde DiPerna
Keyword(s):  
Social Skills ◽  
Psychometric Properties ◽  
Rating Scale ◽  
Teacher Rating ◽  
Psychological Research ◽  
Teacher Rating Scale ◽  
The Social ◽  
Validity Measures ◽  
Initial Support ◽  
Social Skills Improvement System

The current study examined the psychometric properties of a set of maximally efficient items (SMIs) from the Social Skills Improvement System–Teacher Rating Scale (SSIS-TRS). Sixty-three teachers rated 302 second through sixth graders on these SMIs, and several concurrent validity measures were administered. Results provided initial support for the validity of scores from the SMIs. Implications for practice and psychological research are discussed.

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