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Choosing a balanced design has two important advantages. First, the ANOVA is relatively insensitive to small departures from the assumption of equality of variances if the sample sizes are equal. This is not the case for unequal sample sizes. Second, the power of the test is maximized if the samples are of equal size.

Types of magnetic cards used for I&A include ATM cards, debit cards, and employee badges. Most use PINs (personal identification numbers) to counter the problem of card theft. This pattern helps you to address the design issues involved in magnetic card I&A and to define a mechanism that will satisfy I&A requirements.

93), by A. S. Kaufman and N. L. Kaufman, 1993, Circle Pines, MN: American Guidance Service. Copyright 1993 American Guidance Service. NOTE: N = 338. Subtests are listed in the order of their loading.

13-2.3

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The Horn-Cattell (Horn, 1991) model has been used as a theoretical framework for the revised edition and third edition of the WoodcockJohnson Tests of Cognitive Ability (WJ-R; Woodcock & Johnson, 1989; WJ III; Woodcock, McGrew, & Mather, 2000), in addition to the KAIT (see 14). McGrew (1997) applied the broad abilities of the expanded Horn-Cattell model to both the KAIT and WJ-R. In Table 13.2, we adapted McGrew s classification of the subtests to include the new WJ III subtests. McGrew reported that his classification of the KAIT s subtests in this framework is based on Flanagan and McGrew s (1998) confirmatory factor study. The WJ III was designed to measure a wide array of the broad cognitive abilities. Thus, in addition to the fluid, crystallized, long-term memory, and short-term memory abilities into which McGrew (1997) classifies the KAIT subtests, the WJ III also has subtests classified in visual spatial thinking, auditory processing, and processing speed. Future joint confirmatory factor analysis will provide more definitive information about the relationships between the subtests of the KAIT and the WJ III (see 14).

p When the null hypothesis H0: 1 0 is rejected in the ANOVA, we know 2 a that some of the treatment or factor level means are different. However, the ANOVA doesn t identify which means are different. Methods for investigating this issue are called multiple comparisons methods. Many of these procedures are available. Here we describe a very simple one, Fisher s least signi cant difference (LSD) method. In Section 13-2.4 on the CD, we describe three other procedures. Montgomery (2001) presents these and other methods and provides a comparative discussion. The Fisher LSD method compares all pairs of means with the null hypotheses H0: i j (for all i j) using the t-statistic t0 2MSE B n yi. yj.

One-time password (OTP) tokens are designed to counter the problem of password theft by producing passwords dynamically that are then used only once. Often they are used in conjunction with a user ID and PIN. Examples include counter-based or event-based tokens in which a user prompts for the next OTP, and time-based tokens in which the token generates a new OTP periodically, such as every minute which must be time synchronized with a server/authenticator. Other variations are

Assuming a two-sided alternative hypothesis, the pair of means signi cantly different if 0 yi. yj. 0 LSD

not yet been established and they certainly persist into adulthood (p 61, emphasis ours) Implications of the Flynn Effect for the Malleability of Intelligence Flynn (1998b) concluded: Data from twenty nations show not a single exception to massive IQ gains over time The escalation of whatever skills are involved probably began no later than the onset of the industrial revolution (p 106) Likely explanations for the increases in US IQs from the 1930s and 1940s to the late 1970s and to the mid-1990s are the advent of television, the increasing reach of the mass media in general, changing attitudes toward parenting (including better understanding of stimulation in infancy), improved perinatal care, nutrition, and so forth The Rising Curve, edited by Neisser (1998), offers a multifaceted look at possible explanations and analyses of generational gains in IQ and related measures such as academic achievement.

(13-16)

Regardless of the precise reasons why, the changes are clearly related to cultural factors, not to modifications in specific test items or subtests or administration procedures For example, the large differences in IQs yielded by a test and its successor occurred even when the test had not been revised, such as the 1972 Binet (Thorndike, 1975) and most of the studies from other countries (Flynn, 1987), and when analyses of the WISC and WISC-R IQ differences were based only on the core of items that was common to both batteries (Doppelt & Kaufman, 1977; Kaufman, 1979a) These IQ gains are certainly due to environment, not heredity, and reflect the malleability of intelligence Flynn (1987) states: Massive IQ gains cannot be due to genetic factors.

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