Sentences with phrase «sample items because»

Basically and simply some of my favorite companies have offered to work with me and give me discounts or sample items because I have already used their products so much and recommend them to clients and readers and we know its a good fit for us to work together.

Not exact matches

Thus pigeons can be trained to put like items together (match - to - sample), but because pigeons» behavior is based mainly on absolute rather than relational factors, pigeons fail to transfer relations, e.g., relations of hue to relations of brightness.

I bought this new item because I tried a sample and it looks perfect on my skin.

Even though many of these items were small or sample sizes, it was still totally worth it because I found a ton of products that I love!

/ / PR SAMPLE / FASHION / AFFILIATE LINKS / / Dresses are usually my favorite clothing item because they are so...

Those alignments were quite low, as well, in part because assessments represent samples of items not an entire domain of content as do content standards but still low.

Because all of the participants who had been followed up (109 cases) had completed at least 70 % of the items on each scale, this resulted in the retention of the full sample in all the analyses.

These 7 items were chosen because they showed the largest mean difference between infants with and without regulatory disorders in the validation sample.

Many of the scales demonstrated weak psychometrics in at least one of the following ways: (a) lack of psychometric data [i.e., reliability and / or validity; e.g., HFQ, MASC, PBS, Social Adjustment Scale - Self - Report (SAS - SR) and all perceived self - esteem and self - concept scales], (b) items that fall on more than one subscale (e.g., CBCL - 1991 version), (c) low alpha coefficients (e.g., below.60) for some subscales, which calls into question the utility of using these subscales in research and clinical work (e.g., HFQ, MMPI - A, CBCL - 1991 version, BASC, PSPCSAYC), (d) high correlations between subscales (e.g., PANAS - C), (e) lack of clarity regarding clinically - relevant cut - off scores, yielding high false positive and false negative rates (e.g., CES - D, CDI) and an inability to distinguish between minor (i.e., subclinical) and major (i.e., clinical) «cases» of a disorder (e.g., depression; CDI, BDI), (f) lack of correspondence between items and DSM criteria (e.g., CBCL - 1991 version, CDI, BDI, CES - D, (g) a factor structure that lacks clarity across studies (e.g., PSPCSAYC, CASI; although the factor structure is often difficult to assess in studies of pediatric populations, given the small sample sizes), (h) low inter-rater reliability for interview and observational methods (e.g., CGAS), (i) low correlations between respondents such as child, parent, teacher [e.g., BASC, PSPCSAYC, CSI, FSSC - R, SCARED, Connors Ratings Scales - Revised (CRS - R)-RSB-, (j) the inclusion of somatic or physical symptom items on mental health subscales (e.g., CBCL), which is a problem when conducting studies of children with pediatric physical conditions because physical symptoms may be a feature of the condition rather than an indicator of a mental health problem, (k) high correlations with measures of social desirability, which is particularly problematic for the self - related rating scales and for child - report scales more generally, and (l) content validity problems (e.g., the RCMAS is a measure of anxiety, but contains items that tap mood, attention, peer interactions, and impulsivity).

Because the sample size was judged to be smaller than optimal for use of factor analysis with the entire pool of items, items were then eliminated if their item - to - total correlation was < 0.30.