Abstract
Some years ago, the authors of this chapter sat in a Chicago-bound jetliner watching squall lines and immense thunderheads across a dark sky and bantering about the use of multiple versus single assessment devices. We were already committed—through a major NIMH grant for an ongoing longitudinal study—to the time-consuming and expensive Campbell and Fiske (1959) strategy of collecting data from a variety of agents using a diversity of methods. Our colleague, Tina Pastorelli, had just completed a series of analyses in Rome that clearly demonstrated the direct impact of parenting practices on children’s antisocial behavior (Pastorelli & Dishion, 1991). These results pleased us because they were consistent with our theoretical framework and prior investigations. The problem was that only data taken from the mothers of subjects had been collected for the Rome study. And since that study had yielded results in accord with our position, why were we spending our time and grant money collecting tremendously more complex data sets than Pastorelli’s when the same results apparently could be obtained simply by asking mothers for their perspectives? Were we likely to gain anything for all our effort?
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Bank, L., Patterson, G.R. (1992). The Use of Structural Equation Modeling in Combining Data from Different Types of Assessment. In: Rosen, J.C., McReynolds, P. (eds) Advances in Psychological Assessment. Advances in Psychological Assessment, vol 8. Springer, Boston, MA. https://doi.org/10.1007/978-1-4757-9101-3_2
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