I want to announce that #JRTDD is already indexed in Google Scholar.
Respected colleagues and potential authors,
We want to announce that ReAttach Therapy International Foundation launched new journal entitled: Journal for ReAttach Therapy and Developmental Diversities (JRTDD). JRTDD is a multidisciplinary peer reviewed, international, electronic journal edited by the ReAttach Therapy International Foundation from the Netherlands. The following articles will be considered for publication: original and review articles, short report, letters to the editor, clinical experiences, survey of cases, doctoral dissertations, master of arts, editorials, rapid communications and other contributions from all the fields of reattach therapy, psychology, special education, rehabilitation, social policy, and the related sciences. The aim of the journal is to share and disseminate knowledge between all disciplines that work in the field of developmental disabilities. All articles will be critically reviewed by at least two unknown reviewers within 2 months, but longer delays are sometimes unavoidable. All manuscripts must comply with Authors Instructions. There are around 20 articles published per year. JRTDD allows free access (Open Access) to its contents and permits authors to self-archive final accepted version of the articles on any OAI-compliant institutional / subject-based repository. Journal for ReAttach Therapists and Developmental Diversities is devoted to the scientific study of disability and new schema therapy. The subject matter is broad and includes, but is not restricted to, findings from psychological, biological, educational, genetic, medical, psychiatric, and sociological studies, ethical, philosophical, and legal contributions that increase knowledge on the prevention and treatment of disability, and/or inform public policy and practice.
You are kindly invited to submit an article in our Journal. Please type them in Word format. Please use Times New Roman font with Font size 12. The manuscript can not exceed 20 pages or 30.000 characters (no spaces) with single paragraph A4 format including Abstract, Tables and Figures. The margins should be 2,5 cm from every side. The style of referencing is according to APA.
You should send the articles electronically via our web site. If there is any problem you can contact us on the following email: email@example.com
The dead line for sending the manuscripts is September 30th 2018.
Prof. Dr. Vladimir Trajkovski
Dear colleagues and readers,
I would like to inform you that 1st issue of the 1st volume of Journal for ReAttach Therapy and Developmental Diversities is published online (August 15, 2018). A total number of 8 papers are published. Next Issue 2 of JRTDD for the 2018 year is expected to be published until December 31st, 2018.
Accessing JRTDD Online
To view a current article which appears online, please visit http://jrtdd.com/volume1-issue-1/
You, your colleagues, and students will be able to view articles (Full-Text PDF and Online First Full-text PDF) and have unlimited access to the journal (JRTDD is an open access, international, peer reviewed journal).
Citing Articles Using the Digital Object Identifier (DOI)
When citing articles from JRTDD, we encourage you to use article’s DOI in addition to traditional citation information. This is an industry standard, a link-resolving system that allows any link to remain “persistent” even if the location of the article changes at some point in the future. Hence, when you are quoting the link for an article, you should always quote the DOI rather than the URL of our home page.
Useful Online Features for Authors
Your registration in online submission (http://jrtdd.com/submit-your-manuscript/) will enable you with continuous information connected with JRTDD. We encourage you to share publications from JRTDD platform and online registration with your colleagues. You can feel free to share every publication on social media.
We invite you to the content of the JRTDD and we think that you will consider publishing with Journal for ReAttach Therapy and Developmental Diversities.
Call for papers for Vol.1, Issue 2 is open until September 30.
Suggested topics include but are not limited to
If you have any questions or you face problems with paper submission, please feel free to contact us: firstname.lastname@example.org
The first thing journal editors and reviewers will see upon receiving your research paper is the title, and will immediately form a view on what they should expect in your research paper. Moreover, the tile of your research paper is the only aspect that will be freely available to readers through search engines or indexing databases. It is therefore imperative that you write a clear, persuasive title that leads readers to know more about your research.
You can also go on to read the rest of the article to deepen your understanding of which best practices to follow while writing a captivating, yet informative title for your research paper.
The following example will help you understand how you can go about writing a good title for your research paper in 5 simple steps:
Ask yourself these questions and make note of the answers:
My paper studies whether X therapy improves the cognitive function of patients suffering from dementia.
It was a randomized trial.
I studied 40 cases from six cities in Japan.
There was an improvement in the cognitive function of patients.
Use your answers to list key words.
Create a sentence that includes the key words you listed.
This study is a randomized trial that investigates whether X therapy improved cognitive function in 40 dementia patients from 6 cities in Japan; it reports improved cognitive function.
(Current length: 28 words)
Delete all unnecessary/ repetitive words and link the remaining.
This study is a randomized trial that investigates whether X therapy improved cognitive function in 40 dementia patients from 6 cities in Japan; it reports improved cognitive function Randomized trial of X therapy for improving cognitive function in 40 dementia patients from 6 cities in Japan
(Length of revised title: 18 words)
Delete non-essential information and reword the title.
Randomized trial of X therapy for improving cognitive function in 40 dementia patients from 6 cities in Japan reports improved cognitive function
Randomized trial of X therapy for improving cognitive function in 40 dementia patients
(Length of finalized title: 13 words)
Include a subtitle
X therapy improves cognitive function in 40 dementia patients: A randomized trial
(Title length: 12 words)
Following the steps outlined above will help you arrive at an effective title for your research paper.
It’s been an exciting first half of the year for Scholastica. We now have over 700 journal users and we’re continuing to roll out new features to keep improving our software in order to best serve journal editors, authors, and reviewers. Recently, we introduced some updates to both peer review and open access publishing, including:
Read on for the full details!
We know that efficient communication is key throughout peer review. The easier it is for editors to check in on reviewers’ progress without inundating them with emails and the easier it is for reviewers to quickly communicate their recommendations to editors the better. To that end, we’ve introduced two new features to improve editor and reviewer communication.
First, we’ve given journals greater control over automated reviewer reminder emails. Now, editors can decide how frequently they want reviewers to receive automatic reminders at each stage of the peer review process — before the reviewer has responded to an invitation, after response but before the review deadline, and once the deadline has passed and the review is late.
The admin editors of journals can now set email frequencies for the following review reminder categories by going to My Journals > Settings > Configuration Options:
These options will enable editors to more closely control the cadence of their reviewer outreach before and after assignments are due. For example, if your journal does not want to send reviewers reminder emails to complete their reviews unless they are late then you can elect to not send any reminders to submit accepted reviews and choose to instead only send reminders for late assignments.
In addition to giving editors more control over reviewer reminders, we’ve also made it easier for reviewers to quickly designate whether files they are attaching to their review feedback form are intended just for the journal’s editors or for the editors and the manuscript’s authors. Reviewers now have the option to upload any accompanying files to either an editors only section or an editors and authors section. With this new feature, the intended audience of each reviewer attachment should be clear, helping to avoid back and forth between editors and reviewers as well as the potential of editors forgetting to share attachments intended for the author.
It’s also easier for editors to access the manuscript files that they need. We know that downloading manuscripts with multiple attachments can be cumbersome, so we’ve made it possible to download a manuscript and all of its accompanying files with one click, in addition to the ability to download individual files. Now, when editors go to a manuscript’s work area they will see a “download all files” link. Click the link and get everything you need!
In most cases, the journal’s publisher (where applicable) will arrange the application to any indexing service. They also ensure that the correct communications, permissions, and systems are in place in the event of acceptance.
Your Wiley editorial representative will provide feedback on your journal, so you can estimate the likelihood of acceptance.
There are a range of factors used in when deciding whether to index a journal. It is important that these criteria are met before submitting a journal for coverage.
Federal University of Rio de Janeiro
Institute of Psychology, Department of Psychometrics
Rio de Janeiro, Brazil
Online first 15-July-2018
Introduction: The use of psychometric tools such as tests or inventories comes with an agreement and acceptance that psychological characteristics, such as abilities, attitudes or personality traits, can be represented numerically and manipulated according to mathematical principles. Psychometrics and its close relation with statistics provides the scientific foundations and the standards that guide the development and use of psychological instruments, some of which are tests or inventories. This field has its own historic foundations and its particular analytical specificities and, while some are widely used analytical methods among psychologists and educational researchers, the history of psychometrics is either widely unknown or only partially known by these researchers or other students.
Objectives: With that being said, this paper provides a succinct review of the history of psychometrics and its methods. From a theoretical approach, this study explores and describes the Classical Test Theory (CTT) and the Item Response Theory (IRT) frameworks and its models to deal with questions such as validity and reliability. Different aspects that gravitate around the field, in addition to recent developments are also discussed, including Goodness-of-Fit and Differential Item Functioning and Differential Test Functioning.
Conclusions:This theoretical article helps to enhance the body of knowledge on psychometrics, it is especially addressed to social and educational researchers, and also contributes to training these scientists. To a lesser degree, the present article serves as a brief tutorial on the topic.
Key words: Psychometrics, History, Classical Test Theory, Item Response Theory, Measurement.
Citation: Anunciação, L. An Overview of the History and Methodological Aspects of Psychometrics-History and Methodological aspects of Psychometrics. Journal for ReAttach Therapy and Developmental Diversities.https://doi.org/10.26407/2018jrtdd.1.6
Copyright ©2018 Anunciação, L. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)
Federal University of Rio de Janeiro
Institute of Psychology, Department of Psychometrics
Rio de Janeiro – Brazil 22290-902
In a simpler world, English would be written the same way everywhere. However, when Noah Webster set out to create an American English dictionary in the early 1800s, he did more than just add new words to British English: he also revised the spelling of many common words to eliminate what he saw as unnecessary letters. His new spellings were adopted in the US but not the UK, and these spelling differences remain to this day.
The list below is intended to provide an overview of the most common spelling differences between British and American English. The words beginning each list are intended to establish overall patterns, whereas the words in italicstowards the end of the lists are examples of deviations from the rule. Remember that you can choose between “English (U.S.)” and “English (U.K.)” in Microsoft Word when setting the language for your document. This change allows the spell check to help catch these differences in spelling.
Click here to download a list of American English and British English spelling differences for future reference.
|The products of the catalyzed reaction werecharacterized using specialized equipment.||The products of the catalysed reaction werecharacterised using specialised equipment.|
|Because of its decolorization behavior, this material is favored.||Because of its decolourisation behaviour, this material is favoured.|
|Five milliliters of the mixture containing thefibers was pipetted on the center of the slide.||Five millilitres of the mixture containing thefibres was pipetted on the centre of the slide.|
|The leukemia patient was given anesthesiabefore the procedure.||The leukaemia patient was given anaesthesiabefore the procedure.|
|practice (noun and verb)||practice (noun)/practise (verb)|
|license (noun and verb)||licence (noun)/license (verb)|
|advice (noun)/advise (verb)||advice (noun)/advise (verb)|
|The defense attorney had practiced law for over thirty years.||The defence attorney had practised law for over thirty years.|
|dying/dyeing (from die/dye)||dying/dyeing (from die/dye)|
|The aging analog-to-digital converter is slowly dying.||The ageing analogue-to-digital converter is slowly dying.|
|skill, skillful||skill, skilful|
|The skillful student noted that the drop inenrollment may be signaling a problem with the study design.||The skilful student noted that the drop inenrolment may be signalling a problem with the study design.|
This list of differences between American English and British English is by no means exhaustive, but we hope that it helps give you an idea of the distinctions between the two styles of writing. If you have questions about any particular word, please contact us.
In Journal for ReAttach Therapy and Developmental Diversities we are using British English. So please adopt your articles to British English. Here are some spelling differences.
There are two main forms of written English – British and American – and most scholarly journals will indicate a preference or requirement for one or the other in their instructions for authors. Even if the guidelines of the journal to which you are hoping to submit your academic or scientific article does not specify whether you should use British or American English, you will be expected to use one form or the other consistently, and your spelling choices will need to be appropriate in every relevant instance. Unfortunately, many authors are not aware of the exact nature of the variations between British and American English, and while setting the default language in Microsoft Word to either British or American can help you catch and correct some misspelled words, it is far from foolproof. Most good English dictionaries will note spelling variations, but some dictionaries do not indicate in all cases whether the variants provided are determined by the differences between the two forms of English. Creating correct British or American English can therefore be challenging, and the following spelling notes may prove helpful as you polish your writing for publication.
• British English often uses ‘our’ (colour, behaviour) where American English uses only ‘or’ (color, behavior).
• British English tends to use ‘re’ at the end of words such as ‘centre’ and ‘metre,’ whereas American English uses ‘er’ (center, meter), but this is not always the case, with ‘parameter’ and ‘sober,’ for instance, correct in both forms of the language.
• British English can use either ‘ise’ or ‘ize’ in verbs that are always spelled with ‘ize’ in American English, so ‘organize’ and ‘specialize’ are correct in American English and can also be correct in British English, but British English can instead use ‘organise’ and ‘specialise.’
• British English uses ‘yse,’ as in ‘analyse’ and ‘paralyse,’ whereas American English uses ‘yze’ (analyze, paralyze).
• British English tends to use ‘ae,’‘oe’ and ‘ou’ in situations where American English uses only ‘e’ or ‘o,’ so ‘aesthetics,’ ‘manoeuvre’ and ‘mould’ are correct in British English, but the spelling would be ‘esthetics,’ ‘maneuver’ and ‘mold’ in American English, though these differences are not always observed.
• In British English ‘defence’ is spelled with a ‘c,’ but in American English the word is spelled with an ‘s’ (defense). The decision to use ‘c’ or ‘s’ can be tricky, however, with British English spelling the nouns ‘practice’ and ‘licence’ differently than the verbs ‘practise’ and ‘license,’ whereas American English uses ‘practice’ for both the noun and the verb and, conversely, ‘license’ for both the noun and the verb.
• British English will often retain an ‘e’ where American English will not, so ‘sizeable’ and ‘acknowledgement’ in British English are ‘sizable’ and ‘acknowledgment’ in American English, but this is not necessarily predictable: ‘judgement,’ for instance, is used in British English, except in legal contexts, in which case the correct form is ‘judgment,’ which is always the correct form in American English, and ‘knowledgeable’ retains its ‘e’ in both forms of the language.
• British English tends to use a single ‘l,’ as in ‘enrol’ and ‘skilful,’ whereas Amercian English uses double ‘ll’ in the same words (enroll, skillful).
• British English often doubles consonants when endings are added to words, as is the case with ‘focussed’ and ‘travelling,’ while American English does not (focused, traveling), but there are exceptions, with ‘enrolling’ the correct form in both.
• British English occasionally uses ‘ph’ (sulphur) where American English uses ‘f’ (sulfur), ‘sc’ (sceptic) where American English uses ‘sk’ (skeptic), ‘que’ (cheque) where American English uses ‘ck’ (check) and ‘ogue’ (catalogue) where American English uses only ‘og’ (catalog), though the two forms of the language do not always differ in the last of these ways, with ‘epilogue,’ for instance, the same in both.
• In some cases British English uses ‘mme’ (programme) where American English uses an ‘m’ alone (program), but this varies, and when ‘program’ applies to computer software, ‘mme’ is never used.
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