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1
Seclen, Gamarra Manuel Antonio. „Sistema informático para mejorar el proceso de diagnóstico de aptitudes mentales primarias basado en la batería del test PMA en alumnos del nivel secundario“. Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2019. http://hdl.handle.net/20.500.12423/2413.
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Esta tesis tiene el objetivo de mejorar y apoyar el proceso de diagnóstico de aptitudes mentales primarias de los alumnos de la I.E.P. Santo Toribio de Mogrovejo pues la organización tiene dificultades al momento de realizar un determinado Test Psicológico ya que este carece de confiabilidad al momento de que el alumno responde las preguntas, también se presentan dificultades con el tiempo para diagnosticar los resultados obtenidos y por consiguiente el tiempo para buscar una solución al problema, se sabe que dos de cada treinta diagnósticos resulta ser mal revisados por lo que se tendría que volver a diagnosticar. Se pretende que con el desarrollo de un Sistema Informático basado en el test PMA aplicando el método de verificación división por mitades, mejorar el proceso de diagnóstico de aptitudes mentales primarias de alumnos del nivel secundario de la I.E.P. Santo Toribio de Mogrovejo para poder así disminuir el tiempo que emplea el psicólogo en diagnosticar los resultados obtenidos, disminuir el tiempo total que el psicólogo requiere para realizar el diagnóstico de aptitudes mentales primarias de los alumnos, aumentar el número de alumnos diagnosticados por hora, aumentar el número de test confiables (verificados) y disminuir el número de errores al momento de realizar el diagnóstico pues con el uso del Sistema Informático se disminuye el Tiempo empleado para el diagnóstico por alumno en un 95%, se logra también disminuir el tiempo total del diagnóstico en un 96% lo que equivale a 580 minutos, se logra aumentar el número de alumnos diagnosticados por hora en un 90%, aumentando 50 alumnos más que se diagnostican, tener los diagnósticos de los test al 100% confiable, lo que indica que se tendrá resultados más reales y se logra eliminar los errores generados en el proceso de diagnosticar los resultados del test gracias al Sistema Informático.
2
Cobarrubias, Isabel, Patricia Hidalgo, Soledad Parada und Francisca Pozo. „Conciencia fonológica y habilidades cognitivas no verbales en niños de 4 y 5 años“. Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110630.
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Martínez, Muñoz Constanza, und Mahn Daniela Urdangarín. „Evaluación del desarrollo psicomotor de niños institucionalizados menores de 1 año mediante tres herramientas distintas de evaluación“. Tesis, Universidad de Chile, 2005. http://repositorio.uchile.cl/handle/2250/110626.
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4
Park, Hyunmi. „Flying aptitude tests for surgeons“. Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/47575/.
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Aims: To test whether the Flying Aptitude Test, the Royal Air Force’s selection aptitude test, can be used for surgical skills testing by correlating it to both open and minimally invasive surgical simulated tests. The introduction of such test at the onset of post graduate training could offer guidance and encouragement on a career in surgery. Methods: The Flying Aptitude Test used for the selection of British Military Pilots was undertaken by 243 medical participants. The aptitude domains tested included: Psychomotor, Verbal, Attentional, Spatial aptitudes & Short-Term Memory. Results were correlated with performance of open Basic Surgical Skills (BSS) and Laparoscopic Simulator (Lap Sim) skills in simulated environments. Medical students (n=211) encompassed 86.6% of those recruited and the remainder were doctors in training. Correlation analyses were carried out on the undergraduate participants only to maintain a completely uniform group of novices from both surgical and military aptitude experience. Data on demographics, use of computer games, self-rating scores and feedback form were also analysed. Results: n= 243 (52.3% female). Mean age 24 years (range18-39). 230 participants undertook the computer based Flying Aptitude Test of which 199 were medical students with a mean score of 51.64% (16-96% SD=14.27). Total mean Lap Sim time was 737 seconds (259-2290sec SD=313). Twenty-six participated in the BSS with a mean score of 74% (16-97%, SD=23). There was statistically significant correlation between the Flying Aptitude Test and the Lap Sim data (undergraduates n=153 Pearson r=-0.275; p < 0.001) with the highest correlation in the Psychomotor domain (r=-0.300; p < 0.001). There was even greater correlation between the Flying Aptitude Test and BSS tests (undergraduates n=20 Spearman’s r=0.464, p=0.04) with the Spatial Reasoning aptitude having the highest correlation (r=0.540, p=0.014). Lap Sim & Flying Aptitude Test data correlation was greater in females but for the BSS data, the correlation was greater in male, but this difference between the genders was not statistically significant. Positive correlation was seen in the use of computer games and the Flying Aptitude Test, which was higher in males. There was a marked difference in the self-rating results between the genders, with female participants reporting an unfounded lower expectation of their own performance. Conclusions: This study shows a statistically significant correlation between the validated Flying Aptitude Test scores in both open and laparoscopic simulation tests. This study has shown an equally good performance from female medical students compared to their male peers in the Flying Aptitude Test as well as the Laparoscopic and Basic Surgical Skills Tests in this study. A surgical aptitude test such as the Flying Aptitude Test could be potentially incorporated into early post graduate training to inspire graduates into a career in surgery. Such aptitude test may encourage self-actualisation and empowerment of female trainees into believing in their own potential technical ability and challenge the gender gap in the speciality.
5
Barber, Robert M. „The utility of the Revised Nonreading Aptitude Test Battery vs. the General Aptitude Test Battery“. Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115025.
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Trimaille, Yves. „Tests d'aptitude et d'exploration fonctionnelle du footballeur“. Université Louis Pasteur (Strasbourg) (1971-2008), 1992. http://www.theses.fr/1992STR1M035.
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7
Ip, Tsang Chui-hing Betty. „The construct validity of the aptitude test for prevocational schools“. Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B3862770X.
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Suárez, Vilagran María del Mar. „Language Aptitude in Young Learners: The Elementary Modern Language Aptitude Test in Spanish and Catalan“. Doctoral thesis, Universitat de Barcelona, 2010. http://hdl.handle.net/10803/38244.
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The present dissertation is concerned with language aptitude in young learners. The first aim of this dissertation is to validate the content of two new instruments: the adaptation to both Spanish (MLAT-ES) and Catalan (MLAT-EC) of the Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll & Sapon, 1967).
The second aim of this dissertation is to study the relationship between language aptitude, L1 acquisition and cognitive development. The norming study of the MLAT-E offers data of children from grade 3 to 6 while that of the MLAT-ES covers grades 3 to 7. In both norming studies, while means increase steadily from grades 4 to 6, the largest increase is observed between grade 3 and 4.
The third aim of this dissertation is related to the variable sex. While in the MLAT-E study the data appear divided according to this variable, the population in the MLAT-ES norming study appears as one cohort. It would be interesting to see if significant differences are observed between the performance of boys and girls to keep this variable or not when using these tests.
Finally, the fourth aim of this study is to check the construct validity of the tests. The MLAT-E tests are intended to measure language aptitude for foreign language learning. One way to check their construct validity is to correlate scores on the tests with measures of foreign language proficiency.
The first aim of the study - the validation of two versions of the MLAT-E in Spanish and Catalan - is supported by the statistical results obtained although some of the items in the MLAT-ES do not work as expected (or as they do for monolingual Spanish speakers or speakers of a Spanish regional variety other than the Peninsular).
As for the second aim, it was observed that the tests functioned in a different way for 3-graders than for the rest of grades, as in the previous norming studies. This could be explained by the fact that 3-graders are at the beginning of their concrete operational stage, which limits their cognitive processing abilities. From an information processing perspective, children at this stage still have to develop problem-solving strategies as well as strategies for encoding and memorising information. Moreover, they have become literate relatively recently and show to have lower meta-linguistic awareness than their older counterparts.
The third aim dealt with the sex variable. The results show that aptitude does not seem to be affected by the participants’ sex. However, perhaps a more cognitive oriented approach into the way each of the parts of the MLAT-E is answered would shed light on sex differences, if any. These should be explored along with different proficiency measures, those that, traditionally, have given an advantage to girls over boys (such as fluency) and vice versa (e.g. receptive tasks).
Regarding the construct validity of the tests, both the MLAT-ES and the MLATEC seem to be valid measures of predictability of general concurrent proficiency although not in all skills, since the speaking skill sometimes did not correlate with the aptitude measures. Also, correlations in grade 3 were consistently non-existent or lower than those in other grades. This phenomenon could be related to the issues discussed in relation to the participants’ age and cognitive development and/or to the validity of the proficiency measures used. Consequently, the MLAT-ES and the MLATEC should be revised if they are to be administered to children this age. Oral data were collected from most participants, so perhaps a deep analysis of these oral data will shed more light on the relationship between FL aptitude in young learners and their true FL proficiency in further research.Aquesta tesi doctoral presenta la validació de dos tests d’aptitud per a l’aprenentatge de llengües estrangeres en un context bilingüe català/castellà. Es tracta de l’adaptació al castellan (MLAT-ES) i al català (MLAT-EC) del Modern Language Aptitude Test – Elementary (MLAT-E) (Carroll i Sapon, 1967). 629 estudiants d’edats compreses entre els 8 i els 13 anys (de 3r de primària a 1r d’ESO) participaren en aquest estudi. Un cop validat el contingut d’ambdós tests, la primera pregunta de recerca explora la relació entre l’aptitud, l’adquisició de la L1 i el desenvolupament cognitiu, ja que els resultats mostren que, si bé les mitjanes obtingudes en els tests augmenten amb l’edat, aquest augment és molt més gran entre 3r i 4t de primària que entre els altres cursos. Aquesta diferència es podria explicar per l’estat de desenvolupament cognitiu dels participants a 3r de primària així com pel fet que en aquesta edat algunes estratègies de resolució de problemes i de memorització, entre altres, encara estan en vies de desenvolupament. La segona pregunta d’investigació té a veure amb la variable sexe. No s’observen diferències significatives entre els resultats obtinguts pels nens i nenes participants. Finalment, l’objectiu de la tercera pregunta de recerca és comprovar la validesa de constructe del MLAT-ES i del MLAT-EC correlacionant els resultats obtinguts amb proves de proficiència en llengua estrangera (anglès). Ambdós tests semblen ser vàlids en aquest aspecte tot i que amb excepcions significatives al grup de 3r de primària, sobretot pel que fa a la proficiència oral. Aquestes diferències es podrien explicar per les proves de proficiència utilitzades o per l’estat de desenvolupament cognitiu d’aquests participants, que podria haver influït en la manera com interpretaven els tests d’aptitud. Per tant, en futurs estudis s’hauria d’explorar amb més detall si les habilitats mesurades pels tests d’aptitud en nens i nenes d’entre 8 i 9 anys són les mateixes que en estudiants més grans.
9
Fuzellier, Thierry. „Validite des tests medico-sportifs : a partir d'une etude portant sur 984 chasseurs alpins“. Reims, 1989. http://www.theses.fr/1989REIMM114.
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Thomas, Adrain L. „Accounting for correlated artifacts and true validity in validity generalization procedures : an extension of model 1 for assessing validity generalization“. Diss., Georgia Institute of Technology, 1997. http://hdl.handle.net/1853/28967.
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Ip, Tsang Chui-hing Betty, und 葉鈤翠卿. „The construct validity of the aptitude test for prevocational schools“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B3862770X.
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12
Meyerhöfer, Wolfram. „Was misst TIMSS? : Einige Überlegungen zum Problem der Interpretierbarkeit der erhobenen Daten“. Universität Potsdam, 2001. http://opus.kobv.de/ubp/volltexte/2005/22/.
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Bei der Erstellung und Interpretation mathematischer Leistungstests steht die Frage, was eine Aufgabe mißt. Der Artikel stellt mit der strukturalen oder objektiven Hermeneutik eine Methode vor, mit der die verschiedenen Dimensionen der von einer Aufgabe erfassten Fähigkeiten herausgearbeitet werden können. Dabei werden fachliche Anforderungen, Irritationsmomente und das durch die Aufgabe transportierte Bild vom jeweiligen Fach ebenso erfasst wie Momente, die man eher als Testfähigkeit bezeichnen würde.Am Beispiel einer TIMSS-Aufgabe wird diskutiert, dass das von den Testerstellern benutzte theoretische Konstrukt kaum geeignet ist, nachhaltig zu beschreiben, was eine Aufgabe misst.The design and interpretation of aptitude tests in mathematics provoke questions as to what each of the set tasks actually measures. With structural or objective hermeneutics, this article introduces a methodology capable of discerning the various dimensions of skills required for a particular task. Not only does this approach allow for the recognition of the technical requirements of the task, its off-putting factors and the image of the subject conveyed. The methodology is also able to locate the elements addressing the kind of skill that can more accurately be clas-sified as 'test ability'. Focusing on an example selected from a TIMSS aptitude test, the discussion seeks to de-monstrate that the theoretical construction employed in setting the test is hardly suited to define with any sense of permanence what is measured by each task.
13
Thompson, Meryl. „Language in selection tests : an examination, review and critique of language in tests used to select applicants for further education, training and employment /“. Title page, contents and summary only, 1992. http://web4.library.adelaide.edu.au/theses/09EDM/09dmt474.pdf.
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14
Griffin, Annette T. (Annette Teer). „The Relationships Between College Aptitude, Race, College Hours Completed, and P-PST Scores for Education Students in Texas Public Colleges and Universities“. Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331230/.
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The purpose of this study was to determine the relationships between the scores of students on the Pre-Professional Skills Test (P-PST) and the scores of students on college aptitude tests, the race of students and the number of college hours that students had completed. The subjects who participated in this study were
education students who sought admittance to Texas public
colleges and universities and took the P-PST in March, 1984. A total of 642 students participated in the study, 512 White or other, 48 Blacks and 82 Hispanics. P-PST scores, race, number of college hours completed, and college aptitude scores were obtained from the student's college or university as a result of the signed release forms each student completed at the March, 1984 testing date.
15
Muller, Roald. „Die geldigheid van die OPQ vir die voorspelling van werksukses“. Diss., Pretoria : [s.n.], 2002. http://upetd.up.ac.za/thesis/available/etd-08022004-090308.
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Buscà, Safont-Tria Bernat. „Disseny d'un test per avaluar les aptituds cognitives a l'esport (TACE)“. Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/2902.
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El raonament, la cognició i el comportament dels individus intel·ligents han estat un dels eixos en el camp de la mesura de les aptituds esportives en els darrers anys. La seva perspectiva multicanal, la dificultat per acotar-ne l'origen i la seva incidència en el rendiment i l'aprenentatge esportius n'han estat, possiblement, les raons fonamentals. Aquesta dificultat en el camp de la recerca científica, s'ha obviat en el terreny de la praxis en el món de l'entrenament. Nombrosos entrenadors/es i especialistes utilitzen termes com "jugadors llestos", "esportistes espavilats" i "comportaments intel·ligents " dins els terrenys de joc amb molta freqüència, i amb no menys encert. Parlen de subjectes que troben la solució bona en situacions diverses de menor o major complexitat. En aquesta línia, el criteri cognitiu s'ha erigit com un bon indicador del nivell d'expertesa esportiva (Starkes, 1987; Abernethy, 1988, 1994; Helsen i Starkes, 1999; Ward i Williams, 2003). El caràcter multifactorial que explica la capacitat d'aprenentatge i de rendiment esportiu i la manca d'eines psicomètriques per avaluar les aptituds funcionals necessàries per a la pràctica esportiva (Riera, 2005), justifiquen el plantejament d'una proposta de disseny d'un test d'aquestes característiques. Aquesta tesi doctoral ofereix un instrument de mesura de les aptituds cognitives esportives des d'una perspectiva psicomètrica. Després d'establir un marc de referència per a la classificació de les habilitats esportives (Riera, 2001), de definir el constructe d'aptitud cognitiva esportiva (Buscà, 2005) i després de revisar els principals estudis i instruments que tenen per objectiu avaluar diversos constructes psicològics relacionats amb la cognició en situacions esportives, es procedeix a la construcció d'un test per avaluar les aptituds cognitives a l'esport (TACE). Per tal de plasmar les situacions esportives de forma intel·ligible minimitzant, així, la influència del raonament verbal d'ítems escrits, s'han dibuixat 75 situacions esportives que es corresponen amb problemes reals que es donen en l' esport i que cobreixen tan les habilitats bàsiques com les tècniques i les tàctiques. Els ítems es presenten en una aplicació informàtica molt intuïtiva per a què cada subjecte pugui respondre de forma autònoma i amb el ritme propi. Per cada situació, es presenten 5 opcions de resposta de les quals una ha de ser escollida pel subjecte de forma obligatòria.
Després de fer una prova pilot amb una mostra seleccionada (n=57) i de procedir a l'anàlisi dels ítems i dels distractors, es van seleccionar 64 ítems els quals es van administrar en la versió consolidada del TACE a una mostra d'estudiants de secundària (n=242). De la segona anàlisi dels ítems, se'n van consolidar 56 els resultats dels quals es van utilitzar per realitzar l'estudi empíric per determinar la fiabilitat i la validesa del test. Es van calcular indicadors de fiabilitat amb un valor d'α de Cronbach de 0,77 (n=56) i una correlació de Pearson entre test i retest de 0,72 (n=69) i es van establir criteris de validesa de contingut, de criteri i de constructe. L'opinió d'experts i una correlació de Pearson entre el resultat en el TACE i un criteri extern de valoració del professor d'educació física (r=0,40; p<0,00) van consolidar-ne la validesa de contingut i de criteri. La posterior comparació de mitjanes entre subgrups de la mostra van apuntar diferencies de gènere en la resolució de problemes. De la mateixa manera es van observar diferències significatives en els resultats del test en funció de la quantitat i tipus de pràctica dels subjectes.
L'anàlisi factorial va permetre establir indicis raonables per estimar la validesa de constructe del test així com per confirmar la qualitat psicomètrica dels ítems. Una primera aproximació exploratòria (valor mitjà d'extracció de r=0,64) va permetre extreure 23 factors incapaços de contribuïr a l'explicació del constructe. Una posterior anàlisi factorial per categories d'ítems (valor mitjà d'extracció de r=0,92) va permetre extreure dos factors diferenciats que explicaven el 79,87% de la variància i que s'associaven als conceptes de tècnica i de tàctica a causa de les altres correlacions que aquests factors tenien amb les categories d'ítems associades a aspectes tècnics i tàctics dels esports.
Els resultats es discuteixen en relació a altres processos de construcció d'instruments psicomètrics de caire esportiu.
The aim of this doctoral thesis is to provide an instrument to measure the cognitive abilities in sport from a psychometric point of view. Once the reference frame to classify the abilities in sport is established (Riera, 2001; 2005), to define the cognitive ability construct (Buscà, 2005), and to review the most prominent research and instruments the aim of which is to evaluate the different psychological constructs related to cognition in sporting frames, this paper is meant to develop a test to evaluate the cognitive abilities in sport (TACE). In order to comprehensibly capture the varied conditions in sport, the influence of verbal reasoning in the shown items has been minimized. A number of 75 sporting situations corresponding to real cases have been described. Such situations cover the basic together with the technical and tactical skills. The items are shown in a very intuitive computerized application so as each subject of study can answer autonomously and at a pace of his own. For every single situation five answering options are presented one of them to be compulsorily chosen. After a pilot scheme on a selected sample (n=57) and the following analysis of the items and distractors is carried out, a number of 64 items were selected which, in the consolidated version of TACE, were fed to a sample of secondary students (n=242). From the second analysis of items, 56 results were consolidated which were used to set up an empirical study to determine the validity and reliability of the test. Reliability indicators were worked out with 0.77 Cronbach's α value and some validity criteria to content, to criteria and to construct were established. Reasonable signs to consider the test validity were set up by experts' opinion, a Pearson's correlation between the TACE results and an external evaluation from the physical education teacher together with the mean comparison among samples subgroups and factorial analysis. Results are explained in relation to other processes of construction of psychometric tools in the sport area.
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Yeasting, Kevin C. „Evaluation of the General Aptitude Test Battery-Computerized Administration (GATB-CA)“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/MQ33469.pdf.
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Steele, Charles Noah. „Scholastic aptitude test scores and the economic returns to college education“. Thesis, Montana State University, 1990. http://etd.lib.montana.edu/etd/1990/steele/SteeleC1990.pdf.
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Student scores on standardized achievement tests fell during the 1960's, raising questions about the quality of education in America. The decline was especially pronounced on the Scholastic Aptitude Test (SAT), the most widely used college entrance examination. Much of this decline remains unexplained. This study examines the hypothesis that declining returns to college education played a role in the score decline. Specifically, it is hypothesized that declining returns to education reduce the incentive for students to invest in the college skills which the SAT attempts to measure. This study proposes a general model in which SAT participation rates and SAT scores are determined in part by the relative wage differential between an average college graduate and a high school graduate. several empirical specifications of this model are then estimated, using aggregate time series data for the years 1967 to 1987. The methods of three stage least squares and seemingly unrelated regressions are used. The results of the regressions suggest that fluctuations in the relative economic return to a college education may have accounted for between 11 percent,and 24 percent of the decline in average SAT scores. When these effects are considered in conjunction with those of a demographic variable, approximately 40 percent of the decline is explained, perhaps suggesting that fears of declining educational quality are somewhat exaggerated.
19
Hamilton, Gillian. „Knowledge and skill requirements in clerical work“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29764.
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The focus of the thesis is on a comparison of management job descriptions with accounts of knowledge and skill requirements in clerical work, using a set of eleven dimensions. Three jobs occupied by women are investigated. The organizations vary from a small, private-interest office to a large public bureaucracy. Case one is an administrative clerk from a trade association. The second case is a clerk-stenographer from a planning department of a municipality. The final case is an accounts payable clerk from a linen supply company. Data for analysis come from interview and observation records. The emphasis of the investigation is on the ingenuity with which these employees carry out their work. It was found that the clerks require more skills than are officially recognized. In all cases management underestimated the skills required, and the contribution the women make to the organization. Official job descriptions are a product of rationalistic practices, and yet it is argued that they are also expressions of patriarchal ideology.Arts, Faculty of
Anthropology, Department of
Graduate
20
Rosenfeld, Frédérique. „Ethique en médecine du travail, aptitude médicale au travail et tests génétiques : réflexions sur l'introduction des tests prédictifs en médecine du travail“. Paris 5, 2000. http://www.theses.fr/2000PA05N023.
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Warden, Nancy Jean Hill. „Using test-like events in mathematics instruction : an aptitude-treatment interaction study /“. Full-text version available from OU Domain via ProQuest Digital Dissertations, 1987.
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22
Alexander, Sandra G. „Predicting long term job performance using a cognitive ability test“. Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc4010/.
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This study focuses on the relationship of one cognitive ability test on long-term job performance as measured by personnel data. Archival data from over 3,000 employees at an international technology company were used to assess how aptitude test scores relate to both objective and subjective job performance measures. Supervisory performance ratings, level of promotion, and salary increase significantly contributed to variance in test scores; however, these results were inconsistent. Number of training courses did not have a significant relationship with test scores. Additionally, type of turnover did not moderate the relationship between aptitude test scores and job performance. These results indicate that although aptitude test score is related to long term job performance factors, other factors account for the majority of the variance. The implication is that aptitude should not be the sole consideration when predicting long term job success.
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Foucault, Valérie. „Evaluation de l'aptitude physique d'une population active : le MST (mesure du seuil de tolérance à l'effort)“. Caen, 1991. http://www.theses.fr/1991CAEN3056.
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Marcou, Marie-Sophie. „Propension aux accidents, reussite professionnelle : deux choix differents d'interpretation des performances aux tests psychotechniques en vue d'evaluer les aptitudes a la conduite des vehicules“. Clermont-Ferrand 1, 1994. http://www.theses.fr/1994CLF1MS30.
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Röding, Karin. „University admission based on tests and interviews : implementation and assessment /“. Stockholm, 2005. http://diss.kib.ki.se/2005/91-7140-244-6/.
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Curabay, Muhammet. „Meta-analysis of the predictive validity of Scholastic Aptitude Test (SAT) and American College Testing (ACT) scores for college GPA“. Thesis, University of Denver, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242126.
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The college admission systems of the United States require the Scholastic Aptitude Test (SAT) and American College Testing (ACT) examinations. Although, some resources suggest that SAT and ACT scores give some meaningful information about academic success, others disagree. The objective of this study was to determine whether there is significant predictive validity of SAT and ACT exams for college success. This study examined the effectiveness of SAT and ACT scores for predicting college students’ first year GPA scores with a meta-analytic approach. Most of the studies were retrieved from Academic Search Complete and ERIC databases, published between 1990 and 2016. In total, 60 effect sizes were obtained from 48 studies. The average correlation between test score and college GPA was 0.36 (95% confidence interval: .32, .39) using a random effects model. There was a significant positive relationship between exam score and college success. Moderators examined were publication status and exam type with no effect found for publication status. A significant effect of exam type was found, with a slightly higher average correlation for SAT compared to ACT score and college GPA. No publication bias was found in the study.
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Alexander, Sandra G. Marshall Linda L. „Predicting long term job performance using a cognitive ability test“. [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-4010.
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Le, Gallais Daniel. „L'aptitude physique des porteurs du trait drépanocytaire“. Montpellier 1, 1990. http://www.theses.fr/1990MON14002.
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Frost, Douglas A. „Using A Computer Aptitude Test To Investigate Differences Between Students In Selected College Curricula“. NSUWorks, 1993. http://nsuworks.nova.edu/gscis_etd/529.
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With the rapid spread of the microcomputer as a business tool, large numbers of people, who may not possess the typical skills of the computer professional, are using the computer to solve business problems. This dissertation explores the extent to which computer aptitude is present in a selected group of college students. A nationally normed test for computer aptitude was administered to upper-level college students in five curricula, Computer Science, Information Management, Business, Music, and Liberal Arts.
The computer aptitude measure, CAQ Score, and its subordinate elements were compared across the five curricula. Computer aptitude was also contrasted with measures of math experience, gender, and grade point average. Statistical tests included t-tests, ANOVA, and correlation. The mean computer aptitude score for all students tested was found to be more than one standard deviation above the nationally normed values. CAQ Score and some underlying measures were found to be significantly different between students in Computer Science and Information Management versus those in Liberal Arts. The mean CAQ scores of students who had taken higher level math courses were significantly higher than students who had only high school math courses. The mean scores of male students were significantly higher than those of female students. CAQ Scores varied significantly with GPA. However, the r squared value was less than 0.10.
The first conclusion was that college students possess higher computer aptitude than the average population. Second, there are significant differences in computer aptitude among students in the curricula tested. It was concluded that computer aptitude differs by gender, caused by the underlying measure called Logical Structures. It was also concluded that students who complete advanced mathematics courses are apt to possess more computer aptitude than those who terminate their math courses at a lower level. Finally, because of the weak r value of the significant relationship between GPA and CAQ, and the previous math findings, it was concluded that computer aptitude is related to an element of general intelligence that is common to computer and math skills. The study recommends that further research be done into the elements of computer and math skills that may be similar or differ from those of general intelligence. Because of findings related to Music students, it is recommended that research be done on the similarities and Differences in math and music cognitive skills. Finally, the study recommends that research be conducted into the spectrum of computer skills ranging from the technical computer professional to the person who uses the computer as a business tool.
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Simpson, Angela Gumede. „Aptitude, school grades, Cambridge examination results and university performance : the Swaziland case“. Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720159.
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The purpose of this study was to examine the relationship among locality of school, type of school, gender of student, school GPA (GPA), aptitude (MEANAPT), Cambridge English Language (CAMENG), Cambridge class (CAMCLASS), and Cambridge aggregate (CAMAGGR). A second purpose of this research was to determine the relationship among GPA, MEANAPT, CAMENG, CAMCLASS, CAMAGGR, university registration status (STATUS), and average university grade (UNIMEAN) after 2 years at the University of Swaziland (UNISWA). The study was divided into two parts. In the first part, locality of school, type of school, and gender of student were the independent variables; GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR were the dependent variables. In the second part, performance at UNISWA, as measured by either STATUS or UNIMEAN, was the dependent variable; CAMENG, CAMCLASS, CAMAGGR, GPA, and MEANAPT were the independent variables.Answers to questions on Part 1 of the study were determined by computing means, standard deviations, and F-tests for differences between means for GPA, MEANAPT, CAMENG, CAMCLASS, and CAMAGGR for each of the general questions. Data were analyzed using Pearson r and multiple regression to answer Part 2 questions.The results of this study indicate that students enrolled in rural and government schools were outperformed by those attending urban and government-aided schools on all the measures. Although males outperformed females on the local Swaziland measures, school GPA and aptitude, there were no significant differences between males and females when the Cambridge examination scores were considered. The Cambridge examination appears to be neither efficient nor economical when used to identify the successful African student once he or she has been admitted to a local university. The same is true for the measures designed and currently used by local Swaziland educators. Swaziland officials may have to look elsewhere for predictors of university performance.Department of Educational Psychology
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DeGraffenreid, George M. „The efficacy of pre-1965 and post-1965 musical aptitude and achievement tests for use with diverse groups /“. Thesis, Connect to this title online; UW restricted, 1995. http://hdl.handle.net/1773/11332.
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althoff, john e. „An Investigation of the Link Between Nonverbal Aptitude and Academic Achievement“. FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3054.
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When a private school works to serve a diverse student population and provide excellence in education, academic aptitude is important to evaluate to better predict whether a student will be provided an education that is appropriately leveled.
Comparing the previous grades of a diverse applicant pool may prove problematic because of the differing scaling and grading methods utilized in differing educational systems. A nonverbal aptitude test may be utilized to fill this purpose by not only gauging a student’s aptitude, but also by minimizing bias associated with cultural or linguistic differences, as well as differences that may present themselves because of sex.
The present study included an ex post facto review of data collected over three academic years from 2013 to 2016 at a private secondary school. The nonverbal aptitude of applicants was gauged utilizing the Naglieri Nonverbal Aptitude Test (NNAT). The students’ overall GPA during their second semester at the school was identified to gauge academic achievement. These two values were then compared utilizing a hierarchical regression analysis to identify the ability of nonverbal aptitude to predict academic achievement. Additionally, the mean values of nonverbal aptitude between the sexes as
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well as between native and non-native English speakers were compared utilizing a t-test. The sample consisted of 203 students. The study will add to the existing literature on the ability of nonverbal aptitude as measured by a nonverbal intelligence test to predict academic achievement in an academic setting.
The study found that the NNAT was statistically significant at the .005 alpha level in predicting academic achievement. The amount of variance explained by the overall model was 15.5% suggesting that other factors also explain the variance in academic achievement. Additionally, the t-tests performed in comparing the difference of means between the sexes as well as between native and non-native English speakers did not reflect any potential bias within the NNAT for these groups.
As part of an overall admissions process, the NNAT test can be utilized to better predict academic achievement while at the same time reduce bias toward minority students that is found in numerous aptitude tests commonly utilized in student placement processes.
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Poisot, Sophie. „SIGYCOP, intérêt et utilisation du sigle P3 en pratique médico-militaire“. Bordeaux 2, 1995. http://www.theses.fr/1995BOR2M151.
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Temfemo, Abdou. „Facteurs de variation de l'aptitude physique anaérobie : approche bioénergétique et électromyographique“. Amiens, 2003. http://www.theses.fr/2003AMIE0008.
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La présente thèse s'intéresse à l'évaluation des aptitudes physiques anaérobies par le moyen d'un test de terrain (la détente verticale) et, à la détermination des aspects bioénergétiques et neuromusculaires des exercices intenses répétés et brefs à charge croissante par le moyen d'un test de laboratoire (l'épreuve force-vitesse). Au total 15 sujets masculins sains et sportifs ont participé à l'épreuve force-vitesse. Ce test devrait servir, d'une part à comparer les aspects bioénergétiques et neuromusculaires des sujets Noirs et Blancs et, d'autre part à déterminer les effets d'une pré élévation par un exercice préalable intense de la lactatémie sur la puissance mécanique externe lors des exercices intenses répétés brefs à charge croissante. La comparaison de 9 sujets Noirs et 6 sujets Blancs appariés en aptitudes aérobies et en caractéristiques anthropométriques montrent qu'il existe des différences, mais très faibles entre les deux groupes de sujets au niveau des aspects bioénergétiques et neuromusculaires sur le plan anaérobie. Si la pré-élevation de la lactatémie chez 12 sujets par un exercice préalable intense n'a pas modifié significativement la puissance maximale anaérobie, elle a modifié de manière significative les comportements bioénergétiques et neuromusculaires lors de l'épreuve force-vitesse. L'étude transversale des aptitudes physiques anaérobie a connu la participation de 138 sujets divisés en 14 groupes en fonction de leurs sexes, âges (13, 15, 17, 19 ans), ethnies (sujets Noirs et Bancs) et spécialités sportives (sprinters, demi-fondeurs et fondeurs). La détente verticale a consisté à réaliser un squat jump, un countermovement jump et un rebound jump sur l'ergojump. Les hauteurs de saut et les capacités des puissances anaérobies recueillies via le micro-ordinateur (psion) relié à l'ergo-jump ont permis de comparer les différents groupes de sujets. Les résultats de l'étude montrent que les plus âgés sautent plus haut et ont une capacité de la puissance anaérobie significativement plus importante que celle des plus petits. Les entraînés (surtout les sprinters) sont significativement plus performants que les non entraînés d'âge et de sexe identique. Cependant entre les filles et les garçons de même âge les garçons ont les performances supérieures mais sans différence significative. De même chez les sujets Noirs et Blancs, les différences sont très faibles et ne sont pas statiquement significativesThe present report interested the determination of the bioenergetics and electromyographics during repeated brief and intense exercises with increasing load friction using a laboratory test (force velocity test) and, the assement of the anaerobic fitness using vertical jump test. Fifteen healthy males subjects participated in the force-velocity test. This test permitted, on the one hand to compare the bioenergetics and neuromuscular aspects of the Black and White subjects and, on the other hand to determine the effects of a pre-elevation of blood lactate concentration by a previous intense exercise on the external mechanical power during the force-velocity test. The comparison of 9 Black subjects and 6 White subjects matched in aerobic aptitude and in anthropometrics characteristics showed that some differences existed, but very weak between the two groups of subjects in bioenergetics and neuromuscular aspects during the force-velocity test. If the pre-elevation of the blood lactate concentrations in 12 subjects by a previous intense exercise didn't modify the anaerobic maximal power, it modified the bioenergetics and neuromuscular aspects during the force-velocity test. A total of 138 subjects participated in the transverse survey of the anaerobic physical aptitude. They were separated in 14 groups according to their sexes, ages (13, 15, 17, 19 years), ethnic groups (Black subjects, and white subjects), and sports specialties (sprinters and long distance). The vertical jump consisted in achieving a squat jump, a countermovement jump and a rebound jump on the ergojump. The heights of jump and the anaerobic power were collected via a microcomputer (psion) connected on the ergo-jump. These variables permitted to compare different groups of subjects. The results showed significant increase of anaerobic power with the increase of âge. However between girls and boys with similar âge, boys demonstrated higher performance than girls but without significant difference. With identical âge and sex trained subjects are significantly more performing than untrained subjects. The differences between Black and White subjects are very weak and not statistically significant
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Bellinghausen, Lisa. „Compétences émotionnelles dans le management“. Paris 5, 2009. http://www.theses.fr/2009PA05H082.
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Les cinq études présentées dans cette thèse explorent les compétences émotionnelles impliquées dans le management en France. D'un point de vue théorique, ces compétences sont identifiées comme contribuant à la réussite chez les managers, mais les résultats empiriques sont hétéroclites. Différentes hypothèses quant à l'influence des compétences émotionnelles (en particulier, les stratégies de la régulation émotionnelle, la spécificité des compétences émotionnelles) sur les performances managériales ont été testées ici. Les trois premières études s'intéressent à la place et la nature des compétences émotionnelles dans le management. La première étude est réalisée en utilisant l'échelle multidimensionnelle de l'intelligence émotionnelle (EMIE ; Mayer, Salovey & Caruso, 1997) traduite de l'anglais (N = 180). Les résultats avec l'EMIE nous conduisent à nous interroger sur la nature spécifique des compétences émotionnelles dans le management en France. Ainsi, lors de l'étude 2 (étude qualitative ; N = 20) et de l'étude 3 (N = 67), nous examinons de façon plus approfondie la structure de l'intelligence émotionnelle ainsi que de la capacité à réguler les émotions. A partir des données recueilli, nous formalisons un nouvel outil afin d'évaluer ces compétences dans le management. L'étude 4 (N = 120) focalise sur les différents aspects de validité ainsi que l'implication de ces compétences dans le management. Lors de l'étude 5, la validité conceptuelle est examinée par un groupe d'expert (N = 16). Dans une perspective différentielle, cette dissertation met en valeur la contribution des compétences émotionnelles dans la performance managérialeFive studies explored emotional competencies in French management. From a theoretical point of view, these skills contribute to success in management, but empirical evidence is mixed. We tested different hypotheses about the relationship between emotional competencies and management performance (in particular strategies for emotion regulation, specificity of emotional competencies). The first three studies focus on the role and nature of emotional skills in management. The first study used the Multidimensional Emotional Intelligence Scale (MEIS, Mayer, Salovey & Caruso, 1997), translated from English (N = 180). The results led us to question the specific nature of emotional competencies in French management. Thus, in study 2 (qualitative study, N = 20) and study 3 (N = 67), we investigated further the structure of emotional intelligence and the ability to regulate emotions. The data led us to formalize a new tool to assess these skills in management. Study 4 (N = 120) focused on the validity of the tool and the implication of emotional competencies in managerial success. In study 5 conceptual validity was addressed using a group of experts (N = 16). In a differential perspective, this dissertation highlights the contribution of emotional competencies in managerial performance
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Drakulich, Elaine. „An Analysis of the Involvement of Ten High Schools in Scholastic Aptitude Testing Student Preparation“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/1154.
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The Scholastic Aptitude Test (SAT) is taken each year by two fifths of the high school graduates (Cameron, 1989). The perception that high SAT scores will either open the door of selective colleges and generate scholarships or that low SAT scores will close off opportunities for the rest of one’ life, makes virtually every student who invests the three hours of time required to take the test extremely anxious about doing as well as possible (Whitla, 1988). Significant relationships between identified preparation techniques and the perceived effectiveness of those techniques by students and staff can be very useful information for educators when counseling and/or assisting students who want to improve their performance on the SAT. This study describes perceptual opinions from students, teachers, counselors, and administrators from 10 Portland, Oregon metropolitan area schools about the effectiveness of three SAT preparation techniques. The following research questions were examined: 1. What is the perceived effectiveness of three SAT preparation techniques: SAT computer programs, SAT preparation classes, and specific SAT information taught in general classes? 2. Are students who regard the SAT as important more likely to know about, use, and perceive effective the three preparation techniques than students who do not? 3. Are students who regard the SAT as important more likely to perceive their teachers or administrators as valuing the SAT than students who do not? 4. Are students who perceive that their teachers or administrators regard the SAT as important more likely to perceive the preparation techniques effective than students who do not? The results of this study indicated some specific groups of students and teachers did perceive one preparation technique to be effective. Their perceptions validated belief in specific SAT information taught in general classes as an effective preparation technique. It also revealed that there was lack of awareness, use, and perceived effectiveness of both SAT computer programs and SAT preparation classes. Lastly, the study showed that both students and teachers who perceived the SAT to be important, agreed that their administrators valued the SAT.
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Rodriguez, Régis. „Influence de la microstructure du nitrure de silicium sur son aptitude à la rectification“. Valenciennes, 2003. http://ged.univ-valenciennes.fr/nuxeo/site/esupversions/406e32e7-f701-425f-8f4a-a96453b90783.
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Cette thèse CIFRE se penche sur l'influence de la microstructure de nitrures de silicium (Si3N4) commerciaux sur leur aptitude à la rectification en vue d'une application d'éléments roulants dans un roulement. La première partie concerne une étude des conditions de densification de différentes nuances de Si3N4, avec MgO/Al2O3 et Y2O3/Al2O3 comme additifs de frittage, par GPS et HIP. La seconde partie traite des effets générés par une rectification sur les propriétés mécaniques de Si3N4 commerciaux. Une estimation de l'endommagement créé par les grains abrasifs a été réalisée par les techniques d'indentation et de scratch test. Les variables testées lors des essais de rectification sont la vitesse d'avance, la prise de passe, la taille et la nature des grains abrasifs. L'analyse par microscopie électronique à balayage des surfaces rectifiées révèle le passage d'un mode d'enlèvement de matière ductile à un mode pseudo-ductile. Les essais de flexion, corroborés par la mesure des contraintes résiduelles montrent que le matériau n'est pas perturbé, par rapport à un état de référence, quels que soient les paramètres de rectification utilisésThis CIFRE thesis concerns the influence of silicon nitride microstructure on its grinding ability. The first part concerns the densification of different silicon nitride (Si3N4) commercial powders with MgO/Al2O3 or Y2O3/Al2O3 as sintering aids through GPS and Post HIP. The second part is devoted to effects produced by grinding on the mechanical properties of materials. An approach of the damage created by the abrasive grains is tempted by techniques of indentation and scratch test techniques. The grinding variables are : the depth of cut, the workpiece rate, the size and the nature of diamond grits. The observation of surfaces by SEM reveals the passage of a ductile matter removal mode to a pseudo-ductile mode. Tests of bending, corroborated by the residual stresses measurements, show that the material doesn't present any modification related to a state of reference, whatever are the studied grinding parameters
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Buchs, Todd A. „Validation and justification of the use of a sales-aptitude test for US Army recruiter selection“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1994. http://handle.dtic.mil/100.2/ADA283658.
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Demers, Marie-Eve. „Étude de la mémoire de travail chez les enfants de trois à sept ans et de ses liens potentiels avec la vitesse de traitement de l'information et les habiletés cognitives“. Master's thesis, Université Laval, 2004. http://hdl.handle.net/20.500.11794/44572.
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Cette étude a pour objectif principal de vérifier la relation entre une mesure de mémoire de travail, des mesures de vitesse d'exécution (TRCE et TRCA) et les résultats à l'Échelle d'intelligence Stanford-Binet chez 231 enfants âgés de trois à sept ans. Des analyses sont également effectuées pour situer la valeur prédictive des mesures de mémoire de travail et de vitesse d'exécution pour l'évaluation des habiletés cognitives. Les résultats montrent l'absence d'un lien significatif fort entre les mesures de mémoire de travail et les mesures de vitesse d'exécution bien que des corrélations significatives (p < .001) élevées s'observent entre ces mesures et les résultats au Stanford-Binet. Parmi les variables cognitives mesurées, la mémoire de travail et la vitesse d'exécution contribuent à expliquer une part de la variance des résultats au test d'habiletés intellectuelles (p < .05). Le facteur âge est également significativement relié (p < .001) à la performance pour l'ensemble des mesures. La pertinence de la prise en compte de la mémoire de travail dans l'évaluation cognitive est mise en lien avec les mesures du paradigme du traitement de l'information.
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Brown, Georgia M. „An investigation of the general aptitude test battery as a predictor of academic success for college students“. Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999browng.pdf.
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Warry, Jaye Ellen. „An analysis of variables affecting standardized test results at the high school level“. Thesis, Boston University, 2003. https://hdl.handle.net/2144/33587.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine the relative contribution to the Massachusetts Comprehensive Assessment System (MCAS) English Language Arts (ELA) of five variables: Type of Community (Urban or Suburban), Gender, Race, Preliminary Scholastic Aptitude Test (PSAT) Verbal, and PSAT Writing. MCAS is a criterion-referenced examination administered to students at various grade levels to determine their knowledge of approved curriculum. As of 2003, students must pass the mathematics and English language arts sections in order to receive a diploma. Data for the study was gathered from three urban and four suburban school districts in Massachusetts. Data about 914 students was collected from Summer 2001 - Winter 2002. Multiple regression statistical analysis was used to examine the collective and separate contributions of five independent variables; gender, race, type of community (urban or suburban), score on the verbal subtest of the PSAT, and score on the writing subtest to the findings on the dependent variab le - tenth grade language arts achievement on the MCAS. Results of the statistical analyses showed a strong relationship between MCASELA and the five independent variables, with most of the relationship attributable to the PSAT Verbal test results. Three other variables combined - PSAT Writing, Type of Community, and Gender - accounted for just 4% of the additional variance. Step-wise multiple regression analysis indicated that exclusion of Race did not diminish predictiveness, and Gender added very little to predictiveness. PSAT Verbal, PSAT Writing, and Type of Community were the principal contributions to variation in MCAS-ELA in the study. The four null hypotheses and results follow: There is no significant relationship between the dependent variable - MCAS-ELA -- and the independent variables -- Type of Community, Gender, Race, PSA T Verbal, and PSAT Writing - rejected. There is no significant relationship between each independent variable and each of the other independent variables - rejected. There is no significant relationship between the dependent variable and the other variables taken together - rejected. There is no significant additional vanance m MCAS - ELA accou nted for by an independent variable after other variable (s) - responsible for greater contributions to variance - (have) accounted for as much of the variance as possible - accepted.
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Fenner, Sherrie. „A study of the correlation between Pennsylvania system of school assessment and scholastic aptitude test scores in mathematics“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2001. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2001.Source: Masters Abstracts International, Volume: 45-06, page: 2797. Typescript. Abstract precedes thesis as preliminary leaves. Includes bibliographical references (leaves 41-43).
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Belec, Marguerite E. „The Scholastic Aptitude Test as a performance predictor of Broadened Opportunity for Officer Selection and Training (BOOST)“. Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26235.
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Ho, Chun-Heng. „Spatial Cognition in Design“. Diss., Georgia Institute of Technology, 2006. http://hdl.handle.net/1853/14150.
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Previous studies suggest that 3D visualization is fundamental to design spatial cognition, and the capability to work with 3D mental or physical models and taking perspective views from a set of 2D drawings are essential parts of design education, although there is no definitive evidence that can directly support these beliefs. This dissertation focuses on the issues of how spatial capabilities correlate with design performance and whether design education can improve students' spatial capabilities. Two types of capabilities tests, i.e. spatial capability test and general reasoning test, are used, and there are 251 Georgia Tech undergraduate students involved in this research. The results of this research suggest that the correlations between design studio performance and the tested factors are more salient among female students than male students. While female students generally have lower spatial capabilities than male students in design, they can take advantage of their general reasoning capability to compensate for the lack of the other two spatial capabilities and perform well in design studio. A stepwise regression further reveals that, for the female design student group, the general reasoning capability is the only predictor for their design performance. However, no significant interaction is observed in the male design student group between tested capabilities and design studio performance. As a result, there seems to exist a threshold requirement in spatial capabilities for design major students. After passing this threshold, other factors such as domain specific skills and knowledge or self-motivation would likely to be the dominant one. Lastly, although the results show the tested capabilities are all important for design major students from different perspectives, the design education does not show any contribution in the improvement of these capabilities.
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Karila, Chantal. „Tolérance de l'enfant asthmatique à l'exercice anaérobie“. Montpellier 1, 1991. http://www.theses.fr/1991MON11162.
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Wolff, Marion. „Psychologie de l'expertise au basket-ball de haut niveau : une contribution à la détection des jeunes talents“. Paris 5, 1996. http://www.theses.fr/1996PA05H068.
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Cette étude se propose d'analyser l'expertise au basket-ball de haut niveau à partir des méthodes d'extraction des connaissances telles qu'on les utilise classiquement en ergonomie cognitive. Une situation expérimentale utilisant un matériel vidéo (8 joueurs âgés de 14 ans filmes lors de 9 séquences d'entrainement) a permis de recueillir les jugements verbalises de 9 experts. L'analyse de ces données verbales, effectuée avec la méthode issue de l'analyse propositionnelle du discours (APD) amène a la modélisation de la pensée de l'expert. Contrairement aux attentes de la Fédération française de basket-ball (focalisées sur les qualités de jambes, peu évolutives avec l'entrainement), "l'œil de l'expert" se porte essentiellement sur la gestuelle de la main - adresse - (qualité évolutive avec l'entrainement). Les résultats d'une analyse géométrique réalisée a partir des résultats de l'APD, ont ensuite permis de situer chaque joueur par rapport à la vision multidimensionnelle de l'expert. Parallèlement, les performances physiques (issues de tests de détection utilises par la fédération) de 260 sélectionnés âgés de 14 ans ont été étudiées. 3 ans plus tard, on a pu repérer dans cette base de données, non seulement les 8 joueurs de l'expérience, mais aussi 6 des 12 équipiers de France actuels. Ces enfants n'avaient pas de profil exceptionnel à 14 ans, mais étaient néanmoins parmi les plus adroits. Ces résultats confirment ainsi les conclusions de notre rechercheThis study has for object to analyse the expertise on basketball at high-level based on methods for knowledge elicitation, such as those that are classically used for cognitive ergonomics. Experimentation through the utilization of a video (a moving picture of 8 players of the age of 14, during a training period involving 9 sequences) has enable to record the verbal judgment of 9 experts. The verbal data analysis performed with the method derived from propositionnal discursive analysis (PDA) has led to the concept of the expert's thought. As opposed to the expectations of the French federation of basketball (where focus is on leg skill, hardly progressive through training), the "eye of the expert" has essentially his focus on hand movements - dexterity - (progressive skill through training). The results pertaining to geometric data analysis, achieved on the basis of the PDA results, have later on enable to place each player in relation to the multidimensional vision of expert. At the same time, the performances (derived from the evaluation tests used by the federation) of 260 selected players of the age 14 have been subjected to study. 3 years later, in the data base, it has been possible to locate, not only the 8 players of the experimentation, but also 6 out the 12 team members of France today. Those children had no exceptional profile at the age of 14, nevertheless, they were among those with the greatest dexterity. These results are thus confirming the outcome of our research
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Patrick, Robert W. „An empirical analysis of the physical aptitude exam as a predictor of performance on the Physical Readiness Test“. Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2000. http://handle.dtic.mil/100.2/ADA379544.
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Thesis (M.S. in Leadership and Human Resource Development) Naval Postgraduate School, June 2000.Thesis advisor(s): Hildebrandt, Gregory G.; Armstrong, David W. "June 2000." Includes bibliographical references (p. 101-104). Also available online.
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Cooney, Denis J. „Reliability estimates and exploratory factor analysis of an American Sign Language administration of the General Aptitude Test Battery“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21560.pdf.
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Adams, Edward R. „The effects of cost, income, and socio-economic variables on student scholastic aptitude scores“. Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/917821.
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The purpose of the study was to determine at the school district level, what relationships exist, if any, between Indiana school corporation SAT mean scores (a limited output measure of student achievement and aptitude) and six intervening input variables: (1) operating expenditures per pupil, (2) instructional expenditures per pupil, (3) per capita income, (4) corporation enrollment size, (5) degree of population density, and (6) at-risk index characteristics.The study provided a review of the research and related literature on relationships between high school SAT scores, public school expenditures and other intervening input variables. The study addressed questions about relationships and effects of expenditures and other input variables upon SAT scores. The need to examine individual district variation in SAT performance was motivated by the influence comparisons of SAT scores have on public perception of education and the resultant impact on state and local education policy.A principal goal of the study was to add to the understanding of the relationships between public expenditures directed to education, specific demographic and compositional student characteristics, and education performance as measured in SAT mean scores.The study incorporated Pearson product moment correlations and stepwise multiple regression procedures to determine the existence of variation in outputs accounted for by variation in the specific inputs. Initially a Pearson correlation coefficient was calculated to test each of the six null hypotheses. Statistical significance was sought in each instance at the .01 level. Stepwise multiple regressions were then used to examine the SAT output relationships with compounded variables.The following conclusions were drawn from the findings and the summary tables reported in the study: 1. Low per capita income is associated with a decline in SAT scores and higher per capita income to associate with higher SAT scores.2. Increased performance on the SAT is not dependent upon the amount spent in total General Fund expenditures per pupil, however, an increased amount spent on instruction tends to raise SAT scores.3. A high at-risk index presence is associated with lower SAT scores whereas a low at-risk index tends to be associated with higher SAT scores.4. Urban density does not effect SAT scores in a statistically significant manner.5. The size of the school corporation has no relationship to SAT scores.Overall total General Fund expenditures were not shown to significantly affect SAT scores, although such costs were not shown to be detrimental in the multiple regression analysis. More importantly, instructional expenditures per student were demonstrated to be one of three significant factors affecting higher SAT scores. The other significant variables were poverty and high at-risk factors, which were shown to be associated with lower SAT score levels.The data and the study strongly suggest that, if school authorities, legislatures, private business and parents continue to use the SAT scores as a prime barometer and target for educational success, we should immediately begin to compensate dramatically for the atrisk and per capita income deficits in individual students and impacted schools, and maximize financial resources into proven classroom instructional strategies. If the public wishes to narrow the gap in SAT scores, then policy makers need to examine the educational-environmental liabilities of low income, single parent home, and the appropriate level of instructional cost which will generate acceptable SAT results.Department of Educational Leadership
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Reche, Delphine. „Relations entre microstructure et aptitude au pliage des aciers à effet TRIP pour application automobile“. Phd thesis, École Nationale Supérieure des Mines de Paris, 2011. http://pastel.archives-ouvertes.fr/pastel-00973376.
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Pour limiter la consommation des véhicules, les industries automobiles demandent aux aciéristes de développer des aciers de plus en plus fins avec des hautes résistances. Les aciers très haute résistance (THR) comme les aciers TRIP (TRansformation Induced Plasticity) permettent d'effectuer des pièces automobiles aux formes complexes. Néanmoins, le compréhension des mécanismes de mise en forme de ces aciers n'est pas simple et implique une étude détaillée des mécanismes de rupture apparaissant durant la mise en forme. Ainsi, les liens entre les paramètres microstructuraux, en particulier les structures en bandes, et la mise en forme ont été étudiés pour obtenir une meilleure prédiction de la capacité en pliage des aciers en fonction de leur microstructure. Dans cette étude, quatre aciers TRIP présentant des performances en pliage différentes ont été caractérisés à la fois en pliage en V et en pliage sous traction. A partir d'observations au microscope optique et à balayage, nous avons démontré que les fissures s'initiaient à partir de la surface ou juste en dessous en pliage en V alors qu'elles s'initiaient au niveau de la ségrégation centrale en pliage sous traction. Les surfaces de rupture après pliage sont ductiles et l'endommagement apparait principalement par décohésion de l'interface ferrite/martensite et occasionnellement par rupture des ilots martensitiques. Une procédure originale basée sur des échantillons rectifiés présentant la bande de ségrégation à différents endroits dans l'épaisseur a été établi. Ce travail a permis de proposer une relation entre l'épaisseur d'une bande, son endommagement et sa déformation locale atteinte pendant un test de pliage en V. Pour développer un critère de rupture pour ces tests de pliage, les champs de contrainte et déformation ont été calculés par simulation numérique pour ces deux tests. Pour ce faire, une base de données expérimentale incluant des tests de traction sur éprouvettes lisses et entaillées et des tests de cisaillement a été établie. La loi de comportement du matériau a été déterminée à partir de cette base expérimentale et présente un comportement élastoplastique anisotrope avec écrouissage mixte. La simulation numérique des deux essais de pliage associée à un critère d'endommagement a permis de prédire de manière satisfaisante les champs de déformation, les courbes force/déplacement ainsi les angles de rupture. La possibilité d'utiliser des modèles simplifiés (tels qu' un critère d'écoulement isotrope, un écrouissage purement isotrope, des calculs en 2D et des conditions aux limites simplifiées) a également été discuté.