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1
Duguay, Martin R. A. "Comparison of on-ice versus laboratory tests of skating speed and power." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61291.
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The purpose of this study was to establish the reliability and validity of the Power Master isokinetic ergometer in measuring skating power for 34 hockey players (14 professional, 11 recreational, and 9 female university players). Comparisons between two on-ice tests and four laboratory tests of skating speed and power, and prediction of sprint skating speed were also examined for 19 hockey players (10 recreational and 9 female university players). The Power Master displayed internal consistency reliability, construct validity, and criterion related validity. Significant correlations occurred between the on-ice tests and the laboratory test (r =.55 to r =.95), and the Power Master was a significant variable in predicting sprint skating speed. It was concluded that the Power Master is a reliable and valid machine for the measurement of skating power in hockey players.
2
Frey-Toompere, Linet. "Suppression in L1 and L2 reading comprehension." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608937.
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Gingras, Ginette. "The development of a motor creativity test using fluency and flexibility measures /." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66004.
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Lecoko, Motlalepule Lebogang Elizabeth. "Applicability of a health literacy test from the U.S. in a South African population." Thesis, Rhodes University, 2001. http://hdl.handle.net/10962/d1005931.
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This thesis investigates the suitability and applicability of a health literacy test from the U.S. in a black, Xhosa-speaking, South African population. The concept of literacy is a controversial one which has been much debated, as it is not easy to classifY people as simply either literate or illiterate. As a result there are a number of definitions of literacy that vary with purpose and culture, but the most common one is that a person is literate if he/she can read and write. Estimating literacy from years of schooling is an inexpensive method but is also unreliable, since people generally read 3 to 5 grades below their stated educational level. This method affords little insight into the ability of patients to adequately function in a health care enviromnent, an ability which is referred to as functional health literacy. A number of health literacy tests such as the REALM (Rapid Estimate of Adult Literacy in Medicine) test have been developed to assess this skill. The REALM test is a word recognition test which places people into a relevant grade range estimate according to the number of words pronounced correctly. It appears to assume understanding of the word if the person is able to read that word correctly. In this project 125 black Xhosa-speaking respondents of varying educational levels who were literate in English were interviewed with the aid of an interpreter. Comprehensive demographic data were collected. Respondents were first asked to read all 66 words aloud during which time pronunciation was checked, and thereafter they were asked to explain each word. It was found that the ability to automatically decode and read the words did not necessarily guarantee comprehension of these words. Many of the words proved to be unfamiliar to the majority of the Xhosa respondents who were able to pronounce them correctly, but could not explain them. These tended to be phonetically transparent words which were therefore more accessible to the unfamiliar reader. This research has proven to be of great value in helping identify such words which should be substituted with simpler words for use in health information materials. A number of words could neither be pronounced nor understood by the population majority and, interestingly, a small group of words could not be pronounced but were satisfactorily explained by some respondents. The results showed an extremely poor correlation between the stated educational level and the REALM grade range estimate. This emphasizes the inappropriateness of years of formal schooling as an indicator of functional health literacy. The criteria were established for deciding cases in which the REALM test could be applied (or succeeds) and when it is inapplicable (or fails). It was found to be inapplicable in 41% of cases which clearly indicates that, in its current form, it is not a valid, reliable test to use in determining health literacy in this English second language population. It can, however, be used as a basis fur the development of a more appropriate test. Recommendations for future research direction are presented and an alternative structure for a health literacy test is suggested.KMBT_363
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Hannan, Eamon. "An investigation into the nature and effect of a graphic course on spatial abilities and problem solving in adolescents." Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36508/1/36508_Hannan_1992.pdf.
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Spatial ability has been correlated with better performance of students in
mathematics and science. Indeed perceived differences in spatial ability between boys and
girls have been used to explain gender inequity in mathematics and science. This project
investigated some aspects of the impact of a spatial training programme, in the form of a
graphics course, on children's problem solving skills. The project involved two phases
referred to as Study 1 and Study 2.
In Study 1, the consequences of the introduction of a graphics course into a girls
school were monitored. In Study 2, the general problem solving characteristics of a
group of students who had, and had not completed a graphics course were compared.
Study 1 used a quasi-experimental design to measure the effect of participation in a
graphics course on specific spatial task-, and on performance in mathematics and science,
as measured by school tests. There were seventy-six fourteen and fifteen year old girls in
this study of whom eleven had participated in the graphics course. Spatial measures used
gauged perfom1ance on mental rotation and spatial visualisation.
Study 1 found some evidence to suggest that there may be a link between
participation in a graphics course and improved achievement in mathematics. No link was
found for science, or for perfom1ance on spatial measures.
Study 2 investigated the methodologies used by students in solving a particular
spatial problem. Subjects investigated were chosen from among those who had
participated in a graphics course and from among those who bad not. Male and female subjects from two schools were chosen for Study 2. This study involved analysis of
eleven interviews which included twenty-three subjects, nine of whom had participated in
a graphics course.
Study 2 found that there were a rdDge of factors and personality attributes which
affected performance and problem solving style when attempting a spatial task. In
particular it was found that the use of kinaesthetic movement enhanced perception of three
dimensions. This study also found that even when subjects were able to draw accurate
two dimensional representations of three dimensions, they were often unable to
incorporate the three dimensional aspects of the diagram into their problem solving.
From results in both studies, a model was developed which led to hypotheses and
suggestions for classroom practice and further research. The hypotheses incorporated
discussions of learning style, field dependence and field independence, left and right brain
hemi~-phericity and .'isual processing. The model included a discussion of the types of
diagrams used hy subjects in solving spatial problems.
The suggestions for classroom practice included recommendations for drawing and
in1agining diagrams. These included endorsement of the incorporation of kinaesthetic
diagrams into mathematics and science lessons. The suggestions for further research
involved modifications to the research design in this research, as well as proposals for
research into other areas of spatial training with particular emphasis on holistic methods.
6
Lee, Toby. "Optimizing CAT-ASVAB item selection using form assembly techniques." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2006. http://library.nps.navy.mil/uhtbin/hyperion/06Jun%5FLee.pdf.
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Gudmundsdottir, Helga Rut. "Children's ability to identify two simultaneous melodies." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=26735.
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The present study examined 1st, 3rd, and 5th graders' ability to hear two simultaneous melodies. Two familiar ("Frere Jacques" and "The Barney song") and one unfamiliar melody were used as the stimuli. The pairs of simultaneous melodies were presented in different registers and timbre combinations. The children were asked to press specially labeled keys on a computer keyboard to indicate which song(s) they heard. Responses were recorded by a computer. The older children identified two simultaneous melodies faster (df = 2, F = 12.803, p $<$.01) and more accurately (df = 2, F = 13.098, p $<$.01) than the younger ones. While 70% of the 1st graders reported hearing two melodies and identified them with 75% accuracy, over 95% of the 5th graders reported hearing two melodies and identified them with 97% accuracy. Children who were able to correctly identify two simultaneous melodies did not tend to identify the melody in the upper or the lower register in any particular order when the timbre was the same in both registers. When the melodies were played with contrasting timbres (trumpet and piano) they tended to identify the trumpet melody before they identified the piano melody. However, in terms of response-speed they identified the upper melody faster than the lower melody. Children who were only able to identify one melody tended to focus on the upper melody when the timbre was the same in both registers but when the melodies were played with contrasting timbres they would attend to the trumpet melody regardless of register.
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Kingen, Sharon A. "When middle school writers compose : exploring relationships of processes, products, and levels of cognitive development." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720404.
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This study was designed first to describe the writing processes and products of students in grades 7, 8, and 9 and second to explore patterns of differences related to cognitive development. From the 117 students enrolled at a midwestern university laboratory school who voluntarily completed the Arlin Test of Formal Reasoning, 12 subjects were chosen on the basis of sex, grade, and test score.Each subject individually wrote four letters. A talk-aloud procedure was employed during three sessions and stimulated recall was used during the last session. Finally, all subjects were interviewed.Audio tapes of interviews and videotapes of writing sessions were transcribed. Final copies of texts were typed. Interview responses were examined and summarized. The letters were rated holistically and scored for audience awareness. Counts of words, T-units, and clauses were conducted. Verbalizations in protocols were coded. Further, all data produced during stimulated recall were examined for information about time use, fluency, and pausing, as well as revising and editing.The data revealed that writers considered themselves capable, but the papers received mediocre ratings and scores. The analysis of products showed that subjects wrote more in response to an expressive/informative task, but syntax was more mature on information and persuasion.Overall, formal thinkers wrote more syntactically mature discourse and usually received higher ratings. The analysis of processes data failed to reveal consistent differences, but there were many similarities. The subjects prewrote mentally and focused on producing text quickly. They reread text and edited often, but they rarely revised. Descriptions of processes and rhetorical principles were vague. Although the writers employed many strategies, had some intuitive sense of purpose and audience, and made decisions on the basis of many factors, they lacked control over their composing activities and were unable to transfer strategies from one task to the next.The study concluded with a series of recommendations for composition instruction and further research, particularly a call for teaching the processes of composing at the middle school level and for measuring the effects of this instruction against the baseline of data provided in this study.Department of Secondary, Higher, and Foundations of Education
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Westlin, Joseph. "Physical Ability Testing: A Review of Court Cases 1992-2014." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1348.
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Selecting employees for hire and promotion is one of the most essential functions of an organization. Many companies that have positions which contain a physical component rely on physical ability testing as part of their selection procedure. The establishment of both the Civil Rights Act and the Americans with Disabilities Act (ADA) had a profound impact on the manner in which selection testing may legally be conducted (Gutman, Koppes, & Vodanovich, 2011). The current study sought to analyze court cases involving physical ability testing. Results revealed that pure ability tests did not significantly differ from work sample tests with regard to whether court cases found for the plaintiff or defendant. Additionally, rulings did not significantly differ in ruling in favor of the plaintiff or defendant with regard to whether the position in question involved public safety. Finally, the ADA related cases did not significantly differ in their rulings in favor of the plaintiff or defendant after the 2011 modifications to the interpretation of disabled, as compared to before 2011. Future research should focus on the difference between court rulings involving physical ability tests in comparison to other forms of testing such as cognitive tests, and further investigate the role of the ADA in physical ability testing.
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黃珮詩 and Pui-sze Catherine Wong. "Hong Kong secondary three students' reading comprehensionprocess." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963274.
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Fuller, Frank D. (Frank Davidson). "The association between reading ability and test performance among adults of limited reading ability." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332849/.
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This study examined adult students of limited reading ability, determining the extent to which their performance on a standardized examination was a function of their reading ability, rather than function of their knowledge of the material tested by the examination.
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Jia, Fanlu, and 贾凡路. "Gender differences of reading ability in Chinese children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50639420.
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Generally, females are regarded as the group who has better verbal and reading abilities (Maccoby & Jacklin, 1974; Denno, 1982), although there are still some disagreements on particular aspects or language systems (Hyde & Linn, 1988; Hetherington & Parke, 1986). We asked whether gender differences of reading ability exist in Chinese children and if so, how the difference may be demonstrated. In addition, we investigated whether the development of reading ability follows a hierarchical model (Gough &Hillinger, 1980; Ehri, 1980; Ehri & Wilce, 1985), according to which, the gender differences may vary with age and reading experience.
We tested children’s character reading ability and phonological awareness in a Shandong primary school. Fifty-five second graders and forty-three fourth graders performed behavioral tasks containing a Chinese character reading test, a Chinese onset-rime oddity test and an English onset-rime oddity test.
We found that Chinese children exhibited a significant gender difference in Chinese character reading ability. However, we have not found gender differences on onset-rime level phonological awareness. Thus, gender differences of reading ability exist in Chinese children, even if the differences only cover partial phonological or orthographic skills.
The present data have also yielded the predicted result that the development of gender differences change with age and reading experience. Specifically, the gender difference on Chinese character reading ability emerged after Grade 2. In terms of the onset-rime oddity task, the performances of boys and girls showed no striking difference at any grades.
These results reveal that gender differences of reading ability exist in Chinese children, especially in children in higher grades (Grade 4). Different types of verbal skills and learning attitude should be taken into account, and be examined in the future.published_or_final_version
Linguistics
Master
Master of Arts
13
Ibrahim, Halijah. "Assessing general motor ability and tests for talent identification of Malaysian adoloescents." University of Western Australia. School of Sport Science, Exercise and Health, 2009. http://theses.library.uwa.edu.au/adt-WU2010.0109.
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[Truncated astract] Talent Identification (TI) in sports begins by mass screening individuals' motor abilities. du Randt (2000) wrote that, as test items from one country might not necessarily suit another, appropriate basic motor skill test items are important for developing a TI mass screening instrument. Three hundred and thirty Malaysian adolescents aged from 12-15 years were tested on three motor skill test batteries: the McCarron Assessment of Neuromuscular Development (MAND, McCarron, 1982); the Australian Talent Identification Test (AIS, Australian Sports Commission, 1998); and a Balance and Movement Coordination Test which was specifically developed for this project. In the current research, the motor performance data recorded from the adolescents underwent several types of analyses. Principal Component analyses were conducted on the MAND, AIS and BMC motor skill instruments to understand what the three motor skill instruments were assessing globally in the Malaysian adolescents. Then, first-order and higher-order factor analyses were conducted on the 13 parameters making up the AIS+BMC motor skill instrument to examine the concept of general motor ability (GMA). After descriptive analyses of the adolescents' motor skill performances, age and gender differences were examined using two (gender) by four (age) ANOVAs. Finally, stepwise discriminant function analyses were conducted on a combined AIS+BMC motor skill instrument to determine the best sub-set of motor skills that reliably classified the Malaysian adolescents into three levels of motor performance.... Two stepwise discriminant analyses were undertaken to find the best set of motor skills for classifying Malaysian adolescents into three motor coordination groups based on scores on the MAND and three motor ability groups derived from scores on the motoric 'g'. The ability of a combined AIS+BMC motor skill instrument to classify Malaysian adolescents into the three groups was good for those classified as Normal, not so great for those adolescents classified as High, and poor for those adolescents classified as Low. The motor skills consistently reported across both sets of analyses were Balance-Eyes-Open, Balance-Eyes-Closed, Dynamic Balance, Hopping Speed, Quadrant Jump, Hopping-in-Square, Basketball Throw and Shuttle-Run-with-Object. Hence, motor skills assessing static balance, dynamic balance and postural control appeared to reliably discriminate the Malaysian adolescents into three motor performance groups. Finally, an examination of the misclassifications found in the discriminant analyses revealed two things. Those individuals being predicted into a lower group performed a large number of the motor skills to a lesser standard when compared with their correctly classified cohorts. Conversely, those predicted into a higher group performed a number of motor skills to a standard higher than their correctly classified cohorts. Thus, at a global level, certain individuals could be overlooked for further athletic development and is a concern when developing a rigorous TI program. Therefore, practitioners need to be cautious of any single ability score, and how that represents an individual's athletic potential. These results are discussed, limitations noted, and directions for future research provided.
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Dennison, Colleen Beth, and Bernard M. Bass. "Development of an in-basket exercise designed to measure potential leadership skills by Coleen Beth Dennison." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2769.
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This research is to develop in-basket work samples to measure an individual's willingness and ability to display behaviors that are often associated with successful leadership in organizations as described by Bass.
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Trümpelmann, Inge. "Towards identifying effective leaders : the validity of the wheel as indicator of effective leadership behaviour during organisational change." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53193.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: On the basis of a literature review regarding effective leadership, coping with change and the assessment of effective leadership and coping, this study investigated the use of The Wheel, a free-format, projective technique, which lends itself to a qualitative and quantitative analysis. A group of (N=75) managers, within a large South African engineering organisation, were assessed during organisational change. Human Resource practitioners and supervisors evaluated participants' leadership effectiveness by using a six-point Lickert scale. Overall performance scores were calculated based on a gap analysis between perceived performance and required performance. High, Medium and Low performance groups were identified and compared in terms of The Wheel results. On a quantitative level significant differences were obtained with regards to Overall performance scores and the Number of Segments completed by participants. Furthermore, some of The Wheel constructs correlated with individual performance rating items and also appears to reflect the impact of organisational change on participants' Attitudes, Discrimination and Sense of Control towards key words "My Work". On a qualitative level, the contents of The Wheel profiles indicated themes that may be an indication of different approaches and lor problems experienced respectively by High and Low performance groups during organisational change. The Wheel may thus have predictive validity for assessing leadership effectiveness during organisational change, but due to limitations of this explorative study, further research is recommended.
AFRIKAANSE OPSOMMING: Op grond van 'n literatuurstudie van effektiewe leierskap, hantering van verandering en die meting van effektiewe leierskap en probleemhantering, word die gebruik van The Wheel, 'n projeksietegniek wat kwalitatiewe en kwantitatiewe interpretasie behels, ondersoek. Vervolgens is 'n groep (N=75) bestuurders, vanuit 'n groot Suid-Afrikaanse ingenieurs organisasie, tydens organisatoriese verandering en herstrukturering geëvalueer. Prestasie beoordelings vir elk van die deelnemers is deur menslike hulpbronpraktisyns en supervisors gedoen op grond van 'n ses-punt Lickert skaal. Algehele prestasietellings is vir elke deelnemer bereken op grond van 'n gapingsanalise tussen waargenome prestasie en vereiste prestasie. Hoë, Medium en Lae prestasiegroepe is geïdentifiseer en vergelyk in terme van die The Wheel resultate. Op 'n kwantitatiewe vlak was daar betekenisvolle verskille tussen verskillende prestasiegroepe en die Getal Segmente ingevul deur deelnemers. Sommige van die The Wheel konstrukte het ook betekenisvolle korrelasies getoon met van die prestasiebeoordelingsitems. Die The Wheel resultate het ook die situasionele impak van organisatoriese verandering en herstrukturerinq gereflekteer in terme van deelnemers se Houdings-, Diskriminasie- en Kontroletellings behaal vir sleutelwoorde "My Werk". Op 'n kwalitatiewe vlak dui die inhoud van die The Wheel profiele daarop dat Hoë en Lae prestasiegroepe onderskeidelik verskillende temas meld tydens die vrye assosiasie oefening. Die The Wheel mag belofte inhou vir die met1ng van effektiewe leierskap, maar as gevolg van beperkings in hierdie eksploratiewe-studie. word verdere navorsing aanbeveel.
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Proudfoot, John A. "The development, implementation and evaluation of a skill assessment instrument to evaluate expertise in defensive football /." Thesis, McGill University, 1991. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60109.
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The purpose of the study was to develop, implement and evaluate a skill assessment instrument to evaluate expertise in defensive football. The Skill Assessment Scale: Defensive Backs (SAS:DB) was based on a knowledge-based approach to sport expertise which emphasized the integration of five types of knowledge about action: procedural, declarative, affective, metacognitive knowledge and metacognitive skills. After field testing, the revised SAS:DB was sent to coaches at; high school, college, university and professional levels of play for use with their players.The reliability, face validity and content validity of the SAS:DB scale were found to be very acceptable. Players at each playing level were categorized by their coaches into high, medium and low skill groups. Analysis of variance procedures demonstrated the ability of the scale to differentiate among these three skill levels and multiple discriminant function analysis identified the importance of the different knowledge-based categories at each level.
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Law, Yuen-yi, and 羅婉怡. "Evaluating learning gain in a self-access language learning centre: case studies of six low proficiencystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43241049.
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Tang, Weizhi, and 湯偉之. "Self-access language learning : attitudes and learning strategies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209688.
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The attitudes and learning strategies of 100 language learners who are also users of Self-Access Centers (SACs) in a theoretical context of Self-Access Language Learning (SALL). Though questionnaire survey, the present study discovered several significant correlations between learner’s attitudes towards SALL and their language learning strategies. It also established a profile of SALL center users in their attitudes and learning strategies from an comparative view based on their previous SALL experiences. The results showed that leaners who are more ready for Self-Access tend to use affective strategies. Memory strategies are practiced more often among leaners who prefer learn grammar without teachers and have more speaking activities in class, also who are relatively more self-aware of their own learning objectives. Cognitive strategies are widely used by leaners who prefer leaning grammar by themselves, also those who are more confident to solve problems by themselves. There is a stronger intention of control over content selection for leaners who had SALL experiences, especially in utilizing non-staffing SALL resources at SACs.published_or_final_version
Education
Master
Master of Education
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Kalender, Ilker. "Effects Of Different Computerized Adaptive Testing Strategies On Recovery Of Ability." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613132/index.pdf.
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The purpose of the present study is to compare ability estimations obtained from computerized adaptive testing (CAT) procedure with the paper and pencil test administration results of Student Selection Examination (SSE) science subtest considering different ability estimation methods and test termination rules.
There are two phases in the present study. In the first phase, a post-hoc simulation was conducted to find out relationships between examinee ability levels estimated by CAT and paper and pencil test versions of the SSE. Maximum Likelihood Estimation and Expected A Posteriori were used as ability estimation method. Test termination rules were standard error threshold and fixed number of items. Second phase was actualized by implementing a CAT administration to a group of examinees to investigate performance of CAT administration in an environment other than simulated administration.
Findings of post-hoc simulations indicated CAT could be implemented by using Expected A Posteriori estimation method with standard error threshold value of 0.30 or higher for SSE. Correlation between ability estimates obtained by CAT and real SSE was found to be 0.95. Mean of number of items given to examinees by CAT is 18.4. Correlation between live CAT and real SSE ability estimations was 0.74. Number of items used for CAT administration is approximately 50% of the items in paper and pencil SSE science subtest. Results indicated that CAT for SSE science subtest provided ability estimations with higher reliability with fewer items compared to paper and pencil format.
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Han, Myung Jin. "Testing the predictive ability of measures of total factor productivity growth /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115550.
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Maugherman, Alan S. "The effects of distraction and dysphoria on social problem-solving ability." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159144.
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The process of social problem-solving appears to consist of several general stages including problem orientation, problem definition, generation of alternatives, and decision making. A significant number of studies have found that depressed individuals have a more negative orientation towards their problems and generate a smaller number of less effective solutions on pencil-and-paper measures. Rumination in response to a dysphoric mood has been found to exacerbate feelings of sadness and social problem-solving deficits, while efforts at distraction have been found to reduce or eliminate these effects. To date, nearly all of the research on social problem-solving has utilized pencil-and-paper measures of how individuals feel they would respond to hypothetical problems. The current investigation was designed to evaluate the social problem-solving ability of dysphoric and non-dysphoric participants while talking with a counselor in an analogue counseling interview.More specifically, this study examined the effects of dysphoria and the use of temporary distraction techniques on the social problem-solving ability of 84 female undergraduate students. A structured problem-solving interview and corresponding coding system was designed to measure D'Zurilla and Goldfried's (1971) stages of problem-solving. The coding system yielded high levels of internal consistency, content validity, and construct validity. Forty-one dysphoric females and 43 non-dysphoric females were randomly assigned to either a rumination or distraction task. Dysphoric participants in the rumination condition reported increased levels of sadness, whereas dysphoric participants in the distraction condition reported decreased levels of sadness. After engaging in the rumination or distraction task, each participant was asked to talk with a female counselor during a structured problem-solving interview. Results of a 2 (dysphoric/non-dysphoric) X 2 (rumination/distraction) MANOVA yielded a non-significant interaction effect and a significant difference for the main effect of dysphoria on participants' ratings of problem severity and confidence in solving the problem. Dysphoric participants, whether given a rumination or distraction task, reported a more negative orientation towards their problems, but did not display any deficits in their ability to describe the problem, generate effective solutions, or choose an effective solution. The current findings underscore the need for more naturalistic, behavioral measurements of problem-solving ability and call into question the assumption that depressed individuals exhibit social problem-solving deficits.Department of Counseling Psychology and Guidance Services
22
Leung, Nga-ki Kate, and 梁雅琪. "The quality of lexical representation in Chinese normally-achieving and dyslexic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B4163410X.
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Miller, Angela L. "Cognitive processes associated with creativity scale development and validation /." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/763.
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Yoshida, Tomoko. "Phonological awareness and reading ability in Japanese children." Thesis, Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31937287.
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Pedigo, Leslie. "Cognitive Ability Testing and Selection: A Review of Court Decisions Since 1991." TopSCHOLAR®, 2004. http://digitalcommons.wku.edu/theses/511.
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Cognitive ability testing is utilized by many organizations in the selection process. Historically, cognitive ability testing has resulted in group differences in scores, particularly between Caucasians and African-Americans. Such group differences can result in adverse impact. This impact can lead to legal ramifications for the organization utilizing the cognitive ability test. The present study examined ten factors to determine their relationship to the findings of the courts in cases involving cognitive ability tests. The factors examined were gender of the plaintiff, reason for the lawsuit, workplace setting, group or individual plaintiffs, standardadized versus unstandardized tests, validation of the tests, development in-house or by a consultant, other test involvement, jury versus summary judgment, and the verdict of the court. As hypothesized, courts tend to rule in favor of defendants when the cognitive ability test in question has been properly validated. The majority of the plaintiffs were members of a minority group, and the number of race-based discrimination court cases was significantly greater than the number of gender-based discrimination court cases. Only one court case was included in the study that had utilized a jury; no determination of jury versus judge rulings could be made.
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Shiroma, Paul Shigeo 1960. "Calculating the correlation coefficient between selected ability and achievement tests using validity generalization." Thesis, The University of Arizona, 1989. http://hdl.handle.net/10150/277013.
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The correlation coefficient between an ability test and achievement test is necessary in order to estimate the effects of the regression of IQ on achievement when calculating a discrepancy between them for the purpose of classifying a child as learning disabled. Weighted mean correlations and their respective variances were computed across studies for one of 11 ability-achievement test pairs using a meta-analysis procedure called Validity Generalization. The results indicated that there is no "global correlation coefficient" that will accurately represent the relationship between all ability and achievement tests. Furthermore, critical data necessary to adjust correlations and their respective variances for statistical artifacts were not reported in the literature. Thus, the results obtained from the subgroups could be due to capitalization on chance.
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Gratton, Martine. "The effect of three vocal models on uncertain singers' ability to match and discriminate pitches /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59242.
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The purpose of this study was to investigate the effect of three different vocal timbres on uncertain singers' ability to match and discriminate pitches. Fifty-six children between six and eight year old were randomly assigned to one of four groups.In the Own Voices group, subjects were training in pitch matching using subjects' own voices. They trained in pitch discrimination using a model child voice as stimuli. In the Model Child group, subjects were training in pitch matching and pitch discrimination using a model child voice of the same sex and age as that of the subject. Subjects in the Female Adult group were training in pitch matching and pitch discrimination using a female adult voice as stimuli. Subjects in the control group had no training.
It was found that timbre affected uncertain singers' ability to match and discriminate pitches. Pitch matching to one's own voice was more accurate than pitch matching to a child's voice.
The discrimination of high and low pitches was more accurate when a model child's voice was used than when an adult voice was used.
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Descombes, Valérie. "Discrimination of pitch direction : a developmental study." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30159.
Full textAbstract:
The purpose of this study was to determine whether the ability to perceive pitch direction across a variety of melodic contours differs across grade levels. In addition, differences between responses to ascending versus descending patterns and between responses to two- versus three- versus four-note patterns were examined.The main study involved two experiments; Experiment 1 examined children's ability to identify pitch direction using a visual aid; Experiment 2 examined children's spontaneous notations of the same melodic contours.
The results showed a subsequent increase in mean scores from grades 1 to 6 across both tests. The clearest increase in ability occurred within the first three grades with a plateau reached by grade four. Same-pitch patterns received the highest overall means. The ability to identify direction using a visual aid was easier for children than to write spontaneous notations. Melodic contours with larger intervals were more easily perceived.
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Li, Wing-yan Michelle, and 李穎昕. "Understanding the relationship between rapid automatized naming and reading in Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209658.
Full textAbstract:
This study aimed to investigate the relationship between rapid automatized naming (RAN) and reading in Chinese through manipulating four processes involved in RAN’s production: access and retrieval, articulation, naming and serial processing, as well as the developmental pattern of this relationship. A total of 126 Hong Kong children with 42 in Grade 1, 41 in Grade 3 and 43 in Grade 5 were assessed on both the digit and picture versions of Discrete RAN, Continuous RAN, Yes/No Naming and Cancellation tasks, in addition to Raven’s Standard Progressive Matrices, Chinese word and text reading fluency. The results of the regression analyses suggested serial processing and articulation were core component processes that underlied the RAN-reading relationship in Chinese across all three grades, while naming, i.e. the oral production of names of stimuli, was found to be a significant underlying process in Grades 1 and 3 only. Comparison between the present findings and those of a past research on an alphabetic language, i.e. Greek, indicated serial processing and naming were common component processes of their RAN-reading relationships, while the role of articulation was only significant in Chinese. Implications for developing visual scanning and articulation training for Chinese poor readers were suggested.published_or_final_version
Educational Psychology
Master
Master of Social Sciences
30
Rebel, Johanna. "Developmental patterns of procedural and declarative knowledge in catching skills." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63821.
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Kamphaus, Mary Ann. "The differential abilities scales : validation using a gifted sample." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/862275.
Full textAbstract:
The pupose of this study was to examine the validity of the Differential Abilities Scale with a gifted sample. Subjects consisted of 111 students identified as gifted by Indiana S-4. They were in grades 1 thru 6 and ranged in age from 6-8 to 12-11 with a mean age of 9-8. There were 60 females and 51 males who participated. Approximately, 1% of the population was minority which closely resembled the school population. Data from previously administered WISC-III and WIAT (The Psychological Corporation, 1992) were available for 21 of the 111 students.The first aspect of this study was to assess the construct validity of the DAS through investigation of the internal structure. Several different models were proposed. These analyses revealed that the proposed models were not good explanations of the relationships among obtained scores because convergence could not be obtained. A respecified two factor model was obtained where loadings on a Verbal Factor were constrained as recommended by Maxwell (1977). For this sample of gifted students a two-factor model with the first factor being primarily composed of Word Definitions was found to be a tenable one for the DAS.The second aspect of this study was to examine the convergent and predictive validity of the DAS by comparing these scores with the WISC-III and WIAT scores. Verbal factors for the two intelligence tests were the most highly correlated. Although there is overlap between the two intelligence measures, each test measures something unique. While one might expect these two instruments would not correlate perfectly, this correlation is lower than predicted.The DAS cognitive portion was more highly related to the other ability measure, the WISC-III, than it was to achievement as measured by the WIAT. In addition, achievement portions of both instruments were more highly related than they were to the ability measures.Department of Educational Psychology
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Accetturo, Christine M. "A scale for the measurement of metacognitive reading awareness in developmental college students." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019470.
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Scale titled the Metacognitive Reading Measure (MRM) based on Index of Reading Awareness (IRA) by Jacobs and Paris (1987) with adaptations made by the researcher was developed and evaluated for this study to measure metacognitive reading awareness in developmental college students. Procedure for scale development outlined by DeVellis (1991) was followed. The readability, reliability, and validity of the instrument were investigated.MRM scores from 287 undergraduate, developmental college student subjects enrolled in college reading or study skills courses at a medium sized Midwestern university were used. Student reactions from pilot testing, evaluations from reading specialists, and readability estimates were used to assess suitability and content validity.Reliability investigations showed the scale has internal reliability (( = .79) and test-retest correlations demonstrated reliability over time (r = .75).MRM could be read independently by developmental college students because the Homan-Hewitt, Fry, and Raygor methods of estimating readability yielded results within the sixth to eighth grade reading levels.MRM had content validity based on opinions of five reading specialists and links to current literature. MRM had limited concurrent validity with self awareness of study skills of information processing (r = +.38, p =.000) and selecting main ideas (r = +.40, p = .000). MRM had weak concurrent validity with general verbal skills as measured by SAT Verbal test (r = +.26, p= .000), and no concurrent validity with reading comprehension achievement from the Nelson Denny Reading Test (r =+.04, p = .76).Results of exploratory factor analysis indicated a three-factor solution with subscales for beneficial reading behaviors, negative reading behaviors, and text factors effecting reading comprehension, not four categories of metacognition from the Flavell (1978) and Jacobs and Paris (1987) definitions which were used for this study. The arrangement of items into the three factors suggests an alternative direction for the definition of metacognition in simpler terms, understandable to the developmental populations to which metacognitive strategy instruction is aimed.The MRM would be suitable for classroom use and further research into metacognitive reading awareness.Department of Elementary Education
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Shokrpour, N. (Nasrin). "The interaction between linguistic proficiency and text difficulty in EFL reading." Phd thesis, Department of Linguistics, 1996. http://hdl.handle.net/2123/7152.
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Almeida, Alberto Teixeira Bigotte de. "An empirical study of the fault-predictive ability of software control-structure metrics." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA231860.
Full textAbstract:
Thesis (M.S. in Computer Science)--Naval Postgraduate School, June 1990.Thesis Advisor(s): Shimeall, Timothy J. Second Reader: Bradbury, Leigh W. "June 1990." Description based on signature page on October 16, 2009. DTIC Descriptor(s): Computer programs, costs, faults, measurement, test methods DTIC Indicator(s): Computer program verification, metric system, Theses. Author(s) subject terms: Software metrics, text-based metrics, faults, testing, empirical studies. Includes bibliographical references (p. 69-72). Also available online.
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Biggs, Casey L. "A Review of Court Cases Involving Discrimination in Physical Ability Testing: 1992-2015." TopSCHOLAR®, 2015. http://digitalcommons.wku.edu/theses/1452.
Full textAbstract:
Organizations that employ physically demanding jobs want to ensure their selection procedures distinguish qualified applicants from unqualified applicants. However, such selection tools typically result in adverse impact against various protected groups and often lead to litigation. Various factors influence the court’s decision to rule in favor of the plaintiff or the defendant. The purpose of the present study is to identify those factors. The ADA (1990) created strict guidelines for plaintiffs and defendants to follow to be credible in a discrimination case. This study will specifically determine the impact of the ADA guidelines and three additional factors that influence court decisions including job analysis and test validation procedures, and whether the job involves public safety. Organizations can benefit from knowing factors they can control to decrease legal liability. Cases filed from 1992 to the present were reviewed and coded based on each factor. Z-tests for proportions were conducted to determine the proportions of rulings in favor of the plaintiff and defendant based on each factor of interest. Public safety influences the court decisions in favor of the defendant, such that for jobs in which public safety is of concern, the court is more likely to rule in favor of the defendant. Additional factors were not significantly influential. However, some trends are apparent and discussed in the paper. Implications and limitations also are discussed.
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Jacobsen, S. Suzanne. "Identifying children at risk : the predictive validity of kindergarten screening measures." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/31104.
Full textAbstract:
The early identification of children who are "at risk" of experiencing learning problems is of interest to educators and policymakers. Conflicting evidence exists regarding the efficacy of screening measures for identifying children "at risk". The rationale for screening programs is that early identification of problems allows for treatment which may eliminate more severe problems from developing. If a student is identified as "at risk", school personnel may intervene with remedial programs. Subsequently, if the student succeeds, the earlier prediction is no longer valid. The identification of "at risk" would appear inaccurate because the intervention was successful in improving skills. Researchers often measure the prediction of "at risk" with a correlation coefficient. To the extent that the intervention is successful, the correlation of the identification of "at risk" with later measures of achievement is lowered. One of the problems with research on early prediction has been failure to control for the effects of the interventions which were implemented as a consequence of screening. An evaluation of "at risk" prediction is important because results of screening procedures are used to make decisions about retentions and the allocation of special services.
The purpose of this study is to investigate the relationship between kindergarten screening measures and grade three achievement for two entire cohorts enrolled in 30 schools in one school district. The
analysis employs a two-level hierarchical linear regression model to estimate the average within-school relationship between kindergarten screening measures and grade three achievement in basic skills, and determine whether this relationship varies significantly across schools. The model allows for the estimation of the relationship with control for individual pupil characteristics such as age, gender and physical problems. The study examines the extent to which the relationship between kindergarten screening and grade three achievement is mediated by children receiving learning assistance or attending extended (4-year) primary schooling. The study also examines differences among schools in the kindergarten screen/achievement relationships and the achievement of "at risk" pupils by including school characteristics in the analysis.
The results of this study indicate positive relationships between kindergarten screening measures and achievement outcomes, even after controlling for age, gender and physical conditions. The kindergarten screen/achievement relationship did not vary among schools. The study failed to demonstrate that controlling for interventions would improve the kindergarten screen/achievement relationship; in fact the effects were in the opposite direction.
Levels of adjusted achievement of pupils who obtained scores at the cut-off point for risk status varied significantly among schools. The "at risk" pupils performed better on all four achievement measures in schools with high school mean-ability than similar pupils in schools with low school mean-ability.
These results show that progress in the study of the predictive validity of screening measures can be made through the use of
hierarchical regression techniques. Researchers need to give consideration to the effects of educational interventions and the contextual effects of schools.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Kim, Youn-Hee 1979. "An investigation into variability of tasks and teacher-judges in second language oral performance assessment /." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111931.
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Valk, Isabelle. "The association of working memory and anxiety with skill acquisition and transfer in young and older adults." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/816.
Full textAbstract:
Two studies, involving a total of 184 adults between 17 and 89 years of age, were conducted to determine whether age differences in skill acquisition and transfer could be related to age differences in working memory functioning and anxiety. In both experiments, working memory functioning was measured using the Digit Span task (Wechsler, 1997) und the Reading Span tusk (Daneman & Carpenter, 1980), while anxiety levels were measured using the State Trait Anxiety Inventory (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983). Participants were required to perform a mental arithmetic task in Experiment I, and a visual numerosity task in Experiment 2. In each experiment, participants received 240 trials of the task during u training phase (in which one set of stimuli were used) and 240 trials during a transfer phase (in which a second set of stimuli were used). The results from both studies revealed that partial positive transfer occurred from one phase to another for both young and older adults. This indicates that both age groups learned the skills in a similar way: using a combination of general und specific learning, Moreover, the older adults in both experiments became faster with practice, they generally improved as much as younger adults with practice, and they were able to achieve the same or better levels of accuracy compared to younger adults, This suggests that healthy older adults possess the ability to learn new skills. When scores for working memory span and anxiety were analysed, working memory span was found to correlate significantly with the accuracy levels and reaction times of the young age group in Experiment l, and of both age groups in Experiment 2. Similarly, anxiety levels were related to reaction times for both age groups in both experiments, with higher levels of anxiety also associated with smaller working memory spans for the young adults in both experiments. These results suggest that both working memory span and anxiety hove an impact on the performance of participants, and can account for some of the age differences observed during skill acquisition and transfer.
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Stretch, Richard Aldworth. "Validity and reliability of an objective test of cricket skills." Thesis, Rhodes University, 1985. http://hdl.handle.net/10962/d1005625.
Full textAbstract:
This study was conducted to assess the validity and reliability of four self-designed, objective tests of cricket batting, bowling, fielding and general ability skills. The batting test requires the batsman to hit a suspended ball at a target area as many times as possible in 60 seconds. His score is doubled to give his score for the batting test. In the bowling test the bowler is required to bowl ten balls at target areas marked on the pitch. Each delivery is recorded to give him a score out of 100. The fielding test requires the fielder to catch and field seven balls in a predetermined sequence. Each fielded ball that is not thrown through the target area incurs a penalty of three seconds. The total time taken is used to obtain the fielding test score out of 100. In the general ability test the player is required to hit a ball up and down twenty-five times. He then has to run along a predetermined path and field three balls and then bowl three balls at a target. A penalty of three seconds is added onto the time taken for each ball that does not pass through the target area. The actual score, out of 100, is determined from the total time taken. To determine the validity of the objective tests of batting, bowling, fielding and general ability, 155 subjects were subjectively assessed in these four categories by experienced coaches. The four objective tests were then conducted on these subjects and the scores compared. Forty-four subjects were assessed by experienced and inexperienced testers to determine the reliability of the tests when administered by different testers. To determine the reliability of the tests when repeatedly administered by one tester 23 subjects were assessed on five consecutive days. Significant correlations (p < 0,05) were found for the tests of validity between subjective and objective assessment (0,43 to 0,81) and the test for objectivity between experienced and inexperienced testers (0,41 to 0,78). A significant improvement (p < 0,05) in scores occurred during repeated testing, but most of this improvement took place between the first two tests. The results indicate that the tests are valid and reliable tests of cricket batting, bowling, fielding and general ability, if sufficient pre-test practice is allowed.
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鄭敏芝 and Man-chi Sammi Cheng. "Self assessment in the school-based assessment speaking component in aHong Kong secondary four classroom: a casestudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4324080X.
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張嘉恩 and Ka-yan Winnie Cheung. "The phonological mediation hypothesis evidence from Chinese students with hearing impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47233576.
Full textAbstract:
In Western countries, there are around 8-10% of school age children suffering
from mild to moderate reading difficulties. Similarly, in Hong Kong the prevalence
of reading difficulties among school age children was found to be 9.7- 12%. An
understanding of the mechanisms involved in reading helps us to determine the skills
necessary for successful reading.
The Phonological Mediation Hypothesis (PMH), which claims that
phonological recoding is a necessary phase during lexical access, is widely known
for its postulation that phonological awareness would be a significant prognostic
indicator of reading development. Theoretically, individuals who have difficulties in
phonological recoding during lexical access should also encounter reading
difficulties. Good readers with hearing impairment are, therefore, considered as
counter examples of PMH.
If the above prediction of PHM is true, skilled readers with hearing impairment
should have the ability to develop an intact phonological representation and hence
are more capable of phonological recoding. In this study, the reading behaviors of
children with hearing impairment (HI), that of their reading level matched (RL) and
that of their chronological age matched (CA) controls were compared in three
tasks—an auditory perceptual task of onset rime awareness (TAPOR); a synonym
decision task (SDT); and a homophone decision task (HDT). The results for TAPOR
showed that auditory perceptual ability (APOR) accounted for 49% of the variance in
the reading ability of children with hearing impairment. In addition, results of cross
group comparisons on the scores in TAPOR demonstrated a possible causal
relationship between APOR and reading ability in subjects with hearing impairment.
On the other hand, SDT and HDT results indicated a significant preference for
orthographic foils in RL and HI subjects with low reading ability. An increasing
tendency to choose synonyms or homophones, and a decreasing tendency to use
orthographic distractors was observed across subject groups with Primary 1, Primary
2 and Primary 6 reading abilities. A similar but delayed pattern of change in
preference for distractors was observed in HI subjects. The results only partially
agree with PMH. An alternative hypothesis—the Psycholinguistic Grain Size
Theory (PGST) — might be a better model to explain the observed results. With
reference to the results of TAPOR, the correlation between reading ability and
auditory perceptual ability could be explained in terms of the ‘availability problem’
postulated in this latter model. In the same way, the early emergence of orthographic
effect in almost all subjects except CA controls and the late emergence of a number
of reading strategies operating at different levels of grain size can be better explained
by ‘consistency problems’ and ‘granularity problems’ proposed in PGST. These
findings are considered, and directions for further studies are outlined.published_or_final_version
Speech and Hearing Sciences
Master
Master of Philosophy
42
Lucbert, Maryse. "Planning skills of students of varying ability : using computer-assisted instruction." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=118291.
Full textAbstract:
p. 87 missing from manuscript.This study investigated the strategie or task-specific planning skills of students of varying abilities using intelligent eomputer-assisted instruction (ICAI). The sample eonsisted of 39 boys and girls in grades four to six attending summer programs for the gifted and non-gifted in the Greater Montreal area. They were divided into three eomparison groups: a high-ability-gifted HG) group (n=13), a high-ability-not-identified-as-gifted (HNG) group .(n=11), and an average-ability (A) group (n=15). Each student created three adventure plans with an ICAI called SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Écriture) for three, thirty-minute sessions over an observation period of two weeks. Results of this research demonstrate no statistically significant differences among ability groups HG, and on the two levels of strategic planning skills. The good problem solving since higher levels of strategic planning could also involve other variables which remain to be investigated.
Cette recherche étudie les techniques de planification stratégique chez des enfants d'habilité moyenne ou supérieure utilisant un logiciel d'enseignement intelligent assisté par ordinateur (EIAO). Trente-neuf garçons et filles du deuxième cycle du primaire (4e à 6e année) inscrits dans des programmes d'été de la région du Grand Montréal, ont été choisis et répartis en trois groupes: le premier, d'habileté-supérieure-identifiés doués (n=13); le deuxième, d'habileté-supérieure-non-identifiés doués (n=11);et le troisième, d'habilité- moyenne (n=15). Chaque trois scénarios d'aventure à l'aide de SCARABEE (Système de Conception Assistée de Récits d'Aventure dans le But d'Enseigner l'Ecriture) pendant trois sessions de trente minutes pour une durée d'observation de deux semaines. Les résultats indiquent que les trois groupes de sujets ne diffèrent pas de façon significative sur les deux niveaux de techniques de planification stratégique. Ces données suggèrent que le niveau d'habileté ne serait pas une variable déterminante dans la résolution de problème avancé de techniques de planification stratégique impliquerait d'autres variables qu-il reste ci explorer.
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Woodward, Helen R. "Reliability of traditional neurological sensory and motor tests." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036814.
Full textAbstract:
Tests of sensory and motor function are widely used by clinicians and researchers in neurology, psychiatry, and neuropsychology. Less than perfect performance on many of these tests may be considered pathognomonic of central nervous system dysfunction. Unfortunately, differences across practitioners in specific test selection, administration procedures, and scoring criteria have resulted in inconsistencies which confound attempts to study the incidence and patterns of deficits (Adams & Victor, 1993; Glick, 1993). Although as a group psychologists favor standardized, quantitative instruments, the field has lacked a comprehensive, standardized sensory and motor battery. That psychologists have not developed such a battery may reflect the notion that pathognomonic signs are ambiguous and unstable (Buchanan & Heinrichs, 1989) and the fact that some traditional test development procedures are often inappropriate.For the Dean-Woodcock Sensory and Motor Battery, Dean and Woodcock (1994) selected measures representative of those included in the traditional neurological examination.Measures of subcortical function, unavailable in the major neuropsychological batteries, were included to allow differentiation with right hemisphere impairment.Using standard procedures for administration and scoring, this study gathered preliminary data regarding the incidence of pathognomonic signs in a normal adult population, identified items with difficulty levels likely to result in overidentification of abnormality, and estimated the interrater agreement and interrater reliability for items and tests most vulnerable to subjective interpretation. Data analysis reflected consideration of Franzen's (1989) argument that reliability can be better understood through use of multiple estimation strategies and Cicchetti's argument that data needs to be considered at "finer levels of molecular analysis" (p.621). In addition to investigating interrater agreement, this study applied generalizability theory which allows for simultaneous estimation of the relative proportion of variance contributed by multiple sources and their interactions.Results suggested adequate to excellent rater agreement and reliability (i.e., generalizability). Also, with minor modification of specific items, generalizability of items may be expected to increase. Future studies should sample from a more heterogenous general population and specific clinical populations.Department of Educational Leadership
44
Lim, Youngsook. "Relationship between aptitudes and attitudes toward computer-aided design and personality types of interior design students." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-03172010-020334/.
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Konsztowicz, Susanna. "Development of a method for quantifying cognitive ability in the elderly using adaptive testing." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97164.
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With the impending aging of the Canadian population, the need for an assessment tool that can accurately measure cognitive ability in the elderly and monitor changes in cognition over time is rapidly gaining importance. The objective of the present study was to contribute evidence to the interpretability of scores from a novel cognitive assessment tool (GRACE) designed to be administered adaptively in the elderly population. Responses to items from two cognitive screening tests administered to patients attending a Geriatric Cognitive Disorders Clinic in Montreal were calibrated onto an interval scale using Rasch analysis. The hierarchy of items, organized by level of cognitive difficulty, was administered in a pilot adaptive format to a new cohort of patients, followed by administration of the remaining items to calculate total test scores. The reliability and validity of the GRACE method were demonstrated by comparing scores obtained from different orders of item administration (i.e. across cohorts) and by comparing scores with validated measures used in the clinic (i.e. across test methods), respectively. Additionally, demonstration of the validity of administering only a subset of items provided sound justification for developing and prospectively evaluating an optimal algorithm for adaptively administering test items. In addition to reducing test burden, the GRACE method provides a quantitative estimate of cognitive ability across the range of ability levels from normal to severe dementia and may be useful to clinicians as single tool to rapidly quantify and monitor cognitive ability.Avec le vieillissement imminent de la population canadienne, le besoin d'un outil d'évaluation pouvant mesurer précisément la capacité cognitive chez les personnes âgées et surveiller les changements qui surviennent avec le temps gagne rapidement de l'importance. L'objectif de la présente étude était de fournir des données probantes pour l'interprétation des points résultants d'un nouvel outil d'évaluation (GRACE) conçu pour être administré de manière adaptative dans la population âgée. Deux tests de dépistage cognitifs ont été administrés aux patients d'une clinique gériatrique de désordres cognitifs à Montréal. Les réponses aux items ont été calibrées sur une échelle d'intervalle par la méthode d'analyse Rasch. La hiérarchie des items, organisée par niveau de difficulté cognitive, a été administrée dans un format adaptatif à une nouvelle cohorte des patients, suivie de l'administration des items restants pour calculer les totaux pour les deux tests originaux. La fiabilité et la validité de la méthode de GRACE ont été démontrées en comparant les points obtenus à partir de différents ordres d'administration d'items (c.-à-d. à travers des cohortes de patients) et en comparant les points à ceux des autres mesures validées utilisées dans la clinique, respectivement. Ensuite, la démonstration de la validité d'administrer seulement un sous-ensemble d'items a fourni la justification pour développer et évaluer un algorithme optimal pour administrer les items de manière adaptative. En plus de réduire le fardeau d'examen, la méthode de GRACE fournit une évaluation quantitative de la capacité cognitive à travers la gamme des niveaux de capacité, du niveau normal jusqu'à la démence avancée. Cette méthode peut être utile aux cliniciens pour mesurer et surveiller la capacité cognitive rapidement.
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Morris, Nicholas H. "A Review of Court Cases Involving Cognitive Ability Testing and Employment Practices: 1992-2015." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1575.
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This review is an extension of a study by Shoenfelt and Pedigo (2005). The purpose of this review is to help form an understanding of how the courts handle cases where an organization has used a cognitive ability test to select employees and consequently faced charges. Cognitive ability testing is the best known predictor of job performance for a wide range of jobs. However, cognitive ability testing also is known to lead organizations to select fewer members of protected groups, such as African Americans, Hispanics, and women. The cases that were reviewed were identified in the LexisNexis database. In order to review the cases, pertinent information was coded by four Industrial-Organizational Psychology graduate students then used the information as categorical data to make comparisons based on the outcome of each case and the conditions that may have led to the outcome. Findings were similar to the Shoenfelt and Pedigo (2005), which is likely due to the low number of new cases that were added to the review. Cases in which the defendant had used a validated test often ruled in favor of the defendant. However, in the six new cases that were discovered, issues such as arbitrary cutoff scores and the presentation of equally valid alternatives played a role in rulings in favor of the plaintiff even in cases with a validated test. The case claims were all race based and all involved tests that were professionally developed.
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Marshall, David T. "Testing the Ability of Two Series of Models to Predict High School Graduation Status." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4756.
Full textAbstract:
The purpose of this study was to create and test two series of predictive models aimed at projecting high school graduation status. Secondary data were obtained in partnership with an urban school district. All of the predictor variables included in the models tested in this study were academic and nonacademic variables that were found to be significant predictors of high school graduation in previous empirical work. In the first series of models tested, individual academic and nonacademic variables were tested together along with school-level variables. Eighth and ninth grade variables were tested separately to avoid multicollinearity issues. The second series of models tested included similar individual-level academic and nonacademic variables, along with community-level predictors to analyze their ability to predict high school graduation status. Logistic regression and multilevel logistic regression analyses were conducted to analyze the data. The model including community-level predictors yielded a pseudo R-squared value of .40, approximating that 40% of the variance was explained by the predictors in the model. Most of the individual predictors included in the models yielded findings similar to those found in previous literature on high school graduation status projection; however, this was not true for all of the predictor variables included. These differences highlight the tension that can exist between generalizability and local specificity. Significant findings from studies utilizing large nationally-representative longitudinal datasets and other large data sources do not always generalize to settings with samples that differ demographically. This study represents a first step in a line of research aimed at developing a better understanding of high school graduation status, particularly in challenging school contexts.
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Benson, Melba W. "Major Spelling Deficiencies Among Collegiate Business Students." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331698/.
Full textAbstract:
The problem of this study was an analysis of major spelling deficiencies among collegiate business students. The purposes were as follows: (1) to develop a diagnostic instrument that will measure spelling deficiencies; and (2) to make recommendations regarding the preparation of materials that will assist students in overcoming these deficiencies. Written assignments prepared by collegiate Business Communication students were examined for spelling errors. Errors were then classified into the following categories: (1) words with "ie" and "ei" ; (2) final "e"; (3) final consonant rule; (4) final "y"; (5) confusion over vowel sounds; (6) pronunciation problems; (7) sound-alikes; (8) plurals; (9) apostrophes; (10) omissions; (11) additions and repetitions; (12) substitutions; (13) demons; and (14) miscellaneous. Percentages of total errors served as a guideline for preparation of a Table of Specifications, and a Spelling Diagnostic Test was developed. Validity of the instrument was determined by a panel of experts. The test was then administered to 214 collegiate business students, and a reliability coefficient of .83 was determined using the split-half method.
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Christiansen, Yvonne. "Pragmatic ability and proficiency in Japanese learners of English." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79753.
Full textAbstract:
This study investigated the relationship between pragmatic ability and proficiency in 16 Japanese learners of English. Two measures of pragmatic ability were developed: a multiple-choice questionnaire designed to probe pragmatic awareness of various speech acts and a set of oral role-plays designed to elicit two requests, two apologies and one refusal. These measures were also administered to eight native speakers in order to establish a scoring system for the pragmatic awareness test and target norms for the role-plays. A background questionnaire was given to all participants while a proficiency test, Combined English Language Skills Assessment in a Reading Context, or CELSA was administered only to the Japanese participants.The findings in this study demonstrated that there was not a strong relationship between proficiency and pragmatic ability, nor was there one between pragmatic awareness and production. The measures were moderately correlated but they also exhibited a great deal of variation from learner to learner.
Certain linguistic abilities were observed to be valuable regarding pragmatic ability, such as being able to make conventionally indirect requests. Learners were more direct in their speech acts than native speakers. They also used fewer and less varied strategies and lexical modification, with the exception of the politeness marker, please, which they over-used.
There was evidence both in terms of the pragmatic awareness measure and in the analysis of the production that over-directness decreased with increasing proficiency. The two assessment instruments produced different kinds of errors at different levels of proficiency, pointing to the possibility that they were tapping the abilities associated with pragmatic awareness and production at different stages of development.
This research has implications for both testing and teaching pragmatic ability.
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Gerstein, Stephanie Hannah. "Examining the Children's Depression Inventory factors' ability to predict outcomes of depression." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0020/MQ43876.pdf.
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