Dissertations / Theses on the topic 'Construct ability'
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Clenton, Jonathan. "Investigating the construct of productive vocabulary knowledge with Lex30." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42281.
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This thesis investigates the construct of productive vocabulary knowledge with a productive vocabulary task, Lex30. The task is designed to elicit up to four vocabulary items in response to each of 30 cues. In this way, Lex30 generates a corpus for each subject up to 120 words, which is then categorised according to frequency bands. The test is scored according to the number, or proportion, of infrequent words elicited, with infrequent defined as all items excluding the most frequently occurring 1000 English words. The higher the Lex30 score, then, the more infrequent words that subject has produced in response to the cues. Each corpus generated by Lex30, therefore, offers information about subjects' relative knowledge of infrequent items, although this might only be threshold knowledge. A feature of Lex30 is that it appears to measure productive vocabulary knowledge discretely: it does not activate multiple aspects of language knowledge, and is not context engaging. This feature suggests that we can measure one of the many aspects that are commonly considered to constitute language knowledge, productive vocabulary knowledge, without interference from other aspects of language knowledge. Additionally, Lex30 offers the potential to hypothesize about subjects' relative L2 proficiency in terms of the proportion of infrequent items they provide. To investigate the construct of productive vocabulary with Lex30, this thesis examines, in a principled way, exactly what aspect of language competence it measures, and makes comparisons with other cognate tests. The test has been used in a number of contexts since its introduction; this thesis offers a thorough investigation of its reliability, different versions of the scoring system, the influence cue frequency and of specific cue items, and the mode of task delivery and response. The thesis concludes that Lex30 provides us with a helpful means to understand the construct of productive vocabulary knowledge.
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Christian, Kelly M. "The Construct of Playfulness: Relationships with Adaptive Behaviors, Humor, and Early Play Ability." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1310254723.
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Stritch, David. "A psychometric evaluation of the emotional intelligence ability construct among working adult Australians." Thesis, Stritch, David (2009) A psychometric evaluation of the emotional intelligence ability construct among working adult Australians. Professional Doctorate thesis, Murdoch University, 2009. https://researchrepository.murdoch.edu.au/id/eprint/2468/.
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The broad aim of the research reported here was to evaluate key psychometric issues identified in relation to ability measures of emotional intelligence (EI). To investigate these issues, three studies were conducted including only participants from business and organisational backgrounds. In Study 1, the responses of 231 participants were analysed through a series of confirmatory factor analysis models to evaluate the factor structure of an EI ability measure (MEIS). Results of these analyses were generally consistent with past research, including the observation of non-positive definite matrices for more complex models. Study 2 examined the discriminant validity of the MEIS by comparing the MEIS scores of 147 participants with their responses to the NEO PI-R. Consistent with past research minimal correlations were observed between MEIS scores and NEO PI-R factor scores, indicating that the two instruments measure distinct constructs. There was also good convergence between the two alternative scoring methods for the MEIS, expert- and consensus-based, suggesting that the two scoring methods are comparable when an Australian organisational consensus group is used. As others have suspected (e.g. Palmer, Gignac, Manocha & Stough, 2005) although not investigated, a significant gender by scoring method interaction was observed for the MEIS in Study 2. Study 3 investigated the convergent validity of the MEIS by comparing MEIS scores from 45 participants with their scores on a measure of verbal reasoning. Moderate yet significant correlations were observed indicating that the two measures were related but not to the extent that they were measuring the same construct.
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Wong, Ka Yee Allison. "Construct validity of the test of gross motor development - 2." HKBU Institutional Repository, 2006. http://repository.hkbu.edu.hk/etd_ra/694.
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Penk, Mildred Lotus. "Mental Imagery: The Road to Construct Validity." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc331872/.
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Internal consistency reliability and validity were established for a new 31 item Imagery Manipulation Scale. Previous attempts to correlate subjectively rated control of visual imagery with tests of spatial ability have been unsuccessful. However, no attempt to construct a subjectively rated control of imagery scale was located which tried to establish internal consistency reliability and both content and construct validity. Further, no research was located in which subjects were requested to rate their imagery ability utilized during the performance of the actual spatial tasks used to try to establish validity. A new scale of subjectively rated control of imagery was devised in which subjects were requested to rate their imagery while solving spatial tasks which involved visualizing the manipulation of geometric forms. Content validity was established by analyzing the transformation involved while solving the spatial problems. Internal consistency reliability for the 31 item scale was established across two samples. Validity was established with the second sample (100 university students: 26 male and 74 female). The task utilized to provide validity could be objectively scored, and was made up of four spatial subtests, which were adapted from the Vandenberg and Kuse Mental Rotations Test, the Kosslyn Directions Test, performed in both the forward and backward direction, and a block task utilized by Snyder. A convergent and discriminant validity analysis established construct validity. Further, the hypotheses of three investigators, Kosslyn, Shepard and his colleagues, and Snyder, were supported by the results of the present investigation, thus substantiating the conclusion that reported control of imagery processing can be operationalized with performance scores on spatial ability tasks.
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Bender, Christine. "ENHANCING LEADERSHIP ABILITY IN FIRST-TIME FRESHMEN THROUGH MENTORSHIP: A GROUNDED THEORY APPROACH." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/163.
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According to the Center for American Progress, women make up 52% of all professional-level jobs, however, they only make up 14.6% of executive officers, 8.1% of top salary earners, and only 4.6% of Fortune 500 CEOs. Considering this disparity in leadership, it brings to question if women are generally taking on leadership throughout their lives. The purpose of this study was to examine how mentorship affects first-time female freshmen’s willingness to take on leadership opportunities.
Data were collected from three mentees and three mentors through an initial interest survey, semi-structured personal interviews, and the 3D Wisdom Scale Assessment. Data were analyzed using a ground theory approach which consisted of open, axial, and selective coding; leading to a discursive set of theoretical propositions. Interviews focused on the mentee’s experience through the mentorship program, and the mentor’s perspective of the mentorship program on their mentees. Additionally, the 3D Wisdom Scale developed was utilized to evaluate growth in wisdom dimensions which directly correlated to personal construct corollaries.
The findings of the study included: 1) The mentees and mentors expressed growth in their self-esteem and self-confidence. This increase in self-awareness led to a willingness to take risk and face potential failure; 2) Leadership development took place on several levels; 3) The mentees had a realization of the impact of their gender; 4) Two-thirds of the mentees showed a substantial understanding and practice in all three of respective corollaries; and 5) The mentees and mentors displayed general development and growth.
The substantive theory that emerged from this grounded theory study was: ‘Through proper mentorship, a first-time female freshman’s’ self-esteem and willingness to take on leadership opportunities will increase.’ Unlike the majority of upperclassmen who have had a mentor, all of the freshmen participating never had a mentor prior to their participation in the program. Mentors played a substantial role in the development of these freshmen and their willingness to take on leadership opportunities. Recommendations for further research include a longitudinal study examining if these freshmen continue to involve themselves in leadership opportunities throughout their college career.
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Parker, Kathy L. "Construct validity of the Differential Ability Scales with a mentally handicapped population : an investigation into the interpretability of cluster scores." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/1019480.
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The purpose of the present study was to investigate the construct validity of the Differential Ability Scales (DAS) with a mentally handicapped population. The DAS is an individually administered, standardized test of intelligence. The stated purposes of the DAS are to provide a composite measure of conceptual reasoning abilities for classification and placement decisions and to provide a reliable profile of relative strengths and weaknesses for diagnostic purposes. With these goals in mind, it follows that this cognitive measure would be used often with mentally handicapped students. The DAS was developed using an hierarchical model based upon exploratory and confirmatory factor analyses. The model assumes that ability measures or subtests will load on a general factor g and will form subfactors at a lower level. The model also assumes that as children get older, the number of subfactors will increase because of development and differentiation of abilities. How mentally handicapped children would fit into this model was the subject of the current research.Using a sample of 100 mildly and moderately handicapped children ages 8 years, 0 months to 17 years, 5 months, confirmatory factor analysis was used to explore the factor structure of the DAS with this population. Three separate models were investigated: Model I, in which a one factor solution was proposed, Model II, in which two factors, Verbal Ability and Nonverbal Ability, were proposed, and Model III, in which three factors, Verbal Ability, Nonverbal Reasoning Ability, and Spatial Ability, as proposed by the test's authors, were investigated. Results of the analyses support the use of a one factor interpretation when using the DAS with mentally handicapped students. In practice, only the broadest score, the General Conceptual Ability Score (GCA), can be interpreted with confidence. Further, case study investigation illustrates the inconsistencies encountered in scoring at the lower end of the norms, as well as in using the outof-level procedure proposed by the test's authors.Department of Educational Psychology
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Bunin, J. Christopher. "A Study of the Relationship Between Current Event Knowledge and the Ability to Construct a Mental Map of the World." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31030.
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This thesis studied the relationship between current event knowledge and the ability to construct a mental map of the world. It was hypothesized that participates with more current event knowledge would demonstrate better mental mapping abilities. The study was designed using two activities recommended for 12th graders by Geography for Life, National Geography Standards 1994, and the theory of spatial familiarity (Kitchen, 1994b; Gale et al., 1990, Golledge & Spector, 1978). One hundred-twenty eight students drawn from two courses offered at Virginia Tech completed a participant profile questionnaire, a current event quiz, drew a map of the world outlining the seven continents, and located and labeled 27 cities on a world map. Using ATLAS GIS the sketch maps and place locations were digitally transformed and scored for accuracy. Descriptive statistics were used to analyze current event knowledge, place location ability, and sketch mapping ability. Using Spearman rank correlation, the relationship between current event knowledge and mental mapping abilities was assessed at a number of levels. Results indicate that participants with a stronger understanding of current events tended to create a more accurate mental map of the world. That is, place location accuracy and drawing accuracy correlated with current event knowledge. However, similar to previous research (Cross, 1987; Helgren, 1983; Muller, 1985) place location knowledge outside of North America and Western Europe was poor. The results of this thesis offer baseline data that can be used for future research to study the effectiveness of the national standards set forth in Geography for Life.Master of Science
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Ip, Tsang Chui-hing Betty, and 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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Trippe, David Matthew. "Reexamining the Role of General Cognitive Ability and Specific Abilities in the Prediction of Job Performance Using a Construct-oriented Approach: Not Much More Than g?" Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/27128.
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The purpose of the present study was to attempt to reconcile the seemingly overwhelming body of empirical evidence arguing for the preeminence of general cognitive ability in relation to specific abilities with the general resistance of the majority of Industrial-Organizational psychologists to such a position. The contention of the present study was that the primary evidence used to support the view that specific abilities are of little importance relative to general cognitive ability did not faithfully represent the classic selection model and was based on tenuous assumptions about the operationalizations of general and specific cognitive abilities. By virtue of being defined in un-interpretable terms with respect to content or function, prior operationalizations of specific abilities did not lend themselves to logical and theoretical relationships with job specific job performance. The general thesis of the present study was that if a â construct oriented approachâ that is largely based on this classic selection model were implemented, a composite of psychologically interpretable job related specific abilities would prove equivalent or even superior to general cognitive ability in the prediction of job performance. Results suggest implementation of the construct oriented approach demonstrates potential for the value of this approach with respect to balancing criterion related validity and social equity.Ph. D.
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Nauheimer, Elke. "Trait Emotional Intelligence : evaluating the theoretical construct, its relationship to other psychological variables, and potential interventions to enhance it." Thesis, University of Wolverhampton, 2015. http://hdl.handle.net/2436/595266.
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Research suggests that there are now two distinct approaches to Emotional Intelligence (EI): ability and trait. To date, however, the literature indicates that the construct remains poorly defined and not always adequately measured. Focusing on trait EI, the current thesis identifies a number of research questions that centre on what it is that defines EI in relation to existing definitions and other constructs, namely, happiness, self-esteem, mood and personality. Moreover, a programme of empirical study investigates whether a training intervention can enhance levels of EI and thus contribute to the emerging applied field of enquiry. This has been achieved through the employment of a series of studies. The initial study used the Repertory Grid Technique (RGT) and Principal Component Analysis (PCA) to generate a definition of EI, which directed this thesis towards alignment with the trait approach. The second study aimed to identify correlations and explore possible predictor variables through the application of Pearson’s r and Hierarchical Regression analysis. Moreover, a Mediation and Moderation analysis investigated whether EI has a mediating or moderating role when combined with other predictors. Two further experimental studies examined whether EI could be experimentally enhanced through a programme of relaxation and positive thinking when compared with a control group engaged in a non-demanding reading task. The results of the first study produced a definition of EI that included descriptions of work-related qualities with the second study yielding results of high correlations between EI, happiness and self-esteem, which were also identified as predictor variables. EI was found to act as a mediator and moderator. Analysis of Variance generated results for the first experimental study that showed overall non-significant interactions. To investigate beyond these findings, the second programme showed that the training programme induced positive changes. It was concluded that, overall, the results contribute to a definition beyond existing definitions of EI, demonstrating EI’s strong associations particularly with happiness, self-esteem and, its mediating and moderating role with other predictors. Primarily, the results from the second experimental study demonstrate the potential of EI in the applied field, including education, work and health.
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Stuart, Virginia Barr. "Reasons for Selecting a Teaching Career and Remaining in the Profession: a Conversation With 10 African American Roanoke City Teachers." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27340.
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An acute shortage of African American teachers is well
recognized. This shortage poses a problem as school systems
attempt to employ a representative number of African American teachers commensurate to their diverse student population. The purpose of this study was to examine why 10 African American teachers in Roanoke City selected teaching and remain in the profession and how those reasons were influenced by two motivational variables (academic self-concept of ability and self-efficacy). Factors further affecting this relationship, such as environmental influences (i.e., home, school, and community)and institutional influences (i.e., experiences in the workplace,job satisfaction, and school climate), also were examined.
The research design was a single explanatory case study. Yin (1994) contends that "how" and "why" questions (as used in this study) are explanatory in nature and suitable for a case-study design. Two sources of data were used: an initial survey instrument on environmental factors and a second survey on institutional factors. Two separate interviews were conducted with both instruments. Both sources were intended to capture participants' perceptions relevant to their experiences. A purposive sample of 10 local African American teachers was selected.
Pattern matching and explanation building were the dominant modes of analysis. A conversational style with narratives written was used to reflect the richness of language used by the participants to describe their experiences.
Findings revealed that home environmental experiences and preparation for teaching were positive overall because of practices used by parents and family members to socialize the the participants for success in school. Both direct assistance with school work and verbal encouragement enhanced academic self-concept of ability and self-efficacy for success in school and in teaching.
School experiences before and during college were found rewarding and challenging. However, both types of experiences enhanced self-concept of ability and self-efficacy in attaining a teaching career as well as succeeding and remaining in the profession. Overall, rewarding experiences outweighed challenging ones. High expectations, assistance with school work, and teacher role models were typical examples of such experiences.
Two major community influences played a significant role in interest and retention in teacher-education programs: (a) involvement in church activities and (b) sponsorship for teacher-education programs through partnerships with business and industry. The former reinforced self-concept in ability, and the latter afforded some participants an opportunity to attend college and enter a teacher-education program. Results on institutional factors and teacher retention were associated with
experiences as classroom teachers, interactions with colleagues,relationships with building principals, and perceptions of the school system as a whole.
Ed. D.
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Phunlapthawee, Kanda. "An Analysis of Construct Structures for Spatial and Error Pattern Scores Associated with the Spatial Ability and Related Gender Differences of Twelfth Grade Students in Thailand." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392740128.
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Santos, João Otacilio Libardoni dos. "Aspectos da validade de conteúdo e construto de tarefas motoras." Universidade do Estado de Santa Catarina, 2014. http://tede.udesc.br/handle/handle/638.
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Previous issue date: 2014-06-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
The aim of this study was to analyze the content and construct validity of motor tasks proposed by the assessment instruments used to discriminate the motor performance. Nine academic authorities on motor development and motor assessment area were recruited to address the aims in theoretical terms. Three hundred and fifty children from Manaus, aged between eight and ten years of both gender participated of this study to address the empirical terms. The selected variables was: conceptual dimensionality of motor tasks, internal structure of motor tasks, gender, age and motor performance in motor tasks. To determine the conceptual dimensions of the tasks a questionnaire developed by the authors of this study (Appendix 3) was used. To study the internal structure of the task, we used the criteria described in the literature and adapted by the authors based on concepts previous determined. To determine the motor performance in tasks, 27 motor tasks were taken from three instruments of motor assessment: Movement Assessment Battery for Children (MABC-2), Körperkoordination Test für Kinder (KTK) and Test of Gross Motor Development (TGMD - 2). Data were analyzed using descriptive and inferential statistics (p≤0.05). The results showed that 25% of motor tasks demonstrated a level of agreement among the experts, or the experts classified within the same dimension. The internal structure of the motor task had a specific analysis according to their nature depending on the criteria used. When analyzing the complexity/difficulty of the task, 33% of motor tasks showed a distribution similar to a normal distribution curve. The majority of the tasks were negative asymmetric that means an easy task since the most individuals achieved the maximum value proposed by the task. The discrimination according to gender showed that only 30% of the tasks significantly classified boys as superior than girls in the majority of the tasks. The discrimination according to age showed that fourteen tasks were significantly discriminatory (52%). Children of eight years consistently showed lower motor performance in the task compared to children with nine. Furthermore, children of nine years consistently showed lower motor performance in the task compared to children with ten. The construct validity of the motor tasks was assessed by exploratory factor analysis and was possible to extract four factors explaining 50.09% of the variance. From the 27 motor tasks, fifteen tasks (56%) achieved statistical criteria and explain the construct validity. Thus, the psychometric assumptions have to be respected in its entirety; in other words, the choice of items should be based on both theoretical and empirical elements. Therefore, caution on the importance of reversing the traditional procedure of construction and validation of instruments (concept, construct, dimensions, items or tasks) for empirical initial approach of multiple motor possibilities that can converge to the needs of the construct previously defined.
O objetivo da pesquisa foi analisar a validade de conteúdo e construto de tarefas motoras propostas por instrumentos de avaliação utilizados para discriminar o desempenho motor. Para contemplar os objetivos em termos teóricos participaram nove autoridades acadêmicas na área do desenvolvimento motor e avaliação motora. Para contemplar os objetivos em termos empíricos participaram 350 indivíduos, idades entre oito e dez anos, de ambos os sexos, regularmente matriculados em escolas na cidade de Manaus. As variáveis selecionadas para a pesquisa foram: dimensionalidade conceitual das tarefas motoras, organização interna das tarefas motoras, sexo, idade e desempenho motor nas tarefas motoras. Para determinar as dimensões conceituais das tarefas foi utilizado um questionário construído pelos próprios autores desta pesquisa (Apêndice 3). Para o estudo da organização interna da tarefa foram utilizados critérios descritos na literatura e ainda critérios adaptados pelos autores desta pesquisa definidos com base em conceitos já determinados. Para determinar o desempenho motor nas tarefas foram aplicadas 27 tarefas motoras retiradas de três instrumentos de avaliação motora Movement Assessment Battery for Children (MABC-2), Körperkoordination Test für Kinder (KTK) e Test of Gross Motor Development (TGMD-2). Os dados foram analisados a partir dos recursos da estatística descritiva e inferencial (p≤0,05). Os resultados desta pesquisa demonstraram que apenas 25% das tarefas motoras em análise demonstraram um nível de concordância entre os juízes, ou seja, os juízes as classificaram dentro da mesma dimensão. Em relação à organização interna da tarefa motora foi possível observar que as tarefas em análise apresentam especificidades de acordo com sua natureza, variando em função do critério utilizado. Ao analisar a complexidade/dificuldade da tarefa constatou-se que apenas 33% das tarefas motoras apresentaram uma distribuição próxima a uma curva de distribuição normal. Assim, a maioria das tarefas apresentaram assimetria negativa, característica de tarefa fácil, pois a grande parte dos indivíduos conseguiu atingir o valor máximo proposto pela tarefa. Ao observar o poder de discriminação de acordo com o estrato de sexo observou-se que 30% das tarefas apenas discriminaram significantemente meninos de meninas, sendo os meninos superiores na maioria das tarefas. Em relação aos estratos idade quatorze tarefas apresentaram poder de discriminação significante (52%), onde as crianças de 08 anos sempre demonstraram desempenho motor na tarefa inferior as de 9 anos que consecutivamente apresentaram desempenho motor inferior as crianças de 10 anos. Em relação à validade de construto das tarefas motoras desta pesquisa foi possível extrair, por meio da análise fatorial exploratória, quatro fatores explicando 50,09% da variância. Das 27 tarefas motoras analisadas quinze tarefas (56%) supriram os critérios estatísticos e explicam o construto estudado. Conclui que os pressupostos psicométricos na escolha dos itens precisam ser respeitados em sua totalidade, ou seja, a escolha dos itens deve ser baseada tanto em elementos teóricos quanto empíricos. Assim, alerta-se para a importância de reverter o tradicional procedimento de construção e validação de instrumentos de medida (conceito, construto, dimensões, itens ou tarefas) para uma abordagem inicial empírica das múltiplas possibilidades motoras que possa convergir para as necessidades do construto previamente definido.
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Battersby, Shona. "Is mentalising ability associated with mental health difficulties in adolescents? : a systematic review ; Understanding the construct of mentalising in adolescence and its association with mental health : a structural equation model." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33127.
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Mentalising is an "imaginative mental activity that enables us to perceive and interpret human behaviour in terms of internal mental states (e.g. needs, desires, feelings, beliefs, goals, purposes and reasons)" (Bateman & Fonagy, 2012; page 4). While this has been studied within an adult population, there has been a lack of research in understanding this construct in adolescence and its associations with mental health. This thesis aimed to systematically review the literature to establish if there was an association between mentalising difficulties and mental health disorders in adolescence. It further aimed to empirically investigate using a questionnaire-based study with adolescents, the constructs of mentalising and their associations with mental wellbeing. The review found a negative association, indicating that low mentalising skills were a risk factor for mental health difficulties. However, there was a lack of research in this area and methodological and conceptual concerns about the measurement of mentalising. The empirical study found that the theoretical model of mentalising did not fit for adolescents. This was discussed in relation to the need for further adolescent specific research to understand this developing construct. In addition, a refined model that was hypothesised to be 'self-awareness' was suggested that was found to predict the mental wellbeing outcomes, indicating a potential risk factor for mental health difficulties in adolescence.
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Avalon, Alexxis. "Arts in new directions : the development and application of a construct that uses the arts to promote transformation and self-actualization in health care and education/therapy." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001421.
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Henson, Janice M. "Procedures for recognition and transformation of nonefficacious personal constructs about reading and learning /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060104.
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Cianciolo, Anna Therese. "Unitary or differentiated ability constructs for describing performance? : investigating individual differences and task characteristics." Diss., Georgia Institute of Technology, 2001. http://hdl.handle.net/1853/29915.
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Starr, Tina Grahovac. "The German Proficiency Exam at Brigham Young University : a validation study /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2449.pdf.
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Kley, Katharina. "Interactional competence in paired speaking tests: role of paired task and test-taker speaking ability in co-constructed discourse." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1663.
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This dissertation centers on the under-researched construct of interactional competence, which refers to features of jointly constructed discourse. When applied to the testing of speaking skills in a second language, interactional competence refers to features of the discourse that the two students produce together; rather than the speaking ability or performance of each person individually. This dissertation describes the construct of interactional competence in a low-stakes, paired speaking test setting targeted at students in their second year of German instruction at the college level.
The purpose of this study is two-fold. First, the study analyzes the conversational resources that are co-constructed in the test discourse to maintain mutual understanding, which is considered the basis for interactional competence. Second, the study examines the impact of task (jigsaw task and discussion task) and speaking ability-level combination (same and different ability) in the test-taker pair on the co-constructed test discourse and thus on the deployment of the conversational resources to maintain intersubjectivity. In that respect, this study also seeks to analyze how the identified conversational resources are involved in establishing and negotiating language ability identities that are displayed in the test discourse.
Conversation analytic conventions were used to investigate the interactional resources that test takers deploy to maintain mutual understanding. The procedures of repair (self-repair in response to other-initiated repair, inter-turn delays, and misunderstandings as well as other-repair in conjunction with word search activities) that emerged from the inductive analysis of the test discourse have broadened the conceptualization of interactional competence in the context of paired speaking assessments.
Frequency distributions of the interactional resources were created to provide a better understanding of the impact of task and ability-level combination on the co-constructed repair procedures. The rationale behind this analysis is the general understanding of language testers that both resources and context influence test performance. The findings from the quantitative analysis suggest that there are more similarities than differences in repair use across the jigsaw task and the discussion task. In addition, even though some trends in the co-construction of repair procedures may be attributed to the higher or lower speaking ability of the test takers, the relationship between the ability-level combination in the pair and the use of repair seems to be rather variable.
Finally, to learn more about the interrelationship between test takers’ speaking ability and interactional competence, this dissertation also approached speaking ability in terms of test takers’ co-constructed language ability identities that are displayed in the test discourse. By means of single case analyses, the study provided a detailed picture of the relationship between language ability identities and the procedures of repair, both of which are co-constructed at the discourse level. The findings from the conversation analysis show that the speaker who provides the repair is usually able to position himself or herself as the more competent or proficient speaker in the test discourse.
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Haka, Osmar Roberto. "Estudo das reuniões de coordenação da produção em obras." Universidade Federal de São Carlos, 2007. https://repositorio.ufscar.br/handle/ufscar/4617.
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Previous issue date: 2007-08-23This work presents an exploratory study on the coordinating meetings, in the stage of production of the Civil Engineering in the subsector constructions, classifying the different forms of management, raising the ways of communication and identifying which are the fiscalized elements. Also will be treated the questions to the relations between the participants of the meetings, conditions for the establishment of partnerships between them and how its activities are made compatible. The planning meetings belong to the operational level, where the directions of the Production Projects and the Projects to Production, will be had, will be transmitted, if necessary adapted, made compatible and executed, propitiating a formal occasion, in which tools and techniques of management can be transmitted and be evaluated. Amongst main participants of the planning meetings, we can cite representatives of the constructors and the specialists subcontractors. The parameters raised will evidence which are the better ways of leading such meetings, in the diverse stages of production, in accordance with the constructive culture and with the technological resources of the company.
Este trabalho tem como objetivo apresentar estudo exploratório sobre as reuniões de coordenação de serviços na etapa de produção da construção civil no subsetor edificações, classificando as diferentes formas de gestão, levantando os meios de comunicação e identificando quais são os elementos fiscalizados. Também serão tratadas as questões das relações entre os participantes das reuniões, as condições para o estabelecimento de parcerias entre eles e de como suas atividades são compatibilizadas. As reuniões de planejamento pertencem ao nível operacional, onde as diretrizes dos Projetos da Produção e dos Projetos para Produção, se houverem, serão transmitidas, se necessário adaptadas, compatibilizadas e executadas, propiciando uma ocasião formal, na qual as ferramentas e técnicas de gestão podem ser transmitidas e avaliadas. Dentre os principais participantes das reuniões de planejamento, podemos citar representantes das construtoras e dos subempreiteiros. Os parâmetros levantados poderão evidenciar quais são as maneiras mais adequadas de se conduzir tais reuniões, nas diversas etapas de produção, de acordo com a cultura construtiva e com os recursos tecnológicos da empresa construtora.
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McCreith, Tanya Michelle. "A construct comparability analysis of cognitive ability tests in different languages." Thesis, 2004. http://hdl.handle.net/2429/16077.
Full textAbstract:
This research studies the construct comparability of the Woodcock-Johnson Battery -
Third Edition Tests of Cognitive Ability (WJ III COG; Woodcock, McGrew, & Mather, 2001)
and the Bateria III Woodcock-Munoz: Pruebas de Habilidad Cognitiva - Third Edition (Bateria
III COG; Woodcock, Munoz-Sandoval, McGrew, Mather, & Schrank, in press-b), which are the
English and Spanish versions of the same battery, respectively. These are measures of cognitive
functioning that purport to be direct counterparts of one another. This study examined the degree
of comparability and sources of incomparability of seven tests of cognitive ability that were
translated from English to Spanish. The purpose of this study was to determine: (1) whether the
dimensionality and structure of each of the selected tests of the WJ III COG and Bateria III COG
were the same; (2) whether there were specific items from the selected tests of the WJ III COG
and Bateria III COG that function differentially for English- and Spanish-speaking examinees;
and (3) whether the sources of differences in constructs being assessed for the two language
groups could be identified. Answers to the research questions stated above contributed to
evidence relevant for determining the comparability of the inferences based on these test scores
for two different language versions. Between the two language versions of the tests, at the scale
as well as the item level, the results indicated that there were different levels of psychometric
similarities and differences for some of the seven tests that may jeopardize the comparability of
scores from these versions.Arts, Faculty of
Psychology, Department of
Graduate
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WANG, WEU-JHY, and 王維志. "Based on The Semiotics Theory to Construct The Storyboard to Enhance The Script's Digital Narrative Ability." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ca5ehm.
Full textAbstract:
碩士南開科技大學
電子工程研究所
105
The symbol is a type of graphic language, it does not need to use the text to make people understand the meaning. This study uses the semiotics theory to construct the storyboard with editing function and embeds the symbolic compilation of multimedia presentation technology to realize the narrative purpose quickly. And the use of multimedia rendering technology will help the beginners to understand the script development concept and let the content of the narrative more vivid. Three purposes of our thesis: (1) Cognition of symbolic representation of multimedia presentation technology by elementary school students, (2) Multimedia presentation technology symbolic function for the elementary school students to build storyboard interface is helpful? (3)Whether the digital narrative ability of elementary school students is improved after the experimental design teaching? According to the teaching design students learn the results. The results were shown as followed: 1. The cognition of the symbolic representation of the multimedia presentation technology of the elementary school students only has more understanding and application of the sound and the animated symbols in the technical symbols presented by the demo demonstration. 2. Multimedia presentation technology symbolic function for the elementary school children to build storyboard interface is helpful. 3. The narrative ability of the elementary school children has been improved after the experimental design teaching, and 80% of the students can design the digital script. This research not only had discussions about experiment results but also made the suggestions, in order to contribute for school education and further researches in the future. Keywords: Semiotics, Digital Storytelling
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Vermeulen, Charmaine. "An exploration of the ways in which secondary school girls construct their relationship with mathematics and mathematical literacy." Thesis, 2007. http://hdl.handle.net/10413/871.
Full text
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Muzite, Precious. "How using assistive technologies (AT's) affect the interpretation of the ability-disability construct of people with adult-onset locomotor disabilities." Thesis, 2016. http://hdl.handle.net/10539/19700.
Full textAbstract:
This study focused on how assistive technologies (ATs) affect the ability-disability construct of adult-onset locomotor disabled individuals in the South African city of Johannesburg. Its main aim was to understand the socialized use of assistive technologies in adult-onset locomotor disabilities and to unravel how the socialized use of assistive technologies affect the users’ interpretations of the ability-disability construct; through the perceptions of the participants within a developing world context. Relatively, there have been few ATs studies in South Africa and they have excluded the ‘voice ‘of the disabled people. Ten conveniently sampled adult-onset locomotor disabled individuals participated. An interpretive technique in the form of semi structured one hour interviews was used for data collection. The descriptors of events for the thematic analysis were the patterns or themes in which participants were constructing the narratives of their lives. These patterns were formulated using Braun and Clarke (2006) six stages of identifying, analysing and reporting patterns within the data. Transcribed texts from the ten semi-structured interviews were subjected to thematic analysis based on how the participants perceived their assistive technologies. Four central themes emerged which centred on how people perceived their ability-disability; the social acceptability of ATs, accessibility factors and new trends in assistive technologies. The research findings indicate that most adult onset disabled individuals in a South African context tended to embrace the promises of technology centred on positive attributes such as: improved communication with others, increased mobility, physical safety, personal autonomy, control over one's body and life, independence, competence, confidence, the ability to engage in the workforce and participation in the wider community. Although such positive attributes seemed to reinforce perceived ability as the boundary between disabled bodies, technology was blurred. However,
this perceived ability was found to be rather misleading since it was premised in the same medical and social discourse that ‘disabled’ individuals. T
he participants’ narratives were constantly constructing and reconstructing the way they perceived themselves as able or disabled. The studies therefore recommend that, disability narratives on the perception of ATs should be viewed as fluid, complex and multi-layered.
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Trundt, Katherine Marie. "Construct bias in the differential ability scales, second edition (DAS-II) : a comparison among African American, Asian, Hispanic, and White ethnic groups." 2013. http://hdl.handle.net/2152/21160.
Full textAbstract:
Intelligence testing has had a relatively long and controversial history, beginning with what is generally considered the first formal measure of intelligence, the Binet-Simon Scales (1916). Questions regarding possible cultural bias in these measures arose virtually simultaneously (e.g. Burt, 1921; Stern, 1914). Over the course of the twentieth and early twenty-first centuries, an abundance of intelligence measures have been developed, with many of them having several revisions, but the issue of test bias remains an important one, both in the professional literature and in the popular press (Reynolds & Lowe, 2009). A current intelligence measure in use, the Differential Ability Scales, Second Edition (DAS-II, Elliott, 2007), is a test with growing popularity for assessment of children and youth, not only for its ease of use, but also for its appeal to young children and its nonverbal composite (among other things). Consequently, it is essential that there be empirical evidence supporting the use of the DAS-II as an appropriate measure of cognitive abilities for children of varying backgrounds. The test publishers conducted extensive research with a representative sample during test development in an effort to ensure that the measure met adequate reliability and validity criteria; however, the issue of test bias, particularly regarding cultural or racial/ethnic groups, was not explicitly addressed. This issue was raised and examined with the original DAS by Keith, Quirk, Schartzer, and Elliott (1999), but with the significant changes made from the first edition to the second, there is no guaranty that the evidence from the earlier would necessarily apply to the latter. The current study investigated whether the DAS-II demonstrates systematic construct bias toward children and youth of any of four ethnic groups: Black, Hispanic, Asian, and White. Multi-group confirmatory factor analysis using data from the DAS-II standardization sample was used to assess whether criteria for increasingly strict levels of invariance were met across groups. Outcomes of this research contribute to an existing body of literature on test bias, as well as provide evidence regarding cross-group construct validity in the DAS-II. Ultimately the results of this study can be used to evaluate the appropriateness of the DAS-II for clinical use with certain ethnic groups and will help to emphasize further the importance of exploring these issues with all standardized tests.text
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ALZAYD, RANA. "A Constructability Methodology to Integrate Planning and Design for Workers’ Safety in Construction Management." Doctoral thesis, 2016. http://hdl.handle.net/2158/1042337.
Full textAbstract:
There are two important reasons for accidents resulting in injuries and fatalities on construction sites, i.e. the interference of different activities and the fact that aspects of workers‟ safety are considered to be only a concern of the construction phase. The main objective of this research was to incorporate a new workers‟ safety model into the existing critical path method (CPM) which is used as a supplemented tool in the planning and design phases to identify, remove or minimise the risk of accidents.
In a first task the WSiCPM framework (integrating Workers‟ Safety into CPM) was developed. A matrix in the database was automated to analyse all interfering activities and to evaluate potential hazards. Besides the usual qualitative risk assessment based on expert judgment, the probability of an accident is calculated for each pair of interfering activities using new equations depending on parameters such as overlapping duration, overlapping working area, number of workers and type of hazard. The severity of an accident is estimated analogously to the compensation of casualties by insurance companies and is transformed to a monetary value representing the accident cost. In addition, the framework makes suggestions to eliminate or minimise the risk, e.g. by separating the activities spatially or temporally, modifying the path or re-scheduling the activities.
In a second task the concept of „schedule for safety‟ was introduced by linking building design for safety (BDS) with CPM. The supplemented BDS can be applied in both the construction and control phases. New safety indicators were derived to assess the level of an accident and the impact on the project cost.
The WSiCPM framework can help to overcome existing deficiencies of workers‟ safety through the link between schedule and design and between temporal and spatial attributes, and by considering the safety issues in all phases of the project. The example
application demonstrates that this can lead to significant improvements in health and safety on construction sites.
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Banerjee, Heidi Liu. "Investigating the Construct of Topical Knowledge in a Scenario-Based Assessment Designed to Simulate Real-Life Second Language Use." Thesis, 2019. https://doi.org/10.7916/d8-r7t4-pe76.
Full textAbstract:
The vast development of digital technology and the widespread use of social network platforms have reshaped how we live in the world. For L2 learners to maximally utilize their language proficiency to function effectively as members of modern society, they need not only the necessary L2 knowledge, skills, and abilities (KSAs) but also essential topical knowledge. While many researchers believe that topical knowledge should be viewed as an integral component of L2 communicative competence, the role of topical knowledge has not always been accounted for in an assessment context due to the difficulty of operationalizing the construct.
Scenario-based assessment, an innovative, technology-based assessment approach, allows great affordances for expanding the measured constructs of an assessment. It is designed expressly for learners to demonstrate their KSAs in a context that simulates real-life language use. Through the utilization of a sequence of thematically-related tasks, along with simulated character interaction, scenario-based assessment offers opportunities to examine L2 learners’ communicative competence in a purposeful, interactive, and contextually meaningful manner.
In this study, a scenario-based language assessment (SBLA) was developed to measure high-intermediate L2 learners’ topical knowledge and their L2 KSAs as part of the broadened construct of L2 communicative competence. To fulfill the scenario goal, learners were required to demonstrate their listening, reading, and writing abilities to build and share knowledge. In addition, learners’ prior topical knowledge was measured and their topical learning was tracked using the same set of topical knowledge items.
A total of 118 adult EFL learners participated in the study. The results showed that the SBLA served as an appropriate measure of high-intermediate learners’ L2 proficiency. The topical knowledge items were found to function appropriately, supporting the use of the SBLA to measure topical knowledge as part of the broadened construct of communicative competence. In addition, most learners exhibited substantial topical learning over the course of the SBLA, suggesting that with proper contextualization, learning can be facilitated within an assessment. In sum, this study demonstrated the potential value of scenario-based assessment as an approach to measure complex constructs of communicative language competence in L2 contexts
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Van, Staden Jakobus. "The difference between psychology and engineering students on emotional intelligence : a study into the construct validity of emotional intelligence." Diss., 2001. http://hdl.handle.net/10500/1116.
Full textAbstract:
The criterion groups validity of emotional intelligence according to Mayer & Salovey (1997), ability model of emotional intelligence was investigated. Specifically, psychology (n+207) and engineering (n=195) students were compared on the Mayer, Salovey and Caruso Emotional Intelligence Test version 2 (MSCEIT). The primary factor structure of the MSCEIT was found to be valid with some revisions needed in terms of the reliability and content of the MSCEIT. The second-order factor structure of the MSCEIT was partially confirmed. In terms of the criterion groups validity of emotional intelligence, psychology students were found to exhibit higher levels of the ability to manage emotions in relationships, the ability to understand emotion as well as the ability to facilitate emotions. Engineering and Psychology students exhibited the same level of general emotional management and the ability to accurately identify emotion. Therefore the construct validity of emotional intelligence was partially confirmed.Psychology
M.A. (Psychology)
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Murphy, Angela. "Defining the boundaries between trait emotional intelligence and ability emotional intelligence : an assessment of the relationship between emotional intelligence and cognitive thinking styles within the occupational environment." Thesis, 2008. http://hdl.handle.net/10500/2701.
Full textAbstract:
Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence.Psychology
D. Litt. et Phil. (Psychology)
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Killi, Ravikumar. "Assessment of the ability of two differently constructed equine viral vaccines to induce systemic inflammation." 2008. http://purl.galileo.usg.edu/uga%5Fetd/killi%5Fravikumar%5F200812%5Fms.
Full text
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Tseng, Chih-wei, and 曾志偉. "A Comparison of Multiple-Choice and Constructed-Response Tests for the Assessment of Translation Ability." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/01105585208437183973.
Full textAbstract:
碩士國立屏東商業技術學院
應用外語系
96
Recently, translation has been receiving a great attention in institutions of higher education. Such institutions are reorganizing to offer required and elective courses designed both to improve the students’ language proficiency and to enhance professional training for translation. As a result, translation is now a test item for the entrance examination of both universities and graduate schools. However, translation ability is currently evaluated by multiple-choice questions rather than constructed-response questions in some college or graduate school entrance exams. Much research has shown that multiple-choice test scores are comparatively higher than constructed-response test scores. It is skeptical that the examinees’ translation ability can be accurately evaluated simply by a few multiple-choice questions for which there are limited and fixed answers. The purpose of this study aims at not only exploring whether the average score of the multiple-choice test is significantly different from the average score of the equivalent constructed-response test, but also investigating the difference between the strategies used in the two forms of tests. A total of 411 participants of Department of Foreign Language were recruited in this study. The results of the study show that there is a significant difference between the two forms of tests. Meanwhile, the strategies used in answering translation question are significantly different. Consequently, the form of the test will have a significant influence on the subject’s translation performance. In other words, a learner’s ability to translate from English to Chinese could not be measured equally by multiple-choice test and constructed-response test. It could be inferred from the study that a learner’s translation capability could not be effectively assessed and verified simply using multiple-choice tests.
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TING, CHIH-WEN, and 丁誌魰. "THE DEMAND FUNCTION CONSTRUCTED BY USING THE BIVARIATE DISTRIBUTION OF THE PRICE THE CONSUMER’S ABILITY TO PAY AND HIS INTERNAL REFERENCE PRICE FOR A PRODUCT AND ITS APPLICATION." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/91734766470925708556.
Full textAbstract:
博士淡江大學
管理科學學系
91
Abstract： Time lag exists between inputs and outputs during the production process. Both producers’ supply and consumers’ demand at time t may be influenced by actual commodity trade price at time . Many scholars used “Expectations” theory to discuss the dynamic supply function; on the other hand, few scholars are trying to use quantitative model to discuss this dynamic demand issue. In a real society, the consumers may change their internal reference demand price when new price information becomes available. Based on the viewpoint, some scholars had developed a few methods to construct a dynamic demand function while considering the spreading of market trade price information. First, this study is trying to discuss market demand function based on the exchange of market trade information. Then by using Cobweb model, the process of reaching equilibrium will be discussed. A demand curve is usually constructed by using utility function method. Practically, it is difficult to estimate a market demand curve for a good by means of the method. The basic assumption of the study is that a demand curve for a good is influenced by two variables: the highest price a consumer is willing to pay for the good and the highest price a consumer is able to afford for the good. Then through market surveys, one can acquire these prices the consumers are willing to pay and those they are able to afford. Therefore, a market demand curve can be constructed by applying these data. The dynamic demand function constructed by the former scholars was based on the consumers may change their internal reference demand price when new price information becomes available. However, not only the consumers’ internal reference demand price but also the affordable price will affect the quantity demanded of a good; in the former model, the consumers’ affordability was not discussed. Hence, this paper wants to modify the dynamic demand function while considering the consumers’ affordability. By this study, we find that: 1. It has revealed that the traditional Cobweb Model over emphasizes market unequilibrium and may misleads the policy makers. It is shown from the modified Cobweb Model that the equilibrium does always exist. 2. The demand function constructed by using the bivariate distribution of the prices the consumer’s ability to pay and his willingness to pay still meets the properties of traditional economic analysis. Furthermore, we find one of the interesting natures of an inferior good for the entire market. The nature is that consumers’ affordability and willingness of purchasing an inferior good is negatively correlated. Besides, we find that the effects of growing income inequality will cause the income gap to widen. 3. By the modified dynamic market demand function while considering the marked trade information and the consumers’ affordability. We find some new pricing strategies the former scholars had not discussed. Two of these new pricing strategies are: (1) If a good is a high priced good, the firm ought to raise the price to get the maximum profit; (2) If a good is a high priced good, the firm ought to raise the price as the income inequality is growing. On the contrary, if the good is a low priced good, the firm ought to lower the price as the income inequality is growing