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Journal articles on the topic 'Construct ability'

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Author: Grafiati

Published: 10 March 2023

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1

Ibrahim, Halijah, N. Paul Hear, and Brian Blanksby. "Exploring the General Motor Ability Construct." Perceptual and Motor Skills 113, no. 2 (October 2011): 491–508. http://dx.doi.org/10.2466/03.06.19.25.pms.113.5.491-508.

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2

LIU, Yuan, and Hong-Yun LIU. "Musical Ability Tests: Construct Extension and Analytical Transition." Advances in Psychological Science 20, no. 8 (June 7, 2013): 1322–28. http://dx.doi.org/10.3724/sp.j.1042.2012.01322.

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3

김현정. "Defining the construct of second language speaking ability." Studies in Foreign Language Education 31, no. 1 (February 2017): 113–40. http://dx.doi.org/10.16933/sfle.2017.31.1.113.

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4

Jaehak Chang. "The construct validity of models of L2 reading ability." English Language Teaching 20, no. 4 (December 2008): 355–72. http://dx.doi.org/10.17936/pkelt.2008.20.4.015.

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5

Oberauer, K., H. M. Süß, R. Schulze, O. Wilhelm, and W. W. Wittmann. "Working memory capacity — facets of a cognitive ability construct." Personality and Individual Differences 29, no. 6 (December 2000): 1017–45. http://dx.doi.org/10.1016/s0191-8869(99)00251-2.

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6

Titone, Connie, Sharon Sherman, and Ruth Palmer. "Cultivating Student Teachers' Disposition and Ability to Construct Knowledge." Action in Teacher Education 19, no. 4 (January 1998): 76–87. http://dx.doi.org/10.1080/01626620.1998.10462893.

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7

Kramer, GA, AT Kubiak, and RM Smith. "Construct and predictive validities of the Perceptual Ability Test." Journal of Dental Education 53, no. 2 (February 1989): 119–25. http://dx.doi.org/10.1002/j.0022-0337.1989.53.2.tb02290.x.

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8

Nafiah, Maratun, Riyadi, and Anton Noornia. "The Effect of Habits of Mind on Ability to Construct a Cognitive Instruments with Computerized Systems." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 19, 2020): 2083–99. http://dx.doi.org/10.37200/ijpr/v24i3/pr200955.

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9

Taub, Gordon E., B. Grant Hayes, Walter R. Cunningham, and Stephen A. Sivo. "Relative Roles of Cognitive Ability and Practical Intelligence in the Prediction of Success." Psychological Reports 88, no. 3 (June 2001): 931–42. http://dx.doi.org/10.2466/pr0.2001.88.3.931.

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Initial investigations into the construct of practical intelligence have identified a new general factor of practical intelligence ( gp), which is believed to be independent of general cognitive ability. This construct, gp, is also believed to be a better predictor of success than cognitive ability, personality, or any combination of variables independent of gp. The existence of this construct and its independence from Spearman's g is, however, under debate. The purpose of the present study is to investigate both the relationship between gp and g and the relative roles of practical intelligence and cognitive ability in the prediction of success. The participants included 197 college students. Each completed both the Multidimensional Aptitude Battery and Sternberg and Wagner's measure of practical intelligence in academic psychology. The results of structural equation modeling support Sternberg and Wagner's assertion that practical intelligence and general cognitive ability are relatively independent constructs. Results of regression analysis, however, do not support their contention that practical intelligence is related to success after controlling for general cognitive ability. Implications of these results for research and theory on practical intelligence are discussed.

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10

Collis, Kevin F., Thomas A. Romberg, and Murad E. Jurdak. "A Technique for Assessing Mathematical Problem-Solving Ability." Journal for Research in Mathematics Education 17, no. 3 (May 1986): 206–21. http://dx.doi.org/10.5951/jresematheduc.17.3.0206.

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This report sets out the procedures followed in developing, administering, and scoring a set of mathematical problem-solving superitems and examining their construct validity through a recently developed technique of evaluation associated with a taxonomy of the structure of learned outcomes. Each superitem includes a mathematical situation and a structured set of questions about that situation. To judge whether the response patterns of students to the superitems were interpretable, two questions were raised about the response patterns. For each question, the data strongly support the validity of the underlying theoretical constructs.

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Yang, Yoo S., Robert P. Leone, and Dana L. Alden. "A Market Expansion Ability Approach to Identify Potential Exporters." Journal of Marketing 56, no. 1 (January 1992): 84–96. http://dx.doi.org/10.1177/002224299205600108.

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The authors develop and apply a probabilistic model designed to identify currently nonexporting manufacturers with a relatively high potential for future exports. The proposed model includes a new predictive construct (market expansion ability), which incorporates the time dimension of firm behavior, in addition to more familiar attitudinal constructs such as perceived barriers to exporting. The model is demonstrated with a sample of 345 nonexporting manufacturers. Several evaluative tests, including a test of predictive validity with a sample of 43 current exporters, provide evidence of the model's ability to identify nonexporting manufacturers with export potential.

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Thissen, Alica, Marco Koch, Nicolas Becker, and Frank M. Spinath. "Construct Your Own Response." European Journal of Psychological Assessment 34, no. 5 (September 2018): 304–11. http://dx.doi.org/10.1027/1015-5759/a000342.

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Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, testees construct their own response in a computerized test environment. The format has several advantages: It is no longer possible to guess the correct response or to compare the reference cube to the response options, resulting in a higher demand for spatial ability. Moreover, it is possible to create items with a particularly high difficulty which are needed for the assessment of intellectual giftedness. In the present study, we developed 28 items and presented them to a sample of 130 university students. Test results showed that the items possess a very high statistical difficulty. Furthermore, the item set yielded a very high internal consistency. The results of an exploratory factor analysis as well as of a multidimensional IRT analysis indicated that a two-factor solution (“spatial relations” vs. “spatial visualization”) is plausible. Response time had a negligible influence on accuracy. Perspectives on further research concerning the cube construction task and possibilities for practical applications are being discussed.

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임현미, 김영수, and 김유향. "Female High School Students' Ability to Construct Graphs in Biology." BIOLOGY EDUCATION 38, no. 2 (June 2010): 342–52. http://dx.doi.org/10.15717/bioedu.2010.38.2.342.

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14

Bachman, Lyle F., and Adrian S. Palmer. "The construct validation of self-ratings of communicative language ability." Language Testing 6, no. 1 (June 1989): 14–29. http://dx.doi.org/10.1177/026553228900600104.

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15

Купровская, Е. О., and Ж. Комбье. ""To construct your own sound is… to construct yourself"." Журнал Общества теории музыки, no. 1(37) (July 19, 2022): 26–31. http://dx.doi.org/10.26176/otmroo.2022.37.1.008.

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В беседе с Е. Купровской Жером Комбье рассказывает о своем пути к композиторскому ремеслу, о влиянии на его творчество визуальных искусств и внеевропейских культур; рассуждает о миссии композитора, о необходимости адаптации к технологиям и философским идеям сегодняшней реальности. Речь идет о трактовке музыкального материала как последовательности различных темпоральных пространств, о равновесии между вертикалью и горизонталью, об осознании различных элементов музыкального языка как сил, обладающих способностью притяжения. In a conversation with E. Kouprovskaya, Jérôme Combier talks about his path to composing, about the influence of visual arts and extra-European cultures on his work; discusses the composer's mission, the need to adapt to technology and philosophical ideas of today's reality. The discourse concerns the interpretation of musical material as a sequence of different temporal spaces, about the balance between vertical and horizontal, about the interpretation of various elements of musical language as forces with the ability of attraction.

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Bosmans, Mark W. G., Ivan H. Komproe, Nancy E. van Loey, Leontien M. van der Knaap, Charles C. Benight, and Peter G. van der Velden. "Assessing Perceived Ability to Cope With Trauma." European Journal of Psychological Assessment 33, no. 1 (January 2017): 55–64. http://dx.doi.org/10.1027/1015-5759/a000266.

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Abstract. Aim of the present study was to examine the construct validity of the trauma-related coping self-efficacy (CSE) scale. While assessing the psychometric properties of this 20-item scale among four different samples (514 victims of disaster, 1325 bereaved individuals, 512 victims of acute critical incidents, 169 severe burn victims), we found no measurement equivalence across groups. A shortened version was composed using only those items that were applicable to all types of potentially traumatic events (PTEs). In contrast to the CSE-20, the CSE-7 has a robust factor structure; factor structure and factor loadings were similar across study samples, indicating that it measured the same construct across different PTEs. These results offer strong support for cross-event construct validity of the CSE-7. Associations of the CSE-7 with posttraumatic stress symptoms showed the same pattern as with the CSE-20, indicating that the reduction in items did not diminish the scales’ power to predict posttraumatic stress.

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Seago, Jean Ann, Sabrina T. Wong, Dennis Keane, and Kevin N. Grumbach. "Measuring Attributes of Success of College Students in Nursing Programs: A Psychometric Analysis." Journal of Nursing Measurement 16, no. 3 (December 2008): 184–200. http://dx.doi.org/10.1891/1061-3749.16.3.184.

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Because of the most recent nurse shortage it has become important to determine retention factors of nursing students in the context of various aspects of college nursing programs and institutional systems. The purpose of this article is to describe the psychometric properties of a new measure that could be useful in examining nursing student retention related to the educational institution characteristics, educational processes, and individual student characteristics. The measurement instrument was conceptually designed around 4 constructs and was administered to a test group and a validation group. The dispositional construct loaded differently for each group (test group: math and science ability, confidence in the future, and confidence in ability; validation group: math and science ability, confidence in the future, self-expectation, and confidence in ability). The situational construct factored on 4 subscales (financial issues, social support, missed classes, and work issues); the institutional construct on 4 factors (peer, overall experience, diversity, and faculty); the career values construct on 5 factors (job characteristics, autonomy, caring, flexibility, and work style). Based on the results of the factor analyses and alpha reliability, evidence supported using the dispositional subscales of math and science ability, the career values subscales of job characteristics and work style, the situational subscales of work issues and financial issues, and the institutional subscales of diversity and faculty. The other potential subscales need further refinement and testing.

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Kyllonen, Patrick, and Harrison Kell. "Ability Tests Measure Personality, Personality Tests Measure Ability: Disentangling Construct and Method in Evaluating the Relationship between Personality and Ability." Journal of Intelligence 6, no. 3 (July 10, 2018): 32. http://dx.doi.org/10.3390/jintelligence6030032.

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19

Eli, Ilyas M., Michael Karsy, Darrel S. Brodke, Kent N. Bachus, William T. Couldwell, Andrew T. Dailey, and Marcus D. Mazur. "Restabilization of the Occipitocervical Junction After a Complete Unilateral Condylectomy: A Biomechanical Comparison of Unilateral and Bilateral Fixation Techniques." Operative Neurosurgery 19, no. 2 (November 26, 2019): 157–64. http://dx.doi.org/10.1093/ons/opz341.

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Abstract BACKGROUND Occipitocervical instability may result from transcondylar resection of the occipital condyle. Initially, patients may be able to maintain a neutral alignment but severe occipitoatlantal subluxation may subsequently occur, with cranial settling, spinal cord kinking, and neurological injury. OBJECTIVE To evaluate the ability of posterior fixation constructs to prevent progression to severe deformity after radical unilateral condylectomy. METHODS Eight human cadaveric specimens (Oc-C2) underwent biomechanical testing to compare stiffness under physiological loads (1.5 N m). A complete unilateral condylectomy was performed to destabilize one Oc-C1 joint, and the contralateral joint was left intact. Unilateral Oc-C1 or Oc-C2 constructs on the resected side and bilateral Oc-C1 or Oc-C2 constructs were tested. RESULTS The bilateral Oc-C2 construct provided the greatest stiffness, but the difference was only statistically significant in certain planes of motion. The unilateral constructs had similar stiffness in lateral bending, but the unilateral Oc-C1 construct was less stiff in axial rotation and flexion-extension than the unilateral Oc-C2 construct. The bilateral Oc-C2 construct was stiffer than the unilateral Oc-C2 construct in axial rotation and lateral bending, but there was no difference between these constructs in flexion-extension. CONCLUSION Patients who undergo a complete unilateral condylectomy require close surveillance for occipitocervical instability. A bilateral Oc-C2 construct provides suitable biomechanical strength, which is superior to other constructs. A unilateral construct decreases abnormal motion but lacks the stiffness of a bilateral construct. However, given that most patients undergo a partial condylectomy and only a small proportion of patients develop instability, there may be scenarios in which a unilateral construct may be appropriate, such as for temporary internal stabilization.

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20

Zheng, Lin Chang, and Zheng Chao Cai. "Construct Evaluation Index System of Low-Carbon Economy & Development Ability." Advanced Materials Research 734-737 (August 2013): 1971–75. http://dx.doi.org/10.4028/www.scientific.net/amr.734-737.1971.

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Atmospheric concentration of greenhouse gases rising, extreme weather phenomenon happened frequently, those triggered the research and practice of low-carbon economy worldwide. What is the low-carbon economy, how to examine a country have reached a low-carbon economy or not, what the difference among them, and what efforts they made. Unfortunately, those problems have not been a clear answer, and still do not have a comprehensive evaluation index system to comprehensively reflect the connotation and characteristics of the low-carbon economy. Therefore, based on low-carbon economy connotation and using hierarchical analysis method, this paper construct evaluation index system of low-carbon economy and development ability, which include 1 target layer, 5 standard layers and 19 index layers. And then, base on above index system, we also using hierarchical analysis method design a play table for expert, and put play table to 191 experts. According to the analysis results of play table, we assign weight to every indicator. Finally, this paper design evaluation model of low-carbon economy and development ability.

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Byrd, P. Dianne, and Joseph A. Buckhalt. "A Multitrait-Multimethod Construct Validity Study of the Differential Ability Scales." Journal of Psychoeducational Assessment 9, no. 2 (June 1991): 121–29. http://dx.doi.org/10.1177/073428299100900202.

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22

Butler, Yuko Goto. "The ability of young learners to construct word meaning in context." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 547–78. http://dx.doi.org/10.14746/ssllt.2020.10.3.7.

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This study examines young English readers’ ability to infer word meanings in context and to use metacognitive knowledge for constructing word meanings in relation to their reading performance. The participants were 61 fourth-grade students in the United States, comprising 24 monolingual English-speaking (ME) students and 37 English-as-a-second-language (L2) students; each group was also divided into strong and emergent readers in English. Participants were asked to read aloud paragraphs containing words unfamiliar to them in two different contextual conditions (i.e., explicit and implicit conditions), to guess the unfamiliar word meanings, and to tell a teacher how they arrived at the inferred meanings. Quantitative analyses found significant differences between strong and emergent readers in their oral fluency as well as in their ability to infer word meanings and articulate their use of metacognitive knowledge. Although significant differences were found in the ability to infer word meanings and the use of metacognitive reasoning between ME and L2 students, such differences disappeared after controlling for the size of students’ receptive vocabulary. Qualitative analyses also revealed differences in the kinds of knowledge and strategies that strong and emergent readers relied on when constructing the meaning of unknown words in both explicit and implicit contexts.

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Smith, Daniel J., William F. King, Joy Rivero, and Martin A. Taubman. "Immunological and Protective Effects of Diepitopic Subunit Dental Caries Vaccines." Infection and Immunity 73, no. 5 (May 2005): 2797–804. http://dx.doi.org/10.1128/iai.73.5.2797-2804.2005.

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ABSTRACT As a prelude to development of broader-spectrum vaccines for dental caries, we explored the immune potential of constructs combining epitopes from mutans streptococcal glucosyltransferases (GTF) and glucan binding protein B (GbpB). Two diepitopic peptide constructs were synthesized in a multiple antigenic peptide (MAP) format. Both constructs contained SYI, a 20-mer GbpB peptide that included a sequence having major histocompatibility complex class II binding characteristics. One diepitopic construct (SYI-CAT) also contained a 22-mer sequence from the catalytic domain of GTF. Another diepitopic construct (SYI-GLU) contained a 22-mer sequence from the glucan binding domain of GTF. To assess the ability of each construct to induce antibody reactive with GbpB and GTF native proteins, rats were injected subcutaneously with SYI-CAT, SYI-GLU, or the constituent monoepitopic constructs. Only the SYI-CAT construct induced significant levels of serum immunoglobulin G (IgG) and IgA antibody to both pathogenesis-associated proteins. Also, immunization with SYI-CAT significantly (P < 0.001) enhanced the antibody response to the CAT peptide. Experiments then compared experimental dental caries after immunization with SYI-CAT, SYI, or CAT MAP constructs, followed by infection with Streptococcus mutans strain SJr. Dental caries were lower in each peptide-immunized group than in the sham-injected group. The level of protection after SYI-CAT immunization was similar to that after immunization with constituent MAP constructs. In another experiment, rats were infected with Streptococcus sobrinus strain 6715 under an identical protocol. Significant protection was observed on buccal surfaces in both SYI-CAT and CAT construct-immunized, but not in the SYI construct-immunized, groups. Thus, addition of the GbpB-derived SYI peptide to the GTF-derived CAT peptide construct not only enhanced the immunological response to CAT and GTF epitopes, but also extended the protective effect of the construct to include both S. mutans and S. sobrinus.

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24

Zhou, Xinyi. "Using Mind Maps to Construct Knowledge Systems." Science Insights Education Frontiers 8, S1 (January 22, 2021): 6. http://dx.doi.org/10.15354/sief.21.s1.ab017.

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Knowledge system structuring stands for the mutually supportive unified structure through the correlation and interaction of relevant things within the knowledge category, which is the unity of connotation and extension of the knowledge category’s related matters through the mutual connection and mutual restriction relationship. It is the arrangement of the logical relationship between the knowledge that has been constructed by itself and makes it an internal order. The construction of a knowledge system is of great significance for learners to improve learning efficiency, easily acquire knowledge, form independent thinking ability, cultivate the problem-solving ability, and realize intelligent learning. Subject mind mapping is a way to help learners construct a subject knowledge system. This article will explore how smart teachers design teaching, guide students to use subject mind maps to construct knowledge systems, and provide ideas and methods for frontline teachers to guide students to construct knowledge systems in teaching design and teaching implementation.

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엄경화 and Youngsoo Kim. "High School Students' Awareness about Scientific Hypothesis and Ability to Construct Hypothesis." BIOLOGY EDUCATION 40, no. 3 (September 2012): 357–66. http://dx.doi.org/10.15717/bioedu.2012.40.3.357.

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Turban, Daniel B., Patricia A. Sanders, David J. Francis, and H. G. Osburn. "Construct equivalence as an approach to replacing validated cognitive ability selection tests." Journal of Applied Psychology 74, no. 1 (1989): 62–71. http://dx.doi.org/10.1037/0021-9010.74.1.62.

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Arvey, Richard D., Timothy E. Landon, Steven M. Nutting, and Scott E. Maxwell. "Development of physical ability tests for police officers: A construct validation approach." Journal of Applied Psychology 77, no. 6 (December 1992): 996–1009. http://dx.doi.org/10.1037/0021-9010.77.6.996.

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Miao, Chun Bo. "Study on Physical Education Model Construct." Advanced Materials Research 488-489 (March 2012): 1319–22. http://dx.doi.org/10.4028/www.scientific.net/amr.488-489.1319.

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As our existing physical education more to emphasis on skills master, so that our model of physical education teaching objectives is relatively simple, thus expense of student ability, personality and emotional training. In this paper, the basic theory of physical education model as basic, analysis of trends and structure in physical education, Analysis of the curriculum theory of new physical education model , summed up China's new physical education model design, and finally introduced the subject of several typical physical education model.

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Nistal-Villán, Estanislao, Estefanía Rodríguez-García, Marianna Di Scala, Roberto Ferrero-Laborda, Cristina Olagüe, África Vales, Beatriz Carte-Abad, et al. "A RIG-I 2CARD-MAVS200 Chimeric Protein Reconstitutes IFN-β Induction and Antiviral Response in Models Deficient in Type I IFN Response." Journal of Innate Immunity 7, no. 5 (2015): 466–81. http://dx.doi.org/10.1159/000375262.

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RIG-I-like receptors (RLRs) are cellular sensor proteins that detect certain RNA species produced during viral infections. RLRs activate a signaling cascade that results in the production of IFN-β as well as several other cytokines with antiviral and proinflammatory activities. We explored the potential of different constructs based on RLRs to induce the IFN-β pathway and create an antiviral state in type I IFN-unresponsive models. A chimeric construct composed of RIG-I 2CARD and the first 200 amino acids of MAVS (2CARD-MAVS200) showed an enhanced ability to induce IFN-β when compared to other stimulatory constructs. Furthermore, this human chimeric construct showed a superior ability to activate IFN-β expression in cells from various species. This construct was found to overcome the restrictions of blocking IFN-β induction or signaling by a number of viral IFN-antagonist proteins. Additionally, the antiviral activity of this chimera was demonstrated in influenza virus and HBV infection mouse models using adeno-associated virus (AAV) vectors as a delivery vehicle. We propose that AAV vectors expressing 2CARD-MAVS200 chimeric protein can reconstitute IFN-β induction and recover a partial antiviral state in different models that do not respond to recombinant IFN-β treatment.

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Wu, Tong Qing, Nian Chun Xu, and Lin Qing Huang. "Research Experimental Teaching System Based on Innovative Practice Ability." Advanced Materials Research 671-674 (March 2013): 3248–52. http://dx.doi.org/10.4028/www.scientific.net/amr.671-674.3248.

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The university is the talent base of a country, and the university laboratory is the cradle which trains the innovation talents. The experimental teaching is also an important link of the higher education innovation, which is playing the role that the theoretical teaching can not be substituted. If you want to foster innovation talents in universities, first of all, you should consummate the existing experimental teaching system, then you should construct the new one. Firstly, this paper is discussing the main problem of traditional experimental teaching system ,Based on “the plan for outstanding engineer education”,set up advanced teaching concept, construct the experimental teaching system of multi-level, multi-module, multi plurality, and establish perfect experimental teaching system.

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Schlegel, Katja, Johnny R. J. Fontaine, and Klaus R. Scherer. "The Nomological Network of Emotion Recognition Ability." European Journal of Psychological Assessment 35, no. 3 (May 2019): 352–63. http://dx.doi.org/10.1027/1015-5759/a000396.

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Abstract. The ability to recognize other people’s emotions from their face, voice, and body (emotion recognition ability, ERA) is crucial to successful functioning in private and professional life. The Geneva Emotion Recognition Test (GERT; Schlegel, Grandjean, & Scherer, 2014 ) is a new instrument to measure ERA in a more ecologically valid way than previous tests. In this article, we report the results of five studies examining the test’s construct validity with a total N of 1,284. We found that the GERT was highly positively correlated with other performance-based tests measuring ERA and emotional intelligence (EI), as well as with cognitive intelligence. GERT scores were also related to higher self-reported empathy, openness, and neuroticism, and to better social adjustment. Furthermore, higher GERT scores were related to lower anxiety, anger expressivity, and alexithymia. In line with previous findings, women scored higher than men and GERT performance declined with increasing age. Taken together, these results provide considerable evidence for the construct validity of the GERT and for ERA as an adaptive skill that likely facilitates better life outcomes.

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Mishra, Jennifer. "Factors Related to Sight-Reading Accuracy." Journal of Research in Music Education 61, no. 4 (November 15, 2013): 452–65. http://dx.doi.org/10.1177/0022429413508585.

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The purpose of this meta-analysis was to determine the extent of the overall relationship between previously tested variables and sight-reading. An exhaustive survey of the available research literature was conducted resulting in 92 research studies that reported correlations between sight-reading and another variable. Variables ( n = 597) were grouped by construct (e.g., music aptitude, technical ability) and separate meta-analyses were conducted for each construct. Construct had a variable effect on sight-reading, with improvisational skills, ear-training ability, technical ability, and music knowledge correlating most closely with sight-reading, while attitude and personality were unrelated to sight-reading. Additionally, the study examined differences in effect size by type of publication (published study, unpublished thesis), the experience level of the sight-reader (elementary, secondary, college nonmusician, college musician), sight-reading mode (instrumental sight-reading, sight-singing), and type of sight-reading test. The few differences suggest future investigation of a developmental component to sight-reading is warranted. In general, music constructs that improve with practice correlated more strongly with sight-reading than did stable characteristics. These results support sight-reading being considered a music skill that improves with the musicality of the performer rather than a simple visuo-motor decoding process.

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Trundt, Katherine M., Timothy Z. Keith, Jacqueline M. Caemmerer, and Leann V. Smith. "Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison Among African American, Asian, Hispanic, and Caucasian Children." Journal of Psychoeducational Assessment 36, no. 7 (March 18, 2017): 670–83. http://dx.doi.org/10.1177/0734282917698303.

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Individually administered intelligence measures are commonly used in diagnostic work, but there is a continuing need for research investigating possible test bias among these measures. One current intelligence measure, the Differential Ability Scales, Second Edition (DAS-II), is a test with growing popularity. The issue of test bias, however, has not been thoroughly investigated with the DAS-II. The current study investigated whether the DAS-II demonstrates systematic construct bias when used with children from three racial and ethnic groups—African American, Asian, and Hispanic—when compared to non-Hispanic Caucasian children. Multi-group confirmatory factor analyses with data from the DAS-II standardization sample were used to assess whether the constructs and measurement of constructs were invariant across groups. Results indicate cross-group internal structure validity in the DAS-II, and thus a lack of construct bias. Minor differences were found, but these differences do not affect the calculation of composite scores on the DAS-II and thus would not result in unfair scoring for the groups involved. Results of this study support the appropriateness of the DAS-II for clinical use with these racial and ethnic groups.

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Lytzerinou, Evangelia, and Kalypso Iordanou. "Teachers’ ability to construct arguments, but not their perceived self-efficacy of teaching, predicts their ability to evaluate arguments." International Journal of Science Education 42, no. 4 (February 9, 2020): 617–34. http://dx.doi.org/10.1080/09500693.2020.1722864.

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35

Siedlecki, Karen L. "Spatial Visualization Ability Mediates the Male Advantage in Spatial and Visual Episodic Memory." Journal of Individual Differences 37, no. 3 (July 2016): 194–200. http://dx.doi.org/10.1027/1614-0001/a000207.

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Abstract. Individuals between the ages of 18 and 94 (N = 326) completed a battery of episodic memory tasks, as well as several measures of spatial visualization. A female advantage in verbal episodic memory and a male advantage in spatial and visual episodic memory were observed. Mediation analyses provided evidence that performance on spatial visualization tasks greatly influences the magnitude of the effect for sex differences among the different episodic memory constructs. In particular, the spatial visualization construct fully mediated the relationship between sex and episodic spatial memory performance. Further, when spatial visualization was included as a mediator in the model the relationship between sex and episodic verbal memory increased, and the relationship between sex and episodic visual memory reversed, such that women scored higher than men.

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Sember, Vedrana, Janja Grošelj, and Maja Pajek. "Balance Tests in Pre-Adolescent Children: Retest Reliability, Construct Validity, and Relative Ability." International Journal of Environmental Research and Public Health 17, no. 15 (July 29, 2020): 5474. http://dx.doi.org/10.3390/ijerph17155474.

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Balance is an essential prerequisite for the normal physical development of a child. It consists of the ability to maintain the body’s centre of mass over its base of support, which is enabled by automatic postural adjustments, and maintain posture and stability in various conditions and activities. The present study aimed to determine the measurement characteristics (reliability and concurrent validity) and the relative ability of balance tests and different motor tests in healthy 11-year-olds. We also evaluated the impact of vision on balance ability. Our results showed high interrater reliability (from 0.810 to 0.910) and confirmed the construct validity of the included balance tests. Girls performed significantly better than boys in laboratory tandem stance in following balance components: total sway path with eyes open (BSEO) (t = 2.68, p = 0.01, effect size (ES) = 0.81), total body sway with eyes closed of centre of pressure (CoP) displacement in the a-p direction (BSEC) (t = 1.86, p = 0.07, ES = 0.57), mean velocity of CoP displacements (VEO) (t = 2.67, p = 0.01, ES = 0.83), mean amplitude of CoP displacements in the a-p direction (AapEO) (t = 3.38. p = 0.00, ES = 1.01) and in mean amplitude of CoP displacements in the m-l direction (AmlEO) (t = 3.68, p = 0.00, ES = 1.19). With eyes closed, girls performed significantly better (t = 2.28, p = 0.03, ES = 0.70) than boys did in the mean amplitude of COP displacements in the a-p direction (AapEO) and significantly better (t = 2.37, p = 0.03, ES = 0.71) in the mean amplitude of COP displacements in the m-l direction (AmlEC). Insignificant correlations between different balance tests, except for a correlation between the flamingo test and one-leg stance on a low beam (r = 0.558, p < 0.01), show that each test assesses different aspects of balance ability; therefore, balance cannot be assessed with a single test.

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Morimoto, Koichi, Rie Ishikawa, and Tetsuya Fukuda. "The Ability to Interpret and Construct Scientific Graphs by Secondary School Science Students." Journal of Research in Science Education 49, no. 1 (July 25, 2008): 113–21. http://dx.doi.org/10.11639/sjst.kj00006252449.

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Phil-Young Lee. "A Study on the Development of the Infants' Ability to Construct Adnominl Clauses." Journal of Korean Language and Literature Education ll, no. 45 (August 2009): 221–44. http://dx.doi.org/10.17247/jklle.2009..45.221.

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Kusumaningrum, Betty, Muhammad Irfan, Denik Agustito, Zainnur Wijayanto, and Zuida Ratih. "Spatial ability of student in construct volume of the solid of revolution graphic." Journal of Physics: Conference Series 1315 (October 2019): 012032. http://dx.doi.org/10.1088/1742-6596/1315/1/012032.

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Brown, C. R., and A. F. Njabili. "The Construct Validity of an Examination Designed to Test Practical Ability in Biology." Research in Science & Technological Education 7, no. 1 (January 1989): 61–73. http://dx.doi.org/10.1080/0263514890070107.

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FLEISHMAN, EDWIN A., and MICHAEL D. MUMFORD. "EVALUATING CLASSIFICATIONS OF JOB BEHAVIOR: A CONSTRUCT VALIDATION OF THE ABILITY REQUIREMENT SCALES." Personnel Psychology 44, no. 3 (December 7, 2006): 523–75. http://dx.doi.org/10.1111/j.1744-6570.1991.tb02403.x.

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Seal, Craig R., Mary D. Sass, James R. Bailey, and Matthew Liao-Troth. "Integrating the emotional intelligence construct: the relationship between emotional ability and emotional competence." Organization Management Journal 6, no. 4 (December 2009): 204–14. http://dx.doi.org/10.1057/omj.2009.28.

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Arvey, Richard D., Steven M. Nutting, and Timothy E. Landon. "Validation Strategies for Physical Ability Testing in Police and Fire Settings." Public Personnel Management 21, no. 3 (September 1992): 301–12. http://dx.doi.org/10.1177/009102609202100302.

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This paper identifies two contemporary issues within the context of selection and staffing for police and firefighting positions: (1) there is increasing litigation challenging the validity of physical ability tests in screening applicants for these positions, and (2) there is not much published literature concerning the use of and validation of physical ability tests in these settings. The paper discusses issues and challenges associated with court challenges of traditional content validity procedures and suggests there may be an over-reliance on this particular validation strategy. It is suggested that construct validation procedures may be an alternative procedure to provide evidence concerning the validity of physical ability tests within these contexts. Construct validation is described and illustrated via hypothetical examples.

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Reise, Steven P., Han Du, Emily F. Wong, Anne S. Hubbard, and Mark G. Haviland. "Matching IRT Models to Patient-Reported Outcomes Constructs: The Graded Response and Log-Logistic Models for Scaling Depression." Psychometrika 86, no. 3 (August 31, 2021): 800–824. http://dx.doi.org/10.1007/s11336-021-09802-0.

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AbstractItem response theory (IRT) model applications extend well beyond cognitive ability testing, and various patient-reported outcomes (PRO) measures are among the more prominent examples. PRO (and like) constructs differ from cognitive ability constructs in many ways, and these differences have model fitting implications. With a few notable exceptions, however, most IRT applications to PRO constructs rely on traditional IRT models, such as the graded response model. We review some notable differences between cognitive and PRO constructs and how these differences can present challenges for traditional IRT model applications. We then apply two models (the traditional graded response model and an alternative log-logistic model) to depression measure data drawn from the Patient-Reported Outcomes Measurement Information System project. We do not claim that one model is “a better fit” or more “valid” than the other; rather, we show that the log-logistic model may be more consistent with the construct of depression as a unipolar phenomenon. Clearly, the graded response and log-logistic models can lead to different conclusions about the psychometrics of an instrument and the scaling of individual differences. We underscore, too, that, in general, explorations of which model may be more appropriate cannot be decided only by fit index comparisons; these decisions may require the integration of psychometrics with theory and research findings on the construct of interest.

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Pavlíková, D., T. Macek, M. Macková, M. Surá, J. Száková, and P. Tlustoš. "The evaluation of cadmium, zinc and nickel accumulation ability of transgenic tobacco bearing different transgenes." Plant, Soil and Environment 50, No. 12 (December 10, 2011): 513–17. http://dx.doi.org/10.17221/4067-pse.

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Tobacco, Nicotiana tabacum L., var. Wisconsin 38 as the control (WSC), and four genetically modified lines of the same variety, were tested for Cd, Zn and Ni accumulation. Genetically modified lines of the same variety, bearing the transgene CUP1 (gene coding a yeast metallothionein), GUS (reporter gene for ß-glucuronidase), HisCUP (CUP combined with a polyhistidine tail), and HisGUS (reporter gene for ß-glucuronidase, combined with a polyhistidine tail) under a constitutive promoter, enabling it to follow the heavy metal tolerance and uptake changes as a function of the transgene present. Control and transgenic lines were tested for accumulation of risk elements on sand nutrient medium with the addition of cadmium, zinc and nickel. The results showed high Cd accumulation ability of HisCUP line. The Cd content in aboveground biomass was increased by 90% compared to the non-transformed control and Cd content in roots was decreased by 49%. Determination of Zn content in aboveground biomass did not confirm higher uptake by transgenic plants significant for phytoremediation. The Ni content was significantly increased in aboveground biomass of HisGUS construct. GUS construct introduced the ability to accumulate all investigated metals; the others accumulated only one in extended amount.

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Thoms, Peg, and Dawn Blasko. "Preliminary Validation of a Visioning Ability Scale." Psychological Reports 85, no. 1 (August 1999): 105–13. http://dx.doi.org/10.2466/pr0.1999.85.1.105.

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Leadership experts define organizational vision as an individual's positive vivid cognitive image of an organization, e.g., success, size, employees. strategic direction, in the future. This concept infers that different people may have varying ability to create this image. This paper describes the preliminary validation of a scale designed to measure an individual's visioning ability. Factor analysis and tests of reliability and of content, construct, and concurrent validity suggest that this visioning ability scale is a valid and reliable measure of an individual's visioning ability.

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Li, Tinghua, and Yuwen Zhang. "The Construct of English Competence and Test Design for Non-English Major Postgraduates." English Language Teaching 14, no. 1 (December 21, 2020): 58. http://dx.doi.org/10.5539/elt.v14n1p58.

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In this study, the construct of English competence for non-English major postgraduates is defined as the ability to effectively use various strategies and comprehensively exert the ability of reading, listening, writing, speaking and translation with academic, world, linguistic and intercultural knowledge in academic activities, classroom learning and workplace. Based on this construct, an English proficiency test for non-English major postgraduates is developed.

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Abel, Millicent H., and L. Katherine Brown. "Validity of the 16PF Reasoning Ability Scale." Psychological Reports 83, no. 3 (December 1998): 904–6. http://dx.doi.org/10.2466/pr0.1998.83.3.904.

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The construct validity of the 16PF Reasoning Ability Scale was tested against the Wechsler Adult Intelligence Scale–Revised (WAIS–R) with 60 undergraduate students. Moderate correlations were obtained between scores on the reasoning scale and the WAIS–R Full Scale, Verbal Scale, and Performance Scale (.57, .44, .51, respectively). The strongest correlations between scores on the reasoning scale and WAIS–R subtests were obtained for Information and Block Design. These data indicate modest support for the validity of the 16PF Reasoning Ability Scale as a measure of intelligence.

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Hankemeier, Dorice, and Sarah A. Manspeaker. "Perceptions of Interprofessional and Collaborative Practice in Collegiate Athletic Trainers." Journal of Athletic Training 53, no. 7 (July 1, 2018): 703–8. http://dx.doi.org/10.4085/1062-6050-308-17.

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Context: The ability to engage in interprofessional and collaborative practice (IPCP) has been identified as one of the Institute of Medicine's core competencies required of all health care professionals. Objective: To determine the perceptions of athletic trainers (ATs) in the collegiate setting regarding IPCP and current practice patterns. Design: Cross-sectional study. Patients or Other Participants: Of 6313 ATs in the collegiate setting, 739 (340 men, 397 women, 2 preferred not to answer; clinical experience = 10.97 ± 9.62 years) responded (11.7%). Main Outcome Measure(s): The Online Clinician Perspectives of Interprofessional Collaborative Practice survey section 1 assessed ATs' perceptions of working with other professionals (construct 1), ATs engaged in collaborative practice (construct 2), influences of collaborative practice (construct 3), and influences on roles, responsibilities, and autonomy in collaborative practice (construct 4). Section 2 assessed current practice patterns of ATs providing patient care and included the effect of communication on collaborative practice (construct 5) and patient involvement in collaborative practice (construct 6). Between-groups differences were assessed using a Kruskal-Wallis H test and Mann-Whitney U tests (P < .05). Results: Athletic trainers in the collegiate setting agreed with IPCP constructs 1 through 4 (construct 1 = 3.56 ± 0.30, construct 2 = 3.36 ± 0.467, construct 3 = 3.48 ± 0.39, construct 4 = 3.20 ± 0.35) and indicated that the concepts of constructs 5 and 6 (1.99 ± 0.46, 1.80 ± 0.50, respectively) were sometimes true in their setting. Athletic trainers functioning in a medical model reported lower scores for construct 5 (1.88 ± 0.44) than did those in an athletic model (2.03 ± 0.45, U = 19 522.0, P = .001). A total of 42.09% of the ATs' patient care was performed in collaborative practice. Conclusions: Athletic trainers in the collegiate setting agreed that IPCP concepts were beneficial to patient care but were not consistently practicing in this manner. Consideration of a medical model structure, wherein more regular interaction with other health care professionals occurs, may be beneficial to increase the frequency of IPCP.

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Martin, Nicholas, John Capman, Anthony Boyce, Kyle Morgan, Manuel Francisco Gonzalez, and Seymour Adler. "New frontiers in cognitive ability testing: working memory." Journal of Managerial Psychology 35, no. 4 (January 18, 2020): 193–208. http://dx.doi.org/10.1108/jmp-09-2018-0422.

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Purpose Cognitive ability tests demonstrate strong relationships with job performance, but have several limitations; notably, subgroup differences based on race/ethnicity. As an alternative, the purpose of this paper is to develop a working memory assessment for personnel selection contexts. Design/methodology/approach The authors describe the development of Global Adaptive Memory Evaluation (G.A.M.E.) – a working memory assessment – along with three studies focused on refining and validating G.A.M.E., including examining test-taker reactions, reliability, subgroup differences, construct and criterion-related validity, and measurement equivalence across computer and mobile devices. Findings Evidence suggests that G.A.M.E. is a reliable and valid tool for employee selection. G.A.M.E. exhibited convergent validity with other cognitive assessments, predicted job performance, yielded smaller subgroup differences than traditional cognitive ability tests, was engaging for test-takers, and upheld equivalent measurement across computers and mobile devices. Research limitations/implications Additional research is needed on the use of working memory assessments as an alternative to traditional cognitive ability testing, including its advantages and disadvantages, relative to other constructs and methods. Practical implications The findings illustrate working memory’s potential as an alternative to traditional cognitive ability assessments and highlight the need for cognitive ability tests that rely on modern theories of intelligence and leverage burgeoning mobile technology. Originality/value This paper highlights an alternative to traditional cognitive ability tests, namely, working memory assessments, and demonstrates how to design reliable, valid, engaging and mobile-compatible versions.

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