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Stockton, Patricia. "Dementia as a major public health concern : intelligence testing revisited." Thesis, London School of Economics and Political Science (University of London), 1996. http://etheses.lse.ac.uk/1441/.
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In 1976 it was proposed that senile dementia, a potential affliction of old age, be redefined as Alzheimer's disease, a rare diagnosis previously assigned to presenile dementia occurring in middle life. In response to a "public culture" generated by those caring for the afflicted, together with leaders of the biomedical reserch community, substantial financing has been allocated by the U.S. Congress to the National Institutes of Health, for investigation of senile dementia redefined as a "dread disease". This has funded studies in the neurosciences, and a range of epidemiological and high technology diagnostic investigations for which psychiatry developed a "case-finding" method. The "cognitive paradigm" for dementia was conceived by American psychiatry within a now dominant "biological" model which imputes physical causation to mental disorders and stresses "objectivity" in diagnosis. This has legitimated the use of "mental test" instruments based upon, or validated against, "intelligence tests" developed by psychologists for quantification of "intelligence" now redefined as "cognition". In a study funded by the National Institute of Mental Health, three cognitive assessment instruments were administered to a sample of individuals aged 60-93 with a broad range of educational experience across the age spectrum. Education rather than age was found to be the most significant predictor of test results for each instrument, and when the tests were repeated a marked "learning effect" was detected among those with the least education and lowest baseline scores. However, the identification of low education as a predictor, albeit less powerful than age for "cognitive impairment" indicative of dementia in other investigations has now been interpreted as a "risk factor" rather than a confounding variable and now enters into genetic mental testing models. Negative stereotyping of "old age", strongly associated with images of "senility", and "burden of ageing" economic arguments have therefore been reinforced by the dissemination of prevalence estimates from epidemiological studies conducted in communities in which there is an inverse correlation between age and education. In the meantime, basic scientists have failed to discriminate precisely between neuropathological changes indicative of "disease" and those of "normal ageing" or to establish a functional link between such changes and dementia behaviour in vivo. In consequence the legitimating rationale for public financing of the "Alzheimer's enterprise", i.e. "clinical benefit" remains elusive.
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Nilsson, Joakim, and Andreas Jonasson. "Using Artificial Intelligence for Gameplay Testing On Turn-Based Games." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16716.
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Background. Game development is a constantly evolving multi billion dollar in-dustry, and the need for quality products is very high. Testing the games however isa very time consuming and tedious task, often coming down to repeating sequencesuntil a requirement has been met. But what if some parts of it could be automated,handled by an artificial intelligence that can play the game day and night, givingstatistics about the gameplay as well as reports about errors that occurred duringthe session? Objectives. This thesis is done in cooperation with Fall Damage Studio AB, andaims to find and implement a suitable artificial intelligent agent to perform auto-mated test on a game Fall Damage Studio AB are currently developing, ProjectFreedom. The objective is to identify potential problems, benefits, and use casesof using a technique such as this. A secondary objective is to also identify what isneeded by the game for this kind of technique to be useful. Methods. To test the technique, aMonte-Carlo Tree Searchalgorithm was identi-fied as the most suitable algorithm and implemented for use in two different typesof experiments. The first being to evaluate how varying limitations in terms of thenumber of iterations and depth affected the results of the algorithm. This was doneto see if it was possible to change these factors and find a point where acceptablelevels of plays were achieved and further increases to these factors gave limited en-hancements to this level but increased the time. The second experiment aimed toevaluate what useful data can be extracted from a game, both in terms of gameplayrelated data as well as error information from crashes. Project Freedom was onlyused for the second test due to constraints that was out of scope for this thesis totry and repair. Results. The thesis has identified several requirements that is needed for a game touse a technique such as this in an useful way. For Monte-Carlo Tree Search specifi-cally, the game is required to have a gamestate that is quick to create a copy of anda game simulation that can be run in a short time. The game must also be testedfor the depth and iteration point that hit the point where the value of increasingthese values diminish. More generally, the algorithm of choice must be a part of thedesign process and different games might require different kind of algorithms to use.Adding this type of algorithm at a late stage in development, as was done for thisthesis, might be possible if precautions are taken. Conclusions. This thesis shows that using artificial intelligence agents for game-play testing is definitely possible, but it needs to be considered in the early part ofthe development process as no one size fits all approach is likely to exist. Differentgames will have their own requirements, some potentially more general for that typeof game, and some will be unique for that specific game. Thus different algorithmswill work better on certain types of games compared to other ones, and they willneed to be tweaked to perform optimally on a specific game.
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Hartman, Chad. "Field-testing the intelligence estimate : a strategy for genuine learning /." Maxwell AFB, Ala. : School of Advanced Air and Space Studies, 2008. https://www.afresearch.org/skins/rims/display.aspx?moduleid=be0e99f3-fc56-4ccb-8dfe-670c0822a153&mode=user&action=downloadpaper&objectid=b63f14d9-aca5-49a8-b0ba-538c42a24fb3&rs=PublishedSearch.
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Orrison, Nancy Lynn Robertson. "Adequate and appropriate intelligence testing of moderately mentally retarded children." W&M ScholarWorks, 1992. https://scholarworks.wm.edu/etd/1539618394.
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The intelligence of moderately mentally retarded (MR) children is difficult to assess because they often have concurrent physical or sensory impairments which adversely affect their test performance. The purpose of this study was to determine if necessary adaptations are made when assessing children who are moderately MR for educational placement in the State of Virginia.;A survey was sent to public school psychologists in the State of Virginia as identified by the 1990-91 roster obtained from the Virginia Department of Education. The survey inquired as to their normal methods of intelligence testing used with the moderately mentally retarded population. The results of the survey and a review of literature were used to determine methods of successful assessment of children who are moderately mentally retarded.;The results of the study indicate that more than one intelligence measure must be made to validate the results. The inclusion of adaptive behavior scales is necessary to satisfy the criteria for mental retardation. Modifications are often necessary to prevent physical handicaps from suppressing the child's scores on standard intelligence tests. What is needed are precisely stated modifications, included with standard intelligence tests, which accommodate for the needs of moderately mentally retarded children.
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Goward, L. M. "An investigation of the factors contributing to scores on intelligence tests." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383893.
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Liau, Chee Hong [Verfasser]. "Computational Intelligence-based Testing for Robust Circuit Design / Chee Hong Liau." Aachen : Shaker, 2006. http://d-nb.info/1186583703/34.
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Emery, Kristine Louise. "Testing in the schools individualized intelligence tests and curriculum based measurements /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003emeryk.pdf.
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Maller, Susan Joyce. "Validity and item bias of the WISC-III with deaf children." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186756.
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The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) is likely to become the most widely used test of intelligence with deaf children, based on the popularity of the previous versions of the test. Because the test was constructed for hearing children who use spoken English, the following major research questions were asked: (a) Does the WISC-III demonstrate adequate construct validity? and (b) Do specific items exhibit differential item functioning (DIF), and does the nature of the content of each item that exhibits DIF imply that the item is biased? The test was translated into sign language and administered to a total of 110 deaf children at three different sites. The deaf children ranged from ages 8 through 16 (M = 13.25, SD = 2.37), had hearing losses identified as severe or worse, were prelingually deaf, used sign language as their primary means of communication, and were not identified as having any additional handicapping conditions. The sample of deaf children was compared to a sample of 110 hearing children similar in age and Performance IQ. Construct validity was examined using a LISREL multi-sample covariance structure analysis. The covariance structures were different (χ ² (91) = 119.42, p =.024). A Rasch Model was used to detect DIF on the following subtests: Picture Completion, Information, Similarities, Arithmetic, Vocabulary, Comprehension. All of these subtests exhibited DIF, and DIF plus the differences in mean logit ability resulted in numerous items that were more difficult for deaf children on the above Verbal subtests. Item bias was judged by examining the contents of items that exhibited DIF. Items were biased due generally to translation issues and differences in the educational curricula. Thus, deaf children are at a distinct disadvantage when taking these WISC-III subtests. Practitioners are urged to consider these findings when assessing deaf children.
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Steffey, Dixie Rae. "The relationship between the Wechsler Adult Intelligence Scale - Revised and the Stanford-Binet Intelligence Scale: Fourth Edition in brain-damaged adults." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184412.
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This study investigated the relationship between the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) in a brain-damaged adult sample. The sample in this study was composed of 30 adult patients at two residential treatment programs who completed comprehensive psychological evaluations between August, 1986 and November, 1987. Each patient was administered both the WAIS-R and the SBIV as part of these evaluations. Data gathered in this study was submitted to Pearson product moment correlational statistical procedures. Significant correlations were found in the following pairs of summary scores: the SBIV Test Composite Standard Age Score (SAS) and the WAIS-R Full Scale IQ; the SBIV Abstract/Visual Reasoning Area SAS and the WAIS-R Performance IQ; the SBIV Quantitative Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Verbal Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Short-Term Memory Area SAS and the WAIS-R Verbal Scale IQ; and the SBIV Short-Term Memory Area SAS and the WAIS-R Full Scale IQ. Significant correlations were also found in the following pairs of individual subtest results: the SBIV and WAIS-R Vocabulary subtests; the SBIV Memory for Digits subtest and the WAIS-R Digit Span subtest; the SBIV Pattern Analysis subtest and the WAIS-R Block Design subtest; and the SBIV Paper Folding and Cutting subtest and the WAIS-R Picture Arrangement subtest. Directions for future research were also suggested upon review of the subtest correlation matrix and the descriptive statistics of data generated.
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Horn, Jocelyn L. "An examination of shortened measures of intelligence in the assessment of giftedness." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1354647.
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The overall purpose of this study was to examine the relationships between two recently revised measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition and Stanford Binet Intelligence Scale, Fifth Edition) and three shortened measures of intelligence (Woodcock-Johnson Tests of Cognitive Ability, Third Edition Brief Intellectual Ability Score, Stanford Binet Intelligence Scale, Fifth Edition Abbreviated IQ, and the Kaufman Brief Intelligence Test IQ Composite). Specifically, this study examined the accuracy of the three shortened scores in their ability to predict giftedness based on children's scores on the two full measures, with the intention of examining the implications of using shortened measures in a screening process for gifted identification.Participants were a group of 202 third-grade students enrolled in a suburban school district located in the Midwest. These students were selected for the study based on high achievement and/or cognitive scores on a state standardized test. The participants ranged in age from 8 years, 4 months to 10 years, 11 months and were assessed during the spring of their third grade year in 2003 and 2004. These children were administered the three measures over a two day period in a counterbalanced order.A set of univariate and multivariate procedures were used to examine hypothesized relationships between full and shortened measures. Significant positive relationships were observed between all five measures examined, although the highest correlations were produced between the full measure scores and their short forms. Discriminant function analyses were conducted to determine the accuracy of the three shortened measures in their prediction of giftedness based on five separate criteria using two full scale measures of intelligence. The results of all five multivariate discriminant function analyses were significant, indicating that the three shortened measures were able to group children accurately as compared to full scale scores, with classification rates ranging between 76.7 and 90.6. These analyses further revealed that the WJ III COG BIA was best able to predict giftedness in most cases, regardless of the criteria used. These results are intended to provide educators with information about the accuracy of three different shortened measures of intelligence so that informed decisions can be made regarding the use of these measures in selection processes for gifted programming.Department of Educational Psychology
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Ewing, Melissa L. (Melissa Lynn). "An Analysis of the Performance of a Clinical Sample of African American, Caucasian, and Hispanic Children on the WISC-III." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278700/.
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The goals of revision for the Wechsler Intelligence Scale for Children-Third Edition included enhancement of the factor structure, improvement of subtests, and revision of norms. The researchers reported that the very few items that were found to be biased were replaced. The WISC-III performance of a clinical sample of African American, Caucasian, and Hispanic children was analyzed to determine if the test bias was eliminated as claimed in the goals of the revision.
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Ringle, Sydnie W. "Relations among Teachers' Implicit Theories of Intelligence, Standardized Achievement Testing, and Classroom Goals." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4500.
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An achievement gap between ethnic minorities and White Americans continues to exist within the U.S., as well as between the U.S. and varying countries. Research has identified several factors that contribute to this gap, such as differences in curricula across countries, teacher quality, and school funding. In addition to these factors, teachers’ implicit theories of intelligence may also contribute to the achievement gap. Whether teachers view intelligence as fixed (entity theory) or malleable (incremental theory) can impact instructional practices, specifically the use of performance and learning goals. Performance goals focus on evaluation, ability, and performance rather than mastery of material, growth, and overall learning as seen in learning goals. Research is limited regarding the development of implicit theories of intelligence; however, there is evidence culture may be involved. Identifying specific cultural practices that influence the development of implicit theories of intelligence may provide a unique perspective on pedagogy and how teachers interact with students. One cultural practice that may be related to the development of implicit theories of intelligence is standardized achievement testing. The current study used survey methodology to evaluate the relation between implicit theories of intelligence, perceived pressure from standardized achievement testing, and classroom goal structures and the differences between these variables amongst full-time teachers (N = 45). Results indicated significant differences in perceived pressure from standardized achievement testing amongst teachers with classrooms containing lower percentages of reading and math proficient students as well as significant differences in classroom goal structures amongst teachers with classrooms containing fewer ethnic minority and ELL students. Implications of these findings and areas of future research are discussed.
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Morgan, Kimberly E. "The validity of intelligence tests using the Cattell-Horn-Carroll model of intelligence with a preschool population." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389688.
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Individual differences in human intellectual abilities and the measurement of those differences have been of great interest to the field of school psychology. As such, different theoretical perspectives and corresponding test batteries have evolved over the years as a way to explain and measure these abilities. A growing interest in the field of school psychology has been to use more than one intelligence test in a "cross-battery" assessment in hopes of measuring a wider range (or a more in-depth but selective range) of cognitive abilities. Additionally, interest in assessing intelligence began to focus on preschool-aged children because of initiatives to intervene early with at-risk children. The purpose of this study was to examine the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V) and Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence using a population of 200 preschool children. Confirmatory factor analyses (CFAs) were conducted with these two tests individually as well as in conjunction with one another. Different variations of the CHC model were examined to determine which provided the best representation of the underlying CHC constructs measured by these tests. Results of the CFAs with the SBV revealed that it was best interpreted from a two-stratum model, although results with the KABC-II indicated that the three-stratum CHC model was the best overall design. Finally, results from the joint CFA did not provide support for a cross-battery assessment with these two particular tests.3Department of Educational Psychology
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Pettersson, Dennis, and Pär Arvidsson. "Usage of Business Intelligence : Testing the Technology Acceptance Model on a BI System." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-176651.
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Business Intelligence (BI) has become an essential part of the modern enterprise, and what used to be thought of as a luxury is now a matter of survival. Recent economic developments have forced companies to rethink their IT investment strategy. BI investments are now targeting the majority of people in the organisation instead of a select few. Thus, it is important to understand why users of a BI system choose to accept and use the system. Previous research has established the Technology Acceptance Model (TAM) as one of the most powerful and parsimonious models explaining user acceptance and usage behaviour of information technologies. This quantitative study replicates the original TAM study with the purpose to increase the understanding of BI usage, and investigates the behaviour of the users of the BI system QlikView in the case company GE Healthcare. The results showed a lower explanatory power for the model when compared to previous research. This indicates that how useful a user perceives a BI system to be does not affect the amount of usage to the same extent as predicted by TAM. Possible causes for this are discussed, with an emphasis on the influence of what tasks a user is confronted with and the measurement of system use.
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Martin, Christopher Flynn. "Chimpanzee social intelligence: information use and strategic interaction in an automated testing environment." 京都大学 (Kyoto University), 2012. http://hdl.handle.net/2433/157836.
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Perley-McField, Jo-Anne. "The appropriateness of selected subtests of the Stanford-Binet Intelligence Scale, Fourth Edition for hearing impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29000.
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This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ).
To assess appropriateness, several procedures were employed comparing data gathered from the hearing impaired sample with data reported for the standardized population of the SB:FE. Correlations were computed between the WISC-R and the SB:FE and comparisons of the total composite scores for each measure were made to detect any systematic differences.
The results indicated that the correlations reported for the hearing impaired sample are generally similar to the correlations reported for the standardized sample of the SB:FE. The analysis performed between the Area Scores of the SB:FE and the WISC-R PIQ to detect systematic differences revealed a difference of one standard deviation between these two instruments, with the. SB:FE results being lower than the WISC-R PIQ results.
It was concluded that the selected subtests of the SB:FE and the WISC-R PIQ could not be used interchangeably. Further research into this area was advised before using this measure to estimate general cognitive ability for hearing impaired children whose levels of language development may be delayed. Further research was also encouraged to confirm the suggestion of greater predictive validity of the SB:FE with academic measures. It was suggested that these findings indicated that the use of language as a cognitive tool may be important in acquiring certain problem solving skills.Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Cliffe, Joanne Elizabeth. "Emotional intelligence and school leadership : testing for, and evaluating the role of, emotional intelligence in a group of female secondary school leaders." Thesis, Manchester Metropolitan University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484822.
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The focus of this thesis is twofold; first it centres on females being successful and reaching leadership positions; namely female headteachers in charge of secondary schools. Initial emphasis is placed on how and why the female headteachers achieve their positions of leadership. The investigation emerged as a result of the recognition of the underrepresentation offemales in headship positions in secondary schools in England. The literature relating to educational leadership and gender cites a host of reasons for such under-representation of females in headship positions; for example, theories of masculine and feminine styles of leadership, 'invisible' barriers and gatekeepers that block promotions, a lack of role models and mentors, stereotyping and discrimination as well as limited development opportunities for women teachers. This study aims to investigate these findings. The second aspect of focus during this research is the potential impact that intelligence and in particular emotional intelligence can have on leadership. The investigation explores the possibility that there is a relationship between the females' routes to headship and the theories of intelligence. The notion that emotional intelligence can be correlated with success is well documented; such literature is explored to discover whether the theories associated with the business world also apply to education. Subsequently this study sets out to research the theories of the benefits of the intelligent use of emotions particularly in headship, which thus far appears to be an underdeveloped hypothesis in the field of educational leadership. The study addresses the following research questions: In what ways are female school leaders emotionally intelligent? In what ways does being emotioniilly intelligent help female headteachers in their leadership? Is it possible to test for emotional intelligence? In what ways does experience through life history contribute to emotional intelligence? The research questions were investigated through the contributions of a sample of seven secondary school female headteachers, from six different education authorities in England, over a five-year period. The headteachers responded to the methodical tools employed, which included two semistructured interviews that focused on their life history and then follow up questionnaires, which included: the EQ Map - an emotional intelligence questionnaire; and the Mayer Salovey-Caruso Emotional Intelligence Test. Through addressing the research questions and the headteachers' responses led to the findings, which informed the following conclusions: Correlations do exist between emotional intelligence and leadership competences and the headteachers in this study have been able to, knowingly or subconsciously, make intelligent use oftheir emotions. By making intelligent use of one's own emotions it is possible to challenge the gender issues associated with the under-representation of females in leadership positions. By making intelligent use of own and others' emotions, it is possible to progress on a career path to secondary school headship. Although there are many questionnaires and tests available to measure emotional intelligence, it is not possible to test, in order to arrive at one unique emotional intelligence score, which is a given certainty. Emotional intelligence develops over time and there are various factors that can impact upon an individual during a lifetime that can affect the way which intelligent use (or not) is made of emotions. The stories and experiences shared during this study, informed the life history of each headteacher. Overall, experiences through life histories contributed to the conclusion that there were similarities amongst the respondents. For example; being able to learn from personal experience, being driven to tak~ on challenges, being confident and having self-beliefand self-assurance, being competitive, being able to cope in difficult situations, being able to make good use of 'turning points', having a clear sense oftheir own identity and purpose and being motivated. Whilst this study highlights the relationship between emotional intelligence and life history, the conclusions have led to recommendations being made at several levels; individual, school and government level. Recommendations are also set out for future research, which addresses the under-representation of females in secondary school leadership.
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Deptula, Kendra. "Automation of cyber penetration testing using the detect, identify, predict, react intelligence automation model." Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/37612.
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Approved for public release; distribution is unlimitedThe design and implementation of a systems approach to a scalable, standardized automated cyber penetration testing system using the Detect, Identify, Predict, React (DIPR) intelligence automation model and data interoperability standards is the focus of this thesis. The system fuses information from multiple freeware programs that can be thought of as cyber sensors into an interoperable, robust whole in a manner that can tailor itself and learn over time. The groundwork is laid for an enduring system that can adapt to changing systems and vulnerabilities. A barebones proof-of-concept system is implemented and tested using NMap and Ettercap with the proposed DIPR XML file formats as the data intelligence automation standardization mechanism. By implementing this automated cyber penetration system, labor-intensive and costly cyber penetration testing can be simplified by reducing the amount of hand coding and manual testing.
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Sankara, Velayutham Girish Shanmugam. "Artificial Intelligence assisted Canary Testing of Cloud Native RAN in a mobile telecom system." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-449221.
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Recent advancement in cloud-native infrastructure has made most organizations to transition from a traditional infrastructure of separate, static physical systems to cloudenvironments running on virtualized resources. Undoubtedly telecommunication industry will largely be benefitted from cloud-native infrastructure. In the future,network applications in Radio Access Network (RAN) will be built on cloud-nativeprinciples denoted as CloudRAN. In CloudRAN, new versions of the network applications that are integrated or deployed need to be validated before release. Canary testing is a popular testing strategy where the new version is exposed to a small subset of users initially. The performance of the new version is then monitored and analyzed to test and decide the quality of the new version. Unlike 4G, the 5GCloudRAN for the public mobile broadband may consist of hundreds of clusters and thousands of different microservices. Traditional DevOps solutions cannot keep upwith 3Vs of big data i.e. the volume, velocity, and variety. Furthermore, performing the analysis manually during canary testing is an exhausting process. In this thesis work, the problem of automating the decision-making process in canary testing ofCloudRAN applications by monitoring and analyzing time-series metrics of existing production version against new canary version using artificial intelligence methods is addressed.
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Hoopes, Daniel M. "The ContexTable : building and testing an intelligent, context-aware kitchen table /." Diss., CLICK HERE for online access, 2004. http://contentdm.lib.byu.edu/ETD/image/etd396.pdf.
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Saxe, Vernon E. "Christian counseling and psychological testing is man measurable? /." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Clapp, Robert Bruce Jr. "Demographic Variables and Intelligence Test Scores in Disability Applicants." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1401588327.
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Weinberg, Laura Bruder. "The Effects of Depression and Anxiety in Children on the Wechsler Intelligence Scale for Children-Fourth Edition." NSUWorks, 2012. http://nsuworks.nova.edu/cps_stuetd/74.
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Anxiety and depressive disorders are among the most common mental health problems diagnosed in children and adolescents, and numerous theories explaining why children experience these debilitating disorders have been proposed. Established diagnostic criteria that differentiate anxious and depressive symptomatology characterize both groups of disorders as having an adverse effect on the child's academic and social functioning. While research has sought to examine the cognitive effects these disorders have on adults, there is relatively limited research on the cognitive effects in children and adolescents. The available research literature examining effects of anxiety and depression on intelligence test performance is also inconclusive, and there are no studies that characterize the effects of these disorders on the Wechsler Intelligence Scale for Children - Fourth edition. The purpose of the study was to clarify the effects of childhood anxiety and depression on intelligence test scores using the current fourth edition of the Wechsler Intelligence Scale for Children. Participants were selected from an archival database from a neuropsychology clinic and separated into two groups according to clinical diagnosis. No significant differences were found between the children and adolescents diagnosed with clinical disorders and the standardization sample or in idiographic analyses with regard to the WISC-IV Full Scale IQ or the Working Memory Index. The Processing Speed Index was found to be significantly lower than the Verbal Comprehension Index in children diagnosed with major depressive disorder. This finding was not observed in the anxiety disorders group. Examination of component subtest score patterns showed that Coding and Symbol Search were reduced in the depression group. This finding is consistent with previous studies, which suggest that reduced performance on the Processing Speed Index may be attributed to psychomotor retardation in major depressive disorder.
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Cummins, Tamara L. "Stability of Wechsler Intelligence Scale for Children-III Scores in children with learning disabilities." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203647.
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The purpose of this study was to investigate the stability of Wechsler Intelligence Scale for Children-III (WISC-III) test scores in children with Learning Disabilities. Previous research has suggested that some children with Learning Disabilities do not demonstrate the same stability of performance, over time, on the Wechsler as many children in the general population.The sample utilized in this study consisted of 214 children who had been identified as having Learning Disabilities. WISC-III data was collected through archival review of education files.Test-retest stability for the WISC-III over a period of approximately three years was assessed using correlational and t-test data. For the total sample, three year test-retest correlations for the Verbal IQ, Performance IQ, and Full Scale IQ were .67, .73, and .74, respectively. However, Verbal IQ, Full Scale IQ, and Verbal Index scores were observed to drop significantly between testings. Mean score differences for the Verbal IQ and Verbal Comprehension scales were slightly over three points. The mean difference for the Full Scale IQ was slightly less than two points.Analysis of individual scores indicated considerable variability, with some students decreasing as much as 30 or increasing as much as 37 IQ points at the time of retesting. Analysis of distribution of score differences suggested that the children with Learning Disabilities in this sample demonstrated more variability in performance, overall, than might be anticipated in the general population.Department of Educational Psychology
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GAMBLE, CONSTANCE MARIA. "FUNCTIONS UNDERLYING PERFORMANCE OF LEARNING-DISABLED CHILDREN IN INTELLIGENCE AND NEUROPSYCHOLOGICAL TESTS." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184058.
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This study was designed to determine the factorial validity of specific components of the Reitan-Indiana Neuropsychological Battery with a learning disabled population. Scores of 42 children, 38 males, 4 females, ages 6.2 to 8.8 years were compiled on specific tests of the Reitan-Indiana. Principal component factoring of the original correlation matrix was followed by principal factoring, using a 4 factor solution; varimax rotation with six iterations produced the desired reduction of the correlation matrix; four factors emerged for the learning disabled population, which accounted for 53% of the variance: verbal intelligence, psychomotor speed, achievement, and memory. The factor structure that emerged was not consistent with the surface factors of the battery as conceptualized by its author suggesting that this battery may lack construct validity when used with a learning disabled population.
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Klausmeier, Kay Louise. "The relationship between successive, simultaneous, and planning processes and the solution of metaphors, and achievement in sixth-grade students." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184382.
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This research was an investigation of the relationship between the cognitive processes labeled successive, simultaneous, and planning proposed by Luria and Das (Das, Kirby & Jarman, 1979) and the solution of visual metaphors and the achievement of 6th grade elementary age students from metropolitan schools. A battery of information processing tasks based on previous research with the Luria-Das model was administered to 191 6th grade students, approximately half of whom were Anglo and half of whom were Hispanic. In addition, the Metaphoric Triads Task (MTT), a measure of comprehension of visual metaphors, was administered to the same group and achievement data from the Iowa Test of Basic Skills gathered on the same students. Confirmatory factor analysis was used to determine whether the Luria-Das model or another model fit the data; and how the information processing variables related to each other, to the Metaphoric Triads task, and to the measures of achievement. A three factor solution consistent with previous research was obtained when confirmatory factor analysis was used to fit the Luria-Das model to the data. For the Anglo group, the factor structures of all three factors were consistent with the Luria-Das model of successive, simultaneous, and planning processes. For the Hispanic group, the factor structure of the simultaneous and planning factors was consistent with previous research, but the factor structure of the successive factor was not the same as that obtained in previous research. The relationship between the academic achievement scores for the whole group and the factors was consistent with the results of previous research with the exception of Spelling. Results of the current research indicate that group administration of the battery can produce results consistent with the Luria-Das model, but further research that includes minority populations is needed. The analysis of the performance of the Anglo and Hispanic groups on the Metaphoric Triads Task indicated that the two groups performed approximately the same but may have employed different processes to solve the metaphors. The results of this study provide important data about information processing styles of 6th grade students that can be useful in educational planning.
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Nordstrand, Dennis. "Test-enhanced learning, working memory and fluid intelligence." Thesis, Umeå universitet, Institutionen för psykologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122471.
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Under det senaste decenniet har testbaserat lärande väl etablerats som ett effektivt sätt att främja hållbar inlärning. Många sorters material och omständigheter har utforskats i relation till denna metod. Endast nyligen har dock individuella skillnader i relation till testbaserat lärande fått uppmärksamhet som ett forskningsområde. Ett område hittills förhållandevis outforskat är relationen mellan individuella skillnader i kognitiv kapacitet och inlärningsprocessen med återhämtning som inlärningsmetod. Denna studie hade för avsikt att utforska denna relation genom att mäta generell flytande intelligens och arbetsminneskapacitet för ett urval av gymnasieelever (n = 189, M = 16.89 år gamla) som använde testbaserat lärande som inlärningsmetod. Resultaten indikerar att arbetsminne och flytande intelligens båda är relaterade till inlärningsprocessen, men att det förstnämnda är så till en signifikant högre grad än det sistnämnda.During the last decade, test-enhanced learning has been thoroughly cemented as an efficient way to promote durable learning. Many materials and conditions have been explored in relation to this method. Only recently, however, have individual differences in relation to test-enhanced learning received attention as an area of study. An area as of yet relatively unexplored is the relationship between differences in cognitive ability and the process of retrieval as a method of learning. The present study set out to explore this relationship by measuring general fluid intelligence and working memory capacity in a sample of upper secondary level students (n = 189, M = 16.89 years of age) who used a test-enhanced learning method. The results indicate that working memory and fluid intelligence are both related to this learning process, however the former to a significantly higher degree than the latter
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Perry, Brittney Dawhn. "Ineffective Psychometric Testing: GRE Test Administration." TopSCHOLAR®, 2012. http://digitalcommons.wku.edu/theses/1202.
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The effectiveness of the GRE was measured through a mixed-methods study. Quantitative data was studied to determine a relationship between GRE scores and the completion of higher education. Students and employers were surveyed to clarify a link between the content the GRE measures and the skills that are needed in graduate school and the workforce. In addition, students were asked if test administration, time-constrained questions, and question bias had any effect of their GRE score. Together, these findings were inconclusive and do not suggest that the GRE is effective or ineffective in its measurement of potential graduate students in relation to test content, test administration, and question bias, time-constrained questions, and the accurate measurement of psychometrics.
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Insa, Cabrera Javier. "Towards a Universal Test of Social Intelligence." Doctoral thesis, Universitat Politècnica de València, 2016. http://hdl.handle.net/10251/66080.
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[EN] Under the view of artificial intelligence, an intelligent agent is an autonomous entity which interacts in an environment through observations and actions, trying to achieve one or more goals with the aid of several signals called rewards. The creation of intelligent agents is proliferating during the last decades, and the evaluation of their intelligence is a fundamental issue for their understanding, construction and improvement.
Social intelligence is recently obtaining special attention in the creation of intelligent agents due to the current view of human intelligence as highly social. Social intelligence in natural and artificial systems is usually measured by the evaluation of associated traits or tasks that are deemed to represent some facets of social behaviour. The amalgamation of these traits or tasks is then used to configure an operative notion of social intelligence. However, this operative notion does not truly represent what social intelligence is and a definition following this principle will not be precise. Instead, in this thesis we investigate the evaluation of social intelligence in a more formal and general way, by actually considering the evaluee's interaction with other agents.
In this thesis we analyse the implications of evaluating social intelligence using a test that evaluates general intelligence. For this purpose, we include other agents into an initially single-agent environment to figure out the issues that appear when evaluating an agent in the context of other agents. From this analysis we obtain useful information for the evaluation of social intelligence.
From the lessons learned, we identify the components that should be considered in order to measure social intelligence, and we provide a formal and parametrised definition of social intelligence. This definition calculates an agent's social intelligence as its expected performance in a set of environments with a set of other agents arranged in teams and participating in line-ups, with rewards being re-understood appropriately. This is conceived as a tool to define social intelligence testbeds where we can generate several degrees of competitive and cooperative behaviours. We test this definition by experimentally analysing the influence of teams and agent line-ups for several multi-agent systems with variants of Q-learning agents.
However, not all testbeds are appropriate for the evaluation of social intelligence. To facilitate the analysis of a social intelligence testbed, we provide some formal property models about social intelligence in order to characterise the testbed and thus assess its suitability. Finally, we use the presented properties to characterise some social games and multi-agent environments, we make a comparison between them and discuss their strengths and weaknesses in order to evaluate social intelligence.[ES] Bajo la visión de la inteligencia artificial, un agente inteligente es una entidad autónoma la cual interactúa en un entorno a través de observaciones y acciones, tratando de lograr uno o más objetivos con la ayuda de varias señales llamadas recompensas. La creación de agentes inteligentes está proliferando durante las últimas décadas, y la evaluación de su inteligencia es un asunto fundamental para su entendimiento, construcción y mejora. Recientemente la inteligencia social está obteniendo especial atención en la creación de agentes inteligentes debido a la visión actual de la inteligencia humana como altamente social. Normalmente la inteligencia social en sistemas naturales y artificiales se mide mediante la evaluación de rasgos asociados o tareas que se consideran que representan algunas facetas del comportamiento social. La agrupación de estos rasgos o tareas se utiliza entonces para configurar una noción operacional de inteligencia social. Sin embargo, esta noción operacional no representa fielmente a la inteligencia social y no sería posible una definición siguiendo este principio. En su lugar, en esta tesis investigamos la evaluación de la inteligencia social de un modo más formal y general, considerando la interacción del agente a evaluar con otros agentes. En esta tesis analizamos las implicaciones de evaluar la inteligencia social utilizando un test que evalúe la inteligencia general. Con este objetivo incluimos otros agentes en un entorno inicialmente diseñado para un único agente con el fin de averiguar qué cuestiones aparecen cuando evaluamos a un agente en un contexto con otros agentes. A partir de este análisis obtenemos información útil para la evaluación de la inteligencia social. A partir de las lecciones aprendidas identificamos los componentes que deberían considerarse al medir la inteligencia social y proporcionamos una definición formal y parametrizada de esta inteligencia social. Esta definición calcula la inteligencia social de un agente como su rendimiento esperado en un conjunto de entornos y con un conjunto de otros agentes organizados en equipos y distribuidos en alineaciones, reinterpretando apropiadamente las recompensas. Esto se concibe como una herramienta para definir bancos de prueba de inteligencia social donde podamos generar varios grados de comportamientos competitivos y cooperativos. Probamos esta definición analizando experimentalmente la influencia de los equipos y las alineaciones de agentes en varios sistemas multiagente con variantes de agentes Q-learning. Sin embargo, no todos los bancos de prueba son apropiados para la evaluación de la inteligencia social. Para facilitar el análisis de un banco de pruebas de inteligencia social, proporcionamos algunos modelos de propiedades formales sobre la inteligencia social con el objetivo de caracterizar el banco de pruebas y así valorar su idoneidad. Finalmente, usamos las propiedades presentadas para caracterizar algunos juegos sociales y entornos multiagente, hacemos una comparación entre ellos y discutimos sus puntos fuertes y débiles para ser usados en la evaluación de la inteligencia social.
[CAT] Davall la visió de la intel·ligència artificial, un agent intel·ligent és una entitat autònoma la qual interactua en un entorn a través d'observacions i accions, tractant d'aconseguir un o més objectius amb l'ajuda de diverses senyals anomenades recompenses. La creació d'agents intel·ligents està proliferant durant les últimes dècades, i l'avaluació de la seua intel·ligència és un assumpte fonamental per al seu enteniment, construcció i millora. Recentment la intel·ligència social està obtenint especial atenció en la creació d'agents intel·ligents a causa de la visió actual de la intel·ligència humana com altament social. Normalment la intel·ligència social en sistemes naturals i artificials es mesura per mitjà de l'avaluació de trets associats o tasques que es consideren que representen algunes facetes del comportament social. L'agrupació d'aquests trets o tasques s'utilitza llavors per a configurar una noció operacional d'intel·ligència social. No obstant això, aquesta noció operacional no representa fidelment a la intel·ligència social i no seria possible una definició seguint aquest principi. En el seu lloc, en aquesta tesi investiguem l'avaluació de la intel·ligència social d'una manera més formal i general, considerant la interacció de l'agent a avaluar amb altres agents. En aquesta tesi analitzem les implicacions d'avaluar la intel·ligència social utilitzant un test que avalue la intel·ligència general. Amb aquest objectiu incloem altres agents en un entorn inicialment dissenyat per a un únic agent amb la finalitat d'esbrinar quines qüestions apareixen quan avaluem un agent en un context amb altres agents. A partir d'aquesta anàlisi obtenim informació útil per a l'avaluació de la intel·ligència social. A partir de les lliçons apreses identifiquem els components que haurien de considerar-se al mesurar la intel·ligència social i proporcionem una definició formal i parametrizada d'aquesta intel·ligència social. Aquesta definició calcula la intel·ligència social d'un agent com el seu rendiment esperat en un conjunt d'entorns i amb un conjunt d'altres agents organitzats en equips i distribuïts en alineacions, reinterpretant apropiadament les recompenses. Açò es concep com una ferramenta per a definir bancs de prova d'intel·ligència social on podem generar diversos graus de comportaments competitius i cooperatius. Provem aquesta definició analitzant experimentalment la influència dels equips i les alineacions d'agents en diversos sistemes multiagent amb variants d'agents Q-learning. No obstant això, no tots els bancs de prova són apropiats per a l'avaluació de la intel·ligència social. Per a facilitar l'anàlisi d'un banc de proves d'intel·ligència social, proporcionem alguns models de propietats formals sobre la intel·ligència social amb l'objectiu de caracteritzar el banc de proves i així valorar la seua idoneïtat. Finalment, usem les propietats presentades per a caracteritzar alguns jocs socials i entorns multiagent, fem una comparació entre ells i discutim els seus punts forts i dèbils per a ser usats en l'avaluació de la intel·ligència social.
Insa Cabrera, J. (2016). Towards a Universal Test of Social Intelligence [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/66080
TESIS
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Innocente, Mauro Sebastian. "Development and testing of a particle swarm optimizer to handle hard unconstrained and constrained problems." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa43043.
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Sagahyroon, Assim Abdelrahman. "An intelligence driven test system for detection of stuck-open faults in CMOS sequential circuits." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184763.
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This paper discusses an intelligence driven test system for generation of test sequences for stuck-open faults in CMOS VLSI sequential circuits. The networks in system evaluation are compiled from an RTL representation of the digital system. To excite a stuck-open fault it is only necessary that the output of the gate containing the fault take on opposite values during two successive clock periods. Excitation of the fault must therefore constrain two successive input/present-state vectors, referred to in the paper as the pregoal and goal nodes respectively. An initialization procedure is used to determine the pregoal state. Two theorems are proved establishing a 1-1 correspondence between stuck-at and stuck-open faults. As a result the D-algorithm may be used to determine the goal node. Determining the nodes was tried on many circuits and a high success rate was achieved. The pregoal is observed to have more "don't care" values. The next step is a "sensitization search" for an input sequence (X(s)) that drives the memory elements to the determined pregoal and goal states over two consecutive clock periods. It is easier for the search to reach the pregoal due to the greater number of "don't cares." Following a "propagation search" for an input sequence (X(p)) to drive the effect of the fault to an external output, the sequence of vectors (X(s)), (X(p)) will be passed to an "ALL-Fault Simulator" for verification. The simulation will be clock mode but will represent the output retention resulting from the stuck-open faults. One measure of the value of a special search procedure for stuck-open faults can be obtained by comparing the results employing this search with results obtained by searching only for the analogous stuck-at faults. A first order prediction would be a likelihood less than 0.5 that the predecessor of a stuck-at goal node would excite an opposite output in the gate containing the fault. A comparison of the two methods using the stuck-open "All-Fault Simulator" is presented.
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Shafer, Micheal E. "Traumatic Brain Injury in Children and Adolescents: An Evaluation of the WISC-III Four Factor Model and Individual Cluster Profiles." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9033/.
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Traumatic brain injury (TBI) is the leading cause of death and disability among children and adolescents in the US. Children and adolescents who sustain moderate and severe head injuries are much more likely to evidence significant deficits in neuropsychological functioning when compared with children with mild head injuries. Information about the recovery process and functional sequelae associated with moderate and severe head injuries remains limited, despite clear indications that children who experience such injuries typically exhibit notable deficits in intellectual functioning, particularly during the acute phase of recovery. Thus, the present study was conducted to augment research on intellectual functioning in children with moderate or severe head injuries. To accomplish this, the study first examined the proposed factor model of the WISC-III in children with moderate and severe TBI. Given high prevalence rates and similar trends in cognitive impairment, particularly within the frontal lobe structures (e.g., disrupted cognitive flexibility and divided attention), the study also examined this same factor model for a group of children with attention-deficit/hyperactivity disorder (ADHD) and compared it with the model fit from the TBI group. In the second phase of the study, both the TBI and AHDH groups were evaluated to determine if distinct WISC-III index score cluster profiles could be identified. Lastly, the cluster groups for both the TBI and ADHD samples were validated using important demographic and clinical variables, as well as scores from independent neuropsychological measures of attention, executive functioning, and working memory. Parent reports of psychological and behavioral functioning were also used in an attempt to further distinguish the cluster groups. Study limitations and future research implications were also discussed.
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Zappia, Irene Antonia. "Cognitive performance of English and Spanish speaking Mexican-American children on the WISC-R and EIWN-R." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184315.
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The purpose of this study was to do a comparative analysis of the Wechsler Intelligence Scale for Children-Revised (WISC-R), a test of intelligence which is frequently used with Mexican American students, and its Spanish translation the Escala de Inteligencia Wechsler Para Ninos-Revisada (EIWN-R). The WISC-R was administered in English to 109 bilingual English proficient Mexican American students, and the EIWN-R was administered in Spanish to 109 other than English proficient or monolingual Spanish speakers. Language proficiency was determined according to students scores on the Language Assessment Scales (LAS). The groups were matched by sex, school and grade. Students tested were students who were referred for testing because of academic difficulties or students placed in Special Education classes who are required to be re-evaluated every three years. Using Confirmatory factor analysis, the first objective was to determine if the factor structures underlying the EIWN-R and the WISC-R are equivalent to the factor structure of the WISC-R normative population. The correlation matrices of both groups were compared to the correlation matrix of the normative population. Factor structures of the WISC-R and the normative population were found to be statistically different, while the factor structures of the EIWN-R and the normative group were not found to be different. The second objective was to determine if the subtest means of the WISC-R and EIWN-R were significantly different. To determine this, the subtest means of both groups were subjected to MANOVA. Significant differences between subtest means were found on four of the subtests. A MANOVA was also utilized for the third objective which set out to determine if significant differences in performance are present in the EIWN-R between those students who are placed in Special Education programs and those students who are not placed. So as not to confound the results, the EMR population was removed from the sample. Significant differences in the placed and the non-placed groups were found on eight of the eleven subtests. Implications of research findings are discussed as well as future trends regarding the assessment of language minority students.
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Lo, Kin-keung. "An investigation of computer assisted testing for civil engineering students in a Hong Kong technical institute." Click to view the E-thesis via HKUTO, 1988. http://sunzi.lib.hku.hk/HKUTO/record/B38627000.
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Davidson, Gabrielle. "First and second born twins: a comparative study utilizing the Graffiths mental development scales - extended revised." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/669.
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Despite the concept of twins and twinning being a highly explored area of research for many years, limited research has been conducted on the comparison of first and second born twin development. The nature of twins leads people to believe that twins will present with similar characteristics, however, this study explores the possibility that due to their ordinal position they could in fact present with differing characteristics and could differ developmentally. The early holistic development of a child influences the rest of their lives. Concerning twins, the development of individuality and self-knowledge is especially important. Theorists, such as Piaget (1950), propose that child development takes place in stages and that although the order in which children proceed through these stages is the same, the pace at which this takes place can vary. The necessity of monitoring the child’s journey through these stages highlights the value of child developmental assessment. This form of assessment needs to be holistic, needs to involve a multidisciplinary team of professionals and needs to utilize assessment measures that are valid, reliable, culture-fair and standardized. The Griffiths Mental Development Scales-Extended Revised (GMDS-ER) is one such measure. This study, focusing on twin development, aimed to contribute and provide valuable information to a larger research project that is currently under way aiming to increase the applicability of the Griffiths Mental Development Scales-Extended Revised (GMDS-ER) in the South African context. The primary aim of the study, however, was to explore and compare the performance of normal first born and second born twins, aged between 2 and 8 years 4 months old, on the GMDS-ER. The purpose of the study was to generate information on the relationship between first born twins’ general development and second born twins’ general development. An exploratory, descriptive quantitative design was used. Participants were selected through a combination of non-probability purposive, convenience and snowball sampling. Data was analysed using descriptive statistics and dependent sample t-tests were employed to compare the General Quotients (GQ’s) of the first and second born twins in the sample. Results showed that no significant differences were found between the first and second born twins’ general development. Information generated from this study contributed to 1) child development research; 2) twin developmental research within a South African context; and 3) a greater group of studies on the GMDS-ER, currently underway in the United Kingdom and South Africa, aiming to contribute to the international credibility of this measure
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Robbins, Jessica. "The Neuropsychological Application of the WAIS-IV over the WAIS-III." NSUWorks, 2014. http://nsuworks.nova.edu/cps_stuetd/91.
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The current study examined the WAIS-IV and how the changes to the test may impact the measure's usefulness in neuropsychological evaluations. It was hypothesized that the WAIS-IV would be a significantly better predictor of performance on the neuropsychological measures of the Category Test, Finger Tapping Test, Trail Making Test, and Wisconsin Card Sorting Test over the WAIS-III. The mixed clinical sample came from an archival database of volunteer research participants and individuals clinically referred to a university outpatient facility. A total of 91 participants were administered the WAIS-III and WAIS-IV as part of a larger neuropsychological battery. The results of the current study found that both the WAIS-III and the WAIS-IV were able to account for a significant amount of the variance in performance on the neuropsychological measures, with the exception of the FTT dominant and non-dominant hands, where only the WAIS-IV was able to significantly account for the variance in performance on the measures. Using the Alf and Graf (1999) model, there were no significant R2 differences between the WAIS-III subtests and WAIS-IV at the .01 significance level. Thus, the WAIS-IV did not provide a better model for predicting performance on any of the neuropsychological measures. It should be noted that the small sample size of the current study may have inflated the R2, particularly in the WAIS-III models, which could have masked greater R2 differences between the two models. While the publishers endeavored to make the WAIS-IV a better measure of processing speed, working memory, and fluid reasoning, these goals were largely unmet. The analyses of the WAIS-IV working memory subtests, showed that the sequencing component added to the Digit Span subtest did not add to the relationship with neuropsychological measures with working memory components. The analyses of the WAIS-IV processing speed subtests showed that the Coding subtest of the WAIS-IV was a better measure of processing speed than the WAIS-III version, but this was not found for the PSI as a whole. Changes to Symbol Search did not show any improvement in the relationship to neuropsychological measures. One interesting finding was that the new subtest of Visual Puzzles does appear to add to the relationship with neuropsychological measures over the other subtests of the WAIS-IV. Visual Puzzles was consistently the highest correlated PRI subtest with the neuropsychological measures, with the exception of the WCST. The subtest appears to assess a wide range of abilities outside of the spatial reasoning skills purported by the test publishers. Specifically, the subtest was correlated with measures of processing speed, executive skills, and motor speed/reaction time. Thus, clinicians should use caution and examine all possible options when evaluating poor performance on this new subtest. Since none of the WAIS-IV models were able to significantly predict performance on any of the neuropsychological measures over the WAIS-III models, it would appear that the WAIS-IV as a whole is not a better neuropsychological measure than its predecessor. Despite being the gold standard for intellectual assessment, the WAIS-IV appears to add little to clinical utility over the WAIS-III outside of shorter administrative time. Clinicians are advised to continue using neuropsychological measures to assess processing speed, working memory, and higher order cognitive skills in conjunction with the WAIS.
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Bickley, Patricia. "The three stratum theory of cognitive abilities: test of the structure of intelligence across the life span." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38539.
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Recently a three stratum theory of intelligence that combines the major aspects of Spearman~s theory of general intelligence (g) (1927) and Horn and Cattell's theory of crystallized and fluid intelligence (Gf-Gc) (1991) has been proposed (Carroll, 1993). The purpose of this study was to test the three stratum theory using confirmatory factor analysis with the LISREL computer program. Developmental changes in the structure of intelligence were also investigated. Results provided support for the three stratum theory, suggesting the possibility of intermediate factors between the second and third stratum but no support for developmental changes in the organization of cognitive abilities.Ph. D.
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Agan, Christopher E. "Coupling artificial intelligence and a system dynamics simulation to optimize quality assurance and testing in software development." Thesis, Monterey, California. Naval Postgraduate School, 1990. http://hdl.handle.net/10945/30670.
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Approved for public release, distribution is unlimitedThe allocation of effort to quality assurance and testing is vitally important to the successful development and maintenance of a software system. There is no quantitative method for finding the right allocation policy. The most common methods include allocating fixed percentage of effort for all software projects or using allocations that have been used for similar projects in the past. The benefits of choosing the correct manpower allocation to suit a particular project can be substantial. Using the System Dynamics Model of Software Project Management an optimal quality assurance and testing level for project's development lifecycle can be found. The focus of this thesis is to design an expert system that can be coupled with the model in order to find the optimal allocation of quality assurance and testing effort for a particular project. Two expert system modules were developed, that when coupled with the system dynamics model, will find optimum quality assurance and testing distributions for a software project. The expert system modules were then used to perform sensitivity analysis experiments on the results.
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Parmar, Rene S. (Rene Sumangala). "Cross-Cultural Validity of the Test of Non-Verbal Intelligence." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332395/.
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The purpose of this study was to investigate the extent to which a non-verbal test of intelligence, the Test of Non-Verbal Intelligence (TONI), may be used for assessing intellectual abilities of children in India. This investigation is considered important since current instruments used in India were developed several years ago and do not adequately reflect present standards of performance. Further, current instruments do not demonstrate adequate validity, as procedures for development and cultural transport were frequently not in adherence to recommended guidelines for such practice. Data were collected from 91 normally achieving and 18 mentally retarded Indian children, currently enrolled in elementary schools. Data from an American comparison group were procured from the authors of the TONI. Subjects were matched on age, grade, and area of residence. Subjects were also from comparative socioeconomic backgrounds. Literature review of the theoretical framework supporting cross-cultural measurement of intellectual ability, a summary of major instruments developed for cross-cultural use, non-verbal measures of intellectual ability in India, and issues in cross-cultural research are discussed, with recommended methodology for test transport. Major findings are: (a) the factor scales derived from the Indian and American normally achieving groups indicate significant differences; (b) items 1, 3, 5, 8, 10, and 22 are biased against the Indian group, though overall item characteristic curves are not significantly different; (c) mean raw scores on the TONI are significantly different between second and third grade Indian subjects; and (d) mean TONI Quotients are significantly different between normally achieving and mentally retarded Indian subjects. It is evident that deletion of biased items and rescaling would be necessary for the TONI to be valid in the Indian context. However, because it does discriminate between subjects at different levels of ability, adaptation for use in India is justified. It may prove to be a more current and parsimonious method of assessing intellectual abilities in Indian children than instruments presently in use.
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Del, Vecchio Tony. "The relationship between the Wechsler intelligence scale for children-revised (WISC-R), a short form (WISC-RSH), and the wide range achievement test (WRAT) in learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/724568.
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The purpose of this study was to determine if the Split-Half Short Form WISC-R correlates over time with the WISC-R and whether either of these two separately administered measures of intellectual ability were able to predict academic achievement in a sample of learning disabled students using the WRAT as the criterion variable.The subjects were 100 (71 males, 29 females) students, ages, 6 through 16, selected from a special education learning disabled school population. All the subjects were administered the WISC-R an average of three years prior to the administration of the WISC-RSH and the WRAT.Two hypotheses were specified for the separately administered test forms: No significant difference between corresponding scales of WISC-R and WISC-RSH; and no difference in ability of corresponding WISC-R and WISC-RSH scale scores in predicting academic achievement using the WRAT Reading, Spelling, and Arithmetic standard scores. Pearson Product-Moment correlation analyses were used to determine if a significant relationship existed between Verbal, Performance and Full-Scale IQ scores of the WISC-R and WISC-RSH. Regression analysis procedures were used to determine the predictive validity of each of these measures to the WRAT subscales.The results revealed that the Verbal, Performance and Full Scale IQ scores of the WISC-R and the WISC-RSH were significantly correlated (r=.60, .69, .72, respectively) over the three year period.Indices of predictability obtained from regression procedures revealed that neither test form was able to predict academic achievement using the WRAT scores as the criteria. However, both test forms performed similarly in their predictive ability, with the WISC-RSH demonstrating a slightly better predictive ability than the WISC-R. This can be explained by the fact that the WISC-RSH and WRAT were administered concurrently three years after the WISC-R.Results from this study show promise that the WISC-RSH, Verbal, Performance and Full Scale IQ scores may be used in the re-evaluation assessment process of learning disabled students. It remains open to question whether the WISC-RSH can be used in place of the WISC-R for all special education students in light of what previous studies have demonstrated regarding the WISC-R's ability to predict academic achievement in other exceptional sample populations.Department of Educational Psychology
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Brockett, Daniel R. "Predicting intellectual level from the Mini-Mental State Examination : a multivariate approach." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/833470.
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It is necessary to assess the intellectual functioning of dementia patients. However, psychometric instruments such as the Wechsler Adult Intelligence Scale - revised (WAIS-R) are often too demanding for dementia patients, precluding its utility. Clinicians and researchers have indirectly estimated a dementia patient's IQ from the Mini-Mental State Examination (MMSE). This measure is an eleven item screen instrument of global cognitive functioning. Fairly accurate estimates of IQ have been predicted using the MMSE total score.The purpose of the present study was to determine if it is possible to more accurately predict intellectual functioning when the individual MMSE items were used to predict Full Scale, Verbal, and Performance IQ using multiple regression analyses. Forty elderly dementia patients were administered both the MMSE and the WAIS-R. The MMSE total score was entered into a simple linear regression to predict FSIQ. In addition, the eleven item scores of the MMSE were entered into separate stepwise regressions to predict FSIQ, VIQ, and PIQ. The increment in the amount of variance accounted for in the FSIQ between the simple and multiple regression equations were evaluated for statistical significance.The results of these investigations revealed that while the multiple regression equations using MMSE item scores predicted a significant amount of the variance in IQ, they were not statistically superior to using the MMSE total score alone. The MMSE total score was found to account for 76.2% of the variance in Full Scale IQ. The MMSE items that were found to add significantly to the variance in intellectual level accounted for 80.9 %, 75.1 %, and 73.4 % of FSIQ, VIQ, and PIQ respectively. The results of the present study replicated other research that found the MMSE total score to accurately predict intellectual functioning in dementia patients.Department of Counseling Psychology and Guidance Services
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Madril, Santiago Sierras. "A concurrent validation of the Kaufman Assessment Battery for Children with learning disabled Anglo and Hispanic children." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184661.
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The purpose of this study was to establish the concurrent validity of the Kaufman Assessment Battery for Children (K-ABC) with the Wechsler Intelligence Battery for Children-Revised (WISC-R). The study postulated that ethnicity would be a significant factor in the performance of learning disabled, Anglo and Hispanic students on the K-ABC compared with the WISC-R. Subjects were 33 Anglo and 34 Hispanic students ranging in age from 5 though 12. All students in the study were certified learning disabled and were administered the K-ABC and the WISC-R within one calendar year. Three null hypotheses were tested: (1) There is no significant difference between Anglo and Hispanic performance on the WISC-R Verbal and K-ABC Sequential IQs (Intelligence Quotients), (2) There is no significant difference between Anglo and Hispanic performance on the WISC-R Performance and the K-ABC Simultaneous IQs, and (3) There is no significant difference between Anglo and Hispanic performance on the WISC-R Full Scale and the K-ABC Mental Processing Composite Test IQs. The K-ABC was found to be concurrently valid based on the WISC-R. The range of correlations between the K-ABC and the WISC-R coincided with that necessary to establish a significant positive correlation. The WISC-R Full scale IQ scores for both Anglos and Hispanics correlated with the K-ABC Mental Processing Composite IQ (r =.57, p.05). The WISC-R Verbal scale scores for Anglos and Hispanics correlated (r =.55) with the K-ABC Sequential scale. Anglo and Hispanic scores on the WISC-R Performance scale correlated (r =.75) with the K-ABC. Ethnicity was not found to be a factor in low Hispanic test performance. The results showed no significant difference between the performance of Anglos and Hispanics. Comparisons were also made between the WISC-R and K-ABC performance of Anglos and Hispanics as a function of age, sex, grade and socioeconomic status (SES). Significant differences were found as a function of SES on both the WISC-R Full and Performance scales. Specifically, the higher the SES, the higher the Full and Performance scale IQs. On the K-ABC, SES and grade positively correlated with scores on all three scales. Sex was also positively related to Sequential scale scores with girls scoring slightly higher than boys.
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Björk, Gustav, and Alexander Wester. "A Deep Neural Network Approach for Intersection Testing of Two 3D Meshes." Thesis, Blekinge Tekniska Högskola, Institutionen för datavetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-19623.
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Background. Neural Networks have mainly been used in behavior and gameplayrelated areas in games, but they have not yet been used specifically for intersection testing. This thesis explores the possibility to use deep neural networks for intersection testing of two 3D meshes. Objectives. The main goal of the thesis is to train a Deep Neural Network that can be used to replace traditional intersection test algorithms by having similar accuracy and a faster execution time. Methods. The research methods used in this thesis are implementation and experimentation. The deep neural network is trained using TensorFlow. Two different mesh generation techniques are implemented, one generating heightmaps and one generating planets. The two mesh types are combined to test all combinations of generated meshes. Attempts to make the network as general as possible are done through importance sampling to expose the network to tricky situations. A test application is developed where the intersection testing can be performed and compared to the Separating Axis Theorem (SAT). Heatmaps are also created to see how accurate the network is. Results. The results show that the network is accurate at classifying intersection between meshes similar to the ones it trained on. However, the network lacks generality and has bad accuracy if new meshes are introduced. The measured execution times show that the trained Deep Neural Network is 15.6 times as fast as a singlethreaded implementation of the SAT and 2.3 times as fast as the multi-threaded SAT. Conclusions. The trained network can be used as an early exit intersection test before using more expensive algorithms. The faster intersection testing can be useful in game physics by allowing faster classification of which meshes need to be tested for collisions. However, the main outcome is the shown potential for future work in the area including training a more general network, allowing variable mesh sizes, and providing information for solving collision responses.Bakgrund. Neurala Nätverk har främst använts för beteende- och spelmekanikrelaterade områden inom spel, men de har ännu inte använts för genomskärningstester. Det här examensarbetet utförskar möjligheten att använda djupinlärning för att utföra genomskärningstester mellan två tredimensionella spelobjekt. Syfte. Huvudmålet med det här examensarbetet är att träna ett djupinlärt neuralt nätverk som kan ersätta traditionella genomskärningstestalgoritmer genom likvärdig precision och snabbare exekveringstid. Metod. Forskningsmetoderna som användes under examensarbetet är implementation och experimentation. Det djupinlärda neurala nätverket tränas med TensorFlow. Två olika spelobjektsgenereringsmetoder implementeras, där den ena genererar heightmaps och den andra genererar planeter. De två objekttyperna kombineras så att alla kombinationer av spelobjekt kan testas. För att göra nätverket så generellt som möjligt används importance sampling som utsätter nätverket för svåra situationer. Ett testprogram utvecklas där genomskärningstester kan utföras och jämföras mot Separating Axis Theorem (SAT). Grafer av typen heatmaps skapas också för att visa hur hög precision nätverket har. Resultat. Resultaten visar att nätverket har hög precision vid klassificering av spelobjekt liknande de som den tidigare har tränat på. Nätverket har sämre precision när nya spelobjekt introduceras. De uppmätta exekveringstiderna visar att det neurala nätverket är 15.6 gånger så snabbt som singeltrådade implementationen av SAT och 2.3 gånger så snabbt som den flertrådade SAT-implementationen. Slutsatser. Det tränade nätverket kan användas som ett tidig avbrott innan en dyrare algoritm används. Den snabbare genomskärningstestningen kan vara användbar i spelfysik eftersom den tillåter snabbare klassificering av vilka spelobjekt som behöver testas för kollision. Det huvudsakliga utfallet är den visade potentialen för vidare forskning inom området vilket inkluderar träning av ett mer generellt nätverk, möjlighet att variera spelobjektens storlek samt ge information för att kunna lösa kollisioner.
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Chan, Fiona. "Development of matrices abstract reasoning items to assess fluid intelligence." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277914.
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Matrices reasoning tests, which contain missing pieces in matrices that participants attempt to figure out, are one of the most popular types of tests to measure general intelligence. This thesis introduces several methods to develop matrices items, and presents them in different test forms to assess general intelligence. Part 1 introduces the development of a matrices test with reference to Carpenter’s five rules of Raven’s Progressive Matrices. The test items developed were administered together with the Standard Ravens’ Progressive Matrices (SPM). Results based on confirmatory factor analysis and inter-item correlation demonstrate good construct validity and reliability. Item characteristics are explored with Item-Response Theory (IRT) analyses. Part 2 introduces the development of a large item bank with multiple alternatives for each SPM item, with reference to the item components of the original SPM. Results showed satisfactory test validity and reliability when using the alternative items in a test. Findings also support the hypothesis that the combination of item components accounts for item difficulty. The work lays the foundation for the future development of computer adaptive versions of Raven’s Progressive Matrices. Part 3 introduces the development of an automatic matrix item generator and illustrates the results of the analyses of the items generated using the distribution-of-three rule. Psychometric properties of the items generated are explored to support the validity of the generator. Figural complexity, features, and the frequency at which certain rules were used are discussed to account for the difficulty of the items. Results of further analyses to explore the underlying factors of the difficulty of the generated items are presented and discussed. Results showed that the suggested factors explain a substantial amount of the variance of item difficulty, but are insufficient to predict the item difficulty. Adaptive on-the-fly item generation is yet to be possible for the test at this stage. Overall, the methods for creating matrices reasoning tests introduced in the dissertation provide a useful reference for research on abstract reasoning and fluid intelligence measurements. Implications for other areas of psychometric research are also discussed.
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Ewing, Melissa Cox. "The Effects of Cultural Bias: a Comparison of the WISC-R and the WISC-III." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278695/.
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It has been suggested that the use of standardized intelligence tests is biased against minorities. This study investigates the newly revised Wechsler Intelligence Scale for Children-III in which Wechsler states that the new scale has eliminated biased items. Comparisons of the scores on the WISC-R and the WISC-III of a clinical population of sixteen African American and eighteen Caucasian males, ages ten to sixteen, revealed significant differences between the two groups on the WISC-III. The minority scores decreased predictably from the WISC-R to the WISC-III, but the Caucasian scores increased rather than decreasing. The findings of this study do not support the predictions and goals of revision as stated in the manual of the WISC-III.
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Michel, Fiona. "Do developmental changes in inhibitory ability underpin developmental changes in intelligence?" University of Western Australia. School of Psychology, 2006. http://theses.library.uwa.edu.au/adt-WU2006.0064.
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[Truncated abstract] Intelligence in children increases with age until adult levels of performance are achieved. Dempster (1991) proposed that developmental changes in inhibitory processes underpin these changes in the development of intelligence. The evidence Dempster presented to support this thesis typically takes the form of noting changes in inhibitory performance that occur in the same time frame as changes in psychometric intelligence (Dempster, 1991, 1992, 1993; Dempster & Corkill, 1999). He also provides correlational evidence from studies in which intelligence scores are correlated with various inhibitory measures. One problem with much of the evidence presented by Dempster is that it does not distinguish between developmental and individual differences in inhibition and/or intelligence. Developmental differences are differences in performance between children at different ages. Individual differences are differences in performance between children of the same age. The majority of evidence Dempster provides concerns individual differences in inhibition and the relationship of these differences to intelligence rather than the relationship of any developmental differences to intelligence. Anderson (1987) suggests that the processes underpinning these two types of differences are not necessarily the same. For example, individual differences may be related to speed of processing, while developmental differences may be related to changes in inhibitory ability. Therefore, a more accurate test of Dempster’s thesis is to assess whether developmental changes in inhibition are related to developmental changes in intelligence, rather than whether individual differences in inhibition are related to intelligence. This was the primary goal of this thesis. A secondary goal was to address whether or not any developmental changes seen were primarily due to changes in inhibition or could be accounted for by changes in speed of processing. Measures which utilise difference score reaction time (RT) measures as inhibitory indices such as the stroop task do not typically account for this potential confound. A number of researchers have addressed this problem of difference score measures and proposed alternative analytic techniques (Christ, White, Mandernach, & Keys, 2001; Christ, White, Brunstrom, & Abrams, 2003; Faust, Balota, Spieler & Ferraro, 1999). Each inhibitory measure used in the current study will attempt to control for group and individual speed differences, either by utilising one of these alternative techniques or using regression analysis to identify the contribution of speed to the developmental shift in intelligence.
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野口, 裕之, and Hiroyuki NOGUCHI. "パーソナル・コンピュータをベースとする識別性検査A-1001用項目プールの作成." 名古屋大学教育学部, 1993. http://hdl.handle.net/2237/3906.
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Koball, Elizabeth H. "A test of Frederic Lord's premise relative to formula scoring." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53555.
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Although formula scoring has been used since the early 1900s, it was not until 1975 that Frederic Lord offered the following potential psychometric justification for its use: If under formula-scoring directions an examinee omits only those items which would result in completely random guesses under number-right scoring directions, then the formula score will be a more efficient estimator of the examinee's standing on the trait measured. Whenever the number of omissions is greater than zero, the formula score will be more reliable than the number-right score.
The purpose of this study was to test the premise that examinees omit only those items for which they have no knowledge when taking a test under formula-scoring directions. Several studies had been carried out previously to test this premise, and the design used in this study was a synthesis of the previous designs.
Included in this study was an investigation of examinees' responses, under formula-scoring directions, to items that were constructed to be obscure. Also examinees responded to questions about their attitudes towards formula-scored tests and their strategies when taking formula-scored tests.
Because of the results of the test of Lord's premise, also included in this study was a further investigation of omissiveness, the tendency to omit items under formula-scoring directions. Item difficulty and item omissions were examined relative to Lord's premise. A variable, called L for convenience, was computed for each item in order to find to what extent responses to test items support Lord's premise. Finally, the possibility of misinformation producing a counter effect to inappropriate omissions relative to Lord's premise was investigated.Ph. D.
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Casper, Lori Jean. "Development and validation of three alternative forms of a published general mental ability test." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1295.
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Sefcek, Jon Adam. "A Life-History Model of Human Fitness Indicators." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194693.
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Recent adaptationist accounts of human mental and physical health have reinvigorated the debate over the evolution of human intelligence. In the tradition of strong inference the current study was developed to determine which hypothesis; Rushton’s (2000) differential K theory, or Miller’s (2000a) fitness indicator model (F), better accounts for general intelligence ('g') in an undergraduate university population (N = 194). Due to the lengthy administration time of the test materials a newly developed 18-item short form of the Ravens Advanced Progressive Matrices (APM-18; Sefcek, Miller, & Figueredo, 2007) was used. There was a significant positive relationship between K and F (r = .31, p < .001), however no significant relationships were found between 'g' and either K or F (for each, r = -.06, p ≥ .05). While contrary to both hypotheses, these results may be explained in relation to antagonistic pleiotropy and a potential failure to derive within species comparisons directly from between species comparisons.