公务员考生行政职业性格特征的研究

公务员招考最近几年已经发展起来,我国已经开发研制了行政职业能力倾向测验,还没有适合公务员考试的性格测验。我们曾用16PF对管理人员进行个性测验,结果发现无论哪个级别的干部,在16项因素上的得分都在4～6分之间,没有3分以下和7分以上典型特征,16PF不太适合选拔管理者。所以有必要探索编制适合管理者的性格测验。     

行政职业能力倾向测验:历史、现状与未来研究

经过二十多年的发展,行政职业能力倾向测验已经成为公务员考试中不可缺少的测评工具之一。在实践发展中,行测内外部的变化引发了许多研究问题。然而,现有研究的广度和深度都较为有限。为了提高行测的科学化水平,该文指出未来亟需从以下方面开展研究:(1)借鉴认知诊断理论对各个题型进行研究;(2)测量结构的确立;(3)分级分类考试的架构设计;(4)新题型开发;(5)分数合成;(6)试题公平性等。     

学业能力倾向测验综述

在西方国家,学业能力倾向测验是广泛应用于学校情景中的能力倾向测验。它以其独特的诊断和预测功能在学生的学业和职业指导中起着重要的作用。本文试图在回顾能力倾向测验的理论与实践渊源的基础上,着重介绍学业能力倾向测验的特点、模式、用途,国外著名学业能力倾向测验的内容及对其效用的研究等,以期对编制我国中学生适用的学业能力倾向测验做一准备和铺垫。     

一般能力倾向测验E和F版的新变化

<正>一般能力倾向测验由美国劳工部就业保险局自1934年起历时50年,耗资数亿美元编制而成,是应用较广的能力倾向测验。1995年美国完成了对一般能力倾向测验的第一次修订,即一般能力倾向测验E、F版产生。我国使用的版本仍然是是戴忠恒教授或方俐洛以日本劳动省1983年为蓝本修订的一般能力倾向测验。本文仅对美国第一次修订的改变进行研究归纳,以求对中国一般能力测验新版本的修订研究提供有益的启示。     

军用能力倾向测验的产生、发展和贡献

军用能力倾向测验是为军事需要服务的能力倾向测验,它有独立的产生和发展过程并在整个能力倾向测验领域起关键作用。在特殊能力倾向的效度研究,能力理论的验证,发现新的能力和测验手段上的创新等方面均有重要贡献。     

审美的测量:美术能力倾向测验的回顾与展望

美术能力倾向测验对美术人才的识别和选拔具有重要意义。现有测验可分为审美能力测量和艺术创作能力测量两种,其中审美能力测量的测验又可以分为审美判断测验和判断后选择判断理由的两种形式。但以往研究缺乏对审美知觉能力维度的实证研究、没有区分“主观美”和“客观美”,以及缺乏对各类型美术能力倾向测验效度的比较研究。未来可加深对审美知觉能力维度的实证研究,开发多类型美术能力判断测验并比较其效度,开发适用于小学生的美术能力倾向测验,以及开发适合我国国情的美术能力倾向测验。     

学习能力倾向测验的现状与思考

本文介绍了学习能力倾向测验的历史和发展现状,包括学习能力倾向测验的起源、编制特点、应用价值,并对几个相关问题进行了讨论。     

行政职业能力测验阅读理解能力考查体系研究

本研究对行政职业能力测验中的阅读理解分测验考查何种能力要素进行了深入探讨.研究一首先通过文献法初步概括出行政职业能力测验阅读理解的能力考查体系,进而使用出声思维的方法对该考查体系进行验证和补充,最后通过专家调查论证方法对其进行最终确定.结果表明,行政职业能力测验阅读理解考查了6种能力,分别是提取信息能力、理解意义能力、理解细节能力、分析结构能力、概括能力及推断能力,其中提取信息能力和理解意义能力是基础.在此基础上,研究二使用该能力框架选取合适的行政职业能力测验阅读理解题目,组成一套阅读理解测验,并借助认知诊断方法,通过专家标定测验的Q矩阵,利用实测数据对研究一构建的能力考查体系的完备性进行了验证.     

国家公务员录用面试初步研究

本文结合湖北省公务员考试的实践对公务员录用面试进行了初步研究。本研究从参与 1 997年湖北省省直公务员考试的 3 9个部门中抽取了 8个部门共 1 5 3名被试的面试数据 ,分析表明 ,在本研究所采用的结构化面试中 ,测评要素间具有较高的一致性 ,经过严格培训的考官的评分者信度是可靠和有效的。本研究还对如何设计、实施此类面试提出了有益的建议。     

一般能力倾向测验中国城市版的建构及常模的建立

自1947年美国劳工部发表了“一般能力倾向成套测验(General Aptitude Test Battery GATA)以后、其它国家有很多专业人员对它进行了研究和使用…。到八十年代,GATB已被译成十余种语言,并在近二十多个国家中进行了验证和标准化等一系列工作。日本于1949年至1951年对GATB进行了修订和标准化,并于1952年发表了《一般职业性向测验》。经数次修订,现在的测验由十五项分测验构成,     

Test anxiety and intelligence testing: a closer examination of the stage-fright hypothesis and the influence of stressful instruction

The influence of test anxiety and the content of instruction (stressful versus reassuring) on measurements of intelligence were investigated. It was expected that components of test anxiety would show differential effects on test performance. A Latin Square design was used to unravel the effects of test type and test order. Furthermore, effects of type of instruction, stressful versus reassuring, were studied by means of a within-subjects design. Test anxiety was measured with the Revised Worry-Emotionality Questionnaire. Measurements for verbal ability, reasoning, and memory were administered. Performance on memory tests showed less vulnerability to test anxiety compared with the other tests, with a picture recall test being insensitive. The negative effect of test anxiety was mostly confined to the beginning of a test session, independent of the type of test. Partial support for the so-called stage-fright hypothesis was found. The effect of instructional content was equivocal.     

Reduction of the Poggendorff effect by the motion of oblique lines

The magnitude of the Poggendorff illusion was measured when the test lines were moved up or down and tracked by subjects. The difference between test lines and inducing lines caused by motion of the test lines significantly reduced the magnitude of illusion (60%). Supplementary experiments seemed to indicate that location of test lines, perceptual shrinkage of space in the vertical dimension, and effective display time were not the main factors contributing to the reduction in illusion magnitude. Instead, it seems that some reduction in interaction between test and inducing lines was the main cause of the reduction. The rising curve of the reduction was very steep with velocity, and the reduction magnitude was almost constant over most of the range of velocities studied. The current evidence seems to suggest that moving and stationary figures are processed by separate channels and that, therefore, the interaction between them is reduced.     

征兵用数字搜索测验的研制

基于信息加工速度理论自编征兵用数字搜索测验,使用该测验对全国15735名应征青年及190名新兵进行了测量,3个月新兵营训练结束时由228上级对1900名士兵的智力相关工作绩效情况进行了调查,通过对上述数据的分析确定了测验方法及划界分数,并进行了信、效度检验。结果表明:缺失不同数字对题目难度有影响;划界分数为197秒正确应答27题以上;该测验的内部一致性α系数为0.864;预测符合率为95.7%。     

Concurrent validity of tests to measure the coordinated exertion of force by computerized target pursuit

The purpose of this study was to examine concurrent validity of a new test for coordinated exertion of force. Coordinated exertion of force was measured using computerized target pursuit from the following viewpoints: the relations between the new test, a pursuit-rotor test, and a pegboard test. College students (24 men and 24 women) were required to change their grip exertion to match changing demand values (displayed in either a bar chart or a wave form) appearing on the display of a personal computer. The sum of the differences between the demanded values and grip-exertion values for 25 sec. was a parameter to evaluate the new test. The reliabilities of the new test, the pursuit-rotor, and the pegboard test were acceptable (ICC = .70 to .99). Scores on the new test showed low correlations with the pursuit-rotor and the pegboard test. The relation between the two different displays in the new test was significant but low (r = .49, p < .05). It was inferred that the new test measures a somewhat different ability than that measured by the pursuit-rotor and pegboard test and that the abilities tested by the types of displayed demand values are somewhat different.     

Measure of the ability to rotate mental images

The aim of this study was to design an innovative test to measure the ability to rotate mental images. An unfolded cube was designed, which participants had to reassemble mentally, prior to mentally rotating the image, and answering 23 questions concerning the cube. The Measure of the Ability to Rotate Mental Images (MARMI) test was administered to 354 participants. Cronbach alpha was .90, and high correlations between this test and other image rotation and spatial image tests were found. However, poor correlations were observed between test scores and the responses to the visual imagery vividness questionnaire. Both test reliability and validity underscore that it is a good instrument for measuring the ability to rotate mental images.     

Decomposing the interaction between retention interval and study/test practice: the role of retrievability

Even without feedback, test practice enhances delayed performance compared to study practice, but the size of the effect is variable across studies. We investigated the benefit of testing, separating initially retrievable items from initially nonretrievable items. In two experiments, an initial test determined item retrievability. Retrievable or nonretrievable items were subsequently presented for repeated study or test practice. Collapsing across items, in Experiment 1, we obtained the typical cross-over interaction between retention interval and practice type. For retrievable items, however, the cross-over interaction was quantitatively different, with a small study benefit for an immediate test and a larger testing benefit after a delay. For nonretrievable items, there was a large study benefit for an immediate test, but one week later there was no difference between the study and test practice conditions. In Experiment 2, initially nonretrievable items were given additional study followed by either an immediate test or even more additional study, and one week later performance did not differ between the two conditions. These results indicate that the effect size of study/test practice is due to the relative contribution of retrievable and nonretrievable items.     

考试自我效能感是考试焦虑影响考试成绩的中介变量

本文采用结构方程的统计分析技术．依据Baron(1986)提出的确定中介变量的规则和标准．对265名中学生的特质考试焦虑、考试自我效能感、数学期末考试成绩的关系进行了探讨。考试焦虑,考试自我效能感和数学考试成绩是三个潜变量。结果表明,考试焦虑通过考试自我效能感这一中介变量对考试成绩产生影响,考试自我效能感对考试成绩有直接的影响作用,是考试焦虑影响考试成绩的中介变量。     

跨通道信源检测错觉的实验研究

本研究探讨跨通道信源检测错觉的特点。实验中将简单、无关且易产生视觉和听觉想像的事件随机以看、听、想像看和想像听的一种或两种组合方式让被试感受 ,2天后以视检测、听检测和全检测三种方式判断信源 ,结果均发现跨通道信源检测错觉 ,且信源判断受检测方式影响 ,知觉信息在源检测中具有更大的抗干扰性。研究结果支持信源检测理论。本文最后讨论了信源检测错觉的机制     

PBCB: A norming of the spanish translation of the Boehm test of Basic Concepts

The Boehm Test of Basic Concepts (BTBC) was designed to measure children's mastery of concepts considered necessary for achievement in the first years of school. The test is group administered, and is appropriate for use with children in the first three grades: kindergarten, first grade, and second grade. The test has been demonstrated to be a valid and reliable measure when administered in English. Prueba Boehm de Conceptos Basicos (PBCB), a Spanish translation of the test, was administered to 1,292 children three times in public and private schools in Puerto Rico during the 1979–1981 school years. Normative information, reported by type of school, by grade, and by time of year tested is presented. The reliability of PBCB was established. The test was shown to have predictive validity as well, correlating with measures of academic achievement one year following the end-of-year administration of the PBCB.     

Functional anatomy of the null hypothesis and of tests of it

The author compared simulations of the "true" null hypothesis (zeta) test, in which sigma was known and fixed, with the t test, in which s, an estimate of sigma, was calculated from the sample because the t test was used to emulate the "true" test. The true null hypothesis test bears exclusively on calculating the probability that a sample distance (mean) is larger than a specified value. The results showed that the value of t was sensitive to sampling fluctuations in both distance and standard error. Large values of t reflect small standard errors when n is small. The value of t achieves sensitivity primarily to distance only when the sample sizes are large. One cannot make a definitive statement about the probability or "significance" of a distance solely on the basis of the value of t.