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101.
Frederic M. Lord 《Psychometrika》1971,36(3):227-242
When items cannot be answered correctly by guessing, certain two-stage testing procedures are about as effective over the
ability range of interest as the “best” up-and-down procedures studied previously. When answers can be guessed correctly 20
percent of the time, no two-stage procedure is found to match the “best” up-and-down procedures over this ability range. Feet-on-the-desk
designs for two-stage procedures may produce poor results.
This work was supported in part by contract N-00014-69-C-0017, project designation NR 150-303, between the Office of Naval
Research and Educational Testing Service. Reproduction in whole or in part is permitted for any purpose of the United States
Government. 相似文献
102.
Frederic M. Lord 《Psychometrika》1970,35(1):43-50
Item characteristic curves are estimated without restrictive assumptions about their mathematical form. The resulting curves are compared with estimates obtained under the assumption that all curves are of logistic form. Surprising agreement is found between the curves obtained by the two unrelated methods.This work was supported in part by contract Nonr-2752(00) between the Office of Naval Research and Educational Testing Service. Reproduction, translation, use and disposal in whole or in part by or for the United States Government is permitted. 相似文献
103.
Frederic J. Medway 《Journal of School Psychology》1975,13(1):19-27
An analysis of current models of delivering preventive psychological and educational services in schools is presented. It is argued that both traditional school psychologists and university-affiliated psychologists are restricted from influencing change process in schools. An alternative approach to psychoeducational change is developed whose fundamental feature involves the engagement of internally responsible socioeducational specialists by schools. Several issues bearing upon the viability of the proposed role are discussed based upon the author's experiences in pursuing the suggested interventions. 相似文献
104.
Frederic M. Lord 《Psychometrika》1975,40(2):205-217
For the six available sets of empirical data, the discrimination (slope) parameter of the logistic item characteristic curve was found to have a significant positive correlation over items with the difficulty (location) parameter. This unpleasant situation can be eliminated by a suitably chosen transformation of the ability scale. An example of the transformation is given and some empirical results of using the transformed scale are shown. 相似文献
105.
Frederic J. Medway 《Journal of School Psychology》1977,15(4):301-307
The amount of time devoted to seven professional activities by 15 school psychologists during a six-week period was compared with the perceived involvement in these activities of teachers who varied in psychologist contact (high vs. low). Teachers were found to be unware of the service priorities of psychologists in their schools and were found to hold inconsistent attitudes regarding activity involvement. Teachers saw psychologists as doing more interviewing, teacher consultation, and counseling, and less testing and report writing than was evidenced by psychologists' records. Degree of psychologist contact did not uniformly influence teachers' perceptual accuracy. Implications of these findings for the interpretation of prior and the conduct of future studies of teachers' perceptions of school psychologists are discussed. 相似文献
106.
Two experiments investigated self-other attributions for success and failure. In Experiment 1, high and low achievers completed a modified IAR scale either for themselves or another. Regardless of achievement motives, more personal attribution for failure was assigned to oneself than to a neutral other. In Experiment 2, additional scales for liked and disliked others were administered and scale item importance was varied. On global and individual causal measures, neutral and liked others were credited more and disliked others less for success than oneself, and liked others were blamed less and disliked others more for failure than oneself and neutral others. Item importance produced few effects. Results were interpreted in terms of informational considerations in self-other attribution. 相似文献
107.
Frederic M. Lord 《Psychometrika》1965,30(3):239-270
A “strong” mathematical model for the relation between observed scores and true scores is developed. This model can be used
- 1.To estimate the frequency distribution of observed scores that will result when a given test is lengthened. 相似文献
108.
Frederic M. Lord 《Psychometrika》1965,30(3):371-372
It is common to assume that the proportion of correct answers to an item has a normal-ogive or logistic relationship to total test score. However, this is shown to be a mistaken and an undesirable notion. 相似文献
109.
110.
Frederic M. Lord 《Psychometrika》1958,23(4):291-296
Guttman's principal components for the weighting system are the item scoring weights that maximize the generalized Kuder-Richardson reliability coefficient. The principal component for any item is effectively the same as the factor loading of the item divided by the item standard deviation, the factor loadings being obtained from an ordinary factor analysis of the item intercorrelation matrix. 相似文献