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Ioannis Angelakis Maria Panagioti Jennifer L. Austin 《Journal of psychopathology and behavioral assessment》2017,39(1):164-175
This study assessed and validated a Greek version of the Obsessive-Compulsive Inventory-Revised (OCI-R) in a large community sample. A total of 1379 Greek adults, including university students and individuals from the community, participated. Overall, the Greek OCI-R supported the six-factor solution, namely checking, ordering, obsessing, hoarding, washing and neutralizing, which was suggested by the original scale development and was later confirmed in other cultural settings. OCI-R was found to have very good to excellent psychometric properties as demonstrated by the application of traditional and alternative validating methods. Further, a five-factor structure that excluded the hoarding scale provided a slightly better conceptual fit of the data. In light of new recommendations, the Greek version of OCI-R provides compelling evidence of its efficacy to clearly differentiate between high- and low self-reports of OCD symptoms. We discuss that scores from the Greek community sample were commensurate with those observed in clinical samples. 相似文献
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Konstantina Georgiou Athanasios Gouras Ioannis Nikolaou 《International Journal of Selection & Assessment》2019,27(2):91-103
Gamification has attracted increased attention among organizations and human resource professionals recently, as a novel and promising concept for attracting and selecting prospective employees. In the current study, we explore the construct validity of a new gamified assessment method in employee selection that we developed following the situational judgement test (SJT) methodology. Our findings support the applicability of game elements into a traditional form of assessment built to assess candidates' soft skills. Specifically, our study contributes to research on gamification and employee selection exploring the construct validity of a gamified assessment method indicating that the psychometric properties of SJTs and their transformation into a gamified assessment are a suitable avenue for future research and practice in this field. 相似文献
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Mark Torrance Guido Nottbusch Rui A. Alves Barbara Arfé Lucile Chanquoy Evgeny Chukharev-Hudilainen Ioannis Dimakos Raquel Fidalgo Jukka Hyönä Ómar I. Jóhannesson George Madjarov Dennis N. Pauly Per Henning Uppstad Luuk van Waes Michael Vernon Åsa Wengelin 《Behavior research methods》2018,50(2):744-758
We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217–236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written output. 相似文献
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Lee Friedman Ioannis Rigas Evgeny Abdulin Oleg V. Komogortsev 《Behavior research methods》2018,50(4):1374-1397
Nystr?m and Holmqvist have published a method for the classification of eye movements during reading (ONH) (Nyström & Holmqvist, 2010). When we applied this algorithm to our data, the results were not satisfactory, so we modified the algorithm (now the MNH) to better classify our data. The changes included: (1) reducing the amount of signal filtering, (2) excluding a new type of noise, (3) removing several adaptive thresholds and replacing them with fixed thresholds, (4) changing the way that the start and end of each saccade was determined, (5) employing a new algorithm for detecting PSOs, and (6) allowing a fixation period to either begin or end with noise. A new method for the evaluation of classification algorithms is presented. It was designed to provide comprehensive feedback to an algorithm developer, in a time-efficient manner, about the types and numbers of classification errors that an algorithm produces. This evaluation was conducted by three expert raters independently, across 20 randomly chosen recordings, each classified by both algorithms. The MNH made many fewer errors in determining when saccades start and end, and it also detected some fixations and saccades that the ONH did not. The MNH fails to detect very small saccades. We also evaluated two additional algorithms: the EyeLink Parser and a more current, machine-learning-based algorithm. The EyeLink Parser tended to find more saccades that ended too early than did the other methods, and we found numerous problems with the output of the machine-learning-based algorithm. 相似文献
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Ioanna Semendeferi Panagiotis Tsiamyrtzis Malcolm Dcosta Ioannis Pavlidis 《Science and engineering ethics》2016,22(1):251-274
We present a graduate science ethics course that connects cases from the historical record to present realities and practices in the areas of social responsibility, authorship, and human/animal experimentation. This content is delivered with mixed methods, including films, debates, blogging, and practicum; even the instructional team is mixed, including a historian of science and a research scientist. What really unites all of the course’s components is the experiential aspect: from acting in historical debates to participating in the current scientific enterprise. The course aims to change the students’ culture into one deeply devoted to the science ethics cause. To measure the sought after cultural change, we developed and validated a relevant questionnaire. Results of this questionnaire from students who took the course, demonstrate that the course had the intended effect on them. Furthermore, results of this questionnaire from controls indicate the need for cultural change in that cohort. All these quantitative results are reinforced by qualitative outcomes. 相似文献
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In this article we argue that conceptual competence should be seen as a component of second language (L2) communicative competence.
Abstract concepts are highly expressed by means of metaphors, metonymies, idioms and other types of figurative language. In
literature it is suggested that knowledge and appropriate use of these lexical segments are closely related to L2 mastery
and therefore conceptual instruction is expected to facilitate L2 learning. To test the relationship between conceptual and
L2 competence we conducted an experiment in which Modern Greek learners were encouraged to express their views on the concept
of happiness. The results showed their weak performance in conveying their ideas in a coherent and acceptable manner. 相似文献
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Ioannis Votsis 《Synthese》2011,180(2):121-137
My main aim in this paper is to clarify the concepts of referential success and of referential continuity that are so crucial
to the scientific realism debate. I start by considering the three dominant theories of reference and the intuitions that
motivate each of them. Since several intuitions cited in support of one theory conflict with intuitions cited in support of
another something has to give way. The traditional policy has been to reject all intuitions that clash with a chosen theory.
A more radical policy, tied to some experimental philosophers, has called for the rejection of any evidential role for intuitions.
I explore a largely ignored third alternative, i.e. saving intuitions (and their evidential role) even when they are at odds.
To accommodate conflicting intuitions different sets of internally consistent (yet externally inconsistent) intuitions are
taken to lend credence to different concepts of reference. In the current context, this means that the concepts of referential
success and referential continuity are not monolithic. They are what I call ‘polylithic’. This paper is as much about meta-philosophical
concerns with the role of intuitions as it is about reference and the scientific realism debate. Regarding the former I hope
that a blueprint will emerge for similar projects in other philosophical domains. Regarding the latter, I hope that polylithicity
helps disentangle claims about referential success and continuity in the scientific realism debate by making perspicuous which
concepts are best equipped to evaluate the realist’s epistemic claims against the historical record of science. 相似文献