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181.
Martha L. Stocking 《Psychometrika》1990,55(3):461-475
Information functions are used to find the optimum ability levels and maximum contributions to information for estimating item parameters in three commonly used logistic item response models. For the three and two parameter logistic models, examinees who contribute maximally to the estimation of item difficulty contribute little to the estimation of item discrimination. This suggests that in applications that depend heavily upon the veracity of individual item parameter estimates (e.g. adaptive testing or text construction), better item calibration results may be obtained (for fixed sample sizes) from examinee calibration samples in which ability is widely dispersed.This work was supported by Contract No. N00014-83-C-0457, project designation NR 150-520, from Cognitive Science Program, Cognitive and Neural Sciences Division, Office of Naval Research and Educational Testing Service through the Program Research Planning Council. Reproduction in whole or in part is permitted for any purpose of the United States Government. The author wishes to acknowledge the invaluable assistance of Maxine B. Kingston in carrying out this study, and to thank Charles Lewis for his many insightful comments on earlier drafts of this paper. 相似文献
182.
Martha John Mbakiso Dambe Sue Polhemus Floyd John 《International journal of psychology》1983,18(1-4):229-238
This Piaget replication study was done in Botswana. Six tasks were completed by 554 primary school children from urban, rural, and traditional village environments. Conservation of number, length, mass and weight, seriation and classification exercises were carried out using materials commonly found in the culture. Previous studies by other investigators have compared schooled and unschooled subjects in other African countries, but often unschooled subjects were from rural areas, so the environmental effects could not be isolated. In this study comparisons were made between students in the three environments, between age groups, and between male and female subjects. Urban children completed tasks at an earlier age than those from other environments. In general, the results are similar to findings from other African countries. 相似文献
183.
184.
J J Foster 《Acta psychologica》1976,40(2):103-113
It has long been recognised that the apparent area of a form is influenced by its shape, and it has generally been accepted that when a more compact and a more diverse form of the same physical area are compared, the more compact is judged smaller. Experiments are reported which demonstrate that when the apparent area of an isosceles triangle is bisected, the reverse of this principle holds. It is shown that when the apparent areas of a triangle and trapezium are being compared the relative location of the forms being judged determines the direction of the error typically found. Three theories of apparent area are discussed, and reasons for rejecting them put forward. It is concluded that no adequate theory has yet been proposed. 相似文献
185.
J J Foster 《Perceptual and motor skills》1970,31(3):941-942
186.
The effect of sex role socialization practices on the achievement motivation (Nach) of black preschool children of differing social-class levels was examined. A factor analysis of the Katz Sex Role Socialization Scale revealed several factors. These varied in their effect on two types of achievement motivation. In general, the hypothesis that nontraditional sex role training leads to higher achievement motivation for girls, and that traditional sex role training leads to higher achievement motivation for boys, received support. The importance of treating sex role socialization as multidimensional was stressed.This study is part of a doctoral dissertation by the senior author. 相似文献
187.
Martha Strickland Peggy O. Jessee Erik E. Filsinger 《Attention, perception & psychophysics》1988,44(4):379-382
Young children (ages 2 to 5) have proved to be difficult subjects for obtaining valid reports of their ratings of olfactory stimuli. Thirty-six preschoolers were tested on benzaldehyde (a pleasant odor) and on dimethyl disulfide (an unpleasant odor) using a smiling or frowning face as a response format. The results showed the ability of young children to discriminate between pleasant and unpleasant odors. 相似文献
188.
Elise M. Rossiter W. Stewart Agras Martha Losch Christy F. Telch 《Behaviour research and therapy》1988,26(6):495-498
The pre and posttreatment self-monitored caloric intake of bulimic subjects treated with either cognitive-behavioral therapy or imipramine was compared. Results indicated that both groups equally and successfully reduced purged calories but that only cognitive-behaviorally treated subjects increased non-purged caloric intake. These results show that cognitive-behavioral treatment lessens dietary restraint whereas imipramine treatment of bulimia nervosa does not. These findings are discussed and it is suggested that they may account for the superior therapeutic maintenance following cognitive-behavioral treatment when compared with pharmacological treatment of bulimia nervosa. 相似文献
189.
The present study examines the hypothesis that motor responses added into rote tasks would modulate the sensation-seeking activity and impulsive errors of hyperactive (ADD-H) children. To this purpose 22 ADD-H and 25 comparison children were administered two repetitive tasks (word decoding and an auditory vigilance task) under both an active response and a passive response condition. Findings were that the impulsive errors, talking/noise-making, and activity of ADD-H children was normalized (i.e., did not differ from comparison children) only in the high stimulation active response conditions. Behavioral improvements for ADD-H children were documented in both tasks in the active condition, but performance gains were found only in the vigilance task. The findings supported predictions derived from the optimal stimulation theory that the excessive activity and attraction to novel stimuli of ADD-H children can be channeled into appropriate instrumental motor and attention responses.We thank Anne Dwyer for her help with data collection, and Phyllis Kikendall, Sylvia Kottler, Joe Boggs, and Cheryl Wieczorek for their assistance at various stages of this project. We are also most grateful to Martha Eger and to the teachers, Sally Schnieder and Denise Oliver, of West Central Joint Special Services, to Pat Welch of the Catholic Social Services, and to the teachers of St. Ann's School and St. Philip Neri School for their cooperation with this research. 相似文献
190.
R. M. Foxx Martin J. McMorrow Gerald D. Faw Martha S. Kyle Ron G. Bittle 《Behavioral Interventions》1987,2(2):103-115
This study assessed the applicability of Cues-Pause-Point language training procedures in teaching students to obtain information from the statements of others. Two mentally retarded subjects, one of whom was echolalic, received training on one set of stimuli but not on another. During training the subjects were encouraged to remain quiet before, during, and briefly after the presentation of statements and then verbalize (i.e., answer a question) using the verbal cue(s) that had been presented in the statement. Correct responding reached 100% to the trained stimuli and both subjects' responding improved to the untrained stimuli. Posttests revealed that subjects used the trainer's statements to answer novel questions. The results suggest that Cues-Pause-Point procedures may be useful in teaching severely retarded individuals the functional use of observing and listening to others' verbal behavior. 相似文献