Do Emotions after Receiving Test Results Predict Review Activities? An Intra‐Individual Analysis

In the present study, we examined intra‐individual relations among emotions when receiving test results and subsequent test review activities, and the direct and moderating effects of perceptions of test value. The participants, 90 first‐year students at a private girls' secondary school, self‐reported their present emotional state immediately after receiving their test results and their test review activities 1 week after the tests were returned. The same survey was conducted on four occasions. Results of multilevel analyses indicated that emotions experienced when receiving test results did not predict subsequent learning behavior. The results also showed that relations among emotions and review activities differed across students. Although we investigated whether such individual differences in relations might be attributed to perceptions of test value, no moderating effect could be observed. Furthermore, improvement‐oriented test mindsets were found to be positive predictors of review activities by investigating the direct effect of perceptions of test value. These findings suggest that modifying students' perceptions of test value may promote appropriate learning behavior.     

What's in an accent? General spontaneous biases against nonnative accents: An investigation with conceptual and auditory IATs

Nonnative accents are prevalent in our globalized world and constitute highly salient cues in social perception. Whereas previous literature has commonly assumed that they cue specific social group stereotypes, we propose that nonnative accents generally trigger spontaneous negatively biased associations (due to a general nonnative accent category and perceptual influences). Accordingly, Study 1 demonstrates negative biases with conceptual IATs, targeting the general concepts of accent versus native speech, on the dimensions affect, trust, and competence, but not on sociability. Study 2 attests to negative, largely enhanced biases on all dimensions with auditory IATs comprising matched native–nonnative speaker pairs for four accent types. Biases emerged irrespective of the accent types that differed in attractiveness, recognizability of origin, and origin‐linked national associations. Study 3 replicates general IAT biases with an affect IAT and a conventional evaluative IAT. These findings corroborate our hypotheses and assist in understanding general negativity toward nonnative accents.     

The incremental role of trait emotional intelligence on perceived cervical screening barriers

Researchers have become increasingly interested in investigating the role of the psychological aspects related to the perception of cervical screening barriers. This study investigates the influence of trait EI on perceived cervical screening barriers. Furthermore, this study investigates the incremental validity of trait EI beyond the Big Five, as well as emotion regulation in the perceived barrier towards the Pap test as revealed in a sample of 206 Italian women that were undergoing cervical screening. Results have shown that trait EI is negatively related to cervical screening barriers. Furthermore, trait EI can be considered as a strong incremental predictor of a woman’s perception of screening over and above the Big Five, emotion regulation, age, sexual intercourse experience and past Pap test. Detailed information on the study findings and future research directions are discussed.     

Face-name memory training in subjective memory decline: how does office-based training translate to everyday situations?

This study aimed to examine whether people with subjective memory decline (SMD) benefit from face-name memory training (single session) as much as older adult controls in an office-based setting. Approximately 2 months later, groups were reassessed for translation to a naturalistic setting. In the office setting, there was a significant interaction between stimulus type (cued name; uncued name) and training condition (spaced retrieval, semantic association, no training), but no group differences nor interactions. Semantic association was only beneficial for cued names, whereas spaced retrieval was beneficial in cued and uncued conditions. In the naturalistic setting, however, there were no training effects. Naturalistic performance was predicted by demographics, cognition, and motivation. All groups reported improved memory control beliefs and contentment. Our study demonstrates the benefit of simple memory strategies for older adults, including those with SMD, in office-based settings. Translation to everyday settings is complex and may require prior intervention to increase motivation.     

Stereotype validation and intellectual performance: Negative implications for future achievement

Previous research has found that activating negative stereotypes after completion of a task can lead people to feel more certain that they performed poorly (i.e., stereotype validation). The current research examined the implications that stereotype validation may hold for future performance. In two studies, the accessibility of gender stereotypes was manipulated after participants completed an initial test on a topic. After reporting perceptions of their performance, participants completed a follow-up test on the same subject. Consistent with hypotheses, activating negative stereotypes after the initial test was found to increase certainty in negative performance evaluations among stigmatized participants. Importantly, this higher certainty – triggered by stereotypes – predicted decreased performance on the later, follow-up test.     

ITC Guidelines for Translating and Adapting Tests (Second Edition)

The second edition of the International Test Commission Guidelines for Translating and Adapting Tests was prepared between 2005 and 2015 to improve upon the first edition, and to respond to advances in testing technology and practices. The 18 guidelines are organized into six categories to facilitate their use: pre-condition (3), test development (5), confirmation (4), administration (2), scoring and interpretation (2), and documentation (2). For each guideline, an explanation is provided along with suggestions for practice. A checklist is provided to improve the implementation of the guidelines.     

CAT中结合贝叶斯方法与序贯监测程序的题库质量监控技术

Zhang(2013)提出了序贯监测程序(SMP)用以检测CAT中的题目在作答过程中是否发生泄漏。然而,该方法会出现虚报且未关注在题目泄漏后,对能力估计精度产生的影响。本研究在SMP基础上引入个人拟合指标,提出SMP_PFI方法,拟在给定的置信度上核实被SMP标记的题目是否真正泄漏,并探查SMP_PFI方法对能力估计精度与被封存题目数量关系的影响。实验结果表明：新方法能够有效降低SMP单独运行时的一类错误。通过控制CPFI值能够平衡能力估计精度与被封存题目数量之间的关系。     

认知诊断模型的比较及其应用研究：饱和模型、简化模型还是混合方法？

GDINA是一个饱和认知诊断模型（Cognitive Diagnosis Models, CDM）,Wald检验被用于在题目水平上检验GDINA是否可以被简化模型（如DINA, DINO, ACDM和RRUM）替代,并为测验的每一个题目选择一个最恰当的CDM（简称混合CDM）。选择合适的CDM是进行诊断评估的一个关键步骤,通过Monte Carlo 模拟实验,比较了不同的测验情境下,GDINA、简化CDM和混合CDM在测验整体拟合指标、模式判准率和项目参数估计的返真性等效果,研究发现混合模型的整体表现是最好的,其次是GDINA,最后是简化CDM。     

Two Models of Moral Judgment

This paper compares two theories and their two corresponding computational models of human moral judgment. In order to better address psychological realism and generality of theories of moral judgment, more detailed and more psychologically nuanced models are needed. In particular, a motivationally based theory of moral judgment (and its corresponding computational model) is developed in this paper that provides a more accurate account of human moral judgment than an existing emotion‐reason conflict theory. Simulations based on the theory capture and explain a range of relevant human data. They account not only for the original data that were used to support the emotion – reason conflict theory, but also for a wider range of data and phenomena.     

A Turing Test for Computational and Associative Theories of Learning

A Turing test is proposed to evaluate current computational and associative models of learning, and to guide theoretical developments. This test requires a specification of the procedures to which the model applies, a sampling of procedures and response measures, and an objective way to determine the difficulty of discriminating the responses of the model from the responses of the animal. Scalar timing theory is used as an example of a well-developed computational theory of timing that involves addition, multiplication, division, and sampling. The behavioral theory of timing is used as an example of a well-developed associative theory of timing that involves state transitions and strengthening of connections. A Turing test provides a way to evaluate such theories.