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901.
902.
Karl Schweizer Frank Goldhammer Wolfgang Rauch Helfried Moosbrugger 《Personality and individual differences》2007,43(8):1998-2010
The paper reports on an investigation of the convergent and discriminant validity of Raven’s matrices in considering reasoning and spatial abilities. Raven’s advanced progressive matrices (APM) and four scales representing reasoning, visualization, mental rotation and closure were applied to a sample of N = 280 university students. The data were investigated by means of structural equation modeling. The results demonstrated convergent validity of APM with respect to reasoning. In contrast, in investigating discriminant validity substantial correlations of moderate size between APM and the scales representing spatial abilities were observed. However, the investigation of the structure of the prediction of APM revealed that the scales representing spatial abilities did not improve the prediction based on the reasoning scale alone at the latent level. Consequently, it is suggested that Raven’s matrices show good convergent validity and slightly impaired discriminant validity. 相似文献
903.
We examined whether the implicit association test (IAT) could serve as an implicit measure of the dimensions of the Five-Factor Model of Personality. In the first study (N = 84) IAT-effects of the Big-Five (Extraversion, Agreeableness, Conscientiousness, Neuroticism and Openness) were found and the IAT showed good internal consistencies and convergent validity with an explicit Big-Five questionnaire (NEO-FFI-30). In a second study (N = 50), conducted to determine the overlap of the personality-IATs with implicit self-esteem, the Extraversion and the Neuroticism-IAT were shown to correlate with a self-esteem-IAT only moderately. 相似文献
904.
Blanton, Jaccard, Gonzales, and Christie [Blanton, H., Jaccard, J., Gonzales, P., Christie, C. (2006). Decoding the Implicit Association Test: implications for criterion prediction. Journal of Experimental Social Psychology, 42, 192-212.] assert that the Implicit Association Test (IAT) imposes a model that portrays relative preferences as the additive difference between single attitudes. This assertion is misplaced because relative preferences do not necessarily reduce to component attitudes. BJGC also assume that the IAT conditions represent two indicators of the same construct. This assumption is incorrect, and is the cause of their poor-fitting models. The IAT, like other experimental paradigms, contrasts performance between interdependent conditions, and cannot be reduced to component parts. This is true whether calculating a simple difference between conditions, or using the IAT D score. D—an individual effect size that is monotonically related to Cohen’s d—codifies the interdependency between IAT conditions. When their unjustified psychometric assumptions are replaced with plausible assumptions, the models fit their data very well, and basis for their poor-fitting models becomes clear. 相似文献
905.
HIDETSUGU TAJIKA NARAO NAKATSU HIRONARI NOZAKI EWALD NEUMANN SHUNICHI MARUNO 《The Japanese psychological research》2007,49(3):222-233
Abstract: This study examined how a metacognitive strategy known as self‐explanation influences word problem solving in elementary school children. Participants were 79 sixth‐graders. They were assigned to one of three groups: the self‐explanation group, the self‐learning group, or the control group. Students in each group performed a ratio word problem test and a transfer test. The results showed that students in the self‐explanation group outperformed students in the other two groups on both the ratio word problem test and on the transfer test. In addition, high explainers who generated more self‐explanations relating to deep understanding of worked‐out examples outperformed low explainers on both ratio word problem and transfer tests. The self‐explanation effect is discussed. 相似文献
906.
本文探讨了心理学研究工具的几个侧面:在心理学研究工具的界定问题上,心理学科同时具备自然科学和社会科学属性的学科特殊性,造成了心理学研究工具的多样化,应以一种更宽广的视角来界定心理学研究工具;在心理学研究工具的价值上,本文探讨了研究工具与心理学理论的相互影响和相互关系,理论假设会对工具使用过程造成影响,而工具的使用和发展对理论的建构和发展也有着重要的影响。在心理学研究工具的发展趋势上,在部分科研工具的高端化和精密化的同时,教学演示工具、学生实验仪器、心理测验、心理康复与心理治疗工具表现出不同的发展趋势。 相似文献
907.
Cognitive theories disagree about the processes and the number of abilities involved in transitive reasoning. This led to controversies about the influence of task characteristics on individuals' performance and the development of transitive reasoning. In this study, a computer test was constructed containing 16 transitive reasoning tasks having different characteristics with respect to presentation form, task format, and task content. Both product and strategy information were analyzed to measure the performance of 6- to 13-year-old children. Three methods (MSP, DETECT, and Improved DIMTEST) were used to determine the number of abilities involved and to test the assumptions imposed on the data by item response models. Nonparametric IRT models were used to construct a scale for transitive reasoning. Multiple regression was used to determine the influence of task characteristics on the difficulty level of the tasks. It was concluded that: (1) the qualitatively distinct abilities predicted by Piaget's theory could not be distinguished by means of different dimensions in the data structure; (2) transitive reasoning could be described by one ability, and some task characteristics influenced the difficulty of a task; and (3) strategy information provided a stronger scale than product information. 相似文献
908.
To assess the reliability of congeneric tests, specifically designed reliability measures have been proposed. This paper emphasizes
that such measures rely on a unidimensionality hypothesis, which can neither be confirmed nor rejected when there are only
three test parts, and will invariably be rejected when there are more than three test parts. Jackson and Agunwamba's (1977)
greatest lower bound to reliability is proposed instead. Although this bound has a reputation for overestimating the population
value when the sample size is small, this is no reason to prefer the unidimensionality-based reliability. Firstly, the sampling
bias problem of the glb does not play a role when the number of test parts is small, as is often the case with congeneric
measures. Secondly, glb and unidimensionality based reliability are often equal when there are three test parts, and when
there are more test parts, their numerical values are still very similar. To the extent that the bias problem of the greatest
lower bound does play a role, unidimensionality-based reliability is equally affected. Although unidimensionality and reliability
are often thought of as unrelated, this paper shows that, from at least two perspectives, they act as antagonistic concepts.
A measure, based on the same framework that led to the greatest lower bound, is discussed for assessing how close is a set
of variables to unidimensionality. It is the percentage of common variance that can be explained by a single factor. An empirical
example is given to demonstrate the main points of the paper.
The authors are obliged to Henk Kiers for commenting on a previous version. Gregor Sočan is now at the University of Ljubljana. 相似文献
909.
For (0, 1) scored multiple-choice tests, a formula giving test reliability as a function of the number of item options is derived, assuming the knowledge or random guessing model, the parallelism of the new and old tests (apart from the guessing probability), and the assumptions of classical test theory. It is shown that the formula is a more general case of an equation by Lord, and reduces to Lord's equation if the items are effectively parallel. Further, the formula is shown to be closely related to another formula derived from Lord's randomly parallel tests model. 相似文献
910.
调查了440名高中生,以不同类型考试焦虑为预测变量,以掌握目标、情绪性、应对反应、考试自我效能感、成绩-接近目标、成绩-回避目标、担忧、学习和考试技能、认知干扰为中介变量,期末数学考试成绩为最终结果变量,探讨不同类型考试焦虑影响考试成绩的模式。结果表明:不同类型考试焦虑具有不同的影响考试成绩的模式,即存在认知主导型模式(简称C模式)、生理唤醒主导型模式(简称P模式)、技能缺乏主导型模式(S模式)等三种不同的模式。担忧是C模式中的主要中介变量,P模式的主要特征是担忧对情绪性存在显著影响,S模式的特点是中介变量较少,学习和考试技能变量受考试焦虑和考试自我效能感双重影响并作用于考试成绩。 相似文献