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541.
Robert J. Sternberg 《创造性行为杂志》2020,54(1):20-36
Creativity testing as it is now done is often based on a defective assumption that different kinds of creativity can be compressed into a single unidimensional scale. There is no reason to believe that the different kinds of creativity represent, simply, different amounts of a single unidimensional construct. The article shows how three different ways of viewing creativity lead to different ways of measuring creativity, all at variance with current unidimensional models. The point of view presented here does not suggest that current creativity tests are invalid, but rather, that care must be taken in the nature of claims made for them. Moreover, many of the same arguments could be applied to the measurement of intelligence and even wisdom as well. 相似文献
542.
John Michael Falligant Michael P. Kranak Molly K. McNulty Jonathan D. Schmidt Nicole L. Hausman Griffin W. Rooker 《Journal of applied behavior analysis》2021,54(1):367-373
Individuals with intellectual and developmental disabilities who exhibit problem behavior often receive behavioral assessment and treatment in specialized inpatient and outpatient clinics. However, problem behavior sometimes reemerges as a function of changes in contexts and stimulus conditions, such as returning to the home environment. This reemergence is called renewal. Recently, Muething et al. (2020) found that renewal occurred in over half (67%) of cases from an outpatient clinic. Their sample was obtained exclusively from an outpatient setting and despite the applied relevance of renewal, its clinical prevalence in other populations is unknown. Accordingly, we replicated Muething et al.’s procedures and analyzed renewal in 37 inpatient treatment applications across 34 cases via consecutive‐controlled case series. Renewal was present in 59% of cases; however, we found that renewal occurred in only 24% of context changes compared to 42% reported by Muething et al. Various factors related to the prevalence of renewal were evaluated. 相似文献
543.
Christina J. Song Jason C. Vladescu Kenneth F. Reeve Caio F. Miguel Samantha L. Breeman 《Journal of applied behavior analysis》2021,54(1):346-366
One strategy to program for generalization is to vary noncritical features in teaching exemplars, thereby avoiding noncritical features from being highly correlated with reinforcement and thus gaining faulty stimulus control. In the current translational evaluation, 2 groups of adults of typical development were taught to respond to arbitrary stimuli with experimenter‐defined critical and noncritical features in a matching‐to‐sample task. The teaching arrangement used for 1 group programmed for low correlation between noncritical features and reinforcement; the teaching arrangement used for the other group programmed for high correlation between noncritical features and reinforcement. Participants in the former group displayed (a) faster acquisition of matching, (b) less variability in correct responding, and (c) a decreased likelihood of faulty stimulus control developing during training. The results contribute towards advancing the study of stimulus control and developing an explicit technology of generalization to better serve consumers of the application of our science. 相似文献
544.
《Quarterly journal of experimental psychology (2006)》2013,66(5):909-924
The ability of the perturbation model (Jones & Wearden, 2003) to account for reference memory function in a visual temporal generalization task and auditory and visual reproduction tasks was examined. In all tasks the number of presentations of the standard was manipulated (1, 3, or 5), and its effect on performance was compared. In visual temporal generalization the number of presentations of the standard did not affect the number of times the standard was correctly identified, nor did it affect the overall temporal generalization gradient. In auditory reproduction there was no effect of the number of times the standard was presented on mean reproductions. In visual reproduction mean reproductions were shorter when the standard was only presented once; however, this effect was reduced when a visual cue was provided before the first presentation of the standard. Whilst the results of all experiments are best accounted for by the perturbation model there appears to be some attentional benefit to multiple presentations of the standard in visual reproduction. 相似文献
545.
Moisés Kirk de Carvalho Filho 《Journal of Cognitive Psychology》2013,25(7):1107-1136
This study assessed students' test performances and metacognitive processes in real classroom settings. Psychology undergraduates were categorised according to their metacognitive skills (high vs. low) and had their test performances and monitoring processes in two different types of tests (multiple-choice and short-answer tests) compared in individual and collaborative test conditions. Students' test preparation practices, attributions, and regulatory processes during test-taking were also compared by using open-ended questions. In the collaborative tests, three types of metacognitive pairings were made (high/high vs. high/low vs. low/low). Results showed that: (1) in individual tests, high-metacognitive students presented better performance and higher confidence levels due to their more effective test preparation practices and regulatory skills; (2) Differences in performance and confidence levels due to metacognitive skills disappear when students take tests collaboratively; (3) Over time, collaborative testing had particular positive effects on the low/low metacognitive pairings. Results are discussed focusing on their educational implications. 相似文献
546.
Donald W. Zimmerman 《The Journal of general psychology》2013,140(4):354-364
The statistical significance levels of the Wilcoxon-Mann-Whitney test and the Kruskal-Wallis test are substantially biased by heterogeneous variances of treatment groups—even when sample sizes are equal. Under these conditions, the Type I error probabilities of the nonparametric tests, performed at the .01, .05, and .10 significance levels, increase by as much as 40%-50% in many cases and sometimes as much as 300%. The bias increases systematically as the ratio of standard deviations of treatment groups increases and remains fairly constant for various sample sizes. There is no indication that Type I error probabilities approach the significance level asymptotically as sample size increases. 相似文献
547.
Arnold Lewis Glass Margaret Ingate Neha Sinha 《The Journal of general psychology》2013,140(3):224-241
Testing on a final exam in a college course improved long-term retention over material that had not been tested on the final. Students from an upper level psychology course took a long-term retention test, four to five months after the end of the course. For half of the items, a related question had been on the final. For the remaining half, a related question had appeared on an earlier exam, but not the final. On the long-term retention test, percent correct was 79% when a related question had appeared on the final and 67% when a related question had not appeared on the final. These results have both theoretical and practical implications. 相似文献
548.
《Occupational Therapy in Mental Health》2013,29(1):43-53
The magazine picture collage, an occupational therapy evaluation technique, was chosen for use in a pre-placement teaching clinic with second year occupational therapy students. The collage technique was selected because it was suitable for administrating in a group setting; because it was especially congruent with the developmental and educational needs of the students at that precise stage; and because it was one of the few tools of psychosocial occupational therapy with an adequate body of introductory literature to support its further use and development. Subjective evaluation of the magazine picture collage teaching clinic seemed to indicate that the collage fulfilled the goals of the clinic. Goals included increased awareness of nonverbal communication and projection, understanding of manifestations of mental illness, understanding of students' personal values, understanding of real differences and similarities between students and clients, understanding of the therapist leadership role, and assessment of different frames of reference. 相似文献
549.
《Estudios de Psicología》2013,34(63-64):205-222
ResumenDesde un marco ecléctico sobre la evaluación psicopedagógica se revisan las investigaciones realizadas sobre el Key-Math Diagnostic Arithmetic Test desde su construcción hasta la actualidad. Dichas investigaciones se han agrupado en cinco líneas: Propiedades psicométricas para la evaluación del rendimiento, utilización en programas instruccionales, estudios con poblaciones especiales, estudios relacionados con el desarrollo cognitivo y estudios sobre versiones revisadas. 相似文献
550.
Michael W. Kirkwood John W. Kirk Robert Z. Blaha Pamela Wilson 《Child neuropsychology》2013,19(6):604-618
Neuropsychological test interpretation rests upon the assumption that the examinee has exerted full effort. If an individual provides inadequate effort during exam, the resulting data will be invalid and represent an underestimate of the person's true abilities. Although youth have been assumed historically to be less capable of deception than adults, acts of deception in childhood are not uncommon, even in normative populations. Yet, very few cases of children who have provided suboptimal effort during neuropsychological exam have appeared in the scientific literature. We present six clinical cases illustrating that children down to at least age 8 years can present with noncredible performance. The cases include those in which clear external incentives could be identified to those in which intrinsic or psychological factors were presumed to predominate. The fairly diverse nature of the presented cases, along with other recent work, suggests that suboptimal effort in children is apt to occur more frequently than previously recognized, even if it might occur less often than in comparable adult samples. In most of the presented cases, noncredible performance would not have been detected definitively by clinical judgment alone, reinforcing the value of routinely incorporating symptom validity tests into the neuropsychological assessment of school-aged children. The number of effort tests that have demonstrated utility in children pales in comparison to those available to the adult practitioner, although recent research now supports the use of several standalone measures with pediatric patients. 相似文献