Predictive and construct validity of the developing cognitive abilities test: Relations with the iowa tests of basic skills

2000 ◽  
Vol 37 (2) ◽  
pp. 107-113 ◽  
Author(s):  
Gary L. Canivez
Keyword(s):  
Construct Validity ◽  
Cognitive Abilities ◽  
Basic Skills ◽  
Cognitive Abilities Test ◽  
Iowa Tests

Reliability of MTurk Data From Masters and Workers

2020 ◽  
Vol 41 (1) ◽  
pp. 30-36
Author(s):  
Steven V. Rouse
Keyword(s):  
Cognitive Abilities ◽  
Online Survey ◽  
Quality Data ◽  
Standard Samples ◽  
Online Data ◽  
Approval Ratings ◽  
Cognitive Abilities Test ◽  
Elite Status ◽  
Master Status ◽  
Amazon's Mechanical Turk

Abstract. Previous research has supported the use of Amazon’s Mechanical Turk (MTurk) for online data collection in individual differences research. Although MTurk Masters have reached an elite status because of strong approval ratings on previous tasks (and therefore gain higher payment for their work) no research has empirically examined whether researchers actually obtain higher quality data when they require that their MTurk Workers have Master status. In two different online survey studies (one using a personality test and one using a cognitive abilities test), the psychometric reliability of MTurk data was compared between a sample that required a Master qualification type and a sample that placed no status-level qualification requirement. In both studies, the Master samples failed to outperform the standard samples.

scholarly journals Decisions on driving after brain injury/disease: Feasibility and construct validity of a new simulator assessment tool

2020 ◽  
pp. 030802262095098
Author(s):  
Kersti Samuelsson ◽  
Ewa Wressle
Keyword(s):  
Brain Injury ◽  
Construct Validity ◽  
Cognitive Abilities ◽  
Driving Simulator ◽  
Assessment Tool ◽  
Clinical Decision ◽  
The Other ◽  
Complex Activity ◽  
Significant Difference ◽  
High Level

Introduction Driving is a complex activity involving a high level of cognitive abilities and thus might be affected after a brain injury/disease. The aim of this research was to evaluate the feasibility and construct validity of a driving simulator tool as a complement to existing driving assessments of patients with cognitive dysfunctions after a brain injury/disease. Method A descriptive and prospective research design was achieved. For construct validation, decisions were based on results from the Useful Field of View, Nordic Stroke Driver Screening Assessment, Trail Making Test and, when necessary for the decision, an on-road observation. Results from the simulator tool were not included in the clinical decision process. Results A total of 129 patients from four different rehabilitation services were included. The results showed a significant difference in test results between those who were considered medically fit versus unfit to drive. A factor analysis revealed four components, all including attention in combination with processing speed, visuospatial function, simultaneous capacity and executive function; these are all represented in the simulator tool. A correlation analysis showed that simulator subtest 3 (response/divergent response to stimuli) had the strongest correlation with most of the other tests included. Conclusions The simulator was found to be feasible and valid and found to include components other than those measured in the other tests.

A Comparison Study of the Ohio Proficiency Test Results between Fourth-Grade String Pullout Students and Those of Matched Ability

1998 ◽  
Vol 46 (2) ◽  
pp. 239-247 ◽  
Author(s):  
Michael D. Wallick
Keyword(s):  
Cognitive Abilities ◽  
Proficiency Test ◽  
Fourth Grade ◽  
Test Analysis ◽  
Ohio Proficiency Test ◽  
Significant Difference ◽  
Cognitive Abilities Test ◽  
String Students ◽  
City School District ◽  
And Mathematics

The purpose of this study was to examine the effects of a pullout string program on student achievement in the writing, reading, mathematics, and citizenship sections of the Ohio Proficiency Test. One hundred forty-eight fourth-grade string students and 148 fourth-grade nonstring students from a southwestern Ohio city school district were ability-matched according to their performance on the verbal section of the Cognitive Abilities Test. The scores of the Ohio Proficiency Test were then recorded and compared. This study involved a two-group static-group comparison design. A two-sample independent t-test analysis was used to determine if there was a significant difference between the achievement scores of the string students who were excused from class twice a week for 30 minutes and the matched group of nonstring students who remained in class. It was hypothesized that there would be no significant difference between the two matched groups. The results revealed a significant difference in favor of the string students' achievement in reading and citizenship, with no significant difference between the two matched groups in the writing and mathematics sections of the Ohio Proficiency Test.

Test of Visual-Motor Integration: Construct Validity in a Comparison with the Beery-Buktenica Developmental Test of Visual-Motor Integration

1997 ◽  
Vol 84 (3_suppl) ◽  
pp. 1439-1443 ◽  
Author(s):  
Cristina Preda
Keyword(s):  
Academic Achievement ◽  
Construct Validity ◽  
Basic Skills ◽  
Chronological Age ◽  
Visual Motor Integration ◽  
Comprehensive Test ◽  
Developmental Test ◽  
Visual Motor

The 1996 Test of Visual-Motor Integration manual states that an adjusted correlation of .95 was obtained between this test and the Beery-Buktenica Developmental Test of Visual-Motor Integration for 49 children with an average age of 9 years and that the adjusted .95 suggests equivalency of the tests. In the present study, for 103 children whose average age was 9 years, there was a correlation of .33 between the tests. Scores on the Beery-Buktenica test correlated more strongly than the Test of Visual-Motor Integration with both chronological age and academic achievement. Standard scores for the latter test were high compared to those of the Beery-Buktenica test and the Comprehensive Test of Basic Skills. Interscorer agreement was significantly lower, and more time was required to score the protocols. This study indicates that the 1996 version is not a substitute for the Beery-Buktenica test.

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