Coaching β in admission test performance: a study of group differences

2020 ◽  
Vol 20 (4) ◽  
pp. 253-273
Author(s):  
Anely Ramirez ◽  
Mladen Koljatic ◽  
Monica Silva
Keyword(s):  
Test Performance ◽  
Group Differences ◽  
Admission Test

scholarly journals Development of new 9-ball test protocols for assessing expertise in cue sports

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Jing Wen Pan ◽  
John Komar ◽  
Pui Wah Kong
Keyword(s):  
Power Control ◽  
Video Analysis ◽  
Test Performance ◽  
Absolute Error ◽  
Group Differences ◽  
Intra Class Correlation ◽  
National Team ◽  
Alignment Angle ◽  
Overall Performance ◽  
Ball Test

Abstract Background This study aimed to develop new test protocols for evaluating 9-ball expertise levels in cue sports players. Methods Thirty-one male 9-ball players at different playing levels were recruited (recreational group, n = 8; university team, n = 15; national team, n = 8). A 15-ball test was administered to indicate overall performance by counting the number of balls potted. Five skill tests (power control, cue alignment, angle, back spin, and top spin) were conducted to evaluate specific techniques by calculating error distances from pre-set targets using 2D video analysis. Results Intra-class correlation analyses revealed excellent intra-rater and inter-rater reliability in four out of five skill tests (ICC > 0.95). Significant between-group differences were found in 15-ball test performance (p <  0.001) and absolute error distances in the angle (p <  0.001), back spin (p = 0.006), and top spin tests (p = 0.045), with the recreational group performing worst while the national team performing best. Greater inter-trial variability was observed in recreational players than the more skilled players (p <  0.005). Conclusions In conclusion, the 9-ball test protocols were reliable and could successfully discriminate between different playing levels. Coaches and researchers may employ these protocols to identify errors, monitor training, and rank players.

scholarly journals Effects of Illiteracy on the European Cross-Cultural Neuropsychological Test Battery (CNTB)

2018 ◽  
Vol 34 (5) ◽  
pp. 713-720 ◽  
Author(s):  
T Rune Nielsen
Keyword(s):  
Test Performance ◽  
Neuropsychological Test ◽  
Cross Cultural ◽  
Test Battery ◽  
Group Differences ◽  
Significant Group ◽  
Neuropsychological Test Battery ◽  
Turkish Immigrants ◽  
Participant Characteristics ◽  
And Gender

Abstract Objectives Test performances of illiterate and literate immigrants were compared to investigate the effects of illiteracy on the European Cross-cultural Neuropsychological Test Battery (CNTB), and associations between test performance and participant characteristics were examined. Method Participants were 20 illiterate and 21 literate middle-aged and older Turkish immigrants (50–85 years) matched by age and gender that completed the CNTB as well as a number of demographic and medical questionnaires. Results No significant group differences or correlations between education, acculturation or health characteristics and test performances were found on 10 of 16 measures. Illiteracy status and participant characteristics affected measures of mental processing speed, executive function, and visuoconstruction. Conclusions The preliminary findings suggest that several of the measures in the CNTB may be valid for assessment of cognitive functioning in people who are illiterate when applied using available normative data. However, these findings need to be replicated in larger samples.

Correlation between Advanced Dental Admission Test performance and dental MATCH success

2020 ◽  
Author(s):  
Joseph Deek ◽  
David A. Albright ◽  
Vanchit John ◽  
Qing Tang ◽  
Kelton T. Stewart
Keyword(s):  
Test Performance ◽  
Admission Test ◽  
Dental Admission Test

scholarly journals Exploring rationality in schizophrenia

BJPsych Open ◽  
2015 ◽  
Vol 1 (1) ◽  
pp. 98-103 ◽  
Author(s):  
Rasmus Revsbech ◽  
Erik Lykke Mortensen ◽  
Gareth Owen ◽  
Julie Nordgaard ◽  
Lennart Jansson ◽  
...  
Keyword(s):  
Test Performance ◽  
Statistical Tests ◽  
Empirical Studies ◽  
Neuropsychological Test ◽  
Group Differences ◽  
Neuropsychological Performance ◽  
Healthy Controls ◽  
The Difference

BackgroundEmpirical studies of rationality (syllogisms) in patients with schizophrenia have obtained different results. One study found that patients reason more logically if the syllogism is presented through an unusual content.AimsTo explore syllogism-based rationality in schizophrenia.MethodThirty-eight first-admitted patients with schizophrenia and 38 healthy controls solved 29 syllogisms that varied in presentation content (ordinary v. unusual) and validity (valid v. invalid). Statistical tests were made of unadjusted and adjusted group differences in models adjusting for intelligence and neuropsychological test performance.ResultsControls outperformed patients on all syllogism types, but the difference between the two groups was only significant for valid syllogisms presented with unusual content. However, when adjusting for intelligence and neuropsychological test performance, all group differences became non-significant.ConclusionsWhen taking intelligence and neuropsychological performance into account, patients with schizophrenia and controls perform similarly on syllogism tests of rationality.

scholarly journals The meaning of group differences in cognitive test performance

2019 ◽  
Vol 18 (2) ◽  
pp. 163-164 ◽  
Author(s):  
Paul M. Grant ◽  
Michael  W. Best ◽  
Aaron T. Beck
Keyword(s):  
Test Performance ◽  
Cognitive Test ◽  
Group Differences ◽  
Cognitive Test Performance

scholarly journals A-197 Utility of the Addenbrooke’s Cognitive Examination—Third Edition (ACE-III) to Predict Neuropsychological Test Performance in Older Adults Referred for Neurocognitive Evaluation

2020 ◽  
Vol 35 (6) ◽  
pp. 992-992
Author(s):  
Zarrella G ◽  
Kay C ◽  
Gettens K ◽  
Sherman J ◽  
Colvin M
Keyword(s):  
Older Adults ◽  
Cognitive Impairment ◽  
Test Performance ◽  
Word Association ◽  
Digit Span ◽  
Block Design ◽  
Group Differences ◽  
Neuropsychological Evaluation ◽  
Adult Intelligence Scale ◽  
Category Fluency

Abstract Objective The ACE-III is a brief cognitive screener with high sensitivity and specificity in detecting neurocognitive disorders. We examined the utility of ACE-III subscale scores (Attention/Orientation, Memory, Fluency, Language, Visuospatial) to predict performance on expanded neuropsychological evaluation and detect diagnostic group differences. Data Selection 217 patients (Mag = 74.0, Medu = 15.78) with neurocognitive concerns completed the ACE-III followed by a comprehensive neuropsychological evaluation, including Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) Digit Span Backward (DSB), Trail Making Test Part B (TMT B), Boston Naming Test (BNT), Controlled Oral Word Association Test (COWAT), Category Fluency (Vegetables), Wechsler Memory Scale-IV (WMS-IV) Logical Memory (LM), and WAIS-IV Block Design (BD). Patients were diagnosed as having Normal Cognition (NC), Mild Cognitive Impairment (MCI), or Major Neurocognitive Disorder (MND) from clinical history and overall performance (67-NC, 105-MCI, 45-MND). Within-construct performances on comprehensive testing were regressed on ACE-III subscales. Group differences in ACE-III subscales and total scores were also examined. Data Synthesis Each ACE-III subscale score predicted within-construct performance on expanded testing with moderate-strong effects (p’s &lt; .001): Attention/Orientation predictive of WAIS-IV DSB and TMT B; Memory predictive of WMS-IV LM immediate and delayed; Fluency predictive of COWAT and Category Fluency; Language predictive of BNT; Visuospatial predictive of WAIS-IV BD. ACE-III subscale and total scores also distinguished between groups (NC &gt; MCI &gt; MND; p’s &lt; .001). Conclusions Across severity of cognitive impairment, ACE-III subscales are predictive of within-construct performance on expanded testing. The ACE-III may be a useful proxy for a comprehensive neuropsychological evaluation and demonstrates diagnostic utility in distinguishing different levels of cognitive impairment in older adults referred for neurocognitive concerns.

Effect of Technology on Student Class Performance and Class Absence

2012 ◽  
Vol 102 (6) ◽  
pp. 471-476
Author(s):  
Sanjay Sesodia ◽  
David Molnar
Keyword(s):  
Instructional Technology ◽  
Grade Point Average ◽  
Test Performance ◽  
Test Score ◽  
Linear Regression Analysis ◽  
College Admission ◽  
Medical College Admission Test ◽  
Grade Point ◽  
Medical College ◽  
Admission Test

Background: This study examined the effect of instructional technology availability on the performance of students enrolled in a medical physiology course at a podiatric medical school. Methods: Multiple linear regression analysis was used to predict student overall test performance based on instructional technology, Medical College Admission Test score, undergraduate grade point average, and class absence. Results: The availability of instructional technology was associated with a small decline in mean test performance and a small increase in class absence. Class absence had a negative effect on test performance only when the technology was available. Total Medical College Admission Test score and grade point average were positively correlated with performance. Conclusions: Instructional technology did not enhance absentee student course performance and, indeed, hurt it. Its use as a means of providing access to additional lecture material needs to be reevaluated. (J Am Podiatr Med Assoc 102(6): 471–476, 2012)

Model Status as a Determinant of Observational Learning and Performance

1986 ◽  
Vol 8 (4) ◽  
pp. 319-331 ◽  
Author(s):  
Penny McCullagh
Keyword(s):  
Observational Learning ◽  
Test Performance ◽  
Phase 1 ◽  
Observer Performance ◽  
Group Differences ◽  
High Status ◽  
Phase 2 ◽  
Actual Amount ◽  
And Performance ◽  
Better Than

The primary purpose of this experiment was to determine if model characteristics influence observer performance by exerting their prime influence on the attentional phase of observational learning as predicted by Bandura (1969). A second purpose was to determine whether model characteristics affected actual amount learned or whether merely performance levels were affected by this manipulation. There were two experimental phases. During phase 1, model status (high or low) and time of cueing (pre or post demonstration) were manipulated to test performance and attentional effects of model characteristics. During phase 2, subjects were offered an incentive before performance trials in an attempt to make a learning-versus-performance distinction. Phase 1 results indicated the subjects who viewed a high status model performed better than those viewing a low status model. The lack of any significant cueing effect suggested that model characteristics did not exert their prime influence on the attentional stage of observational learning. There were no group differences during phase 2, suggesting that performance but not actual amount learned was affected by the model status manipulation.

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