Styles of Learning and Thinking Matter in Instruction and Assessment

2008 ◽  
Vol 3 (6) ◽  
pp. 486-506 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Li-fang Zhang
Keyword(s):  
Performance Tests ◽  
Maximum Performance ◽  
Thinking Ability ◽  
Typical Performance ◽  
Instructional Outcomes

There are two styles of learning and thinking: ability based and personality based. The former are assessed by maximum-performance tests, and the latter are assessed by typical-performance tests. We argue that both kinds of styles matter for instruction and assessment in school. In particular, shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes. We describe one ability-based theory and one personality-based theory and present supporting data from multiple studies relevant to each.

scholarly journals The typical-performance emotional management test: Test-retest reliability and further validity evidence

2021 ◽  
Author(s):  
Aljoscha Neubauer ◽  
Gabriela Hofer
Keyword(s):  
Validity Evidence ◽  
Performance Tests ◽  
Trait Emotional Intelligence ◽  
Maximum Performance ◽  
Retest Reliability ◽  
Emotional Management ◽  
Typical Performance ◽  
Main Factors ◽  
Trait Emotional Intelligence Questionnaire ◽  
Test Retest Reliability

Situational judgments tests (SJTs) offer many advantages over traditional trait questionnaires but often show low internal consistency, presumably due to heterogeneity of the assessed constructs (Lievens et al. 2008; Whetzel & McDaniel, 2009). Authors have suggested that test-retest-reliability (TRT) might be a better-suited measure for SJTs. Here, we analyzed TRT of the typical-performance emotional management test (TEMT, Freudenthaler & Neubauer, 2005) – and SJT for emotional management. We additionally report further and hitherto not analyzed validity evidence with respect to a maximum-performance emotional management SJT (STEM, MacCann & Roberts, 2008) and the widely used Trait Emotional Intelligence Questionnaire (TEIQue, Petrides & Furnham, 2003). For a 2 week-interval, we found satisfying test-retest reliabilities for both scales of the TEMT (inter- and intrapersonal emotional management; .76 and .83, respectively). Intrapersonal ability correlated moderately to highly with all four TEIQue main factors and the total score, whereas interpersonal ability showed low to medium relations. Relations with the STEM were smaller. Our results support that SJTs can show good reliabilities – when assessed via TRT – and emphasize the importance to distinguish between typical- and maximum-performance tests of emotional abilities.

scholarly journals Understanding and Assessing Cultural Intelligence: Maximum-Performance and Typical-Performance Approaches

2021 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Robert J. Sternberg ◽  
Chak Haang Wong ◽  
Anastasia P. Kreisel
Keyword(s):  
Psychometric Properties ◽  
Cognitive Abilities ◽  
Cultural Intelligence ◽  
Performance Test ◽  
Construct Validation ◽  
The Other ◽  
Performance Tests ◽  
Maximum Performance ◽  
Typical Performance ◽  
Diverse Cultures

Cultural intelligence is one’s ability to adapt when confronted with problems arising in interactions with people or artifacts of diverse cultures. In this study, we conduct an initial construct-validation and assessment of a maximum-performance test of cultural intelligence. We assess the psychometric properties of the test and also correlate the test with other measures with which it might be expected there would be some connection. We found that our test was internally consistent and correlated significantly with maximum-performance tests of abilities but generally less or not at all with typical-performance tests, including cultural intelligence and openness to experience. However, our test appears to be distinct in what it measures from the other tests of cognitive abilities. The results lead us to suggest that cultural intelligence may have both maximum-performance and typical-performance aspects.

What Makes You Think You're so Smart?

2008 ◽  
Vol 29 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Beth A. Visser ◽  
Michael C. Ashton ◽  
Philip A. Vernon
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Openness To Experience ◽  
Personality Characteristics ◽  
Performance Tests ◽  
Strong Correlations ◽  
Maximum Performance ◽  
Personality Variables ◽  
Ability Levels

Abstract. This study examined the correlates of self-estimated levels of the eight abilities of Gardner's (1983) “multiple intelligences” framework. Participants (N = 200) estimated their own levels of the eight abilities, completed two maximum performance tests of each ability, and provided self-ratings of their personality characteristics. As observed in previous research, most participants tended to overestimate their levels of ability in most of the intelligence domains. Self-estimated ability levels were generally only modestly correlated with measured levels of the same ability, and tended to show equally strong correlations with personality variables. Sex differences were observed for self-estimates of some abilities, and these sex differences were largely independent of measured ability and personality. It was concluded that high levels of self-estimated ability were related to being male, having high measured ability, and being high in Conscientiousness, Extraversion, and Openness to Experience, and low in Emotionality.

Maximum Performance Tests of Speech Production

1987 ◽  
Vol 52 (4) ◽  
pp. 367-387 ◽  
Author(s):  
Ray D. Kent ◽  
Jane F. Kent ◽  
John C. Rosenbek
Keyword(s):  
Speech Production ◽  
Normative Data ◽  
Normative Values ◽  
Clinical Neurology ◽  
Performance Tests ◽  
Maximum Performance ◽  
Assessment Protocol ◽  
Maximum Duration ◽  
Upper Limits ◽  
Maximum Expiratory Pressure

The maximum performance tests of speech production are those tests that examine the upper limits of performance for selected speech tasks. Among the most commonly used maximum performance tests are the following: maximum duration of phonation, maximum fricative duration, maximum phonation volume, maximum expiratory pressure, fundamental frequency range, maximum sound pressure level, maximum occluding force of the articulators, and diadochokinetic (maximum repetition) rate. Many clinicians use at least some of these tasks as part of an assessment protocol. These tests are analogous to strength, range, or speed tests in clinical neurology. Given the widespread use of these tests and a rather scattered literature on normative values obtained for them, a survey of the data base seemed in order. This paper summarizes the published normative data, discusses the adequacy of these data for clinical application, and recommends interpretive guidelines to enhance the usefulness of maximum performance tests.

Emotional Intelligence

2008 ◽  
Vol 29 (2) ◽  
pp. 105-115 ◽  
Author(s):  
H. Harald Freudenthaler ◽  
Aljoscha C. Neubauer ◽  
Ursula Haller
Keyword(s):  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Outcome Measures ◽  
Big Five ◽  
Well Being ◽  
Maximum Performance ◽  
Cognitive Intelligence ◽  
Emotional Management ◽  
Typical Performance ◽  
Within Subjects

Based on our previous research on intrapersonal and interpersonal emotional management abilities (EMA; Freudenthaler & Neubauer, 2005 , 2007 ), the present study examined the effects of instruction (TP: typical performance vs. MP: maximum performance) on EMA scores, using a within-subjects design (n = 151). In addition, the relations of TP-EMA and MP-EMA to sex, cognitive intelligence, and personality traits, as well as indicators of well-being, were tested. Results showed not only lower means but also higher reliabilities in the TP condition than in the MP condition. While women outperformed men in interpersonal EMA in both instruction conditions, men scored higher than women on intrapersonal TP-EMA. As expected, only MP-EMA were significantly correlated with cognitive intelligence. In contrast, TP-EMA showed more overlap with personality and were also substantially related to life satisfaction and depression. Most of the correlations between TP-EMA and predicted outcome measures remained significant when sex, personality (Big Five), and cognitive intelligence were controlled for. In sum, the findings provide further evidence of the importance to distinguish between typical and maximum performance in research on emotional intelligence measures and their application.

Higher-Faster-Farther: Maximum Performance Tests in the Assessment of Neurogenic Speech Impairment

2019 ◽  
Vol 71 (5-6) ◽  
pp. 261-274
Author(s):  
Wolfram Ziegler ◽  
Theresa Schölderle ◽  
Bettina Brendel ◽  
Julia Amsellem ◽  
Anja Staiger
Keyword(s):  
Performance Tests ◽  
Speech Impairment ◽  
Maximum Performance

scholarly journals Reference values of maximum performance tests of speech production

2017 ◽  
Vol 21 (1) ◽  
pp. 56-64 ◽  
Author(s):  
Simone Knuijt ◽  
Johanna Kalf ◽  
Baziel Van Engelen ◽  
Alexander Geurts ◽  
Bert de Swart
Keyword(s):  
Speech Production ◽  
Reference Values ◽  
Performance Tests ◽  
Maximum Performance

Maximum Performance Tests in Children With Developmental Spastic Dysarthria

1993 ◽  
Vol 36 (3) ◽  
pp. 452-459 ◽  
Author(s):  
J. Wit ◽  
B. Maassen ◽  
F. J. M. Gabreëls ◽  
G. Thoonen
Keyword(s):  
Fundamental Frequency ◽  
Group Differences ◽  
Performance Tests ◽  
Frequency Range ◽  
Significant Group ◽  
Maximum Performance ◽  
Performance Tasks ◽  
Syllable Duration ◽  
Z Scores ◽  
Normal Speech

Three noninvasive Maximum Performance Tasks (MPT)—Maximum Sound Prolongation (MSP), Fundamental Frequency Range (FFR), and Maximum Repetition Rate (MRR)—were administered to 11 children with spastic dysarthria due to cerebral palsy and to 11 control children with normal speech in order to determine the value of the tasks for differentiating between these groups of children. From the acoustic measurements, nine parameters were calculated, and in seven of them highly significant group differences were found. By adding the unweighted z-scores of four parameters (maximum sound prolongation, syllable duration, fundamental frequency range, inter-utterance variability of syllable duration), a composite z-score was constructed with nonoverlapping distributions for both groups. The authors conclude that maximum performance tasks, despite the large intrasubject and intersubject variability in both normal and pathological speakers, are powerful tools for detecting spastic dysarthria.

Development of the corticospinal system and hand motor function: central conduction times and motor performance tests

2000 ◽  
Vol 42 (4) ◽  
pp. 220-227 ◽  
Author(s):  
U M Fietzek ◽  
F Heinen ◽  
S Berweck ◽  
S Maute ◽  
A Hufschmidt ◽  
...  
Keyword(s):  
Motor Function ◽  
Motor Performance ◽  
Performance Tests ◽  
Corticospinal System
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