Personal Relevance and the Choice of Constructs for the Repertory Grid Technique

1967 ◽  
Vol 113 (498) ◽  
pp. 517-520 ◽  
Author(s):  
T. M. Caine ◽  
D. J. Smail
Keyword(s):  
Stimulus Card ◽  
Personal Relevance ◽  
Test Material ◽  
Projective Testing ◽  
Specific Test ◽  
Test Items ◽  
Personal Significance ◽  
Mediating Variables ◽  
Grid Technique ◽  
The Subject

A number of studies have shown with psychological testing that the form a particular response takes will depend on the personal relevance to the subject of the stimulus, and that the more personally relevant the stimulus the less the effects of other response determinants. For example, Dahlstrom (1962) has listed six “contextual” and five “mediating” variables which he feels account for responses to such test items as those composing the M.M.P.I. These variables include the experimental setting, the examiner and the specific test items (contextual variables), and the veridical facts, personality styles, test instructions (mediating variables). Similar arguments have been advanced with regard to projective testing by Hutt (1951, 1954) and Wertheimer (1957), among others. Caine (1967) has shown that response suppression operates in a sentence building test only when the test material is of limited personal significance to the subject, and that the consistency of response between different testing levels along the overt/covert dimension pertains only when the stimulus material is of psycho-pathological significance. With the T.A.T., Smail (1966) has argued that if meaningful results are to be obtained responses must be interpreted in the light of the patient's particular situation much more than is the general practice, and that responses which are clinically typical of a given diagnostic group may only appear where the stimulus card accurately reflects the situation in which the patient finds himself.

Development and Application of a Concept Test on the Subject of Stars

2020 ◽  
Author(s):  
Ebru EZBERCI-CEVIK ◽  
Mehmet Altan KURNAZ
Keyword(s):  
Quantitative Research ◽  
Quantitative Methods ◽  
Model Analysis ◽  
Validity And Reliability ◽  
Multiple Choice Questions ◽  
Schools Of Education ◽  
Test Items ◽  
Alpha Reliability ◽  
The Subject ◽  
The Mean

The aim of this study is to develop a concept test on the subject of stars that is suitable for model analysis and to evaluate the conformity of this model. The study was performed using a screening model, which is a type of quantitative research method. The study also tried to fill the gap in the existing literature regarding the use of quantitative methods. To develop the test, existing studies on stars were first examined; interviews with candidates who were teachers were conducted; and finally, necessary amendments to test items were made after referring to experts’ opinions. To assure its validity and reliability, the test was applied to a total of 175 candidates who were studying at schools of education in the departments of science teaching of three different universities to become teachers; all candidates took astronomy courses and were educated on the subject matter. The final form of the test comprised of 26 multiple-choice questions, each with 5 possible answers. The Cronbach’s alpha reliability coefficient of the test was calculated to be 0.735. In addition, the mean strength of the test was found to be 0.370 and the distinctiveness was found to be 0.390. Statistical analyses revealed that the concept test developed in this study is a valid and reliable test that conforms to the model analysis.

scholarly journals Upaya Peningkatan Aktivitas dan Hasil Belajar Kinematika Gerak Lurus Melalui Strategi Siklus Ace Kelas XB SMA Negeri 2 Simpang Hilir

2015 ◽  
Vol 7 (3) ◽  
Author(s):  
Desi Kamilah
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Learning Material ◽  
Physics Learning ◽  
Student Activity ◽  
Test Items ◽  
The Subject

Penelitian ini bertujuan untuk Untuk meningkatkan aktivitas dan hasil belajar fisika siswa dengan menerapkan siklus ACE dalam pembelajaran fisika materi kinematika gerak lurus. Penelitian tindakan dilakukan di SMA Negeri 2 Simpang Hilir Kabupaten Kayong Utara. Subjek penelitian yang akan dilakukan adalas siswa-siswi kelas XB SMA Negeri 2 Simpang Hilir yang berjumlah 34 siswa terdiri atas 13 laki-laki dan 21 perempuan. Instrumen yang digunakan dalam penelitian ini adalah berupa lembar observasi untuk mengukur aktivitas belajar siswa dan soal tes untuk mengukur hasil belajar. Berdasarkan hasil penelitian tindakan kelas yang dilakukan dapat disimpulkan aktivitas siswa dikelas masuk kategori cukup aktif. Hasil belajar siswa dengan siklus ACE mencapai ketuntasan 76,67%. Kata Kunci: pembelajaran fisika, siklus ACE, aktivitas belajar, hasil belajar  Abstract: This study aimed to increase physical activity and learning outcomes of students by implementing ACE cycle in physics learning material straight motion kinematics. Action research conducted at SMAN 2 Simpang Hilir North Kayong. The subject of research will be done adalas students of class XB SMAN 2 Simpang Downstream totaling 34 students consisting of 13 male and 21 female. The instrument used in this study is in the form of sheets of observations to measure student learning activities and test items to measure learning outcomes. Based on the results of classroom action research can be concluded that the activity of students in class is categorized quite active. Student learning outcomes with ACE cycle achieve mastery 76.67%. Keywords: physic lesson, cycle ACE, student activity, learning outcome

Effect of Experimenter's Expectancy in Relation to Type and Structure of the Experimental Task

1980 ◽  
Vol 46 (2) ◽  
pp. 487-497 ◽  
Author(s):  
Morris L. Shames ◽  
John G. Adair
Keyword(s):  
Stimulus Card ◽  
Task Structure ◽  
Experimental Task ◽  
Expectancy Effect ◽  
The Subject ◽  
Numerosity Estimation ◽  
And Task ◽  
Female Subjects

The present studies sought to investigate variables related to the mediation of the experimenter's expectancy effect and the generality of this phenomenon. It was hypothesized that the type of experimental task, defined by the presence or absence of factual or emotional components, and the structure of the task, defined by the ambiguity which the subject faces in making the judgments required of him, exert a moderating influence on the transmission of the experimenter's expectancy. Two studies employing a Rosenthal replication and numerosity estimation (Study 1) and a modified Rosenthal replication and modified numerosity estimation (Study 2) were run. 40 male experimenters ran 154 female subjects in both conditions across each of these studies. Subjects rated photographs of faces for success or failure in the Rosenthal replications and the number of dots per stimulus card in the numerosity estimations, with positive and negative expectancies induced in the former and over- and underestimation biases in the latter. It was concluded that the type of task and task-structure are indeed crucial variables for the transmission of the experimenter's expectancy.

Social Cognition in Bulimia Nervosa: A Systematic Review

2011 ◽  
Vol 28 (1) ◽  
pp. 1-6 ◽  
Author(s):  
H. DeJong ◽  
F. Van den Eynde ◽  
H. Broadbent ◽  
M.D. Kenyon ◽  
A. Lavender ◽  
...  
Keyword(s):  
Social Cognition ◽  
Bulimia Nervosa ◽  
Emotional Processing ◽  
A Priori ◽  
Emotional Awareness ◽  
Future Research ◽  
Specific Test ◽  
Impaired Performance ◽  
Test Items ◽  
Social Cognitive Deficits

AbstractObjectiveClinical accounts and previous evidence suggest that socio-emotional impairments may be present in people with bulimia nervosa (BN). The aim of this paper was to systematically review studies of social cognition, and to evaluate whether social cognitive deficits exist in BN.MethodKeywords were identified using an existing model of social cognition (Green et al., 2007) [16], and used to search for relevant papers in three online databases. Records were then screened according to a priori inclusion/exclusion criteria.ResultsFive papers reporting seven social cognition tasks were identified as pertinent to the review. All involved either theory of mind ability or emotional processing skills. Participants with BN had impaired performance on the Levels of Emotional Awareness Scale and showed greater attentional bias than controls on an emotional Stroop task. There were no overall group differences for any other tasks, although there were small differences for some specific test items.ConclusionsBasic social cognition does not appear to be impaired in people with BN. Future research should make use of more complex, ecologically valid measures, and consider the relationship between task performance and everyday social functioning.

A Cooperative Plan to Share Objective-Type Test Items

1951 ◽  
Vol 44 (5) ◽  
pp. 302-306
Author(s):  
Henry W. Syer
Keyword(s):  
Standardized Tests ◽  
Secondary Mathematics ◽  
Test Items ◽  
Type Test ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Time And Energy ◽  
Day By Day ◽  
Objective Type ◽  
The Ideal

Teachers have long been advised to build and use objective-type test items in their classroom tests in addition to the use of standardized tests which have been constructed and sold by outside authorities. Our own classroom tests reflect the particular topics which we, as teachers, and our students have found interesting and important for our particular class during a particular year. Purchased tests can never fully replace the class tests made and used by the teacher who has carried the class along through the day-by-day development of the subject. However, all who have tried know the time and energy which is required to formulate worthwhile test items in mathematics. Sometimes items which seemed good do not work out in practice at all. If we all had time the ideal procedure would be to use, analyze, revise, use, analyze and discard items in a growing file which would thus be constantly refined and improved. Few teachers have time to follow through such a procedure individually. The purpose of this report is to indicate a procedure which might facilitate the exchange of items concocted by individual teachers of secondary mathematics through the country so that these items could be used by others. The suggested plan is to establish a regular department in The Mathematics Teacher which will collect, classify and publish items supplied by teachers who have written and used them. There is no thought of standardizing the topics or procedure in the teaching of mathematics; the items will be displayed for use, but no teacher is urged to use them if they do not meet the objectives of a particular class. As time goes by this pool of items may contain many which test the same concepts, skills or other objectives. This is all to the good for the bigger the selection, the more interesting the shopping tour.

Recency Effects in Visual Memory

1981 ◽  
Vol 33 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Donald E. Broadbent ◽  
Margaret H. P. Broadbent
Keyword(s):  
Visual Memory ◽  
Short Term Memory ◽  
Visual Display ◽  
Recency Effect ◽  
General Mechanism ◽  
Visual Features ◽  
Short Term ◽  
Recency Effects ◽  
Test Items ◽  
The Subject

A number of studies were conducted, in each of which a series of abstract visual patterns was presented, and the subject was then asked to choose which of two test items was in the list. The items contained specifiable visual features, and similarity could therefore be varied in a relatively known way. As in earlier studies by other workers with randomly generated patterns, a recency effect was obtained. However, this effect did not depend on similarity between the items in the list, or between them and an intervening activity. Such factors do in some cases affect the average level of performance, but not the magnitude of recency. Nor was recency abolished by tasks interposed between presentation and test. These findings suggest a general mechanism of short-term memory, rather than a specifically sensory one. However, the recency effect did depend on the similarity of location of items in the visual display. Thus there is some evidence for a specific sensory store, with items arriving more recently over-writing those which came earlier and which were similar in location.

A note on interpreting damn expressives: transferring the blame

2014 ◽  
Vol 7 (2) ◽  
pp. 291-304 ◽  
Author(s):  
LYN FRAZIER ◽  
BRIAN DILLON ◽  
CHARLES CLIFTON
Keyword(s):  
Speech Act ◽  
Negative Attitude ◽  
The State ◽  
Test Items ◽  
Responsible Agent ◽  
The Subject ◽  
State Of Affairs

abstractExpressives like damn convey a negative attitude toward an entity or toward a situation. What is particularly interesting about such expressions is the looseness of the relation between their syntax, which is the syntax of normal attribute adjectives, and their interpretation (Potts 2005, 2007). An experiment on various negative expressives manipulated the placement of the expressive as a prior utterance, or inside the subject or inside an object of the verb or preposition. Experimental participants were asked what the speaker was most likely to have a negative attitude towards − the subject, the object, or the entire situation. The test items were of two types, ‘non-causal’ and ‘causal’, exemplified by The holiday is on the damn weekend and The dog is on the damn couch. In the non-causal items, the subject (holiday) cannot plausibly be taken as being responsible for the state of affairs described. However, in the causal items, the subject might be responsible for the state of affairs described. The same range of interpretations was observed for all placements of damn. The prior utterance condition (Damn. The dog is on the couch.) yielded more entire situation interpretations than the sentence-internal damn items. Overall, subject damn items yielded more subject interpretations than object damn items. However, as predicted by the hypothesis that blame would devolve on a potentially responsible agent (the culprit hypothesis), there were more subject interpretations in the causal items than in the non-causal items. The results suggest that considerable pragmatic inferencing is involved in the interpretation of expressives, consistent with a proposal that an expressive constitutes a separate speech act.

Neural Correlates of Retrieval Orientation: Effects of Study–Test Similarity

2004 ◽  
Vol 16 (7) ◽  
pp. 1196-1210 ◽  
Author(s):  
Michael Hornberger ◽  
Alexa M. Morcom ◽  
Michael D. Rugg
Keyword(s):  
Neural Correlates ◽  
Test Material ◽  
Visual Words ◽  
Test Items ◽  
Study Material ◽  
Study Materials ◽  
Orientation Effects ◽  
Retrieval Orientation ◽  
Study Test ◽  
Cue Processing

ERPs elicited by correctly classified unstudied items in tests of yes/no recognition memory were used to investigate the neural correlates of retrieval cue processing. Items in Experiment 1 consisted of pictures and their corresponding names, allowing study and test material to be factorially crossed in four separate study–test cycles. The ERPs elicited by unstudied pictures and words were, in each case, more negative-going when the study material belonged to the alternative rather than the same class of items. These findings demonstrate that previously reported ERP “retrieval orientation effects” depend on differences in similarity between study and test items, and not on the form of the sought for material. In Experiments 2a and 2b, study materials were auditory words and pictures, and the test items were visual words. In both experiments, ERPs elicited by unstudied test words were more negative-going when pictures rather than auditory words were the study material. Thus, ERP retrieval orientation effects do not depend on the employment of a copy cue condition. It is proposed that the effects reflect differences in the processing necessary to maximize over lap between cue and memory representations.

scholarly journals A Methodology for Providing Individualised Computer-generated Feedback to Students

2007 ◽  
Vol 2 (1) ◽  
pp. 74
Author(s):  
Michael Lambiris
Keyword(s):  
Subject Matter ◽  
Specific Test ◽  
Constructive Feedback ◽  
Large Numbers ◽  
Student’S Performance ◽  
Computer Based ◽  
The Subject ◽  
The Individual ◽  
Insight Into

The traditional way of providing feedback to students after tests or assignments is labour-intensive. This paper explains the concepts and techniques used by the author to build computer-based applications that analyse students’ answers and generate individualised, detailed and constructive feedback. The paper explains how the data gathered from a student’s answers can be combined with other knowledge about the subject matter being taught, and the specific test questions, to create computerised routines that evaluate the individual student’s performance. This information can be presented in ways that help students to assess their progress, both in relation to their acquired knowledge in specified areas of study, and with regard to their ability to exercise relevant skills. In this way, appropriate feedback can be provided to large numbers of students quickly and efficiently. The same techniques can be used to provide information to the instructor about the performance of the group as a whole, with a degree of detail and accuracy that exceeds the impressions usually gained through traditional marking. The paper also explains the role of the subject instructor in designing and creating feedback-generating applications. The methodologies described provide insight into the details of the process and are a useful basis for further experimentation and development.

scholarly journals THE USE OF TRANSLATION ACTIVITY TO IMPROVE THE STUDENTS’ VOCABULARY MASTERY

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Iin Widya Lestari ◽  
Adi Isma
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Senior High School ◽  
Social Program ◽  
School Students ◽  
Test Items ◽  
The Subject ◽  
The Mean ◽  
Senior High School Students

Teaching English is very challenging nowadays. Senior high school students urgently are needed to be communicative in using English well. They need to be able to develop their English skills well. Dealing with mastering English skills, vocabulary is one of the crucial language components in learning English. In fact, most of the students faced difficulty in acquiring and mastering English vocabulary to support and develop their English skills. English teachers need to apply the appropriate strategy and activity to improve students’ vocabulary. This research aimed to know the process of improving students’ vocabulary mastery by using translation activity for Senior High school students at SMAN 3 Bojonegoro. This research used classroom action research. The subject of this research was students of Social Program at 11 B. In collecting the data, the writers used test items and observation sheets. The test was given pre-test, test 1 and test 2. Then the writers analyzed the mean score of each test to find out the improvement of students’ vocabulary mastery after the action was done. The result shows that there is an improvement in students’ vocabulary mastery. It could be seen from the score of the pretest is 42, posttest 1 is 47,8 and posttest 2 is 61. After conducting action research, it shows that students made good improvements in learning vocabulary. Based on the result of the research, it can be concluded that using translation activity can improve students’ vocabulary mastery.

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