Elaborations of Introductory Psychology Terms: Effects on Test Performance and Subjective Ratings

2005 ◽  
Vol 32 (1) ◽  
pp. 29-34 ◽  
Author(s):  
William R. Balch
1972 ◽  
Vol 35 (2) ◽  
pp. 489-490 ◽  
Author(s):  
Victor M. Dmitruk

Machover's figure-drawing test was administered to two groups of college students ( n = 295) to determine the influence of recent experience on test performance. Ss taking an introductory anthropology course drew significantly more “novel” figures than did Ss enrolled in introductory psychology. The nature of the figures drawn by the anthropology group suggested that they were largely a function of exposure to course content, e.g., cavemen, Indians, etc., in a variety of “primitive” settings. It was concluded that recent experience should be considered before inferences of “pathology” are derived from performance on Machover's test.


1994 ◽  
Vol 21 (1) ◽  
pp. 12-16 ◽  
Author(s):  
Kristen P. Sjostrom ◽  
Alan Marks

Before and after taking 12 successive tests, 90 introductory psychology students rated their level of confidence in passing each test. Students were divided into high, medium, and low groups based on their semester test scores. Students in the high group had higher ratings and were better able to predict their average performance than students in the low and medium groups. Ratings for all students averaged across the 12 tests correlated significantly with average test scores, but students were unable to evaluate their readiness for taking individual tests. Results suggest that ratings were based primarily on students' assessments of the relative difficulty of the test material and on their general ability in the course, rather than on the effectiveness of their study.


1980 ◽  
Vol 24 (1) ◽  
pp. 665-667
Author(s):  
William F. Storm ◽  
Russell A. Benel

Previous research on “alert” crew performance under sudden arousal from sleep indicated performance decrements would persist for varying periods of time depending on task characteristics. These studies did not, however, address the alternative of continuously awake crews. Twelve males performed a dual axis, compensatory tracking task under two modes of standby alertness–continuously awake vs sleep-alert. Performance, oral temperature, and subjective ratings of fatigue were acquired during three intervals: pretest, 2000–2200; test, 0200–0400; and posttest, 0800–1000. For the awake mode the test performance in the middle of the night was indistinguishable from the pretest performance, but the posttest performance was markedly worse. For the sleep-alert mode tracking performance was noticeably degraded following sudden awakening, but posttest performance was virtually identical to pretest performance (Figure 1). From the pretest to the test interval, oral temperature decreased to a much greater extent for the sleep-alert mode than for the continuously awake mode (Figure 2). Under both modes, feelings of subjective fatigue increased from pretest to test intervals. At posttest, even greater fatigue was reported for the continuously awake mode, while some recovery was reported for the sleep-alert mode (Figure 3). For alert duty one must consider probability of required performance, error tolerances, and future performance requirements prior to scheduling decisions.


1993 ◽  
Vol 20 (3) ◽  
pp. 156-160 ◽  
Author(s):  
David J. Woehr ◽  
Timothy A. Cavell

Self-report measures of academic ability, academic effort, and nonacademic activity were used to predict students' performance on their first introductory psychology test. Collectively, these predictor variables explained a significant proportion of the variance in test performance. In addition, academic ability, academic effort, and nonacademic activity each contributed significantly to the prediction of test scores. The relative predictive value of different aspects of academic effort was also examined. Results are discussed in terms of how introductory psychology instructors might advise students who wish to improve their test performance.


1977 ◽  
Vol 8 (1) ◽  
pp. 5-14 ◽  
Author(s):  
David L. Ratusnik ◽  
Roy A. Koenigsknecht

Six speech and language clinicians, three black and three white, administered the Goodenough Drawing Test (1926) to 144 preschoolers. The four groups, lower socioeconomic black and white and middle socioeconomic black and white, were divided equally by sex. The biracial clinical setting was shown to influence test scores in black preschool-age children.


1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.


1997 ◽  
Vol 40 (4) ◽  
pp. 900-911 ◽  
Author(s):  
Marilyn E. Demorest ◽  
Lynne E. Bernstein

Ninety-six participants with normal hearing and 63 with severe-to-profound hearing impairment viewed 100 CID Sentences (Davis & Silverman, 1970) and 100 B-E Sentences (Bernstein & Eberhardt, 1986b). Objective measures included words correct, phonemes correct, and visual-phonetic distance between the stimulus and response. Subjective ratings were made on a 7-point confidence scale. Magnitude of validity coefficients ranged from .34 to .76 across materials, measures, and groups. Participants with hearing impairment had higher levels of objective performance, higher subjective ratings, and higher validity coefficients, although there were large individual differences. Regression analyses revealed that subjective ratings are predictable from stimulus length, response length, and objective performance. The ability of speechreaders to make valid performance evaluations was interpreted in terms of contemporary word recognition models.


2007 ◽  
Vol 6 (1) ◽  
pp. 46-46
Author(s):  
L FRANKENSTEIN ◽  
L INGLE ◽  
A REMPPIS ◽  
D SCHELLBERG ◽  
C SIGG ◽  
...  

2016 ◽  
Vol 75 (3) ◽  
pp. 123-132 ◽  
Author(s):  
Marie Crouzevialle ◽  
Fabrizio Butera

Abstract. Performance-approach goals (i.e., the desire to outperform others) have been found to be positive predictors of test performance, but research has also revealed that they predict surface learning strategies. The present research investigates whether the high academic performance of students who strongly adopt performance-approach goals stems from test anticipation and preparation, which most educational settings render possible since examinations are often scheduled in advance. We set up a longitudinal design for an experiment conducted in high-school classrooms within the context of two science, technology, engineering, and mathematics (STEM) disciplines, namely, physics and chemistry. First, we measured performance-approach goals. Then we asked students to take a test that had either been announced a week in advance (enabling strategic preparation) or not. The expected interaction between performance-approach goal endorsement and test anticipation was moderated by the students’ initial level: The interaction appeared only among low achievers for whom the pursuit of performance-approach goals predicted greater performance – but only when the test had been scheduled. Conversely, high achievers appeared to have adopted a regular and steady process of course content learning whatever their normative goal endorsement. This suggests that normative strivings differentially influence the study strategies of low and high achievers.


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