Children's Interpretations of Dance Expressions

1993 ◽  
Vol 11 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Jacques Van Meel ◽  
Henriette Verburgh ◽  
Marco De Meijer
Keyword(s):  
Age Groups ◽  
Multiple Choice ◽  
The Other ◽  
Choice Response ◽  
Response Format ◽  
Conceptual Level ◽  
Free Response ◽  
Age Trends ◽  
Professional Dance ◽  
Action Tendencies

Nine emotional themes were presented in dance expressions by a group of three professional dance students. In a first experiment these dance expressions were presented to children in the age groups of five-, eight-, ten-, and twelve-year-olds. Children's free response interpretations were analyzed for adequacy, conceptual level, and complexity of response. Clear age trends emerged, especially differentiating the five-year-olds from the other groups. In a second experiment a multiple choice response format was used. The same age trends were found. In a third experiment children with and without dance experience were compared. Experienced children used more emotional labels in interpreting the dance items. In the discussion it is suggested that, in the medium of dance, emotional interpretations gradually emerge from a preceding stage in which movements are imbued with action tendencies.

Comparing English and Russian humour perceptions through signature analysis

2020 ◽  
Vol 8 (2) ◽  
pp. 166
Author(s):  
Faisal L Kadri ◽  
Ekaterina N. Zakharenko
Keyword(s):  
Nuclear Physics ◽  
Age Groups ◽  
Statistical Technique ◽  
The Other ◽  
Particle Identification ◽  
Signature Analysis ◽  
Empirical Measures ◽  
Statistical Measures ◽  
Age Trends ◽  
Direct Measures

Signature analysis is a statistical technique introduced in the 1940s in order to identify groups of statistical measures to identify aircraft from radar reflections. Other applications include particle identification in nuclear physics and dark matter location in astrophysics. Humour appreciation, or funniness scores, are empirical measures of perceived humour. Two questionnaires, one in English, the other its translation into Russian, were made available online. Each had 96 humorous sentences or jokes. The sentences were classified empirically according to four age trends. Signatures of the four classes of sentences are calculated from participant scores in six age groups. The original scores will be available to researchers for verification and further investigation from either author. The use of signature analysis in this work involves the comparison of a sentence profile with the signature of its class or category; if the profile meets a strict criterion of errors then it can be described as a best predictor of its class. One notable finding from signature analysis is the existence of offsets: displacement of a sentence profile from its type signature. We suggest that offset values are direct measures of humorousness without reference to context. In this analysis, the profiles of the Russian and English sentences are compared to each other and their graphical differences are interpreted including offsets.

Cognitive Models Underlying Students' Formulation of Simple Linear Equations

1993 ◽  
Vol 24 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Mollie MacGregor ◽  
Kaye Stacey
Keyword(s):  
Natural Language ◽  
Linear Equations ◽  
Cognitive Model ◽  
Multiple Choice ◽  
Response Format ◽  
Algebraic Equations ◽  
Free Response ◽  
Multiple Choice Item ◽  
Reversal Error ◽  
Natural Language Statement

Data are presented to show that errors in formulating algebraic equations are not primarily due to syntactic translation, as has been assumed in the literature. Furthermore, it is shown that the reversal error is common even when none of the previously published causes of the error is applicable. A new explanation is required and is proposed in this paper. An examination of students' errors leads us to suggest that students generally construct from the natural language statement a cognitive model of compared unequal quantities. They formulate equations by trying to represent the model directly or by drawing information from it. This hypothesis is supported by research on the comprehension of relationships by linguists, pyscholinguists and psychologists. Data were collected from 281 students in grade 9 in free response format and from 1048 students in grades 8, 9, and 10 who completed a multiple-choice item.

scholarly journals Fractionating the hooper: Development of a multiple--choice response format

1997 ◽  
Vol 12 (4) ◽  
pp. 321-322 ◽  
Author(s):  
M. T. Garay ◽  
M. A. ◽  
B. Caplan
Keyword(s):  
Multiple Choice ◽  
Choice Response ◽  
Response Format

scholarly journals Integrated Testlets: A New Form of Expert-Student Collaborative Testing

2015 ◽  
Vol 8 ◽  
pp. 201 ◽  
Author(s):  
Ralph Shiell ◽  
Aaron Slepkov
Keyword(s):  
Assessment Tool ◽  
Corrective Feedback ◽  
Multiple Choice ◽  
Response Format ◽  
Free Response ◽  
Student Collaboration ◽  
Collaborative Testing ◽  
New Form ◽  
Multiple Choice Items ◽  
Choice Testing

Integrated testlets are a new assessment tool that encompass the procedural benefits of multiple-choice testing, the pedagogical advantages of free-response-based tests, and the collaborative aspects of a viva voce or defence examination format. The result is a robust assessment tool that provides a significant formative aspect for students. Integrated testlets utilize an answer-until-correct response format within a scaffolded set of multiple-choice items that each provide immediate confirmatory or corrective feedback while also allowing for the granting of partial credit. We posit here that this testing format comprises a form of expert-student collaboration, we expand on this significance and discuss possible extensions to the approach.

Fractioning the Hooper: A Multiple-Choice Response Format

2000 ◽  
Vol 14 (2) ◽  
pp. 196-201 ◽  
Author(s):  
Maria T. Schultheis ◽  
Bruce Caplan ◽  
Joseph H. Ricker ◽  
Russell Woessner
Keyword(s):  
Multiple Choice ◽  
Choice Response ◽  
Response Format

Category Width and Quantitative Aptitude

1965 ◽  
Vol 20 (2) ◽  
pp. 493-497 ◽  
Author(s):  
Samuel Messick ◽  
Nathan Kogan
Keyword(s):  
Multiple Choice ◽  
Response Format ◽  
Free Response ◽  
Aptitude Tests ◽  
Broad Category ◽  
Quantitative Test ◽  
Quantitative Form

In an effort to clarify the reported correlation between breadth of categorization and quantitative aptitude, the Pettigrew category-width task was administered along with three specially-constructed quantitative aptitude tests—one having a multiple-choice format with widely-spaced alternatives, one a multiple-choice format with narrowly-spaced alternatives, and one a free-response format. Preference for broad category widths was only marginally related to the free-response quantitative test but was substantially related to the form with widely-spaced alternatives. The negligible correlation between category-width preferences and the narrowly-spaced quantitative form suggests that the narrow spacing penalizes the broad categorizer by disrupting the “approximation” strategy he may tend to employ on a multiple-choice quantitative test.

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