THE EFFECTS OF VOCAL PARTICIPATION AND QUESTIONING BEHAVIOR ON PERCEPTIONS OF DOMINANCE

1980 ◽  
Vol 8 (2) ◽  
pp. 203-207 ◽  
Author(s):  
Joseph P. Folger
Keyword(s):  
Question Type ◽  
Questioning Behavior

This study was designed to assess the relative effects of two types of communicative cues on perceptions of dominance. Stimulus tapes were constructed of two-person conversations in which the amount of vocal participation a speaker contributed and the type of question asked (closed-ended/open-ended) in the interaction were controlled. The results of a 3 × 2 × 2 (floor time by question type by speaker role) ANOVA revealed that (a) vocal participation is a stronger contributor to perceptions of dominance than either open-ended questions which manage the interaction or closed-ended questions which lead the respondent in a desired direction, and (b) closed-ended questions are seen as more dominant than open-ended questions. The results are discussed in terms of the monitoring demands the cues place on an observer.

Structured Interviewing for OCB: Construct Validity, Faking, and the Effects of Question Type

2004 ◽  
Vol 17 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Tammy D. Allen ◽  
Jeffrey D. Facteau ◽  
Carolyn L. Facteau
Keyword(s):  
Construct Validity ◽  
Question Type

scholarly journals Orthopedic in-training examination question metrics and resident test performance

2017 ◽  
Vol 9 (2) ◽  
Author(s):  
John Mason DePasse ◽  
Jack Haglin ◽  
Adam E.M. Eltorai ◽  
Mary K. Mulcahey ◽  
Craig P. Eberson ◽  
...  
Keyword(s):  
Orthopedic Surgery ◽  
Test Performance ◽  
Basic Science ◽  
Question Type ◽  
Training Data ◽  
Foot And Ankle ◽  
Recorded Data ◽  
Score Reports ◽  
Examination Question ◽  
Percentage Correct

First administered in November 1963, the orthopedic in-training examination (OITE) is now distributed to more than 4000 residents in over 20 countries and has become important for evaluation of resident fund of knowledge. Several studies have assessed the effect of didactic programs on resident performance, but only recently has it become possible to assess detailed testtaking metrics such as time spent per question. Here, we report the first assessment of resident OITE performance utilizing this full electronic dataset from two large academic institutions. Full 2015 OITE score reports for all orthopedic surgery residents at two institutions were anonymized and compiled. For every question answered by each resident, the resident year, question content or domain, question result (correct or incorrect), and answer speed were recorded. Data were then analyzed to determine whether resident year, result, or domain affected answer speed and whether performance in each subspecialty domain varied based on resident year in training. Data was available for 46 residents and 12,650 questions. Mean answer speed for questions answered correctly, 54.0±48.1 s, was significantly faster than for questions answered incorrectly, 72.2±61.2 s (P<0.00001). When considering both correct and incorrect answers, PGY-1s were slower than all other years (P<0.02). Residents spent a mean of nearly 80 seconds on foot and ankle and shoulder and elbow questions, compared to only 40 seconds on basic science questions (P<0.05). In education, faster answer speed for questions is often considered a sign of mastery of the material and more confidence in the answer. Though faster answer speed was strongly associated with correct answers, this study demonstrates that answer speed is not reliably associated with resident year. While answer speed varies between domains, it is likely that the majority of this variation is due to question type as opposed to confidence. Nevertheless, it is possible that in domains with more tiered experience such as shoulder, answer speed correlates strongly with resident year and percentage correct.

scholarly journals Analyzed Quality Question Type Multiple Choices Questions (MCQ) of Final Exam Even Semester on Biology Course Class XI SMA Negeri Se-Kecamatan IV Jurai Academic Year 2017/2018

2019 ◽  
Vol 4 (1) ◽  
pp. 200
Author(s):  
Nadya Khairiyah Syafti ◽  
Rahmawati Darussyamsu ◽  
Ganda Hijrah Selaras ◽  
Syamsurizal Syamsurizal
Keyword(s):  
Data Analysis ◽  
Descriptive Study ◽  
Question Type ◽  
Final Exam ◽  
School Year ◽  
Level Of Difficulty ◽  
Academic Year ◽  
Distinguishing Features

Researcher conducted a study with the aim to determine the quality of items in terms of analysis: 1) reliability, 2) the validity of the content and empirical, 3) distinguishing features, 4) level of difficulty, and 5) the function of detractors. This research is a descriptive study. Based on the results of data analysis, the result for the review of aspects: 1)reliability packet A and B, belong to the category high,2)the validity of the content packet A & B, not fulfilling all criteriaand then validity empirically package A, 57.5% are invalid matter and packet B,65% are invalid matte, 3) the level of difficulty package A, 27 questions (67,5%) good category and 13 questions (32,5%) not good category while package B, 27 questions (67,5%) good category and 13 questions (32,5%) not good category. 4) different power packet A, obtained with different power values, namely 35 questions (87,5%) including good categories and 5 questions (12,5) which do not belong to the good category while package B, 29 questions (72,5%) is included in category and 11 questions (27,5%) which do not belong to category, 5) function options packet A, for options that are not qualified is 37% and the quality is 63% and packet B,for options that are not qualified is 31% and the quality is 69%. It can be concluded that the end of the semester exam subjects biology grade XI of the school year 2017/2018 in the se-kecamatan IV Jurai not meet both criteria.

scholarly journals Comprehension of Welcher -Questions in German-Speaking Children With and Without Developmental Language Disorder

2021 ◽  
pp. 1-13
Author(s):  
Anne Dorothée Roesch ◽  
Vasiliki Chondrogianni
Keyword(s):  
Working Memory ◽  
Language Disorder ◽  
Working Memory Capacity ◽  
Question Type ◽  
Typically Developing ◽  
Developmental Language Disorder ◽  
Typically Developing Children ◽  
Phonological Working Memory ◽  
Case Marking ◽  
German Speaking

Purpose This study examined whether monolingual German-speaking preschool children with developmental language disorder (DLD) were facilitated by the presence of case-marking cues in their interpretation of German subject and object welcher (“which”)-questions, as reported for their typically developing peers. We also examined whether knowledge of case-marking and/or phonological working memory modulated children's ability to revise early assigned interpretations of ambiguous questions. Method Sixty-three monolingual German-speaking children with and without DLD aged between 4;0 and 5;11 (years;months) participated in an offline picture selection task targeting the comprehension of welcher -questions in German. We manipulated question type (subject, object), case-marking transparency, and case-marking position within the question (sentence-initial/-final). Results The typically developing children outperformed the children with DLD across conditions, and all children performed better on subject than on object wh -questions. Transparent and early cues elicited higher accuracy than late-arriving cues. For the DLD children, their working memory capacity explained their inability to revise early assigned interpretations to ambiguous questions, whereas their knowledge of case did not. Conclusions The results suggest that disambiguating morphosyntactic cues can only partly facilitate comprehension of German welcher -questions in children with DLD, whose poor phonological working memory rather than their knowledge of case-marking mediates performance on these structures.

Interviews

2019 ◽  
pp. 250-267
Author(s):  
Craig M. Klugman
Keyword(s):  
Life Experience ◽  
Research Question ◽  
Personal Narratives ◽  
Healthcare Providers ◽  
Point Of View ◽  
Question Type ◽  
Institutional Review Board ◽  
Health Humanities ◽  
Institutional Review ◽  
Interview Studies

Interviewing is a means of engaging an individual in dialogue to reflect upon and share his or her life experience. For health humanities, this method accesses the lived reality of patients and healthcare providers. Asking people to share their personal narratives can allow for emic—from the subject’s perspective—and etic—from the researcher’s point of view—interpretation. Health humanities interviews consist of six steps: define the research question, design the interview, apply for Institutional Review Board approval, conduct the interviews, analyze the data, and distribute the findings. This chapter examines best practices for conducting interview studies including format (structured, unstructured, semi-structured), question type (closed- or open-ended), sampling (convenience, snowball), and notetaking. The author uses a study on collecting death histories to demonstrate this process and how to apply narrative, thematic, and frequency analyses.

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