Oral and Visual Presentation and Production of Original Responses

1975 ◽  
Vol 41 (1) ◽  
pp. 165-166
Author(s):  
Roger A. Johnson ◽  
Joe Khatena
Keyword(s):  
Oral Presentation ◽  
Significant Interaction ◽  
Visual Presentation ◽  
Presentation Method ◽  
Main Effects

Verbal originality scores were obtained from Onomatopoeia and Images, Form 1B, given to 106 Ss aged 10 to 12 yr. and 94 Ss aged 16 to 19 yr. The older Ss scored significantly higher than the younger Ss with significant main effects for age, but not for method of word presentation. A significant interaction was found between word presentation method and age. Older Ss were more original with the oral presentation while the younger Ss performed approximately the same with both methods.

Separate Room Testing Accommodations for Students With and Without ADHD

2018 ◽  
Vol 37 (7) ◽  
pp. 852-862 ◽  
Author(s):  
Benjamin J. Lovett ◽  
Lawrence J. Lewandowski ◽  
Lindsey Carter
Keyword(s):  
Test Performance ◽  
Significant Interaction ◽  
Testing Accommodations ◽  
Hyperactivity Disorder ◽  
Level Data ◽  
Parallel Forms ◽  
Performance Patterns ◽  
Students With Adhd ◽  
Main Effects ◽  
Separate Room

Students with attention-deficit/hyperactivity disorder (ADHD) are frequently provided a separate room in which to take exams, to reduce external distractions. However, little research has explored the efficacy of this accommodation. In the present study, college students with ( n = 27) and without ( n = 42) ADHD diagnoses were administered two parallel forms of a timed silent reading comprehension test, one in a classroom with other students, and one in a private, proctored setting. A two-way analysis of variance found no significant main effects for either ADHD status or test setting on performance, and no significant interaction between the factors either. However, inspection of student-level data and exploration of continuous relationships between self-reported ADHD symptoms and test performance patterns suggested that separate room accommodations may be beneficial for a subgroup of students with ADHD.

Effects of Ethnicity in Attitudes toward Writing

1993 ◽  
Vol 72 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Ruth E. Knudson
Keyword(s):  
School Districts ◽  
Significant Interaction ◽  
Hispanic Students ◽  
Asian Students ◽  
Older Students ◽  
Attitudes Toward Writing ◽  
Competing Hypotheses ◽  
Anglo American ◽  
Main Effects

The purpose of this study was to assess the effects of ethnicity (as culture) on attitudes toward writing of students in Grades 4 to 8. A 19-item survey was administered to 1798 students in Grades 4 to 8 in ten schools in three school districts. There was no significant effect of ethnicity on the Total score, but there were significant main effects for grade and for gender and a significant interaction only for ethnicity by grade. Follow-up of significant main effects using Scheffé tests indicated that older students have higher scores than younger ones, suggesting their attitudes are less positive and girls have lower scores than boys, indicating their attitudes are more positive. The interaction of ethnicity by grade points to a pattern of Anglo-American and Hispanic students having higher (less positive) scores at each grade. This pattern is similar for black and Asian students, but in Grade 7 black and Asian students have lower scores than those in Grade 6. Competing hypotheses to explain the main effects are discussed. Results of analyses of the three factors reported in the development of this instrument in addition to the analysis of the total score are also discussed.

Problem-Solving Performances of First-Grade Children

1971 ◽  
Vol 2 (1) ◽  
pp. 50-64 ◽  
Author(s):  
Leslie P. Steffe ◽  
David C. Johnson
Keyword(s):  
Multivariate Analysis ◽  
Problem Solving ◽  
Analysis Of Variance ◽  
Significant Interaction ◽  
Univariate Analysis ◽  
First Grade ◽  
Problem Type ◽  
Problem Types ◽  
Main Effect ◽  
Main Effects

A sample of 111 first-grade children was partitioned into 4 categories, where the categorization was determined by an ability to make quantitative comparisons and IQ. 6 problems of each of 8 problem types were presented to each child in a randomized sequence. Approximately one-half of the children in each category were randomly assigned to 1 of 2 levels of Problem Conditions. A multivariate analysis of variance indicated that IQ was not significant. Problem Conditions was significant (p<.01p<.01). Univariate analysis indicated a significant interaction (p<.05p<.05) due to Quantitative Comparisons and Problem Conditions for 1 problem type; significant main effects (p<.01p<.01) due to Problem Conditions for the remaining 7 problem types; and a significant (p<.05p<.05) main effect due to Quantitative Comparisons for 1 of the remaining 7 problem types.

Possible Interaction between Vibration Thresholds by Sex and Motor Dominance in the Index Finger and Big Toe

1997 ◽  
Vol 85 (3) ◽  
pp. 1091-1098 ◽  
Author(s):  
Paul T. Ricci
Keyword(s):  
Significant Interaction ◽  
Index Finger ◽  
Forced Choice ◽  
Vibrotactile Threshold ◽  
Great Toe ◽  
Men And Women ◽  
Choice Procedure ◽  
Forced Choice Procedure ◽  
Main Effects ◽  
Monofilament Test

Two studies suggest a possible interaction among sex, motor dominance, and vibrotactile threshold for the great toe and index finger. In Study 1 a forced-choice procedure with the Vibratron II (Physitemp Instruments, Inc.) was used; a significant interaction between sex and foot dominance for vibratory threshold was noted with no main effects for the great toe. The greatest difference between men and women was on the nondominant side on the foot. Study 2 replicated Study 1 using the index finger as well as the great toe and used the Semmes-Weinstein monofilament test for a cross-modal comparison. A method of limits procedure was used to increase the generalizability of the data. A similar interaction was found between sex and motor dominance for the index finger but not the great toe. This was attributed to skewing of data for the toe. No effects were found for the Semmes-Weinstein test. Possible usefulness in detecting neuropathies is considered. Larger normative studies including variables such as age, height, and weight are required for generalizable conclusions.

Diagnosing Fictional Diseases: Age and Variability of Training Content in Concept Formation

2001 ◽  
Vol 88 (2) ◽  
pp. 459-470
Author(s):  
Sharon Bertsch ◽  
Raymond E. Sanders ◽  
Rosalie Hall
Keyword(s):  
Classification Accuracy ◽  
Significant Interaction ◽  
Concept Formation ◽  
Training Group ◽  
Paired Comparisons ◽  
Younger Adults ◽  
Learning Retention ◽  
Training Content ◽  
Main Effects ◽  
And Training

This experiment had two purposes: investigation of the effect of variability in the content used during training on concept learning, retention, and transfer and the extent to which this training manipulation interacts with age Participants were 27 older adults ( M = 68.2 yr., SD = 7.4) and 54 younger adults ( M = 20.6 yr., SD = 4.0) who were asked to learn an imaginary disease by reviewing the symptoms of fictional patients. Participants were assigned to one of two variability groups in training, which were defined by how much patient cases resembled each other. Dependent measures were classification accuracy over eight blocks of training, followed by retention and transfer (“diagnosing new patients”) two days later. Analysis of variance yielded only one significant interaction of age and training variability (on retention), but none of the paired comparisons were significantly different. There were no main effects of training group on any dependent variable.

Using MYSTAT to Analyze Simple Main Effects in Analysis of Variance

1994 ◽  
Vol 79 (1) ◽  
pp. 265-266
Author(s):  
Richard A. Hudiburg
Keyword(s):  
Analysis Of Variance ◽  
Interaction Effect ◽  
Significant Interaction ◽  
Significant Interaction Effect ◽  
Effect Factor ◽  
Research Designs ◽  
Main Effect ◽  
Two Factors ◽  
Main Effects

Research designs with two factors having a significant interaction effect are analyzed for simple main effects using MYSTAT. The coding used performs a series of one-way analyses of variance for each main-effect factor at only one level of the second factor.

Reading from a Palm Pilot& Trade Using Rsvp

2002 ◽  
Vol 46 (5) ◽  
pp. 685-689 ◽  
Author(s):  
Mark C. Russell ◽  
Barbara S. Chaparro
Keyword(s):  
Reading Comprehension ◽  
Rapid Serial Visual Presentation ◽  
User Satisfaction ◽  
Visual Presentation ◽  
Significant Difference ◽  
Dependent Variables ◽  
Presentation Method ◽  
Comparable Performance ◽  
Text Presentation ◽  
Small Screen

This study examines the feasibility of using the text presentation method known as Rapid Serial Visual Presentation (RSVP) as a means of optimizing reading on small screen interfaces. Participants read text on a hand-held device in both the page-like format and at various presentation rates in RSVP. Reading comprehension, user satisfaction, and format preference were examined as dependent variables. Results showed: (1) there were significant differences in comprehension between the RSVP presented at 250 wpm and the higher speeds of 450 and 650 wpm; but (2) there was no significant difference in comprehension scores between the RSVP at 250 wpm and the page condition. Participants were able to comprehend text presented via RSVP at 250 wpm and the page format equally well. Despite this comparable performance between these formats, participants were generally less satisfied with the RSVP, and preferred 250 and 450 wpm presentation rates significantly more than 650 wpm.

scholarly journals Candidate Gene Test for Quantitative Trait Loci Conferring Hypercholesterolemia on Mouse Chromosome 1

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 942-942
Author(s):  
Jung Han Kim ◽  
Jacaline Parkman ◽  
Kristiana Sklioutovskaya-Lopez
Keyword(s):  
Quantitative Trait Loci ◽  
Quantitative Trait ◽  
Significant Interaction ◽  
Plasma Cholesterol ◽  
Complementation Test ◽  
Total Plasma Cholesterol ◽  
Total Plasma ◽  
Cholesterol Levels ◽  
Trait Loci ◽  
Main Effects

Abstract Objectives The TALLYHO (TH) mouse is a polygenic model for obesity, type 2 diabetes and hyperlipidemia. We previously established a subcongenic mouse with TH donor segment, ∼25 Mb, on chromosome (Chr) 1 in a C57BL/6J (B6) background that harbors quantitative trait loci (QTL) conferring hypercholesterolemia, named Tchol1 (Tallyho Associated Cholesterol 1). The subcongenic mouse developed hypercholesterolemia compared to B6 mice demonstrating that distal segment of Chr 1 from TH genome is necessary to cause the hypercholesterolemia. In this study, we tested the candidacy of the apolipoprotein A2 (Apoa2) gene for Tachol1 by the quantitative complementation test. Apoa2, known regulator of cholesterol metabolism, maps to the Tchol1 locus. Methods To carry out the quantitative complementation test, both TH-homozygous Tachol1 subcongenic and B6-homozygous (B6) mice were mated to the Apoa2 knockout heterozygous [wild-type (wt)/null] mice to produce four types of animals; TH/wt, TH/null, B6/wt, and B6/null. Both male and female mice were weaned onto standard rodent chow and maintained. Blood was collected when animals were euthanized at 16 weeks of age. Total plasma cholesterol levels were determined using colorimetric assays. A two-way ANOVA was used to evaluate Apoa2 (null vs. wt) and Tachol1 (TH vs. B6) interaction effects for dependent variables, followed by the multiple comparison post test with Tukey correction using GraphPad Prism 8. Results Total plasma cholesterol levels were: 137 ± 5 (TH/wt), 119 ± 8 (TH/null), 103 ± 8 (B6/wt), and 80 ± 4 (B6/null) for males, and 149 ± 8 (TH/wt), 130 ± 9 (TH/null), 98 ± 3 (B6/wt), and 103 ± 6 (B6/null) for females [mean ± s.e.m; mg/dl]. Two-way ANOVA revealed no significant interaction between Tchol1 and Apoa2 knockout alleles for total plasma cholesterol levels in both males and females. However, there were significant main effects of Tchol1 and Apoa2 knockout alleles on total plasma cholesterol levels in males, while significant main effects of Tchol1 on them in females. Conclusions No significant interaction effect between knockout and QTL alleles is interpreted as evidence that the knockout locus is not equal to the QTL. Our results suggest that the Apoa2 gene is not identical to the Tchol1 QTL. Funding Sources AHA 18AIREA33960437, NIH 1 R15 DK113604-01A1, the WV-INBRE grant (P20GM103434), and the COBRE ACCORD grant (1P20GM121299).

Sign in / Sign up

Export Citation Format

Share Document