Study of Horizontal Line-Mazes

1983 ◽  
Vol 57 (3_suppl) ◽  
pp. 1103-1109 ◽  
Author(s):  
Kenneth Burlingame ◽  
Robert Charles Hardy ◽  
John Eliot
Keyword(s):  
Reading Achievement ◽  
Horizontal Line ◽  
Stepwise Multiple Linear Regression ◽  
Multiple Correlation ◽  
Maze Task ◽  
Left Hand ◽  
Embedded Figures Test ◽  
Developmental Progression ◽  
Embedded Figures ◽  
Better Than

Data from 240 right-handed children, 24 of each sex from each of Grades K to 4, were tested to examine relationships between their performance on four horizontal line-maze tasks, the Children's Embedded Figures Test, the Left-Right Identification Scale, and their total reading score from the Iowa Test of Basic Skills. Results from a stepwise multiple linear regression indicated that, at Grade 4, the line-maze task requiring Left hand tracing from right-to-left contributed significantly to the multiple correlation predicting reading achievement and that the combination of this task with the Children's Embedded Figures score predicts reading achievement better than they do individually. Results from a 2 × 5 factorial analysis between sex and grade for each line-maze task indicated an increasing developmental progression for all line-maze tasks.

Revision of the Tent Series of the Children's Embedded Figures Test: A Possible Predictor of Early Reading Achievement

1984 ◽  
Vol 59 (3) ◽  
pp. 757-758 ◽  
Author(s):  
Kenneth Burlingame ◽  
John Eliot ◽  
Robert Charles Hardy
Keyword(s):  
Reading Achievement ◽  
Early Reading ◽  
Embedded Figures Test ◽  
Embedded Figures

A shortened version of the Tent series of the Children's Embedded Figures Test is proposed as a possible predictor of early reading achievement.

scholarly journals An Islet of Ability in Autistic Children: A Research Note

2017 ◽  
Author(s):  
Amitta Shah ◽  
Uta Frith
Keyword(s):  
Cognitive Functioning ◽  
Cognitive Deficit ◽  
Mentally Retarded ◽  
Spatial Abilities ◽  
Research Note ◽  
Autistic Children ◽  
Embedded Figures Test ◽  
Embedded Figures ◽  
Better Than

An aspect of cognitive functioning in autistic children was investigated by comparing their performance on the Children's Embedded Figures Test with that of MA-matched normal and MA-and CA-matched mentally retarded non-autistic children. The autistic children were significantly more competent at this task than either group of control children, and also showed qualitatively different strategies. Since the performance of the autistic children was better than predicted from MA and commensurate with CA, it can be regarded as an islet of ability. This finding is discussed in terms of orientation and visualization factors involved in visuo-spatial abilities and is also related to cognitive deficit.

Personality Dimensions and Reversible Perspective in Embedded Figures Test

1978 ◽  
Vol 46 (3) ◽  
pp. 1016-1018 ◽  
Author(s):  
Robert Loo
Keyword(s):  
Performance Variables ◽  
Embedded Figures Test ◽  
Individual Test ◽  
Two Samples ◽  
Embedded Figures ◽  
And Performance ◽  
The Individual ◽  
The Relationship ◽  
Experienced Difficulty ◽  
Better Than

The study examined the relationship between performance on reversible-perspective items in individual and group embedded-figures tests and remaining items, personality and performance variables in two samples of normal females. Performance on the reversible-perspective items was better than on the remaining items in the individual test and as good as other items in the group test. Those who experienced difficulty in solving the reversible-perspective items had more “psychiatric” complaints and greater sociability than subjects who experienced little difficulty.

Effect of Cognitive Style on Strategies for Comprehension of Prose

1983 ◽  
Vol 56 (3) ◽  
pp. 859-863 ◽  
Author(s):  
Dayo Adejumo
Keyword(s):  
Cognitive Style ◽  
Cognitive Styles ◽  
Control Group ◽  
Embedded Figures Test ◽  
Introductory Course ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Group Embedded Figures Test ◽  
Better Than

The effect of cognitive style on the performance of four groups who used different strategies of study to comprehend prose was investigated. Performance on Group Embedded Figures Test was used to classify subjects into groups by cognitive style. 201 field-dependent and 125 field-independent subjects enrolled in an introductory course in psychology were subjects. Field-independent subjects performed significantly better overall. In particular, field-independent subjects in the control group and the groups given factual and inferential questions as study aids performed better than the field-dependent subjects on the inferential items at posttest. On the factual items at posttest, field-independent subjects performed significantly better only in the group who were given inferential questions as an adjunct. The cognitive styles of the subjects interacted with the strategies of study and seem to affect performance on comprehension of prose at posttest.

Do Confusing Information and Egocentric Instructions Influence Perception?

1984 ◽  
Vol 59 (1) ◽  
pp. 15-20 ◽  
Author(s):  
Margery S. Brown
Keyword(s):  
College Men ◽  
Psychological Differentiation ◽  
Personality Dimension ◽  
Embedded Figures Test ◽  
Field Independent ◽  
Field Dependent ◽  
Embedded Figures ◽  
Rod And Frame Test ◽  
Rod And Frame ◽  
Better Than

In an investigation of psychological differentiation, Witkin's personality dimension, 12 field-dependent and 12 field-independent students were selected from a population of college men in summerschool based on their Embedded Figures Test scores. They were assigned to conditions, given egocentric or gravitational instructions, and provided clarified or obscuring feedback about their performance on the Rod and Frame Test. Although instructions had no effect, students with clarified feedback performed better than those whose feedback was confusing. Field-independent men had less difficulty with the confusing feedback than did field-dependent men.

Validity of a Measure of Critical Thinking Skills

1987 ◽  
Vol 60 (3_part_2) ◽  
pp. 1223-1230
Author(s):  
Bruce Thompson ◽  
Janet G. Melancon
Keyword(s):  
Critical Thinking ◽  
Construct Validity ◽  
Item Difficulty ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Myers Briggs Type Indicator ◽  
Embedded Figures Test ◽  
Type Indicator ◽  
Embedded Figures ◽  
Myers Briggs

Based on data from 343 subjects, results suggest that Thompson's Test of Critical Thinking Skills has reasonable item difficulty and discrimination coefficients and appears to be valid. Construct validity was investigated by administering the Myers-Briggs Type Indicator and the Group Embedded Figures Test. Although conclusions must be considered tentative pending additional study, the results warrant continued inquiry regarding the measure's value.

A Set-theoretic Approach to Reasoning Services for the Description Logic 𝒟 ℒ D 4,×

2020 ◽  
Vol 176 (3-4) ◽  
pp. 349-384
Author(s):  
Domenico Cantone ◽  
Marianna Nicolosi-Asmundo ◽  
Daniele Francesco Santamaria
Keyword(s):  
Description Logic ◽  
Description Logics ◽  
Theoretic Approach ◽  
The Novel ◽  
Data Types ◽  
Left Hand ◽  
Rule Languages ◽  
Tableau System ◽  
High Scalability ◽  
Better Than

In this paper we consider the most common TBox and ABox reasoning services for the description logic 𝒟ℒ〈4LQSR,x〉(D) ( 𝒟 ℒ D 4,× , for short) and prove their decidability via a reduction to the satisfiability problem for the set-theoretic fragment 4LQSR. 𝒟 ℒ D 4,× is a very expressive description logic. It combines the high scalability and efficiency of rule languages such as the SemanticWeb Rule Language (SWRL) with the expressivity of description logics. In fact, among other features, it supports Boolean operations on concepts and roles, role constructs such as the product of concepts and role chains on the left-hand side of inclusion axioms, role properties such as transitivity, symmetry, reflexivity, and irreflexivity, and data types. We further provide a KE-tableau-based procedure that allows one to reason on the main TBox and ABox reasoning tasks for the description logic 𝒟 ℒ D 4,× . Our algorithm is based on a variant of the KE-tableau system for sets of universally quantified clauses, where the KE-elimination rule is generalized in such a way as to incorporate the γ-rule. The novel system, called KEγ-tableau, turns out to be an improvement of the system introduced in [1] and of standard first-order KE-tableaux [2]. Suitable benchmark test sets executed on C++ implementations of the three mentioned systems show that in several cases the performances of the KEγ-tableau-based reasoner are up to about 400% better than the ones of the other two systems.

Factor Structure of Shortened Children's Embedded Figures Test for Different Age Groups

1986 ◽  
Vol 63 (2) ◽  
pp. 479-486 ◽  
Author(s):  
Robert C. Hardy ◽  
John Eliot ◽  
Kenneth Burlingame
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Total Population ◽  
Age Groups ◽  
Total Sample ◽  
Factor Loadings ◽  
Embedded Figures Test ◽  
Embedded Figures

240 children, 24 of each sex in Grades K to 4, were administered the entire Children's Embedded Figures Test, regardless of the failure rule. Factor loadings for items from a shortened version of the test were examined for a randomly divided sample, a sample divided by sex, a sample divided in two grade groupings, and an undivided total population. Stable factors were found for the total sample and when the sample was divided by sex. Analysis indicated that the factor analysis of the shortened form was consistent with previous analyses using the total scale.

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