A Predictive Validity Study of the Learning Ability Profile with Collegiate-Level Officer Cadets: Some Canadian Data

1987 ◽  
Vol 60 (2) ◽  
pp. 431-439
Author(s):  
Bruno Fabi ◽  
Léandre Maillet
Keyword(s):  
Predictive Validity ◽  
Quantitative Measure ◽  
Grade Point Averages ◽  
Learning Ability ◽  
Learning Abilities ◽  
Grade Point ◽  
Collegiate Level ◽  
French Speaking ◽  
The Individual ◽  
And Linguistics

The purpose of this study was to test the predictive validity of the Learning Ability Profile (LAP) test, developed by Henning to obtain a quantitative measure of learning abilities. The results obtained on the LAP were correlated with grade point averages (GPA) of two academic sessions and with the results of the individual courses followed by the subjects during the same period. The sample consisted of 94 French speaking students at Collège militaire royal de Saint-Jean in Canada. The LAP scores were only significantly correlated with the GPA of the first academic session (.20) as well as with the grades of a few specific courses followed during that session: Calculus (.22), Chemistry (.84), Economics (.35), and Linguistics (.33). Such results could indicate a better predictive validity of the LAP with respect to quantitative rather than verbal courses. Research considerations regarding increased predictive validity of the LAP were also presented.

scholarly journals Individual-learning ability predicts social-foraging strategy in house sparrows

2010 ◽  
Vol 278 (1705) ◽  
pp. 582-589 ◽  
Author(s):  
Edith Katsnelson ◽  
Uzi Motro ◽  
Marcus W. Feldman ◽  
Arnon Lotem
Keyword(s):  
Personal Information ◽  
Passer Domesticus ◽  
Learning Task ◽  
Foraging Strategy ◽  
Individual Learning ◽  
Social Foraging ◽  
Learning Ability ◽  
Foraging Strategies ◽  
Learning Abilities ◽  
The Individual

Social foragers can use either a ‘producer’ strategy, which involves searching for food, or a ‘scrounger’ strategy, which involves joining others' food discoveries. While producers rely on personal information and past experience, we may ask whether the tendency to forage as a producer is related to being a better learner. To answer this question, we hand-raised house sparrow ( Passer domesticus ) nestlings that upon independence were given an individual-learning task that required them to associate colour signal and food presence. Following the testing phase, all fledglings were released into a shared aviary, and their social-foraging tendencies were measured. We found a significant positive correlation between individual's performance in the individual-learning task and subsequent tendency to use searching (producing) behaviour. Individual-learning score was negatively correlated with initial fear of the test apparatus and with body weight. However, the correlation between individual learning and searching remained significant after controlling for these variables. Since it was measured before the birds entered a social group, individual-learning ability could not be the outcome of being a producer. However, the two traits may be initially associated, or individual learning could facilitate producing behaviour. To our knowledge, this is the first evidence that associates individual-learning abilities with social-foraging strategies in animal groups.

Predictive and Concurrent Validity of the Altus Information Inventory with High School Students

1965 ◽  
Vol 16 (2) ◽  
pp. 633-636 ◽  
Author(s):  
Richard L. Gorsuch ◽  
Charles D. Spielberger
Keyword(s):  
College Students ◽  
High School ◽  
High School Students ◽  
Predictive Validity ◽  
Concurrent Validity ◽  
Grade Point Averages ◽  
School Students ◽  
College Males ◽  
Grade Point ◽  
High School Males

The Altus Information Inventory was group-administered to high school and college students to assess its objectivity, reliability, and predictive and concurrent validity. Inter-scorer reliability was .97 for the high school Ss and .83 for the college Ss. The corrected split-half (odd-even) reliability was .76 for the high school Ss but only .28 for the college Ss. The predictive validity of the test with grade point averages was .50 for high school males, .64 for high school females, and .22 for college males. Good concurrent validity was indicated by correlations with measures of verbal aptitude for high school students. The Inventory was too easy for college students and had low predictive and concurrent validity for them.

The Use of Rubrics in the Clinical Evaluation of Podiatric Medical Students

2016 ◽  
Vol 106 (1) ◽  
pp. 60-67
Author(s):  
Kevin M Smith ◽  
Simon Geletta ◽  
Austin McArdle
Keyword(s):  
Medical Students ◽  
Pearson Correlation ◽  
Correlation Coefficients ◽  
Grade Point Averages ◽  
Evaluation Tool ◽  
Grade Point ◽  
Education Literature ◽  
Students First ◽  
The Individual ◽  
The Relationship

Background: We assessed the differences in podiatric medical students' clinical professionalism objective scores (CPOSs) by comparing a previous nonrubric evaluation tool with a more recently implemented objective-centered rubric evaluation tool. This type of study has never been performed or reported on in the podiatric medical education literature.Methods: We conducted a retrospective analysis of 89 third-year podiatric medical students between academic years 2010-2011 and 2011-2012. A Pearson correlation coefficient analysis was performed to compare CPOSs from the students' first (CPOS1) and second (CPOS2) rotations. A correlation analysis was performed comparing students' grade point averages (GPAs) with each of the individual CPOSs to verify the validity of the rubric evaluation tool.Results: The Pearson correlation coefficients for the relationship between 2012 CPOS1 and CPOS2 and GPA were r = 0.233 (P ≤ .093) and r = 0.290 (P < .035) and for the relationship between 2013 CPOS1 and CPOS2 and GPA were r = 0.525 (P = .001) and r = 0.730 (P < .001).Conclusions: These findings suggest that the use of a rubric in the evaluation of podiatric medical students' CPOSs is correlated with their GPAs, and CPOS2 demonstrated a higher correlation than CPOS1. We believe that implementation of the rubric evaluation tool has increased the accuracy of the evaluation of podiatric medical students with respect to CPOSs.

scholarly journals Monitoring the Results of the Tutoring Program in its Face-to-Face and Virtual Modalities on the Academic Achievement of Students at a Mexican University

2017 ◽  
Vol 6 (2) ◽  
pp. 169
Author(s):  
Omar Cuevas Salazar ◽  
Ramona Imelda García López ◽  
Javier José Vales García ◽  
Isidro Roberto Cruz Medina
Keyword(s):  
Academic Achievement ◽  
Grade Point Averages ◽  
First Year ◽  
Grade Point ◽  
Face To Face ◽  
Tutoring Program ◽  
The Face ◽  
The Individual ◽  
The University ◽  
The Impact

The tutorship program is aimed at supporting students throughout their university career and its objective is to prevent future problems of adaptation in the educational ambience as well as intervening in matters of academic achievement. At the Instituto Tecnológico de Sonora (Technological Institute of Sonora) (ITSON), the individual tutorship program began in 2000. In 2002 group tutoring began in order to see to the entire first year student population and today group tutoring is offered in both the face-to-face and virtual modalities. The general objective of the present study is to determine the impact the programs of face-to-face and virtual tutoring at the ITSON has had on students’ academic achievement, during the four semesters after having participated in this program. Information on 2,995 students from the different areas of study offered at the university was collected from databases which existed at the Institute and analyzed using different statistical techniques. The tutoring program is shown to have had a favorable impact on the index of students’ failing classes, during the semester they were enrolled in tutoring, but not during the subsequent semesters, during which they did not participate in the tutorship program. The grade point averages obtained by students who had face-to-face tutoring were statistically different from those of the students who did not have tutoring. This was true for all of the semesters analyzed. The same thing happened with the students who had virtual tutoring except for during the second semester when the two were statistically equal.

Measuring Word Learning Ability in Sequential Bilingual Children

2010 ◽  
Vol 17 (1) ◽  
pp. 25-32 ◽  
Author(s):  
Pui Fong Kan
Keyword(s):  
Word Learning ◽  
Learning Ability ◽  
Bilingual Children ◽  
Word Knowledge ◽  
Typically Developing ◽  
Learning Skills ◽  
Word Forms ◽  
The Individual ◽  
Novel Word Learning ◽  
L1 And L2

Abstract The purpose of this article is to look at the word learning skills in sequential bilingual children—children who learn two languages (L1 and L2) at different times in their childhood. Learning a new word is a process of learning a word form and relating this form to a concept. For bilingual children, each concept might need to map onto two word forms (in L1 and in L2). In case studies, I present 3 typically developing Hmong-English bilingual preschoolers' word learning skills in Hmong (L1) and in English (L2) during an 8-week period (4 weeks for each language). The results showed gains in novel-word knowledge in L1 and in L2 when the amount of input is equal for both languages. The individual differences in novel word learning are discussed.

University Dropout

2008 ◽  
Vol 29 (3) ◽  
pp. 134-147 ◽  
Author(s):  
Manuel C. Voelkle ◽  
Nicolas Sander
Keyword(s):  
Grade Point Average ◽  
Structural Equation ◽  
Unobserved Heterogeneity ◽  
School Grade ◽  
Grade Point ◽  
High School Grade ◽  
Hands On ◽  
University Dropout ◽  
The Individual ◽  
A Prospective Study

University dropout is a politically and economically important factor. While a number of studies address this issue cross-sectionally by analyzing different cohorts, or retrospectively via questionnaires, few of them are truly longitudinal and focus on the individual as the unit of interest. In contrast to these studies, an individual differences perspective is adopted in the present paper. For this purpose, a hands-on introduction to a recently proposed structural equation (SEM) approach to discrete-time survival analysis is provided ( Muthén & Masyn, 2005 ). In a next step, a prospective study with N = 1096 students, observed across four semesters, is introduced. As expected, average university grade proved to be an important predictor of future dropout, while high-school grade-point average (GPA) yielded no incremental predictive validity but was completely mediated by university grade. Accounting for unobserved heterogeneity, three latent classes could be identified with differential predictor-criterion relations, suggesting the need to pay closer attention to the composition of the student population.

Using problem-based learning in a Chinese character class design: A case study of Korean learners of Chinese

2019 ◽  
Vol 3 (2) ◽  
pp. 129-138
Author(s):  
Eun Young Jang ◽  
Heung Soo Park ◽  
Yeon Sil Jeong
Keyword(s):  
Character Education ◽  
Chinese Character ◽  
Chinese Language ◽  
Problem Based Learning ◽  
Learning Ability ◽  
Self Directed Learning ◽  
Learning Abilities ◽  
Learning Attitudes ◽  
Teaching Learning ◽  
Korean Learners

This study attempted to try out Chinese-character education centering on experience and learners away from existing lecture-centered, teacher-centered education. For this purpose, problem-based learning (PBL) was proposed as one of the Chinese-language ability-enhancement measures for Korean learners of the Chinese language, and in order to examine the effect, we attempt to use the PBL tasks in the ‘Chinese-language reading’ class at a university for basic Chinese-language learners and analyze the results. PBL is a teaching-learning method in which learners focus on learning by using problems. In this study, we attempted to use PBL for the group work format. In this way, we can confirm that the class using the PBL has many advantages, such as improving learning ability and problem-solving ability, and strengthening cooperation. In addition, it was found that PBL is worthwhile to try because it is effective in inducing learning motivation, improving attention and interest in Chinese-character learning, improving learning attitudes of learners, and developing self-directed learning abilities.

scholarly journals Quantum Information in Neural Systems

Symmetry ◽  
2021 ◽  
Vol 13 (5) ◽  
pp. 773
Author(s):  
Danko D. Georgiev
Keyword(s):  
Quantum Entanglement ◽  
Quantum Coherence ◽  
Quantum Physics ◽  
Quantitative Measure ◽  
Quantum States ◽  
Quantum Evolution ◽  
Einstein Relation ◽  
Schmidt Decomposition ◽  
The Central Nervous System ◽  
The Individual

Identifying the physiological processes in the central nervous system that underlie our conscious experiences has been at the forefront of cognitive neuroscience. While the principles of classical physics were long found to be unaccommodating for a causally effective consciousness, the inherent indeterminism of quantum physics, together with its characteristic dichotomy between quantum states and quantum observables, provides a fertile ground for the physical modeling of consciousness. Here, we utilize the Schrödinger equation, together with the Planck–Einstein relation between energy and frequency, in order to determine the appropriate quantum dynamical timescale of conscious processes. Furthermore, with the help of a simple two-qubit toy model we illustrate the importance of non-zero interaction Hamiltonian for the generation of quantum entanglement and manifestation of observable correlations between different measurement outcomes. Employing a quantitative measure of entanglement based on Schmidt decomposition, we show that quantum evolution governed only by internal Hamiltonians for the individual quantum subsystems preserves quantum coherence of separable initial quantum states, but eliminates the possibility of any interaction and quantum entanglement. The presence of non-zero interaction Hamiltonian, however, allows for decoherence of the individual quantum subsystems along with their mutual interaction and quantum entanglement. The presented results show that quantum coherence of individual subsystems cannot be used for cognitive binding because it is a physical mechanism that leads to separability and non-interaction. In contrast, quantum interactions with their associated decoherence of individual subsystems are instrumental for dynamical changes in the quantum entanglement of the composite quantum state vector and manifested correlations of different observable outcomes. Thus, fast decoherence timescales could assist cognitive binding through quantum entanglement across extensive neural networks in the brain cortex.

The Measurement of Toothbrush Wear

1989 ◽  
Vol 68 (12) ◽  
pp. 1781-1785 ◽  
Author(s):  
H.R. Rawls ◽  
N.J. Mkwayi-Tulloch ◽  
R. Casella ◽  
R. Cosgrove
Keyword(s):  
Quality Control ◽  
Quantitative Measure ◽  
Average Increase ◽  
Design Features ◽  
Individual User ◽  
Design Time ◽  
Different Dimensions ◽  
The Individual ◽  
Toothbrush Wear ◽  
Wear Index

Toothbrushes wear out and progressively lose their ability to clean as the bristles abrade and become curled and matted. To study the factors that influence this process, we developed a quantitative measure of bristle splaying (wear index) and a method for judging and ranking the overall state of brush deterioration (wear rating) and used these to determine the effects of the individual user, brush design, time in use, and bristle material. Wear index is the average increase in brush-head dimensions normalized for maximum bristle length, and is dimensionless. Wear rating is a subjective means of classifying the increasing severity of deterioration on a scale of 0 to 3. The wear characteristics of a variety of commercial and experimental brushes with different design features were determined. Test variables were time in use, brush design (e.g., geometry and size of the brush head), and bristle composition. Time of use, the individual user, and bristle composition were found to have the strongest influences on splaying, and brush design was found to have the least influence. The wear index offers a quantitative means of comparing brushes of different dimensions at various stages of splaying. The wear rating, although qualitative, is a quick means of ranking brushes in various stages of deterioration. The two methods correlate (R2 = 0.87), and both are sensitive to several factors that affect brush durability. Therefore, these methods appear to be suitable not only for research, but also for quality control, the setting of standards, and for substantiation of advertising claims.

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