scholarly journals 8th GRADE STUDENTS’ SUCCESS IN VISUAL READING AND LOGICAL REASONING TEST ITEMS

2021 ◽  
Author(s):  
Sıddık BAKIR ◽  
Ayşe ŞİMŞEK
Keyword(s):  
Logical Reasoning ◽  
Test Items ◽  
Reasoning Test ◽  
8Th Grade ◽  
Visual Reading ◽  
Students Success

Be Careful, if You Learn Geography for 8th Grade with „Ucha.se“

2021 ◽  
Vol 30 (1) ◽  
pp. 37-53
Author(s):  
Ivan Drenovski ◽  
Keyword(s):  
Test Items ◽  
Educational Site ◽  
8Th Grade ◽  
Basic Concepts ◽  
Almost All ◽  
The Given

The article analyses the content of the video lessons and corresponding to them test items in Geography and Economics for 8 th grade, available for a fee, on the educational site "Ucha.se". The studied curriculum is related to the introduction of basic concepts and explanations of key processes studied by geology, geophysics, astronomy, geochemistry, geomorphology, meteorology, climatology, hydrology, biology and other sciences. There are serious lapses in the scientific reliability and correctness of the given statements in almost all lessons. Examples of factual errors, incorrectly asked questions, inaccurate images and pseudo-scientific simplifications are pointed.

Decrements in Logical Reasoning Performance under Conditions of Sleep Loss and Physical Exercise: The Factor of Sentence Complexity

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1179-1188 ◽  
Author(s):  
David H. Ryman ◽  
Paul Naitoh ◽  
Carl E. Englund
Keyword(s):  
Physical Exercise ◽  
Sleep Loss ◽  
Logical Reasoning ◽  
Cognitive Changes ◽  
Sentence Complexity ◽  
Percent Correct ◽  
Complex Sentences ◽  
Complex Information ◽  
Reasoning Test ◽  
Simple Sentences

Baddeley's Logical Reasoning Test was used in a series of Sustained Operations (SUSOP) studies involving 100 US Matine Corps enlisted subjects, to assess the effects of sleep loss and long-term physical exercise on the ability to process complex information. The percent correct answers to the eight Logical Reasoning sentence types involving different voice (active vs passive), use of negatives, and outcome (true vs false) were analyzed over three days across three levels of exercise and rest conditions in the seven studies. A multivariate analysis of variance indicated no differences on the baseline day among the seven studies. Analyses on the baseline day and throughout the next two continuous workdays (CWs) showed consistently higher percent correct for the actively worded than for the passively worded sentences. The sleep loss over the two CWs resulted in a significant decrease in percent correct for the statements which had active wording. Sleep loss had no effect on statements with passive wording. There were no differences in comprehension between groups which had different rest conditions (no rest, 3- or 4-hr. nap, 8-hr. sleep) between the two CWs for any of the sentences; and there was no recovery from pretest to postrest. Fatigue due to exercise during either CW had no effect on comprehension for any of the sentence types. The sleep loss effects on comprehension seem due to a lessening of the attention given to those more simple sentences in active voice, whereas increased arousal may have been elicited by the more complex sentences in passive voice. The increased attention to the passive statements may have overcome the effects of sleep loss. The present study shows the usefulness of analyzing responses to the logical reasoning test by sentence complexity for indicating selective cognitive changes in the processing of information.

Conditional Reasoning: An Integrated Approach to Item Analysis

2019 ◽  
Vol 23 (1) ◽  
pp. 124-153 ◽  
Author(s):  
Daniel R. Smith ◽  
Michael E. Hoffman ◽  
James M. LeBreton
Keyword(s):  
Item Analysis ◽  
Classical Test Theory ◽  
Integrated Approach ◽  
Conditional Reasoning ◽  
Test Theory ◽  
Analytic Framework ◽  
Test Items ◽  
Classical Test ◽  
Reasoning Test ◽  
Unique Nature

This article provides a review of the approach that James used when conducting item analyses on his conditional reasoning test items. That approach was anchored in classical test theory. Our article extends this work in two important ways. First, we offer a set of test development protocols that are tailored to the unique nature of conditional reasoning tests. Second, we further extend James’s approach by integrating his early test validation protocols (based on classical test theory) with more recent protocols (based on item response theory). We then apply our integrated item analytic framework to data collected on James’s first test, the conditional reasoning test for relative motive strength. We illustrate how this integrated approach furnishes additional diagnostic information that may allow researchers to make more informed and targeted revisions to an initial set of items.

scholarly journals Cognition Developing of Computer Higher Education Students Through Gamification in the Algorithm Teaching-Learning Process

2018 ◽  
Author(s):  
Tiago do Carmo Nogueira ◽  
Eudes de Souza Campos ◽  
Deller James Ferreira
Keyword(s):  
Higher Education ◽  
Cognitive Development ◽  
Teaching Method ◽  
Logical Reasoning ◽  
Learning Processes ◽  
Traditional Teaching ◽  
Education Students ◽  
Reasoning Test ◽  
Process Studies ◽  
Teaching Learning

The scientific logical reasoning became an important skill in the students' cognitive development in algorithm teaching-learning processes, stimulating their reasoning and creativity. From this perspective, gamification has been adopted as a mediating tool in this process. Studies report that the inclusion of gamification in algorithm teaching-learning processes stimulates the students to develop new skills, making the knowledge more efficient. Therefore, this paper's purpose is to measure and understand the cognitive development and the experiences lived by students at the addition of gamification in algorithm teaching, evaluating the scientific logical knowledge acquired by them. Consequently, 44 computer higher education students were selected. They were divided into two groups: students that used the Gamification-Mediated Algorithm Teaching Method and those who participated in the traditional teaching method. To evaluate the cognitive development between these two groups, the Scientific Logical Reasoning Test was applied. The results showed that a significant number of students that used the Gamification-Mediated Algorithm Teaching Method reached the transitory intermediary and transitory scientific knowledge levels, with greater right answer rates. We also noticed that both genders gave more right answers using the gamification-mediated algorithm teaching method.

Characteristics of the Conditional Reasoning of Educable Retardates

1978 ◽  
Vol 15 (4) ◽  
pp. 519-528
Author(s):  
Richard F. Antonak ◽  
James J. Roberge
Keyword(s):  
Mental Retardation ◽  
Conditional Reasoning ◽  
The Other ◽  
Age Group ◽  
Cross Sectional ◽  
Test Items ◽  
Reasoning Strategies ◽  
Reasoning Test ◽  
Main Effect ◽  
Educable Mentally Retarded

A pictorial conditional reasoning test was administered to three cross-sectional groups of educable mentally retarded (EMR) children and adolescents. The test items varied according to principle of inference and type of content. An analysis of variance of the number of correct judgments showed a significant main effect for principle of inference. On the other hand, the expected differences for age group and type of content were not found. An examination of the explanations associated with correct and incorrect judgments revealed that retardates’ reasoning strategies were congruent with those reported for younger normals in previous studies. The results are discussed in terms of contemporary conceptions of mental retardation and education for the retarded.

scholarly journals Perangkat pembelajaran problem-based learning dalam learning cycle 5E berorientasi pada kemampuan penalaran dan komunikasi matematis

2019 ◽  
Vol 14 (2) ◽  
pp. 211-223
Author(s):  
Nur Sholihah ◽  
Heri Retnawati
Keyword(s):  
Communication Skills ◽  
Junior High School ◽  
Mathematical Reasoning ◽  
Lesson Plan ◽  
Mathematics Learning ◽  
Student Assessment ◽  
Problem Based Learning ◽  
Learning Cycle ◽  
Reasoning Test ◽  
8Th Grade

Tujuan penelitian ini adalah menghasilkan perangkat pembelajaran Problem Based Learning (PBL) dalam Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis dengan kualitas baik ditinjau dari aspek kevalidan, kepraktisan, dan keefektifan. Penelitian ini merupakan penelitian pengembangan yang menggunakan model pengembangan ADDIE. Subjek uji coba dalam penelitian ini adalah 32 siswa kelas VIII dari suatu SMP Negeri di Bantul. Instrumen yang digunakan dalam penelitian ini meliputi lembar validasi untuk menilai kevalidan, lembar penilaian guru dan siswa untuk menilai kepraktisan, tes kemampuan penalaran dan kemampuan komunikasi matematis untuk mengukur keefektifan. Penelitian ini menghasilkan perangkat pembelajaran berbasis PBL dalam Learning Cycle 5E yang berorientasi pada kemampuan penalaran dan kemampuan komunikasi matematis. Hasil validasi menunjukkan bahwa RPP dan LKPD yang dikembangkan memenuhi kriteria valid dengan kategori sangat baik. Kepraktisan perangkat pembelajaran yang dikembangkan mencapai kategori baik berdasarkan hasil penilaian guru dan siswa. Perangkat pembelajaran mencapai kategori efektif berdasarkan hasil tes kemampuan penalaran dan kemampuan komunikasi matematis. Persentase banyaknya siswa yang mencapai kategori minimal tinggi pada tes kemampuan penalaran mencapai 93,75% dan tes kemampuan komunikasi mencapai 87,5%. Dengan demikian, dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan layak digunakan dalam pembelajaran matematika. Learning kit of problem-based learning in the learning cycle 5E oriented to mathematical reasoning and communication skillsAbstractThe purpose of this research was to produce a learning kit of Problem Based Learning (PBL) in Learning Cycle 5E (engagement, exploration, explanation, elaboration, evaluation) which was oriented to mathematical reasoning and communication skills with good quality in terms of validity, practicality, and effectiveness. This research was a development study that uses the ADDIE development model. The test subjects in this study were 32 students of 8th-grade from a state junior high school in Bantul, Indonesia. The instruments used in this study include validation sheets to assess validity, teacher and student assessment sheets to assess practicality, tests of mathematical reasoning and communication skills to measure effectiveness. This research produces a PBL-based learning kit in Learning Cycle 5E which was oriented to mathematical reasoning and communication skills. The validation results show that the lesson plan and worksheet that were developed meet the valid criteria with excellent categories. The practicality of the developed learning kit reaches good categories based on the results of the teacher and student assessment. Learning devices reach effective categories based on tests of mathematical reasoning and communication skills. The percentage of the number of students who reached the minimum high category on the reasoning test reached 93.75% and the communication test reached 87.5%. Thus, it can be concluded that the learning kit developed was suitable for use in mathematics learning.

scholarly journals Psychological, Physical, and Heat Stress Indicators Prior to and after a 15-Minute Structural Firefighting Task

Biology ◽  
2022 ◽  
Vol 11 (1) ◽  
pp. 104
Author(s):  
Elisa F. D. Canetti ◽  
Scott Gayton ◽  
Ben Schram ◽  
Rodney Pope ◽  
Robin M. Orr
Keyword(s):  
Heat Stress ◽  
Logical Reasoning ◽  
Protective Equipment ◽  
Stress Indicators ◽  
Reasoning Test ◽  
Impaired Cognition ◽  
Highly Correlated ◽  
Logic Reasoning ◽  
Speed And Accuracy ◽  
Cardiovascular Strain

Firefighters work in strenuous conditions for prolonged periods wearing up to 20 kg of personal protective equipment. This often contributes to significant heat and cardiovascular strain. This study examined the relationships between psychological and physical measures taken prior to undertaking a 15 min firefighting task, and the occurrence of heat stress and high levels of fatigue following the task. Nine qualified firefighters completed a 15 min “live burn” scenario designed to mimic a fire started by a two-seater couch in a lounge room and completed simulated tasks throughout the duration. Logical reasoning, speed and accuracy, general motivation and fatigue, and physical and mental effort were recorded pre-scenario, and at 0- and 20-min post-scenario. General motivation and fatigue scores at 0- and 20-min post-scenario were highly correlated with each other (rs = 0.90; p = 0.001). The general motivation and fatigue scores, at 0- and 20-min post-scenario, were also strongly related to pre-task logic/reasoning test scores (Post 0 rs = −0.77, p = 0.016; Post 20 rs = −0.87, p = 0.002). Firefighters with lower logical reasoning and speed and accuracy scores were more susceptible to fatigue and impaired cognition when exposed to rises in core temperature and heat stress.

Summary Street®: Computer Support for Comprehension and Writing

2005 ◽  
Vol 33 (1) ◽  
pp. 53-80 ◽  
Author(s):  
Marita Franzke ◽  
Eileen Kintsch ◽  
Donna Caccamise ◽  
Nina Johnson ◽  
Scott Dooley
Keyword(s):  
Latent Semantic Analysis ◽  
Semantic Analysis ◽  
Computer Support ◽  
Control Group ◽  
Automatic Evaluation ◽  
Writing Quality ◽  
Summary Writing ◽  
Test Items ◽  
8Th Grade ◽  
New Material

Having students express their understanding of difficult, new material in their own words is an effective method to deepen their comprehension and learning. Summary Street® is a computer tutor that offers a supportive context for students to practice this activity by means of summary writing, guiding them through successive cycles of revising with feedback on the content of their writing. Automatic evaluation of the content of student summaries is enabled by Latent Semantic Analysis (LSA). This article describes an experimental study of the comprehension and writing tutor, in which 8th-grade students practiced summary writing over a 4-week period, either with or without the guidance of the tutor. Students using Summary Street® scored significantly higher on an independent comprehension test than the control group for test items that tapped gist level comprehension. Their summaries were also judged to be significantly superior in blind scoring on several measures of writing quality. Students of low-to-moderate achievement levels benefitted most from the tool.

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