Establishing Parallel Forms: Reliability of Two New Tasks on the Children’s Kitchen Task Assessment (CKTA)

2020 ◽  
Vol 74 (4_Supplement_1) ◽  
pp. 7411500059p1
Author(s):  
McKenzie Rowley ◽  
Elizabeth Larson ◽  
John Newlon ◽  
Daniel Hurwitz
Keyword(s):  
Parallel Forms ◽  
Task Assessment

ANTI-V task: Sample size can be fitted to task assessment requirements?

2011 ◽  
Author(s):  
M. Lopez-Ramon ◽  
C. Castro ◽  
J. Roca ◽  
J. Lupianez
Keyword(s):  
Sample Size ◽  
Task Assessment ◽  
Assessment Requirements

Model-Based and Model-Free Social Cognition

2019 ◽  
Author(s):  
Leor M Hackel ◽  
Jeffrey Jordan Berg ◽  
Björn Lindström ◽  
David Amodio
Keyword(s):  
Reinforcement Learning ◽  
Social Cognition ◽  
Learning Strategies ◽  
Memory Systems ◽  
Learning Task ◽  
Financial Advisors ◽  
Model Based ◽  
Model Free ◽  
Systems Model ◽  
Task Assessment

Do habits play a role in our social impressions? To investigate the contribution of habits to the formation of social attitudes, we examined the roles of model-free and model-based reinforcement learning in social interactions—computations linked in past work to habit and planning, respectively. Participants in this study learned about novel individuals in a sequential reinforcement learning paradigm, choosing financial advisors who led them to high- or low-paying stocks. Results indicated that participants relied on both model-based and model-free learning, such that each independently predicted choice during the learning task and self-reported liking in a post-task assessment. Specifically, participants liked advisors who could provide large future rewards as well as advisors who had provided them with large rewards in the past. Moreover, participants varied in their use of model-based and model-free learning strategies, and this individual difference influenced the way in which learning related to self-reported attitudes: among participants who relied more on model-free learning, model-free social learning related more to post-task attitudes. We discuss implications for attitudes, trait impressions, and social behavior, as well as the role of habits in a memory systems model of social cognition.

scholarly journals Normative Data for a Tablet-Based Dual-Task Assessment in Healthy Older Adults

2020 ◽  
Author(s):  
Maxime Lussier ◽  
Kathia Saillant ◽  
Tudor Vrinceanu ◽  
Carol Hudon ◽  
Louis Bherer
Keyword(s):  
Older Adults ◽  
Dual Task ◽  
Normative Data ◽  
Healthy Older Adults ◽  
Highly Educated ◽  
Coefficient Of Variability ◽  
French And English ◽  
Task Assessment ◽  
English Speaking ◽  
The Relationship

Abstract Objective The objective of this study is to provide normative data for a tablet-based dual-task assessment in older adults without cognitive deficits. Method In total, 264 participants aged between 60 and 90 years, French and English-speaking, were asked to perform two discrimination tasks, alone and concurrently. The participants had to answer as fast as possible to one or two images appearing in the center of the tablet by pressing to the corresponding buttons. Normative data are provided for reaction time (RT), coefficient of variation, and accuracy. Analyses of variance were performed by trial types (single-pure, single-mixed, dual-mixed), and linear regressions assessed the relationship between performance and sociodemographic characteristics. Results The participants were highly educated and a large proportion of them were women (73.9%). The accuracy on the task was very high across all blocks. RT data revealed both a task-set cost and a dual-task cost between the blocks. Age was associated with slower RT and with higher coefficient of variability. Men were significantly slower on dual-mixed trials, but their coefficient of variability was lower on single-pure trials. Education was not associated with performance. Conclusions This study provides normative data for a tablet-based dual-task assessment in older adults without cognitive impairment, which was lacking. All participants completed the task with good accuracy in less than 15 minutes and thus, the task is transferable to clinical and research settings.

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.

scholarly journals Integral cognitive tasks as a means of schoolchildren’s meta-subject competences development and evaluation

2019 ◽  
Vol 8 (1) ◽  
pp. 292-297
Author(s):  
Viktoria Vladimirovna Sagaydachnaya ◽  
Vadim Aleksandrovich Sagaydachny
Keyword(s):  
Secondary School ◽  
Educational Process ◽  
Cognitive Tasks ◽  
Diagnostic Tools ◽  
Teaching Chemistry ◽  
Approach To Learning ◽  
Task Assessment ◽  
Specific Teaching ◽  
Methodological Approaches ◽  
Characteristic Features

The paper is devoted to the urgent problem of schoolchildrens meta-subject competences development, which requires optimal methodological approaches identification and specific teaching tasks development. The authors, on the basis of a categorical-conceptual apparatus analysis of a competence-based approach to learning, identify and analyze characteristic features of didactic means used for these competences development. The paper discusses a possibility of integral cognitive tasks use as a means of schoolchildrens meta-subject competences development for teaching natural science subjects, in particular, Chemistry. The paper also presents principles for integrated cognitive tasks development, contains their characteristics as well as examples of such tasks. An important condition for meta-subject competences evaluation is the choice of tools that allow them to carry out a comprehensive diagnosis. The authors have shown that it is possible to use integral cognitive tasks for assessing the level of schoolchildrens meta-subject competences development. They also provide diagnostic tools and present an example of task assessment. The paper discusses meta-subject results; their achievement is possible when teaching Chemistry at a secondary school, an attempt is made to correlate them with meta-subject competences. The results of an experimental test allow us to speak about the effectiveness of the developed system application at a secondary school if integral cognitive tasks are used as a complex in the educational process.

scholarly journals Tendencies of the accentuation of adjectives in the written sources of the 1950s and 1960s in the West Aukštaitians of Kaunas

2020 ◽  
pp. 1-18
Author(s):  
Vilija Ragaišienė
Keyword(s):  
Word Formation ◽  
Semantic Model ◽  
The West ◽  
Parallel Forms ◽  
The 1950S ◽  
Written Sources ◽  
Masculine Gender

The article analyses the dialectal material collected in the area of the West Aukštaitian of the Kaunas subdialect in the written sources of the 1950s and 1960s at the Dialect Archive of the Geolinguistic Centre of the Institute of the Lithuanian Language.        Based on the data in written sources the goal is to describe the peculiarities of the accentuation of the West Aukštaitian adjectives of this period and to discuss the tendencies of their accentuation.        The stress of the singular forms of the disyllabic u-stem adjectives of the masculine gender may have come down from old times. Maintaining the root accent of these forms is related to the forms the neuter gender of the stressed stem (suñku, šviẽsu) and the adjectives of the old o-stem (suñkas : suñkus).The pronunciation of polysyllabic adjectives in the West Aukštaitian subdialect of Kaunas is characterized by different accent tendencies. The accentuation of the derivatives with the suffix -inis, -ė varies most of the polysyllabic adjectives analysed in the article. More than a third of them are accented by two accentual paradigms – they have accentual parallel forms of the first and second accent paradigms. The accentuation of the derivatives with the suffixes -inis, -ė is only partly related to the accentuation of the root words. The accentuation of the adjectives discussed in the researched subdialects tends to be generalized by the second accent paradigm. The derivatives with the suffixes -ėtas, -a regardless of the accentuation of the root words, are usually accented by the second accent paradigm, cf. molétas, -a (: mólis 1), pūslétas, -a (: pūslẽ 4). Only the accent of the derivatives with the suffixes -uotas, -a can be linked to the accentuation status of the root words, cf. langúotas, -a (: lángas 3).The author of the article is of the opinion that the accentual variance of parallel derivatives with suffixes could have been determined not by one factor, but by a set of factors. The appearance of accentual variants is linked to semantics, the accentual and semantic model of two plurals and the accentual variance of the root words and is explained by the stress analogy of the same type of word formation.

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