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Journal articles on the topic 'Aptitude tests in Nigeria'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rogers, Vivienne E., Paul Meara, Rachel Aspinall, Louise Fallon, Thomas Goss, Emily Keey, and Rosa Thomas. "Testing aptitude." EUROSLA Yearbook 16 (August 10, 2016): 179–210. http://dx.doi.org/10.1075/eurosla.16.07rog.

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Meara (2005) developed the LLAMA tests as a free, language-neutral, user-friendly suite of aptitude tests incorporating four separate elements: vocabulary learning (LLAMA_B), phonetic (implicit) memory (LLAMA_D), sound-symbol correspondence (LLAMA_E) and grammatical inferencing (LLAMA_F) based on the standardised MLAT tests (Carroll & Sapon 1959). Recently, they have become increasingly popular in L2 acquisition research (Grañena & Long 2013b). However, Meara has expressed concern about the wide use of these tests without validity testing (cf. Grañena 2013a). To this end, we investigated several areas relating to the LLAMA tests, i.e. (1) the role of gender in LLAMA test performance; (2) language neutrality; (3) the role of age; (4) the role of formal education qualifications; (5) the effect of playing logic puzzles on LLAMA scores and (6) the effect of changing the test timings to scores. 229 participants from a range of language backgrounds, aged 10–75 with various education levels, typologically distinct L1s, and varying levels of multilingualism were tested. A subset of participants was also tested with varying timings for the tests. The results showed that the LLAMA tests are gender and language neutral. The younger learners (10–11s) performed significantly worse than the adults in the sound/symbol correspondence task (LLAMA_E). Formal education qualifications show a significant advantage in 3 of the LLAMA subcomponents (B, E, F) but not the implicit measure (LLAMA_D). Playing logic puzzles did not improve LLAMA test scores. The timings appear to be optimal apart from LLAMA_F, which could be shortened. We suggest that the LLAMA aptitude tests are not significantly affected by these factors although researchers using these tests should be aware of the possible impact of education level on some components of the tests.

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2

Rogers, Vivienne, Paul Meara, Thomas Barnett-Legh, Clare Curry, and Emma Davie. "Examining the LLAMA aptitude tests." Journal of the European Second Language Association 1, no. 1 (August 1, 2017): 49–60. http://dx.doi.org/10.22599/jesla.24.

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3

Schult, Johannes, Franziska T. Fischer, and Benedikt Hell. "Tests of Scholastic Aptitude Cover Reasoning Facets Sufficiently." European Journal of Psychological Assessment 32, no. 3 (July 2016): 215–19. http://dx.doi.org/10.1027/1015-5759/a000247.

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Abstract. This study explores how reasoning facets relate to tests of scholastic aptitude and to academic performance. Intelligence test scores and academic aptitude test scores from freshman students in science (n = 284) and economics (n = 359) as well as subsequent grades from their first year in college were used to analyze structural equation models. The direct influence of reasoning facets on academic performance is fully mediated by academic aptitude test scores. Numeric abilities dominate the aptitude tests’ predictive power. Verbal reasoning explains a significant amount of aptitude test score variance in science but not in economics. The mediation analysis suggests that verbal, numeric, and figural reasoning are covered sufficiently by the aptitude tests.

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4

Świątek, Adam. "From a Simple Testing Tool to Advanced Computer-based MLAT Test: A Century of Aptitude Testing." Anglica Wratislaviensia 54 (November 15, 2016): 127–50. http://dx.doi.org/10.19195/0301-7966.54.9.

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The beginning of the aptitude concept, as well as aptitude testing, or, in other words, measuring one’s predispositions to foreign languages dates back to the 1920’s when the first aptitude tests, like the Iowa Foreign Language Aptitude Examination, or the Luria-Orleans Language Prognosis Test came into existence Carroll 1962. Since that time, aptitude tests have gone through a multitude of different transformations — from simple testing tools that resembled intelligence tests to an advanced computer-based version of the most influential Modern Language Aptitude Test developed by Carroll and Sapon in 1959 Dörnyei and Skehan 2003. Apart from them, researchers from different countries have attempted to create their own unique versions of the MLAT, like the Hungarian HUNLAT battery Safar and Kormos 2008, the Polish version named TUNJO Rysiewicz 2011, or even the CANAL-F battery based on an artificial language Kocic 2010. Therefore, the main goal of this paper is to provide a thorough theoretical analysis and review of the available aptitude testing batteries and find the differences and similarities between them. What is more, the paper aims to describe the components of all the possible aptitude tests and discover the potential behind the testing tools that examine one’s natural predispositions effectively. Apart from the general knowledge about aptitude testing available anywhere nowadays, it is necessary to understand how the tests work, and what they expect from a participant taking part in such an initiative. As they are often compared with intelligence tests, the purpose of this paper is to show that aptitude tests constitute a different tool, and measure different abilities and skills than a set of intelligence related instruments. To reach this goal, I examine the tools available, describe their properties and potential success rate, analyze their components and compare them with the other batteries.

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5

Yavas Celik, Gamze, and Fatih Yavuz. "The role of the language aptitude and self-reported strategy use on the achievement of EFL learners." Global Journal of Foreign Language Teaching 10, no. 1 (February 29, 2020): 32–48. http://dx.doi.org/10.18844/gjflt.v10i1.4412.

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Whether the success depends on language aptitude or the language aptitude tests can predict the language learning achievement is one of the contradictive issues in SLA. Scholars have questioned the effect of aptitude on success, and they developed many language aptitude tests in time; because the success in aptitude measurement and the achievement prediction would mean to gain time in language learning. In addition, with the changing understanding of aptitude in recent years, language learning aptitude began to be compared to other individual differences (ID). These studies aim to increase the success of learners by designing instructions according to their aptitude and other ID. Therefore, this study aimed to find out the relationship between language aptitude, self-reported strategy use and language achievement of the Turkish EFL learners to see the decisiveness of language aptitude on strategy use and achievement. Results showed that the language aptitude influences foreign language learning achievement. Keywords: Language aptitude, language learning strategies, achievement, individual differences, EFL.

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6

Li, Shaofeng, and Jiancheng Qian. "EXPLORING SYNTACTIC PRIMING AS A MEASURE OF IMPLICIT LANGUAGE APTITUDE." Studies in Second Language Acquisition 43, no. 3 (March 22, 2021): 574–605. http://dx.doi.org/10.1017/s0272263120000698.

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AbstractThis study investigates the validity of syntactic priming as a measure of implicit language aptitude. Syntactic priming refers to the tendency to reproduce a linguistic structure due to a previous exposure to the structure. The validity of the construct was verified by collating evidence for divergent validity—whether it is dissociable from explicit aptitude; convergent validity—whether it is correlated with other measures of implicit aptitude; and predictive validity—whether it is predictive of learning attainment. One hundred sixty-six university EFL learners completed three tests of implicit aptitude: syntactic priming, sequence learning, and LLAMA_D; three tests of explicit aptitude: LLAMA_B, _E, and _F; and three tests of L2 proficiency: untimed grammaticality judgment, metalinguistic knowledge, and elicited imitation. The results showed that syntactic priming was dissociable from explicit aptitude, but it failed to converge with the other measures of implicit aptitude, and it also failed to predict L2 proficiency. The results also showed that priming was negatively correlated with sequence learning and that sequence learning was a negative predictor of learners’ metalinguistic knowledge. On the other hand, the construct validity of explicit aptitude was strong. The results suggest the multidimensionality of implicit aptitude and the need for more research into the construct validity of syntactic priming as a cognitive ability for implicit learning.

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7

Godfroid, Aline, and Kathy MinHye Kim. "THE CONTRIBUTIONS OF IMPLICIT-STATISTICAL LEARNING APTITUDE TO IMPLICIT SECOND-LANGUAGE KNOWLEDGE." Studies in Second Language Acquisition 43, no. 3 (May 19, 2021): 606–34. http://dx.doi.org/10.1017/s0272263121000085.

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AbstractThis study addresses the role of domain-general mechanisms in second-language learning and knowledge using an individual differences approach. We examine the predictive validity of implicit-statistical learning aptitude for implicit second-language knowledge. Participants (n = 131) completed a battery of four aptitude measures and nine grammar tests. Structural equation modeling revealed that only the alternating serial reaction time task (a measure of implicit-statistical learning aptitude) significantly predicted learners’ performance on timed, accuracy-based language tests, but not their performance on reaction-time measures. These results inform ongoing debates about the nature of implicit knowledge in SLA: they lend support to the validity of timed, accuracy-based language tests as measures of implicit knowledge. Auditory and visual statistical learning were correlated with medium strength, while the remaining implicit-statistical learning aptitude measures were not correlated, highlighting the multicomponential nature of implicit-statistical learning aptitude and the corresponding need for a multitest approach to assess its different facets.

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8

Wen, Zhisheng (Edward), Adriana Biedroń, and Peter Skehan. "Foreign language aptitude theory: Yesterday, today and tomorrow." Language Teaching 50, no. 1 (December 21, 2016): 1–31. http://dx.doi.org/10.1017/s0261444816000276.

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Foreign language (FL) aptitude generally refers to a specific talent for learning a foreign or second language (L2). After experiencing a long period of marginalized interest, FL aptitude research in recent years has witnessed renewed enthusiasm across the disciplines of educational psychology, second language acquisition (SLA) and cognitive neuroscience. This paper sets out to offer a historical and an updated account of this recent progress in FL aptitude theory development and research. As its subtitle indicates, the paper centres on three major issues: following the introduction and clarification of basic concepts, Section 1 traces the early conceptions of FL aptitude dominated by John Carroll's pioneering work. Section 2 summarizes and examines more recent theoretical perspectives and FL aptitude models proposed by researchers from multiple disciplines that have significantly broadened the conventional research traditions associated with Carroll's original conception. Based on the research synthesis of current FL aptitude models, Section 3 suggests the directions FL aptitude theory and research might take in coming years. We conclude that a working memory perspective on FL aptitude presents one promising avenue for advance, as does the development of new aptitude tests to predict speed of automatization, implicit learning and greater control over an emerging language system. In addition, it is argued that issues of domain-specificity versus domain-generality for aptitude tests may lead to aptitude theory and research becoming more central in applied linguistics.

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9

Robinson, Peter. "APTITUDE AND SECOND LANGUAGE ACQUISITION." Annual Review of Applied Linguistics 25 (March 2005): 46–73. http://dx.doi.org/10.1017/s0267190505000036.

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Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

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10

Schicke, Michelle C. "Book Review: Detroit Tests of Learning Aptitude-Primary." Journal of Psychoeducational Assessment 11, no. 2 (June 1993): 197–204. http://dx.doi.org/10.1177/073428299301100212.

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11

MCGREGOR, A. "Aptitude tests for entry to Swiss medical faculties." Lancet 344, no. 8934 (November 1994): 1424. http://dx.doi.org/10.1016/s0140-6736(94)90579-7.

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12

Degé, Franziska, Hanne Patscheke, and Gudrun Schwarzer. "Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children?" Musicae Scientiae 21, no. 4 (September 15, 2016): 465–78. http://dx.doi.org/10.1177/1029864916670205.

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The aim of this study was to correlate musical aptitude scores derived from two tests based on the same structural model for musical aptitude in a sample of 9- to 13-year-old children. We controlled for the influences of socioeconomic status (SES; measured by parents’ education), the amount of music lessons, and general cognitive abilities (i.e., IQ). The sample comprised 89 (46 girls) 9- to 13-year-old children. We applied two different tests by Edwin Gordon: Intermediate Measures of Music Audiation (IMMA) and Advanced Measures of Music Audiation (AMMA) to measure musical aptitude. As control variables, IQ, socioeconomic status, and amount of music training were assessed. A hierarchical multiple regression analysis revealed that the total score of the IMMA together with the control variables could not predict the total score of the AMMA. Furthermore, regression models for each of the subtests were also not significant. With respect to the control variables, we revealed an association between the IMMA and socioeconomic status as well as amount of music training. We conclude that even tests that are based on the same structural model of musical aptitude were not associated significantly. This might indicate problems of validity. Additionally, it seems to be difficult to assess musical aptitude independently of influences from music training and SES. Ultimately, this may support the notion that we still need valid musical aptitude tests for this particular age group.

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13

Zdzinski, Stephen F. "Relationships Among Parental Involvement, Music Aptitude, and Musical Achievement of Instrumental Music Students." Journal of Research in Music Education 40, no. 2 (July 1992): 114–25. http://dx.doi.org/10.2307/3345561.

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This study examined relationships among selected aspects of parental involvement, music aptitude, musical achievement, and performance achievement. Subjects were 113 wind instrumentalists from four north-central Pennsylvania middle schools. Variables were defined through a researcher-constructed measure of parental involvement (PIM), the tonal and rhythmic imagery subtests of the Music Aptitude Profile (Gordon, 1965), selected sub-tests of the Music Achievement Tests (Colwell, 1969), and the Watkins-Farnum Performance Scale (Walkins & Farnum, 1954). Data were analyzed through correlation and MANOVA procedures. Results indicated (1) no significant relationship between parental involvement (as measured by student responses) and performance achievement; (2) a relationship of little practical significance between parental involvement and both musical achievement and musical aptitude; (3) a strong relationship between music aptitude and both musical achievement and performance achievement; and (4) a significant three-way interaction for performance achievement among parental involvement, music aptitude, and gender.

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14

Ekeke, Macdonald Ibubeleye, and Jonathan N. Onukwufor. "Conformity and Aptitude As Predictors Of Science Related Career Choice Among Secondary School Students In Rivers State, Nigeria." Advances in Social Sciences Research Journal 8, no. 8 (August 14, 2021): 119–29. http://dx.doi.org/10.14738/assrj.88.10237.

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The present study investigated conformity and aptitude as predictors of science related career choice among secondary school students in Rivers state. Correlation research design was used in the investigation. A sample of 675 SS2 students were drawn from a population of 13,204 SSII students across the 268 public secondary schools in the three senatorial zones in the state. Multiple stages of sampling procedures were used to draw this sample size. Three instruments namely “Adolescents Conformity Scale”, “Science Aptitude Test Question” as well as the Science Career ChoiceInventory were used for the study. Experts vetting was used in validating the instruments while the reliability was determined using Cronbach Alpha method with reliability indices of 0.71 for Adolescents Conformity Scale, 0.84 for Science Aptitude Test Question and 0.82 for Science Career Choice Inventory were obtained. Simple linear regression was used to analyze the data generated from the research instruments. Result of the study showed that conformity relates about 0.7% with science career choice and it (p=0.025<0.05) significantly predict science related career choice among secondary school students in Rivers State. Also aptitude relates about 1.1% with science career choice and(p=0.007<0.05) significantly predict science related career choice among secondary school students in Rivers State. It was concluded that conformity and aptitude are strong predictors of career choice in general and not just limited to science related ones.

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15

King, Raymond E., Thomas R. Carretta, Paul Retzlaff, Erica Barto, Malcolm James Ree, and Mark S. Teachout. "Standard Cognitive Psychological Tests Predict Military Pilot Training Outcomes." Aviation Psychology and Applied Human Factors 3, no. 1 (January 1, 2013): 28–38. http://dx.doi.org/10.1027/2192-0923/a000040.

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The predictive validity of scores from two cognitive functioning tests, the Multidimensional Aptitude Battery (MAB) and the MicroCog, was examined for initial pilot training performance. In addition to training completion, several training performance criteria were available for graduates: academic grades, daily flying grades, check ride grades, and class rank. Mean score comparisons and correlations in samples of between 5,582 and 12,924 trainees across the two tests showed small but statistically significant relationships with training performance. For example, after correction for range restriction and dichotomization of the criterion, the MAB full-scale IQ score and the MicroCog General Cognitive Functioning score were correlated .29 and .26 respectively with initial pilot training completion. The results pointed to general cognitive ability as the main predictor of training performance. Comparisons with results from studies involving US Air Force pilot aptitude tests showed lower validities for these cognitive functioning tests. This finding likely occurred because the pilot aptitude tests measure additional factors (e.g., aviation knowledge/experience and psychomotor skills) that are predictive of training success and that are not covered by the cognitive functioning tests.

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16

Wagener, Thomas. "Aptitude measures in SLA." Study Abroad Research in Second Language Acquisition and International Education 3, no. 1 (March 30, 2018): 1–31. http://dx.doi.org/10.1075/sar.16012.wag.

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Abstract The present study examines a US Department of Defense (DOD) foreign language program using linear and logistic regression to model foreign language proficiency growth over three time intervals. The analysis demonstrates growth from start to finish for a program involving domestic immersion and study abroad and tests the ability of aptitude and achievement measures to predict that growth for a group of 80 students. The findings suggest that a measure of foreign language aptitude and a measure of quantitative aptitude differentiate learning outcomes for the intensive domestic immersion portion of the program while measures of quantitative aptitude and native language verbal aptitude differentiate later-stage learners on the study abroad portion of the program.

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17

Hanson, Josef. "Meta-Analytic Evidence of the Criterion Validity of Gordon’s Music Aptitude Tests in Published Music Education Research." Journal of Research in Music Education 67, no. 2 (January 17, 2019): 193–213. http://dx.doi.org/10.1177/0022429418819165.

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This meta-analytic study examined the validity of Gordon’s music aptitude tests as predictors of other musical variables. The four tests analyzed were the Music Aptitude Profile (1965), Primary Measures of Music Audiation (1979), Intermediate Measures of Music Audiation (1982), and Advanced Measures of Music Audiation (1989). Separate analyses were performed for tonal, rhythm, and composite constructs of music aptitude. From 47 music education journal articles that met requirements for inclusion, 215 independent data points representing 6,086 participants were collapsed into an overriding set of five criterion categories: (a) aural perception, (b) achievement, (c) creativity, (d) affective outcomes, and (e) musical engagement. Moderators potentially affecting validity included audiation type, sampling method, grade level, criterion test type, and year of publication. Results revealed estimated true criterion-related validities of .45 (tonal), .46 (rhythm), and .53 (composite). Gordon’s music aptitude tests were consistently but not always strongly associated with many desirable musical outcomes. Analysis of correlations by subtest and criterion category produced mixed results, and high levels of between-study heterogeneity could not be explained through meta-regression moderator analysis.

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18

Goh, David S., and Dennis McElheron. "Another Look at the Aptitude-Achievement Distinction." Psychological Reports 70, no. 3 (June 1992): 833–34. http://dx.doi.org/10.2466/pr0.1992.70.3.833.

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48 high school students were administered the Arithmetic subtest of the Wechsler Adult Intelligence Scale—Revised, the Mathematics subtest of the Peabody Individual Achievement Test—Revised, and the Stanford Diagnostic Mathematics Test. Correlations, of about .80 among the three tests, were interpreted as supporting a part of the continuum theory of Humphreys, Anastasi, and Cronbach for conceptualizing the distinction between aptitude and achievement tests.

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19

Rogers, Arthur. "PARIS Foreign doctors in France face new aptitude tests." Lancet 347, no. 8993 (January 1996): 51. http://dx.doi.org/10.1016/s0140-6736(96)91575-5.

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20

Radencich, Marguerite C. "Book Review: Detroit Tests of Learning Aptitude (DTLA-2)." Journal of Psychoeducational Assessment 4, no. 2 (June 1986): 173–81. http://dx.doi.org/10.1177/073428298600400210.

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21

Schmidt, Karrie L. "Book Review: Detroit Tests of Learning Aptitude - Third Edition." Journal of Psychoeducational Assessment 12, no. 1 (March 1994): 87–91. http://dx.doi.org/10.1177/073428299401200111.

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22

Anantha Krishna, K. S., and Sudheendra Yalavigi. "Architectural Aptitude Tests and Course Performance A Case Study." Architectural Science Review 36, no. 3 (September 1993): 131–38. http://dx.doi.org/10.1080/00038628.1993.9696748.

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23

Schwegman, K., R. Spinelli, N. Magagnotti, M. Ramantswana, and A. McEwan. "Selecting successful harvester operators through aptitude tests and demographics." Australian Forestry 84, no. 1 (January 2, 2021): 25–32. http://dx.doi.org/10.1080/00049158.2020.1837492.

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24

Irizarri van Suchtelen, Pablo. "Taal, Muziek en Werkgeheugen." Toegepaste Taalwetenschap in Artikelen 73 (January 1, 2005): 111–21. http://dx.doi.org/10.1075/ttwia.73.11suc.

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The present research addressed the question: "Is there a relationship between individual differences in aptitude for processing musical information and individual differences in aptitude for processing linguistic information?" An extensive exploration of linguistic and musical theory, aptitude studies, and the literature on the processing of language and music, led the author to believe that a relationship between linguistic and musical forms of aptitude could be found in aspects of working memory. Four tests were designed to measure an individual's working memory spans for linguistic and musical processing. The results of 70 participants from a secondary school on these tests and on a French listening examination were compared. Significant correlations were indeed found between the scores on these five measures. Furthermore, the complexity of the information to be processed, the musical experience of the participants and other factors were found to have an effect on correlations. Especially at higher levels of processing, musical and linguistic processing capacity seem to be associated. No definitive conclusions could be drawn, among other thing because of the 1OW reliability of two of the tests, but the results do encourage further research into this relatively new area in second language acquisition.

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25

Karma, Kai. "Musical aptitude definition and measure validation: Ecological validity can endanger the construct validity of musical aptitude tests." Psychomusicology: A Journal of Research in Music Cognition 19, no. 2 (2007): 79–90. http://dx.doi.org/10.1037/h0094033.

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26

SAITO, KAZUYA, HUI SUN, and ADAM TIERNEY. "Explicit and implicit aptitude effects on second language speech learning: Scrutinizing segmental and suprasegmental sensitivity and performance via behavioural and neurophysiological measures." Bilingualism: Language and Cognition 22, no. 5 (August 1, 2018): 1123–40. http://dx.doi.org/10.1017/s1366728918000895.

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The current study examines the role of cognitive and perceptual individual differences (i.e., aptitude) in second language (L2) pronunciation learning, when L2 learners’ varied experience background is controlled for. A total of 48 Chinese learners of English in the UK were assessed for their sensitivity to segmental and suprasegmental aspects of speech on explicit and implicit modes via behavioural (language/music aptitude tests) and neurophysiological (electroencephalography) measures. Subsequently, the participants’ aptitude profiles were compared to the segmental and suprasegmental dimensions of their L2 pronunciation proficiency analyzed through rater judgements and acoustic measurements. According to the results, the participants’ segmental attainment was associated not only with explicit aptitude (phonemic coding), but also with implicit aptitude (enhanced neural encoding of spectral peaks). Whereas the participants’ suprasegmental attainment was linked to explicit aptitude (rhythmic imagery) to some degree, it was primarily influenced by the quality and quantity of their most recent L2 learning experience.

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27

Russo, Mariachiara. "Aptitude testing over the years." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 5–30. http://dx.doi.org/10.1075/intp.13.1.02rus.

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In the present paper I review the existing literature on aptitude testing with a view to highlighting the main emerging themes: which qualities indicate an aptitude in a prospective interpreter, how these qualities may be measured and which types of test should be administered, the issue of valid and reliable testing, proposals for test designs, and, finally, description of aptitude tests which have identified statistically significant predictors. The focus is on spoken language, but signed-language aptitude testing is also partially covered. Available results so far appear to show that interpreting-related cognitive skills and verbal fluency may be measured and may be predictive both for spoken-language and for signed-language interpreting candidates. In particular, the production of synonyms appears to be a strong aptitude predictor from several independent research projects.

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Bylund, Emanuel, Niclas Abrahamsson, and Kenneth Hyltenstam. "DOES FIRST LANGUAGE MAINTENANCE HAMPER NATIVELIKENESS IN A SECOND LANGUAGE?" Studies in Second Language Acquisition 34, no. 2 (May 14, 2012): 215–41. http://dx.doi.org/10.1017/s0272263112000034.

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Within the field of SLA, the incidence of nativelikeness in second language (L2) speakers has typically been explained as a function of age of acquisition. An alternative interpretation, however, is that L2 learners do not attain nativelike proficiency because of first language (L1) maintenance. This interpretation has nevertheless remained mostly theoretical due to the lack of empirical evidence. This study sets out to address the role of L1 proficiency in L2 ultimate attainment by examining L1 and L2 proficiency in 30 early L1 Spanish–L2 Swedish bilinguals. Language proficiency was assessed through grammaticality judgment tests and cloze tests, and additional data on language aptitude were collected through the Swansea Language Aptitude Test (v.2.0; Meara, Milton, & Lorenzo-Dus, 2002). The results showed positive correlations between nativelike L1 and L2 behavior. Additionally, it was found that language aptitude was positively correlated with nativelike L1 and L2 performance. In view of these findings, it is suggested that (a) L1 maintenance does not hamper L2 nativelikeness and (b) language aptitude is an important factor for bilingual ultimate attainment.

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29

Biedroń, Adriana. "CZYNNIKI AFEKTYWNE W TEORII I BADANIACH NAD ZDOLNOŚCIAMI JĘZYKOWYMI." Neofilolog, no. 52/1 (April 25, 2019): 29–41. http://dx.doi.org/10.14746/n.2019.52.1.4.

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There is much controversy surrounding the influence of affect on foreign language aptitude. In most foreign language aptitude models and tests this factor is treated marginally or it is entirely absent. In research studies, much attention is devoted to individual factors defined in the context of positive psychology, but their relationships with cognitive factors are rarely analyzed. This paper is an attempt to present the role of factors other than cognitive in foreign language aptitude theory and research, selected reasons for their weak position, as well as pedagogical implications and suggestions for further research.

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INOUE, Takafumi, Masayoshi SHIGEMORI, Keiko KIOKA, Hajime AKATSUKA, and Yumeko MIYACHI. "Proposal of New Psychological Aptitude Tests for Train Operation Staff." Quarterly Report of RTRI 47, no. 4 (2006): 192–97. http://dx.doi.org/10.2219/rtriqr.47.192.

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31

Bokander, Lars, and Emanuel Bylund. "Probing the Internal Validity of the LLAMA Language Aptitude Tests." Language Learning 70, no. 1 (July 24, 2019): 11–47. http://dx.doi.org/10.1111/lang.12368.

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32

Myshko, S. A. "From the history of Career Aptitude Tests in the USA." Scientific Bulletin of Mukachevo State University Series “Pedagogy and Psychology” 1(11) (2020): 237–39. http://dx.doi.org/10.31339/2413-3329-2020-1(11)-237-239.

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33

Oosthuizen, Stanley, Esmé Van Rensburg, and Christine Jordaan. "Comparison of the Predictive Validity of the Aptitude Test for School Beginners and of the Metropolitan Readiness Tests." Perceptual and Motor Skills 84, no. 1 (February 1997): 59–65. http://dx.doi.org/10.2466/pms.1997.84.1.59.

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Although preschool testing has received considerable attention recently, the validities of some preschool tests have often been questioned. In this study the predictive validity of scores on the Metropolitan Readiness Tests and on the Aptitude Test for School Beginners was compared for a random sample of 120 children in Grade 1. The former scores had sufficient predictive validity and an advantage over the latter test; however, the predictive validity of the Aptitude Test for School Beginners can be regarded as satisfactory from a psychometric and educational point of view.

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YILMAZ, YUCEL, and GISELA GRANENA. "The role of cognitive aptitudes for explicit language learning in the relative effects of explicit and implicit feedback." Bilingualism: Language and Cognition 19, no. 1 (January 20, 2015): 147–61. http://dx.doi.org/10.1017/s136672891400090x.

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This study investigated the extent to which cognitive abilities that involve explicit cognitive processes (i.e., explicit language aptitude) are related to second language (L2) learning outcomes under two corrective feedback conditions. The study followed a pretest-posttest-delayed posttest experimental design. Forty-eight L2 learners of English carried out three oral production tasks, in which their errors on the indefinite article were treated according to their group assignment (i.e., explicit, implicit, and no-feedback). A set of controlled oral production tests was administered as pretest and posttest. Explicit language aptitude was measured using three subtests from the LLAMA Language Aptitude Test battery (Meara, 2005). Results showed that explicit language aptitude predicted immediate posttest performance only under the explicit feedback condition, suggesting that this type of feedback requires mental processes that are facilitated by explicit cognitive abilities and that its short-term effectiveness is not the same for learners with different aptitude levels.

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Suárez, Maria del Mar, and Carmen Muñoz. "Aptitude, age and cognitive development." EUROSLA Yearbook 11 (August 3, 2011): 5–29. http://dx.doi.org/10.1075/eurosla.11.03sua.

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In the validation studies of the Modern Language Aptitude Test-Elementary (MLAT-E) (Carroll & Sapon 1967) and its Spanish version, the MLAT-ES (Stansfield & Reed 2005), the total scores across grades increase unsteadily. At no point, though, has this increase been discussed. Similar results are found in the present study, which addresses this issue from two viewpoints, age and the supposed stability of language aptitude. The participants in this study are bilingual Catalan-Spanish children in grades from 3 to 7. 325 participants took the MLAT-ES and 304 participants took its Catalan version (MLAT-EC). The analyses of the children’s performance in both tests suggest that the higher the grade, the higher the final score. However, the difference between the means of the total score is consistently larger between grade 3 and 4 than between the other grades. Besides, this increase seems to plateau between grade 6 and 7. Results are discussed in relation to the influence that children’s age and cognitive development in middle childhood seem to have on children’s language aptitude development.

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Li, Shaofeng. "THE CONSTRUCT VALIDITY OF LANGUAGE APTITUDE." Studies in Second Language Acquisition 38, no. 4 (December 18, 2015): 801–42. http://dx.doi.org/10.1017/s027226311500042x.

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A meta-analysis was conducted to examine the construct validity of language aptitude by synthesizing the existing research that has been accumulated over the past five decades. The study aimed to provide a thorough understanding of the construct by aggregating the data reported in the primary research on its correlations with other individual difference variables and with second language (L2) achievement. A total of 66 studies were retrieved that contributed effect sizes based on 109 unique samples and 13,035 foreign language learners. The results revealed that (1) aptitude was independent of other cognitive and affective factors: it was distinct from motivation, had a negative correlation with anxiety, and overlapped with, but was distinguishable from, intelligence; (2) executive working memory was more strongly associated with aptitude and aptitude components than phonological short-term memory; (3) aptitude measured using full-length tests was a strong predictor of general L2 proficiency, but it had low predictive validity for vocabulary learning and L2 writing; and (4) different aptitude components demonstrated differential predictive validity for different aspects of learning. The findings are useful for tackling a number of conundrums surrounding language aptitude and shed light on how to reconceptualize the construct and reorient the research.

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Schmidt, Frank L. "A Theory of Sex Differences in Technical Aptitude and Some Supporting Evidence." Perspectives on Psychological Science 6, no. 6 (October 14, 2011): 560–73. http://dx.doi.org/10.1177/1745691611419670.

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In this article, I present a theory that explains the origin of sex differences in technical aptitudes. The theory takes as proven that there are no sex differences in general mental ability (GMA), and it postulates that sex differences in technical aptitude (TA) stem from differences in experience in technical areas, which is in turn based on sex differences in technical interests. Using a large data set, I tested and found support for four predictions made by this theory: (a) the construct level correlation between technical aptitude and GMA is larger for females than males, (b) the observed and true score variability of technical aptitude is greater among males than females, (c) at every level of GMA females have lower levels of technical aptitude, and (d) technical aptitude measures used as estimates of GMA for decision purposes would result in underestimation of GMA levels for girls and women. Given that GMA carries the weight of prediction of job performance, the support found for this last prediction suggests that, for many jobs, technical aptitude tests may underpredict the job performance of female applicants and employees. Future research should examine this question.

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Mnguni, Lindelani. "A DESCRIPTION OF VISUAL LITERACY AMONG THIRD YEAR BIOCHEMISTRY STUDENTS." Journal of Baltic Science Education 17, no. 3 (June 25, 2018): 486–95. http://dx.doi.org/10.33225/jbse/18.17.486.

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The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. Keywords: biochemistry, biovisual literacy, senior aptitude, visual literacy, visuo-spatial abilities.

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Lavergne, Catherine, Michel Pépin, and Michel Loranger. "Association between Performance Score on Aptitude Tests and Speed of Execution." Perceptual and Motor Skills 85, no. 1 (August 1997): 351–62. http://dx.doi.org/10.2466/pms.1997.85.1.351.

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The relationship between the speed of execution and the ability of a subject when performing mental tasks is a longtime concern of psychometric researchers. However, this relationship is not well documented because execution speed has been measured inaccurately in the past. The relationship between speed of execution and intellectual ability is evaluated here while using subtests from a French Canadian computerized battery of aptitude tests, the Tests d'aptitudes informatisés pour enfants, which adequately provide control of the response time for each presented item. The speed of execution indices we examined here are calculated from the easiest items of six subtests. Those indices are compared with the scores on these subtests as well as with other indices of intellectual ability. The sample comprises 148 children whose average age was 10 years. Analysis suggests that high speed and high scores are related for some types of mental work.

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INOUE, Takafumi, Hiroaki SUZUKI, Keiko KIOKA, Hajime AKATSUKA, Masayoshi SHIGEMORI, and Wataru HIDA. "A New Set of Psychological Aptitude Tests for Train Operation Staff." Quarterly Report of RTRI 50, no. 1 (2009): 39–44. http://dx.doi.org/10.2219/rtriqr.50.39.

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Legree, Peter J., Daniel E. Martin, and Joseph Psotka. "Measuring Cognitive Aptitude Using Unobtrusive Knowledge Tests: A New Survey Technology." Intelligence 28, no. 4 (December 2000): 291–308. http://dx.doi.org/10.1016/s0160-2896(99)00039-2.

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Silverstein, A. B. "Discrepancies between Composite Quotients on the Detroit Tests of Learning Aptitude." Journal of Psychoeducational Assessment 4, no. 3 (September 1986): 239–42. http://dx.doi.org/10.1177/073428298600400307.

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Mcphee, Sidney A., and Michael E. Kerr. "Scholastic Aptitude and Achievement as Predictors of Performance on Competency Tests." Journal of Educational Research 78, no. 3 (January 1985): 186–90. http://dx.doi.org/10.1080/00220671.1985.10885597.

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Dunn, Caroline, Ron Mcghee, and Brian R. Bryant. "A Validation Study of the Detroit Tests of Learning Aptitude-Primary." Diagnostique 17, no. 4 (July 1992): 266–72. http://dx.doi.org/10.1177/153450849201700404.

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Shrivastava, SaurabhRamBihariLal, PrateekSaurabh Shrivastava, and Jegadeesh Ramasamy. "Scope of the aptitude tests and their validation in medical education." International Journal of Academic Medicine 5, no. 2 (2019): 130. http://dx.doi.org/10.4103/ijam.ijam_80_17.

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Read, Luke Cameron. "Are aptitude tests the solution to widening participation during COVID-19?" Journal of the Royal College of Physicians of Edinburgh 51, no. 1 (June 2021): 199–207. http://dx.doi.org/10.4997/jrcpe.2021.226.

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Shaw, Sherry. "Cognitive and motivational contributors to aptitude." Aptitude for Interpreting 13, no. 1 (April 11, 2011): 70–84. http://dx.doi.org/10.1075/intp.13.1.05sha.

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This article reports the findings of a causal-comparative study with spoken language (primarily conference) and signed language (primarily public service) interpreting students carried out at four institutions in the European Union in 2008. The study was built on two previous investigations of essential characteristics, as reported by interpreting students and their professors, to measure these characteristics with standardized performance and motivation tests. It grouped participants as “entry-level” or “advanced” depending upon their prior experience in simultaneous interpreting coursework. The study documented cognitive and motivational scores of spoken language (SP) and signed language (SL) interpreting students at both levels, using a computerized neuropsychological screening test and an achievement motivation instrument. Significant differences between the SP and SL students were found in the areas of visual memory, concentration, and internality (belief that success is due to internal causes), and between the advanced and entry-level students in the areas of concentration and the eagerness to learn new concepts in the absence of external rewards.

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Sok, Sarah, Hye Won Shin, and Juhyun Do. "Exploring which test-taker characteristics predict young L2 learners’ performance on listening and reading comprehension tests." Language Testing 38, no. 3 (February 25, 2021): 378–400. http://dx.doi.org/10.1177/0265532221991134.

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Test-taker characteristics (TTCs), or individual difference variables, are known to be a systematic source of variance in language test performance. Although previous research has documented the impact of a range of TTCs on second language (L2) learners’ test performance, few of these studies have involved young learners. Given that young L2 learners undergo rapid maturational changes in their cognitive abilities, are susceptible to affective factors in unique ways, and have little autonomy with respect to the context of L2 acquisition, the relationship between their personal attributes and their test performance merit separate research attention. To fill this gap, we investigated the extent to which sixth-grade, Korean-L1, EFL learners’ ( n = 107) TTCs predicted their performance on tests of L2 listening and reading comprehension. The TTCs under investigation included three cognitive characteristics (aptitude, phonological working memory, L1 competence), one affective factor (motivation), and two demographic variables (socioeconomic status and gender). Results showed that aptitude and phonological working memory significantly predicted participants’ performance on both L2 listening and reading comprehension tests, whereas motivation predicted performance on the L2 listening comprehension test only. These findings suggest that higher aptitude, phonological working memory, and motivation contribute positively to young learners’ L2 outcomes.

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Angelis, Paul. "SECOND LANGUAGE PROFICIENCY, FOREIGN LANGUAGE APTITUDE, AND INTELLIGENCE: QUANTITATIVE AND QUALITATIVE ANALYSES.Miyuki Sasaki. New York: Peter Lang, 1996. Pp. xii + 155. $40.95 cloth." Studies in Second Language Acquisition 21, no. 1 (March 1999): 161. http://dx.doi.org/10.1017/s0272263199261062.

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There are few in-depth studies that have attempted to explore the complex relationships among second language proficiency, foreign language aptitude, and intelligence. Information on such studies is usually found only in unpublished dissertations or in greatly reduced form in journal articles. This text is a rare example of a full-length report of such a study. Based on data from 160 EFL students in Japan, the researcher employed an extensive array of analytical procedures relating performance on English language proficiency measures with performance on a three-part aptitude battery and an intelligence measure. The proficiency measures included multiple-choice tests of grammar, cohesion, vocabulary, listening, and reading using short and long texts as well as a cloze and a free composition. The foreign language aptitude battery was a Japanese version of a test modeled after the short version of the Modern Language Aptitude Test. The measures of verbal intelligence and reasoning came from an existing Kyoto University test with 12 subtests.

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Sülün, Erkan. "The Significance of Aptitude Tests in the Selection of Prospective Music Teachers." Journal of History Culture and Art Research 6, no. 3 (June 18, 2017): 49. http://dx.doi.org/10.7596/taksad.v6i3.911.

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