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1
Collot, Michel. "La Mémoire en chantant : subversion des frontières de mots et de phrases dans les textes de chansons." Études littéraires 27, no. 3 (April 12, 2005): 29–40. http://dx.doi.org/10.7202/501093ar.
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Partant d'une réflexion sur les modes particuliers de réception et de mémorisation des textes de chanson, l'auteur s'interroge sur leur aptitude à être découpés selon d'autres articulations que celles qu'imposent la syntaxe, la logique, et même la langue. Une des raisons de ces découpages singuliers tient à l'interférence entre phrase verbale et phrase musicale, aux multiples distorsions que le rythme et la mélodiei ntroduisent dans la scansion et dans l'intonation de l'énoncé. L'auteur analyse ensuite la façon dont Georges Brassens exploite systématiquement ces distorsions dans une de ses chansons. « le Vin ». Il suggère en conclusion un rapprochement entre cette pratique et certains caractéristiques du message poétique et du discours de l'Inconscient.
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Brizuela, Armel, Karol Jiménez-Alfaro, Nelson Pérez-Rojas, and Guaner Rojas-Rojas. "Autorreportes verbales en voz alta para la identificación de procesos de razonamiento en pruebas estandarizadas / Verbal Self-reporting to Identify Reasoning Processes in Standardized Tests." Revista Costarricense de Psicología 35, no. 1 (June 29, 2016): 17. http://dx.doi.org/10.22544/rcps.v35i01.02.
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<p>Los estándares actuales, para la evaluación de la calidad psicométrica de las pruebas psicológicas y educativas, estipulan que una de las evidencias requeridas que justifican las inferencias derivadas de la aplicación de un test se refiere a las estrategias para contestar a los ítems que lo componen. Por lo tanto, el objetivo del presente artículo se propone presentar los resultados de una investigación, que consistió en la ejecución de entrevistas semiestructuradas a un conjunto de 15 estudiantes universitarios de primer ingreso, cuyos reportes orales fueron analizados con el objetivo de fundamentar un conjunto de estrategias para contestar los ítems verbales de la Prueba de Aptitud Académica de la Universidad de Costa Rica, que habían sido identificadas previamente. Los resultados indican que efectivamente los participantes emplearon las estrategias propuestas, lo cual constituye una evidencia de gran importancia sobre las habilidades de razonamiento que se miden con los ítems verbales de la Prueba de Aptitud Académica. Finalmente, se concluye con una discusión sobre los resultados acerca de la utilidad de los autorreportes verbales que recaban evidencias de validez para un test y sobre futuras investigaciones en esta línea.</p><p> </p><p>Abstract:</p><p>Abstract Current standards for assessing the psychometric quality of psychological and educational tests stipulate that one indication required to justify the inferences derived from the application of a test are those related to answering strategies for the test items. Thus, this article presents the results of a study that involved the execution of semi-structured interviews with a group of 15 college freshmen, whose oral reports were analyzed to provide support for a set of strategies to answer previously identified verbal items from the “Academic Aptitude Test” (Prueba de Aptitud Académica) at the Universidad de Costa Rica. The results indicate that participants actually used the proposed strategies, which is important evidence about the reasoning skills measured by the Prueba de Aptitud Académica verbal items. Finally, we conclude with a discussion of the results, the usefulness of verbal self-reports to gather evidence for test validity and future research along these lines.</p>
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Robles Bonifacio, Carlos, and Esperana Vázquez González. "LA INFLUENCIA DE LAS COMPETENCIAS VERBALES EN EL ÉXITO ESCOLAR." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 6, no. 1 (January 12, 2017): 351. http://dx.doi.org/10.17060/ijodaep.2014.n1.v6.754.
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Abstract.This communication is part of a wider project that is made up of two research papers and the implementation of a preventive program of verbal communication skills. The first part of the project underlying this communication is based in the investigation of the influence of verbal skills in the academic failure of students in first grade of secondary school (E.S.O). The most important reasons for which I chose this age group of the students are the high academic failure in these ages, and the continued and compelling interest of the school community in reaching higher verbal skills in this transitional stage. In this research, performed on 300 students of First grade of secondary school (ESO), is intended to deepen and reflect on the link between language skills (focused on text comprehension) and the acquisition of new knowledge, since to provide new knowledge is critical in order to achieve a more active learning and better academic results. Throughout this research we will study different aspects such as the study of the relationship, already established in the literature, between mental abilities (IGF tests) and academic performance in each of the subjects. I will also evaluate the influence that the verbal factor and its meaningful utilization on academic performance, as well as the differences between gender in regards to verbal skills and academic failure. The research will also establish the possible relationship between verbal analogies, completing sentences and academic performance. All this with the purpose of demonstrating and remembering the importance of verbal skills, in order -after this research study- to keep investigating and providing solutions to improve these skills in students in their personal life and as a result, in their academic, family and social spheres.Key words: verbal skills, school success, language proficiency, reading skills, intellectual abilities, verbal skills, academic failure, academic performance, spheres.Resumen.Esta comunicación es parte de un proyecto más amplio compuesto por dos investigaciones y la puesta en práctica de un programa preventivo de competencias verbales. La primera parte del proyecto, en la que se basa esta comunicación, consiste en la investigación de la influencia de las competencias verbales en el fracaso académico en los alumnos de Primero de la E.S.O. Las razones más importantes, al elegir la edad de estudio de los alumnos, son el aumento del fracaso académico en estas edades y el continuo y apremiante interés por parte de la comunidad escolar en fortalecer y alcanzar un mayor logro de las competencias verbales en esta etapa de transición. Esta investigación, llevada a cabo en 300 alumnos de Primero de la ESO, pretende profundizar y reflexionar sobre la vinculación existente entre competencia lingüística (centrada en la comprensión de textos) y la adquisición de nuevos conocimientos. Puesto que facilitar nuevos conocimientos es determinante para lograr un aprendizaje más activo por parte del alumno y un mayor logro en los resultados académicos. A lo largo de la investigación se van a estudiar distintos aspectos tales como constatar la relación, ya establecida en la literatura, entre aptitudes mentales (prueba IGF) y rendimiento académico en cada una de las asignaturas. Valorar la influencia que pueda ejercer el factor verbal y su utilización significativa en el rendimiento académico, así como las diferencias entre sexos en relación a la aptitud verbal y al fracaso académico. Además intentará establecer las posibles relaciones entre las analogías verbales, completar oraciones y el rendimiento académico. Todo ello con la intención de demostrar y recordar la relevancia de las competencias verbales, para desde esta investigación seguir trabajando y aportando soluciones para mejorar dichas competencias en los alumnos (ámbito personal) y como consecuencia en el ámbito académico, familiar y social.Palabras clave: competencias verbales, éxito escolar, dominio lingüístico, comprensión lectora, aptitudes intelectuales, aptitud verbal, fracaso académico, rendimiento académico, ámbitos.
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Ferreira, Aristides I., Leandro S. Almeida, Gerardo Prieto Adánez, and M. Adelina Guisande. "Memoria e inteligencia: interdependencia en función de los procesos y contenidos de las tareas." Universitas Psychologica 11, no. 2 (March 16, 2011): 455–67. http://dx.doi.org/10.11144/javeriana.upsy11-2.miif.
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Este trabajo procura analizar las características de los factores específicos de la memoria (procesos o contenidos) asociados a Gsm del modelo CHC. Para esto, a una muestra de estudiantes universitarios se le administraron tareas de memoria con diferentes contenidos, varios tests de aptitudes y una prueba de inteligencia general. Se evaluaron dos modelos que relacionan la aptitud general Gsm, bien con la memoria de trabajo y la amplitud de memoria, bien con aptitudes verbales-numéricas y viso-espaciales. Los resultados muestran, para ambos modelos, buenos índices de ajuste, sin embargo, se encontraron datos de regresión estandarizados con una regresión positiva superior entre Gsm y memoria de trabajo y entre Gsm y contenido viso-espacial. También se debe destacar que en ambos modelos se observaron valores de regresión estandarizados de 0.54 y 0.73 entre Gsm y el factor g. Teniendo en cuenta los resultados obtenidos, se discuten algunas implicaciones del estudio para comprender la relación entre inteligencia y memoria.
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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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Barry Ruback, R., and James M. Dabbs. "Talkativeness and verbal aptitude: Perception and reality." Bulletin of the Psychonomic Society 24, no. 6 (December 1986): 423–26. http://dx.doi.org/10.3758/bf03330570.
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Goettl, Barry P., Shirley F. Snooks, Eric Day, and Wayne L. Shebilske. "Emphasis Change and Verbal Elaboration in Skill Acquisition: A Tale of Two Components." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 41, no. 2 (October 1997): 1195–99. http://dx.doi.org/10.1177/1071181397041002105.
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The goal of this study was to examine the relationship between multiple emphasis on components (MEC) and verbal elaboration in the acquisition of a complex skill. Participants were trained using either MEC or emphasis on total score (TOT), with or without verbal elaboration between training modules. Results indicated low-aptitude learners performed better when trained with the MEC protocol than with the TOT protocol, but high-aptitude learners benefited from verbal elaborations. Analysis of the component scores indicated that the combined effects of verbal elaboration and MEC disrupted components representing implicit processing, and enhanced components representing explicit processes. These findings are consistent with other research on verbal elaboration and suggest that care must be taken when combining verbal elaboration with emphasis change instructions. More importantly, these results suggest ways to effectively combine the two protocols.
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Ward, William C., Dan Dworkin, and Sybil B. Carlson. "KEYLIST ITEMS FOR THE MEASUREMENT OF VERBAL APTITUDE." ETS Research Report Series 1986, no. 2 (December 1986): i—37. http://dx.doi.org/10.1002/j.2330-8516.1986.tb00183.x.
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Vera, María, and José A. Cortés. "Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT." International Journal of Environmental Research and Public Health 18, no. 24 (December 14, 2021): 13184. http://dx.doi.org/10.3390/ijerph182413184.
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Understanding factors that influence academic performances is vital. The aim of this study is to longitudinally test, with three timepoints, the unique contribution of several predictors to academic performance. In a sample of 796 Ecuadorian students, dominance analyses were performed with the R program to test the relative and unique importance of the seven variables under study (verbal aptitude, numerical aptitude, abstract reasoning, emotional regulation scenarios, emotional regulation self-questionnaire, and academic performance measured in timepoint one and two) for academic performance, measured in timepoint three in the entire sample and separately in each of the ten degrees in the academic center. Results show that the strongest predictors are past academic performance, followed by gender, numerical aptitude, scenarios, verbal aptitude, abstract reasoning, and, finally, the emotional regulation self-questionnaire. This study contributes to explaining the complex topic of academic performance. More studies are needed in order to better understand the role played by emotional intelligence, as well as differences between different degrees or areas of study.
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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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Preetam Pyari, Kritika Mishra, and Binti Dua. "A Study of Impact of Aptitude in Mathematics as Stream Selection at Higher Secondary Level." Issues and Ideas in Education 4, no. 2 (September 5, 2016): 141–49. http://dx.doi.org/10.15415/iie.2016.42011.
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Present study explores the aptitude among higher secondary students. It is aimed to find out the effect of stream selection in terms of aptitude. A sample of 100 students has been taken from a government senior secondary school of Agra, Uttar Pradesh-India. Data is collected by administering Differential Aptitude Test (DAT). Result showed that there is found significant effect of aptitude in the stream selection process of the students and for mathematics numerical reasoning, clerical speed and accuracy, mechanical and verbal reasoning constitute the significant role for mathematics as careers option at higher secondary level.
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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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Lalovic, Dejan. "Verbal aptitude and the use of grammar information in Serbian language." Zbornik Instituta za pedagoska istrazivanja 38, no. 2 (2006): 317–32. http://dx.doi.org/10.2298/zipi0602317l.
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The research presented in this paper was an attempt to find differences in the use of grammatical information carried by the function words in Serbian. The aim was to determine the level of word processing at which grammatical information shows its differential effects in groups of subjects who themselves differ in verbal ability. For this purpose, the psycholinguistic tasks applied were grammatically primed reading aloud and grammatically primed grammatical classification with an appropriate control of extra-linguistic factors that may have affected aforementioned tasks. Verbal aptitude was assessed in a psychometric manner, and the subjects were divided into "high verbal" and "low verbal" groups. Taking into account statistical control of extra-linguistic factors, the results indicate that groups of high verbal and low verbal subjects cannot be differentiated based on reading aloud performance. The high verbal subjects, however, were more efficient in grammatical classification than low verbal subjects. The results also indicated that the presence of grammatical information embedded in function words-primes had a stronger effect on word processing in low verbal group. Such pattern of results testify to the advantage of high verbal subjects in lexical and post lexical processing, while no differences were established in the word recognition processes. The implications of these findings were considered in terms of test construction for the assessment of verbal ability in Serbian language. .
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de Beer, Marié. "The role of the Learning Potential Computerised Adaptive Test (LPCAT) in the vocational guidance assessment of adolescents." Educational and Child Psychology 28, no. 2 (2011): 114–29. http://dx.doi.org/10.53841/bpsecp.2011.28.2.114.
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In the present study, the role of learning potential assessment as part of cognitive assessment for vocational guidance was investigated for a population (N=262) of junior secondary students. Mean scores, distribution of scores, inter-correlation of scores and predictive validity were evaluated. The mean learning potential scores indicated a level of general reasoning and learning potential higher than the academic level of the students at the time of assessment and the distribution of the scores indicated tertiary level potential for some learners. Statistically significant correlations were found between the LPCAT learning potential scores and three sub-tests of the Differential Aptitude Test (Form R) (DAT-R) namely Verbal Reasoning, Comparison and Spatial Perception. Furthermore, all cognitive scores showed statistically significant correlations with the aggregate end-of-year academic performance in English, Life Orientation and Mathematics. Based on the results of this study, verbal reasoning is a better predictor of aggregate academic performance than learning potential based on non-verbal figural reasoning. A total of 35.3 per cent of the variance in academic performance was predicted by combining learning potential and aptitude scores. The unique explanation of variance in academic performance by means of the LPCAT post-test results alone was 12.9 per cent, while for Verbal Reasoning aptitude alone it was 29.2 per cent.
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Tanaka, Akihiro, and Kuninori Nakamura. "Auditory Memory and Proficiency of Second Language Speaking: A Latent Variable Analysis Approach." Psychological Reports 95, no. 3 (December 2004): 723–34. http://dx.doi.org/10.2466/pr0.95.3.723-734.
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Previous studies of second language aptitude have mainly used verbal stimuli in memory tasks. Memory for musical stimuli has not been used in aptitude studies although music and language have structural similarity. In this study, 30 Japanese university students who speak English as a second language (19 men, M = 21.3 yr., SD = 1.8) participated in the experiment as volunteers. They performed verbal memory tasks, musical memory tasks, and English pronunciation tasks. Factor analysis indicated that verbal and musical memory abilities are better represented as a unitary factor rather than two independent factors. Further, a path analysis supported the hypothesis that the memory for both verbal and musical tasks affects proficiency of second language pronunciation, including prosodic features such as stress in word or intonation through a couple of sentences. The memory factor was interpreted as reflecting the performance of “auditory working memory.”
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Wai, Jonathan, and Benjamin J. Lovett. "Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems." Journal of Intelligence 9, no. 2 (June 13, 2021): 31. http://dx.doi.org/10.3390/jintelligence9020031.
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Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.
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Grobler, Anneke C., Adelene A. Grobler, and Karel G. F. Esterhuyse. "Some Predictors of Mathematics Achievement among Black Secondary School Learners." South African Journal of Psychology 31, no. 4 (December 2001): 48–54. http://dx.doi.org/10.1177/008124630103100406.
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This study was conducted to identify predictors of mathematics achievement among grade 9 learners of a random sample of five township schools. A series of regression analyses were performed for boys and girls separately to obtain Cohen's (1992) effect size estimate (uniquely explained criterion variance expressed as a proportion of unexplained criterion variance) for various predictor variables. Cognitive predictors were verbal and non-verbal General Scholastic Aptitude Test scores. Non-cognitive variables included the hierarchical levels of self-concept: Global (Rosenberg Self-Esteem Scale), and academic and mathematics self-concept (relevant scales of Brookover, Erickson and Joiner). Socio-economic predictors included home-related variables (parental education, parental occupation, family size) and school-related factors (class size, teacher's qualification, teacher's experience). Gender differences favouring boys were found. Non-verbal and verbal scholastic aptitude and teacher's general training correlated significantly with mathematics achievement for boys and girls, with nonverbal scholastic aptitude showing the highest correlation and effect size estimate for girls and teacher's general training occupying this position for boys. Teacher's mathematics training and class size showed correlations in excess of 0.35 for boys but not for girls. The negative corrrelation obtained for teacher's general training suggested that learners whose teachers held a three-year teaching diploma performed better in mathematics than did learners whose teachers held a degree and a teacher's diploma.
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Wallbrown, Fred H., Cheryl N. Carmin, and Robert W. Barnett. "Investigating the Construct Validity of the Multidimensional Aptitude Battery." Psychological Reports 62, no. 3 (June 1988): 871–78. http://dx.doi.org/10.2466/pr0.1988.62.3.871.
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A Wherry and Wherry hierarchical factor solution was obtained on intercorrelations among the 10 subtests of the Multidimensional Aptitude Battery of Jackson to test its construct validity. Subtest scores were obtained for 300 adult male felons referred to a receiving and diagnostic center for evaluations. The findings provide considerable support for construct validity. A general ( g)-factor was defined by strong positive loadings from all 10 subtests and accounted for about 46% of the total subtest variance. A verbal educational factor was defined by positive loadings from the five verbal subtests and accounted for 16% of the total variance in the verbal subtests. A spatial-perceptual factor was defined by positive loadings from all five performance subtests and accounted for 13% of the total variance in the performance subtests.
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Aksak, Kubra, and Feryal Cubukcu. "A comparison between academic achievement and language aptitude among pre-service language teachers." Lenguaje 48, no. 1 (January 24, 2020): 143–59. http://dx.doi.org/10.25100/lenguaje.v48i1.7395.
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The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers’ language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through “Verbal Aptitude Test” modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was used to elicit the correlation of pre-service language teachers’ language aptitude with their English achievement levels. The results indicated that while there is a moderate relation of pre-service language teachers’ English achievement levels with their rote learning ability and grammatical sensitivity there is a weak relation of phonetic coding ability with language aptitude. Additionally, a slight correlation between pre-service language teachers’ inductive learning ability and their achievement levels is found. All in all, even if the dimensions of language aptitude test pointed to some degree of correlation between the components of language aptitude and English achievement level, the overall results of the language aptitude test indicated that there is a weak correlation between pre-service language teachers’ language aptitude and achievement levels. However, the fact that pre-service language teachers have low language aptitude scores does not guarantee they will be less successful in language learning.
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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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Chavan, Dhanashree, Veena Bhalerao, and Jyoti Mankar. "A study on verbal and numerical reasoning aptitude of college going students." ASIAN JOURNAL OF HOME SCIENCE 15, no. 2 (December 15, 2020): 413–18. http://dx.doi.org/10.15740/has/ajhs/15.2/413-418.
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Aptitude is a pronounced innate capacity or ability in a given line of endeavor such as a particular art, subject or vocation. The present study was done by using the Differential Aptitude Test (DAT) developed by George et al. (1947). The randomly selected sample consisted of 120 boys & girls from all four basic faculties like Arts, Commerce, Science and Home Science in the age range 15 to 25 years. The findings of the study denoted that the verbal reasoning ability of Science students was comparatively higher than all other faculty students. The numerical ability of Commerce students reflected very low in comparison with the Home Science, Arts and Science students. There was a positive and significant correlation between the faculties of the students and their gender in verbal reasoning ability. The numerical ability of the students in the various faculty had significant negative correlation between the gender (-0.240) and family size (-0.205).
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Lester, David. "Scholastic Aptitude and Rates of Personal Violence in the USA." Perceptual and Motor Skills 79, no. 2 (October 1994): 738. http://dx.doi.org/10.2466/pms.1994.79.2.738.
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Dimitrov, Dimiter M., and Abdul Rahman Shamrani. "Psychometric Features of the General Aptitude Test–Verbal Part (GAT-V)." Measurement and Evaluation in Counseling and Development 48, no. 2 (April 2015): 79–94. http://dx.doi.org/10.1177/0748175614563317.
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Cheng, Rita Hartung, and Georgia Saemann. "Comparative evidence about the verbal and analytical aptitude of accounting students." Journal of Accounting Education 15, no. 4 (September 1997): 485–501. http://dx.doi.org/10.1016/s0748-5751(97)00025-0.
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Jones, Janet M., Robert W. Barnett, and Joseph K. McCormack. "Verbal/performance splits in inmates assessed with the multidimensional aptitude battery." Journal of Clinical Psychology 44, no. 6 (November 1988): 995–1000. http://dx.doi.org/10.1002/1097-4679(198811)44:6<995::aid-jclp2270440623>3.0.co;2-w.
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Shchur, Nataliia. "THE STRUCTURE AND COMPONENTS OF FOREIGN LANGUAGES APTITUDE." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 183–90. http://dx.doi.org/10.36550/2415-7988-2021-1-194-183-190.
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This study aims to explore the foreign language (FL) aptitude components as one of the crucial factors of successful language learning. Having conducted the research, the following results and conclusions have been drawn. FL aptitude is defined as individual psychological characteristics which determine and predict the dynamics of mastering FL, that is the rate, speed and progress of learning. The components of FL aptitude include language abilities (phonetic, lexical, grammatical and stylistic abilities), speech abilities (abilities to listening, speaking, reading and writing), communicative abilities, the sense of language, thinking in a foreign language, linguistic creativity, motivation. The sense of language and thinking in a foreign language is considered to be the central abilities in FL aptitude. The structure of FL aptitude forms an integral unity, since it is characterized by the interdependence and interaction of all its components. Moreover, it is closely related to general intelligence. Therefore, it is possible to single out auditory and cognitive abilities which are common for all above mentioned abilities and play a key role in determining the level of their development. These abilities involve auditory differential sensitivity (phonemic awareness and intonation hearing), memory (iconic, echoic, motor, working, short-term, long-term, verbal and the ability of involuntary remembering), verbal thinking and inductive reasoning, cognitive processing speed (the rate of speech, the rate of associative processes and the rate of processing new information). According to the level of FL aptitude development there are three styles of FL learning: communicative, cognitive and mixed. The difference between these three styles lies in the fact that the first style refers to language acquisition and the second and the third styles refer to language learning. Consequently, the direct (natural) methods of FL learning are more appropriate for the representatives of the cognitive style and the indirect methods or the combination of the direct and indirect methods is more beneficial for the representatives of the cognitive and mixed styles. Taking into account the results of our research, we suppose it is expedient to run the tests for revealing and measuring FL aptitude which is normally difficult to observe. It allows the educators to detect the factors which make it difficult for students to learn FL and to find the effective ways to eliminate or relieve them.
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Paton, Lewis W., I. C. McManus, Kevin Yet Fong Cheung, Daniel Thomas Smith, and Paul A. Tiffin. "Can achievement at medical admission tests predict future performance in postgraduate clinical assessments? A UK-based national cohort study." BMJ Open 12, no. 2 (February 2022): e056129. http://dx.doi.org/10.1136/bmjopen-2021-056129.
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ObjectiveTo determine whether scores on two undergraduate admissions tests (BioMedical Admissions Test (BMAT) and University Clinical Aptitude Test (UCAT)) predict performance on the postgraduate Membership of the Royal Colleges of Physicians (MRCP) examination, including the clinical examination Practical Assessment of Clinical Examination Skills (PACES).DesignNational cohort study.SettingDoctors who graduated medical school between 2006 and 2018.Participants3045 doctors who had sat BMAT, UCAT and the MRCP.Primary outcome measuresPassing each section of the MRCP at the first attempt, including the clinical assessment PACES.ResultsSeveral BMAT and UCAT subtest scores displayed incremental predictive validity for performance on the first two (written) parts of the MRCP. Only aptitude and skills on BMAT (OR 1.34, 1.08 to 1.67, p=0.01) and verbal reasoning on UCAT (OR 1.34, 1.04 to 1.71, p=0.02) incrementally predicted passing PACES at the first attempt.ConclusionsOur results imply that the abilities assessed by aptitude and skills and verbal reasoning may be the most important cognitive attributes, of those routinely assessed at selection, for predicting future clinical performance. Selectors may wish to consider placing particular weight on scales assessing these attributes if they wish to select applicants likely to become more competent clinicians. These results are potentially relevant in an international context too, since many admission tests used globally, such as the Medical College Admission Test, assess similar abilities.
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Nash, Michael M., and Richard L. Schwaller. "A Multiple-Choice, Group Screening Format for the Quick Test." Psychological Reports 57, no. 3_suppl (December 1985): 1297–98. http://dx.doi.org/10.2466/pr0.1985.57.3f.1297.
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The Quick Test worked well when presented in a multiple-choice format to a small group to estimate IQs of 158 inmates. rs were .55 with the General Aptitude Test Battery Verbal scores and .58 with the General scores. Research forms developed by the publisher are more easily managed.
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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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Oosterveld, Paul, and Harrie C. M. Vorst. "Note on Reliability and Validity of Self-Evaluation of Ability Scales." Perceptual and Motor Skills 82, no. 3 (June 1996): 991–94. http://dx.doi.org/10.2466/pms.1996.82.3.991.
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A four-scale questionnaire on self-evaluation of ability was developed, testing 402 pupils. The Differential Aptitude Test was used as the criterion for estimating validity. Values of Cronbach alpha for the Verbal, Reasoning, Spatial, and Numerical Ability scales ranged from .74 to .86. The Reasoning Ability scale lacked validity.
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Madyawati, Lilis, and Maemonah Maemonah. "The Effect of Reggio Emilia Approach on Children's Creativity from the Islamic Psychology Review." Jurnal Tarbiyatuna 12, no. 2 (December 29, 2021): 98–107. http://dx.doi.org/10.31603/tarbiyatuna.v12i2.4235.
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The development of self-creativity in children needs to be performed because they possess the interests and talents that are expected to be honed or developed. Therefore, this study aims to test the effect of the Reggio Emilia approach on children's creativity from the Islamic Psychology review. A total of 36 students aged 5-6 years were selected as participants using purposive sampling. Data were collected using the pre-experiment with One Group Pretest-Posttest Design. The result showed that children's creativity increased through aptitude and non-aptitude. This study indicates that 22 and 14 students had Islamic verbal creativity in the average and above-average category respectively. Therefore, the Reggio Emilia approach positively affects children's creativity.
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Lambelet, Amelia. "Lexical diversity development in newly arrived parent-child immigrant pairs: Aptitude, age, exposure, and anxiety." Annual Review of Applied Linguistics 41 (March 2021): 76–94. http://dx.doi.org/10.1017/s0267190521000039.
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AbstractThe Language Aptitude Outside the Classroom (LAOC) study investigates the factors that contribute to successful English-learning among newly arrived parent-child immigrants. Two types of factors are considered: cognitive abilities (aptitude measured with the LLAMA tests and working memory) and contextual-affective factors (exposure and anxiety). Participants are pairs of Spanish-speaking immigrants in the US. Each pair consists of a parent and their child aged 7–16. Their English proficiency is measured longitudinally during a one-year period using a listening comprehension test, a verbal fluency test, and an oral narrative (frog story). This contribution focuses on the lexical diversity of the oral narratives (Guiraud Index). Linear mixed models were run on the entire sample and on adults and children separately using time, aptitude, working memory, exposure to English, and anxiety as predictors of lexical diversity of the oral narratives (random effect = dyad, random slope = time). The results show that the development of lexical diversity over a one-year period is predicted by exposure to the language (and, for the children, anxiety). Two subtests of the LLAMA aptitude battery are also significant predictors when the entire sample is considered, but this effect nevertheless disappears for the adults when modeled separately from the children.
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Bitter, Gary G., and Mei-Yan Lu. "Factors Influencing Success in a Junior High Computer Programming Course." Journal of Educational Computing Research 4, no. 1 (February 1988): 71–78. http://dx.doi.org/10.2190/fm2u-3p9f-va7h-rc8d.
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Factors contributing to the prediction of success for junior high school students in completing a computer programming course indicated that analytic and quantitative factors of students' cognitive abilities were relevant for prediction of success in a computer programming class. Deductive ability and verbal aptitude were also found to be significant in students' success in a computer programming course.
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Bart, William M., and Karen Evans-Stout. "An Investigation of Cultural Literacy among High School Students and Prospective High School Teachers." Psychological Reports 79, no. 3_suppl (December 1996): 1163–68. http://dx.doi.org/10.2466/pr0.1996.79.3f.1163.
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Given the large increase of knowledge as well as changing views of how it is acquired, the question of what to teach students is of pivotal importance. One controversial suggestion, that of cultural literacy in Hirsch's 1987 book, was considered here. An attempt was made to validate an objective test based on the terms in Hirsch's book and to measure the effect of schooling on the construct, cultural literacy. The test was reliable and valid; scores on cultural literacy increased with education. In addition, test scores correlated strongly with other measures of academic success, i.e., scores on the American Cultural Literacy Test, correlated .77 with scores on the verbal aptitude part of the Scholastic Aptitude Test and .63 with high school grade point average.
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Corengia, Ángela, and Belén Mesurado. "Las aptitudes educacionales y su relación con el rendimiento académico y la deserción: un estudio exploratorio." RIEE | Revista Internacional de Estudios en Educación 6, no. 2 (November 30, 2006): 75–83. http://dx.doi.org/10.37354/riee.2006.062.
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Este trabajo se propone estudiar la relación existente entre las habilidades educacionales —razonamiento abstracto (RA), razonamiento verbal (RV) velocidad y precisión (VP), ortografía y lenguaje (OL) y cálculo (C)— y el rendimiento académico de los alumnos en su primer año de carrera universitaria. Asimismo, estudia la existencia de relación entre las aptitudes educacionales arriba mencionadas y la deserción universitaria. Para la medición de las aptitudes educacionales se utilizó el Test de Aptitudes Diferenciales (DAT). La muestra total fue de 1164 alumnos ingresantes a las siguientes facultades: Derecho, Ciencias Biomédicas, Ingeniería y Comunicación Social de una universidad privada de Capital Federal, Argentina. Se pudo observar que existe una importante relación entre los resultados obtenidos en las pruebas del DAT, el rendimiento académico y la deserción universitaria.
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Świątek, Adam. "The art of non-verbal communication in perlocutionary giftedness." Linguistics Beyond and Within (LingBaW) 5, no. 1 (December 30, 2019): 135–47. http://dx.doi.org/10.31743/lingbaw.5385.
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Language aptitude and perlocutionary acts and effects have been subjects of extensive research since their true beginnings in the 1950’s and 1960’s, respectively. On the one hand, Carroll and Sapon (1959), Pimsleur (1966), or Biedroń (2012) aimed at revealing the factors responsible for a learner’s sixth sense for languages. On the other hand, almost simultaneously, Austin (1962) introduced the tripartite division of a speech act, with locutions, illocutions, and perlocutions as the integral components, later developed by Searle (1969), who shed new light on the Speech Act Theory (SAT). At that time, however, the role of the perlocutionary component was significantly diminished, since the primary goal of pragmatics was to investigate the speaker’s intentions. Gradually, the role of perlocutionary acts and effects changed and more attention was drawn to the perlocutionary aspect. In 1979, Cohen, Davis and Gaines highlighted the fact that perlocutionary acts have perlocutionary goals, which might be observed by the subsequent effects utterance have on the listener. In 2013, Post offered a new insight into the SAT and suggested that the role of perlocution ought not to be diminished, but enhanced and intensified. In 2015, Świątek suggested a contrasting approach to both concepts and combined them to investigate the role of individual differences responsible for one’s verbal perlocutionary giftedness. The research revealed that the aspects like verbal aptitude, anxiety, willingness to communicate, or personality type had considerable impact on perlocutionary skills and the desired perlocutionary effects. Świątek’s approach shed new light on the research on pragmatic aspects of glottodidactics and opened a new chapter in that field of science. The aim of the presentation is to concentrate on yet another fundamental factor of perlocutionary giftedness, i.e. non-verbal aspects in its manifestation. The research, based on experiential and comparative methods as well as individual case analysis, aimed at revealing a strong link between verbal perlocutionary giftedness and the accompanying non-verbal aspects of communication, such as kinesics, proxemics, vocalics, or posture, which affect the listener’s decisions, who then complies with the speaker’s will.
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Baker, Karla, Joe Beer, and John Beer. "Self-Esteem, Alcoholism, Sensation Seeking, GPA, and Differential Aptitude Test Scores of High School Students in an Honor Society." Psychological Reports 69, no. 3_suppl (December 1991): 1147–50. http://dx.doi.org/10.2466/pr0.1991.69.3f.1147.
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29 high school students (10 boys, 19 girls), members of an honor society from a rural north central Kansas school district, were administered the MacAndrew Alcohol Scale, the Coopersmith Self-esteem Inventory—School Form, and the Sensation Seeking Scale (Form V). Their GPAs and the Differential Aptitude Test scores (verbal reasoning, numerical reasoning, verbal plus numerical reasoning) were collected from their school files. Although ranges were restricted, this group's scores fell within normal levels on these measures. Boys scored higher on the MacAndrew scale, verbal plus numerical reasoning, and sensation seeking than girls. The seniors and juniors scored higher on sensation seeking than the sophomores. Correlations among scores were of low magnitude and likely reflected social pressures on this small scholastically able group.
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Symons, Sonya, and Jacqueline A. Specht. "Including Both Time and Accuracy in Defining Text Search Efficiency." Journal of Reading Behavior 26, no. 3 (September 1994): 267–76. http://dx.doi.org/10.1080/10862969409547851.
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Factors related to efficiency in a textbook search task were examined. Previous definitions of search efficiency have used time as the only index in defining efficiency. The present study used a definition that included both time and accuracy. One hundred and twenty-nine university students searched for answers to eight low-inference questions in an earth science textbook and were administered the verbal section of the Scholastic Aptitude Test. Time and accuracy involved distinct processes; accuracy was related to verbal competence. Measures of planning and extracting information accounted for 59% of the variance in search efficiency. Both accuracy and rate need to be included in defining text search efficiency.
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Blasco Mayor, Maria Jesus. "L2 proficiency as predictor of aptitude for interpreting." Translation and Interpreting Studies 10, no. 1 (June 15, 2015): 108–32. http://dx.doi.org/10.1075/tis.10.1.06bla.
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This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.
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Ghio, Fernanda Belén, Valeria Estefanía Morán, Sebastian Jesús Garrido, Ana Estefanía Azpilicueta, Franco Cortéz, and Marcos Cupani. "Calibración de un banco de Ítems mediante el modelo de Rasch para medir razonamiento numérico, verbal y espacial." Avances en Psicología Latinoamericana 38, no. 1 (March 30, 2020): 157. http://dx.doi.org/10.12804/revistas.urosario.edu.co/apl/a.7760.
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En el ámbito educativo, las pruebas de inteligencia son consideradas una de las mejores predictoras del rendimiento académico de los estudiantes. El propósito de este estudio es la adaptación de un grupo de reactivos y la conformación de un banco de ítems (bi) que permita evaluar de manera precisa y objetiva algunas aptitudes cognitivas específicas (razonamiento verbal, numérico y espacial) y generar un indicador general de inteligencia. Para ello, se seleccionaron, tradujeron y administraron 255 preguntas del bi propuesto por los autores Russell y Carter. La muestra estuvo compuesta por 1140 estudiantes pertenecientes a la Universidad Nacional de Córdoba (Argentina), 616 del sexo femenino, 392 del sexo masculino y 132 que no reportaron el sexo, con edades comprendidas entre los 17 y 49 años (M = 20.29; DE = 3.25). Los datos se analizaron mediante el modelo de Rasch. Los resultados expresan que los ítems, en general, poseen adecuadas propiedades psicométricas tanto para las aptitudes específicas, como para los ítems que conforman un indicador general de inteligencia. Se recomienda la utilización del modelo de Rasch para la construcción o adaptación de pruebas y se discuten las implicancias de la utilización de este modelo en las pruebas de aptitudes cognitivas.
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Setiawati, Farida Agus. "Aptitude Test's Predictive Ability for Academic Success in Psychology Student." Psychological Research and Intervention 3, no. 1 (September 30, 2020): 1–12. http://dx.doi.org/10.21831/pri.v3i1.34731.
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The developments that occur in psychological measurement have an effect on the development of the quality of the tests used. Differential Aptitude Test (DAT) is a form of psychological test used to measure a person's talent. Measurement of aspects of talent needs to be proven on the success of post-aptitude test studies. Therefore, this study aims to examine: (1) the predictive validity of differential aptitude tests in predicting study success in psychology study programs, and (2) which subtests are influential in predicting the success of studies in psychology study programs. Data collection was carried out using test techniques and documentation techniques. The research subjects were 62 students majoring in psychology at Yogyakarta State University in the academic year 2016/2017. The data obtained were then analyzed using multiple linear regression analysis techniques, where the subtest scores on the DAT were treated as predictors and the Grade Point Average scores were treated as the dependent variable. Based on the results of the analysis, it can be concluded that: (1) the DAT test can predict the success of the study in the psychology study program; and (2) the subtest in DAT that has the most influence in predicting the success of the study in the psychology study program is the verbal subtest and the numerical subtest
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Owen, Ken, and Richard Lynn. "Sex differences in primary cognitive abilities among blacks, Indians and whites in South Africa." Journal of Biosocial Science 25, no. 4 (October 1993): 557–60. http://dx.doi.org/10.1017/s0021932000021933.
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SummarySex differences are reported for samples of approximately 1000 16-year-old blacks, Indians and whites in South Africa on ten tests of cognitive ability. Males obtained significantly higher means on non-verbal reasoning, spatial and mechanical aptitude, and females obtained significantly higher means on perceptual speed and memory for meaning (except among the black sample). In general the sex differences in South Africa are consistent with those typically obtained in the United States.
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Yeh, Ting-Kuang, Ying-Chun Cho, Ting-Chi Yeh, Chung-Yi Hu, Li-Ching Lee, and Chun-Yen Chang. "An Exploratory Analysis of the Relationship between Cardiometabolic Risk Factors and Cognitive/Academic Performance among Adolescents." BioMed Research International 2015 (2015): 1–9. http://dx.doi.org/10.1155/2015/520619.
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This exploratory study examines the relationship between cardiometabolic risk factors (blood pressure, waist circumference, BMI, and total cholesterol) and cognitive/academic performance. In this study, 1297 Taiwanese tenth-grade volunteers are recruited. Scores from the Basic Competency Test, an annual national competitive entrance examination, are used to evaluate academic performance. Cognitive abilities are accessed via the Multiple Aptitude Test Battery. The results indicate that systolic blood pressure is significantly, negatively associated with academic performance, both in male and female subjects. BMI and waist circumference are associated with verbal reasoning performance with an inverse U-shaped pattern, suggesting that both low and high BMI/waist circumference may be associated with lower verbal reasoning performance.
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Thundericco, Yoshua Patriot, Nelcy Rumlaklak, and Tiwuk Widiastuti. "Implementation Of Topsis Method In System For Selection Of Study Program At Universities In Sma Negeri 2 Kupang." Jurnal Komputer dan Informatika 7, no. 2 (November 27, 2019): 162–71. http://dx.doi.org/10.35508/jicon.v7i2.1649.
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Proceeding study to the college is something that most of twelfth grade students wants. However, they are still confused in chossing study program because due to not knowing their own aptitude and interest. To solve that problem, some factors are used, which are cognitive factor, by doing psychological test, and affective factor, by observing the tendency of their subjects in high school. Therefore, this research will design and develop a decision support system for study program determination in college using TOPSIS method. This method is chosen due to its capability in choosing best alternative out of multicriteria alternatives. Criterias that are used for this study includes Academic Criteria (Language, Logic, Science, Practice, and Social) and Aptitude Criteria (Intelligence, Space Reasoning, Mechanical, Abstract Reasoning, Verbal Reasoning, Numeric, Language Usage). The test is conducted through confusion matrix method. From 60 test-data, 13 data have difference between the system-result and real-result, thus the system is 78.33% accurate.
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Tucto Berríos, Joel, and Bernardo Dámaso Mata. "EFECTO DEL RENDIMIENTO DE CURSOS PREUNIVERSITARIOS EN EL RENDIMIENTO DE PRIMER AÑO DE MEDICINA." Revista Peruana de Investigación en Salud 1, no. 1 (December 24, 2017): 10–17. http://dx.doi.org/10.35839/repis.1.1.195.
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Introducción: El presente estudio ha permitido conocer si en forma conjunta el rendimiento de cursos del Centro Preuniversitario Valdizano (CEPREVAL) está relacionado con el rendimiento de los diferentes cursos del primer año de estudios universitarios de la EAP de Medicina Humana, UNHEVAL de Huánuco. Métodos: Se consideró los cursos de Aptitud Matemática, Aptitud Verbal, Química, Biología y Anatomía del CEPREVAL como variables del vector independiente, y los cursos de Matemática y Lógica, Lenguaje y Comunicación, Química Médica, Anatomía Humana, Biología Celular y Molecular del primer año de estudios de la EAP Medicina Humana como variables del vector dependiente. Estas variables fueron analizadas en una muestra de 35 estudiantes de Medicina que ingresaron en los años 2005 y 2006 por la modalidad del CEPREVAL. El análisis integral de los datos consistió en la medición de asociación entre las variables canónicas de los vectores dependientes e independientes, mediante la aplicación del Análisis de Correlación Canónica. El tipo de estudio empleado fue correlacional, retrospectivo y longitudinal. Resultados: Dos fueron las correlaciones canónicas que resultaron relevantes para un nivel de significación de 0,05. La primera correlación canónica alcanzó mayor ponderación (0,792) y la segunda correlación obtuvo el valor de 0,538. Los cursos que contribuyeron significativamente en el rendimiento de los estudiantes del primer año de estudios universitarios fueron Aptitud Verbal, Aptitud Matemática, Matemática y Lógica, Lenguaje y Comunicación, Química Médica y Anatomía Humana. No hubo aporte significativo de los cursos de Biología, Biología Celular y Molecular. Conclusiones: Los resultados permitieron concluir, que el rendimiento académico de los cursos del primer año de estudios universitarios de la EAP Medicina Humana está correlacionado en forma conjunta con el rendimiento de los cursos del CEPREVAL
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PEREGUDOVA, I. P., P. P. DYACHUK, I. V. SHADRIN, and S. A. VIDENIN. "COMPUTERIZED DYNAMIC ASSESSMENT OF STUDENTS’ APTITUDE FOR ENGLISH LANGUAGE TENSES." Bulletin of Krasnoyarsk State Pedagogical University named after V.P. Astafiev 55, no. 1 (March 30, 2021): 46–57. http://dx.doi.org/10.25146/1995-0861-2021-55-1-258.
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Statement of the problem. Computerized dynamic assessment of aptitude for learning foreign languages is insufficiently represented in educational practice. The paper reveals new possibilities of using information technologies for solving a topical issue of diagnosing aptitude for learning a foreign language as an integral dynamic indicator for monitoring the quality of foreign language teaching. The instrumental basis for the computerized dynamic assessment of learning criteria is the dynamic computerized test simulators (DCTS) of educational activity. The purpose of the article is to study the potential of dynamic computer test simulators “English Language Tenses” as an instrument of dynamic assessment of students’ aptitude for learning the English language verbal tenses. Research methodology includes analysis of studies by Russian and international scientists on computerization of dynamic assessment of English language learning. The methods used in the computerization of dynamic learning assessment are based on the theory of development by J. Piaget, reinforcement learning, activity and environment approaches to the analysis of procedural characteristics of learning activities. Research results. We developed instrumental tools for diagnostics of learning aptitude – DCTS “English Language Tenses”. Experimentally, two groups of subjects were chosen so that they differed from each other in the dynamics of procedural characteristics of educational activity: the first group was characterized by a monotonous decrease in the number of errors with an increase in the number of the task being performed; the second group was characterized by a non-monotonous decrease in the number of errors, disturbed by an abrupt increase in the number of errors. The subjects of the first student group, as a rule, have a greater learning potential or learning aptitude, in comparison with the subjects of the second group. Approbation was carried out and recommendations were given for the use of the DCTS “English Language Tenses” for monitoring the process of teaching English. Conclusions. Analyzing the results of experimental testing of the DCTS “English Language Tenses” in the dynamic assessment of English learning, the authors come to the conclusion that it is advisable to use the procedural characteristics of learning activities: labor intensity, temporal pace, frequency of errors and reinforcement of learning activities as indicators for monitoring English language learning. The considered approach to the diagnostics of students’ aptitude for learning the tenses of the English language provides information about features of developing cognitive functions in students.
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K. Rathiga, K. Rathiga. "Attitude of Students towards Erudition of Vocabulary and Verbal Aptitude using Computer Technology and Internet." International Journal of English and Literature 7, no. 3 (2017): 55–62. http://dx.doi.org/10.24247/ijeljun20179.
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Bacon, Donald R., and Steven W. Hartley. "Exploring Antecedents of Performance Differences on Visual and Verbal Test Items: Learning Styles Versus Aptitude." Marketing Education Review 25, no. 3 (July 7, 2015): 205–14. http://dx.doi.org/10.1080/10528008.2015.1044857.
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Coyle, Thomas. "Non-g Factors Predict Educational and Occupational Criteria: More than g." Journal of Intelligence 6, no. 3 (September 7, 2018): 43. http://dx.doi.org/10.3390/jintelligence6030043.
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In a prior issue of the Journal of Intelligence, I argued that the most important scientific issue in intelligence research was to identify specific abilities with validity beyond g (i.e., variance common to mental tests) (Coyle, T.R. Predictive validity of non-g residuals of tests: More than g. Journal of Intelligence 2014, 2, 21–25.). In this Special Issue, I review my research on specific abilities related to non-g factors. The non-g factors include specific math and verbal abilities based on standardized tests (SAT, ACT, PSAT, Armed Services Vocational Aptitude Battery). I focus on two non-g factors: (a) non-g residuals, obtained after removing g from tests, and (b) ability tilt, defined as within-subject differences between math and verbal scores, yielding math tilt (math > verbal) and verbal tilt (verbal > math). In general, math residuals and tilt positively predict STEM criteria (college majors, jobs, GPAs) and negatively predict humanities criteria, whereas verbal residuals and tilt show the opposite pattern. The paper concludes with suggestions for future research, with a focus on theories of non-g factors (e.g., investment theories, Spearman’s Law of Diminishing Returns, Cognitive Differentiation-Integration Effort Model) and a magnification model of non-g factors.
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Gavrilova, E. V. "Linguistic abilities and its cognitive determinants: contemporary research perspectives." Современная зарубежная психология 4, no. 4 (2015): 30–38. http://dx.doi.org/10.17759/jmfp.2015040405.
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The article presents contemporary studies of linguistic abilities in psychology. The different approaches to the linguistic abilities structure are discussed in relation to empirical results on peculiarities of the second language mastering. The special attention is paid to the cognitive determinants of linguistic abilities. So the empirical data concerning the interaction between language-aptitude test scores and different abilities, e.g. verbal intelligence and working memory, are analyzed in more details. In the conclusion the research perspectives in different cognitive processes which determine the efficiency of the second language mastery are discussed.