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Journal articles on the topic 'Differential Aptitude Tests'
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Hativa, Nira, and Avigdor Teper. "Differential Effectiveness of Three Color Treatments in Learning Geometric Concepts via Computer-Guided Teaching." Journal of Educational Computing Research 4, no. 3 (August 1988): 303–20. http://dx.doi.org/10.2190/3bwb-p2v2-11q7-uw12.
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This study examined the differential effects of three color treatments incorporated into microcomputer software on the learning of geometric concepts by students with differential aptitudes. The color treatments were: monochrome, functional (the use of color for cueing), and nonfunctional (the indiscriminate use of color). The experimental software provided teachers with a detailed lesson outline to be used with one large-screen monitor for whole-class instruction using the discussion or recitation method of teaching. Ninth-grade students ( N = 109) were randomly assigned to the treatment groups. All students answered two aptitude tests, two geometric pretests, two geometric immediate posttests, the same posttests administered one month later, and an attitude questionnaire. All three experimental forty-minute lessons were delivered by the same teacher using the same software varying only the color treatment. Results revealed significantly better immediate and delayed learning of the functional group over both other groups with the low-aptitude students benefitting the most from the cueing provided by the functional-color software. Although high-aptitude students did not benefit more from the functional treatment than from the other two treatments, they showed the most positive attitudes toward this treatment whereas low aptitude students did not show any preference for the color system involved.
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Yilmaz, Yucel, and Gisela Granena. "IMPLICITNESS AND EXPLICITNESS IN COGNITIVE ABILITIES AND CORRECTIVE FEEDBACK." Studies in Second Language Acquisition 43, no. 3 (May 6, 2021): 523–50. http://dx.doi.org/10.1017/s0272263120000601.
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AbstractThis aptitude–treatment interaction study investigated the extent to which explicit and implicit cognitive abilities are differentially related to learning outcomes under two corrective feedback conditions. One hundred and thirteen intermediate English learners of Spanish were randomly assigned to an implicit feedback (recast), explicit feedback (explicit correction), or control group after completing tests from two aptitude batteries (High-Level Language Aptitude Battery [Hi-LAB] and LLAMA). Linguistic improvement on noun-adjective gender agreement and Differential Object Marking was assessed using grammaticality judgment and oral production tasks. Results showed that implicit but not explicit abilities were relevant for the acquisition of gender agreement under implicit feedback as measured by grammaticality judgments. In contrast, explicit but not implicit abilities were relevant for the acquisition of object marking under explicit feedback as measured by oral production. These results lent support to a double dissociation, but they also suggested higher-order interaction effects between the type of cognitive ability, outcome measure, and target structure.
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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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Santoso, Ahmad Pradika Yudo, Alya Delma Nanditya, Amida Nur Rahmawati, and Aya Sofia Al Hasna. "EFEKTIVITAS PENGGUNAAN TES DAT (DIFFERENTIAL APTITUDE TEST) PADA PENDIDIKAN DI INDONESIA." Flourishing Journal 2, no. 2 (April 4, 2022): 137–45. http://dx.doi.org/10.17977/um070v2i22022p137-145.
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Abstract
The aptitude test is one of the important supporting factors in the field of education in Indonesia, therefore the effectiveness of the test also affects the progress of education in Indonesia. This study aims to find out and learn about the effectiveness of the use of DAT tests in Indonesia. The method we used in this study is literature review. The results of this study show that the use of DAT in Indonesia is quite effective in terms of its use in the field of education in many educational institutions. DAT can be done digitally or through the old way of pencil and paper tests, both of which have almost equal accuracy in assessing individual talent.
Keywords: aptitude, assessment, education, majoring
Abstrak
Tes bakat merupakan salah satu faktor pendukung penting dalam bidang pendidikan di Indonesia, oleh karena itu keefektifan dari tes tersebut juga mempengaruhi kemajuan dari pendidikan di Indonesia. Penelitian ini bertujuan untuk mengetahui dan mempelajari terkait efektivitas penggunaan tes DAT di Indonesia. Metode yang digunakan adalah literature review. Hasil dari penelitian ini menunjukan bahwa penggunaan DAT di Indonesia sudah cukup efektif dilihat dari kegunaannya dalam bidang pendidikan pada banyak institusi pendidikan. DAT dapat dilakukan secara digital maupun melalui cara lama yaitu pencil and paper test, keduanya memiliki keakuratan yang hampir setara dalam menilai bakat individu.
Kata kunci: DAT, bakat, asesmen, pendidikan, penjurusan
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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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Goble, David. "Using the Differential Aptitude Tests for Selection and Prediction in Vocational Education and Training." Australian Journal of Career Development 7, no. 1 (November 1998): 20–23. http://dx.doi.org/10.1177/103841629800700107.
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The Differential Aptitude Tests (DAT) were first published in 1947 and have undergone numerous revisions since then. The tests were standardised in Australia and New Zealand in 1983 and are widely used by guidance counsellors, vocational psychologists, schools and business organisations. This paper reports the findings of a study focusing on the validity of the DAT as a predictor of performance in a post-secondary technical training program. Four subtests from the eight-test battery were used to predict student performance in two electronic engineering units: Electronic Principles and Digital Electronics. The sample consisted of 213 electronic engineering students with a mean age of 21.4 years (SD = 9.5 years). Principal Components Analysis and unweighted least squares factor analysis suggested that the DAT measures general ability and that its differential nature is limited. Hierarchical multiple regression was performed to measure the strength of association between the predictor variables and the criterion measures. The regression analysis indicated that general ability accounted for most of the variance in the criterion measures, ranging between 37 and 41% while specific abilities added, at most, 4% to these figures.
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Alkhadher, Othman, David D. Clarke, and Neil Anderson. "Equivalence and predictive validity of paper-and-pencil and computerized adaptive formats of the Differential Aptitude Tests." Journal of Occupational and Organizational Psychology 71, no. 3 (September 1998): 205–17. http://dx.doi.org/10.1111/j.2044-8325.1998.tb00673.x.
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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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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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Marriott, Mary E., and Esther Care. "Fluid and crystallised intelligence and their relationship to school outcome." Australian Educational and Developmental Psychologist 19, no. 2 (2004): 97–108. http://dx.doi.org/10.1017/s081651220002931x.
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AbstractFew studies exist that address the relationship between the higher order factors of fluid (Go and crystallised (Gc) intelligence and Victorian Certificate of Education (VCE) outcomes. In this study, for each of five cohorts, longitudinal data have been collected over a six-year span, consisting of results from standardised achievement and ability tests and ending with achievement outcomes.Two factors, interpreted as Gf and Gc, are derived from the standardised measures. In Year 7, these measures were the Progressive Achievement Test Mathematics (PAT Moths), Progressive Achievement Test Reading Comprehension (PAT Comprehension), and the jenkins Test of Nonverbal Ability. In Year 10, the measures were the subtests of the Differential Aptitude Test (DAT).These factors are investigated in order to identify whether they are differentially important in regard to VCE Performance. The standardised measures and final VCE results were collected at a Melbourne independent girls' school from 414 exiting Year 12 students, in 1998, 1999, 2000, 2001, and 2002. Both Gf and Gc accounted for a significant amount of the variance in VCE performance, with Gc being the most significant indicator.
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Paliy, Anatoliy. "Cognitive-Style Approach to Psychological Support of the Gifted Pupils Mountain Schools of the Ukrainian Carpathians." Journal of Vasyl Stefanyk Precarpathian National University 1, no. 2-3 (December 22, 2014): 181–87. http://dx.doi.org/10.15330/jpnu.1.2-3.181-187.
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The differential-cognitological point of view, giftedness is “a systemic quality of apersonality that develops throughout life and determines their abilities to achieve exceptionallyhigh results in one or more activities compared to those of other people”. Herewith, it is thefundamental concept of general aptitude, under which “the level of general abilities developmentthat determines the range of activities in which a person can achieve great success” is understood.Within the structure of general aptitude intellectual giftedness is singled out as the level ofdevelopment, as well as the type of organization of individual mental experience, which ensure anopportunity of creative intellectual activity, i. e. an activity, related to the creation of subjectivelyand objectively new ideas, to the use of innovative approaches to solving problems and opennessto controversial aspects of the situation and so on. In order to identify talented children and adultsthe value of intellectual quotient (IQ) is still most commonly used. Psychometric approach (themeasurement of psychic phenomena with the help of standardized IQ tests) to the diagnosis ofintellectual giftedness, which is dominant in psychological diagnostics today, by definition, cannot“measure” the phenomena of an individual psyche, since the modern level of psychological sciencedoes not allow to proceed to psychological diagnosis, let alone prediction of a certain person`sbehavior, on the basis of individual results in performing a psychological test (psychometric test ofintelligence, personality questionnaire, projective methods etc).In our opinion, many problems in psychological and pedagogical support of gifted childrencould be avoided by making use of cognitive-style approach to diagnosis of intellectual giftedness,creative abilities, propensities and peculiar mental traits of a separate individuality. Objectivity ofsuch an approach is corroborated by the results of individual cognitive styles (hereinafter CS)diagnostics, carried out by means of experimental techniques. In contrast to standardized tests,such techniques allow to perform diagnostic tests individually and reveal the peculiarities of thearrangement and functioning of an individual mind.Obviously, nowadays we are faced with the need for providing theoretical, methodological andempirical grounds for the development of a conceptual model that would consider giftedness as anintegral psychological system, all aspects of which could be understood in the context of agedynamics and mental experience of an individual. CS approach to interpreting and diagnosis ofgiftedness provides a reliable theoretical basis for working out a systematic methodology ofpsychological diagnostics of the general aptitude, as it meets the basic principles of humanizationof the educational environment in Ukraine. CS approach is child-centered, therefore, it brings infocus individual uniqueness and originality of each child.
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Kupferberg, Irit. "DIFFERENTIAL EFFECTS OF EXPLICIT INSTRUCTION ON SECOND LANGUAGE ACQUISITION.Rick de Graaff. Leiden: Holland Institute of Generative Linguistics, 1997. Pp. 234. NLG 40 paper." Studies in Second Language Acquisition 22, no. 1 (March 2000): 117–18. http://dx.doi.org/10.1017/s0272263100241053.
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Is there an interface between explicit and implicit knowledge in L2 acquisition? Rick de Graaff's doctoral dissertation tests this question in an experimental study from a weak interface position. This position indicates that explicit knowledge has a facilitative role in the acquisition of implicit knowledge when it engages the attention of learners and makes them notice input features (Schmidt, 1990). De Graaff studies the effect of explicit computer-aided self-instruction on the acquisition of morphosyntax in Experanto (an artificial language, based on Zamenhoff's Esperanto) and Spanish (as a foreign language) by adult native speakers of Dutch. Acquisition is tested in interaction with five intervening factors that constitute a controlled linguistic, psychological, and pedagogic context (i.e., complexity of structures, rule-based learning in syntax and exemplar-based learning in morphology, familiarity with the structures, availability of explicit knowledge, and learners' aptitude). Experanto is chosen to control for the influence of previous knowledge and contact outside class, and Spanish is chosen to make the results more generalizable.
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Edwards, Roger. "Predicting Academic Achievement and Counselling for Course Selection: An Examination of the Effectiveness of the Differential Aptitude Tests in Forecasting Year 12 Success." Australian Journal of Career Development 3, no. 2 (September 1994): 31–36. http://dx.doi.org/10.1177/103841629400300210.
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There is increasing tendency to use the Differential Aptitude Tests (DAT) for course and career counselling with students in independent schools in Australia. The OAT profile and explanatory notes may also be forwarded to students and/or parents and it is of particular concern that the full explanation of means of interpreting the profile is often not clear to the naive client. Many clients view the profile as a combination of IQ report and predictor of future academic success. To provide professional counsellors with unequivocal evidence to support their explanations to such clients, and as entry to tertiary and to many TAPE courses in Australia, is by academic achievement score, the present study examined the predictive value of the DAT for academic achievement at the end of Year 12. It was concluded that the DAT may have some value in predicting marginal variations in academic achievement, over and above that predicted by measures of general mental ability, but that individual counselling on the nature of the DAT profile is needed to demonstrate to the naive client both the distorting effect of the CSA subtest and the inappropriateness of the view that any of the DAT measures may be seen as predictors of Tertiary Entrance Score.
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Colonia-Willner, Regina. "Investing in Practical Intelligence: Ageing and Cognitive Efficiency among Executives." International Journal of Behavioral Development 23, no. 3 (September 1999): 591–614. http://dx.doi.org/10.1080/016502599383711.
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This paper has two objectives. (1) To review in part empirical evidence obtained in a recent study on practical intelligence in bank managers (Colonia-Willner, 1998). (2) To discuss the implications of these findings for the study of practical intelligence, expertise, and compensatory abilities. The first goal of the initial study was to determine whether managerial practical intelligence is preserved in older bank managers whereas differences in psychometric measures of reasoning are associated with age. The second was to verify whether practical intelligence measures better predict managerial job performance than traditional psychometric tests. Two hundred bank managers (43 experts and 157 nonexperts) participated in the initial study. Increased age appeared to be associated with lower performance in the Raven’s Advanced Progressive Matrices (Raven’s) and the Verbal Reasoning subtest of the Differential Aptitude Test (DAT), but less so with the Tacit Knowledge Inventory for Managers (TKIM). Although scoring lower on psychometric reasoning measures, the best performing older managers, on average, exhibited high levels of tacit knowledge, an instantiation of practical knowledge acquired in situations where information is not openly expressed. TKIM predicted managerial skill; DAT and Raven’s did not. These findings suggest: (1) that stabilisation of some aspects of intelligence may occur in old age; and (2) that domain-specific knowledge may contribute to compensation for age-related losses in functioning.
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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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Pujazón Rodríguez, Andrés. "Musical Aptitude and foreign language receptive pronunciation." PHONICA 17 (December 24, 2021): 72–89. http://dx.doi.org/10.1344/phonica.2021.17.72-89.
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There is a growing body of literature that recognises the relationship between musical aptitude and language proficiency. Language is usually segmented into its subcategories when addressed in studies, while music is not. Due to this, it is unclear whether language proficiency is related to all music components (pitch, rhythm, etc.) in the same way. The purpose of this paper is to analyse the relationship between musical aptitude and receptive pronunciation in a foreign language, in this case, English. To achieve it, a field research study has been designed, in which participated 71 second grade 7-8-year-old students (34 boys and 37 girls) from a bilingual public school. Two tests were administered to measure their musical aptitude and their ability of discriminating phonemes. The musical test consisted of six exercises that assessed the different sub-skills of musical aptitude (pitch, loudness, duration, rhythm, timbre and tempo perception). On the other hand, the pronunciation test measured their auditory ability to differentiate phonemes in a foreign language. Our results show a positive correlation between musical aptitude and the identification of foreign language sounds.
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Schneiderman, Eta, and Marjorie B. Wesche. "Right Hemisphere Processing and Foreign Language Aptitude." ITL - International Journal of Applied Linguistics 71 (January 1, 1986): 43–64. http://dx.doi.org/10.1075/itl.71.03sch.
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In this paper we attempt to link three research areas in the field of second language acquisition : cerebral lateralization for language, language aptitude, and success in inductive versus deductive approaches to language teaching. Based on findings from these three areas, we argue that right as well as left hemisphere type processing may play a role in language acquisition at any age. Furthermore, individuals vary in their ability to use the characteristic processing modes of the two hemispheres and these individual differences may partially underly differences in performance on language aptitude measures as well as success in different language teaching approaches. A study of English-speaking adults is reported. The study tests the hypothesis that different components of language aptitude, as measured by subtests II and IV of the Modern Language Aptitude Test (Carroll and Sapon 1959) may represent functions which are differentially lateralized. Specifically, subtest II, Phonetic Coding, is hypothesized to require at least some right hemisphere processing, whereas subtest IV, Words in Sentences, is hypothesized to rely more on left hemisphere processing. MLAT subtest scores are correlated with scores on an English dichotic listening test. Evidence is found to support the hypothesis that right hemisphere linked abilities may underly some aspects of language aptitude. These findings are discussed in the light of other studies relating MLAT scores and hemisphere preference to success in deductive versus inductive second language courses.
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Maree, Jacobus G. "Geïntegreerde, kwalitatiewe en kwantitatiewe beroepsvoorligting en beroepskonstruksie vir ’n aandagafleibare seun met tegniese belangstelling en aanleg lei tot positiewe resultate." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 33, no. 1 (October 14, 2014). http://dx.doi.org/10.4102/satnt.v33i1.1183.
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Integrated, qualitative and quantitative career counselling and career construction with a learner with a technical interest and aptitude who presents with attention deficit leads to positive results. This article describes the value of career construction based on an integrating qualitative and quantitative approach for a learner with a technical interest and aptitude who presents with attention deficit. The qualitative research design entails an intrinsic, instrumental case study aimed at gaining an in-depth understanding of the participant in his natural context. The participant was a 17 year old young man who was assessed with a view to career counselling. Hence both purpose and convenience sampling were used. Assessment was repeated after a 2-year interval with feedback following each assessment. Data was gathered by means of qualitative, as well as quantitative techniques (quantitative: the Jung Personality Questionnaire, the Myers-Briggs Type Indicator, the Differential Aptitude Tests and the Rothwell-Miller Interest Blank, the Maree Career Matrix; qualitative: a collage, the Career Interest Profile, life line, early memories, as well as the life story techniques). In the second assessment his interests remained largely stable; his aptitudes were generally the same as before and his study orientation seemed to have improved. Furthermore, his tendency towards introversion had changed to a relatively strong tendency towards extroversion. Qualitative assessment was done largely on the basis of reflexivity, or repeated reflection about his own reflection, and revealed a dormant willingness to work harder and to participate more actively in his self-construction and in the writing down of his emerging career life story. Some recommendations were made to enable him to demonstrate this willingness in practice. The results cannot be generalised, but it seems that career construction based on a qualitative and quantitative approach for a learner with an attention deficit and a strong technical aptitude may potentially contribute to substantial changes in the learner’s life. Comprehensive research in a group context is necessary.
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Schepers, Johann M. "The utility of canonical correlation analysis, coupled with target rotation, in coping with the effects of differential skewness of variables." SA Journal of Industrial Psychology 32, no. 2 (February 26, 2006). http://dx.doi.org/10.4102/sajip.v32i2.236.
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The principal objective of the study was to determine the utility of canonical correlation analysis, coupled with target rotation, in coping with the effects of differential skewness of variables representing two batteries of tests. Generally speaking joint factor analyses of two or more batteries of tests result in factors of skewness rather than factors of content. To examine the problem, the General Scholastic Aptitude Test (GSAT) and Senior Ability Tests (SAT) were jointly applied to a sample of 1598 first-year university students, and subjected to both a principal factor analysis (PFA) and a canonical correlation analysis (CCA), coupled with target rotation. Three factors were obtained in both inst ances. The PFA yielded factors of skewness and the CCA factors of content. The target rotation gave a good fit with the theoretically specified values. The implications of the findings are discussed.
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Ozdemir, Burhanettin, and Hanan M. AlGhamdi. "Investigating the Distractors to Explain DIF Effects Across Gender in Large-Scale Tests With Non-Linear Logistic Regression Models." Frontiers in Education 6 (January 18, 2022). http://dx.doi.org/10.3389/feduc.2021.748884.
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The purpose of this study is to examine the distractors of items that exhibit differential item functioning (DIF) across gender to explain the possible sources of DIF in the context of large-scale tests. To this end, two non-linear logistic regression (NLR) models-based DIF methods (three parameters, 3PL-NLR and four-parameter, 4PL-NLR) were first used to detect DIF items, and the Mantel-Haenszel Delta (MH-Delta) DIF method was used to calculate the DIF effect size for each DIF item. Then, the multinomial log-linear regression (MLR) model and 2-PL nested logit model (2PL-NLM) were applied to items exhibiting DIF with moderate and large DIF effect sizes. The ultimate goals are (a) to examine behaviors of distractors across gender and (b) to investigate if distractors have any impact on DIF effects. DIF results of the Art Section of the General Aptitude Test (GAT-ART) based on both 3PL-NLR and 4PL-NLR methods indicate that only 10 DIF items had moderate to large DIF effects sizes. According to MLR differential distractor functioning (DDF) results, all items exhibited DDF across gender except for one item. An interesting finding of this study is that DIF items related to the verbal analogy and context analysis were in favor of female students, while all DIF items related to the reading comprehension subdomain were in favor of male students, which may signal the existence of content specific DIF or true ability difference across gender. DDF results show that distractors have a significant effect on DIF results. Therefore, DDF analysis is suggested along with DIF analysis since it signals the possible causes of DIF.
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Schepers, Johann M. "The power of multiple battery factor analysis in coping with the effects of differential skewness of variables." SA Journal of Industrial Psychology 30, no. 4 (October 26, 2004). http://dx.doi.org/10.4102/sajip.v30i4.174.
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The principal objective of the study was to determine the power of Multiple Battery Factor Analysis (MBFA) in coping with the effects of differential skewness of the variables used. Generally speaking, joint analyses result in factors of skewness. To examine the problem the General Scholastic Aptitude Test (GSAT) and Senior Ability Tests (SAT) were jointly applied to a sample of 1 598 first-year university students, and subjected to both a Principal Factor Analysis (PFA) and a MBFA. Three factors were obtained in both instances. The PFA yielded factors of skewness and the MBFA factors of content. The implications of the findings are discussed. Opsomming Die hoofdoelwit van die studie was om die krag van Veelvuldigebattery-faktorontleding (VBFO) te bepaal ten einde die gevolge van differensiële skeefheid van veranderlikes te bowe te kom. In die algemeen lei gesamentlike faktorontledings van batterye toetse tot faktore van skeefheid. Om die probleem te ondersoek, is die Algemene Skolastiese Aanlegtoets (ASAT) en die Senior Aanlegtoetse (SAT) gesamentlik op ’n steekproef van 1 598 eerstejaaruniversiteitstudente toegepas en aan sowel ’n Hooffaktorontleding (HFO) as ’n VBFO onderwerp. Drie faktore is in albei gevalle verkry. Die HFO het faktore van skeefheid opgelewer en die VBFO faktore van inhoud. Die implikasies van die bevindinge word bespreek.
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Maree, Jacobus G. "A preliminary study about the value of a combined quantitative-qualitative approach to career counselling for a student in the natural sciences: A longitudinal study." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 31, no. 1 (March 6, 2012). http://dx.doi.org/10.4102/satnt.v31i1.383.
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This article describes the value of a combined quantitative-qualitative approach to career counselling for a student in the natural sciences. The participant, a 18-year old young man, was selected to participate in group assessment and career counselling based on his academic achievements, his expressed interest and desire to study in the natural sciences and on being from a disadvantaged community. The intervention comprised both an assessment and a feedback phase. Data was gathered using the Myers-Briggs Type Indicator, the Differential Aptitude Tests and the Rothwell-Miller Interest Blank, as well as qualitative techniques (including a collage,the Career Interest Profile, the life line, early anecdotes, as well as the life story techniques). After the intervention, the participant demonstrated an increased career adaptability and took a more active part in developing his career and life story. Five years later, his achievements exceeded all expectations. A combined quantitative-qualitative approach to career counselling for students in the natural sciences may have the potential to meet their career counselling needs. More research with large groups of students is needed.
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Safaei, Ali, Mahdieh Rahmanian, Mohammad Oraki, and Artyom Zinchenko. "Video Game Play Does Not Improve Spatial Skills When Controlling for Speed-Accuracy Trade-Off: Evidence From Mental-Rotation and Mental-Folding Tasks." Perceptual and Motor Skills, April 8, 2022, 003151252210789. http://dx.doi.org/10.1177/00315125221078982.
Full textAbstract:
Researchers have been divided on the efficacy of computerized cognitive training (CCT) for enhancing spatial abilities, transfer of training, and improving malleability of skills. In this study, we assessed the effects of puzzle video game training on subsequent mental rotation (MR) and mental folding (MF) performance among adults with no cognitive impairment. We assessed participants at baseline with the Shepard-Metzler MR test followed by the differential aptitude test: space relations MF test (i.e., far transfer). We ranked participants’ skills on these pre-tests and used a matching technique to form two skill groups from which we then randomly assigned members of each skill group either to an experimental group or a wait-list control group. The experimental group played two puzzle video games closely related to two-dimensional and three-dimensional MR tasks during 4-week training sessions (total of 12 hour of video games). Post-training, participants completed the MR and MF tests again. Two months later, we re-assessed only the experimental group’s spatial skills to explore the sustainability of the trained performance. In addition to response times (RT) and error scores (ES), reported separately, we combined these variables into rate correct scores (RCS) to form an integrated measure of potential speed-accuracy trade-offs (SAT). As a result, we did not find significant improvements in MR performance from CCT engagement, nor did participants show a transfer of skills obtained by practicing MR-related puzzle games to a MF task. Based on the current findings, we urge caution when proposing a game-based intervention as a training tool to enhance spatial abilities. We argue that separately interpreting individual test measures can be misleading, as they only partially represent performance. In contrast, composite scores illuminate underlying cognitive strategies and best determine whether an observed improvement is attributable to enhanced capacities or individual heuristics and learned cognitive shortcuts.