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Journal articles on the topic 'Multiple-answer'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

To, Christina, and Jason Napolitano. "A multiple choice answer?" Journal of Hospital Medicine 6, no. 3 (July 15, 2010): 171–72. http://dx.doi.org/10.1002/jhm.778.

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&NA;. "Future immunotherapies the answer to multiple sclerosis?" Inpharma Weekly &NA;, no. 935 (April 1994): 5. http://dx.doi.org/10.2165/00128413-199409350-00010.

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Plotnik, Adam N., Patrick Schweder, Rondhir Jithoo, and Katharine J. Drummond. "Multiple cystic ring-enhancing cerebral lesions: Answer." Journal of Clinical Neuroscience 13, no. 9 (November 2006): 976. http://dx.doi.org/10.1016/j.jocn.2006.04.023.

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Ravicz, Joshua R., Marier Hernandez-Perez, and Alejandro A. Gru. "Multiple Erythematous Papules on the Toes: Answer." American Journal of Dermatopathology 43, no. 8 (August 2021): 599–600. http://dx.doi.org/10.1097/dad.0000000000001806.

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Zufall, Alina, Ricardo Guerra, Vernon J. Forrester, Alejandro A. Gru, Connie M. Chung, and Mark A. Russell. "Multiple Lesions Arising Within a Tattoo: Answer." American Journal of Dermatopathology 43, no. 5 (May 2021): 390–91. http://dx.doi.org/10.1097/dad.0000000000001732.

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Li, Lishuang, Anqiao Zhou, Beibei Zhang, and Fengsen Xiao. "Multiple fragment-level interactive networks for answer selection." Neurocomputing 402 (August 2020): 80–88. http://dx.doi.org/10.1016/j.neucom.2020.03.089.

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7

Muangprathub, Jirapond, Oatchima Shichim, Yuthaya Jaroensuk, and Siriwan Kajornkasirat. "Automatic Grading of Scanned Multiple Choice Answer Sheets." International Journal of Engineering & Technology 7, no. 2.23 (April 20, 2018): 175. http://dx.doi.org/10.14419/ijet.v7i2.23.11910.

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The motivations for automatic grading of image-based multiple choice answer sheets include significant time and cost reductions. The proposed method supports any pencils or pens used on thin papers, as well as low-cost gridded paper that is easy to use in a typical test. Fourteen different scenarios pertaining to 560 answer sheets were evaluated with automatic reporting of the final grading and its summary. The result shows that an average accuracy of 100% for the cases with nearly complete pencil or pen markings. In the cases with incomplete markings, such as small markings, overflow, and deleted or unclean markings, the accuracies were 62.42%, 93.16%, 99.57%, respectively. The proposed system operates 2.5 times faster than the conventional manual method.
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Ransohoff, Katherine, Joyce Teng, and Kerri E. Rieger. "Multiple Mucosal Papules in a Pediatric Patient: Answer." American Journal of Dermatopathology 43, no. 4 (April 2021): 312. http://dx.doi.org/10.1097/dad.0000000000001674.

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Choraria, Anika, and Asif Saifuddin. "Test yourself answer: multiple firm soft tissue masses." Skeletal Radiology 50, no. 10 (March 26, 2021): 2127–28. http://dx.doi.org/10.1007/s00256-021-03762-3.

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Chauhan, Pradip, Girish Rameshbhai Chauhan, Bhoomika Rameshbhai Chauhan, Jayesh Vrajlal Vaza, and Suresh Punjabhai Rathod. "RELATIONSHIP BETWEEN DIFFICULTY INDEX AND DISTRACTER EFFECTIVENESS IN SINGLE BEST-ANSWER STEM TYPE MULTIPLE CHOICE QUESTIONS." International Journal of Anatomy and Research 3, no. 4 (November 30, 2015): 1607–10. http://dx.doi.org/10.16965/ijar.2015.299.

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11

Tellinghuisen, Joel, and Michelle M. Sulikowski. "Does the Answer Order Matter on Multiple-Choice Exams?" Journal of Chemical Education 85, no. 4 (April 2008): 572. http://dx.doi.org/10.1021/ed085p572.

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12

Jackson, Graham. "The Polypill - multiple drug combinations are not the answer." International Journal of Clinical Practice 65, no. 11 (October 14, 2011): 1113–14. http://dx.doi.org/10.1111/j.1742-1241.2011.02819.x.

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13

McKenna, Peter. "Multiple choice questions: answering correctly and knowing the answer." Interactive Technology and Smart Education 16, no. 1 (March 11, 2019): 59–73. http://dx.doi.org/10.1108/itse-09-2018-0071.

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PurposeThis paper aims to examine whether multiple choice questions (MCQs) can be answered correctly without knowing the answer and whether constructed response questions (CRQs) offer more reliable assessment.Design/methodology/approachThe paper presents a critical review of existing research on MCQs, then reports on an experimental study where two objective tests (using MCQs and CRQs) were set for an introductory undergraduate course. To maximise completion, tests were kept short; consequently, differences between individuals’ scores across both tests are examined rather than overall averages and pass rates.FindingsMost students who excelled in the MCQ test did not do so in the CRQ test. Students could do well without necessarily understanding the principles being tested.Research limitations/implicationsConclusions are limited by the small number of questions in each test and by delivery of the tests at different times. This meant that statistical average data would be too coarse to use, and that some students took one test but not the other. Conclusions concerning CRQs are limited to disciplines where numerical answers or short and constrained text answers are appropriate.Practical implicationsMCQs, while useful in formative assessment, are best avoided for summative assessments. Where appropriate, CRQs should be used instead.Social implicationsMCQs are commonplace as summative assessments in education and training. Increasing the use of CRQs in place of MCQs should increase the reliability of tests, including those administered in safety-critical areas.Originality/valueWhile others have recommended that MCQs should not be used (Hinchliffe 2014, Srivastavaet al., 2004) because they are vulnerable to guessing, this paper presents an experimental study designed to demonstrate whether this hypothesis is correct.
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14

Broadley, SA. "Could vitamin D be the answer to multiple sclerosis?" Multiple Sclerosis Journal 13, no. 7 (August 2007): 825–26. http://dx.doi.org/10.1177/1352458507078683.

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Petrov, Ivo. "“Y-Pattern, 4-Quadrant, Multiple Points” Is the Answer." Cardiovascular Revascularization Medicine 21, no. 11 (November 2020): 1457–58. http://dx.doi.org/10.1016/j.carrev.2018.12.005.

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16

Dodd, David K., and Linda Leal. "Answer Justification: Removing the “Trick” from Multiple-Choice Questions." Teaching of Psychology 15, no. 1 (February 1988): 37–38. http://dx.doi.org/10.1207/s15328023top1501_8.

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Answer justification (AJ) is a technique that allows students to convert multiple-choice items perceived to be “tricky” into short-answer essay questions. Convincing justifications earn students credit for missed items. The procedure is easy to administer and is very popular among students. Over 90% of both users and nonusers like having AJ available to them and recommend its use in other classes. Our technique is compared and contrasted with a similar one described by Nield and Wintre (1986). Both procedures appear to yield important benefits for students and instructors.
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17

Kim, Yongnam. "Partial Identification of Answer Reviewing Effects in Multiple‐Choice Exams." Journal of Educational Measurement 57, no. 4 (October 14, 2019): 511–26. http://dx.doi.org/10.1111/jedm.12259.

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18

Worthley, L. I. G. "A Computer Program to Prepare and Answer Multiple Choice Questions." Anaesthesia and Intensive Care 13, no. 4 (November 1985): 417–19. http://dx.doi.org/10.1177/0310057x8501300417.

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19

Frary, Robert B. "Statistical Detection of Multiple-Choice Answer Copying: Review and Commentary." Applied Measurement in Education 6, no. 2 (April 1993): 153–65. http://dx.doi.org/10.1207/s15324818ame0602_4.

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20

Miller, Robin, and Steve Appleton. "Multiple exclusion homelessness: is simplicity the answer to this complexity?" Journal of Integrated Care 23, no. 1 (February 16, 2015): 23–34. http://dx.doi.org/10.1108/jica-11-2014-0043.

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Purpose – The purpose of this paper is to explore integration and complexity through the evaluation of a case study service which supports multiply excluded homeless people. Design/methodology/approach – A mixed methods theory based evaluation. Data gathering included semi-structured interviews with external stakeholders, analysis of referral and outcome data, focus groups with frontline staff members and managers, and interviews with people living in the service. Findings – The service was highly rated by its stakeholders due to its ability to meet the immediate needs of many individuals and to facilitate access and engagement with community and specialist resources. However, not every individual responded to the support that was an offer, and a number were unable to access the service due to the nature of their needs or a lack of capacity in the service. Whilst the service was able to engage community and specialist services this often appeared to be within the parameters set by these services rather than flexibly around the needs of the individual. Research limitations/implications – The research is based in one case study service and findings may not be transferable to different local contexts and providers. However, the findings are consistent with previous studies. Practical implications – It is possible for commissioners to intervene in the complexities that multiply excluded homeless people experiences through the introduction of a new service. However, this is unlikely to address all of the gaps and fragmentation that people in these circumstances face. It is therefore important that partners are sensitive to such limitations and have a shared willingness to respond to continuing gaps and shortfalls. Social implications – Despite specific national policies people continue to experience multiple exclusion homelessness which suggest that more still needs to be done to prevent people from this extremely disadvantaged social circumstance. Whilst specialist services can provide excellent support the response is still fragmented for some people meaning that work to better integrate their responses must continue. Originality/value – The paper contributes to the evidence base of support models for multiple excluded homeless people and the factors that can enable a housing support service to respond to such needs. It also provides comment on the relevance of the concept of complex adaptive systems to the study of integration.
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21

Smith, Megan A., and Jeffrey D. Karpicke. "Retrieval practice with short-answer, multiple-choice, and hybrid tests." Memory 22, no. 7 (September 23, 2013): 784–802. http://dx.doi.org/10.1080/09658211.2013.831454.

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22

Weng, Sung-Shun, and Chih-Kai Liu. "Using text classification and multiple concepts to answer e-mails." Expert Systems with Applications 26, no. 4 (May 2004): 529–43. http://dx.doi.org/10.1016/j.eswa.2003.10.011.

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23

Tu, Ming, Kevin Huang, Guangtao Wang, Jing Huang, Xiaodong He, and Bowen Zhou. "Select, Answer and Explain: Interpretable Multi-Hop Reading Comprehension over Multiple Documents." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 05 (April 3, 2020): 9073–80. http://dx.doi.org/10.1609/aaai.v34i05.6441.

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Interpretable multi-hop reading comprehension (RC) over multiple documents is a challenging problem because it demands reasoning over multiple information sources and explaining the answer prediction by providing supporting evidences. In this paper, we propose an effective and interpretable Select, Answer and Explain (SAE) system to solve the multi-document RC problem. Our system first filters out answer-unrelated documents and thus reduce the amount of distraction information. This is achieved by a document classifier trained with a novel pairwise learning-to-rank loss. The selected answer-related documents are then input to a model to jointly predict the answer and supporting sentences. The model is optimized with a multi-task learning objective on both token level for answer prediction and sentence level for supporting sentences prediction, together with an attention-based interaction between these two tasks. Evaluated on HotpotQA, a challenging multi-hop RC data set, the proposed SAE system achieves top competitive performance in distractor setting compared to other existing systems on the leaderboard.
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24

Funk, Steven C., and K. Laurie Dickson. "Multiple-Choice and Short-Answer Exam Performance in a College Classroom." Teaching of Psychology 38, no. 4 (October 2011): 273–77. http://dx.doi.org/10.1177/0098628311421329.

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25

KILLCROSS, M. C. "The Use of Machine-readable Answer Sheets with Multiple-choice Examinations*." Medical Education 2, no. 4 (January 29, 2009): 297–300. http://dx.doi.org/10.1111/j.1365-2923.1968.tb01792.x.

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26

Di Milia, Lee. "Benefiting from Multiple‐Choice Exams: The positive impact of answer switching." Educational Psychology 27, no. 5 (October 2007): 607–15. http://dx.doi.org/10.1080/01443410701309142.

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27

Wollack, James A. "Simultaneous Use of Multiple Answer Copying Indexes to Improve Detection Rates." Applied Measurement in Education 19, no. 4 (October 2006): 265–88. http://dx.doi.org/10.1207/s15324818ame1904_3.

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28

Tyndall, Alan. "Mesenchymal stem cells for multiple sclerosis: can we find the answer?" Multiple Sclerosis Journal 16, no. 4 (April 2010): 386. http://dx.doi.org/10.1177/1352458509360363.

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29

Linden, Wim J., and Leonardo Sotaridona. "A Statistical Test for Detecting Answer Copying on Multiple-Choice Tests." Journal of Educational Measurement 41, no. 4 (December 2004): 361–77. http://dx.doi.org/10.1111/j.1745-3984.2004.tb01171.x.

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30

Sonne, Janet L. "Multiple relationships: Does the new ethics code answer the right questions?" Professional Psychology: Research and Practice 25, no. 4 (1994): 336–43. http://dx.doi.org/10.1037/0735-7028.25.4.336.

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31

Casteel, Clifton A. "Answer Changing on Multiple-Choice Test Items Among Eighth-Grade Readers." Journal of Experimental Education 59, no. 4 (July 1991): 300–309. http://dx.doi.org/10.1080/00220973.1991.10806568.

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Al Muhaissen, Suha A., Anna Ratka, Amal Akour, and Hatim S. AlKhatib. "Quantitative analysis of single best answer multiple choice questions in pharmaceutics." Currents in Pharmacy Teaching and Learning 11, no. 3 (March 2019): 251–57. http://dx.doi.org/10.1016/j.cptl.2018.12.006.

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Baysun, Şahika, Gülay Demircin, Özlem Erdoğan, Mehmet Bülbül, Yasemin Taşcı Yıldız, and Ayşe Öner. "Multiple visceral hematomas in a child with familial Mediterranean fever: answer." Pediatric Nephrology 23, no. 8 (August 2008): 1235–37. http://dx.doi.org/10.1007/s00467-007-0680-2.

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Rozas-Muñoz, Eduardo, María C. Campos, Ester Roe, Juan-Francisco Mir-Bonafé, Jaime Piquero-Casals, and Anna Mozos. "Multiple Dermatofibroma-Like Lesions in a 37-Year-Old Man: Answer." American Journal of Dermatopathology 43, no. 6 (June 2021): 464–65. http://dx.doi.org/10.1097/dad.0000000000001830.

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Lun, Jiaqi, Jia Zhu, Yong Tang, and Min Yang. "Multiple Data Augmentation Strategies for Improving Performance on Automatic Short Answer Scoring." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 09 (April 3, 2020): 13389–96. http://dx.doi.org/10.1609/aaai.v34i09.7062.

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Automatic short answer scoring (ASAS) is a research subject of intelligent education, which is a hot field of natural language understanding. Many experiments have confirmed that the ASAS system is not good enough, because its performance is limited by the training data. Focusing on the problem, we propose MDA-ASAS, multiple data augmentation strategies for improving performance on automatic short answer scoring. MDA-ASAS is designed to learn language representation enhanced by data augmentation strategies, which includes back-translation, correct answer as reference answer, and swap content. We argue that external knowledge has a profound impact on the ASAS process. Meanwhile, the Bidirectional Encoder Representations from Transformers (BERT) model has been shown to be effective for improving many natural language processing tasks, which acquires more semantic, grammatical and other features in large amounts of unsupervised data, and actually adds external knowledge. Combining with the latest BERT model, our experimental results on the ASAS dataset show that MDA-ASAS brings a significant gain over state-of-art. We also perform extensive ablation studies and suggest parameters for practical use.
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Myung-Kwan Park. "Toward a Unified Analysis of the Finiteness Restriction in Multiple Fragment Answer, Gapping, and Multiple Sluicing." Korean Journal of English Language and Linguistics 14, no. 3 (October 2014): 503–23. http://dx.doi.org/10.15738/kjell.14.3.201410.503.

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37

Merry, Justin W., Mary Kate Elenchin, and Renee N. Surma. "Should students change their answers on multiple choice questions?" Advances in Physiology Education 45, no. 1 (March 1, 2021): 182–90. http://dx.doi.org/10.1152/advan.00090.2020.

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Multiple choice exams are ubiquitous, but advice on test-taking strategies varies and is not always well informed by research. This study evaluated the question of whether students benefit or are harmed when they change their initial answers on multiple choice questions in the context of physiology and biology courses. Previously marked examinations were reviewed for eraser marks that indicated answer changes, and the impact of these changes on exam grades was tabulated. In addition, faculty and students were surveyed for their opinions about changing answers. A plurality of faculty (36%) reported a belief that answer changes usually harm student grades, whereas a slim majority of students (51%) believed that answer changing helped their scores (χ2 = 60.52, P < 0.0001). Empirically, across two exams, students changed their answer from an incorrect answer to a correct one 2.8 times (SD 2.2) compared with 1.0 time (SD 1.4) changing in the negative direction. Therefore, on average, students benefited ( V = 123.5, P < 0.0001) from answer changing. Furthermore, comparing across two exams in the same course, some students were consistently more likely to change their answers than others (adjusted R2= 0.23, P < 0.0001), but the impact of changing answers on the first exam provided no prediction of how much a student would benefit from answer changing on the second exam (adjusted R2= −0.004, P = 0.42). These data support the argument that students should be advised to review and revise responses to exam questions before submitting them.
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Afriani, Desi, and Kusno Kusno. "ANALISIS BUTIR SOAL ULA NGAN AKHIR SEMESTER GASAL MATA PELAJARAN MATEMATIKA KELAS VIII SMP K LASTER 1 KABUPATEN BANYUMAS BERDASARKAN TAKSONOMI BLOOM DUA DIMENSI." AlphaMath : Journal of Mathematics Education 4, no. 1 (May 1, 2018): 100. http://dx.doi.org/10.30595/alphamath.v4i1.7654.

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This research aims to describe the composition of cognitive process and knowledge dimension of the item analysis of even final test on mathematic of the fourth grade of SMP cluster 1 Banyumas in academic year 2014/2015, to describe the quality of the even final test based on the theoretical and empirical analysis. Based on the analysis result, the composition of the cognitive process in the item consisted of cognitive process of understanding (35,14%) and applying (64,86%), the knowledge composition consisted of conceptual knowledge (35,14%) and procedural (64,86%). The analysis result of the content validity, multiple choice test, short answer, and essay with the accordingly percentages 96%, 90%, and 80% had fulfilled the criteria of good test. The analysis result of the contruct validity and face validity, multiple choice test, short answer, and essay with the accordingly percentages 92%, 90%, and 80% had fulfilled the criteria of good test. The empirical result analysis showed that the validity level of the item of multiple choice and short answer were dominant in fair category, the essay were dominant in high category, the coefficient reliability of multiple choice, short anwer question, and essay were accordingly 0,62; 0,50; 0,63, the distractor of multiple choice, short answer, and essays were dominant in fair category, the difficulty level of the multiple choice, short answer, and essay were dominant in fair category.
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Fernald, R. D. "How does Behavior Change the Brain? Multiple Methods to Answer Old Questions." Integrative and Comparative Biology 43, no. 6 (December 1, 2003): 771–79. http://dx.doi.org/10.1093/icb/43.6.771.

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40

Kelly, Krista R., Reed M. Jost, Angie De La Cruz, and Eileen E. Birch. "Multiple-Choice Answer Form Completion Time in Children With Amblyopia and Strabismus." JAMA Ophthalmology 136, no. 8 (August 1, 2018): 938. http://dx.doi.org/10.1001/jamaophthalmol.2018.2295.

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41

Hamouda, Nihal M., Rayna M. Grothe, and Samar H. Ibrahim. "Multiple Liver Lesions in an Immunosuppressed Patient: Is Infection Always the Answer." Case Reports in Gastroenterology 7, no. 2 (2013): 327–31. http://dx.doi.org/10.1159/000354802.

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42

Rozas-Muñoz, Eduardo, Denise Game, Jaime Piquero-Casals, Sergi Planas, and Juan Francisco Mir-Bonafé. "Multiple Pruriginous Reticular Plaques With Spontaneous Resolution in a Young Woman: Answer." American Journal of Dermatopathology 42, no. 12 (December 2020): 1006–7. http://dx.doi.org/10.1097/dad.0000000000001716.

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43

Mehta, Bharati, Bharti Bhandari, Parul Sharma, and Rimplejeet Kaur. "Short Answer Open-Ended versus Multiple-Choice Questions: A Comparison of Objectivity." Annals of the National Academy of Medical Sciences (India) 52, no. 03 (July 2016): 173–82. http://dx.doi.org/10.1055/s-0040-1712619.

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Abstract Objectives: We designed our study with the hypothesis that open ended Short Answer type Questions (SAQs), no matter how carefully framed, cannot be as objective as Multiple Choice type Questions (MCQs). Methods: The study was conducted on 1st year MBBS students (n=99) studying at AIIMS, Jodhpur. A written test on 'Blood & Immunity' was conducted containing same questions in two formats; twelve MCQs (type E) in section A and 12 SAQs in section B. Maximum marks for all questions in both sections were equal. All the answers of section B were evaluated separately by two different examiners to reduce the subjectivity and a model answer sheet for both the sections was prepared and provided to both the examiners. Results: The difference in the scores in Section B SAQs that were evaluated by two different examiners was not statistically significant. Mean of the marks awarded by the two examiners was taken as the final score of each student in section B. The difference in the scores by the students in the two sections was also non-significant (p=0.14). A significant correlation (r=0.99, p<0.0001) was found in SAQ and MCQ scores. Bland- Altman analysis also showed no proportion of bias and the two methods of scoring were in agreement with each other. Conclusion: The results suggest that meticulously-framed open-ended short answer type questions can be as objective as multiple choice type questions.
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Erikawa, Shigeru, and Kazunari Yamada. "Evaluating the effectiveness of multiple-answer formats in volunteer panel Web surveys." Japanese journal of psychology 89, no. 2 (2018): 139–49. http://dx.doi.org/10.4992/jjpsy.89.16224.

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45

Bais, Frank, Barry Schouten, and Vera Toepoel. "Investigating Response Patterns Across Surveys: Do Respondents Show Consistency in Undesirable Answer Behaviour over Multiple Surveys?" Bulletin of Sociological Methodology/Bulletin de Méthodologie Sociologique 147-148, no. 1-2 (August 2020): 150–68. http://dx.doi.org/10.1177/0759106320939891.

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The relation between answer behaviour and measurement error has been studied extensively. Answer behaviour may be considered undesirable, like answering ‘don’t know’ or ‘won’t tell’. It is not clear to what degree undesirable answer behaviour from the same respondents is present across different surveys. In this study, we investigated to what extent respondents show undesirable answer behaviours consistently over multiple surveys. First, we investigated to what extent the answer behaviours occurred in ten large general population surveys of CentERdata and Statistics Netherlands. Second, we explored the respondent variances and respondent-survey interaction variances to obtain an indication for respondent consistency for each answer behaviour. The results showed that respondents only occasionally give ‘don’t know’– and ‘won’t tell’-answers. An indication for respondent consistency was found for fast responding, slow responding, and ‘won’t tell’-answers in particular. We recommend follow-up research to investigate the relation between respondent characteristics and consistent answer behaviour.
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46

Balch, William R. "Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings." Teaching of Psychology 34, no. 4 (October 2007): 219–25. http://dx.doi.org/10.1080/00986280701700094.

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Undergraduates studied the definitions of 16 psychology terms, expecting either a multiple-choice ( n = 132) or short-answer ( n = 122) test. All students then received the same multiple-choice test, requiring them to recognize the definitions as well as novel examples of the terms. Compared to students expecting a multiple-choice test, those expecting a short-answer test performed similarly on example questions but significantly better on definition questions. Students in these 2 test-expectation conditions also differed in several subjective ratings of their study and test taking. The results suggest that students do not typically study in an optimal way for multiple-choice tests.
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Hershkovitch, Rotem, Carlos Candanedo, Yakov Felling, Andrew H. Kaye, and Samuel Moscovici. "Progressive facial numbness in a patient with multiple enhancing dural based tumours: Answer." Journal of Clinical Neuroscience 78 (August 2020): 444–45. http://dx.doi.org/10.1016/j.jocn.2020.07.035.

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48

Batcheller, Lisa, and David Baker. "Cost of disease modifying therapies for multiple sclerosis: Is front-loading the answer?" Journal of the Neurological Sciences 404 (September 2019): 19–28. http://dx.doi.org/10.1016/j.jns.2019.07.009.

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49

Chandra, P. "Multiple Choice Question on Epilepsy Surgery (Correct Answer is in Bold and Underlined)." International Journal of Epilepsy 03, no. 02 (December 2016): 106–7. http://dx.doi.org/10.1016/s2213-6320(16)30104-x.

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50

Bedeian, Arthur G., and Kevin W. Mossholder. "Simple Question, Not So Simple Answer: Interpreting Interaction Terms in Moderated Multiple Regression." Journal of Management 20, no. 1 (April 1994): 159–65. http://dx.doi.org/10.1177/014920639402000108.

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The appropriate interpretation of interaction terms in studies employing moderated multiple regression ( MMR) analysis is considered. It is argued that given a theory-based, a priori hypothesis, an MMR analysis is analogous to a planned statistical comparison and, thus, a significant overall F value is not a prerequisite for interpreting a significant interaction term.
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