Relevant bibliographies by topics / Sentence Completion Test

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  2. Dissertations / Theses
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  5. Conference papers

Academic literature on the topic 'Sentence Completion Test'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 March 2023

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Journal articles on the topic "Sentence Completion Test"

1

Kobayashi, Tetsuro. "SCT-B: An application of sentence completion test." Japanese journal of psychology 61, no. 5 (1990): 347–50. http://dx.doi.org/10.4992/jjpsy.61.347.

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Novy, Diane M., and David J. Francis. "Psychometric Properties of the Washington University Sentence Completion Test." Educational and Psychological Measurement 52, no. 4 (December 1992): 1029–39. http://dx.doi.org/10.1177/0013164492052004027.

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Loevinger, Jane. "Revision of the Sentence Completion Test for ego development." Journal of Personality and Social Psychology 48, no. 2 (1985): 420–27. http://dx.doi.org/10.1037/0022-3514.48.2.420.

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Jantscher, S., U. Willinger, M. Schmoeger, C. Mueller, and E. Auff. "Validation of the Hayling Sentence Completion Test - German version & Stroop-Test." European Psychiatry 26, S2 (March 2011): 420. http://dx.doi.org/10.1016/s0924-9338(11)72128-9.

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The Hayling Sentence Competion Test (HSCT) consists of two sections and measures response initiation and inhibitory control. In the first section subjects are instructed to produce a single word to complete a sentence and in the response inhibition condition subjects are instructed to produce a contextually unconnected word. Several studies evidence that these abilities, which are associated with frontal lobe dysfunction and dysexecutive symptoms in evereyday life (Burgess & Shallice, 1996b), are impaired in psychiatric patients particularly in patients with schizophenia and major depression (Gohier et al., 2009; Chan et al., 2010; Joshua et al., 2009). The present study aims to examine the adapted German version of the HSCT by Willinger and Diendorfer (2009) upon a non-clinical sample and its relationship to Stroop-Test. The sample was composed of 74 adults (36 women and 38 men) ranging in age from 19 to 66. Reliability analyses of the HSCT yielded a Cronbachs's alpha of 0.45 (response initiation), and 0.92 (response inhibition). Correlation analyses between Stroop Cards 1 and 2 and HSCT initiation condition showed a medium effect (r = 0.378; p = 0.001), further correlation analyses indicated no assocation between Stroop Card 3 and HSCT inhibition condition (r = 0.070; p = 0.560). The high reliability regarding response inhibition seems to be promising. Further investigations considering executive functions such as word fluency are necessary.
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Propustina, V., G. Stepanov, D. Yurina, N. Varako, M. Kovyazina, S. Vasilyeva, and V. Daminov. "The Puzzles Test and the Red Shapes Test as new diagnostic tools for neglect syndrome." European Psychiatry 65, S1 (June 2022): S879. http://dx.doi.org/10.1192/j.eurpsy.2022.2281.

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Introduction Neuropsychological methods for diagnosing neglect syndrome (NS) are focused on identifying the inability of patients to respond to stimuli localized in contralesional space. There are a large number of methods capable of diagnosing spatial neglect, but at the same time having various limitations and restrictions in their use. Objectives To devise and to test universal diagnostic techniques for visuospatial neglect detection. Methods 1) A.R. Luria test battery; Trail Making Test (Part A); the Bells Test; 2) Authors’ methods: the Puzzles Test, the Red Shapes Test. A total of 47 patients after stroke with right hemisphere damage participated in the study and were divided into a target (18 patients with NS) and a control (29 patients without NS) groups. The Puzzles Test consists of three tasks: turning over cards, completing a sentence using cards with letters, completing a picture. The Red Shapes Test consisted in the search for a variable number of geometric shapes. Objective indicators of the study: total task completion time, the number of left omissions. Results The sensitivity of the tests to NS was examined using the Mann-Whitney U-test. Differences in the number of omissions and task completion time between patients with and without spatial neglect were statistically significant regarding all tasks: turning over cards (p=0.01), completing a sentence (p<0.001), completing a picture (p<0.001), finding geometric shapes (p<0.01). Conclusions The Puzzles Test and Red Shapes Test along with the foreign tests (the Bells Test, Trail Making Test) are sufficiently effective methods for spatial neglect detection. Disclosure No significant relationships.
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WATANABE, Masayuki, and Rika YAMAMOTO. "MAKING A TEST OF EGO DEVELOPMENT USING SENTENCE COMPLETION METHOD." Japanese Journal of Educational Psychology 37, no. 3 (1989): 286–92. http://dx.doi.org/10.5926/jjep1953.37.3_286.

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Peled, Zimra. "The Structural Constituents of Sentence-Completion—Verbal Comprehension Test Items." Educational and Psychological Measurement 46, no. 1 (March 1986): 45–62. http://dx.doi.org/10.1177/0013164486461005.

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Bhattacharya, Snigdhasree, Uma Hirisave, and L. N. Suman. "Development of the NIMHANS Sentence Completion Test for Children and Adolescents." Indian Journal of Mental Health(IJMH) 2, no. 1 (January 1, 2015): 74. http://dx.doi.org/10.30877/ijmh.2.1.2015.74-79.

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Potash, Herbert M., Andrea de Fileo Crespo, Sanjiv Patel, and Anita Ceravolo. "Cross-Cultural Attitude Assessment With the Miale-Holsopple Sentence Completion Test." Journal of Personality Assessment 55, no. 3-4 (December 1990): 657–62. http://dx.doi.org/10.1080/00223891.1990.9674100.

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Potash, Herbert, Andrea de Fileo Crespo, Sanjiv Patel, and Anita Ceravolo. "Cross-Cultural Attitude Assessment With the Miale-Holsopple Sentence Completion Test." Journal of Personality Assessment 55, no. 3 (December 1, 1990): 657–62. http://dx.doi.org/10.1207/s15327752jpa5503&4_22.

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Dissertations / Theses on the topic "Sentence Completion Test"

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Miniard, Angela Christine. "Construction of a Scoring Manual for the Sentence Stem “A Good Boss—” for the Sentence Completion Test Integral (SCTi-MAP)." Cleveland, Ohio : Cleveland State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1242662653.

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Thesis (M.Ed.)--Cleveland State University, 2009.
Abstract. Title from PDF t.p. (viewed on June 11, 2009). Includes bibliographical references (p. 101-105). Available online via the OhioLINK ETD Center. Also available in print.
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Zavarella, Cristi A. "On Construction of a Manual for Item 27 on the SCTi-MAP." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1242519940.

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Hunter, Anne Marie Bigley. "Leadership development of registered dietitians." 2009. http://proquest.umi.com/pqdweb?did=1825336331&sid=11&Fmt=2&clientId=14215&RQT=309&VName=PQD.

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009.
Title from title screen (site viewed January 12, 2010). PDF text: xi, 118 p. : ill. ; 668 K. UMI publication number: AAT 3360498. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Erasmus, Cathariena Petronella. "The role of emotional intelligence in the adaptation of adolescent boys in a private school." Diss., 2007. http://hdl.handle.net/10500/2203.

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The lack of emotional intelligence can be linked to problem behaviour in adolescent boys between 14 and 18 years of age. The concepts of emotions, emotional intelligence, adolescents and adaptation formed the focal point of this research. Profiles were compiled from data obtained from the Q-metrics emotional intelligence questionnaire, the Sacks Sentence Completion Test, an unstructured interview and the projection media (Draw a person). Detailed information with regards to risk and protective factors for each adolescent boy were provided. The above techniques and measuring instruments provided a holistic picture of the adolescent's level of emotional functioning as well as hypotheses for future therapy. The importance of the father-son relationship in the adolescent years was stressed. Early identification of adolescent boys in a private school (with low levels of emotional development) enables the school to implement programmes aimed at developing emotional intelligence.
Educational Studies
M. Ed.
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Books on the topic "Sentence Completion Test"

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Branden, Nathaniel. To see what I see and know what I know: A guide to self-discovery. New York, N.Y: Bantam Books, 1986.

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Polsky, Milton E. SATisfaction: A musical review : analogies, sentence completion & reading comprehension. Studio City, CA: Players Press, 1996.

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The art of self-discovery. New York, N.Y: Bantam Books, 1993.

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Jane, Loevinger, ed. Technical foundations for measuring ego development. Mahwah, N.J: Erlbaum, 1998.

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Jane, Loevinger, ed. Measuring ego development. Mahwah, N.J: Erlbaum, 1996.

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Loevinger, Jane, and Le-Xuan Hy. Technical Foundations for Measuring Ego Development: The Washington University Sentence Completion Test. Taylor & Francis Group, 1998.

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Loevinger, Jane, and Le-Xuan Hy. Technical Foundations for Measuring Ego Development: The Washington University Sentence Completion Test. Taylor & Francis Group, 1998.

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Loevinger, Jane, and Le-Xuan Hy. Measuring Ego Development. Taylor & Francis Group, 2014.

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Loevinger, Jane, and Le-Xuan Hy. Measuring Ego Development. Taylor & Francis Group, 2014.

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Loevinger, Jane, and Le-Xuan Hy. Measuring Ego Development. Taylor & Francis Group, 2014.

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Book chapters on the topic "Sentence Completion Test"

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Lah, Michael I. "Sentence Completion Test." In Understanding Psychological Assessment, 135–43. Boston, MA: Springer US, 2001. http://dx.doi.org/10.1007/978-1-4615-1185-4_7.

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Wang, Ya, and Raymond C. K. Chan. "Hayling Sentence Completion Test." In Encyclopedia of Personality and Individual Differences, 1910–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_85.

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Wang, Ya, and Raymond CK Chan. "Hayling Sentence Completion Test." In Encyclopedia of Personality and Individual Differences, 1–3. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_85-1.

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Jorgenson, Jessica. "Washington University Sentence Completion Test." In Encyclopedia of Personality and Individual Differences, 5739–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_959.

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Jorgenson, Jessica. "Washington University Sentence Completion Test." In Encyclopedia of Personality and Individual Differences, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_959-1.

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Asnani, Kavita, Douglas Vaz, Tanay PrabhuDesai, Surabhi Borgikar, Megha Bisht, Sharvari Bhosale, and Nikhil Balaji. "Sentence Completion Using Text Prediction Systems." In Advances in Intelligent Systems and Computing, 397–404. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11933-5_43.

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"History of the Sentence Completion Test (SCT) for Ego Development." In Technical Foundations for Measuring Ego Development, 11–22. Psychology Press, 1998. http://dx.doi.org/10.4324/9781410602923-2.

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"A method for clarifying cognitive structure by integrating sentence completion test and formal concept analysis." In Ergonomics in Asia: Development, Opportunities and Challenges, 61–66. CRC Press, 2012. http://dx.doi.org/10.1201/b11932-13.

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"A New Version of the WUSCT: The Sentence Completion Test for Children and Youths (SCT-Y)." In Technical Foundations for Measuring Ego Development, 95–104. Psychology Press, 1998. http://dx.doi.org/10.4324/9781410602923-11.

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Anspoka, Zenta. "Latviešu mācībvalodas un mazākumtautību izglītības iestāžu vidusskolēnu latviešu valodas kompetence: salīdzinošais pētījums." In Latviešu valodas apguve. XIII Starptautiskais baltistu kongress : rakstu krājums, 119–41. Liepājas Universitāte, 2021. http://dx.doi.org/10.37384/lva.2021.119.

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The topicality of the research is related to the State policy of education to strengthen the role of the Latvian language as a national language by enabling the integration of society and intercultural dialogue. The aim of the study is to analyse the level of language competence of Grade 12 students of Latvian language of instruction in comparison with minority schools. The results of the empirical research are obtained from 468 texts written by students with the Latvian language of instruction and minority secondary education institutions in different regions of Latvia. The texts used are systematised in the balanced corpus of modern Latvian language. The research was conducted within the framework of the National Research Programme “Latvian Language” (No VPP-IZM-2018/2-0002). An analysis of essays’ content, sentences, contextual binding of their sets, language style, orthography, and punctuation has been carried out. Data from the study shows no significant difference between the skills of Latvian language of instruction and minority secondary education institutions’ students to form text according to the topic. Approximately 57% of respondents follow the proportions among different parts of the text, the binding of sentences to create the text as a whole, the principle of completion of the text; 29% of respondents use language features exactly according to language style. The most common language errors in the self-created texts of students from both types of schools are punctuation errors, the spelling of short and long vowels and consonants in words, words written together and separately, and the spelling of foreign names. Students from minority secondary schools make simpler sentence syntactic structures and by 9% fewer punctuation errors. Still, they have 32% more errors in spelling words and the use of words in sentences. In the didactic of the Latvian language, we have to think more about learning of language based on discourse, in which the text has a social context at first, only then a linguistic form. We have to develop a sense of language for students, improve a methodology for learning linguistics terminology, cooperation between teachers of all subjects, and the attitude of each teacher to their own language and speech in the learning and teaching process.
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Conference papers on the topic "Sentence Completion Test"

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Sretenskaya, Larisa V. "A PARTICLE TCHUT NE (ALMOST) IN PERIPHRASTIC CONSTRUCTIONS AND THE CONTEXT OF THE SENTENCE." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.22.

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Modern linguistics studies the combination of particles with notional words as a periphrastic construction which has a constant structure and semantics and is also regularly used in Russian spoken speech. The paper presents the analysis of the meaning of the analytical syntactic structure with a particle tchut’ ne (‘almost’) which implements subjective modality in the proposal and has a high emotionality and expression. Studying the features of the meaning, structure and grammar of the periphrastic construction tchut’ ne + V in the context of a sentence is the purpose of the article. In this paper the context is perceived in a narrow sense as a linguistic environment in which any given linguistic unit is used. With little emphasis having been put on the context, the existing works have mainly been focused on the meaning of the action which is close to completion, yet not fulfilled due to uncontrollability, surprise and suddenness of the situation. Test material analysis revealed that constructions with a particle almost do not only have a proximative meaning but also a contextually determined one, i. e., the maximum exaggeration of physical states and emotions of the subject (almost died of laughter etc.) and the controlled choice (almost said). Desemantization of verbs and the inclusion in the periphrastic construction of causatives provide a new meaning to it. Such type constructions as almost died from laughter, almost said become idiomatic. The article concludes that the contextual environment and communication goals affect the semantics of the periphrastic construction almost + V. Refs 22.
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Mahlow, Cerstin, and Michael Hess. "Sentence completion tests for training and assessment in a computational linguistics curriculum." In the Workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2004. http://dx.doi.org/10.3115/1610028.1610037.

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Georgescu, Matei. "PROJECTIVE TECHNIQUE – INTRODUCTORY INTERACTIVE PROJECTIVE PSYCHOLOGY SOFTWARE PRODUCED BY AN APPLIED PSYCHOLOGY DEPARTMENT. A CASE STUDY." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-026.

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The main projective methods are conceived to be applied in a classic-paper style and the virtual-e-learning style represents the only possible learning experience for the students. The paper describes the experience of conceiving and using computer software in order to introduce the bases of projective psychology. The software (Matei Georgescu, Projective technique – interactive software, produced by Titu Maiorescu University, Bucharest, Romanian Office for Author Right: 0113 / 06. 02. 2001) was used in the benefit of the third year psychology students of a private university and support the direct experience with the virtual-stimulus-material of the main projective techniques such as Rotter, Düss, T.A.T., Rosenzweig, Rorschach, Szondi, Lüscher, Koch. Projective Psychology Lab was developed by se use of the computer and the Projective technique software over a semester of study, for three years under my assistence. The program contains the following items: the limits of the projection concept, the analytic relation and the projective relation, verbal associative experiment, completing sentences test and fables method, Thematic Apperception Test, the frustration test, the inkblot test, the drive analysis test, the color test, the tree test, draw a person test. Each method presentation contains information about the technique, the stimulus-material and the manner of interpretation. The access to stimulus-material of the Thematic Apperception Test, the frustration test, the inkblot test and the drive test analysis is possible in the order of test protocol. The software allows the color calibration of Lüscher test and also quotation examples. The Rorschach stimulus-material can be rotated within 360 degrees limit. The quotations index of the tree test is accessible in the order of the main interpretative zones. Despite the fact that the projective techniques were not conceived to be applied in the virtual-computerized style, during the three years pedagogical experiences with the Projective technique – interactive software, we have noticed the succes of such an introductory electronic way of learning.
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