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pro vyhledávání: '"Kentaro Yamamoto"'
Autor:
Kentaro Yamamoto, Donald A. Rock, Irwin S. Kirsch, Karen E. Marchione, Emilio Ferrer, John M. Holahan, Bennett A. Shaywitz, Reissa Michaels, Sally E. Shaywitz
Publikováno v:
Journal of Psychoeducational Assessment. 36:307-321
We systematically assessed the relationships between growth of four components of verbal ability—Information, Similarities, Vocabulary, and Comprehension subtests of the Wechsler Intelligence Scale–Revised—and longitudinal growth from Grades 1
Publikováno v:
Perception. 42:198-207
Perceived duration of a moving stimulus increases with the speed of the motion. However, a recent study found that the perceived duration of a decelerating stimulus was longer than that of an accelerating one, even though their averaged speed was ide
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 113:2309-2344
Background/context The National Assessment of Educational Progress (NAEP) is the only comparative assessment of academic competencies regularly administered to nationally representative samples of students enrolled in Grades 4, 8, and 12. Because NAE
Autor:
Kentaro Yamamoto, Matthias von Davier
Publikováno v:
Applied Psychological Measurement. 28:389-406
The generalized partial-credit model (GPCM) is used frequently in educational testing and in large-scale assessments for analyzing polytomous data. Special cases of the generalized partial-credit model are the partial-credit model—or Rasch model fo
Publikováno v:
Applied Psychological Measurement. 17:379-388
As an alternative to equipercentile equating in the area of multilevel achievement test batteries, item response theory (IRT) vertical equating has produced unexpected results. When expanded standard scores were obtained to link the Comprehensive Tes
Autor:
Kentaro Yamamoto
Publikováno v:
Applied Psychological Measurement. 21:377-378