Zobrazeno 1 - 10
of 22
pro vyhledávání: '"Siegbert Reiss"'
Publikováno v:
Frontiers in Psychology, Vol 10 (2019)
The paper outlines a method for investigating the speed effect due to a time limit in testing. It is assumed that the time limit enables latent processing speed to influence responses by causing omissions in the case of insufficient speed. Because of
Externí odkaz:
https://doaj.org/article/ee89b08b755e4324bcf57069fb0d8cfb
Autor:
Siegbert Reiss, Alexander Tillmann, Michael Schreiner, Karl Schweizer, Detlef Krömker, Helfried Moosbrugger
Publikováno v:
Zeitschrift für Hochschulentwicklung (2011)
An der Universität Frankfurt entwickelte Online-Self-Assessment-Verfahren für die Studiengänge Psychologie und Informatik sollen Studieninteressierten noch vor Studienbeginn auf der Basis von Selbsterkundungsmaßnahmen und Tests eine Rückmeldung
Externí odkaz:
https://doaj.org/article/8b3d22a786a4408c9816d868e47b8903
Publikováno v:
European Journal of Psychological Assessment. 36:96-104
Abstract. The consequences of speeded testing for the structure and validity of a numerical reasoning scale (NRS) were investigated. Confirmatory factor models including an additional factor for representing working speed and models without such a re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::398572453af86baded4816e271fec007
https://doi.org/10.1027/1015-5759/a000498
https://doi.org/10.1027/1015-5759/a000498
Publikováno v:
European Journal of Psychological Assessment. 34:321-327
Abstract. This investigation provides evidence of the structural validity related to scores from the Online Self-Assessment (OSA) Figures scale. This scale was constructed for the assessment of figural reasoning as part of an online self-assessment b
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1a98d14aa0bf71657b54bdec48b5fd2
https://doi.org/10.1027/1015-5759/a000345
https://doi.org/10.1027/1015-5759/a000345
Publikováno v:
Structural Equation Modeling: A Multidisciplinary Journal. 24:745-754
This work examines the hypothesis that the arrangement of items according to increasing difficulty is the real source of what is considered the item-position effect. A confusion of the 2 effects is possible because in achievement measures the items a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9adbbc8bee5a006c6c00a015dafd390f
https://doi.org/10.1080/10705511.2017.1306706
https://doi.org/10.1080/10705511.2017.1306706
Publikováno v:
Personality and Individual Differences. 105:275-279
The current study examined the influence of modality on the relationship between learning and fluid intelligence in order to provide an account of disparate research results: on one hand there are results suggesting a moderate relationship between le
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1633ab70097f07cc4468bd26af820add
https://doi.org/10.1016/j.paid.2016.10.013
https://doi.org/10.1016/j.paid.2016.10.013
The article reports three simulation studies conducted to find out whether the effect of a time limit for testing impairs model fit in investigations of structural validity, whether the representation of the assumed source of the effect prevents impa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fc5eeba8277b319c663cf2d7639749e8
Do Adaptive Representations of the Item-Position Effect in APM Improve Model Fit? A Simulation Study
Publikováno v:
Educational and Psychological Measurement. 77:743-765
The item-position effect describes how an item’s position within a test, that is, the number of previous completed items, affects the response to this item. Previously, this effect was represented by constraints reflecting simple courses, for examp
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fa92be50dffbcf10687bd3478f0c32b2
https://doi.org/10.1177/0013164416654946
https://doi.org/10.1177/0013164416654946
Publikováno v:
Acta Psychologica. 203:102991
Higher-order processing and learning are two alternative explanations of the item-position effect. Whereas higher-order processing as explanation emphasizes the recruitment of executive processes, learning as explanation highlights the improvement in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6e7e7b312b5b3258e905739c62efd814
https://doi.org/10.1016/j.actpsy.2019.102991
https://doi.org/10.1016/j.actpsy.2019.102991
Publikováno v:
Frontiers in Psychology
The paper outlines a method for investigating the speed effect due to a time limit in testing. It is assumed that the time limit enables latent processing speed to influence responses by causing omissions in the case of insufficient speed. Because of
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::06f8d6a398e5614265795b3abbc6a41a
https://pubmed.ncbi.nlm.nih.gov/30837915
https://pubmed.ncbi.nlm.nih.gov/30837915