Cube Construction Task

2018 ◽  
Author(s):  
Alica Thissen ◽  
Marco Koch ◽  
Nicolas Becker ◽  
Frank M. Spinath
Keyword(s):  
Construction Task

Manipulate Me

2020 ◽  
Vol 36 (4) ◽  
pp. 554-562
Author(s):  
Alica Thissen ◽  
Frank M. Spinath ◽  
Nicolas Becker
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Convergent Validity ◽  
Item Difficulty ◽  
Test Results ◽  
Response Elimination ◽  
School Students ◽  
Test Environment ◽  
Response Options ◽  
Construction Task

Abstract. The cube construction task represents a novel format in the assessment of spatial ability through mental cube rotation tasks. Instead of selecting the correct answer from several response options, respondents construct their own response in a computerized test environment, leading to a higher demand for spatial ability. In the present study with a sample of 146 German high-school students, we tested an approach to manipulate the item difficulties in order to create items with a greater difficulty range. Furthermore, we compared the cube task in a distractor-free and a distractor-based version while the item stems were held identical. The average item difficulty of the distractor-free format was significantly higher than in the distractor-based format ( M = 0.27 vs. M = 0.46) and the distractor-free format showed a broader range of item difficulties (.02 ≤  pi ≤ .95 vs. .37 ≤  pi ≤ .63). The analyses of the test results also showed that the distractor-free format had a significantly higher correlation with a broad intelligence test ( r = .57 vs. r = .17). Reasons for the higher convergent validity of the distractor-free format (prevention of response elimination strategies and the broader range of item difficulties) and further research possibilities are discussed.

scholarly journals Examining Human-Autonomy Team Interaction and Explicable Behavior in a Dynamic LEGO Construction Task

2020 ◽  
Vol 168 ◽  
pp. 195-201
Author(s):  
Mustafa Demir ◽  
Polemnia G. Amazeen ◽  
Nancy J. Cooke
Keyword(s):  
Team Interaction ◽  
Human Autonomy ◽  
Construction Task

The Approval Motive, Vicarious Reinforcement and Verbal Conditioning

1964 ◽  
Vol 19 (2) ◽  
pp. 523-530 ◽  
Author(s):  
David Marlowe ◽  
Russell S. Beecher ◽  
Jonathan B. Cook ◽  
Anthony N. Doob
Keyword(s):  
College Students ◽  
Verbal Conditioning ◽  
Reinforcement Condition ◽  
Sentence Construction ◽  
Need For Approval ◽  
Conditioning Effect ◽  
Vicarious Reinforcement ◽  
Relationship Of ◽  
The Relationship ◽  
Construction Task

This study investigated the relationship of approval motivation to verbal conditioning under vicarious reinforcement. Fifteen college students completed 20 operant trials in a sentence construction task. They then observed E reinforce a “programmed” confederate who emitted critical responses according to a typical acquisition curve. Fifteen control Ss observed identical confederate behavior with the reinforcements omitted. An additional 15 control Ss did not receive the observation phase. All Ss then were given 40 nonreinforced trials. A significant conditioning effect occurred only for Ss with high need for approval in the vicarious reinforcement condition. Results were related to previous verbal conditioning research.

Directional effect in double conditionals with a construction task: The semantic hypothesis

2017 ◽  
Vol 179 ◽  
pp. 96-103
Author(s):  
Orlando Espino ◽  
Tarek Morales ◽  
Alicia Bolaños-Medina
Keyword(s):  
Directional Effect ◽  
Construction Task

scholarly journals English Writing Formative Assessment in Indonesia

2021 ◽  
Author(s):  
Alexander Musa
Keyword(s):  
Formative Assessment ◽  
Classroom Observation ◽  
Writing Skills ◽  
Narrative Text ◽  
Performance Tasks ◽  
English Writing ◽  
Short Answer ◽  
Assessment Tasks ◽  
Assessment Techniques ◽  
Construction Task

This study aimed to investigate the assessment techniques used by a teacher in assessing students’ writing skills, the reason in implementing the techniques, and the students’ responses toward the implementation of the techniques. The collected data in this study included classroom observation that had been held in three times, interview, and written document. The following is the conclusions based on the data analysis. Since formative assessment of writing skill is the main focus of this study, the teacher implemented five writing performance tasks suggested by Brown (2010) namely dicto-comp, picture-cued task, short answer task, guided question and answer, and paragraph construction task. From the teaching process done by the teacher, the assessment tasks were implemented for formative purposes, that is, to monitor students’ progress in comprehending the lesson that is about narrative text. The teacher implemented some assessment tasks in an informal way to monitor students’ ongoing progress without recording the result of the performance, while the other tasks were implemented in a formal way to record students’ progress and to give them an appraisal of their progress and achievement.

Cognitive Evaluation of Spatial Formalisms

2014 ◽  
Vol 8 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Jan Oliver Wallgrün ◽  
Jinlong Yang ◽  
Alexander Klippel
Keyword(s):  
Spatial Relations ◽  
Proper Part ◽  
Behavioral Data ◽  
Behavioral Experiments ◽  
Natural Level ◽  
Cognitive Evaluation ◽  
Spatially Extended ◽  
Detailed Level ◽  
General Relations ◽  
Construction Task

The authors present four human behavioral experiments to address the question of intuitive granularities in fundamental spatial relations as they can be found in formal spatial calculi. These calculi focus on invariant characteristics under certain (especially topological) transformations. Of particular interest to this article is the concept of two spatially extended entities overlapping each other. The overlap concept has been extensively treated in Galton's mode of overlap calculus (Galton, 1998). In the first two experiments, the authors used a category construction task to calibrate this calculus against behavioral data and found that participants adopted a very coarse view on the concept of overlap and distinguished only between three general relations: proper part, overlap, and non-overlap. In the following two experiments, the authors changed the instructions to explicitly address the possibility that humans could be swayed to adopt a more detailed level of granularity, that is, the authors encouraged them to create as many meaningful groups as possible. The results show that the three relations identified in the first two experiments (overlap, non-overlap, and proper part) are very robust and a natural level of granularity across all four experiments. However, the results also reveal that contextual factors gain more influence at finer levels of granularity.

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