scholarly journals Actitudes hacia los test informatizados aplicados por internet con formato "Responder hasta acertar [Attitudes towards the computerized test administered via Internet with answer-until-correct item format]

2008 ◽  
Vol 5 (2) ◽  
Author(s):  
Luis Fernando Menéndez ◽  
P. Hierro ◽  
José Muñiz
Keyword(s):  
Correct Item ◽  
Item Format

scholarly journals Time-conjunctive representations of future events

2019 ◽  
Author(s):  
Stuart Babcock ◽  
Marc Howard ◽  
Joseph McGuire
Keyword(s):  
Response Time ◽  
The Novel ◽  
Correct Item ◽  
Short Term ◽  
Temporal Relationships ◽  
The Future ◽  
Memory Representations ◽  
Future Events ◽  
Probe Letter ◽  
Rule Out

It is widely accepted that people can predict the relative imminence of future events. However, it is unknown whether the timing of future events is represented using only a "strength-like" estimate or if future events are represented conjunctively with their position on a mental timeline. We examined how people judge temporal relationships among anticipated future events using the novel Judgment of Anticipated Co-Occurence (JACO) task. Participants were initially trained on a stream of letters sampled from a probabilistically repeating sequence. During test trials, the stream was interrupted with pairs of probe letters and the participants' task was to choose the probe letter they expected to appear in the stream during a lagged target window 4-6 items (4.3-8.5 seconds) in the future. Participants performed above chance as they gained experience with the task. Because the correct item was sometimes the more imminent probe letter and other times the less imminent probe letter, these results rule out the possibility that participants relied solely on thresholding a strength-like estimate of temporal imminence. Rather, these results suggest that participants held 1) temporally organized predictions of the future letters in the stream, 2) a temporal estimate of the lagged target window, and 3) some means to compare the two and evaluate their temporal alignment. Response time increased with the lag to the more imminent probe letter, suggesting that participants accessed the future sequentially in a manner that mirrors scanning processes previously proposed to operate on memory representations in the short-term judgment of recency task.

scholarly journals Gaze as a Window to the Process of Novel Adjective Mapping

Languages ◽  
2019 ◽  
Vol 4 (2) ◽  
pp. 33
Author(s):  
Hanako Yoshida ◽  
Aakash Patel ◽  
Joseph Burling
Keyword(s):  
Learning Task ◽  
Target Object ◽  
Attention Allocation ◽  
Correct Item ◽  
New Words ◽  
Knowledge Account ◽  
Category Knowledge ◽  
Children's Attention ◽  
Performance Results

This study evaluated two explanations for how learning of novel adjectives is facilitated when all the objects are from the same category (e.g., exemplar and testing objects are all CUPS) and the object category is a known to the children. One explanation (the category knowledge account) focuses on early knowledge of syntax–meaning correspondence, and another (the attentional account) focuses on the role of repeated perceptual properties. The first account presumes implicit understanding that all the objects belong to the same category, and the second account presumes only that redundant perceptual experiences minimize distraction from irrelevant features and thus guide children’s attention directly to the correct item. The present study tests the two accounts by documenting moment-to-moment attention allocation (e.g., looking at experimenter’s face, exemplar object, target object) during a novel adjective learning task with 50 3-year-olds. The results suggest that children’s attention was guided directly to the correct item during the adjective mapping and that such direct attention allocation to the correct item predicted children’s adjective mapping performance. Results are discussed in relation to their implication for children’s active looking as the determinant of process for mapping new words to their meanings.

Not only item content but also item format is important: Taxonomizing item format approaches

2011 ◽  
Vol 39 (1) ◽  
pp. 119-128 ◽  
Author(s):  
John F. Rauthmann
Keyword(s):  
First Person ◽  
Item Format ◽  
Person Perspective ◽  
Response Formats ◽  
Item Content ◽  
First Person Perspective ◽  
Content Item ◽  
Point Of Reference

In this article I argue that as well as item content, item formats (i.e., phrasing and response formats) are also important. Most trait items can be mapped onto 4 dimensions: point of reference (first person, possessive, others, indicator), general item format (staticity, frequency, valency, frequency + valency), construct indicator (attributal, behavioral, mental, contextual), and conditionality (unconditional, conditional). An item taxonomy tree for the first person perspective is provided for an Openness to Experiences item, and NEO-PI-R Extraversion items are analyzed according to the 4-item format dimensions. Future lines of research on item phrasing are outlined.

The Impact of Item Format and Examinee Characteristics on Response Times

2013 ◽  
Vol 13 (4) ◽  
pp. 295-313 ◽  
Author(s):  
Brian J. Hess ◽  
Mary M. Johnston ◽  
Rebecca S. Lipner
Keyword(s):  
Response Times ◽  
Item Format ◽  
The Impact

Tifaid: A test item format selection job aid for use by instructional developers

1993 ◽  
Vol 32 (6) ◽  
pp. 6-11
Author(s):  
Robert E. Llaneras ◽  
Thadeus L. Arrington ◽  
Robert W. Swezey ◽  
Dennis L. Faust
Keyword(s):  
Test Item ◽  
Item Format ◽  
Job Aid

Test Stakes and Item Format Interactions

2000 ◽  
Vol 13 (1) ◽  
pp. 55-77 ◽  
Author(s):  
Christine E. DeMars
Keyword(s):  
Item Format
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