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Wei-Ming Luh
Researcher at National Cheng Kung University
Publications - 54
Citations - 967
Wei-Ming Luh is an academic researcher from National Cheng Kung University. The author has contributed to research in topics: Sample size determination & Statistical power. The author has an hindex of 14, co-authored 51 publications receiving 848 citations. Previous affiliations of Wei-Ming Luh include University of Georgia.
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Context availability and the recall of abstract and concrete words
TL;DR: A strategic-imagery view of concreteness effects in free recall is supported, as predicted, following three orienting tasks: imagery rating, context-availability rating, and a directed intentional-memory task.
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Reliability and validity of the Chinese Version of the Job Content Questionnaire in Taiwanese workers
TL;DR: The findings indicated that the C—JCL is reliable and valid for assessing psychosocial work conditions among Taiwanese workers, although further improvement is needed for the psychological demands subscale.
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Psychometric properties and gender invariance of the Chinese version of the self-report pediatric quality of life inventory version 4.0: short form is acceptable
TL;DR: The Chinese version of the PedsQL is a relatively reliable and valid instrument, and thePedsQL short form showed a better construct validity than did the full form, and measurements across gender was invariant; therefore the comparisons of quality of life between boys and girls were appropriate.
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Measurement Equivalence across Child Self-Reports and Parent-Proxy Reports in the Chinese Version of the Pediatric Quality of Life Inventory Version 4.0
TL;DR: The ME/I results support the use of PedsQL scores to compare children’s and parents’ perceptions of children's QoL and suggest interchangeability between child- and parent-reported Pedsql.
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Evaluating the wording effect and psychometric properties of the Kid-KINDL: Using the multitrait-multimethod approach.
TL;DR: This paper investigated the psychometric properties of the Chinese version of the widely used Kid-KINDL and reported on the wording effect of its positively and negatively worded items and reported that internal consistency was satisfactory in the total score (α =.87), but unsatisfactory for the other subscales.