Showing papers on "Cognitive test published in 1972"

Perceived Difficulty of Items in a Test of Reasoning Ability.

Abstract: Sixty subjects participated in an experiment involving estimation of difficulty of items in a test of reasoning ability. The estimates were to be given both according to conventional conditions of magnitude estimations with a preassigned comparison standard and according to a modified procedure of magnitude estimation where the comparison standard was chosen individually by the subjects themselves.. The test itself was administered to the subjects under standard conditions prior to the estimation procedures. When comparing the two methods of estimatign used, a high correlation between estimates and a close correspondence of the modified method of magnitude estimation to the methods of ratio estimation and similarity estimation was noticed. .A ,high correlation (r=0.90) between the rank order of items according to perceived difficulty and the item sequence was found..Furthermore, estimated difficulty could tentatively be described as a positively accelerated function of standard scores corresponding to solution frequencies. The relative increase of perceived difficulty was more pronounced for subjects with a high performance score on the test than for subjects with a poor performance score. Probable causes of the results obtained as well as possible secondary factors affecting the estimates of perceived difficulty are discussed..(Author) te e REPORTS FROM THE INSTITUTE OF APPLIED PSYCHOLOGY 3 a THE UNIVERSITY OF STOCKHOLM

Prediction of within‐school system variance in test scores from within‐community variance in socioeconomic status 1

Abstract: Prediction of school systems' scores on cognitive tests from average socioeconomic indices for communities has proved very helpful for several applications. It would also be useful to be able to predict within-school system variance in test scores from within-community variance in socioeconomic status. The present study examined correlations between standard deviations of test scores and an index of within-community variability in income. These correlations were of borderline significance. It was noted that correlations among test standard deviations themselves were quite low, suggesting that within-school system variance is a characteristic of less generality than school systems' median performance in different test areas.