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Strategy Use on Clinical Administrations of Short-Term and Working Memory Tasks
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AuBuchon, Angela M.; Kronenberger, William G.; Stone, Lindsay; Pisoni, David B. – Journal of Psychoeducational Assessment, 2020
Experimental measures of working memory that minimize rehearsal and maximize attentional control best predict higher-order cognitive abilities. These tasks fundamentally differ from clinically administered span tasks, which do not control strategy use. Participants engaged in concurrent articulation (to limit rehearsal) or concurrent tapping (to…
Descriptors: Short Term Memory, Cognitive Tests, Recall (Psychology), Attention
Test-Taking Skills in College Students with and without ADHD
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Lewandowski, Lawrence; Gathje, Rebecca A.; Lovett, Benjamin J.; Gordon, Michael – Journal of Psychoeducational Assessment, 2013
College students with attention deficit hyperactivity disorder (ADHD) often request and receive extended time to complete high-stakes exams and classroom tests. This study examined the performances and behaviors of college students on computerized simulations of high-stakes exams. Thirty-five college students with ADHD were compared to 185 typical…
Descriptors: Attention Deficit Disorders, Comparative Analysis, Testing, Vocabulary
Those Standardized Competency Examinations: What Do They Really Tell Us about Our Student Bodies? ASHE 1986 Annual Meeting Paper.
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Tompkins, Loren D.; Mehring, Teresa – 1986
Scholastic and personal characteristics of students undertaking exit competency examinations are investigated. Research questions concerned: what the tests measure, whether the tests provide unique information or are duplicating other easily obtained measures, whether it is possible to increase the probability of student success by controlling…
Descriptors: Academic Ability, Achievement Tests, Competence, Educational Testing
Freshmen Reading Ability: Fall 1967-Day Session, Nelson-Denny Reading Test.
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Martin, Peter B. – 1967
Results of the Nelson-Denny Reading Test are used as a screening device for selecting students for remedial work in the Reading and Study Skills Center (R-S) at New York Community College (NYCC). A descriptive analysis of the fall 1967 day session freshmen showed that the average freshman at NYCC was reading at the 12.6 grade level, or .4 grade…
Descriptors: Curriculum Development, Educationally Disadvantaged, Evaluation Methods, Local Norms