Taking a test improves memory for that tested information, a finding referred to as the testing effect. Multiple-choice tests tend to produce smaller testing effects than do cued-recall tests, and this result is largely attributed to the different processing that the two formats are assumed to induce. Specifically, it is generally assumed that the…

The Reynolds Intellectual Assessment Scales, Second Edition (RIAS-2; Reynolds & Kamphaus, 2015) is an intelligence test for those aged 3 to 94 years. It contains eight subtests designed to assess general intelligence, verbal and nonverbal intelligence, memory, and processing speed. The two subtests targeting processing speed are new to the…

Educational research and practice have proven that there are many benefits for applying learning theories' recommendations through teaching and learning of different subjects in all school levels. Based on interrelationships among learning theories of contextualism, connectivism, constructivism, and cognitivism, the researcher proposed an…

The purpose of this research is to develop a multidimensional computerized adaptive test for diagnosing the cognitive process of grade 7 students in learning algebra by applying multidimensional item response theory. The research is divided into 4 steps: 1) the development of item bank of algebra, 2) the development of the multidimensional…

Study conducted by the Aptitudes Research Project at the University of Southern California, under Contract Nonr-228(20) with the Office of Naval Research, Personnel and Training Branch.

Adaptive control of thought-rational (ACT-R; J. R. Anderson & C. Lebiere, 1998) has evolved into a theory that consists of multiple modules but also explains how these modules are integrated to produce coherent cognition. The perceptual-motor modules, the goal module, and the declarative memory module are presented as examples of specialized…

Seven undergraduate volunteers studied a written passage on Atomic Structure and then, while answering a set of 24 multiple-choice items, talked aloud about the strategies they were using for option selection. The tape recordings of their verbal responses were analyzed for latency, memory references, and inference references. The items testing…

Four experiments were performed to validate the newly developed Test of Memory Malingering (TOMM). Results with 475 community-dwelling adults and young adults and 161 neurologically impaired people in three experiments and a fourth experiment involving 41 college students show the promise of the TOMM for detecting exaggerated or faked memory…

Thirteen graduate students were asked to indicate for each of 24 multiple-choice items whether the item tested "recall of specific information," a "higher order skill," or "don't know." The students were also asked to state their general basis for judging the items. The 24 items had been previously classified according to Bloom's cognitive-skills…

A series of pilot and regular experiments were conducted to investigate memory checking processes. The first set of experiments developed a set of six different tests for the measurement of memory checking. Correlational studies of these tests demonstrated that they could be used reliably and that the different tests are measuring the same basic…

Although the listening construct has been defined more widely in order to deal with the issue of lecture retention, these wider definitions suffer from serious conceptual and methodological problems, such as the assumption that receiving behavior is the same regardless of differing situations and messages. However, the literature would indicate…

Two experiments on multiple-choice assessment of students learning from sentences were conducted. Interference arising from intersentence similarity was a function of both the kind of learning strategies students were instructed to employ and the kind of strategies they reported having employed spontaneously. Implications for test construction and…

This report is part of a general study of Reference Measures for Cognitive and Noncognitive Factors. The main activity being reported is the development of "factor-referenced" or "marker" tests for several recently identified cognitive factors. A secondary activity involves the study of possible relationships to factors already…