利用对数数据进行儿童类比推理能力的计算机化过程动态测试

IF 3.2 3区 心理学 Q2 PSYCHOLOGY, APPLIED European Journal of Psychological Assessment Pub Date : 2023-03-21 DOI:10.1027/1015-5759/a000749
J. Veerbeek, B. Vogelaar
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引用次数: 1

摘要

摘要:本研究调查了从小组管理的模拟推理计算机动态测试中获得的过程数据的价值,该测试包括前测-训练-后测设计。我们试图在动态测试中评估培训对过程和绩效的影响,以及过程测量和绩效之间的关系。参与者为N=86名小学生(Mage=8.11岁,SD=0.63)。该测试由构建的反应几何类比项目组成,需要几个动作来构建答案。过程数据可以对总时间、任务初始规划所花费的时间、检查提供的答案所花费的花费的时间以及解决时间的变化进行评分。与重复练习相比,训练可以提高表现,但这种改善并没有反映在任务解决过程中。几乎所有的过程测量都与绩效有关,但培训或重复实践对这种关系的影响在不同的测量中差异很大。总之,研究结果似乎表明,在模拟推理能力的计算机动态测试中调查过程指标可以提供有关儿童学习过程的信息,但并非所有过程都受到训练的相同影响。
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Computerized Process-Oriented Dynamic Testing of Children’s Ability to Reason by Analogy Using Log Data
Abstract: The study investigated the value of process data obtained from a group-administered computerized dynamic test of analogical reasoning, consisting of a pretest-training-posttest design. We sought to evaluate the effects of training on processes and performance, and the relationships between process measures and performance on the dynamic test. Participants were N = 86 primary school children ( Mage = 8.11 years, SD = 0.63). The test consisted of constructed-response geometrical analogy items, requiring several actions to construct an answer. Process data enabled scoring of the total time, the time taken for initial planning of the task, the time taken for checking the answer that was provided, and variation in solving time. Training led to improved performance compared to repeated practice, but this improvement was not reflected in task-solving processes. Almost all process measures were related to performance, but the effects of training or repeated practice on this relationship differed widely between measures. In conclusion, the findings seemed to indicate that investigating process indicators within computerized dynamic testing of analogical reasoning ability provided information about children’s learning processes, but that not all processes were affected in the same way by training.
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来源期刊
CiteScore
6.40
自引率
4.00%
发文量
71
期刊介绍: The main purpose of the EJPA is to present important articles which provide seminal information on both theoretical and applied developments in this field. Articles reporting the construction of new measures or an advancement of an existing measure are given priority. The journal is directed to practitioners as well as to academicians: The conviction of its editors is that the discipline of psychological assessment should, necessarily and firmly, be attached to the roots of psychological science, while going deeply into all the consequences of its applied, practice-oriented development.
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