標題: Titlebook: Cognitive Assessment; A Multidisciplinary Cecil R. Reynolds Book 1994 Springer Science+Business Media New York 1994 cognition.cognitive sc [打印本頁] 作者: Coolidge 時間: 2025-3-21 16:08
書目名稱Cognitive Assessment影響因子(影響力)
書目名稱Cognitive Assessment影響因子(影響力)學科排名
書目名稱Cognitive Assessment網(wǎng)絡公開度
書目名稱Cognitive Assessment網(wǎng)絡公開度學科排名
書目名稱Cognitive Assessment被引頻次
書目名稱Cognitive Assessment被引頻次學科排名
書目名稱Cognitive Assessment年度引用
書目名稱Cognitive Assessment年度引用學科排名
書目名稱Cognitive Assessment讀者反饋
書目名稱Cognitive Assessment讀者反饋學科排名
作者: 一窩小鳥 時間: 2025-3-21 22:16
https://doi.org/10.1007/978-3-031-02434-4“mental abilities” (Anastasi, 1988). In 1935 Ward Halstead began his systematic research in brain—behavior relationships which, in turn, led one of his students, Ralph Reitan, to initiate his clinical research and standardization of tests designed specifically to evaluate brain function through beha作者: reject 時間: 2025-3-22 02:56
,Beitr?ge zur Homotopietheorie,chard, Lykken, McGue, Segal, & Tellegen, 1990; Plomin, DeFries, & McClearn, 1990). Nevertheless, the specific mechanisms by which genes shape and are manifested in brain structure and function have remained elusive. Impediments to progress have included the absence of good animal models and the mult作者: 走調(diào) 時間: 2025-3-22 06:58 作者: 笨拙處理 時間: 2025-3-22 12:18 作者: 密碼 時間: 2025-3-22 14:31 作者: 密碼 時間: 2025-3-22 20:11 作者: Omniscient 時間: 2025-3-22 22:34 作者: Indelible 時間: 2025-3-23 01:40 作者: Condense 時間: 2025-3-23 05:55 作者: 法律 時間: 2025-3-23 11:13 作者: Triglyceride 時間: 2025-3-23 16:09 作者: SEEK 時間: 2025-3-23 21:35 作者: Coterminous 時間: 2025-3-24 00:07 作者: gentle 時間: 2025-3-24 04:54 作者: Engaged 時間: 2025-3-24 07:25
Bemerkungen zu Grundlagenfragenr embarrassed by his or her inability to recall the student’s name or even recognize the student. Upon the professor’s return to class, however, the student’s name is easily recalled. In this case, reinstating the context associated with the student (the classroom) facilitated the retrieval of a specific memory (the student’s name).作者: 音樂戲劇 時間: 2025-3-24 11:43 作者: 不合 時間: 2025-3-24 16:23 作者: Bravura 時間: 2025-3-24 20:44
grant from the Dean‘s Office of the College of Education. The expressed purpose of the conference was to allow researchers from too often dispa- rate areas of research related to individual differences to come together and discuss their approaches to the topic, share ideas, and critique their diffe作者: 勤勉 時間: 2025-3-25 00:13 作者: 意見一致 時間: 2025-3-25 05:19
Grundzüge einer Theorie der Kurveneptual and statistical issues inherent in generalizability theory. Also, Shavelson and Webb (1991) have provided a primer on generalizability theory. Recent overviews of generalizability theory are provided by Feldt and Brennan (1989) and Shavelson, Webb, and Rowley (1989).作者: 曲解 時間: 2025-3-25 08:51 作者: MIRTH 時間: 2025-3-25 14:53
Variance Components in Generalizability Theory,eptual and statistical issues inherent in generalizability theory. Also, Shavelson and Webb (1991) have provided a primer on generalizability theory. Recent overviews of generalizability theory are provided by Feldt and Brennan (1989) and Shavelson, Webb, and Rowley (1989).作者: 脫離 時間: 2025-3-25 17:43 作者: 變異 時間: 2025-3-25 22:44 作者: 交響樂 時間: 2025-3-26 02:57
Grundzüge einer Theorie der Kurvenwere the basis by which we acquire knowledge. But empiricism is no longer the received view of the philosophy of science and should no longer be the philosophical foundation on which multivariate statistical practice rests.作者: 伴隨而來 時間: 2025-3-26 05:15
,Evaluating Students’ Errors on Cognitive Tasks: Applications of Polytomous Item Response Theory anddge that mistakes typically arise from thoughtful, albeit misguided or incomplete, processing and if there is a systematic way to identify these mistakes and to unlock the diagnostic information they hold (Alexander, 1989; Alexander, Pate, Kulikowich, Farrell, & Wright, 1989).作者: Costume 時間: 2025-3-26 09:16
Cognitive Modeling of Individual Responses in Test Design,amentally always representative of each individual, and that there is always the potential for separate, unique individual responses to the test that should be modeled. The following sections of the chapter develop the theses and present both theory and example of such test development.作者: 榨取 時間: 2025-3-26 15:26
Kant, Wittgenstein, Objectivity, and Structural Equations Modeling,were the basis by which we acquire knowledge. But empiricism is no longer the received view of the philosophy of science and should no longer be the philosophical foundation on which multivariate statistical practice rests.作者: 我不重要 時間: 2025-3-26 18:44
Book 1994m the Dean‘s Office of the College of Education. The expressed purpose of the conference was to allow researchers from too often dispa- rate areas of research related to individual differences to come together and discuss their approaches to the topic, share ideas, and critique their differing parad作者: 流浪者 時間: 2025-3-26 22:58
Book 1994nd partitioning variance components to modeling individual differences to structural and functional cortical variations that produce individual differences. The Chair of the Department of Educational Psychology at Texas A&M University, Bruce Thompson, took a lead role along with Victor L.作者: 滲入 時間: 2025-3-27 02:22
defining and partitioning variance components to modeling individual differences to structural and functional cortical variations that produce individual differences. The Chair of the Department of Educational Psychology at Texas A&M University, Bruce Thompson, took a lead role along with Victor L.978-1-4757-9732-9978-1-4757-9730-5作者: 平 時間: 2025-3-27 05:31
https://doi.org/10.1007/978-3-031-02434-4imer, 1989). The obvious limitations of such methodologies lie with their inability to specifically quantify exact areas/regions of structural brain damage. What this fostered early in this century and through the decades up until the 1970s was a unitary concept of “brain damage” or “organicity” (se作者: anchor 時間: 2025-3-27 10:08 作者: 解凍 時間: 2025-3-27 16:10
,Beitr?ge zur Homotopietheorie,rs because it is counter to the common assumption that practice in situations with little or no interference is most advantageous for learning. We describe a contextual interference experiment and prevailing explanations for its findings. We then describe a hybrid connectionist model for contextual 作者: overweight 時間: 2025-3-27 21:37
Zur Dimensions- und Kurventheorie isolating potential problems with a theory via tests on missing parameters; and so on. Clearly, structural modeling has provided a useful methodology for theory testing in situations where more traditional or alternative methods may not work.作者: 否決 時間: 2025-3-28 01:08
Neuroimaging and Neuropsychological Assessment,imer, 1989). The obvious limitations of such methodologies lie with their inability to specifically quantify exact areas/regions of structural brain damage. What this fostered early in this century and through the decades up until the 1970s was a unitary concept of “brain damage” or “organicity” (se作者: insolence 時間: 2025-3-28 04:17
Brain Structure and Cognitive Function,991), rapid progress can be expected. Until now, most human behavior geneticists necessarily have relied on low-tech methods like twin and adoption designs for untangling genetic and environmental influences on intelligence. However, even these low-tech procedures have provided a remarkably converge作者: RAG 時間: 2025-3-28 10:11 作者: 亂砍 時間: 2025-3-28 13:02 作者: interference 時間: 2025-3-28 14:50 作者: Junction 時間: 2025-3-28 21:53
Brain Structure and Cognitive Function,chard, Lykken, McGue, Segal, & Tellegen, 1990; Plomin, DeFries, & McClearn, 1990). Nevertheless, the specific mechanisms by which genes shape and are manifested in brain structure and function have remained elusive. Impediments to progress have included the absence of good animal models and the mult作者: Influx 時間: 2025-3-29 00:38 作者: duplicate 時間: 2025-3-29 04:58
A Model for Contextual Interference Effects in Motor Learning,gill & Hall, 1990). Contextual interference refers to the situation in which there is interference among different tasks being learned across practice trials. Practice under a condition of high contextual interference (e.g., when multiple tasks are practiced in a random order) typically results in l作者: 委托 時間: 2025-3-29 09:17
Cognition and Motor Skill Acquisition: Contextual Dependencies,t to successful completion of an intended action. Nevertheless, it appears that the environmental contexts in which we perform can exert powerful influences on our ability to retrieve and process information. For example, the seemingly “absent-minded” professor is sometimes caught off-guard when out作者: Type-1-Diabetes 時間: 2025-3-29 12:55 作者: 尋找 時間: 2025-3-29 18:09
,Evaluating Students’ Errors on Cognitive Tasks: Applications of Polytomous Item Response Theory and as a result of saying or doing the wrong thing. The value of mistakes, however, is dependent upon our ability to recognize them as such and to gather information from them that points us in a more positive direction. The errors that students make in classrooms can also be instructive if we acknowle作者: 未完成 時間: 2025-3-29 23:47 作者: ostensible 時間: 2025-3-30 03:30 作者: languid 時間: 2025-3-30 06:58
Kant, Wittgenstein, Objectivity, and Structural Equations Modeling,is regard have exposed and criticized the pervasive influence of classical empiricism on multivariate statistical practice (Mulaik 1985, 1987a, 1988, 1991a, in press). Classical multivariate statistics, I argue, are but mathematical emulations of the associative processes that empiricism postulated
