The Performance Effects of Word Locator Cues on the NAEP Reading Assessment

Beginning with the 2009 National Assessment of Educational Progress (NAEP) reading assessment, a new subset of items will be introduced with the intent of measuring vocabulary in context. The assessment’s item format requires an examinee to locate a targeted word in the reading passage. It was reasoned that presenting these items along with ‘word locator cues’ might help reduce construct irrelevant variance due to students’ differential ability in searching the targeted word. Using a sample of 1323 fourth and eight grade students, this study investigated the effects of two such ‘word locator cues’ on student performance: numbering the lines of the passage, and printing targeted words in boldface type. The results indicated that various format conditions (with and without cues) do not influence student performance on the vocabulary items after controlling for reading comprehension. On the other hand, at both fourth and eighth grade, we detected interactions between format conditions and race/ethnicity, which suggested that word locator cues appear to hurt the performance of certain subgroups. Implications of these findings for NAEP’s future reading assessments are discussed. Accessed 11,314 times on https://pareonline.net from October 04, 2007 to December 31, 2019. For downloads from January 1, 2020 forward, please click on the PlumX Metrics link to the right

Associative errors in children's analogical reasoning : a cognitive process analysis

Includes bibliographical references (leaves 30-33)Supported in part by the National Institute of Education contract no. NIE-C-400-76-001

The communicative environment of young children : social class, ethnic, and situational differences

Includes bibliographical references (p. 13-16)Supported by a grant from the Carnegie Corporation of New York and by the National Institute of Education under contract no. US-NIE-C-400-76-011

Achievement outcomes of two reading programs : an instance of aptitude-treatment interaction

Includes bibliographical references (p. 16-17).Research reported herein was supported in part by the National Institute of Education. US-NIE-C-400-76-011

The effects of imaginal and verbal strategies on prose comprehension in adults

Includes bibliographical references (p. 12-13)Supported in part by the National Institute of Education under Contract No. US-NIE-C-400-76-011

Dimensionalidad y determinantes de las fallas cognitivas autoinformadas

first goal was to determine what factors, in addition to a general one, are needed to explain self-reported cognitive failures. To explore this issue, both Rasch measurement and confirmatory factor analysis were employed. The second goal was to determine if cognitive failures might be predicted with personality factors, general cognitive ability, and the need for cognition. A sample of 552 USAF airmen responded to the Broadbent Cognitive Failures Questionnaire (CFQ), a Big-Five personality inventory, the Abstract Reasoning Test, the Speeded Cognitive Ability Test, and the Need for Cognition survey. Both Rasch modeling and confirmatory factor analysis indicated that a single factor dominated CFQ responses. Regression analysis showed that CFQ responses were predicted well by personality factors (R = .60)Esta investigación examinó la dimensionalidad y los determinantes de las fallas cognitivas autoinformadas. El primer objetivo fue determinar qué factores podrían ser necesarios para explicar los fallos cognitivos autoinformados. Para llevar a cabo esto, se emplearon tanto la medición de Rasch como el análisis factorial confirmatorio. El segundo objetivo, era determinar si las fallas cognitivas podrían predecirse a partir de factores de personalidad, la capacidad cognitiva general y la necesidad de cognición. Una muestra de 552 aviadores de la Fuerza Aérea de los Estados Unidos de América (USAF), respondió al Cuestionario de Fallas Cognitivas Broadbent (CFQ), el cuestionario Big-Five de personalidad, la Prueba de Razonamiento Abstracto, la Prueba de Habilidad Cognitiva Acelerada, y la Encuesta de Necesidad de Cognición. Tanto el modelo de Rasch como el análisis factorial confirmatorio indicaron que un solo factor agrupaba las respuestas de CFQ. El análisis de regresión mostró que las respuestas de CFQ se pronosticaron bien por factores de personalidad (R = .60)

Dimensionality and Determinants of Self-Reported Cognitive Failures

This research examined the dimensionality and the correlates of self-reported cognitive failures.  The first goal was to determine what factors, in addition to a general one, are needed to explain self-reported cognitive failures.  To explore this issue, both Rasch measurement and confirmatory factor analysis were employed.  The second goal was to determine if cognitive failures might be predicted with personality factors, general cognitive ability, and the need for cognition. A sample of 552 USAF airmen responded to the Broadbent Cognitive Failures Questionnaire (CFQ), a Big-Five personality inventory, the Abstract Reasoning Test, the Speeded Cognitive Ability Test, and the Need for Cognition survey.  Both Rasch modeling and confirmatory factor analysis indicated that a single factor dominated CFQ responses.  Regression analysis showed that CFQ responses were predicted well by personality factors (R = .60).Esta investigación examinó la dimensionalidad y los determinantes de las fallas cognitivas autoinformadas. El primer objetivo fue determinar qué factores podrían ser necesarios para explicar los fallos cognitivos autoinformados. Para llevar a cabo esto, se emplearon tanto la medición de Rasch como el análisis factorial confirmatorio. El segundo objetivo, era determinar si las fallas cognitivas podrían predecirse a partir de factores de personalidad, la capacidad cognitiva general y la necesidad de cognición. Una muestra de 552 aviadores de la Fuerza Aérea de los Estados Unidos de América (USAF), respondió al Cuestionario de Fallas Cognitivas Broadbent (CFQ), el cuestionario Big-Five de personalidad, la Prueba de Razonamiento Abstracto, la Prueba de Habilidad Cognitiva Acelerada, y la Encuesta de Necesidad de Cognición. Tanto el modelo de Rasch como el análisis factorial confirmatorio indicaron que un solo factor agrupaba las respuestas de CFQ. El análisis de regresión mostró que las respuestas de CFQ se pronosticaron bien por factores de personalidad (R = .60)

Associative Errors in Children's Analogical Reasoning: A Cognitive Process Analysis

256 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1983.Previous research has suggested that reliance upon association in analogy solution indicates a cognitive style that impairs learning and limits the predictability of achievement by intelligence. Experiment 1 investigated the hypothesis that the achievement-intelligence relation is moderated by associative responding. Experiment 2 adopted the Sternberg componential framework to explore the cognitive processes underlying logical and associative errors on the Children's Associative Responding Test (CART).Achievement test scores were obtained on two samples of 5th and 6th graders. The predictors were intelligence, CART associative errors, and their product. In 18 regressions, the associative score explained variance unexplained by intelligence in 11 cases, moderated the effect of intelligence for English and Mathematics, and came close for two additional cases involving Mathematics. It was concluded that only modest evidence exists for the moderator effect but that associative responding and intelligence reflect distinct cognitive processes.In the second study, the cognitive processes underlying the error types were compared and contrasted. Paper-and-pencil tasks were devised to measure encoding, inference, mapping relations, and response evaluation. Also measured were vocabulary, semantic flexibility, and working memory capacity. Factor analysis resulted in four primary factors: vocabulary, encoding processes, inductive reasoning and semantic flexibility, and response evaluation, and a higher order general factor.Further regression analysis showed that only mapping relations did not significantly predict the two CART scores. Despite considerable criterion overlap, vocabulary and inductive reasoning were more highly related to non-associative errors, and working memory and semantic flexibility were more highly related to associative errors.These findings can be interpreted to mean that when association is not available or is avoided as a solution strategy, great reliance is placed upon vocabulary and inductive reasoning. However, when association is employed as a strategy, this could be due to limited working memory capacity and perhaps to inflexibility in determining word meanings.U of I OnlyRestricted to the U of I community idenfinitely during batch ingest of legacy ETD