Results 241 to 250 of about 1,035,632 (292)

An Item-Difficulty Based Speech Discrimination Test

Journal of Speech and Hearing Research, 1971
In an attempt to improve the differentiating ability of monosyllabic speech discrimination tests, two equivalent, 25-word test recordings with rectilinear distributions of item difficulty were constructed from W-22 Hirsh recordings. These lists and selected half lists of the standard W-22 recordings were then presented to 40 ears of listeners with ...
R H, Margolis, J P, Millin
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WAIS-R item difficulties with psychiatric inpatients

Journal of Clinical Psychology, 1993
Item difficulties for 10 WAIS-R subtests were determined for a sample of psychiatric inpatients (N = 150). Spearman correlation coefficients between psychiatric inpatient and standardization group rank orders were large and significant across all subtests except Object Assembly, which demonstrates the expected trend of increasing item difficulty for ...
D E, Boone, E P, Kaplan
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Item Difficulty and Answer Changing

Teaching of Psychology, 1979
The author replicates some earlier results and extends the analysis to show interactions with student performance and item difficulty.
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Gender Differences by Item Difficulty Interactions in Multiple-Choice Mathematics Items

American Educational Research Journal, 1998
From the finding that males are more variable than females on mathematics test scores, it is argued that one might expect a gender-by-item-difficulty interaction such that easy items are easier for females than for males and hard items are harder for females than for males.
John Bielinski, Mark L. Davison
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Are Undergraduate Examinees' Perceptions of Item Difficulty Related to Item Characteristics?

Perceptual and Motor Skills, 2002
The present study assessed whether selected item characteristics—difficulty for the group, corrected item-total correlation, cognitive level, and difficulty for the examinee—relate to judgment of item difficulty. Undergraduate students in two classes ( ns = 76, 43) identified what they believed were the five easiest and five most difficult items on a ...
David T, Morse, Linda W, Morse
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Binet Item Difficulty Then and Now

Child Development, 1976
GARFINKEL, ROBIN, and THORNDIKE, ROBERT L. Binet Item Difficulty Then and Now. CHILD DEVELOPMENT, 1976, 47, 959-965. This study was conducted to determine how items of the Stanford-Binet Intelligence Scale, Form L-M, had performed in the 1930s standardization sample in comparison with the 1972 standardization sample.
Robin Garfinkel, Robert L. Thorndike
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Cognitive Processing and Item Difficulty

1991
In Chapter 2 we reviewed some of the models that have been proposed for the solution of analogy items. One family of models emphasizes the process for solving an analogy. The other emphasizes the knowledge or data structures and their contents needed to solve the problem.
Isaac I. Bejar, Roger Chaffin, Susan Embretson   +2 more
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Realistic Simulation of Item Difficulties

Simulation studies are commonly used to improve understanding of psychometric models. For many common models, an essential feature of the simulation is the relative (to variation in person parameters) variation in item difficulties. A common practice has been to generate both item difficulty parameters and person parameters directly from a standard ...
Lijin Zhang, Yiqing Liu, Dylan Molenaar, Joshua Gilbert, Klint Kanopka, Benjamin W. Domingue   +5 more
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Is Differential Item Difficulty Specific to Hypnosis?

American Journal of Clinical Hypnosis, 1994
Previous hypnosis studies obtaining retrospective depth reports (e.g., Perry & Laurence, 1980) or retrospective realness reports (e.g., Page & Handley, 1992) have found a "parallel nonoverlapping" pattern between mean depth or realness and susceptibility scale items for high- through low-susceptible subjects.
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Item Structural Properties as Predictors of Item Difficulty and Item Association

Educational and Psychological Measurement, 1993
Logical Test Design (LTD) is a technique for developing test items that evaluate procedural learning. This research investigated the ability of LTD to predict student performance in reading Roman numerals. The study (a) compared item structural properties identified by LTD with item size and expert judgment, in their ability to predict item difficulty,
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