Ability Test Scores Research Articles

A058: The Impact of Multi-Directional Training on Change-of-Direction Speed and Short-Distance Sprint Ability in Tennis Student-Athletes

Objective: Tennis, characterized by rapid multi-directional sprints, involves lateral movements along the baseline constituting approximately 70% of gameplay, with each single movement covering around 3 meters. On average, there are 2-4 direction changes per point, and each stroke requires 0.4 seconds. Recognizing the imperative need for tennis players to rapidly change direction and execute short-distance sprints, influenced by factors like the ball's trajectory, opponent's movements or disguise movements, this study aimed to investigate the impact of three weeks of multi-directional sprint training on the change-of-direction speed and short-distance sprint ability of tennis student-athletes. Methods: Nineteen male tennis athletes with an ITN5 level or above from Beijing Sport University, with no lower limb injuries or surgery history in the past six months, were randomly assigned to the multi-directional sprint training group (RR group, 9 subjects) and the fixed-route multi-directional sprint training group (FR group, 10 subjects). Independent sample t-tests for height, weight, age, and ITN level indicated no significant differences between the two groups (P > 0.05). Utilizing equipment such as the Agility Training Instrument, SmartSpeed, high-speed cameras, and marked buckets, the study conducted multi-directional sprint training in a 3x3 m experimental area. Training modes included: (1) sequentially passing through the fixed training route of the sensor panel, and (2) random signal-directed directional movement training. The experimental intervention comprised three stages: (1) First week: 15 sessions = 3 times × 5 sets; (2) Second week: 20 sessions = 4 times × 5 sets; (3) Third week: 25 sessions = 5 times × 5 sets. Spider Run and T-drill tests were conducted before and after the intervention to assess change-of-direction speed, along with a 5m straight sprint test to evaluate short-distance sprint ability. Results: The Shapiro-Wilk (S-W) test confirmed that each group's data followed a normal distribution, with no differences in various indicators between the RR and FR groups before the intervention. Data analysis revealed significantly higher Spider Run, T-drill, and 5m straight sprint scores in both groups after the intervention compared to pre-intervention (P < 0.05). There were no significant differences between the two groups in improving change-of-direction speed and straight sprint ability test scores (P > 0.05). Conclusion: Three weeks of multi-directional sprint training effectively enhanced the change-of-direction speed and short-distance straight sprint ability of tennis student-athletes.

A Comparison of Admissions Data Between Virtual and In-person Dental School Interviews

Objectives: The COVID-19 pandemic forced many dental schools to conduct some or all of their interviews virtually. The purpose of the study was to evaluate whether an association existed between interview setting and applicant characteristics, specifically focusing on the difference in the interview score between applicants who chose virtual interviews and those who chose in-person interviews.Methods: Demographic and admission data were obtained from the 101 interviewed candidates from the XXXX 2021-2022 application cycle. Distribution of demographics and interview preference were assessed. Simple and multiple generalized linear models (GLM) were run to examine the difference in the applicants’ interview score between in-person and virtual interviews.Results: Of the 29 in-person interviews, 16 (55.17%) were offered acceptances, while 31 (43.06%) of the 72 virtual interviews were accepted, a difference that was not statistically significant (p-value = 0.380). Preference for the interview format was not associated with any of the applicants’ factors including gender, current residence (the four bureau-designated regions), overall grade point average (GPA), science GPA, Dental Admissions Test (DAT) Academic Average score, and perceptual ability test (PAT) score. In addition, there was no statistical difference in the interview score between the two interview formats.Conclusions: The effect of virtual interviewing on interview scores and applicants’ admission rate was found to be statistically insignificant. If further study with larger sample sizes confirms this finding, virtual interviewing could be considered as a viable alternative to in-person interviewing in the dental school admissions process.

A Study of the Effect of Interactive Physical Activity on Executive Function in Children with Autism

To explore the impact of interactive physical activity on executive function of children with autism through interactive physical activity teaching, and to verify the effective improvement of executive function of children with autism through interactive physical activity intervention. Four autistic children aged 8-10 were divided into the experimental group and the control group by literature review, interview, observation and experiment methods. Two children in the experimental group received 90 minutes of interactive physical activity once a week for 12 weeks. Through the working memory, inhibition ability, cognitive flexibility test indicators, the intervention subjects were pretested and post tested for 8 times. The working memory test scores of autistic children in the experimental group increased from 3.50-3.75 before intervention to 6.00-6.25 after intervention, and the inhibitory ability test scores increased from 2.75 before intervention to 5.00-5.75 after intervention, while the cognitive flexibility test scores did not change significantly. The total score of executive function test increased from 8.25-9.25 before intervention to 13.50-14.00 after intervention. Interactive physical activity has positive effects on working memory and inhibition in executive function of autistic children, but it has no effect on cognitive flexibility. Interactive physical activity should be based on the differences of children with autism and the fun of roller skating combined with the concept of interactive physical activity, targeted intervention for children with autism.

Complete Denture Preclinical Training Program and Digital Tools: A Pilot Study.

To determine whether digital training improves conceptual skills acquisition for custom tray fabrication and tooth arrangement in the preclinical curriculum for complete denture fabrication. A crossover design study compared third-year student grades after conventional (manual) and digital training. Half the students were trained with conventional techniques prior to digital, while the other half were trained with digital techniques prior to conventional. The first part of the study (DP1) focused on custom tray fabrication and involved 154 students. The second part (DP2) focused on tooth arrangement with 204 students. The effect of preliminary digital training on conceptual skills was assessed by comparing the results of the students using a Student's t-test. Results were also analyzed by ranking on the students' Perceptual Ability Test (PAT) score. Finally, students' satisfaction with the training was investigated. Students who completed the initial digital session achieved better custom tray fabrication and tooth arrangement in the subsequent manual sessions. For manual laboratory work, the most dexterous students (PAT1 group) demonstrated the best performance. However, PAT2 students had the best performance during the digital sessions during DP1, and PAT1 and PAT2 students had the best performance during the digital sessions during DP2. Additionally, 40% of DP1 and 12% of DP2 students expressed satisfaction with digital sessions. With complementary manual and digital teaching, digital tools may be useful for enhanced student learning. Digital training has contributed to improve results in manual sessions but did not affect student satisfaction and remained a limited tool to detect learning difficulties.

Using natural language processing to increase prediction and reduce subgroup differences in personnel selection decisions.

The purpose of this research is to demonstrate how using natural language processing (NLP) on narrative application data can improve prediction and reduce racial subgroup differences in scores used for selection decisions compared to mental ability test scores and numeric application data. We posit there is uncaptured and job-related constructs that can be gleaned from applicant text data using NLP. We test our hypotheses in an operational context across four samples (total N = 1,828) to predict selection into Officer Training School in the U.S. Air Force. Boards of three senior officers make selection decisions using a highly structured rating process based on mental ability tests, numeric application information (e.g., number of past jobs, college grades), and narrative application information (e.g., past job duties, achievements, interests, statements of objectives). Results showed that NLP scores of the narrative application generally (a) predict Board scores when combined with test scores and numeric application information at a level of correlation equivalent to the correlation between human raters (.60), (b) add incremental prediction of Board scores beyond mental ability tests and numeric application information, and (c) reduce subgroup differences between racial minorities and nonracial minorities in Board scores compared to mental ability tests and numeric application information. Moreover, NLP scores predict (a) job (training) performance, (b) job (training) performance beyond mental ability tests and numeric application information, and (c) even job (training) performance beyond Board scores. Scoring of narrative application data using NLP shows promise in addressing the validity-adverse impact dilemma in selection. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The predictive validity of cognitive ability and personality tests toward police on-the-job training

This study investigates the predictive validity of psychometric tests included in the Norwegian Police University College selection process for 106 accepted trainees. Predictor variables were from the Scales (lst, verbal admin, lt-no) cognitive ability tests and the Shapes (basic) personality test, distributed by the contractor Aon Assessment Norway AS (formerly cut-e). The criterion variable was from the on-the-job training phase of the police bachelor program, in which instructors rated trainees’ work behaviors two years after initial selection. The results revealed a lack of predictive validity, as witnessed in both correlational analysis and a regression approach controlling for police academy performance. Contrary to expectations, cognitive ability test scores negatively predicted trainee work behaviors in the regression model. These results are compared with those of other relevant studies and are evaluated in light of this study's main strengths and weaknesses. The results of this study deserve an exploratory interpretation, given the limited sample size and a lack of hitherto peer-reviewed psychometric documentation for the tests. This study substantiates the need for further research with respect to the use of psychometric tests in law enforcement selection, particularly contractor-distributed tests, which are rarely studied.

Case Study: Learning Material-based on Model-Eliciting Activities to Enhance Problem Solving Abilities and Self Confident

This development research aims to describe a valid and practical learning material-based on Model-Eliciting Activities (MEAs) and its effect on problem-solving abilities and self-confidence. The subjects of this research were 36 students grade 10th at MA Negeri 1 OKU Timur. The type of research used is design research with a development study type. The instrument used test, questionnaire, walkthrough, and interview. The data analysis used descriptive techniques. The validity of learning material-based on the model eliciting activities (MEAs) is demonstrated from the results of the assessment carried out by the validator at the expert reviews stage where researchers will receive suggestions and comments in terms of content, construct, and language as well as comments and suggestions at the one-to-one stage. Meanwhile, practicality can be seen from the results at the small group stage. Learning material-based on model eliciting activities (MEAs) model has a potential effect on students' problem-solving abilities and self-confidence as seen from the results of the analysis of students' answers at the field test stage. Based on the results of the analysis of problem solving ability test scores, 29 students (80.56%) were in the positive category, while 7 students (19.44%) were negative or had not reached the minimum criteria for completing the test results. And also seen from the results of the analysis of students' answers to the self-confidence questionnaire, which shows that 17% of students have very positive self-confidence, 58% of students have positive self-confidence, 25% of students have negative self-confidence

A post hoc analysis of Projected Retained Ability Scores (PRAS) for the longitudinal assessment of cognitive functioning in patients with neuronopathic mucopolysaccharidosis II receiving intrathecal idursulfase-IT

BackgroundNorm-based scores used to assess cognitive ability have clinical value when describing functioning of patients with neuronopathic disorders compared with unaffected, same-age peers. However, they have limitations when used to assess change in cognitive ability between two timepoints, especially in children with severe cognitive decline. Calculation of Projected Retained Ability Scores (PRAS) is a novel method developed to characterize absolute change in norm-based ability test scores. In this analysis, PRAS were calculated post hoc for children with mucopolysaccharidosis II (MPS II; Hunter syndrome) and early cognitive impairment in a 52-week phase 2/3 randomized controlled trial (RCT) and its extension study of intrathecal idursulfase (idursulfase-IT). Patients completing the first year of the extension after receiving idursulfase-IT in the RCT and extension (n = 32 of 34 enrolled) or the extension only (n = 15 of 15 enrolled) were categorized according to changes in Differential Ability Scales, Second Edition, General Conceptual Ability (DAS-II GCA) scores and PRAS at 1 and 2 years. Analyses were conducted in the overall population and a subpopulation aged < 6 years at baseline (idursulfase-IT in the RCT and extension [n = 27] and extension only [n = 12]).ResultsPRAS methodology differentiated patients with decreases in DAS-II GCA scores into three separate categories reflecting below-average cognitive growth rates, plateauing cognitive development, and deteriorating cognitive functioning. After 1 year in the RCT, 72.4% of patients who initiated idursulfase-IT had above-average or average cognitive growth rates in DAS-II GCA scores compared with 53.3% of those who did not receive idursulfase-IT; 6.9% versus 20.0% experienced deteriorating cognitive functioning. Similar results were seen in children aged < 6 years: 76% (idursulfase-IT group) versus 50% (no idursulfase-IT) had above-average or average cognitive growth rates in DAS-II GCA scores; 4% versus 17% had deteriorating cognitive functioning. The difference in the distributions of cognitive categories at 1 year in children aged < 6 years was significant (p = 0.048). At 2 years, the proportions of patients in different cognitive categories were more similar between treatment groups.ConclusionsPRAS methodology may help to differentiate changes in cognitive development in MPS II, and therefore may represent a valuable addition to existing approaches for interpreting changes in cognitive scores over time.Trial Registration: ClinicalTrials.gov NCT02055118 (registration date: 4 February 2014) and NCT02412787 (registration date: 9 April 2015).

Should we extend the currency of cognitive ability test scores? Considerations from construct, equity, and psychometric perspectives in medical selection

AbstractScores on cognitive ability tests used in tertiary admissions contexts generally have very limited currency. This can have significant implications for prospective applicants to high‐demand courses which use cognitive tests as part of the selection process. In this paper we present both psychometric and non‐psychometric considerations regarding the score currency of ability tests, using GAMSAT (Graduate Medical School Admissions Test) as an example. We found that GAMSAT scores showed sufficient stability at the cohort level for institutions to be reasonably confident that a test score would continue to provide a valid representation of cognitive ability for up to a 5‐year period. However, candidates’ pre‐test preparation will influence whether it is in their interest to re‐sit a test even within an extended currency period.

Early life PM2.5 exposure, childhood cognitive ability and mortality between age 11 and 86: A record-linkage life-course study from Scotland

BackgroundLiving in areas with high air pollution concentrations is associated with all-cause and cause-specific mortality. Exposure in sensitive developmental periods might be long-lasting but studies with very long follow-up are rare, and mediating pathways between early life exposure and life-course mortality are not fully understood. MethodsData were drawn from the Scottish Longitudinal Study Birth Cohort of 1936, a representative record-linkage study comprising 5% of the Scottish population born in 1936. Participants had valid age 11 cognitive ability test scores along with linked mortality data until age 86. Fine particle (PM2.5) concentrations estimated with the EMEP4UK atmospheric chemistry transport model were linked to participants’ residential address derived from the National Identity Register in 1939 (age 3). Confounder-adjusted Cox regression estimated associations between PM2.5 and mortality; regression-based causal mediation analysis explored mediation through childhood cognitive ability. ResultsThe final sample consisted of 2734 individuals with 1608 deaths registered during the 1,833,517 person-months at risk follow-up time. Higher early life PM2.5 exposure increased the risk of all-cause mortality (HR = 1.03, 95% CI: 1.01–1.04 per 10 μg m−3 increment), associations were stronger for mortality between age 65 and 86. PM2.5 increased the risk of cancer-related mortality (HR = 1.05, 95% CI: 1.02–1.08), especially for lung cancer among females (HR = 1.11, 95% CI: 1.02–1.21), but not for cardiovascular and respiratory diseases. Higher PM2.5 in early life (≥50 μg m−3) was associated with lower childhood cognitive ability, which, in turn, increased the risk of all-cause mortality and mediated 25% of the total associations. ConclusionsIn our life-course study with 75-year of continuous mortality records, we found that exposure to air pollution in early life was associated with higher mortality in late adulthood, and that childhood cognitive ability partly mediated this relationship. Findings suggest that past air pollution concentrations will likely impact health and longevity for decades to come.

Self-selection as an explanation for general mental ability test score differences between mobile and nonmobile devices in observational studies.

Past studies have reported divergent results regarding the effect of mobile devices on general mental ability (GMA) test scores. We investigate selection bias as an explanation for this inconsistency in GMA score differences between applicants using mobile or nonmobile devices reported in observational and lab studies. We initially found that mobile test-takers scored 0.58 SD lower than nonmobile test-takers in an operational sample of 76,948 applicants across over 400 occupations. However, we found that mobile device use was more prevalent among applicants with lower educational attainment and within jobs of lower complexity. These factors, among others, could potentially confound the observed GMA score differences between devices. The device effect shrank to d = 0.25 after controlling for selection bias in device choice using propensity score weighing. As an alternative, we also used poststratification to control for selection bias and this yielded an even weaker device effect (d = 0.10). Our results indicate that the large device effects obtained in prior operational studies are possibly inflated by selection bias. Therefore, it is important to control for these demographic and occupational differences between self-selected device groups when analyzing operational data for research purposes. Propensity score weighing and poststratification appear useful for reducing the impact of selection bias in real-world, observational data. We also strongly recommend the use of random assignment to prevent selection bias when evaluating device effects for new or adapted GMA or similar ability tests. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

IMPLEMENTATION WORKED EXAMPLE-BASED LEARNING TO IMPROVE JUNIOR HIGH SCHOOL STUDENTS' MATHEMATICAL REPRESENTATION ABILITY

The purpose of this study was to apply worked example-based learning as an effort to improve the representation ability of junior high school students. This research is a quasi-experiment study with a non-equivalent control group design. The population in this study were all students of class VIII SMP Negeri 1 Talang Kelapa, Banyuasin, South of Sumatera, with a purposive sampling technique taken two classes as the sample. Samples on select from is student in class VIII.3 were used as experiment class, and class VIII.4 used as a control class. The instrument that used in this research is a mathematical representation test. The validation of this instrument was carried out by an expert review. Analysis the data using t-test with independent samples test. From the results of data analysis show the average final ability of students' mathematical representations in the experimental class was the same as the average final ability of students in the control class with Asymp.Sig (1-tailed) = 0.086. But, the average value of the post-test in the experimental class was 60, and the average value of the post-test in the control class was 53.13. Its meaning that the average test score of students' mathematical representation abilities in the experimental class was higher than the average ability test score mathematical representation of students in the control class

Analisis Kemampuan Kognitif Siswa Sd Melalui Media Video Pembelajaran Youtube

In the current era, learning activities in schools require teachers to use innovative learning media, teachers in schools often use communication tools as a tool to assist learning activities in class, there are many learning media used by teachers, one of which is YouTube learning video media. With the existence of YouTube learning video media, it makes it easier students understand the material provided and can instill students' cognitive abilities on theme 6 (energy sources and changes) in class III. The purpose of this study was to describe and analyze students' cognitive abilities through the media of YouTube learning videos in class III SDN Gedangan. Researchers use descriptive qualitative research methods, with the type of case study research where researchers can understand and search for cases and look for these results. From the data on the cognitive ability test results of class III students at SDN Gedangan obtained the following scores: obtaining a score of 100 with a percentage of 38%, a score of 96 with a percentage of 41%, a score of 92 with a percentage of 15% and a score of 88 with a percentage of 5%. From the average student overall score data, it is known that the percentage is 96.42% of the overall score of students' cognitive ability test scores. Where this figure is included in the "very good" category. Based on the results of the study, it can be concluded that the use of YouTube learning video media can improve the cognitive abilities of class III students at SDN Gedangan.

Is there a g in gunslinger? Cognitive predictors of firearms proficiency

This study addressed a gap in the research literature by evaluating the validity of general mental ability (g) and personality test scores for prediction of firearms proficiency via shooting range performance, an entirely objective task-based criterion. It was hypothesized that mental ability test scores would be positively related to firearms proficiency based on past research in related areas (e.g., g predicts skill acquisition and training performance) and conceptual similarities between firearms proficiency and cognitive tasks. Using 4 datasets with a combined sample size of 22,525 individuals, this hypothesis was confirmed: g had operational validities ranging from .162 to .188 and logical reasoning had operational validities ranging from .179 to .268 after correcting for range restriction and criterion unreliability. Mental ability test scores predicted an entirely psychomotor criterion task: use of firearms to hit targets at a pre-determined level of accuracy. Most of the validity appears to be attributable to g, but a post hoc analysis indicated that writing ability acted as a suppressor (i.e., the validity of g increased when writing ability was included in a regression model). Conscientiousness was hypothesized to have a positive relationship with firearms performance and emotional stability was hypothesized to have positive linear and quadratic relationships. In contrast, it was observed that conscientiousness had a negative operational validity (−.079) and emotional stability lacked validity relative to the firearms proficiency criterion. The implications for individual differences research and practice are discussed.

KESULITAN BELAJAR SISWA DALAM BERPIKIR TINGKAT TINGGI BERDASARKAN TEORI NEWMAN

This study aims to describe students' learning difficulties, especially at the elementary school level, in solving higher order thinking questions based on Newman's Theory. This research is a descriptive research. The subjects in this study were 29 students of class IV at SDN Sananwetan 2. The data obtained were in the form of descriptive test results and results from student interviews which were analyzed qualitatively. The results of the student test scores were grouped into three consisting of students with high abilities (test scores between 88-100), students with moderate abilities (test scores between 75-87), and students with low abilities (test scores between 0-74). Then the researcher randomly selected one student from each grouped category. The results of this study are that there are 7 high ability students, 14 medium ability students and 8 low ability students. Newman's theory states that the indicators of error are reading, understanding questions, transformation, process skills and solving processes. From the results of the students doing the test, it was found that there were different errors from each subject.

Is the SES and academic achievement relationship mediated by cognitive ability? Evidence from PISA 2018 using data from 77 countries.

Earlier research has suggested that that the international large-scale assessment, PISA (Programme for International Student Assessment), may be looked upon as a form of school test that is mostly explained by participating students' socioeconomic status, non-cognitive factors, and various school factors, whereas another strand of research focuses on the similarities between PISA and cognitive ability assessments such as IQ tests. The latter position does also highlight the strong relationships between PISA scores and IQ test scores, typically aggregated to the country level. The current article adds to this scholarly debate by examining the latest PISA survey from 2018. Correlation, regression, moderator, and mediation analyses were run for aggregated country-level data (N = 77) from PISA 2018. The results indicate that PISA scores indeed are strongly associated with both cognitive ability test scores and socioeconomic status indicators such as average annual national income. A more nuanced position suggests that PISA should be labelled a test that measures cognitive school skills rather than a proxy of national IQ, as the link between country-level abilities and school age abilities is neither causal, nor theoretically and empirically palpable, yet partly robust.

Predicting Firefighters' Physical Ability Test Scores from Anaerobic Fitness Parameters & Mental Toughness Levels.

Physical ability test (PAT) evaluates firefighters' (FF) occupational capacity. The contribution of anaerobic systems during PAT and mental toughness (MT) relationship to PAT is unexplored. PAT modeling based on anaerobic fitness (AF), MT, and respective relationships were examined. Fourteen male FFs (Age: 29.0 ± 7.0 years) completed a PAT composed of occupationally-specific tasks in full gear. On a separate day, a series of AF assessments were performed (handgrip-dynamometry: HG; vertical-jump: VJ; Margaria-Kalamen: MK; 300-yard shuttle run: 300YD). MT was evaluated using military training MT inventory (MTMTI) and sports MT questionnaire (SMTQ). We tested the PAT model using multiple backward regression and related correlations coefficients at p &lt; 0.05. A 78% proportion of PAT was explained by AF parameters (F2,13 = 20.2, &lt;0.05). PAT was significantly correlated with HG (r = -0.71, p &lt; 0.01), VJ (r = -0.73, p &lt; 0.01), MK (r = -0.75, p &lt; 0.01), and with 300YD (r = 0.60, p &lt; 0.05). MT did not demonstrate significant correlation with PAT (p &gt; 0.01). Anaerobic system significantly contributes to PAT performance. FFs should optimize AF training, which would allow for enhanced occupational performance in PAT. Further investigation into psychological determinants of FFs is recommended.

The Application of modern multimedia Technology in English Teaching

In order to improve students' interest in English teaching, the author puts forward the research hypothesis that the new method of teaching assisted by multimedia technology can stimulate students' interest in reading and improve their reading level, and verified by experimental study. The experiment takes two parallel classes taught by the same teacher in grade two of A middle school in A city as the research object. Before the experiment, a questionnaire was sent to the teachers to understand the effects of multimedia technology and the main reasons affecting their reading level. Through classroom observation, interview, questionnaire and other methods, statistical methods were used to analyze the reading scores and comprehensive language ability test scores of the two classes, the results showed that before the experiment, there was very little difference in English scores between the experimental class and the comparison class, the average score of the experimental class was only 0.3 points higher than that of the comparison class, and the P value was greater than 0.05, indicating that there was no significant difference between the two samples. But after a semester of changes in teaching methods, the results show that, although the English scores of the two classes have improved, the English scores of the experimental class are 1.97 points higher than that of the comparison class, and the P value is less than 0.05, indicating that there is a significant difference between the two samples. It is proved that the application of multimedia technology to the new teaching method can improve students' interest in learning and reading level.

Pengaruh self-efficacy matematis terhadap kemampuan penalaran matematis siswa dalam situasi online learning

The purpose of the study was to determine the effect of mathematical self-efficacy on mathematical reasoning abilities in online learning situations. The research design is quantitative descriptive on 75 students of class XI SMA Negeri in one of Mataram City State. The data collection is in the form of a mathematical reasoning ability test score consisting of 5 items, and a 20-point SEM questionnaire. Data analysis using simple regression. The results showed that there was a significant positive relationship between mathematical self-efficacy and students' mathematical reasoning abilities. The simple regression equation, namely: Y = 38.075 + 0.483X explains how students' mathematical reasoning abilities can be improved by increasing mathematical self-efficacy. Observation of other factors in the formulation of the regression equation is important for further research, considering that the results of these findings show that the correlation between mathematical self-efficacy and mathematical reasoning ability is only 14.8%.

Norm and Standardization Study for Naglieri Nonverbal Ability Test, 5-9 Age Group.

The aim of the present study was to test the Naglieri Nonverbal Ability Test for children in the 5-9 age group and to determine the psychometric attributes of this tool. Intelligence is a complex and abstract concept. Therefore, it is not possible to observe or measure directly. However, it helps experts to have an idea about the intelligence levels of people with the evaluation scales used. Nonverbal ability tests are also one of the assessment scale types used for this purpose. The study was conducted based on the general survey model. One district from each socioeconomic development region was selected via random assignment taking as a basis the socioeconomic development listing for the districts. The study was carried out with 753 children from 4 different socioeconomic development regions. Naglieri Nonverbal Ability Test, Test of Nonverbal Intelligence-3, Colored Progressive Matrices Test, and Denver II Developmental Screening Test were used for data collection. Cronbach Alpha reliability, test-retest reliability, and parallel form reliability were calculated during Naglieri Nonverbal Ability Test reliability analyses. For validity analysis, the level of correlation between Naglieri Nonverbal Ability Test and Test of Nonverbal Intelligence-3 and Colored Progressive Matrices Test tests was examined. It was determined that Naglieri Nonverbal Ability Test has high reliability with an average reliability coefficient of .88. High correlation was observed between the A and B forms of Naglieri Nonverbal Ability Test A (r = 0.93, P < .001) and during the test-retest analyses (0.87, 0.88). A statistically significant difference was determined between the Naglieri Nonverbal Ability Test scores and class level and age group, while a statistically significant difference could not be determined based on gender. A high, positive, and statistically significant correlation was determined between Naglieri Nonverbal Ability Test and Colored Progressive Matrices Test (r = 0.84, P < .001), whereas a moderate, positive, and statistically significant correlation was determined between Naglieri Nonverbal Ability Test and Test of Nonverbal Intelligence-3 (r = 0.52, P < .001). The findings illustrate that Naglieri Nonverbal Ability Test is a valid and reliable intelligence test for measuring general intellectual ability and for assessing reasoning skills.