Aptitude Scores Research Articles

Full Shelves, Good Skills?

Abstract Evidence suggests that books in the childhood home impact children’s educational and occupational attainments. Previous research finds this ‘book effect’ after conditioning on parental socio-economic status and national context. Human and cultural capital theories offer plausible explanations for this book effect. However, mechanisms underlying the book effect remain empirically illusory. Drawing on previous findings, the authors develop theoretical arguments that human and cultural capital are not the entire story behind the book effect. Designing a formal model of all these processes, the authors test their claims using immigration, language and country-context to adjudicate between mechanisms hypothesized by the theories. Using CILS4EU data in four countries and structural equation modeling to test these theories’ models against the data, the authors find the direct effect of books does not differ between native and immigrant adolescents in predicting 9th grade language aptitude scores. Moreover, this effect does not vary much by country. Reading habits and primary language spoken at home explain only part of the effect suggesting the presence of books measures something operating independently and in addition to human and cultural capital. The authors suggest books create opportunities for children whose parents are unlikely to cultivate scholarly values on average.

A comparison between academic achievement and language aptitude among pre-service language teachers

The main purpose of this research is to investigate whether there is a correlation between university pre-service language teachers’ language aptitude and their English achievement levels. The sample of the study determined by the stratified sampling method consists of 72 pre-service language teachers who are selected from 1st, 2nd, 3rd and 4th year pre-service language teachers at Language Teaching Department. In this study, the data were collected through “Verbal Aptitude Test” modified from the psychometric success site. In this program, the Spearman Correlation Coefficient analysis was used to elicit the correlation of pre-service language teachers’ language aptitude with their English achievement levels. The results indicated that while there is a moderate relation of pre-service language teachers’ English achievement levels with their rote learning ability and grammatical sensitivity there is a weak relation of phonetic coding ability with language aptitude. Additionally, a slight correlation between pre-service language teachers’ inductive learning ability and their achievement levels is found. All in all, even if the dimensions of language aptitude test pointed to some degree of correlation between the components of language aptitude and English achievement level, the overall results of the language aptitude test indicated that there is a weak correlation between pre-service language teachers’ language aptitude and achievement levels. However, the fact that pre-service language teachers have low language aptitude scores does not guarantee they will be less successful in language learning.

194 Effects of maternal behavior at calving, parity and season on dam behavior during fenceline weaning

Abstract The study objective was to assess the effect of maternal behavior at calving, parity and season on dam behavior during the first 24 h of fence-line weaning. Crossbred cattle (n = 58) were fitted with global positioning system collars on the day of weaning their calves and placed in a 10.1-ha pasture adjacent to their calves and separated by a common fence. Dam position was recorded at 5-minute intervals. Dam distance from the fence was analyzed using SAS PROC MIXED. Both maternal aggression score during calf handling within 24 h of calving (MA: 1 = flight response to 5 = fight response) and mothering aptitude score immediately following calf processing at calving (MOM: 1 = calf abandonment, 2 = cow retreats quickly with calf, 3 = cow flees chasing calf, 4 = cow walks away with calf, 5 = cow stays in immediate area with calf) affected mean daily distance to the fence (P < 0.01). Dams assigned a MA of 5 maintained the greatest (P < 0.01) mean daily distance from the fence (274.8 ± 1.0 m), whereas dams assigned a MA of 2 or 1 maintained the least (209.5 ± 0.8 m) (P < 0.01) and second least (220.5 ± 0.8 m) (P < 0.01) mean daily distance from the fence. Daily distance from the fence was in sequential order from greatest to least for dams with MOM scores of 3, 1, 5, 2, and 4 (P < 0.01). Distance from the fence was greater (P < 0.01) during fall than spring and greater (P < 0.01) for multiparous than primiparous dams. This suggests that maternal behavior at calving is related to maternal behavior at weaning and that parity and season also influence weaning behavior of dams.

Unsuccessful language learners: the content of the notion and the typology

The necessity to improve effectiveness and efficiency in education forces teachers and scholars to create and implement new forms of interventions. Unsuccessful language learners need special consideration from the teachers to diagnose the courses of low performance and apply effective means to improve their performance in foreign language learning. Various problems which language learners face in second language acquisition lead to considering unsuccessful learners as a separate phenomenon. The comparison of the terms «unsuccessful learners» и «low performance learners» has shown that the former term comprises subjective learning assessment, whereas the latter term includes the assessment of the performance correspondence to certain criteria. The approach to unsuccessful learners typology is introduced which is based on the relations between four factors. Behavioural factor reflects the use or lack of language learning strategies use. Cognitive factor is based on the language aptitude scores and depends on the development of cognitive functions. Emotional factor is characterised by the emotional intelligence level. Linguistic factor is revealed in the comparison of the native and target languages as well as in the peculiarities of the first language speech. The further development of this typology will allow researchers to develop diagnostic tools to define the courses of failures and low performance and to create recommendations and tools for language teachers.

학생조종사의 성격과 적성이 비행교육 만족도에 미치는 영향 연구

In order to achieve successful flight training results, various studies on pilot aptitude have been conducted. In this study, we examined the aptitude for the pilots using the teacher aptitude test tool. As a result, the student pilots showed a high aptitude score suitable for conducting aviation training, and the A-type personality type was overwhelmingly large. The study satisfaction of student pilots was classified into educational contents, educational methods, educational environment and facilities, and flight instructors using the questionnaire related to the satisfaction of learning. As a result, the satisfaction of flight instructor among four factors was found to be a major factor in improving flight performance.

Implementation of CBT (Computer-Based Test) System on Aptitude Test Development Using C4.5 Algorithm as Potential Detection Tool for Choosing High School Major

This study aims to: (1) develop computer-based aptitude test software using C4.5 algorithm as an evaluation system in decision making; and (2) to reveal the level of suitability between the major desired by learners and the potential outcomes of computer-based aptitude test software with C4.5 algorithm. This research is a design and development study. The experimental subjects in this study were three high school students with a total sample of 60 students. The analysis was done by looking at the suitability of the result of the evaluation of computer-based aptitude tests that students have done. The results of this study are: (1) Computer-based aptitude test software successfully developed with several specifications namely; (a) CBT (Computer-Based Test) system model implemented using open mode; (b) Aptitude test instruments used under the Jim Barrett Aptitude Test; (c) The decision tree of the C4.5 algorithm constructed using a binary tree structure with the highest aptitude score criteria as a split value. (2) The trials conducted in three high schools obtained the average score percentage of 73.3% with the Good criteria.

Physical performance, demographic, psychological, and physiological predictors of success in the U.S. Army Special Forces Assessment and Selection course

This study assessed predictors of successful selection in the very challenging and stressful United States Army Special Forces Assessment and Selection (SFAS) course among 800 Soldiers. A battery of measures were collected during the course and their ability to predict selection were assessed using logistic regression and chi-square tests. Physical performance measures were most predictive, including road march times, land navigation coordinates found, run times, fitness test score, obstacle course score, and pull-ups (p < .05). Soldiers that were officers or 18× enlisted (fast-tracked to SFAS), had <1 year of active duty, ≥ bachelor degree, no children, were not married, and were Ranger school graduates were more likely to be selected (p < .05). Several psychological measures were predictive, including intelligence quotient, grade level equivalents, resilience score, military aptitude score, and grit (p < .05). Basal serum physiological markers weakly predicted selection and were weakly associated with behavioral assessments. Lower C-reactive protein (< 9.5 nmol/L) and higher cortisol and sex-hormone binding globulin (SHBG) predicted selection (p < .05). Higher C-reactive protein (≥ 9.5 nmol/L) was associated with lower fitness test scores and slower road march time (p < .05). Cortisol was correlated with higher grit and resilience scores (p < .05). SHBG correlated with higher grade level equivalents and better performance on pull-ups, land navigation, obstacle course, and the fitness test (p < .05). Testosterone was correlated with faster run and road march times (p < .05). Dehydroepiandrosterone-sulfate (DHEA-S) correlated with lower resilience scores, and DHEA-S, epinephrine, and norepinephrine correlated with worse performance on several physical events (p < .05). These findings suggest measures that could be targeted in interventions to monitor and enhance performance and resilience.

Driving scene-based driving errors in brain injury patients and their relevance to cognitive-perceptual function and functional activity level: A cross-sectional study.

Driving is an essential activity for community engagement in patients with brain injury. However, brain injury patients have cognitive-perceptual deficits and low independence in daily activities. The aims of this study were to identify the driving errors of brain injury patients and determine their relevance to cognitive-perception function and daily activity level. This study was conducted at a single rehabilitation hospital. Thirty-one brain injury patients were included in the study. The patients underwent a driving-scene-based simulator evaluation in the rehabilitation clinic. Driving errors were checked using automatic software. Perceptual ability was measured using Motor-free Visual Perceptual Test (MVPT) and Cognitive-perceptual Assessment for Driving (CPAD). A linear relationship was found between the driving aptitude score, steering wheel and judgment, simultaneous operation items, total score of road course test, and cognitive-perceptual functions and daily activity levels of the participants (P <.05). The general factors that affected driving errors included driving experience, age, part of the hemispheric affected, and presence of vascular injury (P <.05). In addition, the Korean version of Mini-Mental State Examination (K-MMSE) score and the CPAD score correlated with driving errors (P <.05). The total error score of the participants correlated with the Korean version of the Modified Barthel Index (K-MBI) score (P <.05).These findings suggest that driving experience and age have more influence on driving error than perceptual level due to brain damage. In addition, it was found that the basic level of daily living influences overall operating errors.

The effectiveness of an online learning system based on aptitude scores: An effort to improve students’ brain activation

The differences in learning preferences can be attributed to the differences in individuals’ cognitive capacities which may lead them to undertake a certain behavior. It is argued that characterizing the learning complexity based on the volume of information presented to learners can eliminate any avoidable load on working memory. This study examined the effectiveness of an online continuous adaptive mechanism (OCAM) based on changes in learner aptitude scores across learning sessions. The representation of the learning content in these sessions was designed for a low-, medium-, and high-aptitude individual. The brain activation of 12 students (6 male and 4 female; aged 20–25 years), obtained from using the proposed system, was examined using an electroencephalogram (EEG). The result showed that OCAM helped learners to understand the content being presented according to their aptitude scores, thus improving their brain activation. Findings from this study can be used to inform online system designers and developers about the importance of incorporating aptitude scores for customizing the representation of learning materials in an online environment.

Promoting Student Success in Statistics Courses by Tapping Diverse Cognitive Abilities

Skill in statistical analysis and interpretation are key areas of expertise for psychology majors seeking graduate school admittance and future employment. However, students can be reluctant to engage in their statistics course and may struggle to find success. One possible way to increase engagement and student learning is to teach in a way that taps multiple areas of cognitive ability through organizing instruction according to Robert Sternberg’s theory of triarchic intelligence. This approach to instruction has been shown to be successful in the author’s courses and resulted in a pattern of achievement on the psychology subtest of the Area Concentration Achievement Test (ACAT) that is above what would be predicted by the students’ general aptitude scores.

Scaled Semivariogram in the Sample Planning of Soils Cultivated With Sugarcane

Sugarcane cultivation has expanded in areas previously occupied by degraded pastures. In the first years of cultivation, besides the physical and chemical restrictions of the soils, other factors can make impossible the maximum productive expression of the crop, like the climatic and edaphic factors. The objective of this work was to evaluate the ideal sampling density and spatial variability of the physical and chemical attributes of soils cultivated with sugarcane. Georeferenced data provided by the Sugarcane Technology Center (STC) of an area of approximately 19,000 hectares located in the northwest region of São Paulo were evaluated. The granulometric fractions of the soils and organic matter contents and base saturation were determined at depths of 0.00-0.25 and 0.25-0.50 m. An index named edaphic environment (ENV) was calculated based on the records of rainfall of the areas and the productivity of the sugarcane, being represented with aptitude scores ranging from 0 (worst condition) to 10 (best condition). The results showed a strong correlation between clay and organic matter attributes with ENV index. Regions with aptitude ≥ 6.65 of ENV index corresponded to sites with clay (CL) and organic matter (OM) content above 335 g kg-1 and 30 g kg-3, respectively. Only 10.86% of the area presented base saturation (V%) concentration ≥ 68%, correlating positively with CL and ENV. Through the scaled semivariogram it was possible to verify that a density of sampling of a sample to each 18 ha can be used for a mapping in macroscale of the evaluated attributes in the northwest region of the state of São Paulo.

Timing and Predictors of Mild and Severe Heat Illness among New Military Enlistees.

Heat illnesses are important and potentially fatal conditions among physically active individuals. We determined predictors of heat illness among enlistees in a large military population experiencing common physical activity patterns. We estimated the adjusted odds of mild (MHI) and severe (SHI) heat illness associated with demographic, health-related, and geographic factors among active-duty, US Army soldiers enlisting between January 2011 and December 2014 (N = 238,168) using discrete-time multivariable logistic regression analyses. We observed 2612 incident cases of MHI and 732 incident cases of SHI during 427,922 person-years of follow-up, with a mean and median of 21.6 and 21 months per subject. During the first 6 duty months, 71.3% of the MHIs and 60.2% of the SHIs occurred, peaking at month 2. The odds of MHI quadrupled among those with prior SHI (odds ratio [OR], 4.02; 95% confidence interval [CI], 2.67-6.03). Body mass index (BMI) extremes increased the odds substantially (OR at BMI ≥30 kg·m: for MHI, 1.41 (CI, 1.19-1.67); for SHI, 1.94 (CI, 1.47-2.56); OR at BMI <18.5 kg·m: for MHI, 1.50 (CI, 1.01-2.21); for SHI, 2.26 (CI, 1.16-4.39)). Tobacco use was associated with a 55% increase (CI, 1.37-1.77) in MHI odds. The odds of MHI increased if taking nonsteroidal anti-inflammatory drugs, opioids, or methylphenidate stimulants. Lower age and lower entry aptitude scores were associated with progressively increased MHI odds. Most heat illnesses occurred at the outset of service, indicating the need for focused prevention methods at the initiation of military duty. Prior heat illness, BMI extremes, medications, and tobacco use represent potentially actionable risk factors to address by education, policy, and/or clinician intervention.

Learning a musical instrument can benefit a child with special educational needs.

This study explores outcomes related to musical learning in a child with complex special educational needs. CB is a boy who was eight-years-old at the start of the study, and who was diagnosed with co-morbid Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Sensory Processing Difficulties, Dyslexia and Dyspraxia during the study. He was evaluated on a battery of developmental measures before and after one year of music learning. At pretesting CB obtained a high musical aptitude score and an average IQ score. However, his scores on tests measuring motor abilities, executive function, and social-emotional skills were low. Post-testing revealed improvements in CB’s fluid intelligence and motor skills, and whilst teacher and parent reports suggested a decline in his social-emotional functioning, his musical progress was good. The results are discussed in the context of impairments in developmental disorders, the importance of flexible teaching approaches and family support for music learning during childhood.

Chemistry topics posing incommensurate difficulty to students with low math aptitude scores

The identification of students at risk for academic failure in undergraduate chemistry courses has been heavily addressed in the literature. Arguably one of the strongest and most well-supported predictors of undergraduate success in chemistry is the mathematics portion of the SAT (SAT-M), a college-entrance, standardized test administered by the College Board. While students scoring in the bottom quartile of the SAT-M (herein referred to as at-risk) perform significantly worse on first-semester chemistry assessments, little is known of the topics on which these students differentially struggle. The purpose of this study is to provide insight as to which first-semester chemistry topics present an incommensurate challenge to at-risk students. Students were identified as either at-risk or not at-risk via SAT-M scores. Students’ assessment responses were collected across four semesters of first-semester chemistry courses at a large, public university (N = 5636). At-risk students struggled consistently across all topics but disproportionately with mole concept and stoichiometry. Analyzing the trend in topics suggests that the struggles of at-risk students are not entirely attributable to topics that rely heavily on algorithms or algebraic math. Moreso, at-risk students found to have performed well on mole concept and stoichiometry went on to perform similarly as their not at-risk peers. The results support an instructional emphasis on these topics with reviewed literature offering promising, practical options to better serve at-risk students and broaden representation in the sciences.

Humans Chromosome 1 Fractal periods signature is highly correlated with Intelligence and Brain Evolution

Abstract DUF1220 proteins regions show the largest Homo-Sapiens lineage-specific increase in copy number of any protein-coding region in the human genome and map principally to 1q21.1. DUF1220 deletions have been associated with microcephaly and macrocephaly, respectively. DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity, total IQ, and cognitive and mathematical aptitude scores. We analyzed in chromosome 1q a total of 245 DUF1220 proteins. Finally the method is extended analysing the long 1q21 region from 7 other close primates like Neanderthal, great apes : chimp, gorilla, orangutan and monkeys : macaque, marmoset, vervet. This remarkable property is confirmed by comparing these primates to other mammals such as mice, rabbit, cow, dolphin and Elephant. We then show four classes of multi-periodic fractal structures for all 19 DUF1220 regions and 19 NBPF genes studied cases. The analysis of these spectra of fractal periods1 reveals a simple linear interdependence, hierarchization and unification between the numerical sequences of each of these 4 spectra and the sequences of Fibonacci and Lucas. Given the evidence of this numerical relationship, we suggest that this discovery may be one of the major causes of a cognitive development of man superior to that of the great primates. Finally the mathematical roots of this whole numbers resonance patterns is discussed.

Effects of lecture attendance, aptitude, individual heterogeneity and pedagogic intervention on student performance: A probability model approach

This article uses a logistic probability distribution approach to examine the effect of lecture attendance, aptitude test results, individual heterogeneity and pedagogic intervention on student performance for first-year microeconomics and second-year macroeconomics modules at a leading South African university. The research was motivated by the throughput concerns in South African institutions of higher education, where approximately one in four of the students enrolled complete their degrees in the minimum regulated time. Using secondary data of 630 and 360 first- and second-year students, respectively, the findings revealed that lecture attendance, aptitude score and having received a foreign high school education have a positive and statistically significant effect on academic performance. Students who received intervention and those using English at home performed better than others at second-year level. Based on these findings, a more stringent attendance policy, varied assessment measures, and wider intervention strategies, among others, are recommended to enhance performance.

Returns to school resources in the Jim Crow South

We estimate returns to school resources in the Jim Crow era, as measured by young males' 1940 wage earnings, occupational status, and cognitive aptitude scores. Results point to a 16 cent annual return on each $1 invested in public schools. To the question of whether some school inputs mattered more than others, we find comparable 25–32 cent returns per dollar invested in extended school years, teacher salaries, and smaller classes. School spending and inputs had much more bearing on labor market outcomes than aptitude scores. We document diminishing returns to school expenditures, which, in combination with segregated schools, resulted in higher returns to expenditures in black schools relative to white.

DUF1220 Homo Sapiens and Neanderthal fractal periods architectures breakthrough

DUF1220 proteins regions show the largest Homosapiens lineage-specific increase in copy number of any protein- coding region in the human genome and map principally to 1q21.1, and partially also in 1p. DUF1220 deletions and reciprocal duplications have been associated with microcephaly and macrocephaly, respectively. In Colorado University Dr Sikela team established that human genome sequences encoding DUF1220, show a dramatically elevated copy number in the human lineage and variation in DUF1220 copy number has been linked to both brain size in humans and brain evolution among primates. Remarkably, dosage variations involving DUF1220 sequences have now been linked to human brain expansion, autism severity, total IQ, and cognitive and mathematical aptitude scores. We analyzed in chromosome 1q a large region of 218 contiguous DUF1220 as well as in the chromosome 1p five other regions of DUF1220 smaller, then a total of 245 DUF1220 proteins. We supplemented by analyzing 16 RNAs of NBPF genes containing these DUF1220 and also 3 representative NBPF genes from Neanderthal genome. Finally the method is extended ananlysing the long 1q21 region from 7 other close primates like Neanderthal, great apes : chimp, gorilla, orangutan and monkeys : macaque, marmoset, vervet. This remarkable property is confirmed by comparing these primates to other mammals such as mice, rabbit, cow, dolphin and Elephant. We then show four classes of multi-periodic fractal structures for all 19 DUF1220 regions and 19 NBPF genes studied cases. The analysis of these spectra of fractal periods2 reveals a simple linear interdependence, hierarchization and unification between the numerical sequences of each of these 4 spectra and the sequences of Fibonacci and Lucas. Given the evidence of this numerical relationship, we suggest that this discovery may be one of the major causes of a cognitive development of man superior to that of the great primates

Associations between two measures of music aptitude: Are the IMMA and the AMMA significantly correlated in a sample of 9- to 13-year-old children?

The aim of this study was to correlate musical aptitude scores derived from two tests based on the same structural model for musical aptitude in a sample of 9- to 13-year-old children. We controlled for the influences of socioeconomic status (SES; measured by parents’ education), the amount of music lessons, and general cognitive abilities (i.e., IQ). The sample comprised 89 (46 girls) 9- to 13-year-old children. We applied two different tests by Edwin Gordon: Intermediate Measures of Music Audiation (IMMA) and Advanced Measures of Music Audiation (AMMA) to measure musical aptitude. As control variables, IQ, socioeconomic status, and amount of music training were assessed. A hierarchical multiple regression analysis revealed that the total score of the IMMA together with the control variables could not predict the total score of the AMMA. Furthermore, regression models for each of the subtests were also not significant. With respect to the control variables, we revealed an association between the IMMA and socioeconomic status as well as amount of music training. We conclude that even tests that are based on the same structural model of musical aptitude were not associated significantly. This might indicate problems of validity. Additionally, it seems to be difficult to assess musical aptitude independently of influences from music training and SES. Ultimately, this may support the notion that we still need valid musical aptitude tests for this particular age group.

Language Learning Aptitude (LLA) and Language Learning Strategy (LLS) use among Iranian university EFL students: Patterns and relationships

Fundamental to any consideration of research into students’ roles in any educational program is the focus on the most efficient way(s) of learning for students. Following the same thread, this study aimed to explore the patterns of language learning strategy (LLS) use (based on Oxford’s SILL, 1990a) and its links with language learning aptitude (LLA) (as measured by Carroll and Sapon’s MLAT, 1983) of a cohort of male (N = 16) and female (N = 32) Iranian students at Urmia University. One-way ANOVA indicated significant differences between the two genders on their use of cognitive and metacognitive LLSs in favor of males but not on their aptitude scores. Two-way ANOVA revealed a significant role for aptitude level but not gender on students’ language learning strategy use. Pearson product-moment correlation also revealed significant relationships among the components of MLAT and LLSs. Detailed findings and discussions are presented in the paper.