Different Patterns Of Performance Research Articles

To Simplify or Not to Simplify

This study investigates the effects of simplification, type of linguistic item, and second language experience on learners' intake of linguistic items contained in written input. Learners at two levels of language experience were exposed to one of the following four conditions: a simplified or unsimplified reading passage with the present perfect tense form or a simplified or unsimplified reading passage with the present subjunctive form. To measure learners' intake, a repeated-measures analysis of variance was performed on the raw scores obtained on a task consisting of a pre- and posttest. The tests were a multiple-choice recognition assessment task. Significant main effects were found for type of passage and language experience, and there was a significant interaction between type of passage and task. Results suggest that simplification does not have a facilitating effect on learners' intake and that learners at different levels demonstrate a different pattern of performance while internalizing written input. Implications for pedagogical written materials and future research are also discussed.

Processing of center-embedded and right-branching relative clause sentences by normal elderly individuals

ABSTRACTTwo experiments were conducted to explore processing of relative clause structures by normal elderly adults. Four groups of subjects (aged 20–29 years, 60–69 years, 70–79 years, and 80–89 years) participated in a lexical decision task and a sentence repetition task. Results of the lexical decision task revealed longer reaction times and somewhat different patterns of performance for the older subjects as compared to the young subjects; on the repetition task, the oldest subjects performed more poorly overall. Findings are suggestive of a reduction in computational capacity in the elderly subjects, which may account for observed decrements in syntactic processing as compared to young adults.

Recall of organizable words and objects in adulthood: influences of instructions, retention interval, and retrieval cues.

Young (mean age = 27.3 years), young-old (mean age = 66.3 years), old (mean age = 74.8 years), and old-old adults (mean age = 84.0 years) learned organizable words and objects with standard instructions or organizational instructions. Immediate and delayed free recall and delayed cued recall were assessed. Results indicated equal cue benefits for all age groups for words, although cue benefits increased with increasing age for objects. Instructions to organize the items enhanced memory only for the old-old adults. Young adults forgot fewer items from immediate to delayed free recall than the older age groups. In addition, organizational instructions affected word recall, but not object recall, for all age groups. Although these data indicate both similarities and differences in patterns of performance among age groups, the overall pattern of outcome suggests an age-related increase in the level of cognitive support required to optimize episodic remembering.

Patterns of Performance and Rating Frequency: Influence on the Assessment of Performance

A laboratory simulation was conducted in order to examine the influence of assessees' pattern of performance (ascending, consistently average, descending) on: (a) assessor ratings of assessee performance, (b) assessor attributionsfor assessee performance and, (c) rating accuracy. The influence of rating frequency (i.e., rating at the end of each exercise versus rating after all exercises have been concluded) on assessor accuracy was also examined. As predicted, assessees who exhibit different patterns of performance receive different ratings even though their overall level of performance is similar. More specifically, the ascending performer was rated higher in terms of leadership, decision-making, and persuasiveness, than either the consistently average or descending performer. It was alsofound that descending and ascending performance was attributed more to motivation causes than consistently average performance, and that descending performance was attributed more to ability causes (i.e., a lack of ability) than either the ascending or consistently average performer. With respect to rating accuracy, it was found that descending and ascending performance was rated more accurately than consistently average performance and that subjects who made ratings at the conclusion of each exercise did not make more accurate overall assessment ratings than those subjects who made overall assessment ratings only. Instead, it was found that the accuracy of overall assessment ratings was greatest when ratings collected after each exercise were averaged. The implications of these results for assessment center procedures is discussed.

Patterns of sex differences in children's information processing with and without independence from g

Sex differences in patterns of performance on the subsets of the Kaufman Assessment Battery for Children (K-ABC) were assessed in a random sample of more than 2,500 children aged 2 1 2 to 12 1 2 years. Population differences in overall magnitude, as well as differences when effects related to g, or general intelligence, are partialed out, were noted. The results tend to confirm previous research with female superiority on short-term memory tasks and males performing best on tests of spatial-visualization skills. Few changes in these patterns emerged when g was controlled.

Longitudinal change in three brief assessments of SDAT.

Previous research has shown that there is considerable interest in the development of brief indices for use in the diagnosis and staging of senile dementia of the Alzheimer's type (SDAT). Examples of such measures include the Blessed Dementia Scale (BDS) and Pfeiffer's Short Portable Mental Status Questionnaire (SPMSQ). A third measure used in the assessment of organic cognitive impairment is the Face-Hand Test (FHT). This study, which was part of a large longitudinal investigation of SDAT, examined the performance of 43 subjects with SDAT and 57 healthy controls over 30 months. The subjects were assessed three times during this period. In addition to the brief measures (BDS, SPMSQ, and FHT) all subjects were rated on a Clinical Dementia Rating (CDR) Scale based on a lengthy clinical interview. The data were analyzed by means of a series of univariate, repeated measures ANOVAs, and discriminant analysis. Results indicate: control scores did not change over time on any of the measures; when classified according to severity of SDAT, different patterns of performance emerged over time for each measure; and it is difficult to accurately predict progression of SDAT from the three scores.

Reaction to punishment, reflectivity, and passive avoidance learning in extraverts.

Passive avoidance learning occupies a central role in accounts of disinhibited behavior, ranging from psychopaths' persistent criminality (Hare 1970) to extraverts' gregariousness (Gray, 1972). To explore the mechanism underlying passive avoidance deficits, we assessed the relation of extraversion, neuroticism, and response latency after punishment to passive avoidance learning by using two successive go/no go discrimination tasks. The tasks were designed to examine two aspects of subjects' reactions to punishment: response speed on trials immediately following punishment (Experiment 1) and time to terminate punishment feedback between successive trials (i.e., reflectivity; Experiment 2). Consistent with previous findings, the results of Experiment 1 showed that extraverts commit more passive avoidance errors than introverts do (Newman, Widom, & Nathan, 1985) and fail to pause following punished errors (Nichols & Newman, 1986). In Experiment 2, only neurotic extraverts displayed this pattern of performance differences. In both experiments, longer pausing following punishment predicted better learning from punishment for both introverts and extraverts. These results suggest that, in the presence of salient cues for reward, extraverts' characteristic reaction to punishment interferes with processing punished errors and may contribute to their more general propensity for impulsive, nonreflective action.

THE RELATIONSHIP OF SCORES BASED ON GRE GENERAL TEST ITEM TYPES TO UNDERGRADUATE GRADES: AN EXPLORATORY STUDY FOR SELECTED SUBGROUPS

ABSTRACTThis study used multiple discriminant analysis (MDA) to assess differences among subgroups defined in terms of sex and undergraduate major area, and ethnic group and undergraduate major area, with respect to patterns of performance on GRE item‐type part scores. Special subscores based on item‐types included in the current GRE General Test were derived for the study. The correlations of departmentally standardized scores on these subtests with a similarly standardized self‐reported undergraduate GPA (SR‐UGPA) criterion were analyzed. Multiple regression analysis was used to determine the relative contribution of the item‐type part scores to prediction for the various subgroups. Predicted SR‐UGPA means for subgroups, based on general major‐area regression equations using GRE item‐type part scores as predictors were compared with comparable predicted means using GRE total scores as predictors.The study was based on data from GRE files for 9,375 examinees in 12 fields of study, representing 437 undergraduate departments from 149 colleges and universities. Students were classified by field of study into four major areas: primarily verbal fields (English, history, sociology, political science); primarily quantitative fields (chemistry, computer science, mathematics, engineering, and economics); fields of mixed quantitative/verbal emphasis (Q/V), namely, biology and agriculture; and education.The GRE scores involved were (a) raw number‐right total verbal, quantitative, and analytical ability scores, unequated across test forms, transformed to a common scale–that is, z‐scaled by test form–labelled V*, Q*, and A*, respectively, to distinguish them from the corresponding GRE scaled scores; and (b) similarly developed verbal, quantitative, and analytical ability item‐type part scores. Verbal part scores were based on antonyms, analogies, sentence completion, and reading passage sets. Primary interest was in a vocabulary score (antonyms plus analogies) and a reading comprehension score (sentence completion plus reading passages). Quantitative part scores were based on quantitative comparison, regular mathematics, and data interpretation item types. Analytical ability part scores were based on analytical reasoning and logical reasoning item types.The part scores for each test were treated as individual variables in multiple discriminant analyses (MDA) for students classified by sex and major area, and by ethnic‐group membership and major area. For the MDA, the ethnic groups were American Indian, Black, Mexican American and other Hispanic, Puerto Rican, and Asian American; for regression analyses, by major area, the groups were Black, all Hispanic origin, Asian American, all Minority, White, male, and female.For each test, the criterion groups were found to be differentiated significantly along both a general ability dimension (represented by the principal discriminant function of part scores, all positively weighted), and a secondary, bipolar dimension (defined by a second significant discriminant function, uncorrelated with the general ability dimension, that reflected differences in patterns of performance on the part scores).The part scores (especially vocabulary and reading comprehension, and analytical reasoning and logical reasoning) were found to exhibit different patterns of correlations with the SR‐UGPA criterion.With respect to both patterns of part‐score means (mean scores on the second discriminant function) and patterns of part‐score correlations with SR‐UGPA, major‐area differences appeared to be stronger and more systematic than ethnic‐group or sex differences. Major‐area differences were more pronounced when verbal and analytical part scores were used as independent variables than when quantitative part scores were used. Systematic major‐area differences in patterns of part‐score/SR‐UGPA correlation were more clearly evident for reading comprehension and vocabulary part scores, and for analytical reasoning and logical reasoning part scores, than for the quantitative ability part scores.Using part scores rather than total scores did not result in different inferences regarding the relative standing of subgroups on the SR‐UGPA criterion. Predicted subgroup SR‐UGPA means based on general major‐area regression equations were essentially the same when item‐type part scores were used as predictors as when the three GRE section scores (V*, Q*, and A*) were used as predictors.Study findings indicate that the item‐type scores, especially scores based on verbal and analytical ability item types, provide more information about group differences than is provided by the total ability scores. Questions regarding the incremental predictive value of this information remain unresolved on the basis of the study findings. Sample size was limited for several of the subgroups, predictive equations were not cross‐validated, and self‐reported undergraduate grades rather than graduate grades were used as criteria. Resolution of these questions is a matter for further research. To be most useful, such research would involve graduate‐level performance criteria and employ equated part scores.Based on the overall pattern of findings, attention might most profitably be focused on the potential contribution of separate subscores for reading comprehension, vocabulary, analytical reasoning, and logical reasoning. Continued exploration of questions regarding the validity of item‐type part scores should contribute to better understanding of the nature of the abilities being measured by the GRE General Test, within if not beyond the well established verbal and quantitative domains.

Pragmatic versus syntactic approaches to training deductive reasoning

Two views have dominated theories of deductive reasoning. One is the view that people reason using syntactic, domain-independent rules of logic, and the other is the view that people use domain-specific knowledge. In contrast with both of these views, we present evidence that people often reason using a type of knowledge structure termed pragmatic reasoning schemas. In two experiments, syntactically equivalent forms of conditional rules produced different patterns of performance in Wason's selection task, depending on the type of pragmatic schema evoked. The differences could not be explained by either dominant view. We further tested the syntactic view by manipulating the type of logic training subjects received. If people typically do not use abstract rules analogous to those of standard logic, then training on abstract principles of standard logic alone would have little effect on selection performance, because the subjects would not know how to map such rules onto concrete instances. Training results obtained in both a laboratory and a classroom setting confirmed our hypothesis: Training was effective only when abstract principles were coupled with examples of selection problems, which served to elucidate the mapping between abstract principles and concrete instances. In contrast, a third experiment demonstrated that brief abstract training on a pragmatic reasoning schema had a substantial impact on subjects' reasoning about problems that were interpretable in terms of the schema. The dominance of pragmatic schemas over purely syntactic rules was discussed with respect to the relative utility of both types of rules for solving real-world problems.

Cognitive profiles of some subtypes of learning disabled adults

Test profiles of 100 learning disabled adults were analyzed in an attempt to determine if patterns of learning disability subtypes which have been identified in children also persist into adulthood. On the basis of Wide Range Achievement Test reading and arithmetic grade level scores, subjects were classified into one of three subgroups. The classification resulted in finding 32 subjects who were substantially better at reading than arithmetic, 17 who were better at arithmetic than reading, and the remaining 51 with less than a 1.5-year grade level discrepancy between reading and arithmetic. Subgroup membership was used as the independent variable in a series of one-way analyses of variance which tested for differences in performance patterns on the Wechsler Adult Intelligence Scale and components of the Halstead-Reitan Neuropsychological Test Battery. While results support the view that most learning disabled individuals do not have specific disabilities, results suggest that it is possible to identify relatively small specific subtypes similar to those previously identified in learning disabled children, with some doing well at reading but poorly at arithmetic, and others doing very poorly at reading but relatively better, but not normally, at arithmetic. Cognitive testing of the first of these two specific subtypes revealed particular deficits in visual-spatial, nonverbal problem solving and complex psychomotor tasks. The second subtype did better on tasks of that type, but poorly on linguistic tasks.

Recategorized WISC-R scores of learning-disabled children from Mexican-American culture.

Examined the generalizability of the Bannatyne WISC-R profile of learning-disabled children to a sample of children from Mexican-American culture. A sample of 64 Mexican-Americans diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVAs and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Mexican-American children were not characterized by Spatial greater than Conceptual greater than Sequential patterns as predicted by Bannatyne. The WISC-R performance of these children was found to be similar on Sequential and Conceptual categories. In spite of the lack of generalizability of the Bannatyne profile to the Mexican-American group, some interesting similarities and differences in performance patterns of the two groups of Ss were observed.

Concept‐formation/non‐verbal reasoning abilities of children who exhibit specific academic problems with arithmetic

The Category Test performances of two groups of children who performed at the same impaired level in mechanical arithmetic, but who exhibit quite different patterns of performance on academic and neuropsychological measures are compared. Significant differences between the two groups on the Category Test are interpreted in the light of the different patterns of neuropsychological abilities and deficits of these two groups. Some socio‐emotional and remedial ramifications of the pattern exhibited by the group with “specific”; arithmetic disability are discussed.

The pattern of exceptionality across domains in learning disabled children

The purpose of this study was to examine the intellectual, academic and behavioral competencies in learning disabled and normally achieving children. Fifty-eight pairs of children (LD and non-LD) in first, second, and third grade were administered the WISC-R and the PIAT; were observed with the SCAN Observational System in their regular classroom; and had teachers who filled out the Classroom Behavior Inventory. Results indicated that the LD children performed l less well on the WISC-R and the PIAT. There was no evidence of greater variability within the LD children nor was there a different pattern of performance in comparison to normally achieving children. The learning disabled children were consistently rated by their classroom teachers as displaying less desirable classroom behavior. The Observational System SCAN corroborated these results, indicating that LD children were more off-task than non-LD children. These result suggest that we re-examine the definition of learning disabilities in the public scholl to put more emphasis on behavioral indices and to refocus the interpretation of test scatter as an index of learning disabilities.

Identification of subtypes of retarded readers: A neuropsychological, multivariate approach

Abstract Subtypes of reading-disabled children were identified by means of a multivariate classification procedure. These subtypes are described in terms of their differential patterns of performance on a comprehensive battery of neuropsychological measures. Comparisons are made with subtypes identified by previous investigators, and some hypotheses with respect to the neuropsychological implications of the results are presented.

Age Differences and Learning the Rule in Miniature Linguistic Systems

Summary Six groups of children (N = 96) varying in age (7, 10, or 13 years) and sex learned exemplars from the rule in two differing miniature linguistic systems. Acquisition involved presentation of a subset of seven paired associates generated from either one of two test matrices consisting of colored-shapes or letter-symbol stimuli paired with a proper name-action verb pair as response. Two test trials presenting all matrix items followed acquisition. Results with errors and trials-to-criterion measures indicated that performance was positively related to age, with girls showing superior performance. No statistically significant differences were associated with matrix type. Division of Ss into rule and nonrule learners revealed differences in pattern of performance associated with this designation. Numbers of children extracting the rule changed continuously with age. Differences in measures associated with age were taken not as implying differences in cognitive style (stages) but rather differences in acquisition rate.

A performance comparison: USMG-FMG attending physicians.

To determine whether patterns of differences in performance exist between United States Medical Graduate and Foreign Medical Graduate attending Physicians, two types of inpatient hospital audits (Payne Process Audit and the Joint Committee on Accreditation of Hospitals' Performance Evaluation Program-P.E.P. Audit) were conducted in 22 Maryland and Pennsylvania non-federal, short-term hospitals. A total of 6,980 medical records were abstracted from eight diagnostic categories for 1,321 attending physicians; 985 of which were USMGs and 331 were FMGs. The results from both audits indicate that while there is evidence of a strong hospital-type of physician interaction for many of the diagnoses, there was no significant overall difference in performance between USMG and FMG attending physicians. The largest and most consistent differences in physician performance were associated with hospital characteristics, not physician characteristics.

Impaired abstracting ability in chronic alcoholics.

Performance on an abstracting task by matched groups of hospitalized alcoholics (N = 40), brain damaged (N = 40), and control patients (N = 40) was compared. Alcoholics manifested a deficit on the Halstead Category test similar to that of the brain-damaged subjects. The performance deficit of the alcoholics was related positively to the number of years of drinking, independent of age. The pattern of performance differences in the present investigation along with the results from other investigations suggest that chronic alcoholics may have mild brain damage to the perfrontal area or related subcortical structures or both.

Individual Differences and Inconclusive Experiments in Psychophysics

Psychoacoustic experiments are usually performed with a small number of observers. Sometimes the experimental results are inconclusive and not reported. Results which appear conclusive do not readily yield to replication. Examination of “inconclusive” results in the light of conclusive data suggests that individual differences between observers may account for the inconclusiveness encountered in some experiments and the nonrepeatability of others. These differences are not mere differences in level of performance but differences in pattern of performance, sustained over a series of experiments. Observers who perform well detecting pure tones have been observed to perform poorly detecting samples of noise, and vice versa. A similar reversal has been observed between short- and long-duration tones. Frequently performed experiments involving the detection of tones of unknown frequency indicate that the uncertainty sometimes has a detrimental effect, sometimes does not, and sometimes gives a mixed result. A single parameter to account for these results is suggested. The crux of these differences appears to be that the hearing mechanism is not fixed, and that the way in which it is variable differs between observers. The individual differences are discussed with a view toward a procedure for characterizing these differences in a consistent manner.