Significant Differences In Error Rates Research Articles

Examining the Relationship Between Mathematics Anxiety and Mathematics Performance: An Instructional Hierarchy Perspective

This study investigated the relationship between mathematics anxiety, fluency, and error rates in basic mathematical operations among college students. College students were assigned to one of two groups (high anxiety or low anxiety) based on results from the Fennema-Sherman Mathematics Anxiety Scale (FSMAS). Both groups were then presented with timed tests in basic mathematical operations (addition, subtraction, multiplication, division, and linear equations). Results suggested that the higher mathematics anxiety group had significantly lower fluency levels across all mathematical operations tests. However, there were no significant differences in error rates between the two groups across any of the probes suggesting that mathematics anxiety is more related to higher levels of learning than to the initial acquisition stage of learning. Discussion focuses on a) stages of learning and their potential relationship to mathematics anxiety, b) the relationship between mathematics anxiety and mathematics performance, and c) directions for future research.

Hemispheric processing characteristics for lexical decisions in adults with reading disorders.

The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders.

HEMISPHERIC PROCESSING CHARACTERISTICS FOR LEXICAL DECISIONS IN ADULTS WITH READING DISORDERS

The present study measured unilateral tachistoscopic vocal reaction times and error responses of reading-disordered and normally reading adults to single words and nonwords in a series of lexical decision tasks at two linguistic levels (concrete and abstract words). Analysis of variance on reaction times indicated that main effects of stimulus type, visual field, and the interaction of these variables were not significant for the reading-disordered group, but visual field and an interaction of visual field and stimulus type were for the normally reading adults. Error rate showed a significant interaction of stimulus x visual field for the reading-disordered group but not for the normal reading group. Post hoc tests showed significant differences in error rates between visual fields for concrete lexicon but not for abstract or nonsense lexicon for the reading-disordered group. These findings suggest a deficit in interhemispheric lexical transfer occurs for reading-disordered samples and suggest use of a callosal relay model wherein the left hemisphere is allocated responsibility for performing central operations underlying lexical decisions by adults with reading disorders.

OVERPASSIVIZATION ERRORS BY SECOND LANGUAGE LEARNERS

This study investigates whether conceptualizable agents in the discourse play a role in English L2 overpassivization errors (nontargetlike passivization of unaccusative verbs, a subclass of intransitives). It hypothesizes that learners are more likely to make overpassivization errors in externally caused events (in which an agent or cause may form part of the speaker's mental representation) than in internally caused events (in which the cause or causer of the event is not clear). Advanced Chinese learners of English were asked to choose the more grammatical form (active or passive) in target sentences with unaccusative verbs. Each target sentence was embedded in two different contexts expressing external and internal causation. A significant difference in error rates was found between the two different contexts: Learners accepted passivized unaccusative verbs more frequently when an agent or cause was available than when it was not. This finding is taken as an indication that learners transitivize unaccusative verbs before they passivize them and that the degree of transitivization varies depending on the presence of conceptualizable agents in the discourse. Thus this paper argues against a purely syntactic analysis of interlanguage errors such as overpassivization and in favor of an approach that takes cognitive factors into account.

Comparison of Error Rates on the 1990 and 1994 Revised Self-Directed Search

This study compared the error rates on the 1990 and 1994 versions of the Self-Directed Search for a sample of 91 high school students (44 boys, 47 girls) of junior and senior standing. The two versions are different primarily in the wording and inclusion or exclusion of specific items. However, because both versions appear to be straightforward and involve relatively few transformations of subscale scores by the user, it was hypothesized that no significant differences in error rates would be found between the two versions. Results of a z test confirmed the hypothesis.

Interpretation of abdominal CT: analysis of errors and their causes.

Our goal was to analyze those factors contributing to the error rate in the interpretation of abdominal CT scans at an academic medical center. From a total of 694 consecutive patients (329 male, 365 female), we evaluated the error rates of interpreting abdominal CT studies. The average patient age was 54 years. All abdominal CT studies were reviewed by three to five CT faculty radiologists on the morning after the studies were performed. The error rate was correlated with reader variability, the number of cases read per day, the presence of a resident, inpatient versus outpatient, organ systems, etc. The chi 2-test was used for statistical analysis. A total of 56 errors were found in the reports of 53 patients (overall error rate = 7.6%). Of these errors, 19 were judged to be clinically significant and 7 affected patient management. A statistically significant difference in error rates was noted among the five faculty radiologists (3.6-16.1%, p = 0.00062). No significant correlates between error rates and any of the other variables could be established. The primary determinant of error rates in body CT is the skill of the interpreting radiologist.

Comparison of Error Rates and Performance on Wechsler's Coding and Digit Symbol Subtests and the Symbol-Symbol Test for Children and Adults

Performance on Digit Symbol, Coding, and similar symbol-substitution tests are known to be influenced by a wide variety of reversible and nonreversible organic syndromes and learning disabilities. Recently, questions regarding the interchangeability of different symbol-substitution tests have been raised. The present study compared the performance, i.e., number of substitutions completed accurately and number of errors, of 37 adults, 32 adolescents, and 45 children on the Wechsler symbol-substitution tests of Digit Symbol and Coding with their performance on the recently designed Symbol-Symbol test. Analysis indicated that, while Symbol-Symbol performance is highly correlated with Wechsler scores on symbol-substitution tests, significant differences in error rates and speed of performance suggest that the Symbol-Symbol test cannot be considered an equivalent symbol-substitution test. Further investigation of the properties and the potential uses of the Symbol-Symbol test with clinical populations must be undertaken.

Effects of output display and control—display gain on human performance in interactive systems

Abstract Human performance comparisons on interactive systems were drawn between output displays (CRT and LCD) across settings of control-display gain. Empirical evidence was sought in light of the common feeling in the user community that motor-sensory tasks are more difficult on a system equipped with an LCD display vs. a CRT display. In a routine target acquisition task using a mouse, movement times were 34% longer and motor-sensory bandwidth was 25% less when the output display was an LCD vs. a CRT. No significant difference in error rates was found. Control-display (C-D) gain was tested as a possible confounding factor; however, no interaction effect was found. There was a significant, opposing main effect for C-D gain on movement lime and error rates, illustrating the difficulty in optimizing C-D gain on the basis of movement time alone.

Extracting information from flowcharts and contingency statements: the effects of age and practice

AbstractTwo studies are reported which aim to test the generality of the conclusions drawn from previous literature on the effectiveness of flowcharts with adult participants. In Experiment One secondary school children of different ages took part, and in Experiment Two a group of senior citizens participated. In both experiments, the effectiveness of a flow chart was compared with that of short contingency statements for finding a solution to a complex problem.In Experiment One there was an initial advantage for the flow chart over the contingency statements in terms of speed but this was not the case in Experiment Two. Furthermore, the results showed there to be no significant differences in error rates between the two modes of presentation in both experiments. Participants who were particularly accurate responders did not respond any more slowly (or quickly) in Experiment One.Practice at the task had marked effects. The differences in speed between the two modes of presentation on trial 1 were markedly reduced on trial 2 in both experiments and performance speeded up with practice. Age also played a part. In Experiment One, older children performed more rapidly than younger ones. In Experiment Two, the elderly participants found both formats very difficult to use. It seems that the generally accepted view that flowcharts are superior to contingency statements might not hold for younger participants or for the elderly, especially when accuracy is the main criterion.

Effects of experience and motivation on symmetrical-maze performance in the prairie vole (Microtus ochrogaster).

Sex differences in spatial skills are sometimes attributed to sex differences in spatial experience. This hypothesis rests on two assumptions: Spatial experience typically differs with sex and spatial experience has lasting effects on spatial cognition. We tested the latter assumption in a controlled experiment with wild-caught prairie voles (Microtus ochrogaster) and their spatially deprived, laboratory-reared, first-generation offspring; we found the assumption to be unjustified. Although major differences in spatial experience had no effect on maze performance, relatively small differences in motivation produced a significant difference in error rates.

Monitor of tray error rates for quality control

Accuracy of tray assembly is essential for providing appropriate nutrition care to patients and maintaining patient satisfaction. A monitoring system of tray assembly error rates was designed to evaluate patient tray accuracy and to identify types of assembly errors. Data were collected during two morning, five noon, and five evening meals. Errors were classified according to type: omission, addition, or substitution. They were also classified by severity: error of convenience (not critical with respect to diet) or error of compliance (contradictory to diet order). Error rates were determined and compared by meal, weekday vs. weekend, and first half of assembly period vs. second half. An average error rate of 12.9% was calculated from the 6,553 trays studied, with error rates of 12.5%, 10.9%, and 15.1% for breakfast, lunch, and dinner, respectively. Evaluation of data revealed no significant difference in error rate as sorted by type of error, among meals, or between weekday and weekend. Only 2.7% of the trays had errors contradictory to the diet order. The error rate was significantly higher during the second half of the assembly period, and the highest error rates were observed for the evening meal. The methodology used in this study serves as the basis for quality control monitoring and as a motivational tool to stimulate improved performance by trayline employees. J Am Diet Assoc 88:450, 1988.

The Effectiveness of Home Visitation in Reducing AFDC Case Payment Errors

This article reports the results of a three-year study of payment errors in the Aid to Families with Dependent Children (AFDC) program. The analysis explored the role that home visitation by the caseworker may play in retarding payment errors related to inaccurate or incomplete information about the AFDC program and its eligibility requirements. An experimental design was used in which 961 subjects were randomly assigned to three groups. One group was never visited by the case-worker. Another group was visited only during the application process. The third group was visited at both intake and in the fourth month of program participation. Special efforts were made at this four-month visit to clarify any misunderstood or miscommunicated information. After six months on the caseload, redetermination results were used to calculate payment error rates and dollar figures for amounts paid in error. The study found no significant differences in error rates or amounts among the groups. A randomly selected subsampl...