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Special Operations Forces Mission-related Language Requirements: What Skills Should Be Tested?
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In: DTIC (2013)
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| 2 |
Sustaining Foreign Language and Cultural Competence Among U.S. Army Officers
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In: DTIC (2012)
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| 3 |
Special Operations Forces Language and Culture Needs Assessment: Defense Language Proficiency Test (DLPT)
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In: DTIC (2010)
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| 4 |
The Effect of Prior Definitional Instruction of Targeted Vocabulary in German Texts on Vocabulary Knowledge and Reading Comprehension
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In: DTIC AND NTIS (1998)
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Analysis of Russian and Spanish Subskill Testing at the Defense Language Institute.
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In: DTIC AND NTIS (1996)
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| 6 |
Evaluation of English Language Needs, Preparation, and Screening Among Non-Native English Speaking Officers and Soldiers
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In: DTIC AND NTIS (1988)
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| 7 |
Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL). Appendix
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In: DTIC AND NTIS (1986)
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| 8 |
Development and Psychometric Testing of the Strategy Inventory for Language Learning (SILL)
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In: DTIC AND NTIS (1986)
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| 9 |
Cognitive Science Program. Consequences of a Phonological Coding Deficit on Sentence Processing.
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In: DTIC AND NTIS (1985)
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English Diagnostic Test: Validation for Journalism-Related Programs.
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In: DTIC AND NTIS (1985)
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| 11 |
Field Test of the Verbal Skills Curriculum.
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In: DTIC AND NTIS (1982)
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| 12 |
Trait and Process Aspects of Vocabulary Knowledge and Verbal Ability.
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In: DTIC AND NTIS (1981)
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Abstract:
This study sought to investigate the construct validity of vocabulary tests and the nature of verbal ability by integrating findings and theories of cognitive psychology with those of differential psychology. The study included three kinds of measurements: an experimental faceted vocabulary test, reference ability tests, and a verbal exposure questionnaire. The faceted vocabulary test was used to study sources of difficulty in vocabulary test performance and how these sources of difficulty affect the relations between vocabulary tests and other ability measures. The experimental task was a 3x3x3x2 faceted vocabulary test. The facets were word abstractness (concrete, medium, abstract), word frequency (low, medium, high), item type (vague recognition, accurate recognition, definition), and blocks (two parallel blocks). The item-type facet included two contrasts: definition vs. recognition items, and vague- vs. accurate-recognition items. The reference battery included tests of general mental ability, verbal ability, spatial ability, memory span, and closure speed. The verbal exposure questionnaire assessed frequency and time spent in reading, writing, doing homework, and viewing television. Subjects were 74 high school seniors. Results indicated that vocabulary item difficulty increased with word abstractness, word infrequency, when item format required more precise word knowledge, and when the item required definition as opposed to recognition of the word. The results also suggested that partial concepts are prevalent in young adults and that word acquisition is a gradual process.
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Keyword:
*TEST CONSTRUCTION(PSYCHOLOGY); *VOCABULARY; APTITUDES; Cognition; COMPREHENSION; Faceted vocabulary tests; Individual differences; INFORMATION PROCESSING; LEARNING; Linguistics; MEMORY(PSYCHOLOGY); MENTAL ABILITY; PERFORMANCE(HUMAN); Psychology; READING; REASONING; SEMANTICS; SKILLS; SPACE PERCEPTION; Verbal ability; VERBAL BEHAVIOR; Vocabulary tests; WORD RECOGNITION; WORDS(LANGUAGE); WUNR154376
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URL: http://www.dtic.mil/docs/citations/ADA102757
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA102757
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