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Extending the Rule Space Model to a Semantically-Rich Domain: Diagnostic Assessment in Architecture.
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In: DTIC AND NTIS (1993)
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| 2 |
A Psychometrically Sound Cognitive Diagnostic Model: Effect of Remediation as Empirical Validity
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In: DTIC AND NTIS (1992)
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| 3 |
Human Learning of Schemas from Explanations in Practical Electronics
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In: DTIC AND NTIS (1991)
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| 4 |
A Tale of Two Settings: The Lab and the Classroom
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In: DTIC AND NTIS (1991)
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| 5 |
Feedback Effects in Computer-Based Skill Learning
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In: DTIC AND NTIS (1989)
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| 6 |
Reasoning and Comprehension Processes of Linguistic Minority Persons Learning from Text
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In: DTIC AND NTIS (1989)
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| 7 |
Story Problem Solver: A Schema-Based System of Instruction
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In: DTIC AND NTIS (1989)
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| 8 |
Academic Text Features and Reading in English as a Second Language
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In: DTIC AND NTIS (1989)
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| 9 |
Strategies for Understanding Information Organization in Discourse
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In: DTIC AND NTIS (1988)
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| 10 |
Answering Questions from Oceanography Texts: Learner, Task and Text Characteristics.
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In: DTIC AND NTIS (1987)
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| 11 |
Toward Intelligence Systems for Testing.
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In: DTIC AND NTIS (1987)
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| 12 |
Cognitive Modelling and Intelligent Tutoring
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In: DTIC AND NTIS (1986)
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| 13 |
Inexpert Calibration of Comprehension.
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In: DTIC AND NTIS (1986)
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| 14 |
Controlled Test Procedures for Using Intervocalic Consonants to Assess Speech Intelligibility: A Feasibility Study.
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In: DTIC AND NTIS (1983)
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| 15 |
Ability, Involvement and Climate as Multiple and Interactive Predictors of Performance.
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In: DTIC AND NTIS (1979)
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Abstract:
Student ability, involvement in the class, and classroom climate created by the instructor activities were examined as multiple and interactive predictors of course performance for 915 students in 74 sections of a mathematics course. Climate was defined in two ways: (1) as individual perceptions and (2) as shared perceptions. Two parallel analyses were conducted using the two definitions of climate. Each analysis resulted in ability, involvement and climate contributing unique variance in the prediction of student examination performance on a common exam. Climate dimensions contributing to performance were coordination of class activities, instructor skill, and the extent of critical demands (a negative relationship). The most significant difference between the two analyses was the appearance of a significant ability X coordination interaction in the analysis using shared climate perceptions. This difference was interpreted to be result of a confounding of the interaction in the individual perceptions of coordination. The relationship between the interaction and predictive accuracy was explored. (Author)
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Keyword:
*SKILLS; INTERACTIONS; PE61153N; PERFORMANCE(HUMAN); PREDICTIONS; Psychology; STUDENTS; WUNR151375
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URL: http://www.dtic.mil/docs/citations/ADA068891
http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA068891
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