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Resilienz im Vorschulalter: wie stark kann die familiäre Leseumwelt biologische und soziokulturelle Entwicklungsrisiken kompensieren?
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In: Zeitschrift für Familienforschung ; 24 ; 2 ; 148-159 ; Frühe Förderung in der Familie (2015)
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Modelling Psychological Needs for User-dependent Contextual Suggestion
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In: DTIC (2014)
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Neural responses to witnessing peer rejection after being socially excluded: fMRI as a window into adolescents' emotional processing.
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In: Developmental science, vol 16, iss 5 (2013)
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Mental Workload Manipulation Using Multiple Homogeneous Tasks: Performance Effects
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In: DTIC (2010)
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Does degree of asymmetry relate to performance? An investigation of word recognition and reading in consistent and mixed handers.
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In: Brain and cognition, vol 69, iss 3 (2009)
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Characteristics and Trends of Attrition from the United States Naval Academy
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In: DTIC (2006)
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A Statistical Analysis of Individual Success after Successful Completion of Defense Language Institute Foreign Language Center Training
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In: DTIC AND NTIS (2005)
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An Evaluation of the Factors Used to Predict Writing Ability at the Air Force Institute of Technology.
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In: DTIC AND NTIS (1996)
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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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Validation of the Armed Services Vocational Aptitude Battery (ASVAB) and the English Diagnostic Test (EDT) for the Basic Journalist (JO) Class 'A' School.
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In: DTIC AND NTIS (1995)
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An Analysis of the Coast Guard Enlisted Attrition
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In: DTIC AND NTIS (1993)
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Knowledge and Ability Factors Underlying Simple Learning by Accretion
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In: DTIC AND NTIS (1989)
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Abstract:
An experiment is reported in which the relationships between simple learning by accretion and various cognitive ability variables are explored. Seven sources of individual differences were hypothesized, working memory, lexical processing speed, metacognition, semantic inference, and incidental learning capacity. Computerized tests of these sources were administered to a sample of 714 Air Force recruits along with a trigram-English word paired associate task which was presented as a foreign language vocabulary learning task. Subjects were assigned at random to three groups: control, semantic elaboration, and interactive imagery. Subjects in the semantic elaboration group were instructed to generate sentences to link the trigram and word in a memorable way. Subjects in the interactive imagery group were given the additional instruction of visualizing the generated sentence. Trigram consonant vowel consonants (CVCs) varied in meaningfulness across the two lists of eight pairs in the task. Results showed that meaningfulness and strategy had the expected main effects on learning. In addition, strategy interacted with verbal knowledge in initial learning such that high knowledge learners benefited more than low knowledge learners from either strategy. Regression analyses showed that a representative measure from each proposed source made a significant unique contribution to the explained variance in paired associate learning. The system of causal relationships is further examined through a path analysis. The results are discussed in reference to a general individual differences of model learning. Keywords: Cognition; Cognitive ability; Computerized testing; Individual differences; Learning; Learning ability.
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Keyword:
*COGNITION; *LEARNING; ACCUMULATION; CAPACITY(QUANTITY); COMPUTER APPLICATIONS; LEXICOGRAPHY; MEMORY DEVICES; MODELS; PATHS; PE61102F; PROCESSING; Psychology; RATES; REGRESSION ANALYSIS; TEST AND EVALUATION; VARIABLES; WORDS(LANGUAGE); WUAFHRL2313T133
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URL: http://oai.dtic.mil/oai/oai?&verb=getRecord&metadataPrefix=html&identifier=ADA214450
http://www.dtic.mil/docs/citations/ADA214450
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| 13 |
English Diagnostic Test: Validation for Journalism-Related Programs.
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In: DTIC AND NTIS (1985)
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| 14 |
Development and Validation of an Equation for Predicting the Comprehensibility of Textual Material.
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In: DTIC AND NTIS (1977)
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