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The Competency of Fifty College Students: A Diagnostic Study (Classic Reprint)
Karl Greenwood Miller
No preview available - 2015
abilities involved academic record academic standing associability average test rating basis college grades college student competency rating composite test rating considered consistently mediocre correlation courses in psychology Courtis tests cylinder performance cylinder trial deficiency definitions tests Description devised digit span Discussion displayed employed estimated competency factor fourth quintile given grades assigned grades in psychology high academic rating High ratings higher highest quintile Humpstone hundred students idea span Intelligence Quotient interest investigation L. L. Thurstone laboratory language ability Low ratings lowest quintile memory span memory tests mental tests middle quintile obtained passing grade present probably problem psychological tests psychology grades quintile ratings rank order rating on estimated retentiveness scale scientifically controlled second trial seems sentence completion separate test results span for digits span for syllables stress language tabulation of results Taylor number test Terman thirteen tests Thurstone rating Thurstone score Thurstone test Trabue trainability University of Pennsylvania
Page 22 - ... incomplete sentences, which form a scale. This scale is to measure how carefully and rapidly you can think, and especially how good you are in your language work. You are to write one word on each blank, in each case selecting the word which makes the most sensible statement. You may have just...
Page 18 - For diagnostic purposes it would be valuable to know just what mental processes are involved in the performance. It has been assumed by almost everybody who has written on the test that it tests memory. A careful analysis causes us to doubt the validity of the assumption. Some imagination is required. The subject must have enough imageability to get perceptions of the stimuli. If auditory imageability, for instance, were entirely wanting there could be no response to the auditory presentation.
Page 20 - I am going to read a little selection of about six or eight lines. When I am through I will ask you to repeat as much of it as you can. It does n't make any difference whether you remember the exact words or not, but you must listen carefully so that you can tell me everything it says.
Page 22 - This sheet contains some incomplete sentences, which form a scale. This scale is to measure how carefully and rapidly you can think and espe-cially how good you are in your language work. " You are to write one word on each blank, in each case selecting the word which makes the most sensible statement. "You may have...
Page 5 - Association appointed a committee "to consider the feasibility of cooperation among the various psychological laboratories in the collection of mental and physical statistics...
Page 19 - number of discrete perceptions associated in a single act of attention, and the combination of the associated component parts of a single...
Page 22 - ... one word on each blank, in each case selecting the word which makes the most sensible statement. "You may have thirty minutes in which to sign your name at the top of the page and write the words that are missing. The papers will be passed to you face downward. Do not turn them over until we are all ready. After the signal is given to start, remember that you are to write just one word on each blank and that your score depends on the number of perfect sentences you have at the end of thirty minutes.
Page 18 - If auditory imageability, for instance, were entirely wanting there could be no response to the auditory presentation. In no sense can the test measure imageability either as to types employed or the extent to which they are involved in the performance. In the same sense memory is involved. The images must be retained long enough for reproduction. But this period is so brief that the results do not furnish any criterion by which to judge of retenti veness.
Page 34 - ... hours of credit for the course, and dividing the sum of these products by the total number of hours represented by all the courses elected. The work "average" is synonymous with grade-point average.