scholarly journals Fractionating the hooper: Development of a multiple?choice response format Garay, M. T., M. A., & Caplan, B.

1997 ◽  
Vol 12 (4) ◽  
pp. 321-322
Keyword(s):  
Multiple Choice ◽  
Choice Response ◽  
Response Format

Children's Interpretations of Dance Expressions

1993 ◽  
Vol 11 (2) ◽  
pp. 117-133 ◽  
Author(s):  
Jacques Van Meel ◽  
Henriette Verburgh ◽  
Marco De Meijer
Keyword(s):  
Age Groups ◽  
Multiple Choice ◽  
The Other ◽  
Choice Response ◽  
Response Format ◽  
Conceptual Level ◽  
Free Response ◽  
Age Trends ◽  
Professional Dance ◽  
Action Tendencies

Nine emotional themes were presented in dance expressions by a group of three professional dance students. In a first experiment these dance expressions were presented to children in the age groups of five-, eight-, ten-, and twelve-year-olds. Children's free response interpretations were analyzed for adequacy, conceptual level, and complexity of response. Clear age trends emerged, especially differentiating the five-year-olds from the other groups. In a second experiment a multiple choice response format was used. The same age trends were found. In a third experiment children with and without dance experience were compared. Experienced children used more emotional labels in interpreting the dance items. In the discussion it is suggested that, in the medium of dance, emotional interpretations gradually emerge from a preceding stage in which movements are imbued with action tendencies.

Fractioning the Hooper: A Multiple-Choice Response Format

2000 ◽  
Vol 14 (2) ◽  
pp. 196-201 ◽  
Author(s):  
Maria T. Schultheis ◽  
Bruce Caplan ◽  
Joseph H. Ricker ◽  
Russell Woessner
Keyword(s):  
Multiple Choice ◽  
Choice Response ◽  
Response Format

Effect of Intermittent Exercise on Multiple-Choice Reaction Times of Soccer Players

2005 ◽  
Vol 100 (1) ◽  
pp. 85-95 ◽  
Author(s):  
Koen A. P. M. Lemmink ◽  
Chris Visscher
Keyword(s):  
Intermittent Exercise ◽  
Multiple Choice ◽  
Reaction Times ◽  
Bicycle Ergometer ◽  
Soccer Players ◽  
Control Group ◽  
Choice Response ◽  
Response Accuracy ◽  
And Control ◽  
Reaction Speed

The influence of intermittent exercise on a choice-response time task was investigated. Two groups of 8 male soccer players ( M age = 20.9, SD = 2.0) participated. They spent 4.4 ( SD = 1.3) weekly hours on soccer training and had been playing soccer for 13 ( SD = 3.3) years. Multiple-choice reaction speed and response accuracy were measured four times. Between measurements, one group performed 8-min. blocks of intermittent exercise on a bicycle ergometer and one group rested. Analysis showed that reaction speed and response accuracy were not significantly different between the two groups. Furthermore, there were significant faster reaction times and a larger number of correct reactions through Block 2 in both the exercise and control group ( p<.05), probably a result of learning processes and familiarization with the task procedures. Further research towards the specific influence of mode of exercise, intensity, work-rest ratio and duration of intermittent exercise, and the sensitivity of reaction time tasks will be necessary to clarify the relationship between intermittent exercise and cognitive performance.

Levenson's Locus of Control Scale: An Alternative Scaling Format

1983 ◽  
Vol 52 (3) ◽  
pp. 824-826 ◽  
Author(s):  
R. O. Stanley ◽  
G. J. Hyman ◽  
C. S. Sharp
Keyword(s):  
Locus Of Control ◽  
Forced Choice ◽  
Choice Response ◽  
Response Format ◽  
Control Scale

A comparison of forced-choice response format with the usual Likert-type scale for the 1974 Levenson Locus of Control Scale indicates the alternative Yes/No format is sufficiently similar to be considered. This alternative is significantly correlated ( r = .55 to .77) with the original, for all subscales ( ns = 117 men, 66 women, 17 to 21 yr. old).

scholarly journals Decision Strategies in Continuous Ratings of Jealousy Feelings Elicited by Sexual and Emotional Infidelity

2007 ◽  
Vol 5 (4) ◽  
pp. 147470490700500 ◽  
Author(s):  
Achim Schützwohl
Keyword(s):  
Present Finding ◽  
Careful Consideration ◽  
Choice Response ◽  
Response Format ◽  
Sexual Infidelity ◽  
Decision Strategies ◽  
Total N ◽  
Men And Women ◽  
Emotional Infidelity ◽  
Evolutionary View

Two studies (total N = 689) tested the assumption of DeSteno, Bartlett, Braverman, and Salovey (2002) that sex differences in jealousy predicted by the evolutionary view are an artifact of measurement because they are restricted to a forced-choice response format and do not emerge when using continuous jealousy ratings. In Study 1, men and women rated how much a mate's emotional and sexual infidelity contributed to their jealousy feeling. In Study 2, men and women rated the intensity of their jealousy feeling elicited by a mate's emotional and sexual infidelity. In one condition they were asked to make their ratings spontaneously whereas in the other condition they were instructed to make their ratings only after careful consideration. The results of both studies lend no support for the artifact-of-measurement assumption. The implications of the present finding for the assumption of DeSteno et al. (2002) are discussed.

Cognitive Models Underlying Students' Formulation of Simple Linear Equations

1993 ◽  
Vol 24 (3) ◽  
pp. 217-232 ◽  
Author(s):  
Mollie MacGregor ◽  
Kaye Stacey
Keyword(s):  
Natural Language ◽  
Linear Equations ◽  
Cognitive Model ◽  
Multiple Choice ◽  
Response Format ◽  
Algebraic Equations ◽  
Free Response ◽  
Multiple Choice Item ◽  
Reversal Error ◽  
Natural Language Statement

Data are presented to show that errors in formulating algebraic equations are not primarily due to syntactic translation, as has been assumed in the literature. Furthermore, it is shown that the reversal error is common even when none of the previously published causes of the error is applicable. A new explanation is required and is proposed in this paper. An examination of students' errors leads us to suggest that students generally construct from the natural language statement a cognitive model of compared unequal quantities. They formulate equations by trying to represent the model directly or by drawing information from it. This hypothesis is supported by research on the comprehension of relationships by linguists, pyscholinguists and psychologists. Data were collected from 281 students in grade 9 in free response format and from 1048 students in grades 8, 9, and 10 who completed a multiple-choice item.

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