Differences in Task and Use of Language: A Study of Lateral Eye Movement

1981 ◽  
Vol 52 (3) ◽  
pp. 995-1002 ◽  
Author(s):  
Joan Katz ◽  
Patricia Salt
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Test Performance ◽  
Right Hemisphere ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
College Majors ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
The Right

The lateral eye movements of 25 right-handed, native-English speakers 18 to 30 yr. of age were recorded. Both task and individual differences in the utilization of cerebral hemispheres were found. Earlier findings of task differences in the direction of eye movements for verbal and spatial questions were confirmed, and previous evidence of the involvement of the right hemisphere with “unpleasant” emotion was supported. No differences in performance on the Scholastic Aptitude Test were found between consistent and inconsistent eye movers. Individual differences between right-eye movers and left-eye movers were found in their choice of college majors, Scholastic Aptitude Test performance, and in their course preferences. The current study also presents evidence of differences in language use by adults which seem related to cerebral hemispheric activity.

Lateral Eye-Movement Consistency and Academic Aptitude: Failure to Replicate

1975 ◽  
Vol 41 (1) ◽  
pp. 85-86 ◽  
Author(s):  
Paul Bakan
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
Academic Aptitude

Scores on the Scholastic Aptitude Test were compared for 52 right and 46 left Ss directionally consistent and directionally inconsistent ( n = 62) for conjugate lateral eye movements elicited by reflection in interpreting a series of 10 proverbs. The finding of lower Scholastic Aptitude Test scores for Ss inconsistent in direction of eye movement (Weiten & Etaugh, 1974) was not confirmed.

Hypnotizability, Laterality of Eye-Movements and Functional Brain Asymmetry

1969 ◽  
Vol 28 (3) ◽  
pp. 927-932 ◽  
Author(s):  
Paul Bakan
Keyword(s):  
Eye Movements ◽  
Scholastic Aptitude Test ◽  
Functional Asymmetry ◽  
Hypnotic Susceptibility ◽  
Aptitude Test ◽  
Functional Brain ◽  
Mathematical Performance ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
The Brain

The direction of lateral eye-movements upon inward direction of attention or reflection is related to hypnotic susceptibility. A predominance of left eye-movements is associated with greater hypnotizability and also with humanistic interests, relatively poorer mathematical performance on the Scholastic Aptitude Test, and clearer imagery. Results are discussed in terms of functional asymmetry of the brain.

scholarly journals Determining standard of academic potential based on the Indonesian Scholastic Aptitude Test (TBS) benchmark

2016 ◽  
Vol 2 (2) ◽  
pp. 165
Author(s):  
Idwin Irma Krisna ◽  
Djemari Mardapi ◽  
Saifuddin Azwar
Keyword(s):  
Scholastic Aptitude Test ◽  
Prospective Students ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Selection Test ◽  
The Subject ◽  
The Individual ◽  
Scale Anchoring ◽  
The Right ◽  
Academic Potential

The aim of this article was to classify The Indonesian Scholastic Aptitude Test or Tes Bakat Skolastik (TBS) results for each subtest and describe scholastic aptitudes in each subtest. The subject of this study was 36,125 prospective students who took the selection test in some universities. Data analysis began by estimating  testees’ ability using the Item Response Theory, and benchmarking process using the scale anchoring method applying ASP.net web server technology. The results of this research are four benchmarks (based on cutoff scores) on each subtest, characters which differentiate potential for each benchmark, and measurement error on each benchmark. The items netted give a description of the scholastic aptitude potential clearly and indicate uniqueness so that it could distinguish difference in potential between a lower bench and a higher bench. At a higher bench, a higher level of reasoning power is required in analyzing and processing needed information so that the individual concerned could do the problem solving with the right solution. The items netted at a lower bench in the three subtests tend to be few so that the error of measurement at such a bench still tends to be higher compared to that at a higher bench.

Student Self-Selection and Test Repetition

1981 ◽  
Vol 41 (4) ◽  
pp. 1073-1081 ◽  
Author(s):  
Donald L. Alderman
Keyword(s):  
Test Performance ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Test Administration ◽  
Single Administration ◽  
Initial Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Self Selection ◽  
Test Repetition

Student self-selection in deciding to repeat a test was examined by contrasting the test performance of students taking the Scholastic Aptitude Test (SAT) as juniors and again as seniors with the test performance of students taking the SAT only once as juniors. Estimates of expected test performance on a common initial administration in the junior year were derived from separate equating sections and background variables. Residuals of observed minus expected test scores revealed statistically significant differences between students who took a single administration of the SAT as juniors and students who took the same initial administration but also repeated the test as seniors; the initial observed scores of students later repeating the test were consistently lower than their expected scores for both the verbal and mathematical sections. These results indicate that self-selection occurs when students decide to repeat a test and that score changes among these students reflect negative errors of measurement on the initial test administration as well as other factors.

Lateral Eye-Movement Consistency is Related to Academic Aptitude

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1203-1206 ◽  
Author(s):  
Wayne Weiten ◽  
Claire Etaugh
Keyword(s):  
Eye Movement ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Cerebral Lateralization ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
Academic Aptitude ◽  
Reflective Questions

Individuals who move their eyes consistently in one direction in response to reflective questions ( ns = 22, 23) score significantly higher on the Scholastic Aptitude Test than those who are inconsistent in direction of eye-movement ( ns = 14, 7). The results suggest that degree of cerebral lateralization is related to academic aptitude.

Sex Differences in Performance on the Mathematics Section of the Scholastic Aptitude Test: A Bidirectional Validity Study

1992 ◽  
Vol 62 (3) ◽  
pp. 323-337 ◽  
Author(s):  
Howard Wainer ◽  
Linda Steinberg
Keyword(s):  
Sex Differences ◽  
Test Performance ◽  
Scholastic Aptitude Test ◽  
Math Performance ◽  
First Year ◽  
Aptitude Test ◽  
Men And Women ◽  
First Year College ◽  
Scholastic Aptitude ◽  
Mathematics Section

In this article, Howard Wainer and Linda Steinberg examine sex differences in scores on the mathematics section of the Scholastic Aptitude Test (SAT-M) by comparing the SAT-M scores of men and women who performed similarly in first-year college math courses. Matching almost 47,000 men and women on type of math course taken and grade received, the authors found that, on average, women had scored about 33 SAT points lower than men who had taken the same course and received the same grade. The authors then analyzed the same data using prospective regression analysis and found somewhat larger sex differences in the same direction. Though the data do not allow any conclusions about the cause of these differences in SAT-M scores,they do provide evidence of sex differences in the validity of the SAT-M as a predictor of college math performance. The authors conclude with a discussion of how educators might respond to possible inequities in test performance.

Individual differences in left parietal white matter predict math scores on the Preliminary Scholastic Aptitude Test

NeuroImage ◽  
2013 ◽  
Vol 66 ◽  
pp. 604-610 ◽  
Author(s):  
Anna A. Matejko ◽  
Gavin R. Price ◽  
Michèle M.M. Mazzocco ◽  
Daniel Ansari
Keyword(s):  
Individual Differences ◽  
White Matter ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Math Scores
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