Creating the Optimal Preschool Testing Situation

2017 ◽  
pp. 137-154
Author(s):  
A. Bracken Bruce
Keyword(s):  
Testing Situation

Approach-Avoidance Conflict in an Open Field

1968 ◽  
Vol 23 (2) ◽  
pp. 427-435 ◽  
Author(s):  
Dorin Zohner
Keyword(s):  
Open Field ◽  
Approach Behavior ◽  
Testing Situation ◽  
Goal Approach ◽  
Approach Training ◽  
Approach Avoidance

Approach-avoidance conflict in rats was investigated as a function of physical confinement, number of approach-training trials, similarity of cues and number of shocks. Physical confinement had no effect upon rate of acquisition of approach behavior but did influence penetration to the goal on the conflict trials. Similarity of cues between the training and testing situation was important in determining the extent to which the animal approached the goal during conflict trials; the greater the dissimilarity of cues, the nearer the animals would approach the goal. Approach was also found to be a decreasing function of number of shock trials.

scholarly journals Strategije suočavanja sa anksioznošću u situaciji testiranja engleskog jezika kod studenata visokog i niskog samopoštovanja

Praxis medica ◽  
2020 ◽  
Vol 49 (1-2) ◽  
pp. 23-27
Author(s):  
Marina Malobabić ◽  
Ivana Nešić ◽  
Vesna Jokanović
Keyword(s):  
Coping Strategies ◽  
Great Part ◽  
Self Esteem ◽  
Demographic Variables ◽  
Negative Evaluation ◽  
Language Anxiety ◽  
Older Students ◽  
Testing Situation ◽  
Language Classroom ◽  
Different Types

Introduction: Different types of tests present a great part of the academic life, and the tests themselves are extremely stressful situations for most students. The question of strategies used for coping with anxiety in testing situations is raised by the anxiety experienced by students and the levels of their self-esteem during tests. Aim of the paper: The aim of the paper is to take into consideration language anxiety, self-esteem and social and demographic variables as predictors of active use of strategies for coping with the testing situation. Material and methodology: This research included 338 students from five faculties/colleges, with an average age of 21.82±2.561, who were administered the following scales: Rosenberg's Self-esteem Scale, the Coping with the Testing Situation Scale and Foreign Language Classroom Anxiety Scale. Results: The Subscale for Language Anxiety during Testing has the highest reversed predictive value (beta=-0.43, p<0.001) of coping strategies for the testing situation; older respondents have less expressed ability of coping with the testing (beta=-0.23, p<0.001), and the higher the level of fear from negative evaluation (beta=0.21, p<0.001), the more the respondents are coping with the testing situation. Conclusion: The higher the testing anxiety, the less will the students use coping strategies, and the older students cope less with stressful testing situations, but the greater the presence of a more expressed fear of inefficiency, the more will the respondents cope with the testing situation through various strategies.

Math Performance in Stressful Situations

2008 ◽  
Vol 17 (5) ◽  
pp. 339-343 ◽  
Author(s):  
Sian L. Beilock
Keyword(s):  
Working Memory ◽  
High Stress ◽  
High Stakes Testing ◽  
Math Performance ◽  
High Stakes ◽  
Negative Stereotypes ◽  
Testing Situation ◽  
Stressful Environment ◽  
Successful Execution ◽  
Math Problems

Whether because individuals are made aware of negative stereotypes about how they should perform or are in a high-stakes testing situation, a stressful environment can adversely affect the success people have in solving math problems. I review work examining how unwanted failure in math occurs and individual differences in those most likely to fail. This work suggests that a high-stress situation creates worries about the situation and its consequences that compete for the working memory (WM) normally available for performance. Consequently, the performance of individuals who rely most heavily on WM for successful execution (i.e., higher-WM individuals) is most likely to decline when the pressure is on.

Influence of Conditions at the Time of Reinforcement upon the Strength of a Secondary Reinforcement Effect

1963 ◽  
Vol 13 (3) ◽  
pp. 747-752
Author(s):  
Donald W. Zimmerman
Keyword(s):  
Guillotine Door ◽  
Learning Effect ◽  
Secondary Reinforcement ◽  
Water Reinforcement ◽  
Reinforcement Effect ◽  
Testing Situation ◽  
Made In

Animals were trained to run through a guillotine door into an adjacent compartment for water reinforcement. They were then given access to the compartment as a consequence of bar-pressing, but no water. At the time of testing for bar-pressing various changes were made in the type of response required. For other groups of animals variations were made in the relative sizes of the two compartments during both training and testing. It was found that “getting into the starting box” was as reinforcing as “getting out of the starting box,” that learning in the testing situation did not occur unless previous water reinforcement had been given in one of the compartments, and that changes in the type of response required at the time of testing did not diminish the learning effect.

Auxiliary Lines And Ratios

1967 ◽  
Vol 60 (2) ◽  
pp. 109-114
Author(s):  
Donald W. Stover
Keyword(s):  
Testing Situation ◽  
Mathematical Existence ◽  
Auxiliary Lines ◽  
Time Limitations

This depressing query, dashing the hopes engendered by eagerly waving hand and bright expression, is just one of those small, recurring punches teachers learn to roll with. Its occurrence may be forecast with confidence when geometry students encounter their first proof in which the figure contains auxiliary lines. In this instance, the answer is also predictable. Few teachers, taking into account the pressures and time limitations of a testing situation, dare require their students to select from the infinitude of mathematical existence an unrehearsed assertion of the form “There exists a line….”

Dynamic Assessment of Learning Potential: Inter-Rater Reliability of Deficient Cognitive Functions, Types of Mediation, and Non-Intellective Factors

2000 ◽  
Vol 1 (1) ◽  
pp. 40-64 ◽  
Author(s):  
David Tzuriel ◽  
Marilyn T. Samuels
Keyword(s):  
Learning Disabilities ◽  
Cognitive Functions ◽  
Dynamic Assessment ◽  
General Tendency ◽  
Training Phase ◽  
Learning Potential ◽  
Testing Situation ◽  
Normally Achieving ◽  
Assessment Of Learning ◽  
Mental Handicaps

The objective of this study was to investigate the reliability of three major domains of individual dynamic assessment (DA): (a) deficient cognitive functions (DCF), (b) types of mediation given during DA, and (c) non-intellective factors. A sample of 35 young adolescents was administered eight tests from the Learning Potential Assessment Device (LPAD) (Feuerstein, Rand, & Hoffman, 1979). The sample was composed of children diagnosed with learning disabilities and educable mental handicaps, and normally achieving children. The DA procedure for each case was videotaped for 8 to 15 hours and later rated for the three main domains. Results in general showed moderate reliability scores for DCF and mediational strategies and lower reliability scores for the non-intellective factors (NIF). Separate analyses were carried out for ratings which include a 0 category (examiners could not observe a behavior) and ratings without a 0 category. The results showed a general tendency for higher agreement among raters when the 0 category was removed. In type of mediation, ratings were similar with or without the 0 rating only in the training phase, when agreement was higher in approximately 10% of categories when 0 ratings were included than when not. These results were explained by referring to the interaction of type of task and phase of testing (situation) interaction.

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