The effect of practice on Raven's Advanced Progressive Matrices

Sixty-seven participants (39 men and 28 women), ranging in age from 26 to 79 years, were administered Raven's Advanced Progressive Matrices (APM) on three occasions. Although total APM scores were found to be highly reliable across the three occasions, the reliabilities of most individual items were extremely low. A single-factor model remained a borderline adequate fit (explaining approximately 20% of the variance) for the interitem correlation matrix on all three occasions. Total APM scores increased significantly across the three occasions (approximately two items per occasion). Improvements in total score across the occasions happened within a context of subjects changing both correct and incorrect responses from the previous occasion. The number of items left unanswered was found to be unrelated to both APM score on any given occasion and the amount of gain in score made across occasions. These findings suggest that the improvements in performance were not based on the acquisition of a strategy design to respond to more items or on the retention of item-specific information, but rather, the improvement reflected learning, something common to the types of items found in the APM.     

REACTION TIME AND INTELLIGENCE

The limited capacity theory is often cited to account for negative correlations between choice reaction time and different IQ measures. It is claimed, since working memory has strictly limited capacity to process a great amount of vital information and STM information decays if not rehearsed, that speed is an indispensable condition of efficient dealing with cognitive tasks. It ensures good performance before important information is forgotten. In the present experiment a special kind of task was applied‐one which supposedly puts a substantial load on the system of working memory. It was hypothesized that subjects dealing well with this task would also obtain high scores on general ability tests. The data obtained from 48 psychology students in the self‐paced, computer assisted study did not confirm this hypothesis. The data are interpreted as posing a challenge for the limited capacity theory, which must either be reformulated or replaced by better elaborated theoretical constructions.

     

Can Pre-entry Characteristics Account for the Ethnic Attainment Gap? An Analysis of a Flemish University

Research in Higher Education - Discussions about social justice imply discussions about higher education. After all, a whole set of literature has illustrated how ethnic minority students face all...     

Tradutore,traditore: Can the aect code of ethics “speak” across cultures?

Conclusion Although many questions remain unanswered, these early translations of the AECT Code of Ethics will be available at the AECT Web site to ensure that access to the principles is offered in languages other than English. As they become available, more translations will be added to the English, Farsi, French, Mandarin Chinese, Portuguese, and Spanish versions. The translations will be saved as PDF files to retain the unique characters of each language. Additional translators with expertise in both educational technology and the targeted languages will be identified. Exploration of ways to encourage debate regarding the viability of the translations within diverse cultures continues. The ultimate hope is that collaboration among members of the professional ethics committee of AECT, the translators, and interested educators will result in the development of a Code of Ethics that “speaks” across cultures and establishes a meaningful guide to professional conduct around the world. Authors’ Note: This article expands on earlier work published in the (2002) Proceedings of the Annual Meeting of the Association for Educational Communications and Technology, edited by M, Simonson.     

Instruction in basic concepts and first-grade achievement

First-grade students were administered the Boehm Test of Basic Concepts (BTBC), then given 15 weeks of instruction relevant to the concepts for which corresponding BTBC items were most frequently missed. Improvements in mid-year and end-of-year BTBC performance did not occur as a function of instruction, but a significant treatment effect did occur on a transfer measure, the Stanford Achievement Test. Results are discussed in terms of the sensitivity of the BTBC, possible nonlinguistic effects of the instructional program, and the practical significance of the treatment effect.     

Dynamics of GeoGebra ecosystem in mathematics education

Education and Information Technologies - The purpose of this study was to investigate the trends of GeoGebra related studies. We focused on the articles published between 2009 and 2021 and existed...     

The effectiveness of web-based Mathematics instruction (WBMI) on K-16 students’ mathematics learning: a meta-analytic research

Education and Information Technologies - Given the increasing prevalence of web technology, web-based mathematics environments have been increasingly widely used in mathematics education for the...