Buros-Nebraska Series on Measurement and Testing

 

The Influence of Cognitive Psychology on Testing

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    Date of this Version

    1987

    Document Type

    Article

    Citation

    From The Influence of Cognitive Psychology on Testing, edited by Royce R. Ronning, John A. Glover, Jane C. Conoley, and Joseph C. Witt (Hillsdale, NJ: Lawrence Erlbaum Associates, 1987)

    Comments

    Copyright © 1987 Lawrence Erlbaum Associates, Inc. Digital Edition Copyright © 2012 Buros Center for Testing.

    Abstract

    Subject Index- 10 pages

    A-Z

    A

    Ability, see also specific type classes of, Cattell-Horn model and, 15 definition of, 268- 274 exceptional, acquired skill vs., 216-221 fluid and crystallized, correlation of, 96- 97 measurement of, 87-88, 267- 283 cognitive ability factors and, 280- 282 definition s and, 268-274 person characteristic function and, 275-279 task difficulty and, 279-280
    Academic abilities, 145-183 cognitive strategies and, 150-152 control processes and, 149-150 declarative knowledge and, 146- 148 factors in, 146 in mathematics, 175-179 metacognition and, 152- 153 procedural knowledge and, 148-149 in reading, 153-162, see also Reading in science, 179- 182 in writing, 163-175, see also Writing
    Achievement assessment, 41-81 automaticity and, 44- 45 expert performance and, 49-50 general dimensions for, 77-81 intelligent tutoring systems and, 69-76, see also Intelligent tutoring systems knowledge structures and, 43-44 mental models of, 50-52 metacognitive skill s and, 49 practice and, 46-48 proceduralization and, 45-46 proximal development zone and, 48 psychology of learning and, 43 self-regulatory skills and, 49 subject matter acquisition and, 52-60, see also Subject matter acquisition; specific subject testing methodology and, 60-69, see also Testing methodology
    Adaptive instruction, tutor architectures and,70- 71
    ADCLUS, 231
    ADDTREE music perception and, 240 underlying representation and, 248- 249
    Age, metacognition and, 152
    Anderson's associa tive theories, 256
    Appearance models, 51, 52
    Aptitude layer of knowledge, intelligent tutoring systems and, 74-75
    Aptitude-treatment interaction research, 145

    ...

    Z

    Zone of proximal development, 48

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