Since its development in 1982, The Tower of London (TOL; Shallice, 1982) spatial problem-solving task has been increasingly employed in test batteries of executive functions. This task has served as a rich source of information on preparation, planning and processing, but a number of issues remain unaddressed in the literature: (1) the problem structure, or problem space of the task, (2) the impact of modifications from the original, Shallice TOL, and (3) the variety of performance measures that can be derived from the TOL. We present here an overview of these issues in the hope that it may lead to a more effective and reasoned use of the TOL task by clinical and nonclinical investigators, alike.

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.

A new measure that focused explicitly on the cognitive dimension of test anxiety was introduced and examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students' self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students. Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations. High levels of cognitive test anxiety also were associated with significantly lower Scholastic Aptitude Test scores. Procrastination, in contrast, was related to performance only on the course final examination. Gender differences in cognitive test anxiety were documented, but those differences were not related to performance on the course exams. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. The results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures.

This chapter reviews the contribution of new information-communication technologies to the advancement of educational assessment. Improvements can be described in terms of precision in detecting the actual values of the observed variables, efficiency in collecting and processing information, and speed and frequency of feedback given to the participants and stakeholders. The chapter reviews previous research and development in two ways, describing the main tendencies in four continents (Asia, Australia, Europe and the US) as well as summarizing research on how technology advances assessment in certain crucial dimensions (assessment of established constructs, extension of assessment domains, assessment of new constructs and in dynamic situations). As there is a great variety of applications of assessment in education, each one requiring different technological solutions, the chapter classifies assessment domains, purposes and contexts and identifies the technological needs and solutions for each. The chapter reviews the contribution of technology to the advancement of the entire educational evaluation process, from authoring and automatic generation and storage of items, through delivery methods (Internet-based, local server, removable media, mini-computer labs) to forms of task presentation made possible with technology for response capture, scoring and automated feedback and reporting. Finally, the chapter identifies areas for which further research and development is needed (migration strategies, security, availability, accessibility, comparability, framework and instrument compliance) and lists themes for research projects feasible for inclusion in the Assessment and Teaching of Twenty-first Century Skills project.

61Traits, self-esteem, and self-efficacy operate in concert in predicting academic performance.61Self-efficacy mediates the effect of conscientiousness on senior high school grades.61Self-efficacy mediates the effect of self-esteem on senior high school grades.61Such relationships did not differ as a function of gender.61Such relationships held controlling for parents' education and previous scholastic achievement.

Abstract Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness--school-entry academic, attention, and socioemotional skills--and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.

61Computer-based assessments enables analyses of log-files that contain students' actions.61We analyzed PISA 2012 problem solving log-files of over 16,000 students.61We related students' strategic approach to performance on an individual and country level.61We identified several groups of students with different levels of (non-)mastery.61We discuss implications of log-file analyses for scientists, teachers, and policy makers.

Abstract Previous studies have indicated that as many as 25% to 50% of applicants in organizational and educational settings are retested with measures of cognitive ability. Researchers have shown that practice effects are found across measurement occasions such that scores improve when these applicants retest. In this study, the authors used meta-analysis to summarize the results of 50 studies of practice effects for tests of cognitive ability. Results from 107 samples and 134,436 participants revealed an adjusted overall effect size of .26. Moderator analyses indicated that effects were larger when practice was accompanied by test coaching and when identical forms were used. Additional research is needed to understand the impact of retesting on the validity inferences drawn from test scores. (c) 2007 APA, all rights reserved.

This chapter uses game-based assessment (GBA) to crack one of the hardest nuts in higher education: assessment. Section 1 clarifies why higher education needs assessment Section 2 reviews the failings of current approaches to assessment. Section 3 uses those failures to articulate game-based solutions. Section 4 explains why students love to be assessed. Section 5 points out that higher education is already a game and that game-based assessment is likely to yield better data because it is a kinder, more effective way to respond to failure.

Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students' self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.

Abstract The purpose was to examine the effect of test anxiety on deficits in the articulatory loop in the working memory system. We used a verbal memory task to occupy the articulatory loop and a spatial memory task to occupy the visuospatial scratch pad. 17 highly test-anxious and 19 low-anxiety subjects performed both tasks under an anxiety-inducing situation during which they were observed by a monitor camera. Percentage of correct responses and reaction times were measured as indices of task performance. Highly anxious subjects reported feeling worry and cognitive self-concern more than the low-anxiety group. Highly anxious subjects showed a longer mean reaction time on the verbal memory task than the low-anxiety group. On the spatial memory task there was no difference in quality of performance. This finding might suggest that anxiety such as worry and cognitive self-concern interferes with information processing in the articulatory loop of the working memory system.

The authors sought to determine whether symptoms experienced by formerly depressed patients after at least 8 weeks of remission can be used to identify their risk for relapse during the next 6 months. The study included 188 patients with major depressive disorder from the National Institute of Mental Health Collaborative Depression Study who had at least one Symptom Checklist-90 (SCL-90) assessment after at least 8 weeks of full remission from a depressive episode (defined as a value of 1 on the weekly psychiatric rating scale for all depressive conditions, recorded on Longitudinal Follow-Up Evaluation interviews). Mixed logistic regression was used to identify a set of SCL-90 items that were most predictive of relapse compared with nonrelapse within the next 6 months. Of 514 SCL-90 assessments completed after remission, 73 (14.2%) were followed by depressive relapse within 6 months. Seventeen SCL-90 items (including symptoms of depression, anxiety, and psychological vulnerability) significantly distinguished relapse from nonrelapse. Of these, a set of 12 symptoms maximally separated relapse from nonrelapse. Experiencing one or more of these symptoms had a sensitivity of 80.8% and a specificity of 51.2% for identifying a period in which a relapse occurred, with a positive predictive value of 21.5% and a negative predictive value of 94.2%. The relapse rate was 5.8% when none of the 12 symptoms were present, 16.4% when one to five symptoms were present, 34.1% when six to nine symptoms were present, and 72.7% when 10 or more symptoms were present. A brief symptom scale can be used to identify patients who, despite full remission from a depressive episode, are at substantial risk of relapse within the next 6 months, and this can be used to provide a basis for personalizing the intensity of follow-up visits.

Abstract Examinations are perhaps one of the main methods of assessment in education. Unfortunately, there are some individuals who are so fearful of such events that performance is impaired. Test anxiety is believed to be the trait that predisposes individuals to react negatively to examinations and tests. One way in which it is believed that test anxiety affects performance is by increasing susceptibility to distraction from task-irrelevant material. However, few studies have directly investigated this impairment. An experiment was therefore conducted to investigate susceptibility to distraction in high and low test-anxious students. The task used was based on one developed by Mathews, May, Mogg and Eysenck (1990), which distinguishes between focused attention and selective search. In order to determine whether a specific susceptibility to distraction exists, the distractors were varied in terms of valence and relevance to examinations. Since test anxiety is a situation-specific trait, an evaluation-related stressor was used to trigger test-anxious reactions. A specific susceptibility to distraction from threat was found amongst high test-anxious participants who received the evaluation-related stressor. However, this effect was only found when participants were using focused attention. This suggests that the disturbed performance often found to be associated with test anxiety might be due to an inability to ignore threatening material when attempting to focus attentional resources. These results are discussed in light of current theories of test anxiety and implications for educational practice. Copyright 2001 John Wiley & Sons, Ltd.

ABSTRACT The level of comprehension monitoring and the level of reading comprehension in low- and high-achieving fourth graders were investigated. Monitoring was assessed by changes in reading time and number of look-backs when confronted with comprehension obstacles. Reading comprehension was assessed with a task in which subjects had to summarize the text. The effect of strategic training on low-achievers' monitoring and comprehension was also investigated. The results indicated that the level of monitoring and the level of comprehension are related, which helps to clarify the differences between low- and high-achieving readers' comprehension. Training improved the low-achievers' monitoring and comprehension. The assessment method, with suggestions for its improvement, is also discussed.

61Assessment of planning ability in Stroke, Parkinson, and Mild Cognitive Impairment.61A version of the Tower of London task with a structurally balanced item set is used.61For all groups split-half and lower-bound reliability indices are adequate or high.61Patients' performance is consistently worse than that of well-matched controls61The reliability and criterion validity of a complex cognitive task is demonstrated.

Abstract Planning is the critical first stage of metacognition. Although it has long been emphasized theoretically, it has not been the subject of much empirical study due to the lack of a valid assessment tool. Because planning is a metacognitive process, online methods that collect data during task performance would much better capture it. The present study was conducted to develop an online measure of metacognitive planning. Researchers designed a puzzle task that took the form of the popular game Sokoban, and the ratio between planning time and total time of each item was chosen as the metacognitive planning index. The task was administered to a heterogeneous sample of 440 participants composed of college students as well as 5th-, 7th-, and 10th-grade students. The results showed that valid inference could be made from the time ratio score. Cronbach's alpha and test-retest correlation provided robust evidence of reliability of the time ratio score. Confirmatory factor analysis further confirmed its unidimensionality. Validity evidence also supported the use of the time ratio score. After controlling for demographic variables, intelligence, and motivation, the time ratio score still accounted for a significant proportion of variance of Sokoban performance, the Tower of London performance, and academic achievement. The time ratio score was also found to increase with age. Taken together, the results of the study revealed that the time ratio is a psychometrically sound online measure of metacognitive planning. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

ABSTRACT The past decade saw an exponential rise in the amount of information available on the World Wide Web. Almost every business organization today uses web based technology to wield its huge client base. Consequently, managing the large data and mining pertinent content has become the need of the hour. This is where the 03eld of big data analytics sows its seeds. The linchpin for this is the process of knowledge discovery. Analyzing server logs and other data footprints, aggregated from clients, can facilitate the building of a concrete knowledge base. Querying the knowledge base can help supplement business and other managerial decisions. The approach herein proposes a real time, generalized alternative to log 03le management and analysis. It incorporates the development of a sustainable platform which would enable the analysts to understand the essence of the data available.

In this paper, some recent results relating to the stability of scores on the Raven Progressive Matrices Test for different subgroups within and between the United Kingdom, the United States, and other Western societies are summarised. Subsequent sections deal with variation over time. A possible explanation for the variation in norms over time and between ethnic groups within the United States is offered.

Given the overwhelming research evidence showing the strong link between general cognitive ability (GCA) and job performance, it is not logically possible for industrial -organizational (I/O) psychologists to have a serious debate over whether GCA is important for job performance. However, even if none of this evidence existed in I/O psychology, research findings in differential psychology on the nature and correlates of GCA provide a sufficient basis for the conclusion that GCA is strongly related to job performance. In I/O psychology, the theoretical basis for the empirical evidence linking GCA and job performance is rarely presented, but is critical to understanding and acceptance of these findings. The theory explains the why behind the empirical findings. From the viewpoint of the kind of world we would like to live in-and would like to believe we live in-the research findings on GCA are not what most people would hope for and are not welcome. However, if we want to remain a science-based field, we cannot reject what we know to be true in favor of what we would like to be true.

TENI (Test de Evaluaci n Neuropsicol gica Infantil) is an instrument developed to assess cognitive abilities in children between 3 and 9 years of age. It is based on a model that incorporates games and technology as tools to improve the assessment of children's capacities. The test was standardized with two Chilean samples of 524 and 82 children living in urban zones. Evidence of reliability and validity based on current standards is presented. Data show good levels of reliability for all subtests. Some evidence of validity in terms of content, test structure, and association with other variables is presented. This instrument represents a novel approach and a new frontier in cognitive assessment. Further studies with clinical, rural, and cross-cultural populations are required.

The first objective of this study was to establish to what extent metacognitive skill development is associated with intelligence. As a second objective, the generality vs. domain-specificity of maturing metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills. Participants from four age groups (fourth-, sixth-, and eighth-graders, and university students) performed four inductive learning tasks, representing different domains. Intelligence, metacognitive skillfulness and learning performances were assessed for each participant. Results show that metacognitive skillfulness is a general, person-related characteristic across age groups, rather than being domain-specific. Moreover, metacognitive skills appear to develop and to contribute to learning performance, partly independent of intelligence. Educational implications are discussed.

78 Metacognitive skills can be validly on-line assessed with computer logfiles. 78 Logfile indicators of metacognition are relevant predictors of learning outcomes. 78 Logfile indicators of metacognition predict learning, independent of intelligence.

In this study, 154 students individually played a challenging physics video game for roughly 4h. Based on time data for both solved and unsolved problems derived from log files, we created a game-based assessment of persistence that was validated against an existing measure of persistence. We found that the game-based assessment of persistence predicted learning of qualitative physics after controlling for gender, video game experience, pretest knowledge and enjoyment of the game. These findings support the implementation of a real-time formative assessment of persistence to be used to dynamically change gameplay.

Abstract Judging others' personalities is an essential skill in successful social living, as personality is a key driver behind people's interactions, behaviors, and emotions. Although accurate personality judgments stem from social-cognitive skills, developments in machine learning show that computer models can also make valid judgments. This study compares the accuracy of human and computer-based personality judgments, using a sample of 86,220 volunteers who completed a 100-item personality questionnaire. We show that (i) computer predictions based on a generic digital footprint (Facebook Likes) are more accurate (r = 0.56) than those made by the participants' Facebook friends using a personality questionnaire (r = 0.49); (ii) computer models show higher interjudge agreement; and (iii) computer personality judgments have higher external validity when predicting life outcomes such as substance use, political attitudes, and physical health; for some outcomes, they even outperform the self-rated personality scores. Computers outpacing humans in personality judgment presents significant opportunities and challenges in the areas of psychological assessment, marketing, and privacy.

以北京市某中学和某小学11-14岁之间294名学生为被试，其中超常儿童131人，普通儿童163人。采用推箱子任务，结合横断比较和纵向追踪数据，从认知能力、元认知能力和认知效率三个维度来考察超常儿童与普通儿童问题解决能力的发展差异。结果发现超常儿童在问题解决能力的三个维度上均优于普通儿童，两类儿童问题解决能力的发展模式不一致：超常儿童的问题解决能力发展先快后慢，快速发展期在11-12岁半之间；普通儿童的问题解决能力发展先慢后快，快速发展期在12岁半-14岁之间。超常儿童与普通儿童的问题解决能力差异随年龄增大逐渐减小。

Abstract BACKGROUND: Recently, emotion recognition has become a hot topic in human-computer interaction. If computers could understand human emotions, they could interact better with their users. This paper proposes a novel method to recognize human emotions (neutral, happy, and angry) using a smart bracelet with built-in accelerometer. METHODS: In this study, a total of 123 participants were instructed to wear a customized smart bracelet with built-in accelerometer that can track and record their movements. Firstly, participants walked two minutes as normal, which served as walking behaviors in a neutral emotion condition. Participants then watched emotional film clips to elicit emotions (happy and angry). The time interval between watching two clips was more than four hours. After watching film clips, they walked for one minute, which served as walking behaviors in a happy or angry emotion condition. We collected raw data from the bracelet and extracted a few features from raw data. Based on these features, we built classification models for classifying three types of emotions (neutral, happy, and angry). RESULTS AND DISCUSSION: For two-category classification, the classification accuracy can reach 91.3% (neutral vs. angry), 88.5% (neutral vs. happy), and 88.5% (happy vs. angry), respectively; while, for the differentiation among three types of emotions (neutral, happy, and angry), the accuracy can reach 81.2%. CONCLUSIONS: Using wearable devices, we found it is possible to recognize human emotions (neutral, happy, and angry) with fair accuracy. Results of this study may be useful to improve the performance of human-computer interaction.