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ROGER A. KOEHLER 《Journal of Educational Measurement》1974,11(2):101-108
A potentially valuable measure of overconfidence on confidence response multiple-choice tests was evaluated. The measure of overconfidence was based on probabilistic responses to seven nonsense items embedded in a 33 item vocabulary test. The test was administered under both confidence response and conventional choice response directions to 208 undergraduate educational psychology students. Measures of vocabulary knowledge based on confidence and choice responses, overconfidence, and risk-taking propensity were obtained. The results indicated that overconfidence was significantly related in a negative direction to confidence response vocabulary scores and essentially unrelated to choice response vocabulary scores. A moderate correlation was found between overconfidence and risk-taking propensity. However, the scatter plot for these measures showed that this relationship may have been spurious. 相似文献
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ROGER SÄLJÖ 《教育心理学家》2013,48(3):202-208
Over the past decades research on learning has become more diverse and complex. The concern expressed by Alexander, Schallert, and Reynolds (2009/this issue) is that this diversity of theoretical perspectives has resulted in a fragmentation that is destructive to the field. Although it is important to engage in explicit discussions of how learning is construed in different traditions, Alexander et al. do not give sufficient recognition to the significant epistemological and theoretical differences between traditions; differences that make them incompatible in important respects, for instance, with respect to their units of analysis. An acceptance of incompatibilities in perspectives is not necessarily a problem. In fact, such a situation may, if the debates are grounded in a mutual acceptance of the diverse manners in which knowing and learning may be theorized, give us a richer frame of reference from which to analyze learning in its various manifestations in complex societies. 相似文献
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The study examined the convergent and discriminant validity of three methods for assessing three subskills of reading: word analysis, vocabulary, and comprehension. These three subskills were measured by teachers' ratings, specialists' ratings, and standardized tests. Correlations of all three skills, each measured by the three different methods, were studied by the multi-trait-multimethod procedure. Although there was some support for convergent validity, the study revealed a total lack of discriminant validity for any of the three subskills of reading. 相似文献
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ROGER F. AUBREY 《Counselor Education & Supervision》1975,14(4):268-276
The inclusion of elementary school guidance and counseling within the current structure of American education is questioned by an examination of the ACES / ASCA joint policy statement on the role and responsibilities of the elementary school counselor. It is suggested that the vagueness and abstruseness of most definitions of elementary guidance and counseling are largely attributable to a lack of conceptual roots in a subject-matter discipline, developmental psychology, and the process of education. The notion of development as the central focus of guidance and counseling is then explored with particular emphasis on development as primary prevention. 相似文献
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