The presence of magical thinking in obsessive compulsive disorder.

PubMed

Einstein, Danielle A; Menzies, Ross G

2004-05-01

Two research groups have raised the possibility that magical ideation may be a fundamental feature of obsessive-compulsive disorder. It has been proposed to underlie thought action fusion and superstitious beliefs. In this study, the Magical Ideation scale, the Lucky Behaviours and Lucky Beliefs scales, the Thought Action Fusion-Revised scale, the Padua Inventory, and the Obsessive Compulsive Inventory-Short Version were completed by 60 obsessive compulsive patients at a hospital clinic. Of all the measures, the Magical Ideation (MI) scale was found to be the most strongly related to obsessive compulsive symptoms. Large and significant relationships between MI scores and the measures of OCD were obtained even when alternative constructs (Lucky Behaviours, Lucky Beliefs, Thought Action Fusion-Revised scales) were held constant. No other variable remained significantly related to the Obsessive Compulsive Inventory-Short Version when magical ideation scores were held constant. The findings suggest that a general magical thinking tendency may underpin previous observed links between superstitiousness, thought action fusion and OCD severity.

Cross-Cultural Equivalency of the California Critical Thinking Disposition Inventory

ERIC Educational Resources Information Center

Iskifoglu, Gökhan

2014-01-01

This study describes the cross-cultural applicability of a multidimensional inventory of students' evaluation of critical thinking dispositions (California Critical Thinking Disposition Inventory). The goal was to assess the cross-cultural psychometric equivalency of the CCTDI through testing measurement invariance across American and Turkish…

Ideological Think Tanks in the States: An Inventory of Their Prevalence, Networks, and Higher Education Policy Activity

ERIC Educational Resources Information Center

Ness, Erik C.; Gándara, Denisa

2014-01-01

This study takes an inventory of a particular type of intermediary organization ascendant within the state-level higher education policy: ideological think tanks. Our inventory identifies 99 think tanks: 59 affiliated with the conservative State Policy Network and 40 with the Progressive States Network. The analysis shows that state-level…

Patterns of thinking about phylogenetic trees: A study of student learning and the potential of tree thinking to improve comprehension of biological concepts

NASA Astrophysics Data System (ADS)

Naegle, Erin

Evolution education is a critical yet challenging component of teaching and learning biology. There is frequently an emphasis on natural selection when teaching about evolution and conducting educational research. A full understanding of evolution, however, integrates evolutionary processes, such as natural selection, with the resulting evolutionary patterns, such as species divergence. Phylogenetic trees are models of evolutionary patterns. The perspective gained from understanding biology through phylogenetic analyses is referred to as tree thinking. Due to the increasing prevalence of tree thinking in biology, understanding how to read phylogenetic trees is an important skill for students to learn. Interpreting graphics is not an intuitive process, as graphical representations are semiotic objects. This is certainly true concerning phylogenetic tree interpretation. Previous research and anecdotal evidence report that students struggle to correctly interpret trees. The objective of this research was to describe and investigate the rationale underpinning the prior knowledge of introductory biology students' tree thinking Understanding prior knowledge is valuable as prior knowledge influences future learning. In Chapter 1, qualitative methods such as semi-structured interviews were used to explore patterns of student rationale in regard to tree thinking. Seven common tree thinking misconceptions are described: (1) Equating the degree of trait similarity with the extent of relatedness, (2) Environmental change is a necessary prerequisite to evolution, (3) Essentialism of species, (4) Evolution is inherently progressive, (5) Evolution is a linear process, (6) Not all species are related, and (7) Trees portray evolution through the hybridization of species. These misconceptions are based in students' incomplete or incorrect understanding of evolution. These misconceptions are often reinforced by the misapplication of cultural conventions to make sense of trees. Chapter 2 explores the construction, validity, and reliability of a tree thinking concept inventory. Concept inventories are research based instruments that diagnose faulty reasoning among students. Such inventories are tools for improving teaching and learning of concepts. Test scores indicate that tree thinking misconceptions are held by novice and intermediate biology students. Finally, Chapter 3 presents a tree thinking rubric. The rubric aids teachers in selecting and improving introductory tree thinking learning exercises that address students' tree thinking misconceptions.

The development of scientific thinking in elementary school: a comprehensive inventory.

PubMed

Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate

2015-01-01

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data interpretation, and understanding the nature of science. Unidimensional and multidimensional item response theory analyses supported the instrument's reliability and validity and suggested that the multiple components of scientific thinking form a unitary construct, independent of verbal or reasoning skills. A partial credit model gave evidence for a hierarchical developmental progression. Across each grade transition, advanced conceptions increased while naïve conceptions decreased. Independent effects of intelligence, schooling, and parental education on scientific thinking are discussed. © 2014 The Authors. Child Development © 2014 Society for Research in Child Development, Inc.

Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)

PubMed Central

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2016-01-01

We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non–expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI’s robustness and sensitivity in capturing useful data relating to the students’ conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. PMID:26903497

Defining Mindfulness by How Poorly I Think I Pay Attention during Everyday Awareness and Other Intractable Problems for Psychology's (Re)Invention of Mindfulness: Comment on Brown Et Al. (2011)

ERIC Educational Resources Information Center

Grossman, Paul

2011-01-01

The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from an age-old systematic phenomenological program to investigate subjective experience. Recent enthusiasm for "mindfulness" in psychology has resulted in proliferation of self-report inventories that purport to measure mindful awareness as a…

Preferred Teaching Styles and Modes of Thinking among University Students in Mainland China

ERIC Educational Resources Information Center

Zhang, Li-fang

2006-01-01

The present study had three purposes. The first was to further explore the psychometric properties of the Preferred Thinking Styles in Teaching Inventory [Zhang, L. F. (2003). "The preferred thinking styles in teaching inventory." Unpublished test. The University of Hong Kong: Hong Kong]. The second was to test the hypothesis that the…

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool

PubMed Central

Newman, Dina L.; Snyder, Christopher W.; Fisk, J. Nick; Wright, L. Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select–format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N = 54), and large-scale beta testing (N = 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use. PMID:27055775

Predicting recidivism with the psychological inventory of criminal thinking styles and level of service inventory-revised: screening version.

PubMed

Walters, Glenn D

2011-06-01

Recidivism was evaluated in 178 male inmates administered the Psychological Inventory of Criminal Thinking Styles (PICTS) and scored on the Level of Service Inventory-Revised: Screening Version (LSI-R:SV) 1-55 months before their release from prison. Age, prior charges, the LSI-R:SV total score, and the PICTS General Criminal Thinking (GCT), Proactive Criminal Thinking (P), and Reactive Criminal Thinking (R) scores served as predictors of recidivism in follow-ups spanning 1-53 months. Age, prior charges, and the PICTS GCT and R scales consistently and incrementally predicted general recidivism (all charges), whereas prior charges and the PICTS R scale consistently and incrementally predicted serious recidivism (more serious charges). Although these results support the predictive efficacy and incremental validity of content-relevant self-report measures of criminality like the PICTS, they also indicate that the effect is modest and in need of further clarification. One area requiring further investigation is the potential role of the PICTS, particularly the R scale, as a dynamic risk factor.

The Informal Reading-"Thinking" Inventory: Twenty-First-Century Assessment Formats for Discovering Reading and Writing Needs--and Strengths

ERIC Educational Resources Information Center

Manzo, Ula; Manzo, Anthony V.

2013-01-01

In this article, we discuss the Informal Reading-"Thinking" Inventory (IR-TI), an informal reading inventory built on an easily recognized legacy model that also branches out into new realms. The IR-TI provides tools for assessing reading the lines, reading between the lines, and reading beyond the lines. This is a 21st-century…

Thinking styles and emotions.

PubMed

Zhang, Li-Fang

2008-09-01

This study aimed to explore the relationship between thinking styles and emotions among university students in Hong Kong. Participants were 99 2nd-year students (23 men and 76 women) who responded to the Thinking Styles Inventory-Revised (TSI-R), based on R. J. Sternberg's (1988) theory of mental self-government, and to the Iowa Managing Emotions Inventory (IMEI), based on A. Chickering's (1969) theory of psychosocial development. Results indicated not only that thinking styles were associated with emotions but also that thinking styles had predictive power for emotions beyond age. The author discusses implications of these findings for faculty members and student-development educators.

Alexithymia and burnout in nursing students.

PubMed

Katsifaraki, Maria; Tucker, Philip

2013-11-01

Although previous studies have indicated an association between alexithymia and burnout, they have not controlled for well-established organizational factors, depression, and coping mechanisms that could confound the relationship. This study investigated the association between alexithymia and occupational burnout. One hundred eighty-three nursing students were assessed up to 3 months before graduating from their program. Alexithymia was measured with the Toronto Alexithymia Scale, occupational burnout was measured with the Maslach Burnout Inventory, work-related factors were measured with the Areas of Worklife Survey, depression was measured with Beck Depression Inventory-II, and coping strategies were measured with the COPE Dispositional Inventory. Hierarchical multiple regressions indicated that externally oriented thinking style was significantly associated with personal accomplishment and depersonalization after adjusting for depression, coping, and work-related factors. The results indicate that only a single aspect of the alexithymia construct serves as a possibly independent predisposing factor for specific burnout dimensions. Copyright 2013, SLACK Incorporated.

Constructions of the self in interaction with the Beck Depression Inventory.

PubMed

Galasinski, Dariusz

2008-10-01

In this article, I am interested in discourses of people completing the Polish version of the Beck Depression Inventory (BDI). I focus upon the negotiation of the spaces for constructing the self opened by the BDI. My corpus consists of transcripts of 50 sessions in which self-reportedly healthy people were asked to ;think aloud' while completing the BDI. I shall demonstrate that in interactions with the ;depression scale', the informants mostly rejected the spaces offered by it. Three strategies of such rejection are discussed: reformulation, recontextualization and an explicit challenge to the categories offered by the BDI. I shall argue that the concerns of lived experience in a particular context, when not subdued by the relationship of power in the situation of medical examination, overrule the frame imposed by the a-contextual questionnaire of sadness. Insight into depression or its intensity offered by ;context-free' psychological or psychiatric instrument, set outside lived experience, is extremely problematic.

Validity Study of the Thinking Styles Inventory

ERIC Educational Resources Information Center

Black, Anne C.; McCoach, D. Betsy

2008-01-01

This article examines the psychometric properties of the 104-item Thinking Styles Inventory (TSI; Sternberg & Wagner, 1992) using responses from 789 students from 4 high schools in Connecticut. Twelve of the 13 subscales identified in mental self-government (MSG) theory (Sternberg, 1988, 1997) were included in all analyses. Both subscale- and…

Defining Characteristics of Creative Women

ERIC Educational Resources Information Center

Bender, Sarah White; Nibbelink, BradyLeigh; Towner-Thyrum, Elizabeth; Vredenburg, Debra

2013-01-01

This study was an effort to identify correlates of creativity in women. A sample of 447 college students were given the picture completion subtest of the Torrance Test of Creative Thinking, the "How Do You Think Test," the Revised NEO Personality Inventory, the Multidimensional Self-Esteem Inventory, the Family Environment Scale, and the…

Relationships among race, education, criminal thinking, and recidivism: moderator and mediator effects.

PubMed

Walters, Glenn D

2014-02-01

Moderator and mediator relationships linking variables from three different theoretical traditions-race (subcultural theory), education (life-course theory), and criminal thinking (social learning theory)-and recidivism were examined in 1,101 released male federal prison inmates. Preliminary regression analyses indicated that racial status (White, Black, Hispanic) moderated the relationship between criminal thinking, as measured by the General Criminal Thinking (GCT) score of the Psychological Inventory of Criminal Thinking Styles (PICTS), and recidivism. Further analysis, however, revealed that it was not racial status, per se, that moderated the relationship between the PICTS and recidivism, but educational attainment. Whereas the PICTS was largely effective in predicting recidivism in inmates with 12 or more years of education, it was largely ineffective in predicting recidivism in inmates with fewer than 12 years of education. When education and the GCT score were compared as possible mediators of the race-recidivism relationship only the GCT successfully mediated this relationship. Sensitivity testing showed that the GCT mediating effect was moderately robust to violations of the sequential ignorability assumption on which causal mediation analysis rests. Moderator and mediator analyses are potentially important avenues through which theoretical constructs can be integrated and assessment strategies devised.

Brief, Embedded, Spontaneous Metacognitive Talk Indicates Thinking Like a Physicist

ERIC Educational Resources Information Center

Sayre, Eleanor C.; Irving, Paul W.

2015-01-01

Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of…

Criminal thinking styles and emotional intelligence in Egyptian offenders.

PubMed

Megreya, Ahmed M

2013-02-01

The Psychological Inventory of Criminal Thinking Styles (PICTS) has been applied extensively to the study of criminal behaviour and cognition. Increasingly growing evidence indicates that criminal thinking styles vary considerably among individuals, and these individual variations appear to be crucial for a full understanding of criminal behaviour. This study aimed to examine individual differences in criminal thinking as a function of emotional intelligence. A group of 56 Egyptian male prisoners completed the PICTS and Bar-On Emotional Quotient Inventory (EQ-i). The correlations between these assessments were examined using a series of Pearson correlations coefficients, with Bonferroni correction. General criminal thinking, reactive criminal thinking and five criminal thinking styles (mollification, cutoff, power orientation, cognitive indolence and discontinuity) negatively correlated with emotional intelligence. On the other hand, proactive criminal thinking and three criminal thinking styles (entitlement, superoptimism and sentimentality) did not associate with emotional intelligence. Emotional intelligence is an important correlate of individual differences in criminal thinking, especially its reactive aspects. Practical implications of this suggestion were discussed. Copyright © 2013 John Wiley & Sons, Ltd.

A Preliminary Investigation into Critical Thinking of Urban Xi'an High School Students

ERIC Educational Resources Information Center

Zhou, Qing; Wang, Xiang; Yao, Linna

2007-01-01

This paper reports the development of critical thinking of urban high school students in the Chinese city of Xi'an. It presents the assessment of the students' two components of critical thinking: dispositions towards critical thinking and critical thinking skills, using the California Critical Thinking Disposition Inventory and the California…

Validating the Thinking Styles Inventory-Revised II among Chinese University Students with Hearing Impairment through Test Accommodations

ERIC Educational Resources Information Center

Cheng, Sanyin; Zhang, Li-Fang

2014-01-01

The present study pioneered in adopting test accommodations to validate the Thinking Styles Inventory-Revised II (TSI-R2; Sternberg, Wagner, & Zhang, 2007) among Chinese university students with hearing impairment. A series of three studies were conducted that drew their samples from the same two universities, in which accommodating test…

[Reliability and validity of the Japanese version of the Thinking Style Inventory].

PubMed

Ochiai, Jun; Maie, Yuko; Wada, Yuichi

2016-06-01

This study examined the internal and external validity of the Japanese version of the Thinking Styles Inventory (TSI: Hiruma, 2000), which was originally developed by Sternberg and Wagner (1991) based on the framework of Sternberg's (1988) theory of mental self-government. The term "thinking style" refers to the concept that individuals differ in how they organize, direct, and manage their own thinking activities. We administered the Japanese version of the TSI to Japanese participants (N = 655: Age range 20-84 years). The results of item analysis, reliability analysis, and factor analysis, were consistent with the general ideas of the theory. In addition, there were significant relationships between certain thinking styles and 3 participant characteristics: age, gender, and working arrangement. Furthermore, some thinking styles were positively correlated with social skill. Implications of these results for the nature of Japanese thinking styles are discussed.

Assessment of Undergraduates' Real-World Outcomes of Critical Thinking in Everyday Situations.

PubMed

Franco, Amanda R; Costa, Patrício S; Butler, Heather A; Almeida, Leandro S

2017-01-01

Critical thinking is a kind of "good" thinking that integrates a set of cognitive skills and dispositions to use those skills with knowledge to increase the chances of success in academic settings, job market, and daily life. The impact of critical thinking on life events, in face of everyday decisions and challenges, is still unclear, and further research is needed. In this exploratory study, a sample of 230 first-year students of a Bachelor's Degree or a Master's Degree in Portugal completed an experimental Portuguese version of the Real-World Outcomes, a self-report inventory measuring everyday negative life events that are mediated by a lack of critical thinking. Based on exploratory factor analysis results and theoretical premises, changes were made to the Portuguese version of the inventory that was administered, and items were aggregated into six dimensions, creating a new version that is more familiar to Portuguese young adults in college. This original proposal of the inventory presents six types of negative life events resulting from a lack of critical thinking: health neglect, mismanagement, slackness, poor impulse control, academic negligence, and rashness. Both limitations and future potentialities of this version are presented.

Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI).

PubMed

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2016-01-01

We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being statistically literate and associated skills are needed in almost all walks of life. Despite this, previous work shows that non-expert-like thinking in statistical reasoning is common, even after instruction. As science educators, our goal should be to move students along a novice-to-expert spectrum, which could be achieved with growing experience in statistical reasoning. We used item response theory analyses (the one-parameter Rasch model and associated analyses) to assess responses gathered from biology students in two populations at a large research university in Canada in order to test SRBCI's robustness and sensitivity in capturing useful data relating to the students' conceptual ability in statistical reasoning. Our analyses indicated that SRBCI is a unidimensional construct, with items that vary widely in difficulty and provide useful information about such student ability. SRBCI should be useful as a diagnostic tool in a variety of biology settings and as a means of measuring the success of teaching interventions designed to improve statistical reasoning skills. © 2016 T. Deane et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Psychometric Properties of Creative Self-Efficacy Inventory Among Distinguished Students in Saudi Arabian Universities.

PubMed

Alotaibi, Khaled N

2016-06-01

This study examined the psychometric properties of the Arabic version of Abbott's Creative Self-Efficacy inventory. Saudi honors students (157 men vs. 163 women) participated. These students are undergraduates (M age = 19.5 year, SD = 1.9) who complete 30 credit hours with a grade point average of no less than 4.5 out of 5. The results showed that the internal consistency (α = .87) and the test-retest reliabilities (r = .73) were satisfactory. The study sample was separated into two subsamples. The data from the first subsample (n = 60) were used to conduct an exploratory factor analysis, whereas the data from the second subsample (n = 260) were used to perform a confirmatory factor analysis. The results of exploratory factor analysis and confirmatory factor analysis indicated that creative self-efficacy was not a unidimensional construct but consisted of two factors labeled "creative thinking self-efficacy" and "creative performance self-efficacy." As expected, this two-factor model fit the data adequately, supporting prior research that treated creative self-efficacy as multidimensional construct. © The Author(s) 2016.

The Japanese Criminal Thinking Inventory: Development, Reliability, and Initial Validation of a New Scale for Assessing Criminal Thinking in a Japanese Offender Population.

PubMed

Kishi, Kaori; Takeda, Fumi; Nagata, Yuko; Suzuki, Junko; Monma, Takafumi; Asanuma, Tohru

2015-11-01

Using a sample of 116 Japanese men who had been placed under parole/probationary supervision or released from prison, the present study examined standardization, reliability, and validation of the Japanese Criminal Thinking Inventory (JCTI) that was based on the short form of the Psychological Inventory of Criminal Thinking Styles (PICTS), a self-rating instrument designed to evaluate cognitive patterns specific to criminal conduct. An exploratory factor analysis revealed that four dimensions adequately captured the structure of the JCTI, and the resultant 17-item JCTI demonstrated high internal consistency. Compared with the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ), the JCTI showed a favorable pattern of criterion-related validity. Prior criminal environment and drug abuse as the most recent offense also significantly correlated with the JCTI total score. Overall, the JCTI possesses an important implication for offender rehabilitation as it identifies relevant cognitive targets and assesses offender progress. © The Author(s) 2014.

Defining mindfulness by how poorly I think I pay attention during everyday awareness and other intractable problems for psychology's (re)invention of mindfulness: comment on Brown et al. (2011).

PubMed

Grossman, Paul

2011-12-01

The Buddhist construct of mindfulness is a central element of mindfulness-based interventions and derives from an age-old systematic phenomenological program to investigate subjective experience. Recent enthusiasm for "mindfulness" in psychology has resulted in proliferation of self-report inventories that purport to measure mindful awareness as a trait. This paper addresses a number of intractable issues regarding these scales, in general, and also specifically highlights vulnerabilities of the adult and adolescent forms of the Mindfulness Attention Awareness Scale. These problems include (a) lack of available external referents for determining the construct validity of these inventories, (b) inadequacy of content validity of measures, (c) lack of evidence that self-reports of mindfulness competencies correspond to actual behavior and evidence that they do not, (d) lack of convergent validity among different mindfulness scales, (e) inequivalence of semantic item interpretation among different groups, (f) response biases related to degree of experience with mindfulness practice, (g) conflation of perceived mindfulness competencies with valuations of importance or meaningfulness, and (h) inappropriateness of samples employed to validate questionnaires. Current self-report attempts to measure mindfulness may serve to denature, distort, and banalize the meaning of mindful awareness in psychological research and may adversely affect further development of mindfulness-based interventions. Opportunities to enrich positivist Western psychological paradigms with a detailed and complex Buddhist phenomenology of the mind are likely to require a depth of understanding of mindfulness that, in turn, depends upon direct and long-term experience with mindfulness practice. Psychologists should consider pursuing this avenue before attempting to characterize and quantify mindfulness.

Thinking Styles and Conceptions of Creativity among University Students

ERIC Educational Resources Information Center

Zhu, Chang; Zhang, Li-Fang

2011-01-01

This research aims to understand university students' thinking styles and the relationship with their views of creativity. The Thinking Styles Inventory-Revised II was used to measure 13 thinking styles as defined in Sternberg's theory of mental self-government and the Conceptions of Creativity Scales was used to inquire students' views about the…

Inventory Control.

ERIC Educational Resources Information Center

Rich, Joe, Ed.

1990-01-01

Described are the design, construction, and uses of two pieces of laboratory equipment. Included are a multipurpose meter, "Calo-pH Meter," and a device for collecting water samples for determining dissolved oxygen content. (CW)

Development of the Statistical Reasoning in Biology Concept Inventory (SRBCI)

ERIC Educational Resources Information Center

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2016-01-01

We followed established best practices in concept inventory design and developed a 12-item inventory to assess student ability in statistical reasoning in biology (Statistical Reasoning in Biology Concept Inventory [SRBCI]). It is important to assess student thinking in this conceptual area, because it is a fundamental requirement of being…

Individual differences in intuitive-experiential and analytical-rational thinking styles.

PubMed

Epstein, S; Pacini, R; Denes-Raj, V; Heier, H

1996-08-01

Two studies provide evidence for the reliability and validity of a new self-report measure of individual differences in intuitive-experiential and analytical-rational thinking based on cognitive-experiential self-theory (CEST). The Rational-Experiential Inventory (REI) was constructed to measure the 2 independent processing modes with a modified Need for Cognition Scale (NFC, J.T. Cacioppo & R.E. Petty, 1982) and a new scale, Faith in Intuition (FI). In Study 1, a factor analysis yielded 2 orthogonal factors corresponding to NFC and FI. Although heuristic processing was determined primarily by FI, NFC also contributed to heuristic responding, in line with CEST. The relation of FI and NFC to coping ability also was examined. In Study 2, the factor structure of the REI was replicated (N = 973). NFC and FI were differentially related to measures of personality, adjustment, achievement, and interpersonal relations.

Thinking Styles and Academic Stress Coping among Chinese Secondary School Students

ERIC Educational Resources Information Center

Yuan, Wei; Zhang, Li-Fang; Fu, Mingchen

2017-01-01

This study investigated the predictive power of thinking styles for academic stress coping. Participants were 563 (280 males, 275 females, 8 gender unspecified) secondary school students in grades 7 through 12 from mainland China. Thinking styles were measured using the Thinking Styles Inventory-Revised II which was based on the theory of mental…

The effect of critical thinking education on nursing students' problem-solving skills.

PubMed

Kanbay, Yalçın; Okanlı, Ayşe

2017-06-01

The aim of this study is to examine the effect of critical thinking education on nursing students' problem-solving skills. This study was conducted with 93 nursing students, 49 in the control group and 44 in the education group. The California Critical Thinking Disposition Inventory and the Problem-solving Inventory were administered to them before and after 12 weeks of critical thinking education. The education group's mean critical thinking score was 253.61 on the pretest and 268.72 on the posttest. This increase was statistically significant (p < .001). The posttest mean score of the control group fell to 258.18 on the posttest after a pretest mean score of 260.79, and this difference was statistically significant (p < .001). According to the posttest results, the problem-solving skills of education group increased significantly (p < .001), while the control group's score fell significantly (p < .001). This study determined that critical thinking education improves problem-solving skills.

Development of the Central Dogma Concept Inventory (CDCI) Assessment Tool.

PubMed

Newman, Dina L; Snyder, Christopher W; Fisk, J Nick; Wright, L Kate

2016-01-01

Scientific teaching requires scientifically constructed, field-tested instruments to accurately evaluate student thinking and gauge teacher effectiveness. We have developed a 23-question, multiple select-format assessment of student understanding of the essential concepts of the central dogma of molecular biology that is appropriate for all levels of undergraduate biology. Questions for the Central Dogma Concept Inventory (CDCI) tool were developed and iteratively revised based on student language and review by experts. The ability of the CDCI to discriminate between levels of understanding of the central dogma is supported by field testing (N= 54), and large-scale beta testing (N= 1733). Performance on the assessment increased with experience in biology; scores covered a broad range and showed no ceiling effect, even with senior biology majors, and pre/posttesting of a single class focused on the central dogma showed significant improvement. The multiple-select format reduces the chances of correct answers by random guessing, allows students at different levels to exhibit the extent of their knowledge, and provides deeper insight into the complexity of student thinking on each theme. To date, the CDCI is the first tool dedicated to measuring student thinking about the central dogma of molecular biology, and version 5 is ready to use. © 2016 D. L. Newman et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Construction of the mathematical concept of pseudo thinking students

NASA Astrophysics Data System (ADS)

Anggraini, D.; Kusmayadi, T. A.; Pramudya, I.

2018-05-01

Thinking process is a process that begins with the acceptance of information, information processing and information calling in memory with structural changes that include concepts or knowledges. The concept or knowledge is individually constructed by each individual. While, students construct a mathematical concept, students may experience pseudo thinking. Pseudo thinking is a thinking process that results in an answer to a problem or construction to a concept “that is not true”. Pseudo thinking can be classified into two forms there are true pseudo and false pseudo. The construction of mathematical concepts in students of pseudo thinking should be immediately known because the error will have an impact on the next construction of mathematical concepts and to correct the errors it requires knowledge of the source of the error. Therefore, in this article will be discussed thinking process in constructing of mathematical concepts in students who experience pseudo thinking.

Differences in Styles of Thinking "In Light of Sternberg's Theory": A Case Study of Different Educational Levels in Saudi Arabia

ERIC Educational Resources Information Center

Aljojo, Nahla

2017-01-01

People's styles of thinking vary; we seek to understand these differences, to refine our abilities and skills, and find new and useful ways of thinking. To develop this concept, we implement the Sternberg (1997) thinking style inventory (TSI) as part of the learning process. The main idea behind the implementation of this style of thinking is to…

What Do You Think You Are Measuring? A Mixed-Methods Procedure for Assessing the Content Validity of Test Items and Theory-Based Scaling

PubMed Central

Koller, Ingrid; Levenson, Michael R.; Glück, Judith

2017-01-01

The valid measurement of latent constructs is crucial for psychological research. Here, we present a mixed-methods procedure for improving the precision of construct definitions, determining the content validity of items, evaluating the representativeness of items for the target construct, generating test items, and analyzing items on a theoretical basis. To illustrate the mixed-methods content-scaling-structure (CSS) procedure, we analyze the Adult Self-Transcendence Inventory, a self-report measure of wisdom (ASTI, Levenson et al., 2005). A content-validity analysis of the ASTI items was used as the basis of psychometric analyses using multidimensional item response models (N = 1215). We found that the new procedure produced important suggestions concerning five subdimensions of the ASTI that were not identifiable using exploratory methods. The study shows that the application of the suggested procedure leads to a deeper understanding of latent constructs. It also demonstrates the advantages of theory-based item analysis. PMID:28270777

An Exploration of the Interplay of Students' Dispositions to Critical Thinking, Formal Thinking and Procedural Knowledge in Science.

ERIC Educational Resources Information Center

Ferguson, Nicole; Vazquez-Abad, Jesus

This paper describes part of a study undertaken to examine the relationship between dispositions to critical thinking, procedural knowledge in science, and formal reasoning. Three tests were administered to 346 grade 7 students at the beginning and at the end of the school year: California Critical Thinking Dispositions Inventory, Group Assessment…

Identifying Critical Thinking Styles to Enhance Volunteer Development

ERIC Educational Resources Information Center

Gay, Keegan D.; Terry, Bryan; Lamm, Alexa J.

2015-01-01

Diversity in learning options can increase efficacy of volunteer development systems. The University of Florida Critical Thinking Inventory (UFCTI) is designed to explicate an individual's critical thinking style based upon a continuum from Seeking Information to Engagement. Static and interpretive materials are best used with individuals of a…

Future Teachers' Spatial Thinking Skills and Attitudes

ERIC Educational Resources Information Center

Shin, Euikyung E.; Milson, Andrew J.; Smith, Thomas J.

2016-01-01

The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on…

The Depression Inventory Development Workgroup: A Collaborative, Empirically Driven Initiative to Develop a New Assessment Tool for Major Depressive Disorder.

PubMed

Vaccarino, Anthony L; Evans, Kenneth R; Kalali, Amir H; Kennedy, Sidney H; Engelhardt, Nina; Frey, Benicio N; Greist, John H; Kobak, Kenneth A; Lam, Raymond W; MacQueen, Glenda; Milev, Roumen; Placenza, Franca M; Ravindran, Arun V; Sheehan, David V; Sills, Terrence; Williams, Janet B W

2016-01-01

The Depression Inventory Development project is an initiative of the International Society for CNS Drug Development whose goal is to develop a comprehensive and psychometrically sound measurement tool to be utilized as a primary endpoint in clinical trials for major depressive disorder. Using an iterative process between field testing and psychometric analysis and drawing upon expertise of international researchers in depression, the Depression Inventory Development team has established an empirically driven and collaborative protocol for the creation of items to assess symptoms in major depressive disorder. Depression-relevant symptom clusters were identified based on expert clinical and patient input. In addition, as an aid for symptom identification and item construction, the psychometric properties of existing clinical scales (assessing depression and related indications) were evaluated using blinded datasets from pharmaceutical antidepressant drug trials. A series of field tests in patients with major depressive disorder provided the team with data to inform the iterative process of scale development. We report here an overview of the Depression Inventory Development initiative, including results of the third iteration of items assessing symptoms related to anhedonia, cognition, fatigue, general malaise, motivation, anxiety, negative thinking, pain and appetite. The strategies adopted from the Depression Inventory Development program, as an empirically driven and collaborative process for scale development, have provided the foundation to develop and validate measurement tools in other therapeutic areas as well.

Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies

ERIC Educational Resources Information Center

Sendag, Serkan; Erol, Osman; Sezgin, Sezan; Dulkadir, Nihal

2015-01-01

The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0…

Critical Thinking Dispositions of Pre-Service Teachers

ERIC Educational Resources Information Center

Bakir, Selda

2015-01-01

This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be 0.82. The…

Psychometric Properties of a Russian Version of the Cognitive Flexibility Inventory (CFI-R).

PubMed

Kurginyan, Sergey S; Osavolyuk, Ekaterina Y

2018-01-01

The Cognitive Flexibility Inventory (CFI) is a brief self-report measure of the type of cognitive flexibility (CF) necessary to successfully challenge and restructure maladaptive beliefs with more balanced and adaptive thinking; it is particularly popular for use with English speakers. The CFI has recently been translated into five languages (Chinese, Japanese, Iranian, Turkish, and Russian), although estimates of reliability and validity of these translated versions are scarce. This study reports on the factor structure, internal consistency, reliability, and construct validity of the CFI. We adopted the CFI for a Russian-speaking population, using student sample of 445 first and second-year undergraduates ( M = 18.59 years, SD = 1.19) and found that a two-factor model fitted the data well. However, the structure of the CFI was revised because of some modifications, which were made to the original English to match the Russian equivalents of items originally developed to assess the definite aspect of cognitive flexibility. The CFI-R showed good internal consistency and suitable 7-week test-retest reliability. The construct validity of the Russian version of the CFI was studied by computing correlations with other related measures of CF (Attributional Style Questionnaire), depressive symptoms (Beck Depression Inventory), coping (Ways of Coping (Revised), and rigidity (Tomsk Rigidity Questionnaire). Furthermore, to assess whether the construct validity were affected by psychopathology we examined results for non-clinical and clinical samples, using "known-groups" method. The clinical sample reported lower CF than did the non-clinical sample on the CFI-R's total score and its subscales' scores. Findings in the present study suggest that the psychometric properties of the Russian CFI are comparable to the English original, making it appropriate to research assessment of the type of CF in Russian speaking population.

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

PubMed

Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

Development of the Biological Experimental Design Concept Inventory (BEDCI)

ERIC Educational Resources Information Center

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gulnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non-expert-like thinking in students and to evaluate the…

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning.

PubMed

Williams, Charlene R; McLaughlin, Jacqueline E; Cox, Wendy C; Shepherd, Greene

2016-09-25

Objective. To determine if student pharmacists' preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection.

Relationship between Student Pharmacist Decision Making Preferences and Experiential Learning

PubMed Central

McLaughlin, Jacqueline E.; Cox, Wendy C.; Shepherd, Greene

2016-01-01

Objective. To determine if student pharmacists’ preferences towards experiential and rational thinking are associated with performance on advanced pharmacy practice experiences (APPEs) and whether thinking style preference changes following APPEs. Methods. The Rational Experiential Inventory (REI), a validated survey of thinking style, was administered to student pharmacists before starting APPEs and re-administered after completing APPEs. APPE grades were compared to initial REI scores. Results. Rational Experiential Inventory scores remained consistent before and after APPEs. Overall, APPE grades were independent of REI scores. In a regression model, the REI experiential score was a significant negative predictor of hospital APPE grades. Conclusion. These findings suggest that overall APPE performance is independent of decision-making preference, and decision-making style does not change following immersion into APPEs. Instead of targeting teaching strategies towards a specific decision-making style, preceptors may use pedagogical approaches that promote sound clinical decision-making skills through critical thinking and reflection. PMID:27756927

The Development of Scientific Thinking in Elementary School: A Comprehensive Inventory

ERIC Educational Resources Information Center

Koerber, Susanne; Mayer, Daniela; Osterhaus, Christopher; Schwippert, Knut; Sodian, Beate

2015-01-01

The development of scientific thinking was assessed in 1,581 second, third, and fourth graders (8-, 9-, 10-year-olds) based on a conceptual model that posits developmental progression from naïve to more advanced conceptions. Using a 66-item scale, five components of scientific thinking were addressed, including experimental design, data…

The Effects of Online Communities of Practice on Pre-Service Teachers' Critical Thinking Dispositions

ERIC Educational Resources Information Center

Ekici, Didem Inel

2017-01-01

This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that…

Determinants of the accuracy of nursing diagnoses: influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills.

PubMed

Paans, Wolter; Sermeus, Walter; Nieweg, Roos; van der Schans, Cees

2010-01-01

The purpose of this study was to determine how knowledge sources, ready knowledge, and disposition toward critical thinking and reasoning skills influence the accuracy of student nurses' diagnoses. A randomized controlled trial was conducted to determine the influence of knowledge sources. We used the following questionnaires: (a) knowledge inventory, (b) California Critical Thinking Disposition Inventory, and (c) Health Science Reasoning Test (HSRT). The use of knowledge sources had very little influence on the accuracy of nursing diagnoses. Accuracy was significantly related to the analysis domain of the HSRT. Students were unable to operationalize knowledge sources to derive accurate diagnoses and did not effectively use reasoning skills. Copyright 2010 Elsevier Inc. All rights reserved.

Factor structure and construct validity of the psychopathic personality inventory in a forensic sample.

PubMed

Gonsalves, Valerie M; McLawsen, Julia E; Huss, Matthew T; Scalora, Mario J

2013-01-01

A wealth of research has underscored the strong relationship between PCL-R scores and recidivism. However, mounting criticism cites the PCL-R's cumbersome administration procedures and failure to adequately measure core features associated with the construct of psychopathy (Skeem, Polaschek, Patrick, & Lilienfeld, 2011). In light of these concerns, this study examined the PPI and the PPI-R, which were designed to measure core personality features associated with psychopathy (Lilienfeld & Andrews, 1996; Lilienfeld & Widows, 2005). Study one examined the PPI relative to the PCL-R and examined its factor structure. The instruments shared few significant correlations and neither the PCL-R nor the PPI significantly predicted recidivism. Study two examined the PPI-R relative to the PCL-R, the PPI, both history of violence and future criminal activity and measure of related constructs. The PPI-R was significantly correlated with measures of empathy and criminal thinking and the factors were related to a history of violence and predicted future violent criminal behavior. Copyright © 2013 Elsevier Ltd. All rights reserved.

Abstract and concrete repetitive thinking modes in alcohol-dependence.

PubMed

Grynberg, Delphine; de Timary, Philippe; Philippot, Pierre; D'Hondt, Fabien; Briane, Yasmine; Devynck, Faustine; Douilliez, Céline; Billieux, Joël; Heeren, Alexandre; Maurage, Pierre

2016-01-01

Emotional and interpersonal deficits play a crucial role in alcohol-related disorders as they predict alcohol consumption and relapse. Recent models of emotion regulation in psychopathology postulate that these deficits are centrally related to increased abstract/analytic repetitive thinking, combined with reduced concrete/experiential repetitive thinking. As this assumption has not been tested in addictions, this study aimed at investigating repetitive thinking modes in a large sample of alcohol-dependent individuals. One hundred recently detoxified alcohol-dependent individuals (29 females; mean age = 49.51-years-old) recruited during the 3rd week of their treatment in a detoxification center were compared to 100 healthy controls (29 females; mean age = 48.51-years-old) recruited in the experimenters' social network, matched at the group level for age, gender, and educational level. All participants completed the Mini Cambridge Exeter Repetitive Thought Scale measuring abstract/analytic and concrete/experiential repetitive thinking modes as well as complementary psychopathological measures (Beck Depression Inventory and State/Trait Anxiety Inventory). Alcohol-dependent individuals have similar levels of concrete repetitive thinking as controls but report significantly higher levels of abstract repetitive thinking (p < 0.001; d = 1.28). This effect remains significant after controlling for depression and anxiety. Relative to healthy controls, alcohol-dependent patients report more frequent use of abstract/analytic repetitive thinking, with preserved concrete/experiential thinking. Despite the cross-sectional nature of the study, the frequent use of abstract repetitive thinking thus appears to constitute a main feature of alcohol-dependence.

On the Relationship among Critical Thinking, Language Learning Strategy Use and University Achievement of Iranian English as a Foreign Language Majors

ERIC Educational Resources Information Center

Afshar, Hassan Soodmand; Movassagh, Hossein

2017-01-01

The study investigated the relationship among critical thinking, strategy use and university achievement. To this end, 76 English major students sat the California Critical Thinking Skills Test and filled out Oxford's Strategy Inventory for Language Learning. Participants' Grade Point Averages were regarded as their university achievement. The…

The Influence of Students' and Teachers' Thinking Styles on Student Course Satisfaction and on Their Learning Process

ERIC Educational Resources Information Center

Betoret, Fernando Domenech

2007-01-01

The main purpose of this study was to examine the effect of teachers' and students' thinking styles on students' satisfaction with the course followed and on their learning process. The sample was made up of 102 instructional psychology college students who responded to two administrations of the Thinking Style Inventory, one about their teacher…

Critical thinking, self-esteem, and state anxiety of nursing students.

PubMed

Suliman, Wafika A; Halabi, Jehad

2007-02-01

This study aimed at exploring the existing predominant critical thinking disposition(s) of baccalaureate nursing students and the relationship among their critical thinking (CT), self-esteem (SE), and state anxiety (SA). Cross-sectional correlational design was utilized to achieve the said aim. A voluntary convenient sample consisted of first year (n=105) and fourth year (n=60) nursing students. The California Critical Thinking Disposition Inventory, Rosenberg Self-Esteem Scale, and Spielberger State Anxiety Inventory were used for data collection after their translation to Arabic language and test for validity and reliability. Descriptive and inferential statistics were used to analyze data. Results showed that both groups overall CT was marginal indicating no serious deficiency, their SE was average, and their SA was relatively high; they reported analyticity, open-mindedness, systematicity, inquisitiveness, and truth seeking as predominant critical thinking dispositions with no significant difference between them. However, the two groups were weak with significant difference on CT self-confidence (t=-2.053, df=136.904, p=.042) with beginning students reporting poorer level of CT self-confidence. Significant correlation results showed that critical thinking is positively correlated with SE, negatively correlated with SA, and SE is negatively correlated with SA; however, all correlations were actually quite low.

A critical thinking disposition scale for nurses: short form.

PubMed

Hwang, Shiow-Y; Yen, Miaofen; Lee, Bih-O; Huang, Mei-C; Tseng, Hung-F

2010-11-01

The aim of this study was to test the Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) among nurses in Taiwan. Critical thinking is the use of purposeful self-regulatory judgments to identify patient's problems and provide patient care. Critical thinking influences nurses' decision making. To date, no inventory to understand nurse's critical thinking disposition has been developed. This was a survey design with a stratified random sampling to test the reliability and validity of the CTDI-CV. The participants comprised 864 registered nurses who were chosen by stratified random sampling from seven hospitals in Taiwan. Data were collected through self-administered structured questionnaires. A new scale, short form (SF) CTDI-CV, contains 18 items with three subscales: 'systematic analysis', 'thinking within the box' and 'thinking out of the box', was generated from the analysis with 44% explained variance. Cronbach's alpha coefficients and intra-class correlation coefficients for overall and subscale were above 0.8. Goodness-of-fit test for the final model of SF-CTDI-CV revealed an acceptable result in the overall fit (χ(2)/df = 4.04, p < 0.05, GFI = 0.93, AGFI = 0.91, SRMR = 0.076, RMSEA = 0.059). On the basis of these results, the SF-CTDI-CV is a reliable instrument for assessing critical thinking disposition for nurses. A short and valid critical thinking instrument for nurses will facilitate critical thinking research in the clinical practice arena. When designing continuing education activities, clinical educators will be able to efficiently and effectively evaluate the quality of critical thinking among practicing nurses. © 2010 Blackwell Publishing Ltd.

Translating research into practice: targeting negative thinking as a modifiable risk factor for depression prevention in the college student population.

PubMed

Buchanan, Jenna L

2013-06-01

This article describes the effects of an evidence-based depression prevention intervention on the depressive symptomatology, negative thinking, and self-esteem in college students. A feasibility study was conducted using pre-test post-test design sampling a total of 12 college students. Participants underwent 4-weeks of psychological treatment using Peden's cognitive behavioral group intervention. The Beck Depression Inventory, Crandell Cognitions Inventory, and Rosenberg Self-Esteem Scale were administered at two time points: prior to the intervention (T1) and 4weeks later (T2). Paired t-test analysis found participants had significantly decreased depressive symptoms and negative thinking, and significantly increased self-esteem from T1 to T2. Copyright © 2013 Elsevier Inc. All rights reserved.

Construction and Administration of Ten Air Force Job Inventories.

ERIC Educational Resources Information Center

Mayo, Clyde C.

Ten job inventories were constructed for survey of 11 Air Force career ladders. Background variables designed to assess task-related information were included in each inventory. A replication of a previous study of contributions of technical advisers to inventory construction supported the earlier finding that airmen at supervisory skill levels…

Nurse educators' critical thinking: A mixed methods exploration.

PubMed

Raymond, Christy; Profetto-McGrath, Joanne; Myrick, Florence; Strean, William B

2018-07-01

Nurse educator's critical thinking remains unexamined as a key factor in the development of students' critical thinking. The objective of this study is to understand how nurse educators reveal their critical thinking in the clinical setting while supervising students. This study uses a single-phase triangulation mixed methods design with multiple data gathering techniques. Participants for this study are clinical nurse educators from a large Western Canadian baccalaureate nursing program who teach 2nd or 3rd year students in medical-surgical settings. Participants for this study completed a demographic survey, the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Disposition Inventory (CCTDI), participant observation in a clinical practice setting, and semi-structured interviews. The results from the California Critical Thinking assessments (CCTST and CCTDI) show that participants are positively inclined and have a moderate to strong ability to think critically, similar to other studies. Participants find it difficult to describe how they reveal their critical thinking in the clinical setting, yet all participants use role modeling and questioning to share their critical thinking with students. When the quantitative and qualitative results are compared, it is apparent that the confidence in reasoning subscale of the California Critical Thinking Skills Test is higher in those educators who more frequently demonstrate and voice engagement in reflective activities. Dispositions associated with critical thinking, as measured by the California Critical Thinking Disposition Inventory, are more easily observed compared to critical thinking skills. This study is a beginning exploration of nurse educators' critical thinking-in-action. Our mixed methods approach uncovers a valuable approach to understanding the complexity of nurse educators' critical thinking. Further study is needed to uncover how nurse educators' can specifically enact their thinking abilities to support student learning in the clinical setting. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

The Analysis of the Thinking Styles and Creativity of the Sports Students Studying in the Different Fields of University

ERIC Educational Resources Information Center

Eraslan, Meric

2014-01-01

This study analyzes the creativity and thinking levels of athletes studying at the different college departments; 61 female and 75 male athletes, a total of 136 ice-hockey players have participated in the research. As data collection tools, Thinking Styles Inventory and The Creativity Scale have been used in the study. SPSS 15.0 for Windows…

Cognitive Competence as a Positive Youth Development Construct: A Conceptual Review

PubMed Central

Sun, Rachel C. F.; Hui, Eadaoin K. P.

2012-01-01

This paper focuses on discussing critical thinking and creative thinking as the core cognitive competence. It reviews and compares several theories of thinking, highlights the features of critical thinking and creative thinking, and delineates their interrelationships. It discusses cognitive competence as a positive youth development construct by linking its relationships with adolescent development and its contributions to adolescents' learning and wellbeing. Critical thinking and creative thinking are translated into self-regulated cognitive skills for adolescents to master and capitalize on, so as to facilitate knowledge construction, task completion, problem solving, and decision making. Ways of fostering these thinking skills, cognitive competence, and ultimately positive youth development are discussed. PMID:22654575

The relation between intrapersonal and interpersonal staff behaviour towards clients with ID and challenging behaviour: a validation study of the Staff-Client Interactive Behaviour Inventory.

PubMed

Willems, A P A M; Embregts, P J C M; Stams, G J J M; Moonen, X M H

2010-01-01

Interpersonal staff behaviour is one of the instigating factors associated with challenging behaviour in clients with intellectual disabilities (ID). There are several studies focusing on the influence of intrapersonal staff characteristics - such as beliefs, attributions and emotional reactions - on staff behaviour. Little is known, however, about interpersonal staff behaviour itself. This study describes the development and validation of the Staff-Client Interactive Behaviour Inventory (SCIBI), measuring both intrapersonal and interpersonal staff behaviour in response to challenging behaviour in clients with ID. A total of 292 staff members, employed in residential and community services, completed the SCIBI for 34 clients with ID and challenging behaviour. Confirmatory factor analysis of a seven-factor model - with assertive control, hostile, friendly and support-seeking interpersonal behaviour; proactive thinking; self-reflection; and critical expressed emotion as reliable factors - showed an exact fit to the data, indicating construct validity and reliability of the SCIBI. A series of multilevel regression analyses showed higher age of the client to be negatively associated with assertive control. Job experience, level of education, type and sex of staff predicted interpersonal behaviour. Also, intrapersonal staff behaviour, including critical expressed emotion, proactive thinking and self-reflection, predicted interpersonal behaviour. The SCIBI can be used to identify staff intrapersonal and interpersonal behaviour towards clients with ID and challenging behaviour. Results obtained with the SCIBI can provide new directions for individual client treatment plans and staff training programmes.

Thinking Constructively with Metaphors. A Review of Barbara J. Thayer-Bacon, Transforming Critical Thinking: Thinking Constructively.

ERIC Educational Resources Information Center

Yob, Iris M.

2003-01-01

Describes Thayer-Bacon's book on metaphors and explores the role of metaphor in constructive thinking. Provides an in depth analysis of Thayer-Bacon's quilting bee metaphor and how it takes the organization, structures, entities, and forces of a literal quilting bee and applies them to the realm of learning. Concludes that Thayer-Bacon's…

Thinking Style Diversity and Collaborative Design Learning

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper explores the impact of structured learning experiences that were designed to challenge students’ ways of thinking and promote creativity. The aim was to develop the ability of students, coming from different engineering disciplines and characterized by particular thinking style profiles, to collaboratively work on a project-based learning experience in an educational environment. Three project-based learning experiences were structured using critical thinking methods to stimulate creativity. Pre and post-survey data using a specially modified thinking style inventory for 202 design students indicated a thinking style profile of preferences with a focus on exploring and questioning. Statistically significant results showed students successfully developed empathy and openness to multiple perspectives.

Construct Definition of Task Design and Related Concepts.

DTIC Science & Technology

1980-05-19

with others). The final three items were from the Job Characteristics Inventory (Sims, Szilagyi , and Keller, 1976) written to tap friendship...eds.), Research in Organizational Behavior, Vol. 2, J.A.I. Press, Greenwich, Connecticut, 1980. Sims, H.P., Szilagyi , A.D., and Keller, R.T. The

Dispositional Differences in Critical Thinking Related to Gender and Academic Major.

ERIC Educational Resources Information Center

Walsh, Catherine M.; Hardy, Robert C.

1999-01-01

The California Critical Thinking Disposition Inventory was completed by 334 college students. Majors in English, psychology, and nursing scored highest. Nonpractice disciplines (English, history, psychology) generally scored higher than practice disciplines (nursing, education, business). Females scored higher on open-mindedness and maturity. (SK)

The Psychological Inventory of Criminal Thinking Styles and Psychopathy Checklist: screening version as incrementally valid predictors of recidivism.

PubMed

Walters, Glenn D

2009-12-01

A follow-up of 107 male federal prison inmates previously tested with the Psychological Inventory of Criminal Thinking Styles (PICTS) and Psychopathy Checklist: Screening Version (PCL:SV) was conducted to test the incremental validity of both measures. The PICTS General Criminal Thinking (GCT) score was found to predict general recidivism and serious recidivism when age, prior charges, and the PCL:SV were controlled. The PCL:SV, on the other hand, failed to predict general and serious recidivism when age, prior charges, and the PICTS were controlled. These findings support the hypothesis that content-relevant self-report measures like the PICTS are capable of predicting crime-relevant outcomes above and beyond the contributions of basic demographic variables like age, criminal history, and such popular non-self-report rating procedures as the PCL:SV.

Meta-Cognitions in Tourette Syndrome, Tic Disorders, and Body-Focused Repetitive Disorder

PubMed Central

O’Connor, Kieron; St-Pierre-Delorme, Marie-Ève; Leclerc, Julie; Lavoie, Marc; Blais, Mélodie T

2014-01-01

Objective To explore if self-reported presence of thinking about tics or body-focused repetitive behaviours (BFRBs; gests) are direct triggers of tic or gest onset in 3 groups: Tourette syndrome (TS; n =18), persistent chronic tic disorders (TDs; n = 42), and a comparison group with BFRB (n = 36). Method: The 3 groups completed a thinking about tics inventory, listing 22 items derived from clinician consensus that asked whether thoughts always, sometimes, or never exclusively triggered tic onset. Other questionnaires measured mood, perfectionism, impulsivity, premonitory urge, and self-rated tension. Sixty-three participants completed the inventory twice, and the inventory was completed pre- and post-behavioural intervention by a further 54. Results: The ranking of the thoughts reported as likely to trigger tics or gests was positively correlated across TD and BFRB groups. Exploratory principal components analysis of a reduced 12-item set (the thinking about tics inventory) in TS and TD groups revealed that such thoughts could be grouped into 3 separate subscales: thoughts about the interference of tics or gests, thoughts anticipating tics or gests, and thoughts about whether the person has permission to perform the tic or the gest. The 3 sets of subscales showed good and acceptable internal consistency and overall score showed good test–retest reliability, suggesting thoughts about tics or gests are robust and measurable. The subscales correlated with impulsivity, tic or behaviour severity, and ratings of frequency decreased post-behavioural treatment. Conclusions: Thinking about tics or gests is reported as triggering tics or gests in both TD and BFRB, and meta-cognition seems independent of premonitory sensations and relates to distinct clinical characteristics in each clinical group. PMID:25161066

Meta-cognitions in tourette syndrome, tic disorders, and body-focused repetitive disorder.

PubMed

O'Connor, Kieron; St-Pierre-Delorme, Marie-Ève; Leclerc, Julie; Lavoie, Marc; Blais, Mélodie T

2014-08-01

To explore if self-reported presence of thinking about tics or body-focused repetitive behaviours (BFRBs; gests) are direct triggers of tic or gest onset in 3 groups: Tourette syndrome (TS; n =18), persistent chronic tic disorders (TDs; n = 42), and a comparison group with BFRB (n = 36). The 3 groups completed a thinking about tics inventory, listing 22 items derived from clinician consensus that asked whether thoughts always, sometimes, or never exclusively triggered tic onset. Other questionnaires measured mood, perfectionism, impulsivity, premonitory urge, and self-rated tension. Sixty-three participants completed the inventory twice, and the inventory was completed pre- and post-behavioural intervention by a further 54. The ranking of the thoughts reported as likely to trigger tics or gests was positively correlated across TD and BFRB groups. Exploratory principal components analysis of a reduced 12-item set (the thinking about tics inventory) in TS and TD groups revealed that such thoughts could be grouped into 3 separate subscales: thoughts about the interference of tics or gests, thoughts anticipating tics or gests, and thoughts about whether the person has permission to perform the tic or the gest. The 3 sets of subscales showed good and acceptable internal consistency and overall score showed good test-retest reliability, suggesting thoughts about tics or gests are robust and measurable. The subscales correlated with impulsivity, tic or behaviour severity, and ratings of frequency decreased post-behavioural treatment. Thinking about tics or gests is reported as triggering tics or gests in both TD and BFRB, and meta-cognition seems independent of premonitory sensations and relates to distinct clinical characteristics in each clinical group.

A critical evaluation of the validity of episodic future thinking: A clinical neuropsychology perspective.

PubMed

Ward, Amanda M

2016-11-01

Episodic future thinking is defined as the ability to mentally simulate a future event. Although episodic future thinking has been studied extensively in neuroscience, this construct has not been explored in depth from the perspective of clinical neuropsychology. The aim of this critical narrative review is to assess the validity and clinical implications of episodic future thinking. A systematic review of episodic future thinking literature was conducted. PubMed and PsycInfo were searched through July 2015 for review and empirical articles with the following search terms: "episodic future thinking," "future mental simulation," "imagining the future," "imagining new experiences," "future mental time travel," "future autobiographical experience," and "prospection." The review discusses evidence that episodic future thinking is important for adaptive functioning, which has implications for neurological populations. To determine the validity of episodic future thinking, the construct is evaluated with respect to related constructs, such as imagination, episodic memory, autobiographical memory, prospective memory, narrative construction, and working memory. Although it has been minimally investigated, there is evidence of convergent and discriminant validity for episodic future thinking. Research has not addressed the incremental validity of episodic future thinking. Practical considerations of episodic future thinking tasks and related constructs in a clinical neuropsychological setting are considered. The utility of episodic future thinking is currently unknown due to the lack of research investigating the validity of episodic future thinking. Future work is discussed, which could determine whether episodic future thinking is an important missing piece in standard clinical neuropsychological assessment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Measuring Proactive and Reactive Criminal Thinking with the Picts: Correlations with Outcome Expectancies and Hostile Attribution Biases

ERIC Educational Resources Information Center

Walters, Glenn D.

2007-01-01

Research studies have determined that proactive or instrumental aggression correlates with positive outcome expectancies for violence, whereas reactive aggression correlates with hostile attribution biases. It was hypothesized that the Problem Avoidance factor scale of the Psychological Inventory of Criminal Thinking Styles (PICTS) would serve as…

Relationship of COP System Interest Inventory Scales to Vocational Preference Inventory (VPI) Scales in a College Sample: Construct Validity of Scales Based on Progressed Occupational Interest.

ERIC Educational Resources Information Center

Omizo, Michael M.; And Others

1983-01-01

Construct validity data found some support for the California Occupational Preference System constructs when its results were evaluated on a sample of 213 female undergraduates relative to the Vocational Preference Inventory results. (PN)

Development of the Flame Test Concept Inventory: Measuring Student Thinking about Atomic Emission

ERIC Educational Resources Information Center

Bretz, Stacey Lowery; Murata Mayo, Ana Vasquez

2018-01-01

This study reports the development of a 19-item Flame Test Concept Inventory, an assessment tool to measure students' understanding of atomic emission. Fifty-two students enrolled in secondary and postsecondary chemistry courses were interviewed about atomic emission and explicitly asked to explain flame test demonstrations and energy level…

Student Thinking Processes While Constructing Graphic Representations of Textbook Content: What Insights Do Think-Alouds Provide?

ERIC Educational Resources Information Center

Scott, D. Beth; Dreher, Mariam Jean

2016-01-01

This study examined the thinking processes students engage in while constructing graphic representations of textbook content. Twenty-eight students who either used graphic representations in a routine manner during social studies instruction or learned to construct graphic representations based on the rhetorical patterns used to organize textbook…

Critical-Thinking Predisposition Among Undergraduate Athletic Training Students

PubMed Central

Leaver-Dunn, Deidre; Harrelson, Gary L.; Martin, Malissa; Wyatt, Tom

2002-01-01

Objective: To investigate the tendency of undergraduate athletic training students to think critically, to assess their likelihood of using specific components of critical thinking, and to study the effect of selected demographic and educational variables on critical-thinking tendencies in this sample of students. Design and Setting: Data were collected before regularly scheduled athletic training classes at the beginning of the spring semester. Subjects: Ninety-one students enrolled in 3 Commission on Accreditation of Allied Health Education Programs-accredited undergraduate athletic training education programs in the southeast. The subjects ranged in age from 19 to 29 years (mean age = 22.33 ± 1.94). Forty-six (50.5%) of the subjects were men and 45 (49.5%) were women. Measurements: The California Critical Thinking Disposition Inventory contains 75 Likert-type items assessing 7 components of critical thinking: truth seeking, open mindedness, analyticity, systematicity, inquisitiveness, cognitive maturity, and critical-thinking self-confidence. Results: The overall mean indicated a general but mild trend toward critical thinking, with weak scores on the truth-seeking subscale. One-way analysis of variance reflected significant differences among the schools for truth seeking, open mindedness, and maturity subscales and for the overall mean score for the entire inventory. Only the open-mindedness difference persisted between 2 of the schools after post hoc testing. Correlation analyses indicated no significant relationship between total score and age, sex, ethnicity, year in athletic training program, cumulative grade point average, completed semester hours, or clinical-experience hours. Conclusions: Athletic training students are inclined toward critical thinking, but this tendency is relatively weak. Classroom and clinical instructors should use teaching methods and techniques that facilitate the components of critical thinking. The promotion of critical thinking and critical-thinking skills has implications for athletic training education and the advancement of certified athletic trainers and the profession of athletic training. PMID:12937536

Interference thinking in constructing students’ knowledge to solve mathematical problems

NASA Astrophysics Data System (ADS)

Jayanti, W. E.; Usodo, B.; Subanti, S.

2018-04-01

This research aims to describe interference thinking in constructing students’ knowledge to solve mathematical problems. Interference thinking in solving problems occurs when students have two concepts that interfere with each other’s concept. Construction of problem-solving can be traced using Piaget’s assimilation and accommodation framework, helping to know the students’ thinking structures in solving the problems. The method of this research was a qualitative method with case research strategy. The data in this research involving problem-solving result and transcripts of interviews about students’ errors in solving the problem. The results of this research focus only on the student who experience proactive interference, where student in solving a problem using old information to interfere with the ability to recall new information. The student who experience interference thinking in constructing their knowledge occurs when the students’ thinking structures in the assimilation and accommodation process are incomplete. However, after being given reflection to the student, then the students’ thinking process has reached equilibrium condition even though the result obtained remains wrong.

National Dam Safety Program. Highland Park Reservoir Dam (Inventory Number N.Y. 790), Genesee River Basin, Monroe County, New York. Phase I Inspection Report,

DTIC Science & Technology

1981-09-14

34 rga Highland Park Reservoir Dam Vi’.sual I. .. ’. •Genesee River Basin, ’!ydrolozy. ". ". . . Scabi tyMo r e C u t.,.- Js eps’ •; ::or.ation -3 :..i :n...dam impounds a municipal water storage reservoir. g. Design and Construction History The dam was designed and built around 1875. h. Normal Operating... History : Date Constructed Around 1875 Date(s) Reconstructed N/A Designer Unknown Constructed by Unknown Owner Water Department, City of Rochester, New

Experiential Collaborative Learning and Preferential Thinking

NASA Astrophysics Data System (ADS)

Volpentesta, Antonio P.; Ammirato, Salvatore; Sofo, Francesco

The paper presents a Project-Based Learning (shortly, PBL) approach in a collaborative educational environment aimed to develop design ability and creativity of students coming from different engineering disciplines. Three collaborative learning experiences in product design were conducted in order to study their impact on preferred thinking styles of students. Using a thinking style inventory, pre- and post-survey data was collected and successively analyzed through ANOVA techniques. Statistically significant results showed students successfully developed empathy and an openness to multiple perspectives. Furthermore, data analysis confirms that the proposed collaborative learning experience positively contributes to increase awareness in students' thinking styles.

On studying narcissism in personality inventories rather than the Narcissistic Personality Inventory: Reply to Miller and Lynam (2017).

PubMed

Fossati, Andrea; Somma, Antonella; Borroni, Serena; Markon, Kristian E

2017-11-01

Miller and Lynam's (2017) commentary proved to be very helpful in clarifying that r alerting-CV and r contrast-CV coefficient values reported in our study indicated that the Narcissistic Personality Inventory (NPI) yielded a trait profile much more closely aligned with expert ratings of Diagnostic and Statistical Manual of Mental Disorders (4th edition; DSM-IV) narcissistic personality disorder (NPD) than did other measures. The commentary gives us the opportunity to make it clear that our study was designed to demonstrate the clinical usefulness of Personality Inventory for DSM-5 (PID-5) domain and trait scales in profiling pathological narcissism. Thus, demonstrating the superiority/inferiority of the Pathological Narcissism Inventory (PNI) over the NPI was not among the aims of our study. The publication of the commentary also gives us the opportunity to clarify the reasons why we think that the interpretation of the r alerting-CV and r contrast-CV coefficients deserves some cautions. As a final remark, we think that the time has come to move from personality disorder classifications based on "clinical wisdom" to a redefinition of personality pathology in terms of systems of traits. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Can Dual Processing Theory Explain Physics Students' Performance on the Force Concept Inventory?

ERIC Educational Resources Information Center

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy

2016-01-01

According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT) is a widely used and robust three item instrument that measures the tendency to override…

The Bright and Dark Side Correlates of Creativity: Demographic, Ability, Personality Traits and Personality Disorders Associated with Divergent Thinking

ERIC Educational Resources Information Center

Furnham, Adrian

2015-01-01

This research examined the personality trait and personality disorder correlates of creative potential, as assessed by a divergent thinking (DT) test. Over 4,000 adult managers attending an assessment center completed a battery of tests including a "bright side," normal personality trait measures (NEO Personality Inventory-Revised, or…

Intelligence and Personality as Predictors of Divergent Thinking: The Role of General, Fluid and Crystallised Intelligence

ERIC Educational Resources Information Center

Batey, Mark; Chamorro-Premuzic, Tomas; Furnham, Adrian

2009-01-01

Two studies examined the relationships between measures of intelligence, personality and divergent thinking (DT) in student samples. Study one investigated the incremental validity of measures of IQ and fluid intelligence with the Big Five Personality Inventory with regards to DT. Significant relationships of DT to fluid intelligence, Extraversion…

Assessing and Improving Student Understanding of Tree-Thinking

NASA Astrophysics Data System (ADS)

Kummer, Tyler A.

Evolution is the unifying theory of biology. The importance of understanding evolution by those who study the origins, diversification and diversity life cannot be overstated. Because of its importance, in addition to a scientific study of evolution, many researchers have spent time studying the acceptance and the teaching of evolution. Phylogenetic Systematics is the field of study developed to understand the evolutionary history of organisms, traits, and genes. Tree-thinking is the term by which we identify concepts related to the evolutionary history of organisms. It is vital that those who undertake a study of biology be able to understand and interpret what information these phylogenies are meant to convey. In this project, we evaluated the current impact a traditional study of biology has on the misconceptions students hold by assessing tree-thinking in freshman biology students to those nearing the end of their studies. We found that the impact of studying biology was varied with some misconceptions changing significantly while others persisted. Despite the importance of tree-thinking no appropriately developed concept inventory exists to measure student understanding of these important concepts. We developed a concept inventory capable of filling this important need and provide evidence to support its use among undergraduate students. Finally, we developed and modified activities as well as courses based on best practices to improve teaching and learning of tree-thinking and organismal diversity. We accomplished this by focusing on two key questions. First, how do we best introduce students to tree-thinking and second does tree-thinking as a course theme enhance student understanding of not only tree-thinking but also organismal diversity. We found important evidence suggesting that introducing students to tree-thinking via building evolutionary trees was less successful than introducing the concept via tree interpretation and may have in fact introduced or strengthened a misconception. We also found evidence that infusing tree-thinking into an organismal diversity course not only enhances student understanding of tree-thinking but also helps them better learn organismal diversity.

Critical thinking dispositions and learning styles of baccalaureate nursing students from China.

PubMed

Zhang, Huan; Lambert, Vickie

2008-09-01

Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.

48 CFR 53.301-1427 - Standard Form 1427, Inventory Schedule A-Construction Sheet (Metals in Mill Product Form).

Code of Federal Regulations, 2010 CFR

2010-10-01

... 48 Federal Acquisition Regulations System 2 2010-10-01 2010-10-01 false Standard Form 1427, Inventory Schedule A-Construction Sheet (Metals in Mill Product Form). 53.301-1427 Section 53.301-1427... Illustrations of Forms 53.301-1427 Standard Form 1427, Inventory Schedule A—Construction Sheet (Metals in Mill...

Data-driven systems and system-driven data: the story of the Flanders Heritage Inventory (1995-2015)

NASA Astrophysics Data System (ADS)

Van Daele, K.; Meganck, L.; Mortier, S.

2015-08-01

Over the past 20 years, heritage inventories in Flanders (Belgium) have evolved from printed books to digital inventories. It is obvious that a system that publishes a digital inventory needs to adapt to the user requirements. But, after years of working with a digital inventory system, it has become apparent that not only has the system been developed to the users needs, but also that user practice and the resulting data have been shaped by the system. Thinking about domain models and thesauri influenced our thinking about our methodology of surveying. Seeing our data projected on a common basemap led us to realise how intertwined and interdependent different types of heritage can be. The need for structured metadata has impressed upon us the need for good quality data, guaranteed by data entry standards, validation tools, and a strict editing workflow. Just as the researchers have transitioned from seeing their respective inventories as being significantly different to actually seeing the similarities between them, the information specialists have come to the realisation that there are synergies that can be achieved with other systems, both within and outside of our organisation. Deploying our inventories on the web has also changed how we communicate with the general public. Newer channels such as email and social media have enabled a more interactive way of communicating. But throughout the years, one constant has remained. While we do not expect the systems to live on, we do want the data in them to be available to future generations.

Cross-cultural validation of the revised temperament and character inventory in the Bulgarian language.

PubMed

Tilov, Boris; Dimitrova, Donka; Stoykova, Maria; Tornjova, Bianka; Foreva, Gergana; Stoyanov, Drozdstoj

2012-12-01

Health-care professions have long been considered prone to work-related stress, yet recent research in Bulgaria indicates alarmingly high levels of burnout. Cloninger's inventory is used to analyse and evaluate correlation between personality characteristics and degree of burnout syndrome manifestation among the risk categories of health-care professionals. The primary goal of this study was to test the conceptual validity and cross-cultural applicability of the revised TCI (TCI-R), developed in the United States, in a culturally, socially and economically diverse setting. Linguistic validation, test-retest studies, statistical and expert analyses were performed to assess cross-cultural applicability of the revised Cloninger's temperament and character inventory in Bulgarian, its reliability and internal consistency and construct validity. The overall internal consistency of TCI-R and its scales as well as the interscale and test-retest correlations prove that the translated version of the questionnaire is acceptable and cross-culturally applicable for the purposes of studying organizational stress and burnout risk in health-care professionals. In general the cross-cultural adaptation process, even if carried out in a rigorous way, does not always lead to the best target version and suggests it would be useful to develop new scales specific to each culture and, at the same time, to think about the trans-cultural adaptation. © 2012 Blackwell Publishing Ltd.

The Irrational Beliefs Inventory: psychometric properties and cross-cultural validation of its Arabic version.

PubMed

Al-Heeti, Khalaf N M; Hamid, Abdalla A R M; Alghorani, Mohammad A

2012-08-01

The purpose of this study was to examine the psychometric properties of the adapted Irrational Beliefs Inventory (IBI-34) and thus begin the process of assessing its adequacy for use in an Arab culture. The scale was translated and then administered to two samples of undergraduate students from the United Arab Emirates University. Data from 384 students were used in the main analysis, and data from 251 students were used for cross-validation. Principal components analysis (PCA) with varimax rotation followed by PCA with oblimin rotation yielded the same five components in both the main sample and the validation sample, thus consistent with the original Dutch study. Only 34 of the original 50 items were adequate to represent the five constructs. Cronbach's alpha coefficient for the overall scale was .76 and for the subscales ranged between .71 and .76, except for the Rigidity subscale, which was .54. The adapted IBI-34 correlated significantly and negatively with the General Health Questionnaire and Beck Depression Inventory, providing support for concurrent validity. Due to the non-significant differences between male and female participants on the total score of the IBI-34, the scale can be used for both sexes by summing across all items to give a total score that can be used as a general indicator of the irrational thinking.

Assessment of critical thinking in pharmacy students.

PubMed

Cisneros, Robert M

2009-07-10

To determine whether changes occur over 1 academic year in pharmacy students' critical thinking skills and disposition to think critically. First, second, third, and fourth-year pharmacy students completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI) at the beginning and end of 1 academic year. One hundred thirty-seven students completed the study. No significant changes occurred over the year in total scores on either instrument. However, scores in 3 of 12 subscale scores changed significantly and several significant correlations were found. Pharmacy students' scores on 2 critical thinking instruments showed no major improvements over 1 academic year but most scores were above average. Some areas of possible weakness were identified. Additional studies comparing scores over a longer period of time (eg, admission to graduation) are needed.

Predicting recidivism in sex offenders with the Psychological Inventory of Criminal Thinking Styles (PICTS).

PubMed

Walters, Glenn D; Deming, Adam; Casbon, Todd

2015-04-01

The purpose of this study was to determine whether the Psychological Inventory of Criminal Thinking Styles (PICTS) was capable of predicting recidivism in 322 male sex offenders released from prison-based sex offender programs in a Midwestern state. The Static-99R and PICTS General Criminal Thinking (GCT), Reactive (R), and Entitlement (En) scores all correlated significantly with general recidivism, the Static-99R correlated significantly with violent recidivism, and the Static-99R score and PICTS GCT, Proactive (P), and En scores correlated significantly with failure to register as a sex offender (FTR) recidivism. Area under the curve effect size estimates varied from small to large, and Cox regression analyses revealed that the PICTS En score achieved incremental validity relative to the Static-99R in predicting general recidivism and the PICTS GCT, P, and En scores achieved incremental validity relative to the Static-99R in predicting FTR recidivism. It is speculated that the PICTS in general and the En scale in particular may have utility in risk management and treatment planning for sex offenders by virtue of their focus on antisocial thinking. © The Author(s) 2014.

Can dual processing theory explain physics students' performance on the Force Concept Inventory?

NASA Astrophysics Data System (ADS)

Wood, Anna K.; Galloway, Ross K.; Hardy, Judy

2016-12-01

According to dual processing theory there are two types, or modes, of thinking: system 1, which involves intuitive and nonreflective thinking, and system 2, which is more deliberate and requires conscious effort and thought. The Cognitive Reflection Test (CRT) is a widely used and robust three item instrument that measures the tendency to override system 1 thinking and to engage in reflective, system 2 thinking. Each item on the CRT has an intuitive (but wrong) answer that must be rejected in order to answer the item correctly. We therefore hypothesized that performance on the CRT may give useful insights into the cognitive processes involved in learning physics, where success involves rejecting the common, intuitive ideas about the world (often called misconceptions) and instead carefully applying physical concepts. This paper presents initial results from an ongoing study examining the relationship between students' CRT scores and their performance on the Force Concept Inventory (FCI), which tests students' understanding of Newtonian mechanics. We find that a higher CRT score predicts a higher FCI score for both precourse and postcourse tests. However, we also find that the FCI normalized gain is independent of CRT score. The implications of these results are discussed.

An Exploration of Healthcare Inventory and Lean Management in Minimizing Medical Supply Waste in Healthcare Organizations

ERIC Educational Resources Information Center

Hicks, Rodney

2013-01-01

The purpose of this study was to understand how lean thinking and inventory management technology minimize expired medical supply waste in healthcare organizations. This study was guided by Toyota's theory of lean and Mintzberg's theory of management development to explain why the problem of medical supply waste exists. Government…

A Case Study of a Student's Journey toward Thoughtful Response to Text

ERIC Educational Resources Information Center

Applegate, Mary DeKonty; Bucci, Carol

2013-01-01

In this article, we describe our research involving the administration of the Critical Reading Inventory-2 (CRI-2), an informal reading inventory that places special emphasis on thoughtful response to text and higher level thinking. We administered the CRI-2 to a group of students to obtain diagnostic data for guiding instruction. The data for…

Evaluations of in-use emission factors from off-road construction equipment

NASA Astrophysics Data System (ADS)

Cao, Tanfeng; Durbin, Thomas D.; Russell, Robert L.; Cocker, David R.; Scora, George; Maldonado, Hector; Johnson, Kent C.

2016-12-01

Gaseous and particle emissions from construction engines contribute an important fraction of the total air pollutants released into the atmosphere and are gaining increasing regulatory attention. Robust quantification of nitrogen oxides (NOx) and particulate matter (PM) emissions are necessary to inventory the contribution of construction equipment to atmospheric loadings. Theses emission inventories require emissions factors from construction equipment as a function of equipment type and modes of operation. While the development of portable emissions measurement systems (PEMS) has led to increased studies of construction equipment emissions, emissions data are still much more limited than for on-road vehicles. The goal of this research program was to obtain accurate in-use emissions data from a test fleet of newer construction equipment (model year 2002 or later) using a Code of Federal Requirements (CFR) compliant PEMS system. In-use emission measurements were made from twenty-seven pieces of construction equipment, which included four backhoes, six wheel loaders, four excavators, two scrapers (one with two engines), six bulldozers, and four graders. The engines ranged in model year from 2003 to 2012, in rated horsepower (hp) from 92 to 540 hp, and in hours of operation from 24 to 17,149 h. This is the largest study of off-road equipment emissions using 40 CFR part 1065 compliant PEMS equipment for all regulated gaseous and particulate emissions.

Prevalence of Criminal Thinking among State Prison Inmates with Serious Mental Illness

PubMed Central

Fisher, William H.; Duan, Naihua; Mandracchia, Jon T.; Murray, Danielle

2010-01-01

To examine the prevalence of criminal thinking in mentally disordered offenders, incarcerated male (n = 265) and female (n = 149) offenders completed measures of psychiatric functioning and criminal thinking. Results indicated 92% of the participants were diagnosed with a serious mental illness, and mentally disordered offenders produced criminal thinking scores on the Psychological Inventory of Criminal Thinking Styles (PICTS) and Criminal Sentiments Scale-Modified (CSS-M) similar to that of non-mentally ill offenders. Collectively, results indicated the clinical presentation of mentally disordered offenders is similar to that of psychiatric patients and criminals. Implications are discussed with specific focus on the need for mental health professionals to treat co-occurring issues of mental illness and criminality in correctional mental health treatment programs. PMID:19551496

Predicting recidivism with the Psychological Inventory of Criminal Thinking Styles (PICTS) in community-supervised male and female federal offenders.

PubMed

Walters, Glenn D; Lowenkamp, Christopher T

2016-06-01

Higher order scores derived from the Psychological Inventory of Criminal Thinking Styles (PICTS; Walters, 1995) have been found to predict recidivism in released prison inmates with effect sizes in the low-moderate to medium range. The current study sought to determine whether the PICTS is capable of predicting general recidivism in a sample of 81,881 male and 14,519 female offenders on federal probation or supervised release. Results indicated that the PICTS General Criminal Thinking, Proactive, and Reactive scores and 6 of the 7 thinking style scales predicted recidivism in follow-ups of 6 or more months, 12 or more months, and 24 or more months with effect sizes in the low-moderate to medium range. The effect sizes were reduced to small and low-moderate, respectively, when age and prior arrests were controlled for in a series of partial correlations. It was also noted that the PICTS General Criminal Thinking score contributed significant diagnostic information to recidivism prediction in both males and females above and beyond the information provided by a comprehensive risk assessment procedure. These results indicate that the PICTS may be a useful adjunct to other risk assessment procedures in providing comprehensive risk prediction and management services to offenders under community supervision. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

How mental health nurses improve their critical thinking through problem-based learning.

PubMed

Hung, Tsui-Mei; Tang, Lee-Chun; Ko, Chen-Ju

2015-01-01

Critical thinking has been regarded as one of the most important elements for nurses to improve quality of patient care. The aim of this study was to use problem-based learning (PBL) as a method in a continuing education program to evaluate nurses' critical thinking skills. A quasiexperimental study design was carried out. The "Critical Thinking Disposition Inventory" in Chinese was used for data collection. The results indicated significant improvement after PBL continuous education, notably in the dimensions of systematic analysis and curiosity. Content analysis extracted four themes: (a) changes in linear thinking required, (b) logical and systematic thinking required performance improved, (3) integration of prior knowledge and clinical application, and (4) brainstorming learning strategy. The study supports PBL as a continuing education strategy for mental health nurses, and that systematic analysis and curiosity effectively facilitate the development of critical thinking.

Thinking style changes among deaf, hard-of-hearing, and hearing students.

PubMed

Cheng, Sanyin; Zhang, Li-fang

2015-01-01

This study explores how university students' thinking styles changed over a single academic year by twice administering the Thinking Styles Inventory-Revised II to 256 deaf or hard-of-hearing (DHH) students and 286 hearing students from art and design academic disciplines in China. Results showed that after having studied at the university for one academic year, hearing students showed increased use of Type I thinking styles (more creativity generated, less structured, and more complex) and less use of Type II thinking styles (more norm favoring, more structured, and more simplistic), whereas DHH students demonstrated increased use of both Type I and Type II thinking styles. Moreover, students' changes in thinking styles differed across university class levels. The contributions, limitations, and implications of the present research are discussed. © The Author 2014. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

The Thinker versus a Quilting Bee: Contrasting Images.

ERIC Educational Resources Information Center

Thayer-Bacon, Barbara J.

1999-01-01

Offers the image of the quilting bee as a contrasting representation of critical thinking (or constructive thinking), comparing the two images, discussing a quilting bee representation of knowledge construction in terms of the tools used by quilters (knowers), and summarizing the transformation of critical thinking theory that a quilting bee image…

Defining the student burnout construct: a structural analysis from three burnout inventories.

PubMed

Maroco, João; Campos, Juliana Alvares Duarte Bonini

2012-12-01

College student burnout has been assessed mainly with the Maslach burnout inventory (MBI). However, the construct's definition and measurement with MBI has drawn several criticisms and new inventories have been suggested for the evaluation of the syndrome. A redefinition of the construct of student burnout is proposed by means of a structural equation model, reflecting burnout as a second order factor defined by factors from the MBI-student survey (MBI-SS); the Copenhagen burnout inventory-student survey (CBI-SS) and the Oldenburg burnout inventory-student survey (OLBI-SS). Standardized regression weights from Burnout to Exhaustion and Cynicism from the MBI-SS scale, personal burnout and studies related burnout from the CBI, and exhaustion and disengagement from OLBI, show that these factors are strong manifestations of students' burnout. For college students, the burnout construct is best defined by two dimensions described as "physical and psychological exhaustion" and "cynicism and disengagement".

Effectiveness of a constructed wetland for treating alkaline bauxite residue leachate: a 1-year field study.

PubMed

Higgins, Derek; Curtin, Teresa; Courtney, Ronan

2017-03-01

Increasing volumes of bauxite residues and their associated leachates represent a significant environmental challenge to the alumina industry. Constructed wetlands have been proposed as a potential approach for leachate treatment, but there is limited data on field-scale applications. The research presented here provides preliminary evaluation of a purpose-built constructed wetland to buffer leachate from a bauxite residue disposal site in Ireland. Data collected over a 1-year period demonstrated that the pH of bauxite residue leachates could be effectively reduced from ca. pH 10.3 to 8.1 but was influenced by influent variability and temporal changes. The wetland was also effective in decreasing elemental loading, and sequential extractions suggested that the bulk of the sediment-bound metal inventory was in hard-to-leach phases. Elemental analysis of Phragmites australis showed that although vegetation displayed seasonal variation, no trace elements were at concentrations of concern.

Partners or Partners in Crime? The Relationship Between Criminal Associates and Criminogenic Thinking.

PubMed

Whited, William H; Wagar, Laura; Mandracchia, Jon T; Morgan, Robert D

2017-04-01

Meta-analyses examining the risk factors for recidivism have identified the importance of ties with criminal associates as well as thoughts and attitudes conducive to the continuance of criminal behavior (e.g., criminogenic thinking). Criminologists have theorized that a direct relationship exists between the association with criminal peers and the development of criminogenic thinking. The present study empirically explored the relationship between criminal associates and criminogenic thinking in 595 adult male inmates in the United States. It was hypothesized that the proportion of free time spent with and number of criminal associates would be associated with criminogenic thinking, as measured by two self-report instruments, the Measure of Offender Thinking Styles-Revised (MOTS-R) and the Psychological Inventory of Criminal Thinking Styles (PICTS). Hierarchal linear regression analyses demonstrated that the proportion of free time spent with criminal associates statistically predicted criminogenic thinking when controlling for demographic variables. The implications of these findings on correctional practice (including assessment and intervention) as well as future research are discussed.

Construction Strategies for Multiscale Personality Inventories

ERIC Educational Resources Information Center

Burisch, Matthias

1978-01-01

Sets of inventory scales were constructed from a common item pool, using variants of what are here called the Inductive, Deductive, and External strategies. Peer ratings for 21 traits served as criteria. Very little variation in validity was attributable to construction strategies. (Author/CTM)

Divergent Thinking and Constructing Episodic Simulations

PubMed Central

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L.

2014-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternate Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking. PMID:25483132

Divergent thinking and constructing episodic simulations.

PubMed

Addis, Donna Rose; Pan, Ling; Musicaro, Regina; Schacter, Daniel L

2016-01-01

Divergent thinking likely plays an important role in simulating autobiographical events. We investigated whether divergent thinking is differentially associated with the ability to construct detailed imagined future and imagined past events as opposed to recalling past events. We also examined whether age differences in divergent thinking might underlie the reduced episodic detail generated by older adults. The richness of episodic detail comprising autobiographical events in young and older adults was assessed using the Autobiographical Interview. Divergent thinking abilities were measured using the Alternative Uses Task. Divergent thinking was significantly associated with the amount of episodic detail for imagined future events. Moreover, while age was significantly associated with imagined episodic detail, this effect was strongly related to age-related changes in episodic retrieval rather than divergent thinking.

Development of the Biological Experimental Design Concept Inventory (BEDCI)

PubMed Central

Deane, Thomas; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non–expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non–expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non–expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines. PMID:25185236

Long-term correlated change between personality traits and perceived social support in middle adulthood.

PubMed

Allemand, Mathias; Schaffhuser, Kathrin; Martin, Mike

2015-03-01

This study investigated long-term correlated change between personality traits and perceived social support in middle adulthood. Two measurement occasions with an 8-year time interval from the Interdisciplinary Longitudinal Study on Adult Development (ILSE) were used. The sample consisted of 346 middle-aged adults (46-50 years at T1). Four different types of perceived social support were assessed. Personality traits were assessed with the NEO-Five-Factor Inventory (NEO-FFI). Longitudinal measurement invariance (MI) was established for both measures. The mean rank-order stabilities were .79 and .62 for personality traits and for perceived social support, respectively. The results demonstrated a mean-level increase for neuroticism and a decrease for extraversion and significant change variances for all constructs. The results of latent change models showed significant initial level correlations and correlated changes between personality traits and social support, implying that changes in these constructs show commonality. The results can expand our current thinking about correlated change in personality. © 2015 by the Society for Personality and Social Psychology, Inc.

Comparison of Different Test Construction Strategies in the Development of a Gender Fair Interest Inventory Using Verbs

ERIC Educational Resources Information Center

Wetzel, Eunike; Hell, Benedikt; Passler, Katja

2012-01-01

Three test construction strategies are described and illustrated in the development of the Verb Interest Test (VIT), an inventory that assesses vocational interests using verbs. Verbs might be a promising alternative to the descriptions of occupational activities used in most vocational interest inventories because they are context-independent,…

Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Bailey, MarLynn; Farley, John

2015-11-01

The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.

How Does the Degree of Guidance Support Students' Metacognitive and Problem Solving Skills in Educational Robotics?

NASA Astrophysics Data System (ADS)

Atmatzidou, Soumela; Demetriadis, Stavros; Nika, Panagiota

2018-02-01

Educational robotics (ER) is an innovative learning tool that offers students opportunities to develop higher-order thinking skills. This study investigates the development of students' metacognitive (MC) and problem-solving (PS) skills in the context of ER activities, implementing different modes of guidance in two student groups (11-12 years old, N1 = 30, and 15-16 years old, N2 = 22). The students of each age group were involved in an 18-h group-based activity after being randomly distributed in two conditions: "minimal" (with minimal MC and PS guidance) and "strong" (with strong MC and PS guidance). Evaluations were based on the Metacognitive Awareness Inventory measuring students' metacognitive awareness and on a think-aloud protocol asking students to describe the process they would follow to solve a certain robot-programming task. The results suggest that (a) strong guidance in solving problems can have a positive impact on students' MC and PS skills and (b) students reach eventually the same level of MC and PS skills development independently of their age and gender.

Using a detailed inventory of a large wastewater treatment plant to estimate the relative importance of construction to the overall environmental impacts.

PubMed

Morera, Serni; Corominas, Lluís; Rigola, Miquel; Poch, Manel; Comas, Joaquim

2017-10-01

The aim of this work is to quantify the relative contribution to the overall environmental impact of the construction phase compared to the operational phase for a large conventional activated sludge wastewater treatment plant (WWTP). To estimate these environmental impacts, a systematic procedure was designed to obtain the detailed Life Cycle Inventories (LCI) for civil works and equipment, taking as starting point the construction project budget and the list of equipment installed at the Girona WWTP, which are the most reliable information sources of materials and resources used during the construction phase. A detailed inventory is conducted by including 45 materials for civil works and 1,240 devices for the equipment. For most of the impact categories and different life spans of the WWTP, the contribution of the construction phase to the overall burden is higher than 5% and, especially for metal depletion, the impact of construction reaches 63%. When comparing to the WWTP inventories available in Ecoinvent the share of construction obtained in this work is about 3 times smaller for climate change and twice higher for metal depletion. Concrete and reinforcing steel are the materials with the highest contribution to the civil works phase and motors, pumps and mobile and transport equipment are also key equipment to consider during life cycle inventories of WWTPs. Additional robust inventories for similar WWTP can leverage this work by applying the factors (kg of materials and energy per m 3 of treated water) and guidance provided. Copyright © 2017 Elsevier Ltd. All rights reserved.

Brief, embedded, spontaneous metacognitive talk indicates thinking like a physicist

NASA Astrophysics Data System (ADS)

Sayre, Eleanor C.; Irving, Paul W.

2015-12-01

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Instructors and researchers think "thinking like a physicist" is important for students' professional development. However, precise definitions and observational markers remain elusive. We reinterpret popular beliefs inventories in physics to indicate what physicists think thinking like a physicist entails. Through discourse analysis of upper-division students' speech in natural settings, we show that students may appropriate or resist these elements. We identify a new element in the physicist speech genre: brief, embedded, spontaneous metacognitive talk (BESM talk). BESM talk communicates students' in-the-moment enacted expectations about physics as a technical field and a cultural endeavor. Students use BESM talk to position themselves as physicists or nonphysicists. Students also use BESM talk to communicate their expectations in four ways: understanding, confusion, spotting inconsistencies, and generalized expectations.

Linear and Nonlinear Thinking: A Multidimensional Model and Measure

ERIC Educational Resources Information Center

Groves, Kevin S.; Vance, Charles M.

2015-01-01

Building upon previously developed and more general dual-process models, this paper provides empirical support for a multidimensional thinking style construct comprised of linear thinking and multiple dimensions of nonlinear thinking. A self-report assessment instrument (Linear/Nonlinear Thinking Style Profile; LNTSP) is presented and…

Critical thinking of registered nurses in a fellowship program.

PubMed

Zori, Susan; Kohn, Nina; Gallo, Kathleen; Friedman, M Isabel

2013-08-01

Critical thinking is essential to nursing practice. This study examined differences in the critical thinking dispositions of registered nurses (RNs) in a nursing fellowship program. Control and experimental groups were used to compare differences in scores on the California Critical Thinking Disposition Inventory (CCTDI) of RNs at three points during a fellowship program: baseline, week 7, and month 5. The control group consisted of RNs who received no education in critical thinking. The experimental group received education in critical thinking using simulated scenarios and reflective journaling. CCTDI scores examined with analysis of variance showed no significant difference within groups over time or between groups. The baseline scores of the experimental group were slightly higher than those of the control group. Chi-square analysis of demographic variables between the two groups showed no significant differences. Critical thinking dispositions are a combination of attitudes, values, and beliefs that make up one's personality based on life experience. Lack of statistical significance using a quantitative approach did not capture the development of the critical thinking dispositions of participants. A secondary qualitative analysis of journal entries is being conducted. Copyright 2013, SLACK Incorporated.

Thinking Routines: Replicating Classroom Practices within Museum Settings

ERIC Educational Resources Information Center

Wolberg, Rochelle Ibanez; Goff, Allison

2012-01-01

This article describes thinking routines as tools to guide and support young children's thinking. These learning strategies, developed by Harvard University's Project Zero Classroom, actively engage students in constructing meaning while also understanding their own thinking process. The authors discuss how thinking routines can be used in both…

What Is Scientific Thinking?

ERIC Educational Resources Information Center

Tweney, Ryan D.

Drawing parallels with critical thinking and creative thinking, this document describes some ways that scientific thinking is utilized. Cognitive approaches to scientific thinking are discussed, and it is argued that all science involves an attempt to construct a testable mental model of some aspect of reality. The role of mental models is…

Do dimensional psychopathology measures relate to creative achievement or divergent thinking?

PubMed Central

Zabelina, Darya L.; Condon, David; Beeman, Mark

2014-01-01

Previous research provides disparate accounts of the putative association between creativity and psychopathology, including schizotypy, psychoticism, hypomania, bipolar disorder, ADHD, and autism spectrum disorders. To examine these association, healthy, non-clinical participants completed several psychopathology-spectrum measures, often postulated to associate with creativity: the Schizotypal Personality Questionnaire, the Psychoticism scale, the Personality Inventory for DSM-5, the Hypomanic Personality Scale, the Attention Deficit/Hyperactivity Disorder scale, the Beck Depression Inventory, and the Autism-Spectrum Quotient. The goal of Study 1 was to evaluate the factor structure of these dimensional psychopathology measures and, in particular, to evaluate the case for a strong general factor(s). None of the factor solutions between 1 and 10 factors provided a strong fit with the data based on the most commonly used metrics. The goal of Study 2 was to determine whether these psychopathology scales predict, independently, two measures of creativity: 1. a measure of participants' real-world creative achievements, and 2. divergent thinking, a laboratory measure of creative cognition. After controlling for academic achievement, psychoticism and hypomania reliably predicted real-world creative achievement and divergent thinking scored with the consensual assessment technique. None of the psychopathology-spectrum scales reliably predicted divergent thinking scored with the manual scoring method. Implications for the potential links between several putative creative processes and risk factors for psychopathology are discussed. PMID:25278919

Do dimensional psychopathology measures relate to creative achievement or divergent thinking?

PubMed

Zabelina, Darya L; Condon, David; Beeman, Mark

2014-01-01

Previous research provides disparate accounts of the putative association between creativity and psychopathology, including schizotypy, psychoticism, hypomania, bipolar disorder, ADHD, and autism spectrum disorders. To examine these association, healthy, non-clinical participants completed several psychopathology-spectrum measures, often postulated to associate with creativity: the Schizotypal Personality Questionnaire, the Psychoticism scale, the Personality Inventory for DSM-5, the Hypomanic Personality Scale, the Attention Deficit/Hyperactivity Disorder scale, the Beck Depression Inventory, and the Autism-Spectrum Quotient. The goal of Study 1 was to evaluate the factor structure of these dimensional psychopathology measures and, in particular, to evaluate the case for a strong general factor(s). None of the factor solutions between 1 and 10 factors provided a strong fit with the data based on the most commonly used metrics. The goal of Study 2 was to determine whether these psychopathology scales predict, independently, two measures of creativity: 1. a measure of participants' real-world creative achievements, and 2. divergent thinking, a laboratory measure of creative cognition. After controlling for academic achievement, psychoticism and hypomania reliably predicted real-world creative achievement and divergent thinking scored with the consensual assessment technique. None of the psychopathology-spectrum scales reliably predicted divergent thinking scored with the manual scoring method. Implications for the potential links between several putative creative processes and risk factors for psychopathology are discussed.

Gambling related cognitions mediate the association between thinking style and problem gambling severity.

PubMed

Emond, Melissa S; Marmurek, Harvey H C

2010-06-01

This study examined the associations among thinking style (rational versus experiential), gambling related cognitions, and problem gambling severity. The participants were 70 female and 41 male regular gamblers who completed the Gambling Related Cognitions Scale (Raylu and Oei, Addiction 99:757-769, 2004), the Rational-Experiential Inventory (Pacini and Epstien, J Pers Soc Psychol 76(6):972-987, 1999), and the Problem Gambling Severity Index (Ferris and Wynne, The Canadian problem and gambling index: final report. Canadian Centre on Substance Abuse, Ottawa, 2001). Rational thinking was negatively related to problem gambling severity. Gambling related biases increased with problem gambling severity but the strength of those biases was dampened by rational thought. The patterns by which gambling related cognition mediated the association between thinking style and gambling severity suggest that therapeutic interventions may benefit from a consideration of a gambler's thinking style.

Reliability and Construct Validity of Scores on the Behavioral Competence Inventory: A Measure of Adaptive Functioning.

ERIC Educational Resources Information Center

Jarjoura, David; Hartman-Stein, Paula; Speight, Joan; Reuter, Jeanette

1999-01-01

Examined the reliability and construct validity in an older adult population (n=149 older adults and their informants) of scores on the Behavioral Competence Inventory (BCI) (P. Hartman-Stein). Results indicate that scores on the BCI's seven scales show adequate internal consistencies and represent seven overlapping but distinct constructs in this…

Medial Temporal Lobe Damage Causes Deficits in Episodic Memory and Episodic Future Thinking Not Attributable to Deficits in Narrative Construction

PubMed Central

Race, Elizabeth; Keane, Margaret M.; Verfaellie, Mieke

2015-01-01

The medial temporal lobe (MTL) makes critical contributions to episodic memory, but its contributions to episodic future thinking remain a matter of debate. By one view, imagining future events relies on MTL mechanisms that also support memory for past events. Alternatively, it has recently been suggested that future thinking is independent of MTL-mediated processes and can be supported by regions outside the MTL. The current study investigated the nature and necessity of MTL involvement in imagining the future and tested the novel hypothesis that the MTL contributes to future thinking by supporting online binding processes related to narrative construction. Human amnesic patients with well-characterized MTL damage and healthy controls constructed narratives about (a) future events, (b) past events, and (c) visually-presented pictures. While all three tasks place similar demands on narrative construction, only the past and future conditions require memory/future thinking to mentally generate relevant narrative information. Patients produced impoverished descriptions of both past and future events but were unimpaired at producing detailed picture narratives. In addition, future-thinking performance positively correlated with episodic memory performance but did not correlate with picture narrative performance. Finally, future-thinking impairments were present when MTL lesions were restricted to the hippocampus and did not depend on the presence of neural damage outside the MTL. These results indicate that the ability to generate and maintain a detailed narrative is preserved in amnesia and suggest that a common MTL mechanism supports both episodic memory and episodic future thinking. PMID:21753003

Medial temporal lobe damage causes deficits in episodic memory and episodic future thinking not attributable to deficits in narrative construction.

PubMed

Race, Elizabeth; Keane, Margaret M; Verfaellie, Mieke

2011-07-13

The medial temporal lobe (MTL) makes critical contributions to episodic memory, but its contributions to episodic future thinking remain a matter of debate. By one view, imagining future events relies on MTL mechanisms that also support memory for past events. Alternatively, it has recently been suggested that future thinking is independent of MTL-mediated processes and can be supported by regions outside the MTL. The current study investigated the nature and necessity of MTL involvement in imagining the future and tested the novel hypothesis that the MTL contributes to future thinking by supporting online binding processes related to narrative construction. Human amnesic patients with well characterized MTL damage and healthy controls constructed narratives about (1) future events, (2) past events, and (3) visually presented pictures. While all three tasks place similar demands on narrative construction, only the past and future conditions require memory/future thinking to mentally generate relevant narrative information. Patients produced impoverished descriptions of both past and future events but were unimpaired at producing detailed picture narratives. In addition, future-thinking performance positively correlated with episodic memory performance but did not correlate with picture narrative performance. Finally, future-thinking impairments were present when MTL lesions were restricted to the hippocampus and did not depend on the presence of neural damage outside the MTL. These results indicate that the ability to generate and maintain a detailed narrative is preserved in amnesia and suggest that a common MTL mechanism supports both episodic memory and episodic future thinking.

Medial Temporal Lobe Contributions to Episodic Future Thinking: Scene Construction or Future Projection?

PubMed

Palombo, D J; Hayes, S M; Peterson, K M; Keane, M M; Verfaellie, M

2018-02-01

Previous research has shown that the medial temporal lobes (MTL) are more strongly engaged when individuals think about the future than about the present, leading to the suggestion that future projection drives MTL engagement. However, future thinking tasks often involve scene processing, leaving open the alternative possibility that scene-construction demands, rather than future projection, are responsible for the MTL differences observed in prior work. This study explores this alternative account. Using functional magnetic resonance imaging, we directly contrasted MTL activity in 1) high scene-construction and low scene-construction imagination conditions matched in future thinking demands and 2) future-oriented and present-oriented imagination conditions matched in scene-construction demands. Consistent with the alternative account, the MTL was more active for the high versus low scene-construction condition. By contrast, MTL differences were not observed when comparing the future versus present conditions. Moreover, the magnitude of MTL activation was associated with the extent to which participants imagined a scene but was not associated with the extent to which participants thought about the future. These findings help disambiguate which component processes of imagination specifically involve the MTL. Published by Oxford University Press 2016.

Instructional designing the STEM education model for fostering creative thinking abilities in physics laboratory environment classes

NASA Astrophysics Data System (ADS)

Chanthala, Chumpon; Santiboon, Toansakul; Ponkham, Kamon

2018-01-01

To investigate the effects of students' activity-based on learning approaching management through the STEM Education Instructional Model for fostering their creative thinking abilities of their learning achievements in physics laboratory classroom environments with the sample size consisted of 48 students at the 10th grade level in two classes in Mahasarakham University Demonstration School(Secondary Division) in Thailand. Students' creative thinking abilities were assessed with the with the 24-item GuilfordCreative Thinking Questionnaire (GCTQ). Students' perceptions of their physics classroom learning environments were obtained using the 35-item Physics Laboratory Environment Inventory (PLEI). Associations between students' learning achievements of their post-test assessment indicated that 26% of the coefficient predictive value (R2) of the variance in students' creative thinking abilities was attributable to their perceptions for the GCTQ. Students' learning outcomes of their post-test assessment, the R2value indicated that 35% of the variances for the PLEI, the R2value indicated that 63% of the variances for their creative thinking abilities were attributable to theiraffecting the activity-based on learning for fostering their creative thinking are provided.

Critical Thinking Disposition and Skills in Dental Students: Development and Relationship to Academic Outcomes.

PubMed

Whitney, Eli M; Aleksejuniene, Jolanta; Walton, Joanne N

2016-08-01

Critical thinking is a key element of complex problem-solving and professional behavior. An ideal critical thinking measurement instrument would be able to accurately predict which dental students are predisposed to and capable of thinking critically and applying such thinking skills to clinical situations. The aims of this study were to describe critical thinking disposition and skills in dental students at the beginning and end of their first year, examine cohort and gender effects, and compare their critical thinking test scores to their first-year grades. Volunteers from three student cohorts at the University of British Columbia were tested using the California Critical Thinking Disposition Inventory and California Critical Thinking Skills instruments at the beginning and end of their first year. Based on the preliminary findings, one cohort was retested at graduation when their final-year grades and clinical advisor rankings were compared to their critical thinking test scores. The results showed that students who entered dental school with higher critical thinking scores tended to complete their first year with higher critical thinking scores, achieve higher grades, and show greater disposition to think critically at the start of the program. Students who demonstrated an ability to think critically and had a disposition to do so at the start of the program were also likely to demonstrate those same attributes at the completion of their training. High critical thinking scores were associated with success in both didactic and clinical settings in dental school.

Pavements Maintenance and Construction Equipment Operator Career Ladders: United States Air Force Job Inventory. AFSCs 55130/31, 55150/51, 55170/71, and 55191.

ERIC Educational Resources Information Center

Air Force Personnel and Training Research Center, Lackland AFB, TX.

The U. S. Air Force job inventory for the pavements maintenance and construction equipment operator career ladders is divided into 26 categories, each of which is broken down into a duty-task list. Space is provided for Air Force personnel filling out the inventory to check whether each task is at present part of their duties. The 26 categories…

Critical Thinking and Disposition Toward Critical Thinking Among Physical Therapy Students.

PubMed

Domenech, Manuel A; Watkins, Phillip

2015-01-01

Students who enter a physical therapist (PT) entry-level program with weak critical thinking skills may not be prepared to benefit from the educational training program or successfully engage in the future as a competent healthcare provider. Therefore, assessing PT students' entry-level critical thinking skills and/or disposition toward critical thinking may be beneficial to identifying students with poor, fair, or good critical thinking ability as one of the criteria used in the admissions process into a professional program. First-year students (n=71) from the Doctor of Physical Therapy (DPT) program at Texas Tech University Health Sciences Center completed the California Critical Thinking Skills Test (CCTST), the California Critical Thinking Dispositions Inventory (CCTDI), and demographic survey during orientation to the DPT program. Three students were lost from the CCTST (n=68), and none lost from the CCTDI (n=71). Analysis indicated that the majority of students had a positive disposition toward critical thinking, yet the overall CCTST suggested that these students were somewhat below the national average. Also, individuals taking math and science prerequisites at the community-college level tended to have lower overall CCTST scores. The entering DPT class demonstrated moderate or middle range scores in critical thinking and disposition toward critical thinking. This result does not indicate, but might suggest, the potential for learning challenges. Assessing critical thinking skills as part of the admissions process may prove advantageous.

The HEXACO Honesty-Humility, Agreeableness, and Emotionality factors: a review of research and theory.

PubMed

Ashton, Michael C; Lee, Kibeom; de Vries, Reinout E

2014-05-01

We review research and theory on the HEXACO personality dimensions of Honesty-Humility (H), Agreeableness (A), and Emotionality (E), with particular attention to the following topics: (1) the origins of the HEXACO model in lexical studies of personality structure, and the content of the H, A, and E factors in those studies; (2) the operationalization of the H, A, and E factors in the HEXACO Personality Inventory-Revised; (3) the construct validity of self-reports on scales measuring the H factor; (4) the theoretical distinction between H and A; (5) similarity and assumed similarity between social partners in personality, with a focus on H and A; (6) the extent to which H (and A and E) variance is represented in instruments assessing the "Five-Factor Model" of personality; and (7) the relative validity of scales assessing the HEXACO and Five-Factor Model dimensions in predicting criteria conceptually relevant to H, A, and E.

Validation of learning style measures: implications for medical education practice.

PubMed

Chapman, Dane M; Calhoun, Judith G

2006-06-01

It is unclear which learners would most benefit from the more individualised, student-structured, interactive approaches characteristic of problem-based and computer-assisted learning. The validity of learning style measures is uncertain, and there is no unifying learning style construct identified to predict such learners. This study was conducted to validate learning style constructs and to identify the learners most likely to benefit from problem-based and computer-assisted curricula. Using a cross-sectional design, 3 established learning style inventories were administered to 97 post-Year 2 medical students. Cognitive personality was measured by the Group Embedded Figures Test, information processing by the Learning Styles Inventory, and instructional preference by the Learning Preference Inventory. The 11 subscales from the 3 inventories were factor-analysed to identify common learning constructs and to verify construct validity. Concurrent validity was determined by intercorrelations of the 11 subscales. A total of 94 pre-clinical medical students completed all 3 inventories. Five meaningful learning style constructs were derived from the 11 subscales: student- versus teacher-structured learning; concrete versus abstract learning; passive versus active learning; individual versus group learning, and field-dependence versus field-independence. The concurrent validity of 10 of 11 subscales was supported by correlation analysis. Medical students most likely to thrive in a problem-based or computer-assisted learning environment would be expected to score highly on abstract, active and individual learning constructs and would be more field-independent. Learning style measures were validated in a medical student population and learning constructs were established for identifying learners who would most likely benefit from a problem-based or computer-assisted curriculum.

Developing Computational Thinking through Grounded Embodied Cognition

ERIC Educational Resources Information Center

Fadjo, Cameron Lawrence

2012-01-01

Two studies were conducted to examine the use of grounded embodied pedagogy, construction of Imaginary Worlds (Study 1), and context of instructional materials (Study 2) for developing learners' Computational Thinking (CT) Skills and Concept knowledge during the construction of digital artifacts using Scratch, a block-based programming…

The structure of creative cognition in the human brain

PubMed Central

Jung, Rex E.; Mead, Brittany S.; Carrasco, Jessica; Flores, Ranee A.

2013-01-01

Creativity is a vast construct, seemingly intractable to scientific inquiry—perhaps due to the vague concepts applied to the field of research. One attempt to limit the purview of creative cognition formulates the construct in terms of evolutionary constraints, namely that of blind variation and selective retention (BVSR). Behaviorally, one can limit the “blind variation” component to idea generation tests as manifested by measures of divergent thinking. The “selective retention” component can be represented by measures of convergent thinking, as represented by measures of remote associates. We summarize results from measures of creative cognition, correlated with structural neuroimaging measures including structural magnetic resonance imaging (sMRI), diffusion tensor imaging (DTI), and proton magnetic resonance spectroscopy (1H-MRS). We also review lesion studies, considered to be the “gold standard” of brain-behavioral studies. What emerges is a picture consistent with theories of disinhibitory brain features subserving creative cognition, as described previously (Martindale, 1981). We provide a perspective, involving aspects of the default mode network (DMN), which might provide a “first approximation” regarding how creative cognition might map on to the human brain. PMID:23847503

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised study.

PubMed

Paans, Wolter; Sermeus, Walter; Nieweg, Roos Mb; Krijnen, Wim P; van der Schans, Cees P

2012-08-01

This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses.Knowledge sources can support nurses in deriving diagnoses. A nurse's disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses. A randomised factorial design was used in 2008-2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1) a knowledge inventory, (2) the California Critical Thinking Disposition Inventory, and (3) the Health Science Reasoning Test. Nurses (n = 249) were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor. The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse's age and the reasoning skills of `deduction' and `analysis'. Improving nurses' dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses.

Do knowledge, knowledge sources and reasoning skills affect the accuracy of nursing diagnoses? a randomised study

PubMed Central

2012-01-01

Background This paper reports a study about the effect of knowledge sources, such as handbooks, an assessment format and a predefined record structure for diagnostic documentation, as well as the influence of knowledge, disposition toward critical thinking and reasoning skills, on the accuracy of nursing diagnoses. Knowledge sources can support nurses in deriving diagnoses. A nurse’s disposition toward critical thinking and reasoning skills is also thought to influence the accuracy of his or her nursing diagnoses. Method A randomised factorial design was used in 2008–2009 to determine the effect of knowledge sources. We used the following instruments to assess the influence of ready knowledge, disposition, and reasoning skills on the accuracy of diagnoses: (1) a knowledge inventory, (2) the California Critical Thinking Disposition Inventory, and (3) the Health Science Reasoning Test. Nurses (n = 249) were randomly assigned to one of four factorial groups, and were instructed to derive diagnoses based on an assessment interview with a simulated patient/actor. Results The use of a predefined record structure resulted in a significantly higher accuracy of nursing diagnoses. A regression analysis reveals that almost half of the variance in the accuracy of diagnoses is explained by the use of a predefined record structure, a nurse’s age and the reasoning skills of `deduction’ and `analysis’. Conclusions Improving nurses’ dispositions toward critical thinking and reasoning skills, and the use of a predefined record structure, improves accuracy of nursing diagnoses. PMID:22852577

Psychological Correlates of Civilian Preparedness for Conflicts.

PubMed

Bodas, Moran; Siman-Tov, Maya; Kreitler, Shulamith; Peleg, Kobi

2017-08-01

Preparedness for emergencies and disasters is imperative for public resilience. Previous studies have revealed low levels of civilian preparedness for conflicts. Classic behavioral models prove inapt in describing preparedness patterns in victimized populations chronically exposed to this threat. In an effort to expand this perspective, we hypothesized that other psychological constructs are correlated with preparedness. A cross-sectional, Internet-based study was performed in Israel in early 2016. A sociodemographically diverse sample included 385 participants, Jews and Arabs. The tools included a preparedness index, sense of preparedness questionnaire, Trait Anxiety Inventory, Life Orientation Test, Behavioral Inhibition & Activation System scales, and ego defenses. The results suggested that optimistic and rational individuals reported significantly higher levels of preparedness, whereas those who scored highly on the trait anxiety scale and those with a tendency to use denial coping mechanisms reported significantly lower levels of preparedness. The findings suggest that additional constructs, other than classic threat perception components, might play a key role in governing preparedness behavior. In particular, psychological manipulation of dispositional optimism or optimistic thinking might be effective in motivating preparedness behavior. Future research should explore such innovative ways to promoting preparedness. (Disaster Med Public Health Preparedness. 2017;11:451-459).

Thinking Process of Pseudo Construction in Mathematics Concepts

ERIC Educational Resources Information Center

Subanji; Nusantara, Toto

2016-01-01

This article aims at studying pseudo construction of student thinking in mathematical concepts, integer number operation, algebraic forms, area concepts, and triangle concepts. 391 junior high school students from four districts of East Java Province Indonesia were taken as the subjects. Data were collected by means of distributing the main…

Constructing Multiple-Choice Items to Measure Higher-Order Thinking

ERIC Educational Resources Information Center

Scully, Darina

2017-01-01

Across education, certification and licensure, there are repeated calls for the development of assessments that target "higher-order thinking," as opposed to mere recall of facts. A common assumption is that this necessitates the use of constructed response or essay-style test questions; however, empirical evidence suggests that this may…

Think to Learn (Creating a Standards-Driven Thinking Classroom). Occasional Paper Series. Volume 1, Number 2

ERIC Educational Resources Information Center

Fluellen, Jerry E., Jr.

2006-01-01

Think to Learn. That's how Robert Sternberg boils down his approach for teaching thinking. In an urban technology high school, two Teacher Consultants in the District of Columbia Area Writing Project at Howard University co-constructed a prototype for creating standards driven thinking classrooms. With 132 high school students, they used the…

The relationship between magical thinking, inferential confusion and obsessive-compulsive symptoms.

PubMed

Goods, N A R; Rees, C S; Egan, S J; Kane, R T

2014-01-01

Inferential confusion is an under-researched faulty reasoning process in obsessive-compulsive disorder (OCD). Based on an overreliance on imagined possibilities, it shares similarities with the extensively researched construct of thought-action fusion (TAF). While TAF has been proposed as a specific subset of the broader construct of magical thinking, the relationship between inferential confusion and magical thinking is unexplored. The present study investigated this relationship, and hypothesised that magical thinking would partially mediate the relationship between inferential confusion and obsessive-compulsive symptoms. A non-clinical sample of 201 participants (M = 34.94, SD = 15.88) were recruited via convenience sampling. Regression analyses found the hypothesised mediating relationship was supported, as magical thinking did partially mediate the relationship between inferential confusion and OC symptoms. Interestingly, inferential confusion had the stronger relationship with OC symptoms in comparison to the other predictor variables. Results suggest that inferential confusion can both directly and indirectly (via magical thinking) impact on OC symptoms. Future studies with clinical samples should further investigate these constructs to determine whether similar patterns emerge, as this may eventually inform which cognitive errors to target in treatment of OCD.

Construct Validation--Community College Instructional Development Inventory

ERIC Educational Resources Information Center

Xiong, Soua; Delgado, Nexi; Wood, J. Luke; Harris, Frank, III

2017-01-01

This white paper describes the construct validation of the Community College Instructional Development Inventory (CC-IDI). The CC-IDI is an institutional assessment tool designed to inform professional development programming for instructional faculty. The instrument was developed to serve as a standardized assessment tool to determine the…

Functional neuroimaging correlates of thinking flexibility and knowledge structure in memory: Exploring the relationships between clinical reasoning and diagnostic thinking.

PubMed

Durning, Steven J; Costanzo, Michelle E; Beckman, Thomas J; Artino, Anthony R; Roy, Michael J; van der Vleuten, Cees; Holmboe, Eric S; Lipner, Rebecca S; Schuwirth, Lambert

2016-06-01

Diagnostic reasoning involves the thinking steps up to and including arrival at a diagnosis. Dual process theory posits that a physician's thinking is based on both non-analytic or fast, subconscious thinking and analytic thinking that is slower, more conscious, effortful and characterized by comparing and contrasting alternatives. Expertise in clinical reasoning may relate to the two dimensions measured by the diagnostic thinking inventory (DTI): memory structure and flexibility in thinking. Explored the functional magnetic resonance imaging (fMRI) correlates of these two aspects of the DTI: memory structure and flexibility of thinking. Participants answered and reflected upon multiple-choice questions (MCQs) during fMRI. A DTI was completed shortly after the scan. The brain processes associated with the two dimensions of the DTI were correlated with fMRI phases - assessing flexibility in thinking during analytical clinical reasoning, memory structure during non-analytical clinical reasoning and the total DTI during both non-analytical and analytical reasoning in experienced physicians. Each DTI component was associated with distinct functional neuroanatomic activation patterns, particularly in the prefrontal cortex. Our findings support diagnostic thinking conceptual models and indicate mechanisms through which cognitive demands may induce functional adaptation within the prefrontal cortex. This provides additional objective validity evidence for the use of the DTI in medical education and practice settings.

[The assessment of family resources and need for help: Construct validity and reliability of the Systematic Exploration and Process Inventory for health professionals in early childhood intervention services (SEVG)].

PubMed

Scharmanski, Sara; Renner, Ilona

2016-12-01

Health professionals in early childhood intervention and prevention make an important contribution by helping burdened families with young children cope with everyday life and child raising issues. A prerequisite for success is the health professionals' ability to tailor their services to the specific needs of families. The "Systematic Exploration and Process Inventory for health professionals in early childhood intervention services (SEVG)" can be used to identify each family's individual resources and needs, enabling a valid, reliable and objective assessment of the conditions and the process of counseling service. The present paper presents the statistical analyses that were used to confirm the reliability of the inventory. Based on the results of the reliability analysis and principal component analysis (PCA), the SEVG seems to be a reliable and objective inventory for assessing families' need for support. It also allows for calculation of average values of each scale. The development of valid and reliable assessments is essential to quality assurance and the professionalization of interventions in early childhood service. Copyright © 2016. Published by Elsevier GmbH.

Systems-based practice in graduate medical education: systems thinking as the missing foundational construct.

PubMed

Colbert, Colleen Y; Ogden, Paul E; Ownby, Allison R; Bowe, Constance

2011-04-01

Since 2001, residencies have struggled with teaching and assessing systems-based practice (SBP). One major obstacle may be that the competency alone is not sufficient to support assessment. We believe the foundational construct underlying SBP is systems thinking, absent from the current Accreditation Council for Graduate Medical Education competency language. Systems thinking is defined as the ability to analyze systems as a whole. The purpose of this article is to describe psychometric issues that constrain assessment of SBP and elucidate the role of systems thinking in teaching and assessing SBP. Residency programs should incorporate systems thinking models into their curricula. Trainees should be taught to understand systems at an abstract level, in order to analyze their own healthcare systems, and participate in quality and patient safety activities. We suggest that a developmental trajectory for systems thinking be developed, similar to the model described by Dreyfus and Dreyfus.

The Development and Validation of an Inventory of Effective School Function.

ERIC Educational Resources Information Center

Carter, Jacquelyn; Michael, William B.

1995-01-01

The Effective School Function Inventory was constructed to operationalize the major constructs of efficient school operation. An analysis with 124 teachers identified 4 meaningful factors: (1) supportive collegial interaction; (2) cooperative facilitation of goal attainment in learning/sharing; (3) morally oriented leadership; and (4)…

Personal Factors Impacting College Student Success: Constructing College Learning Effectiveness Inventory (CLEI)

ERIC Educational Resources Information Center

Kim, Eunhee; Newton, Fred B.; Downey, Ronald G.; Benton, Stephen L.

2010-01-01

The College Learning Effectiveness Inventory, a new assessment tool identifying personal variables important to college student success, was constructed using empirical approaches grounded in a conceptual model. The exploratory and confirmatory studies revealed the six-underlying factors: Academic Self-Efficacy, Organization and Attention to…

Relations between Minuchin's Structural Family Model and Kohut's Self-Psychology Constructs.

ERIC Educational Resources Information Center

Perosa, Linda

1996-01-01

Examines relationship between structural family model and self-psychology constructs. College women (n=164) completed the Structural Family Interaction Scale-Revised (SFIS-R), the Parental Relations Inventory, and the Goal Instability and Superiority scales from the Self-Expression Inventory. Indicated that women raised in families with strong…

Prolonged physiological reactivity and loss: Association of pupillary reactivity with negative thinking and feelings.

PubMed

Siegle, Greg J; D'Andrea, Wendy; Jones, Neil; Hallquist, Michael N; Stepp, Stephanie D; Fortunato, Andrea; Morse, Jennifer Q; Pilkonis, Paul A

2015-11-01

Prolonged psychophysiological reactions to negative information have long been associated with negative thinking and feeling. This association is operationalized in the RDoC negative affect construct of loss, which is nominally indexed by prolonged physiological reactivity, cognitive loss-related constructs such as rumination and guilt, and more feeling-related constructs such as sadness, crying, and anhedonia. These associations have not been tested explicitly. If thinking and feeling aspects of loss reflect different physiological mechanisms, as might be suggested by their putative neurobiology, different intervention pathways might be suggested. Here we examined the extent to which self-reported negative thinking and feeling constructs were associated with prolonged pupillary reactivity following negative words and a subsequent cognitive distractor in a diverse heterogeneously diagnosed sample of N=84 participants. We also considered indices of abuse and variables associated with borderline personality disorder as possible moderators. Consistently, feeling-related negative affect constructs were related to prolonged pupillary reactivity during the distractor after a negative stimulus whereas thinking-related constructs were not. These data suggest that people who have sustained physiological reactions to emotional stimuli may be more strongly characterized by non-linguistic negative feelings than explicit cognitions related to loss. Sustained physiological reactions could reflect efforts to regulate feeling states. In contrast to cognitive and affective variables, abuse was associated with decreased physiological reactivity, consistent with decreased neural engagement. Interventions that target mechanisms underlying feelings and their regulation may be more mechanistically specific to sustained reactivity than those which directly address cognitions. Copyright © 2015. Published by Elsevier B.V.

Developing a dynamic life cycle greenhouse gas emission inventory for wood construction for two different end-of-life scenarios

Treesearch

Richard D. Bergman; James Salazar; Scott Bowe

2012-01-01

Static life cycle assessment does not fully describe the carbon footprint of construction wood because of carbon changes in the forest and product pools over time. This study developed a dynamic greenhouse gas (GHG) inventory approach using US Forest Service and life-cycle data to estimate GHG emissions on construction wood for two different end-of-life scenarios....

Greenhouse gas inventory, fiscal year 2011 : Michigan Department of Transportation.

DOT National Transportation Integrated Search

2013-11-01

The risk of climate change to governmental operations is not yet fully understood; : however, it is changing the way organizations think about the impact of their operations : on the environment. How MDOT addresses this issue is driven by a combinati...

The relationships of coping, negative thinking, life satisfaction, social support, and selected demographics with anxiety of young adult college students.

PubMed

Mahmoud, Jihan S R; Staten, Ruth Topsy; Lennie, Terry A; Hall, Lynne A

2015-05-01

Understanding young adults' anxiety requires applying a multidimensional approach to assess the psychosocial, behavioral, and cognitive aspects of this phenomenon. A hypothesized model of the relationships among coping style, thinking style, life satisfaction, social support, and selected demographics and anxiety among college students was tested using path analysis. A total of 257 undergraduate students aged 18-24 years completed an online survey. The independent variables were measured using the Multidimensional Scale of Perceived Social Support, the Brief Students' Multidimensional Life Satisfaction Scale, the Brief COPE Inventory, the Positive Automatic Thoughts Questionnaire, and the Cognition Checklist-Anxiety. The outcome, anxiety, was measured using the Anxiety subscale of the 21-item Depression Anxiety and Stress Scale. Only negative thinking and maladaptive coping had a direct relationship with anxiety. Negative thinking was the strongest predictor of both maladaptive coping and anxiety. These findings suggest that helping undergraduates manage their anxiety by reducing their negative thinking is critical. Designing and testing interventions to decrease negative thinking in college students is recommended for future research. © 2015 Wiley Periodicals, Inc.

The relation of rational and experiential information processing styles to personality, basic beliefs, and the ratio-bias phenomenon.

PubMed

Pacini, R; Epstein, S

1999-06-01

A new version of the Rational-Experiential Inventory (REI), which measures rational and experiential thinking styles and includes subscales of self-reported ability and engagement, was examined in two studies. In Study 1, the two main scales were independent, and they and their subscales exhibited discriminant validity and contributed to the prediction of a variety of measures beyond the contribution of the Big Five scales. A rational thinking style was most strongly and directly related to Ego Strength, Openness, Conscientiousness, and favorable basic beliefs about the self and the world, and it was most strongly inversely related to Neuroticism and Conservatism. An experiential thinking style was most strongly directly related to Extraversion, Agreeableness, Favorable Relationships Beliefs, and Emotional Expressivity, and it was most strongly inversely related to Categorical Thinking, Distrust of Others, and Intolerance. In Study 2, a rational thinking style was inversely related and an experiential thinking style was unrelated to nonoptimal responses in a game of chance. It was concluded that the new REI is a significant improvement over the previous version and measures unique aspects of personality.

HUMOR STYLES, CREATIVE PERSONALITY TRAITS, AND CREATIVE THINKING IN A HONG KONG SAMPLE.

PubMed

Yue, Xiao Dong; Hui, Anna Na

2015-12-01

Humor is found to be an essential element of creative thinking in Western culture. In Eastern culture, however, the relationship between creativity and humor is ambivalent. This study examined the relationship among humor styles, creative personality traits, and creative thinking abilities. A sample of 118 Chinese undergraduates in Hong Kong was recruited to complete the Humor Styles Questionnaire, the three Creative Personality subscales of the Chinese Personality Assessment Inventory-2 (CPAI-2), and the Verbal Test of the Wallach-Kogan Creativity Tests. Results show that humor styles are uncorrelated with creative thinking abilities of flexibility, fluency, and originality, but affiliative humor and aggressive humor are correlated with creative personality traits of novelty and diversity. A hierarchical multiple regression shows that both humor styles and creative personality traits of novelty and diversity account for non-significant variance on creative thinking abilities. These findings largely support a hypothesized non-association between humor styles and creative measures. They also pose a sharp contrast to findings obtained in the West, in which humor styles are typically correlated with both creative thinking abilities and creative personality traits.

The Association between Past and Future Oriented Thinking: Evidence from Autism Spectrum Disorder

ERIC Educational Resources Information Center

Lind, Sophie E.; Williams, David M.

2012-01-01

A number of recently developed theories (e.g., the constructive episodic simulation, self-projection, and scene construction hypotheses) propose that the ability to simulate possible future events (sometimes referred to as episodic future thinking, prospection, or foresight) depends on the same neurocognitive system that is implicated in the…

The Construction of a Square through Multiple Approaches to Foster Learners' Mathematical Thinking

ERIC Educational Resources Information Center

Reyes-Rodriguez, Aaron; Santos-Trigo, Manuel; Barrera-Mora, Fernando

2017-01-01

The task of constructing a square is used to argue that looking for and pursuing several solution routes is a powerful principle to identify and analyse properties of mathematical objects, to understand problem statements and to engage in mathematical thinking activities. Developing mathematical understanding requires that students delve into…

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers

ERIC Educational Resources Information Center

Dowd, Jason E.; Thompson, Robert J., Jr.; Schif, Leslie A.; Reynolds, Julie A.

2018-01-01

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this…

Cultural Ways of Constructing Knowledge: The Role of Identities in Online Group Discussions

ERIC Educational Resources Information Center

Öztok, Murat

2016-01-01

Learning scientists and the CSCL community have argued that knowledge construction is a process of collective thinking; a process that is simultaneously personal and social that requires group cognition. However, while CSCL researchers have investigated situated knowledge in the process of collective thinking, little work has been done to fully…

Construct Validity Examination of Critical Thinking Dispositions for Undergraduate Students in University Putra Malaysia

ERIC Educational Resources Information Center

Ghadi, Ibrahim; Alwi, Nor Hayati; Bakar, Kamariah Abu; Talib, Othman

2012-01-01

This research aims to evaluate the psychology properties of the construct validity for the Critical Thinking Disposition (CTD) instrument. The CTD instrument consists of 39 Likert-type items measuring seven dispositions, namely analyticity, open-mind, truth-seeking, systematicity, self-confidence inquisitiveness and maturity. The study involves…

The role of dichotomous thinking and rigidity in perfectionism.

PubMed

Egan, Sarah J; Piek, Jan P; Dyck, Murray J; Rees, Clare S

2007-08-01

Perfectionism is a complex psychological construct that has been defined in many different ways. Recent conceptualisations of perfectionism have involved dividing the construct into positive and negative components. Negative perfectionism is associated with high emotional distress whereas positive perfectionism is associated with positive affect and lower levels of distress. Although these distinctions have been made it remains unclear as to how distinct the two aspects of perfectionism are particularly in terms of their cognitive profiles. This study investigated two cognitive constructs that have been theoretically linked to perfectionism. Dichotomous thinking and rigidity were examined in three samples (40 clinical participants, 111 athletes, 101 students). As hypothesised, the clinical sample had the highest score on negative perfectionism, however, no differences were observed between groups on positive perfectionism. Dichotomous thinking emerged as the variable most predictive of negative perfectionism, and was less strongly related to positive perfectionism. These results highlight the importance of dichotomous thinking as a cognitive construct worthy of further research to understand negative perfectionism. Implications for the development of cognitive therapy interventions for negative perfectionism are discussed.

Caring behaviours directly and indirectly affect nursing students' critical thinking.

PubMed

Chen, Shu-Yueh; Chang, Hsing-Chi; Pai, Hsiang-Chu

2018-03-01

The purpose of this study was to determine the effect of caring behaviours on critical thinking and to examine whether self-reflection mediates the effect of caring on critical thinking. We also tested whether caring behaviours moderated the relationship between self-reflection and critical thinking. For this descriptive, correlational, cross-sectional study, we recruited 293 fifth-year nursing students from a junior college in southern Taiwan. Data were collected in 2014 on critical thinking, caring behaviours and self-reflection with insight using the Taiwan Critical Thinking Disposition Inventory, a Chinese version of the Caring Assessment Report Evaluation Q-sort, and a Chinese version of the Self-Reflection and Insight Scale, respectively. Relationships among variables were analysed by structural equation modelling, with the partial least squares method and Sobel test. The results showed that caring behaviours significantly positively affected critical thinking (β = 0.56, t = 12.37, p < 0.001) and self-reflection with insight (β = 0.54, t = 11.99, p < 0.001). Self-reflection and insight significantly positively affected critical thinking (β = 0.34, t = 6.48, p < 0.001). Further, self-reflection and insight mediated the relationship between caring behaviours and critical thinking. Caring behaviours did not, however, moderate the relationship between self-reflection (β = 0.001, t = 0.021, p > 0.05) and critical thinking. Caring behaviours directly affect self-reflection with insight and critical thinking. In addition, caring behaviours also indirectly affect critical thinking through self-reflection and insight. © 2017 Nordic College of Caring Science.

[Relationships between Myers-Briggs Type Indicator (MBTI) psychological type and marital satisfaction, divorce proneness, positive affect, and conflict regulation in clinic couples].

PubMed

Kong, Seong Sook

2010-06-01

The purpose of the study was to investigate the relationships between the Myers-Briggs Type Indicator (MBTI) psychological type and marital satisfaction, divorce proneness, positive affect, and conflict regulation in couple visiting a clinic. Couples (n=62) who visited "M" couple clinic participated in the study. Data were collected from March to June 2009 using the Marital Satisfaction Scale, Marital Status Inventory, Positive Affect Inventory, and Conflict Regulation Inventory. The couples showed no significant differences in marital satisfaction, positive affect, and conflict regulation according to similarities between spouses in MBTI types. However, they showed significant differences in divorce proneness of husband according to a similarity in the Sensing/Intuition indicator. They also showed significant differences in divorce proneness, positive affect, and conflict regulation between the couples for ISTJ (Introversion, Sensing, Thinking, Judging) or ESTJ (Extraversion, Sensing, Thinking, Judging) types compared to other couples. When nurses counsel couples, they should understand that differences in psychological type between spouses affects their marital relationship. In addition, nurses should educate couples on the characteristics of each type according to the couple's types and help them to understand each other, especially for couples where one spouse is the ISTJ/ESTJ type. These interventions will improve marital satisfaction and prevent the divorce in these couples.

Critical thinking dispositions in baccalaureate nursing students.

PubMed

Shin, Kyung Rim; Lee, Ja Hyung; Ha, Ju Young; Kim, Kon Hee

2006-10-01

This paper reports an investigation into the critical thinking disposition of students enrolled in a baccalaureate nursing programme at a university in Korea. Critical thinking may be summarized as a skilled process that conceptualizes and applies information from observation, experience, reflection, inference and communication in a technical manner. It is more of a rational act used as an instrument rather than as a result. Critical thinking is a core competency in nursing and has been widely discussed in nursing education. However, the results of previous research on the effectiveness of nursing education in improving students' critical thinking have been inconsistent. A longitudinal design was used with a convenience sample of 60 nursing students; 32 students participated four times in completing a questionnaire each March from 1999 to 2002. The California Critical Thinking Disposition Inventory was administered to measure disposition to critical thinking. There was a statistically significant improvement in critical thinking disposition score by academic year (F = 7.54, P = 0.0001). Among the subscales, open-mindedness, self-confidence, and maturity also showed a statistically significant difference by academic year (P = 0.0194, 0.0041, 0.0044). Teaching strategies to enhance critical thinking should be developed, in addition to further research on the effect of the nursing curriculum on students' critical thinking. Moreover, survey instruments could be adjusted to incorporate characteristics of the Korean culture.

[Cross-cultural adaptation and validation of the Dizziness Handicap Inventory: Argentine version].

PubMed

Caldara, Betina; Asenzo, Adriana I; Brusotti Paglia, Gabriela; Ferreri, Eliana; Gomez, Ramiro S; Laiz, Mariela M; Luques, María L; Mangoni, Ana P; Marazzi, Carla; Matesa, María A; Peker, Guillermo; Pratto, Romina A; Quiroga, Cecilia E; Rapela, Laura; Ruiz, Vanesa R; Sanchez, Noelia; Taglioretti, Célide L; Tana, Andrés M; Zandstra, Ingrid V

2012-01-01

The Dizziness Handicap Inventory is a useful tool for quantifying self-perceived handicap in patients with vertigo, dizziness or unsteadiness and its impact on daily living activities. The Dizziness Handicap Inventory identifies functional, physical and emotional disorders related to balance disturbance. Our objective was to cross-culturally adapt the Peninsular Spanish version of the Dizziness Handicap Inventory for use in Argentina and validate the adapted Argentinian version. We included both healthy subjects and patients with vertigo, dizziness or unsteadiness, aged 18 to 85 years, native Spanish-speaking Argentinians. We introduced linguistic and cultural modifications to the Peninsular Spanish version to obtain the Argentinian one. This version was given twice to 108 patients, 24 to 72 h apart. Internal consistency, test-retest reliability and construct validity were assessed using a visual analogue scale, the Romberg test, the tandem Romberg test and the tandem gait test. We found high internal consistency (α=0.87) and very high test-retest reliability for the total Dizziness Handicap Inventory score (intraclass correlation coefficient: 0.98) and its subscales. The total Dizziness Handicap Inventory and the functional subscale were found to correlate significantly with the Romberg and tandem Romberg tests. The emotional subscale showed a significant correlation with the Romberg test and the eyes-open tandem Romberg test (P<.05) The Argentinian version of the Dizziness Handicap Inventory proved to be a reliable and valid tool to quantify self-perceived handicap resulting from vertigo, dizziness or unsteadiness. Copyright © 2011 Elsevier España, S.L. All rights reserved.

Thinking Styles and Quality of University Life Among Deaf or Hard of Hearing and Hearing Students.

PubMed

Cheng, Sanyin; Zhang, Li-Fang

2017-01-01

The authors explored how thinking styles relate to quality of university life among deaf or hard of hearing (DHH) and hearing university students in mainland China. The first of two studies affirmed the validity and reliability of a modified version of the Quality of University Life Measure (QULM; Sirgy, Grezskowiak, & Rahtz, 2007) among 833 university students (366 DHH, 467 hearing). The second investigated relationships between thinking styles and quality of university life; the Thinking Styles Inventory-Revised II (Sternberg, Wagner, & Zhang, 2007) and modified QULM were administered to 542 students (256 DHH, 286 hearing). Students scoring higher on Type I styles (i.e., more creativity-generating, less structured, cognitively more complex) tended toward greater satisfaction with university life; those scoring higher on Type II (i.e., more norm-favoring, more structured, cognitively more simplistic) tended toward less satisfaction. Contributions, limitations, and implications of the research are discussed.

Further cross-cultural validation of the theory of mental self-government.

PubMed

Zhang, L F

1999-03-01

This study was designed to achieve two objectives. The 1st was to investigate the cross-cultural validity of the Thinking Styles Inventory (TSI; R. J. Sternberg & R. K. Wagner, 1992), which is based on the theory of mental self-government (R. J. Sternberg, 1988, 1990, 1997). The 2nd was to examine the relationships between thinking styles as assessed by the TSI and a number of student characteristics, including age, gender, college class level, work experience, and travel experience. One hundred fifty-one students from the University of Hong Kong participated in the study. Results indicated that the thinking styles evaluated by the TSI could be identified among the participants. Moreover, there were significant relationships between certain thinking styles, especially creativity-relevant styles and 3 student characteristics: age, work experience, and travel experience. Implications of these findings for teaching and learning in and outside the classroom are discussed.

Perceptions of Science Graduating Students on Their Learning Gains

ERIC Educational Resources Information Center

Varsavsky, Cristina; Matthews, Kelly E.; Hodgson, Yvonne

2014-01-01

In this study, the Science Student Skills Inventory was used to gain understanding of student perceptions about their science skills set developed throughout their programme (scientific content knowledge, communication, scientific writing, teamwork, quantitative skills, and ethical thinking). The study involved 400 responses from undergraduate…

Evidence on the coherence-pieces debate from the force concept inventory

NASA Astrophysics Data System (ADS)

Badagnani, D.; Petrucci, D.; Cappannini, O.

2018-01-01

We use force concept inventory (FCI) data to probe the consistency of commonsense physics as a knowledge system. The source of this data is the administration of the FCI to first-year science university students. Data quality was checked using item response theory and studying answer distributions for each question. We find apparently paradoxical results: depending on how the data is analysed, answers seem highly systematic or almost random-like. These results are compatible with others found in the literature and can be construed as arising either from a coherent knowledge system or from knowledge in pieces. We hypothesise as a possible source of this apparent contradiction that predictions and explanations use different resources: the former would use reflex, low-cost cognitive resources while the latter would involve conceptualisations. We show that the articulation of both resources may be crucial for expert thinking productivity (the ability to apply a theory to novel situations). We sketch some consequences of the proposed structure of commonsense thinking for teaching and further research.

Construction of a Plasma Resource Recovery System at Hurlburt Field, Florida. Final Environmental Assessment

DTIC Science & Technology

2008-04-07

1 h~ clean::.) nthcsr:; gas 1"- com cncd 111 energy\\ 1:1 an imcrnal cnmhustinn engi1w-drin:n generator !"he cngmc produ~c.; ck·ctn~1ty \\\\ lllch rs...day mWh megawatt-hours NAAQS National Ambient Air Quality Standards NEI National Emissions Inventory NEPA National Environmental Policy Act NESHAP...System (PRRS) at Hurlburt Field, Florida. This EA has been prepared in accordance with the National Environmental Policy Act (NEPA) of 1969, the Council

An Examination of the Construct Validity of the Inventory of Classroom Management Style.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

Confirmatory factor analysis was used to examine the construct validity of a new instrument measuring perceptions toward classroom management: the Inventory of Classroom Management Style (ICMS). Classroom management was defined as a multifaceted process that includes three broad dimensions: (1) what teachers believe about students as persons; (2)…

The Emergence of Episodic Future Thinking in Humans

ERIC Educational Resources Information Center

Atance, C.M.; O'Neill, D.K.

2005-01-01

In this paper, we discuss the construct of episodic future thinking. We have previously defined episodic future thinking as the ability to project oneself into the future to pre-experience an event (Atance & O'Neill, 2001). We distinguish this type of thinking about the future from that which is largely based on a script of how an event routinely…

Hazardous Waste Roundup

ERIC Educational Resources Information Center

Farenga, Stephen J.; Joyce, Beverly A.; Ness, Daniel

2004-01-01

According to the Environmental Protection Agency (EPA), Americans generate approximately 1.6 million tons of hazardous household waste every year. When most people think of hazardous waste, they generally think of materials used in construction, the defense industry, mining, manufacturing, and agriculture. Few people think of hazardous substances…

Constructing Meaning: Think-Aloud Protocols of ELLs on English and Spanish Word Problems.

ERIC Educational Resources Information Center

Celedon-Pattichis, Sylvia

This one-year qualitative study analyzed how nine middle school English language learners (ELLs) of Mexican descent constructed meaning on think-aloud protocols of Spanish and English word problems. Strategies used by these students to process information from English to their native language included translating to Spanish, reading the problem at…

The Stakes of Movement: A Dynamic Approach to Mathematical Thinking

ERIC Educational Resources Information Center

Roth, Wolff-Michael; Maheux, Jean-François

2015-01-01

Standard approaches to thinking in the mathematics curriculum depict it as the result of some stable constructions in the mind of the person, constructions that are the results of individual efforts in the mind of subjects or of collective efforts that are then appropriated by and into the mind of individuals. Such work does not appreciate what…

Improving Critical Thinking Using Web Based Argument Mapping Exercises with Automated Feedback

ERIC Educational Resources Information Center

Butchart, Sam; Forster, Daniella; Gold, Ian; Bigelow, John; Korb, Kevin; Oppy, Graham; Serrenti, Alexandra

2009-01-01

In this paper we describe a simple software system that allows students to practise their critical thinking skills by constructing argument maps of natural language arguments. As the students construct their maps of an argument, the system provides automatic, real time feedback on their progress. We outline the background and theoretical framework…

Case-Based Instruction and Learning: An Interdisciplinary Project.

ERIC Educational Resources Information Center

Alvarez, Marino C.; And Others

Case-based learning is one method that can be used to foster critical thinking and schema construction. Students need to be provided with problem solving lessons in meaningful learning contexts for critical thinking to take place. In order for schema construction to occur, a framework needs to be provided that helps readers to elaborate upon new…

Effect of caring behavior on disposition toward critical thinking of nursing students.

PubMed

Pai, Hsiang-Chu; Eng, Cheng-Joo; Ko, Hui-Ling

2013-01-01

The purpose of this study was to explore the relationship between caring behavior and the disposition toward critical thinking of nursing students in clinical practice. A structural equation model was used to test the hypothesized relationship between caring behavior and critical thinking skills. Caring is the core of nursing practice, and the disposition toward critical thinking is needed for competent nursing care. In a fast-paced and complex environment, however, "caring" may be lost. Because nursing students will become professional nurses, it is essential to explore their caring behaviors and critical thinking skills and to understand how to improve their critical thinking skills based on their caring behavior. A cross-sectional study was used, with convenience sampling of students who were participating in associate degree nursing programs at 3 colleges of nursing. The following instruments were used: critical thinking disposition inventory Chinese version and caring behaviors scale. The study found that individuals with a higher frequency of caring behaviors had a higher score on critical thinking about nursing practice (β = .44, t = 5.14, P < .001). Specifically, caring behaviors accounted for 19.4% of the variance in students' critical thinking. The findings of this study revealed the importance of caring behavior and its relationship with the disposition toward critical thinking. Thus, it is recommended that nursing education should emphasize a curriculum related to caring behavior to improve the disposition toward critical thinking of nursing students. Copyright © 2013 Elsevier Inc. All rights reserved.

Thinking Skills Instruction: Concepts and Techniques. Building Students' Thinking Skills Series.

ERIC Educational Resources Information Center

Heiman, Marcia, Ed.; Slomianko, Joshua, Ed.

This book is a collection of essays on thinking skills instruction and includes the following chapters and their authors: "Encounter with Thinking" (H. Anderson); "Thinking Skills: Neither an Add-on nor a Quick Fix" (A. Costa); "Teaching for Thinking, of Thinking, and about Thinking" (J. McTighe); "Thinking and…

Examining the Construct Validity of the Psychopathic Personality Inventory-Revised: Preferential Correlates of Fearless Dominance and Self-Centered Impulsivity

ERIC Educational Resources Information Center

Edens, John F.; McDermott, Barbara E.

2010-01-01

Although the construct of psychopathy is frequently construed as a unitary syndrome, the Psychopathic Personality Inventory (PPI; Lilienfeld & Andrews, 1996) and its revision, the PPI-R (Lilienfeld & Widows, 2005), are composed of 2 scales, termed Fearless Dominance (FD) and Self-Centered Impulsivity (SCI), which appear to reflect orthogonal…

The Attitudes & Beliefs on Classroom Control Inventory-Revised and Revisited: A Continuation of Construct Validation

ERIC Educational Resources Information Center

Martin, Nancy K.; Yin, Zenong; Mayall, Hayley

2008-01-01

The purpose of this study was to report the psychometric properties of the revised Attitudes and Beliefs of Classroom Control Inventory (ABCC-R). Data were collected from 489 participants via the ABCC-R, Teacher Efficacy Scale, Problems in School Questionnaire, and a demographic questionnaire. Results were in keeping with the construct. The…

Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory

ERIC Educational Resources Information Center

Le, Huy; Casillas, Alex; Robbins, Steven B.; Langley, Ronelle

2005-01-01

The authors used a rational-empirical approach to construct the Student Readiness Inventory, measuring psychosocial and academic-related skill factors found to predict two important college outcomes, academic performance and retention, in a recent meta-analysis. The initial item pool was administered to 5,970 first-year college students and high…

Task Inventory Construction. Evaluation of the Marine Corps Task Analysis Program. Technical Report No. 14.

ERIC Educational Resources Information Center

Kishi, Akemi

To aid in the construction of effective task analysis inventories, this technical report discusses: (1) an optimum questionnaire length that adequately covers Marine tasks without unduly fatiguing respondents; (2) procedures for the phrasing of task statements to avoid ambiguities and be understandable to as broad a range of Marines as is…

Construct Validity of the Psychopathic Personality Inventory Two-Factor Model with Offenders

ERIC Educational Resources Information Center

Patrick, Christopher J.; Edens, John F.; Poythress, Norman G.; Lilienfeld, Scott O.; Benning, Stephen D.

2006-01-01

Much of the research on psychopathy has treated it as a unitary construct operationalized by total scores on one (or more) measures. More recent studies on the Psychopathic Personality Inventory (PPI) suggest the existence of two distinct facets of psychopathy with unique external correlates. Here, the authors report reanalyses of two offender…

Utilising a construct of teacher capacity to examine national curriculum reform in mathematics

NASA Astrophysics Data System (ADS)

Zhang, Qinqiong; Stephens, Max

2013-12-01

This study involving 120 Australian and Chinese teachers introduces a construct of teacher capacity to analyse how teachers help students connect arithmetic learning and emerging algebraic thinking. Four criteria formed the basis of our construct of teacher capacity: knowledge of mathematics, interpretation of the intentions of official curriculum documents, understanding of students' thinking, and design of teaching. While these key elements connect to what other researchers refer to as mathematical knowledge for teaching, several differences are made clear. Qualitative and quantitative analyses show that our construct was robust and effective in distinguishing between different levels of teacher capacity.

Episodic memory and episodic future thinking impairments in high-functioning autism spectrum disorder: an underlying difficulty with scene construction or self-projection?

PubMed

Lind, Sophie E; Williams, David M; Bowler, Dermot M; Peel, Anna

2014-01-01

There appears to be a common network of brain regions that underlie the ability to recall past personal experiences (episodic memory) and the ability to imagine possible future personal experiences (episodic future thinking). At the cognitive level, these abilities are thought to rely on "scene construction" (the ability to bind together multimodal elements of a scene in mind--dependent on hippocampal functioning) and temporal "self-projection" (the ability to mentally project oneself through time--dependent on prefrontal cortex functioning). Although autism spectrum disorder (ASD) is characterized by diminished episodic memory, it is unclear whether episodic future thinking is correspondingly impaired. Moreover, the underlying basis of such impairments (difficulties with scene construction, self-projection, or both) is yet to be established. The current study therefore aimed to elucidate these issues. Twenty-seven intellectually high-functioning adults with ASD and 29 age- and IQ-matched neurotypical comparison adults were asked to describe (a) imagined atemporal, non-self-relevant fictitious scenes (assessing scene construction), (b) imagined plausible self-relevant future episodes (assessing episodic future thinking), and (c) recalled personally experienced past episodes (assessing episodic memory). Tests of narrative ability and theory of mind were also completed. Performances of participants with ASD were significantly and equally diminished in each condition and, crucially, this diminution was independent of general narrative ability. Given that participants with ASD were impaired in the fictitious scene condition, which does not involve self-projection, we suggest the underlying difficulty with episodic memory/future thinking is one of scene construction.

Exploring the association between parental rearing styles and medical students' critical thinking disposition in China.

PubMed

Huang, Lei; Wang, Zhaoxin; Yao, Yuhong; Shan, Chang; Wang, Haojie; Zhu, Mengyi; Lu, Yuan; Sun, Pengfei; Zhao, Xudong

2015-05-14

Critical thinking is an essential ability for medical students. However, the relationship between parental rearing styles and medical students' critical thinking disposition has rarely been considered. The aim of this study was to investigate whether parental rearing styles were significant predictors of critical thinking disposition among Chinese medical students. 1,075 medical students from the first year to the fifth year attending one of three medical schools in China were recruited via multistage stratified cluster sampling. The Chinese Critical Thinking Disposition Inventory(CTDI-CV) and The Egna Minnen av Barndoms Uppfostran (EMBU) questionnaire were applied to collect data and to conduct descriptive analysis. Stepwise multiple linear regression was used to analyze the data. The critical thinking disposition average mean score was 287.44 with 632 participants (58.79%) demonstrating positive critical thinking disposition. Stepwise multiple linear regression analysis revealed that the rearing styles of fathers, including "overprotection", "emotional warmth and understanding", "rejection" and "over-interference" were significant predictors of medical students' critical thinking disposition that explained 79.0% of the variance in critical thinking ability. Rearing styles of mothers including "emotional warmth and understanding", "punishing" and "rejection" were also found to be significant predictors, and explained 77.0% of the variance. Meaningful association has been evidenced between parental rearing styles and Chinese medical students' critical thinking disposition. Parental rearing styles should be considered as one of the many potential determinant factors that contribute to the cultivation of medical students' critical thinking capability. Positive parental rearing styles should be encouraged in the cultivation of children's critical thinking skills.

Critical Thinking as Cultural-Historical Practice.

ERIC Educational Resources Information Center

Panofsky, Carolyn P.

1999-01-01

Explores critical thinking as it has been constructed in schooling and in dominant traditions of psychological theory, presenting a dialectical view of critical thinking suggested in the social and philosophical writings of critical theorists (e.g., Theodor Adorno and Herbert Marcuse) and supported by the sociohistorical or cultural-historical…

Mars H Escape is potentially dominated by a high-altitude water source

NASA Astrophysics Data System (ADS)

Chaffin, Michael; Deighan, Justin; Schneider, Nick; Stewart, Ian

2017-04-01

H escape from the Mars atmosphere has removed a large part of Mars' initial water inventory. Until recently, this escape was thought to be slow and steady, sourced from long-lived molecular hydrogen whose lightness and volatility in comparison with water allow it to penetrate the upper atmosphere. Contradicting this thinking, observations from the Hubble Space Telescope and Mars Express, as well as more recent MAVEN measurements, indicate that H escape varies by at least a factor of ten over the Mars year and is largest in Southern Summer near perihelion. At the largest rates, H escape exceeds the ability of molecular hydrogen to supply the escape fluxes observed. At the same time in Southern Summer, Mars Express solar occultations have shown unexpectedly large concentrations of water at high altitude, potentially providing a source of escaping H unaccounted for in standard models. Here we show via photochemical modeling that the presence of this high altitude water can partially explain the large escape rates observed in Southern Summer. We further show that this escaping H is not in immediate balance with O escape, and therefore that short-term atmospheric dynamics can drive long-term variations in the oxidation balance and volatile content of planetary atmospheres. Future simultaneous observations by MAVEN, Mars Express, and the Trace Gas Orbiter may provide a direct test of this mechanism.

25 CFR 170.442 - What is the IRR Inventory?

Code of Federal Regulations, 2010 CFR

2010-04-01

... Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAND AND WATER INDIAN RESERVATION ROADS PROGRAM Planning, Design, and Construction of Indian Reservation Roads Program Facilities Irr Inventory..., maintenance responsibility, and ownership. (b) Elements of the inventory are used in the Relative Need...

Identifying Component-Processes of Executive Functioning that Serve as Risk Factors for the Alcohol-Aggression Relation

PubMed Central

Giancola, Peter R.; Godlaski, Aaron J.; Roth, Robert M.

2011-01-01

The present investigation determined how different component-processes of executive functioning (EF) served as risk factors for intoxicated aggression. Participants were 512 (246 men and 266 women) healthy social drinkers between 21 and 35 years of age. EF was measured using the Behavior Rating Inventory of Executive Functioning – Adult Version (BRIEF-A; Roth, Isquith, & Gioia, 2005) that assesses nine EF components. Following the consumption of either an alcohol or a placebo beverage, participants were tested on a modified version of the Taylor Aggression Paradigm (Taylor, 1967) in which mild electric shocks were received from, and administered to, a fictitious opponent. Aggressive behavior was operationalized as the shock intensities and durations administered to the opponent. Although a general BRIEF-A EF construct consisting of all nine components predicted intoxicated aggression, the best predictor involved one termed the Behavioral Regulation Index which comprises component processes such as inhibition, emotional control, flexible thinking, and self-monitoring. PMID:21875167

Diagnostic of students' misconceptions using the Biological Concepts Instrument (BCI): A method for conducting an educational needs assessment

PubMed Central

Champagne Queloz, Annie; Klymkowsky, Michael W.; Stern, Elsbeth; Hafen, Ernst; Köhler, Katja

2017-01-01

Concept inventories, constructed based on an analysis of students’ thinking and their explanations of scientific situations, serve as diagnostics for identifying misconceptions and logical inconsistencies and provide data that can help direct curricular reforms. In the current project, we distributed the Biological Concepts Instrument (BCI) to 17-18-year-old students attending the highest track of the Swiss school system (Gymnasium). Students’ performances on many questions related to evolution, genetics, molecular properties and functions were diverse. Important common misunderstandings were identified in the areas of evolutionary processes, molecular properties and an appreciation of stochastic processes in biological systems. Our observations provide further evidence that the BCI is efficient in identifying specific areas where targeted instruction is required. Based on these observations we have initiated changes at several levels to reconsider how biological systems are presented to university biology studies with the goal of improving student’s foundational understanding. PMID:28493960

Stress and Stress Management Strategies Among Botswana Women Lecturers.

ERIC Educational Resources Information Center

Loate, Irene M.; Marais, James L.

1996-01-01

A stress inventory administered to black women faculty at seven Botswana colleges and universities (n=201) found the greatest stressor to be student class boycotts, followed by uncertainties about their institution's future and dual roles. Almost two-thirds experienced fatigue. The most successful stress management technique was positive thinking.…

Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2009-01-01

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…

A comparison of problem-based and traditional education on nursing students' critical thinking dispositions.

PubMed

Ozturk, Candan; Muslu, Gonca Karayagiz; Dicle, Aklime

2008-07-01

Determining the critical thinking (CT) levels of students in undergraduate nursing schools is important in terms of establishing the methods of education that should be used. Although there is some evidence that active learning approaches like problem-based learning are effective in developing CT, the findings are inconclusive. This descriptive analytic study compared levels of critical thinking among senior nursing students (N=147) in two educational programs, one of which used a problem-based learning (PBL) model while the other used a traditional model. The California critical thinking disposition inventory (CCTDI) was used as a data collection tool. Comparisons between the groups were made using t-test analysis. There was a significant difference (p<0.05) between the critical thinking disposition scores of the seniors in the PBL school and those in the school implementing the traditional model. Analysis of sub-scale scores showed significant differences in truth-seeking and open-mindedness. These findings add to the evidence that the active and self-directed nature of PBL encourages students' ability to think critically, be tolerant of the ideas of others and evaluate conflicting information before reaching a conclusion.

Thinking Critically about Critical Thinking in Higher Education

ERIC Educational Resources Information Center

Lloyd, Margaret; Bahr, Nan

2010-01-01

The literature on critical thinking in higher education is constructed around the fundamental assumption that, while regarded as essential, is neither clearly nor commonly understood. There is elsewhere evidence that academics and students have differing perceptions of what happens in university classrooms, particularly in regard to higher order…

The Strategic Thinking Skills of Hong Kong School Leaders: Usage and Effectiveness

ERIC Educational Resources Information Center

Pang, Nicholas Sun-Keung; Pisapia, John

2012-01-01

The purpose of this study was to identify strategic thinking skills that distinguish effective school leaders in Hong Kong. Three constructs framed the study: strategic thinking skills, organizational-personal characteristics, and school leader effectiveness. This study used a quantitative non-experimental design, and univariate and correlation…

Construction and Validation of the Clinical Judgment Skill Inventory: Clinical Judgment Skill Competencies That Measure Counselor Debiasing Techniques

ERIC Educational Resources Information Center

Austin, Bryan S.; Leahy, Michael J.

2015-01-01

Purpose: To construct and validate a new self-report instrument, the Clinical Judgment Skill Inventory (CJSI), inclusive of clinical judgment skill competencies that address counselor biases and evidence-based strategies. Method: An Internet-based survey design was used and an exploratory factor analysis was performed on a sample of rehabilitation…

Relationships between the Underlying Constructs of the Beck Depression Inventory and the Center for Epidemiological Studies Depression Scale.

ERIC Educational Resources Information Center

Skorikov, Vladimir B.; Vandervoort, Debra J.

2003-01-01

Examined the relationships between the constructs of depression as measured by the Center for Epidemiological Studies Depression Scale (CES-D) and the revised Beck Depression Inventory (BDI; Beck and others, 1979) in 261 college students. Findings suggest the BDI and CES-D measure different aspects of depression and should not be used…

Investigating EFL Teachers' Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory

ERIC Educational Resources Information Center

Khodabakhshzadeh, Hossein; Kafi, Zahra; Hosseinnia, Mansooreh

2018-01-01

The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main…

Piers Harris and Coopersmith Measure of Self-Esteem: A Comparative Analysis

ERIC Educational Resources Information Center

Lynch, Mervin D.; Foley-Peres, Kathleen D.; Sullivan, Stefanie S.

2008-01-01

The purposes of this study were to see if the items from the Piers Harris Self Concept Scale and the Coopersmith Self Esteem Inventory had construct and predictive validity. Items used in this study were 50 items from the Coopersmith Self-Esteem Inventory and 80 items from the Piers Harris Self-Concept Scale. Construct measures were obtained using…

Construction and Validation of the Career and Educational Decision Self-Efficacy Inventory for Secondary Students (CEDSIS)

ERIC Educational Resources Information Center

Ho, Esther Sui Chu; Sum, Kwok Wing

2018-01-01

This study aims to construct and validate the Career and Educational Decision Self-Efficacy Inventory for Secondary Students (CEDSIS) by using a sample of 2,631 students in Hong Kong. Principal component analysis yielded a three-factor structure, which demonstrated good model fit in confirmatory factor analysis. High reliability was found for the…

Impact of construction and remodeling markets on the U.S. secondary hardwood products industry

Treesearch

Matt Bumgardner; Urs Buehlmann; Al Schuler; Karen Koenig

2011-01-01

The housing correction that started in 2007 continues to run its course. Excessive inventory levels, limited credit availability, and record foreclosure rates continue to have an impact on U.S. housing markets. With inventories high and demand for new construction low, the U.S. hardwood industry's largest markets for appearance-grade products remain under pressure...

Assessment of Caregiver Inventory for Rett Syndrome

ERIC Educational Resources Information Center

Lane, Jane B.; Salter, Amber R.; Jones, Nancy E.; Cutter, Gary; Horrigan, Joseph; Skinner, Steve A.; Kaufmann, Walter E.; Glaze, Daniel G.; Neul, Jeffrey L.; Percy, Alan K.

2017-01-01

Rett syndrome (RTT) requires total caregiver attention and leads to potential difficulties throughout life. The Caregiver Burden Inventory, designed for Alzheimer disease, was modified to a RTT Caregiver Inventory Assessment (RTT CIA). Reliability and face, construct, and concurrent validity were assessed in caregivers of individuals with RTT. Chi…

Effectiveness of a self-administered intervention for criminal thinking: Taking a Chance on Change.

PubMed

Folk, Johanna B; Disabato, David J; Daylor, Jordan M; Tangney, June P; Barboza, Sharen; Wilson, John S; Bonieskie, Lynda; Holwager, James

2016-08-01

The current study tested the effectiveness of a self-administered, cognitive-behavioral intervention targeting criminal thinking for inmates in segregated housing: Taking a Chance on Change (TCC). Participants included 273 inmates in segregated housing at state correctional institutions. Reductions in criminal thinking, as assessed by the Psychological Inventory of Criminal Styles-Simplified Version, were found in the general criminal thinking score as well as the proactive and reactive composite scores. Examination of demographic predictors of change (i.e., age, years of education, length of sentence) revealed older and more educated participants decreased in criminal thinking more than younger and less educated participants. For a subset of 48 inmates, completion of TCC was associated with significant reduction of disciplinary infractions. Reductions in reactive criminal thinking predicted reductions in disciplinary infractions. Although further research is needed to determine the effectiveness of TCC in reducing recidivism, the reductions in criminal thinking and disordered conduct suggest this is a promising intervention and mode of treatment delivery. By utilizing self-directed study at an accessible reading level, the intervention is uniquely suited to a correctional setting where staff and monetary resources are limited and security and operational issues limit the feasibility of traditional cognitive-behavioral group treatment. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

A meta-analysis of the effects of non-traditional teaching methods on the critical thinking abilities of nursing students.

PubMed

Lee, JuHee; Lee, Yoonju; Gong, SaeLom; Bae, Juyeon; Choi, Moonki

2016-09-15

Scientific framework is important in designing curricula and evaluating students in the field of education and clinical practice. The purpose of this study was to examine the effectiveness of non-traditional educational methods on critical thinking skills. A systematic review approach was applied. Studies published in peer-reviewed journals from January 2001 to December 2014 were searched using electronic databases and major education journals. A meta-analysis was performed using Review Manager 5.2. Reviewing the included studies, the California Critical Thinking Dispositions Inventory (CCTDI) and California Critical Thinking Skills Test (CCTST) were used to assess the effectiveness of critical thinking in the meta-analysis. The eight CCTDI datasets showed that non- traditional teaching methods (i.e., no lectures) were more effective compared to control groups (standardized mean difference [SMD]: 0.42, 95 % confidence interval [CI]: 0.26-0.57, p < .00001). And six CCTST datasets showed the teaching and learning methods in these studies were also had significantly more effects when compared to the control groups (SMD: 0.29, 95 % CI: 0.10-0.48, p = 0.003). This research showed that new teaching and learning methods designed to improve critical thinking were generally effective at enhancing critical thinking dispositions.

Effectiveness of a self-administered intervention for criminal thinking: Taking a chance on change

PubMed Central

Folk, Johanna B.; Disabato, David J.; Daylor, Jordan M.; Tangney, June P.; Barboza, Sharen; Wilson, John S.; Bonieskie, Lynda; Holwager, James

2016-01-01

The current study tested the effectiveness of a self-administered, cognitive-behavioral intervention targeting criminal thinking for inmates in segregated housing: Taking a Chance on Change (TCC). Participants included 273 inmates in segregated housing at state correctional institutions. Reductions in criminal thinking, as assessed by the Psychological Inventory of Criminal Styles-Simplified Version, were found in the general criminal thinking score as well as the proactive and reactive composite scores. Examination of demographic predictors of change (i.e., age, years of education, length of sentence) revealed older and more educated participants decreased in criminal thinking more than younger and less educated participants. For a subset of 48 inmates, completion of TCC was associated with significant reduction of disciplinary infractions. Reductions in reactive criminal thinking predicted reductions in disciplinary infractions. Although further research is needed to determine the effectiveness of TCC in reducing recidivism, the reductions in criminal thinking and disordered conduct suggest this is a promising intervention and mode of treatment delivery. By utilizing self-directed study at an accessible reading level, the intervention is uniquely suited to a correctional setting where staff and monetary resources are limited and security and operational issues limit the feasibility of traditional cognitive-behavioral group treatment. PMID:27243111

Self-talk and affective problems in college students: valence of thinking and cognitive content specificity.

PubMed

Calvete, Esther; Estévez, Ana; Landín, Covadonga; Martínez, Yolanda; Cardeñoso, Olga; Villardón, Lourdes; Villa, Aurelio

2005-05-01

The aim of this study was to develop a Self-Talk Inventory for young adults. This inventory consisted of two scales. The Negative Self-Talk Scale included three categories of self-talk (depressive, anxious, and angry thoughts) and the Positive Self-Talk Scale, three categories (minimization, positive orientation, and coping self-instructions). Participants were 982 undergraduate students (Mean age = 20.35 years, SD = 2.16). They completed the self-talk scales together with the following scales to measure symptoms of affective disorders: the Center for Epidemiological Studies Depression Scale (CES-D), the State-Trait Anxiety Inventory (STAI), and the State-Trait Anger Expression Inventory (STAXI-T). Factor analyses confirmed the hypothesized structure for the Self-Talk Inventory. The relations between self-talk and symptoms of affective disorders (depression, anxiety, and anger) were also evaluated. In general, states-of-mind -SOM- ratios and negative cognitions showed a greater association with psychological symptoms than did positive cognitions. Results concerning the cognitive characteristics of depression, anxiety, and anger were mixed and partially supported the cognitive content specificity theory.

Estimators used in the New Mexico inventory: practical implications of "truly" random nonresponse within each stratum

Treesearch

Paul L. Patterson; Sara A. Goeking

2012-01-01

The annual forest inventory of New Mexico began as an accelerated inventory, and 8 of the 10 Phase 2 panels were sampled between 2008 and 2011. The inventory includes a large proportion of nonresponse. FIA's estimation process uses post-stratification and assumes that nonresponse occurs at random within each stratum. We construct an estimator for the New Mexico...

7 CFR 1726.405 - Inventory of work orders (RUS Form 219).

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 11 2010-01-01 2010-01-01 false Inventory of work orders (RUS Form 219). 1726.405... SERVICE, DEPARTMENT OF AGRICULTURE ELECTRIC SYSTEM CONSTRUCTION POLICIES AND PROCEDURES Contract Closeout § 1726.405 Inventory of work orders (RUS Form 219). Upon completion of the contract closeout, the...

25 CFR 170.444 - How is the IRR Inventory updated?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How is the IRR Inventory updated? 170.444 Section 170.444 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAND AND WATER INDIAN RESERVATION ROADS PROGRAM Planning, Design, and Construction of Indian Reservation Roads Program Facilities Irr Inventory...

Construct Validation of the Physics Metacognition Inventory

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Farley, John

2013-01-01

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students'…

Diameter Growth Models for Inventory Applications

Treesearch

Ronald E. McRoberts; Christopher W. Woodall; Veronica C. Lessard; Margaret R. Holdaway

2002-01-01

Distant-independent, individual-tree, diametar growth models were constructed to update information for forest inventory plots measured in previous years. The models are nonlinear in the parameters and were calibrated weighted nonlinear least squares techniques and forest inventory plot data. Analyses of residuals indicated that model predictions compare favorably to...

A Review of Thinking and Research about Inclusive Education Policy, with Suggestions for a New Kind of Inclusive Thinking

ERIC Educational Resources Information Center

Thomas, Gary

2013-01-01

A range of changes, in politics and economics internationally as well as in thought about learning and society, now make the time right for a re-think of inclusive education, a re-think that ceases to employ the constructs and cliches of the past in explaining students' difficulties at school. There exists new discourse on difference, which throws…

A Narrative Analysis of Educators' Lived Experiences of Motherhood and Teaching

ERIC Educational Resources Information Center

Knowles, Mariska; Nieuwenhuis, Jan; Smit, Brigitte

2009-01-01

In this article we argue that mothers often construct images of what they perceive as society's expectations of them. These images become the parameters in the eyes of society to which they aspire. This is reminiscent of the adage: "I am not who you think I am. I am not who I think I am. I am who I think you think I am". This study is…

Insights in public health: systems thinking: basic constructs, application challenges, misuse in health, and how public health leaders can pave the way forward.

PubMed

Canyon, Deon V

2013-12-01

The strengthening of health systems is fundamental to improving health outcomes, crisis preparedness, and our capacity to meet global challenges, such as accelerating progress towards the Millennium Development Goals, reducing maternal and child mortality, combating HIV, malaria and other diseases, limiting the effects of a new influenza pandemic, and responding appropriately to climate change. To meet these complex needs, the Association of Schools and Programs in Public Health, the World Health Organization, and the Institute of Medicine promote systems thinking as the only sensible means to respond to issues that greatly exceed the normal capacity of health and medical services. This paper agrees with the application of systems thinking but argues that health organizations have misunderstood and misapplied systems thinking to the extent that the term has become meaningless. This paper presents the basic constructs of systems thinking, explains why systems thinking has been misapplied, examines some misapplications of systems thinking in health, and suggests how the concept can be applied correctly to medicine and public health to achieve the reason it was adopted in the first place.

Critical Success Factors for Lean Thinking in the Application of Industrialised Building System (IBS)

NASA Astrophysics Data System (ADS)

Yunus, Riduan; Noor, Siti Rahimah Mohd; Halid Abdullah, Abd; Nagapan, Sasitharan; Hamid, Abdul Rahim Abdul; Tajudin, Saiful Azhar Ahmad; Rohani Mat Jusof, Siti

2017-08-01

Productivity in the manufacturing process of building components can be increased by optimising each advantage that is available in each activity. Identification of critical success factors (CSFs) for lean thinking in the Industrialised Building System (IBS) will be able to minimise cost and reduce time needed to complete a project. The focus of lean thinking in construction is on the production process and the client’s requirement. In developing countries such as Malaysia, the integration of lean thinking in IBS applications is still low and there is a shortage of comprehensive strategies to integrate lean thinking. As key stakeholders, feedback from contractors, manufacturers, developers and the local authority will be able to help the identification of CSFs in integrating lean thinking in IBS applications. The data was collected through a questionnaire survey and analysed quantitatively. There are 31 CSFs for lean thinking in IBS which have been identified in this study. A conceptual model was developed to assist researchers in investigating the influences of CSFs for lean thinking in IBS applications. This study will assist construction players to improvise their manufacturing process in the implementation of IBS to eliminate unnecessary activities and focus instead on significant processes without generating physical and non-physical waste.

Substance abuse and criminal thinking: testing the countervailing, mediation, and specificity hypotheses.

PubMed

Walters, Glenn D

2012-12-01

The purpose of this study was to determine (a) which of 2 dimensions of criminal thinking (proactive and/or reactive) correlates with prior substance abuse; (b) whether criminal thinking mediates the relationship between prior substance abuse and recidivism; (c) if a direct relationship exists between specific drugs of abuse and specific criminal thinking styles. First, the reconstructed Proactive (Prc) and Reactive (Rrc) Criminal Thinking scores from the Psychological Inventory of Criminal Thinking Styles (PICTS; Walters, 1995) were correlated with a dichotomous measure of prior substance abuse and a continuous measure of the number of substances abused in a sample of 2877 male federal prisoners (age: M = 34.96, SD = 9.89, range = 18-84; race: 63.6% Black, 17.3% White, 17.6% Hispanic, 1.4% other). The results indicated that only the Rrc score correlated significantly with prior substance abuse when the effect of the alternative measure (Prc in the case of Rrc and Rrc in the case of the Prc) was controlled through partial correlations. Second, reactive criminal thinking was found to mediate the relationship between a history of prior substance abuse and subsequent recidivism in a subsample of 1101 inmates who were released from prison during a 1- to 76-month follow-up. Third, both specific (alcohol with cutoff; marijuana with cognitive indolence) and global (heroin, cocaine, and amphetamine with cutoff, cognitive indolence, and discontinuity) drug-criminal thinking correlations were obtained. These results suggest that reactive criminal thinking plays a potentially important role in the drug-crime relationship.

An Analysis of Construct Validity of Motivation As It Relates to North Carolina County Agricultural Extension Service Agents.

ERIC Educational Resources Information Center

Calloway, Pauline Frances

This study investigated the construct validity of the Herzberg (1964) theory of motivation as it relates to county Extension agents; and developed an inventory to measure the job satisfaction of county agents in North Carolina. The inventory was administered to 419 agents in 79 counties. Factor analysis was used to determine the number of job…

Critical Thinking, Executive Functions and Their Potential Relationship

ERIC Educational Resources Information Center

Lizarraga, Maria Luisa Sanz de Acedo; Baquedano, Maria Teresa Sanz de Acedo; Villanueva, Oscar Ardaiz

2012-01-01

The central issue of this paper is to review the possible relationships between the constructs of critical thinking and executive functions. To do this, we first analyse the essential components of critical thinking from a psychological and neurological point of view. Second, we examine the scope of the cognitive and neurological nature of…

Critical Thinking: Attitudes, Skills, and Ambiguity.

ERIC Educational Resources Information Center

Shaughnessy, Michael F.

This paper provides an overview of the realm of critical thinking. The document explores the development of a critical thinking attitude and specific skills relative to logic, rationality, and reasoning that must be fostered to facilitate and enhance future learning. The issue of ambiguity also is addressed as a central construct of the critical…

The Cognitive Spiral: Creative Thinking and Cognitive Processing.

ERIC Educational Resources Information Center

Ebert, Edward S., II

1994-01-01

The lack of a common understanding of the construct of creative thinking is noted, and the cognitive spiral model is presented, which conceptualizes creative thinking as an integral component of all cognitive processing. This article details the synthesis of a definition and the structure of a model of cognitive processing. (Author/DB)

Defining and Teaching Evaluative Thinking: Insights From Research on Critical Thinking

ERIC Educational Resources Information Center

Buckley, Jane; Archibald, Thomas; Hargraves, Monica; Trochim, William M.

2015-01-01

Evaluative thinking (ET) is an increasingly important topic in the field of evaluation, particularly among people involved in evaluation capacity building (ECB). Yet it is a construct in need of clarification, especially if it is to be meaningfully discussed, promoted, and researched. To that end, we propose that ET is essentially critical…

Thinking Interculturally: Decolonizing History and Citizenship Education in Québec

ERIC Educational Resources Information Center

DesRoches, Sarah J.

2016-01-01

The main objective of this article is to offer an alternative discursive framework for teaching history and citizenship education in Québec, Canada. Enabling a more inclusive discussion around how citizenship is constructed, thinking interculturally allows us begin thinking about practical ways in which citizenship and history education might…

Learning with Touchscreen Devices: Game Strategies to Improve Geometric Thinking

ERIC Educational Resources Information Center

Soldano, Carlotta; Arzarello, Ferdinando

2016-01-01

The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The…

Critical Thinking as Miracle Tonic: Selling Snake Oil in Education.

ERIC Educational Resources Information Center

Hyslop-Margison, Emery J.

This paper proposes that the current interest in critical thinking is based on important conceptual, epistemological, and procedural confusions. It suggests that the attempt to identify a successful critical thinking construct mirrors the search for miracle tonics often peddled by snake oil salesmen as a medicinal cure-all. It goes to suggest that…

Dispositions toward Teaching Spatial Thinking through Geography: Conceptualization and an Exemplar Assessment

ERIC Educational Resources Information Center

Jo, Injeong; Bednarz, Sarah Witham

2014-01-01

The primary objectives of this article are: (1) to conceptualize teacher dispositions related to teaching spatial thinking in geography classrooms; and (2) to propose an exemplar assessment that can be used to prepare teachers who are disposed toward teaching spatial thinking through geography. A detailed description of the construction procedures…

National Dam Safety Program. William H. Luehmann Recreation Pond Dam (Inventory Number N.Y. 1199), Delaware River Basin, Delaware County, New York. Phase I Inspection Report,

DTIC Science & Technology

1981-09-14

runoff. 5.5 FLOODS OF RECORD No records of past flooding in Sherruck Brook are available. 5.6 OVERTOPPING POTENTIAL Our analysis indicates that the...constructed in 1970 and the 30 inch CIMP drain was replaced with the 18 inch steel drain in 1980. e. Seismic Stability The structure is located in Zone...Commerce, Technical Paper No, 40, Rainfall Frequency Atlas of the United States, May 1961, 2) U.S. Department of Commerce, Hydrometeorological Report

A Wittgenstein Approach to the Learning of OO-modeling

NASA Astrophysics Data System (ADS)

Holmboe, Christian

2004-12-01

The paper uses Ludwig Wittgenstein's theories about the relationship between thought, language, and objects of the world to explore the assumption that OO-thinking resembles natural thinking. The paper imports from research in linguistic philosophy to computer science education research. I show how UML class diagrams (i.e., an artificial context-free language) correspond to the logically perfect languages described in Tractatus Logico-Philosophicus. In Philosophical Investigations Wittgenstein disputes his previous theories by showing that natural languages are not constructed by rules of mathematical logic, but are language games where the meaning of a word is constructed through its use in social contexts. Contradicting the claim that OO-thinking is easy to learn because of its similarity to natural thinking, I claim that OO-thinking is difficult to learn because of its differences from natural thinking. The nature of these differences is not currently well known or appreciated. I suggest how explicit attention to the nature and implications of different language games may improve the teaching and learning of OO-modeling as well as programming.

Correlation Between Critical Thinking Disposition and Mental Self-Supporting Ability in Nursing Undergraduates: A Cross-Sectional Descriptive Study.

PubMed

Wu, Defang; Luo, Yang; Liao, Xinyu

2017-02-01

There is universal agreement on the essential role of critical thinking in nursing practice. Most studies into this topic have provided descriptive statistical information and insights on related external factors such as educational environment and teaching strategies. However, there has been limited research into the psychological factors that may predict the disposition of students toward critical thinking. This study explored the relationship between the disposition of nursing students toward critical thinking and their mental self-supporting ability to obtain a profile and determine the psychological predictors of critical thinking. A cross-sectional descriptive study was conducted in 2013 using a convenience sample from four nursing schools. Four hundred six Chinese nursing undergraduates completed two questionnaires including (a) the California Critical Thinking Disposition Inventory (Chinese version) and (b) the Mental Self-Supporting Questionnaire for University Students. Pearson's correlation and linear regression analysis were used to investigate the relationship between these two variables and the predicted positive psychological qualities for the critical thinking disposition of participants. Average participant scores for critical thinking disposition and mental self-supporting were 280.91 ± 28.43 and 76.40 ± 8.47, respectively. Positive correlations were observed between these two variables (r = .583, p < .01) and participants' self-decision, self-cognition, self-confidence, and self-responsibility, which suggest that these factors play a significant role in critical thinking disposition (R = .435, p < .01). The participants earned midlevel scores for both disposition toward critical thinking and mental self-supporting abilities.The four factors that had a major influence on critical thinking disposition included self-decision, self-cognition, self-confidence, and self-responsibility. Nursing educators should focus on improving the critical thinking ability of their students in these four aspects.

Factors Influencing Students' Perceptions of Their Quantitative Skills

ERIC Educational Resources Information Center

Matthews, Kelly E.; Hodgson, Yvonne; Varsavsky, Cristina

2013-01-01

There is international agreement that quantitative skills (QS) are an essential graduate competence in science. QS refer to the application of mathematical and statistical thinking and reasoning in science. This study reports on the use of the Science Students Skills Inventory to capture final year science students' perceptions of their QS across…

Children's Understanding of Experimental Contrast and Experimental Control: An Inventory for Primary School

ERIC Educational Resources Information Center

Osterhaus, Christopher; Koerber, Susanne; Sodian, Beate

2015-01-01

Experimentation skills are a central component of scientific thinking, and many studies have investigated whether and when primary-school children develop adequate experimentation strategies. However, the answers to these questions vary substantially depending on the type of task that is used: while discovery tasks, which require children to…

Problem Solving Ability of Disadvantaged Children Under Four Test Modes.

ERIC Educational Resources Information Center

Houtz, John C.; And Others

A study was conducted to test the hypothesis that Ss from disadvantaged homes have poorly developed "abstract" thinking skills and that their thought can be characterized as more "concrete" or relational. Four forms of a problem-solving inventory were developed which differed in mode of presentation. The original form consisted of real-life…

Assisting At-Risk Community College Students: Acquisition of Critical Thinking Learning Strategies.

ERIC Educational Resources Information Center

Arburn, Theresa M.; Bethel, Lowell J.

Community college students may be at-risk academically, socioeconomically, or because they are first-generation attendees. Recognizing the need for a strong support system, a study was conducted to determine whether students could be taught to incorporate information processing strategies into their personal inventory of strategies. It was…

Validation of the Quantitative Diagnostic Thinking Inventory for Athletic Training: A Pilot Study

ERIC Educational Resources Information Center

Kicklighter, Taz; Barnum, Mary; Geisler, Paul R.; Martin, Malissa

2016-01-01

Context: The cognitive process of making a clinical decision lies somewhere on a continuum between novices using hypothetico-deductive reasoning and experts relying more on case pattern recognition. Although several methods exist for measuring facets of clinical reasoning in specific situations, none have been experimentally applied, as of yet, to…

Do scores on three commonly used measures of critical thinking correlate with academic success of health professions trainees? A systematic review and meta-analysis.

PubMed

Ross, David; Loeffler, Kim; Schipper, Shirley; Vandermeer, Ben; Allan, G Michael

2013-05-01

To determine whether the three commonly used measures of critical thinking correlate with academic success of medical professionals in training. The search for English-language articles (from 1980 to 2011) used Medline, Embase, Scopus, Cochrane Library on Ovid, Proquest Dissertations, Health and Psychosocial Instruments, PsychINFO, and references of included articles. Studies comparing critical thinking with academic success among medical professionals were included. Two authors performed study selection independently, with disagreement resolved by consensus. Two authors independently abstracted data on study characteristics, quality, and outcomes, with disagreement resolved by a third author. Critical thinking tests studied were the California Critical Thinking Skills Test (CCTST), California Critical Thinking Disposition Inventory (CCTDI), and Watson-Glaser Critical Thinking Appraisal. Correlation coefficients were pooled in meta-analysis. The search identified 557 studies: 52 met inclusion for systematic review, 41 of which were meta-analyzed. Critical thinking was positively correlated with academic success, r=0.31 (95% confidence intervals [CI] 0.26, 0.35), with a moderate statistical heterogeneity (I=67%). In subgroup analysis, only student type had statistical significance for correlation, although bias was likely due to low numbers for some student types. In direct comparison, using studies that employed two critical thinking tests, the CCTDI (r=0.23, 95% CI 0.15, 0.30) was significantly inferior (P<.001) to the CCTST (r=0.39, 95% CI 0.33, 0.45). Critical thinking was moderately correlated with academic success of medical professionals in training. The CCTDI was inferior to the CCTST in correlating with academic success.

Critical thinking competence and disposition of clinical nurses in a medical center.

PubMed

Feng, Rung-Chuang; Chen, Mei-Jung; Chen, Mei-Chuan; Pai, Yu-Chu

2010-06-01

Critical thinking is essential in nursing practice. Promoting critical thinking competence in clinical nurses is an important way to improve problem solving and decision-making competence to further improve the quality of patient care. However, using an adequate tool to test nurses' critical thinking competence and disposition may provide the reference criteria for clinical nurse characterization, training planning, and resource allocation for human resource management. The purpose of this study was to measure the critical thinking competence and critical thinking disposition of clinical nurses as well as to explore the related factors of critical thinking competence. Clinical nurses from four different clinical ladders selected from one medical center were stratified randomly. All qualified subjects who submitted valid questionnaires were included in the study. A Taiwan version of the modified Watson-Glaser Critical Thinking Appraisal and Critical Thinking Disposition Inventory was developed to measure the critical thinking competence and critical thinking disposition of clinical nurses. Validity was evaluated using the professional content test (content validity index = .93). Reliability was assessed with a Cronbach's alpha coefficient of .85. Data were analyzed using the SPSS for Windows (Version 12.0; SPSS Inc., Chicago, IL). Results showed that competence of interpretation was the highest critical thinking competence factor. Inference was the lowest, and reflective thinking as a critical thinking disposition was more positive. In addition, age, years of nursing experience, and experiences in other hospitals significantly influenced critical thinking competence (p < .05). Factors of age, years of experience, and nurses clinical ladder were shown to affect critical thinking disposition scores. Clinical ladder N4 nurses had the highest scores in both competence and disposition. A significant relationship was found between critical thinking competence and disposition scores, with 29.3% of the variance in critical thinking competence potentially explained by total years of nurse hospital experience. Clinical ladder and age were predictive factors for critical thinking disposition. Commonality was 27.9%. Nursing experience and clinical ladders positively affect critical thinking competence and disposition. Issues of critical thinking competence increasingly need to be measured. Therefore, appropriate tools for nursing professions should be further developed and explored for specific areas of practice.

Thinking Styles and University Self-Efficacy Among Deaf, Hard-of-Hearing, and Hearing Students.

PubMed

Cheng, Sanyin; Zhang, Li-Fang; Hu, Xiaozhong

2016-01-01

This study explores how students' thinking styles are related to their university self-efficacy, by administering the Thinking Styles Inventory-Revised II and the University Self-Efficacy Scale to 366 deaf or hard-of-hearing (DHH) and 467 hearing university students in mainland China. Results showed that, among all participants, those with Type I styles (i.e., more creativity-generating, less structured, and cognitively more complex) had higher levels of university self-efficacy. At the same time, DHH students with Type II styles (i.e., more norm-favoring, more structured, and cognitively more simplistic) had lower levels of university self-efficacy. The contributions, limitations, and implications of the present research are discussed. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

The History of Interest Inventories and Career Assessments in Career Counseling

ERIC Educational Resources Information Center

Harrington, Thomas; Long, Jennifer

2013-01-01

Interest inventories and career assessments continue to be used to support practitioners as they work to uncover client interests, abilities, skills, motivations, values, and other personal factors that help individuals self-define and construct their career. The skilled use of career inventories and assessments remains a minimum competency of…

Modification of the Affective Work Competencies Inventory for Use with Vocational Students.

ERIC Educational Resources Information Center

Beach, David P.

A project was conducted to determine whether a vocational student's version of the Affective Work Competencies Inventory could be prepared to measure the psychological constructs of values, habits, and attitudes. A revised inventory was developed and administered to 194 students in eight selected programs at Toledo vocational high schools (data…

Indigenous Chinese Personality Constructs: Is the Five-Factor Model Complete?

ERIC Educational Resources Information Center

Cheung, Fanny M.; Leung, Kwok; Zhang, Jian-Xin; Sun, Hai-Fa; Gan, Yi-Qun; Song, Wei-Zhen; Xie, Dong

2001-01-01

Three studies involving Chinese respondents from China and Hong Kong and diverse respondents from Hawaii compared the Chinese Personality Assessment Inventory factor structure with the Revised NEO Personality Inventory (NEO-PI-R) and NEO-Five Factor Inventory. Results supported the universality of the five-factor model, the validity of NEO-PI-R,…

Retirement Resources Inventory: Construction, Factor Structure and Psychometric Properties

ERIC Educational Resources Information Center

Leung, Cindy S. Y.; Earl, Joanne K.

2012-01-01

The scientific investigation of the relationship between resources and retirement well-being is impeded by the lack of proper measurement of resources. This study reports on the development of an inventory that assesses resources relevant to retirement well-being. The 35-item Retirement Resources Inventory (RRI) is a self-report measure consisting…

A Computerized Task Inventory System for Providing Curriculum Content. [Carpentry]. Final Report.

ERIC Educational Resources Information Center

Hill, Clair S.

The pilot study was designed to develop a system for analyzing and providing task inventories for carpentry curriculum development. An initial task inventory of 174 statements was constructed from available published sources, including only those tasks thought to be performed by incumbent workers in residential carpentry in Arizona. The tasks were…

Construct Validation of the Physics Metacognition Inventory

NASA Astrophysics Data System (ADS)

Taasoobshirazi, Gita; Farley, John

2013-02-01

The 24-item Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. Items were classified into eight subcomponents subsumed under two broader components: knowledge of cognition and regulation of cognition. The students' scores on the inventory were found to be reliable and related to students' physics motivation and physics grade. An exploratory factor analysis provided evidence of construct validity, revealing six components of students' metacognition when solving physics problems including: knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. Although women and men differed on the components, they had equivalent overall metacognition for problem solving. The implications of these findings for future research are discussed.

Measures of spiritual and transpersonal constructs for use in yoga research

PubMed Central

MacDonald, Douglas A; Friedman, Harris L

2009-01-01

This article presents information on standardized paper-and-pencil measures of spiritual and transpersonal constructs that hold promise for use in yoga research. Nine instruments are discussed at length including the Assessment Schedule for Altered States of Consciousness, Ego Grasping Orientation, Expressions of Spirituality Inventory, Hindu Religious Coping Scale, Measures of Hindu Pathways, Self-Expansiveness Level Form, Spiritual Orientation Inventory, Spiritual Transcendence Scale, and the Vedic Personality Inventory. As well, a listing of an additional 14 measures, along with primary citations, is provided. In conclusion, the authors proffer recommendations for the use of psychometric tests and provide a general proposal for programmatic research. PMID:21234209

The Interrelationship among Critical Thinking, Writing an Argumentative Essay in an L2 and Their Subskills

ERIC Educational Resources Information Center

Soodmand Afshar, Hassan; Movassagh, Hossein; Radi Arbabi, Hassan

2017-01-01

This study investigated the relationship between critical thinking and the writing ability of Iranian EFL learners, and the interrelationship among the subskills of the two constructs. Furthermore, it aimed at finding which skills of critical thinking predicted the participants' writing ability. To this end, 104 students majoring in English…

The Style Troika Model: A Structural Model of the Thinking and Creating Styles Scale

ERIC Educational Resources Information Center

Ibérico Nogueira, Sara; Almeida, Leonor; Garcês, Soraia; Pocinho, Margarida; Wechsler, Solange

2016-01-01

Individuals express their creativity through a variety of thinking and creating styles (Wechsler, 2006, 2007). These constructs underlie the Thinking and Creating Styles Scale (TCSS), which is used to identify individuals' creating styles. The aim of this research is to assess the factorial structure of the Portuguese version of the TCSS. Two…

How to Write "How-to" Books with High School Ecology & Horticulture Students

ERIC Educational Resources Information Center

Merritt, Maya; Shajira, Natasya; Daisey, Peggy

2003-01-01

It is essential for students to think clearly about fundamental biological concepts. One of the benefits of writing is that it promotes and enhances thinking. If students can write clearly, they are thinking clearly. Writing helps to connect new knowledge with prior knowledge and promotes the construction of knowledge. Writing-to-learn activities…

How Close Student Teachers' Educational Philosophies and Their Scientific Thinking Processes in Science Education

ERIC Educational Resources Information Center

Yurumezoglu, Kemal; Oguz, Ayse

2007-01-01

For being guidance, science teachers should be framed by strong content knowledge to construct scientific thinking process as a scaffold. The aim of this research was to look at student teachers' scientific thinking processes. Then, the results compared with their educational philosophy. During the study, two different instruments were used. For…

How clinical reasoning is taught and learned: Cultural perspectives from the University of Melbourne and Universitas Indonesia.

PubMed

Findyartini, Ardi; Hawthorne, Lesleyanne; McColl, Geoff; Chiavaroli, Neville

2016-07-21

The majority of schools in the Asia-Pacific region have adopted medical curricula based on western pedagogy. However to date there has been minimal exploration of the influence of the culture of learning on the teaching and learning process. This paper explores this issue in relation to clinical reasoning. A comparative case study was conducted in 2 medical schools in Australia (University of Melbourne) and Asia (Universitas Indonesia). It involved assessment of medical students' attitudes to clinical reasoning through administration of the Diagnostic Thinking Inventory (DTI), followed by qualitative interviews which explored related cultural issues. A total of 11 student focus group discussions (45 students) and 24 individual medical teacher interviews were conducted, followed by thematic analysis. Students from Universitas Indonesia were found to score lower on the Flexibility in Thinking subscale of the DTI. Qualitative data analysis based on Hofstede's theoretical constructs concerning the culture of learning also highlighted clear differences in relation to attitudes to authority and uncertainty avoidance, with potential impacts on attitudes to teaching and learning of clinical reasoning in undergraduate medical education. Different attitudes to teaching and learning clinical reasoning reflecting western and Asian cultures of learning were identified in this study. The potential impact of cultural differences should be understood when planning how clinical reasoning can be best taught and learned in the changing global contexts of medical education, especially when the western medical education approach is implemented in Asian contexts.

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics.

PubMed

Fero, Laura J; O'Donnell, John M; Zullo, Thomas G; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T; Hoffman, Leslie A

2010-10-01

This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation-based performance was rated as 'meeting' or 'not meeting' overall expectations. Test scores were categorized as strong, average, or weak. Most (75.0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0.277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0.001) using high-fidelity human simulation. The relationship between videotaped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer's V = 0.444, P = 0.029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer's V = 0.413, P = 0.047). Students' performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd.

Critical thinking dispositions among newly graduated nurses

PubMed Central

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2010-01-01

wangensteen s., johansson i.s., björkström m.e. & nordström g. (2010) Critical thinking dispositions among newly graduated nurses. Journal of Advanced Nursing66(10), 2170–2181. Aim The aim of the study was to describe critical thinking dispositions among newly graduated nurses in Norway, and to study whether background data had any impact on critical thinking dispositions. Background Competence in critical thinking is one of the expectations of nursing education. Critical thinkers are described as well-informed, inquisitive, open-minded and orderly in complex matters. Critical thinking competence has thus been designated as an outcome for judging the quality of nursing education programmes and for the development of clinical judgement. The ability to think critically is also described as reducing the research–practice gap and fostering evidence-based nursing. Methods A cross-sectional descriptive study was performed. The data were collected between October 2006 and April 2007 using the California Critical Thinking Disposition Inventory. The response rate was 33% (n= 618). Pearson’s chi-square tests were used to analyse the data. Results Nearly 80% of the respondents reported a positive disposition towards critical thinking. The highest mean score was on the Inquisitiveness subscale and the lowest on the Truth-seeking subscale. A statistically significant higher proportion of nurses with high critical thinking scores were found among those older than 30 years, those with university education prior to nursing education, and those working in community health care. Conclusion Nurse leaders and nurse teachers should encourage and nurture critical thinking among newly graduated nurses and nursing students. The low Truth-seeking scores found may be a result of traditional teaching strategies in nursing education and might indicate a need for more student-active learning models. PMID:20384637

Critical thinking skills in nursing students: comparison of simulation-based performance with metrics

PubMed Central

Fero, Laura J.; O’Donnell, John M.; Zullo, Thomas G.; Dabbs, Annette DeVito; Kitutu, Julius; Samosky, Joseph T.; Hoffman, Leslie A.

2018-01-01

Aim This paper is a report of an examination of the relationship between metrics of critical thinking skills and performance in simulated clinical scenarios. Background Paper and pencil assessments are commonly used to assess critical thinking but may not reflect simulated performance. Methods In 2007, a convenience sample of 36 nursing students participated in measurement of critical thinking skills and simulation-based performance using videotaped vignettes, high-fidelity human simulation, the California Critical Thinking Disposition Inventory and California Critical Thinking Skills Test. Simulation- based performance was rated as ‘meeting’ or ‘not meeting’ overall expectations. Test scores were categorized as strong, average, or weak. Results Most (75·0%) students did not meet overall performance expectations using videotaped vignettes or high-fidelity human simulation; most difficulty related to problem recognition and reporting findings to the physician. There was no difference between overall performance based on method of assessment (P = 0·277). More students met subcategory expectations for initiating nursing interventions (P ≤ 0·001) using high-fidelity human simulation. The relationship between video-taped vignette performance and critical thinking disposition or skills scores was not statistically significant, except for problem recognition and overall critical thinking skills scores (Cramer’s V = 0·444, P = 0·029). There was a statistically significant relationship between overall high-fidelity human simulation performance and overall critical thinking disposition scores (Cramer’s V = 0·413, P = 0·047). Conclusion Students’ performance reflected difficulty meeting expectations in simulated clinical scenarios. High-fidelity human simulation performance appeared to approximate scores on metrics of critical thinking best. Further research is needed to determine if simulation-based performance correlates with critical thinking skills in the clinical setting. PMID:20636471

Negative religious conflict as a predictor of panic disorder.

PubMed

Trenholm, P; Trent, J; Compton, W C

1998-01-01

It was hypothesized that catastrophic thinking that focused on negative religious conflict, would be associated with symptoms of panic disorder. Sixty women were classified into three groups: those with panic disorder, those in psychotherapy for issues other than panic disorder, and those who were asymptomatic. Religious conflict was measured with the Survey of Attitudes Towards Religion and Philosophy of Life. The State-Trait Anxiety Inventory, the Rational Behavior Inventory, and the Illness Attitude Scale were used to validate group membership. Results indicated that the panic disorder group had significantly higher scores on negative religious conflict than either those in therapy or those who were asymptomatic.

Episodic Memory and Episodic Future Thinking Impairments in High-Functioning Autism Spectrum Disorder: An Underlying Difficulty With Scene Construction or Self-Projection?

PubMed Central

2013-01-01

Objective: There appears to be a common network of brain regions that underlie the ability to recall past personal experiences (episodic memory) and the ability to imagine possible future personal experiences (episodic future thinking). At the cognitive level, these abilities are thought to rely on “scene construction” (the ability to bind together multimodal elements of a scene in mind—dependent on hippocampal functioning) and temporal “self-projection” (the ability to mentally project oneself through time—dependent on prefrontal cortex functioning). Although autism spectrum disorder (ASD) is characterized by diminished episodic memory, it is unclear whether episodic future thinking is correspondingly impaired. Moreover, the underlying basis of such impairments (difficulties with scene construction, self-projection, or both) is yet to be established. The current study therefore aimed to elucidate these issues. Method: Twenty-seven intellectually high-functioning adults with ASD and 29 age- and IQ-matched neurotypical comparison adults were asked to describe (a) imagined atemporal, non-self-relevant fictitious scenes (assessing scene construction), (b) imagined plausible self-relevant future episodes (assessing episodic future thinking), and (c) recalled personally experienced past episodes (assessing episodic memory). Tests of narrative ability and theory of mind were also completed. Results: Performances of participants with ASD were significantly and equally diminished in each condition and, crucially, this diminution was independent of general narrative ability. Conclusions: Given that participants with ASD were impaired in the fictitious scene condition, which does not involve self-projection, we suggest the underlying difficulty with episodic memory/future thinking is one of scene construction. PMID:24015827

Impact of critical thinking disposition, general self-efficacy, and leadership on clinical competence in nursing students.

PubMed

Park, Jee Won; Kim, Chun Ja; Kim, Yong Soon; Yoo, Moon Sook; Yoo, Hyera; Chae, Sun Mi; Ahn, Jeong Ah

2012-09-01

The purpose of this study was to evaluate the relationships among critical thinking disposition, general self-efficacy, leadership and clinical competence, and identify the factors influencing clinical competence in nursing students. In this descriptive study, 153 nursing students (from 2nd to 4th school year) of a university in South Korea were enrolled in December 2010. The instruments for this study were the Korean versions of the Critical Thinking Disposition Scale, General Self-Efficacy Scale, Leadership Inventory, and Clinical Competence Scale. Data were analyzed by descriptive statistics, t-test, MANOVA, Pearson correlation, and multiple linear regression with PASW 18.0 software. The mean scores (ranging from 1 to 5) in nursing students for critical thinking disposition, general self-efficacy, leadership, and clinical competence were 3.44, 3.51, 3.55, and 3.42, respectively. Positive correlations were found for clinical competence with critical thinking disposition, general self-efficacy, and leadership. The strongest predictor of clinical competence was leadership. In addition, leadership, nursing school year, and subjective academic achievement accounted for 34.5% of variance in clinical competence. This study revealed that developing leadership, critical thinking disposition, and self-efficacy in undergraduate nursing education is important to improve clinical competence of nursing students.

The Biographical Inventory in Naval Aviation Selection: Inside the Black Box. Research Report. RR-04-08

ERIC Educational Resources Information Center

Stricker, Lawrence J.

2004-01-01

A biographical inventory has been used in the selection of students for naval aviation training since World War II, and its validity in predicting their retention-attrition in this training has been well established. This study investigated the constructs underlying the inventory and their relations to students' retention-attrition. A factor…

Forest inventory and management-based visual preference models of southern pine stands

Treesearch

Victor A. Rudis; James H. Gramann; Edward J. Ruddell; Joanne M. Westphal

1988-01-01

Statistical models explaining students' ratings of photographs of within stand forest scenes were constructed for 99 forest inventory plots in east Texas pine and oak-pine forest types. Models with parameters that are sensitive to visual preference yet compatible with forest management and timber inventories are presented. The models suggest that the density of...

[The application of creative thinking teaching in nursing education].

PubMed

Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

2010-04-01

Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

Do Standardized Tests Penalize Deep-Thinking, Creative, or Conscientious Students?: Some Personality Correlates of Graduate Record Examinations Test Scores

ERIC Educational Resources Information Center

Powers, Donald E.; Kaufman, James C.

2004-01-01

The objective of the study reported here was to explore the relationship of Graduate Record Examinations (GRE) General Test scores to selected personality traits--conscientiousness, rationality, ingenuity, quickness, creativity, and depth. A sample of 342 GRE test takers completed short personality inventory scales for each trait. Analyses…

Profiling Pre-Service Teachers' Awareness and Regulation of Their Own Thinking: Evidence from an Asian Country

ERIC Educational Resources Information Center

Lee, Chwee Beng; Teo, Timothy; Chai, Ching Sing

2010-01-01

This study aims to examine pre-service teachers' knowledge and regulation of cognition. The authors administered Schraw and Dennison's Metacognitive Awareness Inventory to 254 pre-service teachers in Singapore. The results showed no significant difference by educational level on all subscales except for evaluation, which is a subscale of…

An Evaluation of the "Your Style of Learning and Thinking" Inventory.

ERIC Educational Resources Information Center

Fitzgerald, D.; Hattie, J. A.

1983-01-01

Assesses an effort by E.P. Torrance and co-workers to introduce a test they claim is based on a model of cognitive style that relates creative processes to hemispheric dominance. Challenges Torrance's theories and research methods and asserts that a model relating left and right brain dominance to creativity has little value. (GC)

College for Kids, An Innovative Enrichment Program for Gifted Elementary Children.

ERIC Educational Resources Information Center

Clasen, Donna Rae; Subkoviak, Michael J.

One hundred fifty-six gifted elementary students (grades 3 through 6) responded to the Coopersmith Self Esteem Inventory on a pre- and posttest basis during a 3 week, 45 hour College for Kids program, designed as an enrichment program with focus on critical thinking, problem solving, inquiry, research, and questioning. Thirty students responded to…

High School Science Teachers' Views on Science Process Skills

ERIC Educational Resources Information Center

Gultepe, Nejla

2016-01-01

The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

The Effects of Cognitive Style and Media Richness on Commitment to Telework and Virtual Teams.

ERIC Educational Resources Information Center

Workman, Michael; Kahnweiler, William; Bommer, William

2003-01-01

Sternberg's Thinking Style Inventory and the Organizational Commitment Questionnaire were completed by 261 of 552 teleworkers in virtual teams. Cognitive styles and types of media (rich/lean) were associated with commitment to telework and to the team. Results have implications for staff development and the design of telework. (Contains 74…

Rational Emotive Education as a Short-Term Primary Prevention Technique.

ERIC Educational Resources Information Center

Hooper, Stephen R.; Layne, C. Clinton

1985-01-01

Fifth- to seventh-grade students (N=586) who participated in one hour of Rational Emotive Education (a directive approach to teaching rational thinking skills) for six weeks scored higher in posttests of the Com oA Belief Inventory for Students than control Ss (N=738) who received no Rational Emotive Education. Findings suggested the utility of a…

Teaching Styles and Occupational Stress among Chinese University Faculty Members

ERIC Educational Resources Information Center

Zhang, Li-fang

2007-01-01

The primary aim of this research is to investigate the predictive power of occupational stress for teaching style among university faculty members. A sample of 144 faculty members from a large university in the People's Republic of China rated themselves on three ability scales and responded to the Thinking Styles in Teaching Inventory and to four…

Development of the Kinetic Molecular Theory of Gases Concept Inventory: Preliminary Results on University Students' Misconceptions

ERIC Educational Resources Information Center

Erceg, Nataša; Aviani, Ivica; Mešic, Vanes; Gluncic, Matko; Žauhar, Gordana

2016-01-01

In this study, we investigated students' understanding of concepts related to the microscopic model of gas. We thoroughly reviewed the relevant literature and conducted think alouds with students by asking them to answer open-ended questions about the kinetic molecular theory of gases. Thereafter, we transformed the open-ended questions into…

Thinking styles of university deaf or hard of hearing students and hearing students.

PubMed

Cheng, Sanyin; Hu, Xiaozhong; Sin, Kuen Fung

2016-08-01

Although their university enrollment has increased dramatically over the past two decades, deaf or hard of hearing (DHH) students face great challenges and a tremendous environmental adjustment when entering a mainstream university. This study aims to facilitate DHH students' university success through exploring differences in thinking styles between DHH and hearing students from Art and Design academic disciplines in two universities in China. The Thinking Styles Inventory-Revised II (TSI-R2) and its accommodated version were administered to 286 hearing and 256 DHH students, respectively. A demographic sheet was administered to all 542 participants. Results show that DHH students tended to score significantly lower on Type I thinking styles (legislative and global), Type II executive style, and Type III external style than hearing students. In addition, differences in Type I styles (liberal and hierarchical) and Type II executive style between DHH and hearing students were significantly influenced by institution. The present research indicates that DHH and hearing students have significant differences in their thinking styles. This yields implications for the higher education of DHH students, and for deaf schools preparing DHH students for university entry. Copyright © 2016 Elsevier Ltd. All rights reserved.

Development of the Biological Experimental Design Concept Inventory (BEDCI).

PubMed

Deane, Thomas; Nomme, Kathy; Jeffery, Erica; Pollock, Carol; Birol, Gülnur

2014-01-01

Interest in student conception of experimentation inspired the development of a fully validated 14-question inventory on experimental design in biology (BEDCI) by following established best practices in concept inventory (CI) design. This CI can be used to diagnose specific examples of non-expert-like thinking in students and to evaluate the success of teaching strategies that target conceptual changes. We used BEDCI to diagnose non-expert-like student thinking in experimental design at the pre- and posttest stage in five courses (total n = 580 students) at a large research university in western Canada. Calculated difficulty and discrimination metrics indicated that BEDCI questions are able to effectively capture learning changes at the undergraduate level. A high correlation (r = 0.84) between responses by students in similar courses and at the same stage of their academic career, also suggests that the test is reliable. Students showed significant positive learning changes by the posttest stage, but some non-expert-like responses were widespread and persistent. BEDCI is a reliable and valid diagnostic tool that can be used in a variety of life sciences disciplines. © 2014 T. Deane et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Refinement and Further Validation of the Decisional Process Inventory.

ERIC Educational Resources Information Center

Hartung, Paul J.; Marco, Cynthia D.

1998-01-01

The Decisional Process Inventory is a Gestalt theory-based measure of career decision-making and level of career indecision. Results from a sample of 183 undergraduates supported its content, construct, and concurrent validity. (SK)

Developing a 3D Game Design Authoring Package to Assist Students' Visualization Process in Design Thinking

ERIC Educational Resources Information Center

Kuo, Ming-Shiou; Chuang, Tsung-Yen

2013-01-01

The teaching of 3D digital game design requires the development of students' meta-skills, from story creativity to 3D model construction, and even the visualization process in design thinking. The characteristics a good game designer should possess have been identified as including redesign things, creativity thinking and the ability to…

Theory of Knowledge Aims, Objectives and Assessment Criteria: An Analysis of Critical Thinking Descriptors

ERIC Educational Resources Information Center

Hughes, Conrad

2014-01-01

This article analyses the construct validity of the International Baccalaureate Diploma Programme's Theory of Knowledge course in the light of claims that it is a course in critical thinking. After discussion around critical thinking--what it is and why it is valuable educationally--the article analyses the extent to which the course aims,…

Comparison of Diachronic Thinking and Event Ordering in 5- to 10-Year-Old Children

ERIC Educational Resources Information Center

Moore, Brandy D.; Brooks, Patricia J.; Rabin, Laura A.

2014-01-01

Two main theoretical constructs seek to describe the elaborated sense of time that may be a uniquely human attribute: diachronic thinking (the ability to think about the past and use that information to predict future events) and event ordering (the ability to sequence events in temporal order). Researchers utilize various tasks to measure the…

Visual Thinking in Teaching History: Reading the Visual Thinking Skills of 12 Year-Old Pupils in Istanbul

ERIC Educational Resources Information Center

Dilek, Gulcin

2010-01-01

This study aims to explore the visual thinking skills of some sixth grade (12-13 year-old) primary pupils who created visual interpretations during history courses. Pupils drew pictures describing historical scenes or events based on visual sources. They constructed these illustrations by using visual and written primary and secondary sources in…

Constructing the Syllabus: Devising a Framework for Helping Students Learn to Think like Historians

ERIC Educational Resources Information Center

Estes, Todd

2007-01-01

In this article, the author describes a syllabus which he designed in his United States history survey courses to help his students learn to think like historians. It contains important information about the way historians work and think, along with descriptions of the reading materials the student will use to further their practice of history.…

Initial Study of Neutral Post-Instruction Responses on the Maryland Physics Expectation Survey

ERIC Educational Resources Information Center

Saltzman, J.; Price, M. F.; Rogers, M. B.

2016-01-01

Epistemological studies generally focus on how students think about their construction of knowledge compared to how experts think about the same ideas. Instruments such as the MPEX and CLASS use a Likert scale to gauge whether students agree or disagree with how experts think about the same ideas. During analysis, five point scale responses are…

Content Analysis of the Studies in Turkey on the Ability of Critical Thinking

ERIC Educational Resources Information Center

Polat, Seyat

2015-01-01

Critical thinking, along with other skills, is included as a basic skill in the constructive education program that has been in use in Turkey since 2005. Therefore, a large increase has been observed in studies on critical thinking skills since 2005. In this frame, the present study was conducted in order to systematically examine research papers…

Advanced Numerical-Algebraic Thinking: Constructing the Concept of Covariation as a Prelude to the Concept of Function

ERIC Educational Resources Information Center

Hitt, Fernando; Morasse, Christian

2009-01-01

Introduction: In this document we stress the importance of developing in children a structure for advanced numerical-algebraic thinking that can provide an element of control when solving mathematical situations. We analyze pupils' conceptions that induce errors in algebra due to a lack of control in connection with their numerical thinking. We…

Construction Of Critical Thinking Skills Test Instrument Related The Concept On Sound Wave

NASA Astrophysics Data System (ADS)

Mabruroh, F.; Suhandi, A.

2017-02-01

This study aimed to construct test instrument of critical thinking skills of high school students related the concept on sound wave. This research using a mixed methods with sequential exploratory design, consists of: 1) a preliminary study; 2) design and review of test instruments. The form of test instruments in essay questions, consist of 18 questions that was divided into 5 indicators and 8 sub-indicators of the critical thinking skills expressed by Ennis, with questions that are qualitative and contextual. Phases of preliminary study include: a) policy studies; b) survey to the school; c) and literature studies. Phases of the design and review of test instruments consist of two steps, namely a draft design of test instruments include: a) analysis of the depth of teaching materials; b) the selection of indicators and sub-indicators of critical thinking skills; c) analysis of indicators and sub-indicators of critical thinking skills; d) implementation of indicators and sub-indicators of critical thinking skills; and e) making the descriptions about the test instrument. In the next phase of the review test instruments, consist of: a) writing about the test instrument; b) validity test by experts; and c) revision of test instruments based on the validator.

Teaching Activities for the Construction of a Precursor Model in 5- to 6-Year-Old Children's Thinking: The Case of Thermal Expansion and Contraction of Metals

ERIC Educational Resources Information Center

Ravanis, Konstantinos; Papandreou, Maria; Kampeza, Maria; Vellopoulou, Angeliki

2013-01-01

This article presents the results of empirical research on the construction of a precursor model of the phenomenon of thermal expansion and contraction of metals in preschool children's thinking, which is compatible with the model used in science education. The research included 87 children aged 5-6. It was conducted at four stages, during…

The effectiveness of concept mapping on development of critical thinking in nursing education: A systematic review and meta-analysis.

PubMed

Yue, Meng; Zhang, Meng; Zhang, Chunmei; Jin, Changde

2017-05-01

As an essential skill in daily clinical nursing practice, critical thinking ability has been an important objective in nursing education. Concept mapping enables nursing students connect new information to existing knowledge and integrates interdisciplinary knowledge. However, there is a lack of evidence related to critical thinking ability and concept mapping in nursing education. The purpose of this systematic review and meta-analysis was to assess the effect of concept mapping in developing critical thinking in nursing education. This systematic review was reported in line with Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA). A search was conducted in PubMed, Web of science, Embase, Cochrane Central Register of Controlled Trials (CENTRAL), Cumulative Index to Nursing and Allied Health (CINAHL) and China National Knowledge Infrastructure (CNKI). Randomized controlled trials (RCT) comparing concept mapping and traditional teaching method were retrieved. Data were collected by two reviewers according to the data extraction tables. The methodological quality of included studies was assessed by other two reviewers. The results of meta-analysis were presented using mean difference (MD). Thirteen trials were summarized in the systematic review and eleven trials were included in the meta-analysis. The pooled effect size showed that, comparing with traditional methods, concept mapping could improve subjects' critical thinking ability measured by California Critical Thinking Disposition Inventory (CCTDI), California Critical Thinking Skill Test (CCTST) and Critical Thinking Scale (CTS). The subgroup analyses showed that concept mapping improved the score of all subscales. The result of this review indicated that concept mapping could affect the critical thinking affective dispositions and critical thinking cognitive skills. Further high quality research using uniform evaluation is required. Copyright © 2017 Elsevier Ltd. All rights reserved.

Attitudes towards genetically modified and organic foods.

PubMed

Saher, Marieke; Lindeman, Marjaana; Hursti, Ulla-Kaisa Koivisto

2006-05-01

Finnish students (N=3261) filled out a questionnaire on attitudes towards genetically modified and organic food, plus the rational-experiential inventory, the magical thinking about food and health scale, Schwartz's value survey and the behavioural inhibition scale. In addition, they reported their eating of meat. Structural equation modelling of these measures had greater explanatory power for attitudes towards genetically modified (GM) foods than for attitudes towards organic foods (OF). GM attitudes were best predicted by natural science education and magical food and health beliefs, which mediated the influence of thinking styles. Positive attitudes towards organic food, on the other hand, were more directly related to such individual differences as thinking styles and set of values. The results of the study indicate that OF attitudes are rooted in more fundamental personal attributes than GM attitudes, which are embedded in a more complex but also in a more modifiable network of characteristics.

Noble gases recycled into the mantle through cold subduction zones

NASA Astrophysics Data System (ADS)

Smye, Andrew J.; Jackson, Colin R. M.; Konrad-Schmolke, Matthias; Hesse, Marc A.; Parman, Steve W.; Shuster, David L.; Ballentine, Chris J.

2017-08-01

Subduction of hydrous and carbonated oceanic lithosphere replenishes the mantle volatile inventory. Substantial uncertainties exist on the magnitudes of the recycled volatile fluxes and it is unclear whether Earth surface reservoirs are undergoing net-loss or net-gain of H2O and CO2. Here, we use noble gases as tracers for deep volatile cycling. Specifically, we construct and apply a kinetic model to estimate the effect of subduction zone metamorphism on the elemental composition of noble gases in amphibole - a common constituent of altered oceanic crust. We show that progressive dehydration of the slab leads to the extraction of noble gases, linking noble gas recycling to H2O. Noble gases are strongly fractionated within hot subduction zones, whereas minimal fractionation occurs along colder subduction geotherms. In the context of our modelling, this implies that the mantle heavy noble gas inventory is dominated by the injection of noble gases through cold subduction zones. For cold subduction zones, we estimate a present-day bulk recycling efficiency, past the depth of amphibole breakdown, of 5-35% and 60-80% for 36Ar and H2O bound within oceanic crust, respectively. Given that hotter subduction dominates over geologic history, this result highlights the importance of cooler subduction zones in regassing the mantle and in affecting the modern volatile budget of Earth's interior.

The development of future thinking: young children's ability to construct event sequences to achieve future goals.

PubMed

Prabhakar, Janani; Hudson, Judith A

2014-11-01

Previous studies suggest that the ability to think about and act on the future emerges between 3 and 5 years of age. However, it is unclear what underlying processes change during the development of early future-oriented behavior. We report three experiments that tested the emergence of future thinking ability through children's ability to explicitly maintain future goals and construct future scenarios. Our main objectives were to examine the effects of goal structure and the effects of working memory demands on children's ability to construct future scenarios and make choices to satisfy future goals. The results indicate that 4-year-olds were able to successfully accomplish two temporally ordered goals even with high working memory demands and a complex goal structure, whereas 3-year-olds were able to accomplish two goals only when the working memory demands were low and the goal structure did not involve additional demands from inferential reasoning and contingencies between the temporally ordered goals. Results are discussed in terms of the development of future thinking in conjunction with working memory, inferential reasoning ability, and goal maintenance abilities. Copyright © 2014. Published by Elsevier Inc.

Construct validity of the Health Science Reasoning Test.

PubMed

Huhn, Karen; Black, Lisa; Jensen, Gail M; Deutsch, Judith E

2011-01-01

The aim of this study was to evaluate the construct validity of the Health Science Reasoning Test (HSRT) by determining if the test could discriminate between expert and novice physical therapists' critical-thinking skills. Experts identified from a random list of certified clinical specialists and students in the first year of their physical therapy education from two physical therapy programs completed the HSRT. Experts (n = 73) had a higher total HSRT score (mean 24.06, SD 3.92) than the novices (n = 79) (mean 22.49, SD 3.2), with the difference being statistically significant t (148) = 2.67, p = 0.008. The HSRT total score discriminated between expert and novice critical-thinking skills, therefore establishing construct validity. To our knowledge, this is the first study to compare expert and novice performance on a standardized test. The opportunity to have a tool that provides evidence of students' critical thinking skills could be helpful for educators and students. The test results could aid in identifying areas of students' strengths and weaknesses, thereby enabling targeted remediation to improve critical thinking skills, which are key factors in clinical reasoning, a necessary skill for effective physical therapy practice.

[Constructing images and territories: thinking on the visuality and materiality of remote sensing].

PubMed

Monteiro, Marko

2015-01-01

This article offers a reflection on the question of the image in science, thinking about how visual practices contribute towards the construction of knowledge and territories. The growing centrality of the visual in current scientific practices shows the need for reflection that goes beyond the image. The object of discussion will be the scientific images used in the monitoring and visualization of territory. The article looks into the relations between visuality and a number of other factors: the researchers that construct it; the infrastructure involved in the construction; and the institutions and policies that monitor the territory. It is argued that such image-relations do not just visualize but help to construct the territory based on specific forms. Exploring this process makes it possible to develop a more complex understanding of the forms through which sciences and technology help to construct realities.

Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

ERIC Educational Resources Information Center

Yadav, Aman; Hong, Hai; Stephenson, Chris

2016-01-01

The recent focus on computational thinking as a key 21st century skill for all students has led to a number of curriculum initiatives to embed it in K-12 classrooms. In this paper, we discuss the key computational thinking constructs, including algorithms, abstraction, and automation. We further discuss how these ideas are related to current…

Evaluating the emissions from heavy-duty construction equipment.

DOT National Transportation Integrated Search

2008-12-01

Gaseous and particle emissions from construction engines are an important fraction of the total air pollutants and are gaining increasing : regulatory attention. Quantification of NOx and PM is necessary to inventory the contribution of the construct...

Understanding the Complex Relationship between Critical Thinking and Science Reasoning among Undergraduate Thesis Writers.

PubMed

Dowd, Jason E; Thompson, Robert J; Schiff, Leslie A; Reynolds, Julie A

2018-01-01

Developing critical-thinking and scientific reasoning skills are core learning objectives of science education, but little empirical evidence exists regarding the interrelationships between these constructs. Writing effectively fosters students' development of these constructs, and it offers a unique window into studying how they relate. In this study of undergraduate thesis writing in biology at two universities, we examine how scientific reasoning exhibited in writing (assessed using the Biology Thesis Assessment Protocol) relates to general and specific critical-thinking skills (assessed using the California Critical Thinking Skills Test), and we consider implications for instruction. We find that scientific reasoning in writing is strongly related to inference , while other aspects of science reasoning that emerge in writing (epistemological considerations, writing conventions, etc.) are not significantly related to critical-thinking skills. Science reasoning in writing is not merely a proxy for critical thinking. In linking features of students' writing to their critical-thinking skills, this study 1) provides a bridge to prior work suggesting that engagement in science writing enhances critical thinking and 2) serves as a foundational step for subsequently determining whether instruction focused explicitly on developing critical-thinking skills (particularly inference ) can actually improve students' scientific reasoning in their writing. © 2018 J. E. Dowd et al. CBE—Life Sciences Education © 2018 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

The Development of Learning Model Based on Problem Solving to Construct High-Order Thinking Skill on the Learning Mathematics of 11th Grade in SMA/MA

ERIC Educational Resources Information Center

Syahputra, Edi; Surya, Edy

2017-01-01

This paper is a summary study of team Postgraduate on 11th grade. The objective of this study is to develop a learning model based on problem solving which can construct high-order thinking on the learning mathematics in SMA/MA. The subject of dissemination consists of Students of 11th grade in SMA/MA in 3 kabupaten/kota in North Sumatera, namely:…

Learning How to Think

ERIC Educational Resources Information Center

Deming, John C.; Cracolice, Mark S.

2004-01-01

Teaching strategies are becoming increasingly oriented toward guiding students' knowledge construction through cooperative learning. Enhancing students' cognitive development is a priority; students must "learn how to think." Inquiry instruction provides students with tools to make decisions based upon available evidence and an opportunity to…

Development and Evaluation of a Fully-Online Introductory Biology Course With an Emphasis on the Possibility of Life Beyond Earth

NASA Astrophysics Data System (ADS)

Bratton, D., III; Mead, C.; Horodyskyj, L.; Anbar, A. D.

2016-12-01

BioBeyond, a fully-online introductory biology course, is distinguished by its driving narrative and its emphasis on education through exploration. BioBeyond applies the narrative, big-question, and active learning principles of its predecessor, Habitable Worlds, in the context of the disciplinarily constrained and higher enrollment environment of non-majors introductory biology. To align with the driving question "Are We Alone?" the course takes a novel approach to sequencing topics compared to typical introductory biology, exploring biological questions that arise from the main question in a narrative-driven format: What is life? How did it get so diverse? Was it always this way? What was the earliest life? What signatures does life leave behind? What is the future of life on Earth? Can humans survive the rigors of exploring other planets? To encourage construction and contextualization of new knowledge, critical thinking, scientific inquiry, and active learning, BioBeyond combines multiple features not often seen in introductory biology: a narrative centered around a big question, a continuous scoring system which assesses students as they learn rather than with high-stakes quizzes and tests, and, significantly, all of the learning experiences are adaptive and responsive, making use of Smart Sparrow's intelligent tutoring system. In Spring and Summer semesters of 2016, BioBeyond was deployed 34 times at 17 institutions nationwide, with another 56 classes at 17 institutions planned for Fall 2016. Each semester, feedback is collected and used to fuel a round of improvements. In addition, we are evaluating our course outcomes at five separate institutions of higher education, comparing the achievement of learning and development outcomes in BioBeyond to traditional offerings of introductory biology, using published concept inventories and surveys regarding interest in science, creative thinking, and scientific thinking. These results will also inform future development of BioBeyond and its planned sister courses.

Analytic Causative Constructions in Medieval Spanish: The Origins of a Construction

ERIC Educational Resources Information Center

Sanaphre Villanueva, Monica

2011-01-01

The goal of this study is to provide an inventory of the Analytic Causative constructions that were in use in Peninsular Spanish from the 12th to the 16th centuries from the constructional perspective of Cognitive Grammar. A detailed profile of each construction was made including its constructional schema along with relevant semantic, syntactic,…

Revisiting global fossil fuel and biofuel emissions of ethane

NASA Astrophysics Data System (ADS)

Tzompa-Sosa, Z. A.; Mahieu, E.; Franco, B.; Keller, C. A.; Turner, A. J.; Helmig, D.; Fried, A.; Richter, D.; Weibring, P.; Walega, J.; Yacovitch, T. I.; Herndon, S. C.; Blake, D. R.; Hase, F.; Hannigan, J. W.; Conway, S.; Strong, K.; Schneider, M.; Fischer, E. V.

2017-02-01

Recent measurements over the Northern Hemisphere indicate that the long-term decline in the atmospheric burden of ethane (C2H6) has ended and the abundance increased dramatically between 2010 and 2014. The rise in C2H6 atmospheric abundances has been attributed to oil and natural gas extraction in North America. Existing global C2H6 emission inventories are based on outdated activity maps that do not account for current oil and natural gas exploitation regions. We present an updated global C2H6 emission inventory based on 2010 satellite-derived CH4 fluxes with adjusted C2H6 emissions over the U.S. from the National Emission Inventory (NEI 2011). We contrast our global 2010 C2H6 emission inventory with one developed for 2001. The C2H6 difference between global anthropogenic emissions is subtle (7.9 versus 7.2 Tg yr-1), but the spatial distribution of the emissions is distinct. In the 2010 C2H6 inventory, fossil fuel sources in the Northern Hemisphere represent half of global C2H6 emissions and 95% of global fossil fuel emissions. Over the U.S., unadjusted NEI 2011 C2H6 emissions produce mixing ratios that are 14-50% of those observed by aircraft observations (2008-2014). When the NEI 2011 C2H6 emission totals are scaled by a factor of 1.4, the Goddard Earth Observing System Chem model largely reproduces a regional suite of observations, with the exception of the central U.S., where it continues to underpredict observed mixing ratios in the lower troposphere. We estimate monthly mean contributions of fossil fuel C2H6 emissions to ozone and peroxyacetyl nitrate surface mixing ratios over North America of 1% and 8%, respectively.

Best Practices in Military Design Teams

DTIC Science & Technology

2015-03-01

this assessment. 10 metacognitive thinkers, and can reflect and comment on how the team is thinking about a particular topic. These findings...planning team employed a thorough and intentional selection process that included assessment instruments, several interviews, and a writing assignment...Myers-Briggs Type Indicator (MBTI), StrengthsFinder, and the Kirton Adaption-Innovation Inventory. • Writing samples and other examples of work

"I Think I Can, but I'm Afraid to Try": The Role of Self-Efficacy Beliefs and Mathematics Anxiety in Mathematics Problem-Solving Efficiency

ERIC Educational Resources Information Center

Hoffman, Bobby

2010-01-01

This study investigated the role of self-efficacy beliefs, mathematics anxiety, and working memory capacity in problem-solving accuracy, response time, and efficiency (the ratio of problem-solving accuracy to response time). Pre-service teachers completed a mathematics anxiety inventory measuring cognitive and affective dispositions for…

A Comparison of Agreeableness Scores from the Big Five Inventory and the Neo PI-R: Consequences for the Study of Narcissism and Psychopathy

ERIC Educational Resources Information Center

Miller, Joshua D.; Gaughan, Eric T.; Maples, Jessica; Price, Joanna

2011-01-01

Despite being significantly correlated, there is evidence to suggest that the scales measuring Agreeableness from the Big Five Inventory (BFI) and the Revised NEO Personality Inventory (NEO PI-R) do not capture identical constructs. More specifically, NEO PI-R Agreeableness contains content related to "honesty and humility" that is not…

The Effectiveness of an Informal Reading Inventory in Identifying the Functional Reading Levels of Bilingual Students. Bilingual Education Paper Series Vol. 2 No. 10.

ERIC Educational Resources Information Center

Lombardo, Marie

A study was undertaken to (1) examine the development and construction of a Group Informal Reading Inventory to predict the reading comprehension levels (independent, instructional, and frustration) of junior high school bilingual students for the purpose of reading instruction; and (2) validate the inventory through a three-way correlational…

St. Juliens Creek Ocean Construction Equipment Inventory Support Facility Five Year Plan. Volume 1. Results and Discussion.

DTIC Science & Technology

1983-08-01

on a ready-for- issue con- dition so that, except for the construction platform 1-4 iAf 1.3 Approach Performing the inventory had the added benefit of...individual items listed in the catalog, reference I, needs were then prioritized giving the highest priority and kept in ready-for- issue (RFI) status to...maintained in ready-for- issue (RFI) condition require support for mobilization/demobilization, The OCEI Support Facility was es overhaul, storage

Case studies combined with or without concept maps improve critical thinking in hospital-based nurses: a randomized-controlled trial.

PubMed

Huang, Yu-Chuan; Chen, Hsing-Hsia; Yeh, Mei-Ling; Chung, Yu-Chu

2012-06-01

Critical thinking (CT) is essential to the exercise of professional judgment. As nurses face increasingly complex health-care situations, critical thinking can promote appropriate clinical decision-making and improve the quality of nursing care. This study aimed to evaluate the effects of a program of case studies, alone (CS) or combined with concept maps (CSCM), on improving CT in clinical nurses. The study was a randomized controlled trial. The experimental group participated in a 16-week CSCM program, whereas the control group participated in a CS program of equal duration. A randomized-controlled trial with a multistage randomization process was used to select and to assign participants, ultimately resulting in 67 nurses in each group. Data were collected before and after the program using the California Critical Thinking Skill Test (CCTST) and the California Critical Thinking Disposition Inventory (CCTDI). After the programs, there were significant differences between the two groups in the critical thinking skills of analysis, evaluation, inference, deduction, and induction. There was also an overall significant difference, and a significant difference in the specific disposition of open-mindedness. This study supports the application of case studies combined with concept maps as a hospital-based teaching strategy to promote development of critical thinking skills and encourage dispositions for nurses. The CSCM resulted in greater improvements in all critical thinking skills of as well as the overall and open-minded affective dispositions toward critical thinking, compared with the case studies alone. An obvious improvement in the CSCM participants was the analytic skill and disposition. Further longitudinal studies and data collection from multisite evaluations in a range of geographic locales are warranted. Copyright © 2012 Elsevier Ltd. All rights reserved.

A Survey to Determine Decision-Making Styles of Working Paramedics and Student Paramedics.

PubMed

Jensen, J L; Bienkowski, A; Travers, A H; Calder, L A; Walker, M; Tavares, W; Croskerry, P

2016-05-01

Two major processes underlie human decision-making: experiential (intuitive) and rational (conscious) thinking. The predominant thinking process used by working paramedics and student paramedics to make clinical decisions is unknown. A survey was administered to ground ambulance paramedics and to primary care paramedic students. The survey included demographic questions and the Rational Experiential Inventory-40, a validated psychometric tool involving 40 questions. Twenty questions evaluated each thinking style: 10 assessed preference and 10 assessed ability to use that style. Responses were provided on a five-point Likert scale, with higher scores indicating higher affinity for the style in question. Analysis included both descriptive statistics and t tests to evaluate differences in thinking style. The response rate was 88.4% (1172/1326). Paramedics (n=904) had a median age of 36 years (IQR 29-42) and most were male (69.5%) and primary or advanced care paramedics (PCP=55.5%; ACP=32.5%). Paramedic students (n=268) had a median age of 23 years (IQR 21-26), most were male (63.1%) and had completed high school (31.7%) or an undergraduate degree (25.4%) prior to paramedic training. Both groups scored their ability to use and favourability toward rational thinking significantly higher than experiential thinking. The mean score for rational thinking was 3.86/5 among paramedics and 3.97/5 among paramedic students (p<0.001). The mean score for experiential thinking was 3.41/5 among paramedics and 3.35/5 among paramedic students (p=0.06). Working paramedics and student paramedics prefer and perceive that they have the ability to use rational over experiential thinking. This information adds to our current knowledge on paramedic decision-making and is potentially important for developing continuing education and clinical support tools.

Care plans using concept maps and their effects on the critical thinking dispositions of nursing students.

PubMed

Atay, Selma; Karabacak, Ukke

2012-06-01

It is expected that nursing education improves abilities of students in solving problems, decision making and critical thinking in different circumstances. This study was performed to analyse the effects of care plans prepared using concept maps on the critical thinking dispositions of students. An experimental group and a control group were made up of a total of 80 freshman and sophomore students from the nursing department of a health school. The study used a pre-test post-test control group design. The critical thinking dispositions of the groups were measured using the California Critical Thinking Disposition Inventory. In addition, the care plans prepared by the experimental group students were evaluated using the criteria for evaluating care plans with concept maps. T-test was used in analysing the data. The results showed that there were no statistically significant differences in the total and sub-scale pre-test scores between the experimental group and control group students. There were also significant differences in the total and sub-scale post-test scores between the experimental group and control group students. There were significant differences between concept map care plan evaluation criteria mean scores of the experimental students. In the light of these findings, it could be argued that the concept mapping strategy improves critical thinking skills of students. © 2012 Blackwell Publishing Asia Pty Ltd.

Development of the Newtonian Gravity Concept Inventory

ERIC Educational Resources Information Center

Williamson, Kathryn E.; Willoughby, Shannon; Prather, Edward E.

2013-01-01

We introduce the Newtonian Gravity Concept Inventory (NGCI), a 26-item multiple-choice instrument to assess introductory general education college astronomy ("Astro 101") student understanding of Newtonian gravity. This paper describes the development of the NGCI through four phases: Planning, Construction, Quantitative Analysis, and…

Developing Critical and Historical Thinking Skills in Middle Grades Social Studies

ERIC Educational Resources Information Center

Waring, Scott M.; Robinson, Kirk S.

2010-01-01

The author describes a social studies unit designed to help students develop critical thinking skills. The lessons give students opportunities to analyze multiple perspectives, use multiple sources when conducting research, and construct historical narratives through the creation of a digital historical biography.

A Cultural-Historical Study of the Development of Children's Scientific Thinking about Clouds in Everyday Life

NASA Astrophysics Data System (ADS)

Fragkiadaki, Glykeria; Fleer, Marilyn; Ravanis, Konstantinos

2017-09-01

Research into early childhood children's understandings in science has a long history. However, few studies have drawn upon cultural-historical theory to frame their research. Mostly, what is known has come from studies which have examined individual understandings of science concepts, without reference to culture, context or the collective nature in which children learn, play and live. The cultural-historical study reported in this paper examines the process of constructing understandings about clouds by kindergarten children (16 children, aged 4.5 to 6 years, mean age of 5. 3 years) in an urban area of Greece. The research examines how children form relevant representations of clouds, how they conceptualize meteorological understandings in everyday life and how understandings transform through communications with others. The collection of the data was achieved through expanded, open-type conversations between pairs of children and one of the researchers, totalling 4 h of data. In depth analysis, using Rogoff's three foci of analysis (personal, interpersonal and context focusing) allowed for an examination of children's representations of clouds, how social and cultural factors framed thinking and gave insights into the processes of scientific thinking. On this basis, theoretical and methodological insights of this study of natural science by young children are discussed.

Predictors of response to pain management treatment. The role of family environment and changes in cognitive processes.

PubMed

Tota-Faucette, M E; Gil, K M; Williams, D A; Keefe, F J; Goli, V

1993-06-01

The purpose of the present study was to examine factors that influence individual differences in treatment response after multidisciplinary pain management. Pre-post assessment design. 119 chronic pain inpatients. Outcome measures included pain report from the McGill Pain Questionnaire, emotional distress from the Symptom Checklist-90 Revised, and activity discomfort from the Activity Discomfort Scale. Process measures included the Family Environment Scale, the Coping Strategies Questionnaire, and the Inventory of Negative Thoughts in Response to Pain. Results indicated that pretreatment family environment, cognitive coping strategies, and negative thinking accounted for small yet significant proportions of the variance in outcome. The proportion of variance accounted for by the changes in cognitive coping and negative thinking was somewhat higher. An increase in pain control and rational thinking was related to decreases in depression and anxiety, pain report, and activity discomfort. Decreases in negative social cognitions were related to decreased depression at posttreatment. Changes in coping strategies and negative thinking may be important mechanisms related to improvement, or lack of improvement, in a range of outcome measures. Patients from families who are controlling and disorganized, and patients high on negative thinking at pretreatment may represent high-risk groups in need of further individually tailored interventions.

Nontraditional teaching techniques and critical thinking in an introductory postsecondary environmental science course

NASA Astrophysics Data System (ADS)

Buerdsell, Sherri Lynn

2009-12-01

As an institution of higher education and as a Hispanic-serving institution, New Mexico State University has a responsibility to its students to provide the skills and experiences necessary for each and every student to become a responsible, reflective citizen, capable of making informed decisions. Postsecondary science has traditionally been taught through lectures. Traditional lecture classes simply do not meet the needs of diverse groups of students in the modern multicultural student body like New Mexico State University's. However, the implementation of nontraditional pedagogy without evaluation of the results is useless as a step to reform; it is necessary to evaluate the results of in situ nontraditional pedagogy to determine its worth. The purpose of this research is to analyze the development and change in students' critical thinking skills, and critical thinking dispositions in single semester in an introductory Environmental Science course. This study utilized a mixed methods approach. The California Critical Thinking Skills Test and the California Critical Thinking Disposition Inventory were administered in the beginning and at the end of the semester. The pretest was used to provide a baseline for each participant against which the posttest score was compared. In addition, student interviews, field notes, and a survey provided qualitative data, which generated themes regarding the development of student critical thinking in this course. The results indicated there were no significant differences in the critical thinking test scores. However, qualitative analysis indicated that students experienced significant changes in critical thinking. Three themes emerged from the qualitative analysis pertaining to the amount of influence on student learning. These themes are active thinking and learning, dialogue, and professor's influence. Due to the conflict between the quantitative and the qualitative results, it is suggested that the critical thinking tests are not sensitive enough to identify minute but important changes in student critical thinking.

Problematic internet pornography use: The role of craving, desire thinking, and metacognition.

PubMed

Allen, Andrew; Kannis-Dymand, Lee; Katsikitis, Mary

2017-07-01

Defined as sexually explicit material that elicits erotic thoughts, feelings, and behaviours, internet pornography is a prevalent form of media that may facilitate problematic use and craving for engagement. Research suggests that superordinate cognitions and information processing, such as desire thinking and metacognition, are central to the activation and escalation of craving in addictive behaviours. The current study aimed to contribute to the literature by testing the proposed metacognitive model of desire thinking and craving in a sample of problematic pornography users, while revising the model by incorporating negative affect. From a theoretical perspective, environmental cues trigger positive metacognitions about desire thinking that directly influence desire thinking, resulting in the escalation of craving, negative metacognitions, and negative affect. Participants were recruited via an online survey and screened for problematic internet pornography use. Path analyses were used to investigate relationships among the aforementioned constructs in a final sample of 191 participants. Consistent with previous research, results of this study validated the existence of metacognitive processes in the activation of desire thinking and escalation of craving, while indicating that desire thinking has the potential to influence negative affect. Additionally, results supported the role of significant indirect relationships between constructs within the revised model of metacognition, desire thinking, and psychopathology. Collectively, the findings demonstrate the clinical value of a metacognitive conceptualisation of problematic pornography use. Exploring the metacognitive mechanisms that underpin problematic internet pornography use may give rise to the development of new treatment and relapse prevention strategies. Copyright © 2017 Elsevier Ltd. All rights reserved.

A conceptual framework for developing a critical thinking self-assessment scale.

PubMed

Nair, Girija G; Stamler, Lynnette Leeseberg

2013-03-01

Nurses must be talented critical thinkers to cope with the challenges related to the ever-changing health care system, population trends, and extended role expectations. Several countries now recognize critical thinking skills (CTS) as an expected outcome of nursing education programs. Critical thinking has been defined in multiple ways by philosophers, critical thinking experts, and educators. Nursing experts conceptualize critical thinking as a process involving cognitive and affective domains of reasoning. Nurse educators are often challenged with teaching and measuring CTS because of their latent nature and the lack of a uniform definition of the concept. In this review of the critical thinking literature, we examine various definitions, identify a set of constructs that define critical thinking, and suggest a conceptual framework on which to base a self-assessment scale for measuring CTS. Copyright 2013, SLACK Incorporated.

Which Psychological Resilience Attributes Are Associated with Lower Aspects of Anxiety in Boys with an Autism Spectrum Disorder? Implications for Guidance and Counselling Interventions

ERIC Educational Resources Information Center

Bitsika, Vicki; Sharpley, Christopher F.

2014-01-01

The effect of psychological resilience as a buffer against anxiety was investigated in a sample of 39 boys with high-functioning autism spectrum disorder (ASD) via individual online questionnaire responses to standardised inventories for assessing anxiety and psychological resilience. Ability to handle problems, make good decisions, think before…

Making Sense of Complex Problems: A Resource for Teams

DTIC Science & Technology

2015-12-01

instruments, interviews, and a writing assignment to mirror those characteristics and skills. Candidates were evaluated in terms of that set of criteria, and...and those who are metacognitive thinkers, and can reflect and comment on how the team is thinking about a particular topic...The Cognitive- Style Inventory (see Tools and Resources for references). Writing samples and other examples of work products These products can

Constructions with Obstructions Involving Arcs.

ERIC Educational Resources Information Center

Wood, Dick A.

1993-01-01

Presents six construction problems in which key parts of the figure are made inaccessible, that is, a lake or an obstruction is inserted. Encourages creative thinking while improving problem-solving skills. Students are to show the construction, describe the solution, and verify correctness of the solution. (LDR)

Preschool Teachers' Constructions of Early Reading

ERIC Educational Resources Information Center

Walker, Karen E.

2015-01-01

Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive…

Counterfactual thinking in patients with amnesia

PubMed Central

Mullally, Sinéad L; Maguire, Eleanor A

2014-01-01

We often engage in counterfactual (CF) thinking, which involves reflecting on “what might have been.” Creating alternative versions of reality seems to have parallels with recollecting the past and imagining the future in requiring the simulation of internally generated models of complex events. Given that episodic memory and imagining the future are impaired in patients with hippocampal damage and amnesia, we wondered whether successful CF thinking also depends upon the integrity of the hippocampus. Here using two nonepisodic CF thinking tasks, we found that patients with bilateral hippocampal damage and amnesia performed comparably with matched controls. They could deconstruct reality, add in and recombine elements, change relations between temporal sequences of events, enabling them to determine plausible alternatives of complex episodes. A difference between the patients and control participants was evident, however, in the patients' subtle avoidance of CF simulations that required the construction of an internal spatial representation. Overall, our findings suggest that mental simulation in the form of nonepisodic CF thinking does not seem to depend upon the hippocampus unless there is the added requirement for construction of a coherent spatial scene within which to play out scenarios. © 2014 The Authors. Hippocampus Published by Wiley Periodicals, Inc. PMID:24978690

Counterfactual thinking in patients with amnesia.

PubMed

Mullally, Sinéad L; Maguire, Eleanor A

2014-11-01

We often engage in counterfactual (CF) thinking, which involves reflecting on "what might have been." Creating alternative versions of reality seems to have parallels with recollecting the past and imagining the future in requiring the simulation of internally generated models of complex events. Given that episodic memory and imagining the future are impaired in patients with hippocampal damage and amnesia, we wondered whether successful CF thinking also depends upon the integrity of the hippocampus. Here using two nonepisodic CF thinking tasks, we found that patients with bilateral hippocampal damage and amnesia performed comparably with matched controls. They could deconstruct reality, add in and recombine elements, change relations between temporal sequences of events, enabling them to determine plausible alternatives of complex episodes. A difference between the patients and control participants was evident, however, in the patients' subtle avoidance of CF simulations that required the construction of an internal spatial representation. Overall, our findings suggest that mental simulation in the form of nonepisodic CF thinking does not seem to depend upon the hippocampus unless there is the added requirement for construction of a coherent spatial scene within which to play out scenarios. Copyright © 2014 THE AUTHORS. HIPPOCAMPUS PUBLISHED BY WILEY PERIODICALS, INC.

Assessing Learning in Small Sized Physics Courses

ERIC Educational Resources Information Center

Ene, Emanuela; Ackerson, Bruce J.

2018-01-01

We describe the construction, validation, and testing of a concept inventory for an "Introduction to Physics of Semiconductors" course offered by the department of physics to undergraduate engineering students. By design, this inventory addresses both content knowledge and the ability to interpret content via different cognitive…

Seafarers Knowledge Inventory.

ERIC Educational Resources Information Center

Hounshell, Paul B.

This 60-item, multiple-choice Seafarers Knowledge Inventory was developed for use in marine vocational classes (grades 9-12) to measure a student's knowledge of information that "seafarers" should know. Items measure knowledge of various aspects of boating operation, weather, safety, winds, and oceanography. Steps in the construction of…

Algebraic Thinking through Koch Snowflake Constructions

ERIC Educational Resources Information Center

Ghosh, Jonaki B.

2016-01-01

Generalizing is a foundational mathematical practice for the algebra classroom. It entails an act of abstraction and forms the core of algebraic thinking. Kinach (2014) describes two kinds of generalization--by analogy and by extension. This article illustrates how exploration of fractals provides ample opportunity for generalizations of both…

Investigating Tree Thinking & Ancestry with Cladograms

ERIC Educational Resources Information Center

Davenport, K. D.; Milks, Kirstin Jane; Van Tassell, Rebecca

2015-01-01

Interpreting cladograms is a key skill for biological literacy. In this lesson, students interpret cladograms based on familial relationships and language relationships to build their understanding of tree thinking and to construct a definition of "common ancestor." These skills can then be applied to a true biological cladogram.

Creativity Development in Adolescence: Insight from Behavior, Brain, and Training Studies

ERIC Educational Resources Information Center

Kleibeuker, Sietske W.; De Dreu, Carsten K. W.; Crone, Eveline A.

2016-01-01

Creativity is a multifaceted construct that recruits different cognitive processes. Here, we summarize studies that show that creativity develops considerably during adolescence with different developmental trajectories for insight, verbal divergent thinking, and visuospatial divergent thinking. Next, these developmental time courses are mapped to…

The effects of an inquiry-based earth science course on the spatial thinking of pre-service elementary teacher education students

NASA Astrophysics Data System (ADS)

Weakley, Kevin Douglas

This study examined the effectiveness of two geography courses at improving student spatial thinking skills. Spatial thinking is an important cognitive skill in the sciences and everyday life. A taxonomy of spatial thinking was constructed by Gersmehl (2008) in geography education which included core modes assessed in this study: comparison, region, transition, analogy, pattern, and association. Two additional modes related to space over time, change and movement, were also assessed. The central research question in this study is: What are the effects of a pre-service teacher education earth science content course (Geography 1900) that is conceptually designed and inquiry-based on the spatial thinking of university students compared to the Geography 1020 course that follows a lecture format with an atlas study component? The six sub-questions to this central question were: (1) What spatial thinking modes are embedded in the Geography 1900 course based on the Gersmehl (2008) classification of modes of spatial thinking? (2) What modes of spatial thinking do pre-service elementary education students exhibit prior to instruction in Geography 1900 and 1020? (3) What changes occur in spatial thinking and spatial skills as a result of enrolling in and completing a conceptually based, inquiry course (Geography 1900) that has embedded clearly identifiable spatial tasks based on Gersmehl's classification? (4) What are the effects of Geography 1900 on the modes of spatial thinking that students apply at the completion of the course? (5) What modes of spatial thinking do students transfer from the classroom to the outdoors as they move about campus? (6) Are there differences in spatial thinking between the Geography 1900 population and the Geography 1020 comparison sample of students that received a different course treatment? The research used a mixed methods approach with both quantitative and qualitative information. Statistically significant changes were observed in the use of spatial constructs and concepts by students in each of the course treatments that were compared. Students were also observed to apply spatial modes outside the classroom that represented the spatial thinking within the new context of the university environment as they observed and described the landscape.

Students using visual thinking to learn science in a Web-based environment

NASA Astrophysics Data System (ADS)

Plough, Jean Margaret

United States students' science test scores are low, especially in problem solving, and traditional science instruction could be improved. Consequently, visual thinking, constructing science structures, and problem solving in a web-based environment may be valuable strategies for improving science learning. This ethnographic study examined the science learning of fifteen fourth grade students in an after school computer club involving diverse students at an inner city school. The investigation was done from the perspective of the students, and it described the processes of visual thinking, web page construction, and problem solving in a web-based environment. The study utilized informal group interviews, field notes, Visual Learning Logs, and student web pages, and incorporated a Standards-Based Rubric which evaluated students' performance on eight science and technology standards. The Visual Learning Logs were drawings done on the computer to represent science concepts related to the Food Chain. Students used the internet to search for information on a plant or animal of their choice. Next, students used this internet information, with the information from their Visual Learning Logs, to make web pages on their plant or animal. Later, students linked their web pages to form Science Structures. Finally, students linked their Science Structures with the structures of other students, and used these linked structures as models for solving problems. Further, during informal group interviews, students answered questions about visual thinking, problem solving, and science concepts. The results of this study showed clearly that (1) making visual representations helped students understand science knowledge, (2) making links between web pages helped students construct Science Knowledge Structures, and (3) students themselves said that visual thinking helped them learn science. In addition, this study found that when using Visual Learning Logs, the main overall ideas of the science concepts were usually represented accurately. Further, looking for information on the internet may cause new problems in learning. Likewise, being absent, starting late, and/or dropping out all may negatively influence students' proficiency on the standards. Finally, the way Science Structures are constructed and linked may provide insights into the way individual students think and process information.

A survey and photographic inventory of metal truss bridges in Virginia, 1865-1932 : V : the Richmond construction district.

DOT National Transportation Integrated Search

1976-01-01

Prior to 1932, road maintenance and construction in Virginia were largely the responsibility of the individual county governments. Bridge construction projects, based on local requirements, formed a natural part of these activities. Local responsibil...

A survey and photographic inventory of metal truss bridges in Virginia, 1865-1932 : IV : the Fredericksburg construction district.

DOT National Transportation Integrated Search

1976-01-01

Prior to 1932, road maintenance and construction in Virginia were largely the responsibility of the individual county governments. Bridge construction projects, based on local requirements, formed a natural part of these activities. Local responsibil...

A survey and photographic inventory of metal truss bridges in Virginia, 1865-1932 : II : the Staunton construction district.

DOT National Transportation Integrated Search

1975-01-01

Prior to 1932, road maintenance and construction in Virginia were largely the responsibility of the individual county governments. Bridge construction projects formed a natural part of these activities. Local responsibility resulted in a rich variety...

A survey and photographic inventory of metal truss bridges in Virginia, 1865-1932 : III : the Culpeper construction district.

DOT National Transportation Integrated Search

1975-01-01

Prior to 1932, road maintenance and construction in Virginia were largely the responsibility of the individual county governments. Bridge construction projects formed a natural part of these activities. Local responsibility resulted in a rich variety...

Fort Leonard Wood - Building 2101: Interior Character-Defining Features, Inventory and Assessment

DTIC Science & Technology

2014-04-01

the original wood wain- scot and original wallboard above (Figure 12 and Figure 13), and a large room with the original wood wainscot and original...ER D C/ CE RL S R- 14 -3 Fort Leonard Wood – Building 2101 Interior Character-Defining Features, Inventory and Assessment Co ns tr uc...2014 Fort Leonard Wood – Building 2101 Interior Character-Defining Features, Inventory and Assessment Adam D. Smith Construction Engineering

Evaluation of sinkhole occurrence in the Valley and Ridge Province, East Tennessee: Phase 3

DOE Office of Scientific and Technical Information (OSTI.GOV)

Newton, J.G.; Tanner, J.M.

1987-11-01

Data from a reconnaissance-type inventory of sinkhole occurrence and from more detailed inventories in selected areas were used to determine regional density and frequency of sinkhole occurrence in the Valley and Ridge Province, Tennessee. The overall database consisted of 333 sinkholes of which 211, or 63 percent of the total, were classified as induced. Almost all induced sinkholes resulted from construction activities, such as grading, ditching, and impoundment of water. Extrapolation of data to provide estimates of regional sinkhole density necessitated adjustment of the reconnaissance inventory. Adjustment factors were calculated by comparing reconnaissance inventories from selected areas with those obtainedmore » from detailed inventories in the same areas. The number of sinkholes in the detailed inventories was 5 and 8.5 times greater than the number in the reconnaissance inventories.« less

Research utilisation and critical thinking among newly graduated nurses: predictors for research use. A quantitative cross-sectional study.

PubMed

Wangensteen, Sigrid; Johansson, Inger S; Björkström, Monica E; Nordström, Gun

2011-09-01

The aim was to describe research utilisation among newly graduated nurses and to explore critical thinking dispositions and other individual and contextual factors as possible predictors for research use. Nurses are expected to be research users, and variations in research utilisation are explained by individual and contextual factors. To our knowledge, critical thinking dispositions have not earlier been explored as predictors for research use. A cross-sectional design was chosen. Data collection was carried out from October 2006 to April 2007 using the Research Utilization Questionnaire (RUQ) and the California Critical Thinking Disposition Inventory (CCTDI). The response rate was 33% (n =617). Pearson's chi-square test and regression analyses were used for statistical calculations. The respondents reported a positive attitude towards research, but only 24% (n = 148) were defined as research users. A significantly higher proportion of research users reported high critical thinking scores. Critical thinking explained 20% of the variance in attitude towards research and 11% of the variance in research use. Availability and support to implement research findings was the second strongest predictor for research use. Critical thinking, a significant predictor for attitude towards research and for the use of research, should be recognised and strengthened in nursing education and clinical practice. Contextual factors seem to be important for newly graduated nurses' use of research. Nurse leaders play an important role in nurturing newly graduated nurses' critical thinking and assisting them in transferring their positive attitude towards research into research use. Nurse educators play a significant role in supporting, challenging and supervising nursing students to be critical thinkers and strong believers in research utilisation. © 2011 Blackwell Publishing Ltd.

The Effects of Reflective Training on the Disposition of Critical Thinking for Nursing Students in China: A Controlled Trial.

PubMed

Zhang, Caihong; Fan, Huiying; Xia, Jieqiong; Guo, Honghua; Jiang, Xinjun; Yan, Yane

2017-09-01

The aim of this study was to evaluate the effects of reflective trainings for nursing students on their critical thinking disposition. A total of 157 senior undergraduate nursing students sampled from Hainan Medical University in China participated in this study in 2014. They were randomly divided into experimental and control groups. The experimental group students were provided the reflective training during their entire 12-month clinical internship, whereas students in the control group were requested to keep their reflective diaries but without a formal training. Before and after the intervention, nursing students' critical thinking disposition was rated using the Chinese version of Critical Thinking Disposition Inventory (CTDI-CV). Before the start of the intervention, the critical thinking disposition scores of the two groups had no significant differences. At the end of the intervention, it was found that the experimental students performed better in each subscale of CTDI-CV. These include the search for truth, open mind, analytical ability, systematic ability, critical thinking, self-confidence, curiosity, and cognitive maturity. By summing the scores of all categories, the results showed that the experimental group had a significantly higher total score than that of the control group (p ≤ .044). Evaluating the score difference in each function indicated that there was a range of improvements on the critical thinking disposition because of the reflective training intervention. Reflective training during the internship period improves nursing students' disposition of critical thinking and promotes their readiness for their clinical practices in the rapidly increasing demands of the healthcare field. Copyright © 2017. Published by Elsevier B.V.

Construction of a Personal Autonomy Inventory.

ERIC Educational Resources Information Center

Strumpfer, D. J. W.

The inventory contains three factural scales: independence of judgement, moral relativism, and adventurousness. The item pool was based upon descriptions of the need for autonomy (positive) and for independence (negative). The preliminary English form included the Crowne-Marlowe Social Desirability Scale, and was completed by 233 English-speaking…

Validation of the Juhnke-Balkin Life Balance Inventory

ERIC Educational Resources Information Center

Davis, R. J.; Balkin, Richard S.; Juhnke, Gerald A.

2014-01-01

Life balance is an important construct within the counseling profession. A validation study utilizing exploratory factor analysis and multiple regression was conducted on the Juhnke-Balkin Life Balance Inventory. Results from the study serve as evidence of validity for an assessment instrument designed to measure life balance.

Construction of a Physician Skills Inventory

ERIC Educational Resources Information Center

Richard, George V.; Zarconi, Joseph; Savickas, Mark L.

2012-01-01

The current study applied Holland's RIASEC typology to develop a "Physician Skills Inventory". We identified the transferable skills and abilities that are critical to effective performance in medicine and had 140 physicians in 25 different specialties rate the importance of those skills. Principal component analysis of their responses produced…

Marine Education Knowledge Inventory.

ERIC Educational Resources Information Center

Hounshell, Paul B.; Hampton, Carolyn

This 35-item, multiple-choice Marine Education Knowledge Inventory was developed for use in upper elementary/middle schools to measure a student's knowledge of marine science. Content of test items is drawn from oceanography, ecology, earth science, navigation, and the biological sciences (focusing on marine animals). Steps in the construction of…

Toward an Understanding of Higher-Order Thinking among Minority Students.

ERIC Educational Resources Information Center

Armour-Thomas, Eleanor; And Others

1992-01-01

Used principal-factors extraction with varimax rotation analysis to clarify nature and function of higher-order thinking among minority high school students (n=107) from economically disadvantaged backgrounds. Results allowed for specification of mental processes associated with the construct and the extent to which students reported awareness and…

Classroom Environments That Foster a Disposition for Critical Thinking

ERIC Educational Resources Information Center

Mathews, Samuel R.; Lowe, Katie

2011-01-01

In this article, we examine the disposition for critical thinking (CT) from three perspectives and analyse the underlying constructs of the disposition for CT, such as one's ability, sensitivity and inclination to engage in critical, mindful thought. Environmental factors that enhance or inhibit the development of a generalisable disposition for…

On the Social Construction of an Experienced Teacher.

ERIC Educational Resources Information Center

Moallem, Mahnaz; And Others

This study was designed to explore an experienced teacher's thinking and teaching within the social and cultural environment of the classroom. It investigated the thinking, planning, subsequent action and reflection processes and relationships in a real situation of learning. A naturalistic approach was used to investigate the socio-cultural…

Validating the Watson Glaser Critical Thinking Appraisal

ERIC Educational Resources Information Center

Hassan, Karma El; Madhum, Ghida

2007-01-01

This study validated the Watson Glaser Critical Thinking Appraisal (WGCTA) on a sample of 273 private university students in Lebanon. For that purpose, evidence for construct validation was investigated through identifying the test's factor structure and subscale total correlations, in addition to differences in scores by gender, different levels,…

Developing Critical Thinking through Science. Book Two.

ERIC Educational Resources Information Center

Eggen, Paul; Main, June

This book is based on the premise that students apply thinking skills to learning science concepts by doing through firsthand experiences in an interactive, open atmosphere; constructing by building knowledge through guided inquiry; and connecting by relating learning to the world around them. The contents of this book have been designed to…

Using "The Wall Street Journal" To Stimulate Critical Thinking.

ERIC Educational Resources Information Center

Roever, Carol

1998-01-01

Describes an assignment in a business-communication class in which student teams construct portfolios with articles from "The Wall Street Journal," explaining and clearly expressing how these articles relate to class concepts. Argues that the assignment encourages critical-thinking skills, focuses on writing skills, and develops an…

Thinking about the Future Early in Life: The Role of Relational Memory

ERIC Educational Resources Information Center

Richmond, Jenny L.; Pan, Rose

2013-01-01

The constructive episodic simulation hypothesis suggests that we imagine possible future events by flexibly recombining details of past experiences to produce novel scenarios. Here we tested this hypothesis by determining whether episodic future thinking is related to relational memory ability during the preschool years. Children (3- to…

Does good critical thinking equal effective decision-making among critical care nurses? A cross-sectional survey.

PubMed

Ludin, Salizar Mohamed

2018-02-01

A critical thinker may not necessarily be a good decision-maker, but critical care nurses are expected to utilise outstanding critical thinking skills in making complex clinical judgements. Studies have shown that critical care nurses' decisions focus mainly on doing rather than reflecting. To date, the link between critical care nurses' critical thinking and decision-making has not been examined closely in Malaysia. To understand whether critical care nurses' critical thinking disposition affects their clinical decision-making skills. This was a cross-sectional study in which Malay and English translations of the Short Form-Critical Thinking Disposition Inventory-Chinese Version (SF-CTDI-CV) and the Clinical Decision-making Nursing Scale (CDMNS) were used to collect data from 113 nurses working in seven critical care units of a tertiary hospital on the east coast of Malaysia. Participants were recruited through purposive sampling in October 2015. Critical care nurses perceived both their critical thinking disposition and decision-making skills to be high, with a total score of 71.5 and a mean of 48.55 for the SF-CTDI-CV, and a total score of 161 and a mean of 119.77 for the CDMNS. One-way ANOVA test results showed that while age, gender, ethnicity, education level and working experience factors significantly impacted critical thinking (p<0.05), only age and working experience significantly impacted clinical decision-making (p<0.05). Pearson's correlation analysis showed a strong and positive relationship between critical care nurses' critical thinking and clinical decision-making (r=0.637, p=0.001). While this small-scale study has shown a relationship exists between critical care nurses' critical thinking disposition and clinical decision-making in one hospital, further investigation using the same measurement tools is needed into this relationship in diverse clinical contexts and with greater numbers of participants. Critical care nurses' perceived high level of critical thinking and decision-making also needs further investigation. Copyright © 2017 Elsevier Ltd. All rights reserved.

The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students.

PubMed

Naber, Jessica; Wyatt, Tami H

2014-01-01

The importance of critical thinking is well-documented by the American Association of Colleges of Nursing and the National League for Nursing. Reflective writing is often used to increase understanding and analytical ability. The lack of empirical evidence about the effect of reflective writing interventions on critical thinking supports the examination of this concept. Study objectives were: This study used an experimental, pretest-posttest design. The setting was two schools of nursing at universities in the southern United States. The convenience sample included 70 fourth-semester students in baccalaureate nursing programs. Randomly assigned control and experimental groups completed the California Critical Thinking Skills Test (CCTST) and the California Critical Thinking Dispositions Inventory Test (CCTDI). The experimental group completed six reflective writing assignments. Both groups completed the two tests again. Results showed that the experimental group had a significant increase (p=0.03) on the truthseeking subscale of the CCTDI when compared to the control group. The experimental group's scores increased on four CCTST subscales and were higher than the control group's on three CCTST subscales. The results of this study make it imperative for nursing schools to consider including reflective writing-especially assignments based on Paul's (1993) model-in nursing courses. If future studies, testing over longer periods of time, show significant increases in critical thinking, those interventions could be incorporated into nursing curriculum and change the way nurse educators evaluate students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Thinking for Speaking and Cross-Linguistic Transfer in Preschool Bilingual Children

ERIC Educational Resources Information Center

Nicoladis, Elena; Rose, Alyssa; Foursha-Stevenson, Cassandra

2010-01-01

Bilingual children sometimes produce constructions influenced by their other language (cross-linguistic transfer). Transfer can often be predicted by the existence of overlapping and ambiguous constructions in both languages. In this paper, we investigate whether cross-linguistic transfer occurs when overlapping constructions exist, but there are…

Chinese version of the separation-individuation inventory.

PubMed

Tam, Wai-Cheong Carl; Shiah, Yung-Jong; Chiang, Shih-Kuang

2003-08-01

The importance of the separation-individuation process in object relations theory is well known in disciplines of psychology, counseling, and human development. Based on the Separation-Individuation Inventory of Christenson and Wilson, which measures the manifestations of disturbances in this process, a Chinese version of the inventory was developed. For college students Cronbach coefficient alpha was .89, and test-retest reliability over 28 days was .77. The scores of the inventory had positive correlations with both the number of borderline personality characteristics and the Individualism-Collectivism Scale, respectively. Also, the mean score on the inventory of patients diagnosed with borderline personality disorder was significantly higher than that of the two normal control groups (ns = 564). Thus the inventory possessed satisfactory construct validity. Cultural differences regarding the separation-individuation process need to be investigated further.

Alternate Forms of the State-Trait Anxiety Inventory.

ERIC Educational Resources Information Center

Devito, Anthony J.; Kubis, Joseph F.

1983-01-01

Alternate forms of the state anxiety (A-State) and trait anxiety (A-Trait) scales of the State-Trait Anxiety Inventory (STAI) were constructed by dividing the 20 items of each scale into two briefer forms having 10 items each. The alternate forms and item statistics are presented. (Author/BW)

The Coopersmith Self-Esteem Inventory: A Construct Validation Study.

ERIC Educational Resources Information Center

Johnson, Brian W.

1983-01-01

Regression analyses indicated that the Coopersmith Self-Esteem Inventory has convergent validity with regard to the Piers-Harris Children's Self-Concept Scale and the Coopersmith Behavioral Academic Assessment Scale, has discriminant validity with regard to the Children's Social Desirability Scale, is sensitive to differences in achievement level,…

The Development and Validation of a Life Experience Inventory for the Identification of Creative Electrical Engineers.

ERIC Educational Resources Information Center

Michael, William B.; Colson, Kenneth R.

1979-01-01

The construction and validation of the Life Experience Inventory (LEI) for the identification of creative electrical engineers are described. Using the number of patents held or pending as a criterion measure, the LEI was found to have high concurrent validity. (JKS)

A Vocational Interest Inventory Based on Roe's Interest Areas.

ERIC Educational Resources Information Center

Mitchell, Sandra K.; And Others

The construction and early validation of an ipsative, forced-choice vocational interest inventory (VII) to measure Roe's eight foci of occupational activity is detailed. Designed for counseling the broad range of high school students, the VII produced consistently interpretable mean profiles for groups of high school juniors having only tentative…

Administering a Group Reading Inventory: An Initiative in Improving Reading Instruction.

ERIC Educational Resources Information Center

Helfeldt, John P.; Henk, William A.

1983-01-01

Recommends the use of the Group Reading Inventory (GRI), an informal survey instrument, to identify general reading abilities of individuals in correctional facilities. Discusses why the GRI is appropriate for use, guidelines for constructing a GRI, and procedures for administering, scoring, and interpreting the instrument. (NRJ)

Validation of the Inventory of Depressive Symptomatology (IDS) in Cocaine Dependent Inmates.

ERIC Educational Resources Information Center

Suris, Alina; Kashner, T. Michael; Gillaspy, James A., Jr.; Biggs, Melanie; Rush, A. John

2001-01-01

While the reliability and validity of Inventory of Depressive Symptomatology (IDS) scores have been established with outpatient adults being treated in community psychiatric clinics, it has not been used in special or dually diagnosed populations. Establishes internal consistency, concurrent validity, and construct validity for both the clinical…

Physics Metacognition Inventory Part Ii: Confirmatory Factor Analysis and Rasch Analysis

ERIC Educational Resources Information Center

Taasoobshirazi, Gita; Bailey, MarLynn; Farley, John

2015-01-01

The Physics Metacognition Inventory was developed to measure physics students' metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students' metacognition when solving physics problems including knowledge of cognition,…

Merlino-Perkins Father-Daughter Relationship Inventory (MP-FDI): Construction, Reliability, Validity, and Implications for Counseling and Research

ERIC Educational Resources Information Center

Merlino Perkins, Rose J.

2008-01-01

The Merlino-Perkins Father-Daughter Relationship Inventory, a self-report instrument, assesses women's childhood interactions with supportive, doting, distant, controlling, tyrannical, physically abusive, absent, and seductive fathers. Item and scale development, psychometric findings drawn from factor analyses, reliability assessments, and…

Development of a Culturally Valid Counselor Burnout Inventory for Korean Counselors

ERIC Educational Resources Information Center

Yu, Kumlan; Lee, Sang Min; Nesbit, Elisabeth A.

2008-01-01

This article describes the development of the culturally valid Counselor Burnout Inventory. A multistage approach including item translation; item refinement; and evaluation of factorial validity, reliability, and score validity was used to test constructs and validation. Implications for practice and future research are discussed. (Contains 3…

A Test of the Inventory of Attitudes towards Seeking Mental Health Services

ERIC Educational Resources Information Center

Hyland, Philip; Boduszek, Daniel; Dhingra, Katie; Shevlin, Mark; Maguire, Rebecca; Morley, Kevin

2015-01-01

This study investigates the construct validity, composite reliability and concurrent validity of the "Inventory of attitudes towards seeking mental health services" (IASMHS). A large sample of Irish police officers (N = 331) participated in the study. Confirmatory factor analysis supported the three-factor structure of the scale, while…

Assessing Assertion: An Investigation of Construct Validity and Reliability.

ERIC Educational Resources Information Center

Kern, Jeffrey M.; MacDonald, Marian L.

The reliability and meaning of assertiveness tests were explored using 120 female undergraduates. Several self-report inventories (the College Self-Expression Scale, Conflict Resolution Inventory, and a global rating from one to seven) were administered, as were three anxiety measures (Timed Behavior Checklist, response latency, and response…

Some personality characteristics of air traffic control specialist trainees : interactions of personality and aptitude test scores with FAA Academy success and career expectations.

DOT National Transportation Integrated Search

1991-05-01

The State-Trait Personality Inventory (STPI) is a self-report inventory which measures anxiety, curiosity, and anger (Spielberger, 1979). The three 'trait' scale scores are determined by the frequency of each emotion as stable personality constructs....

Convergent and Divergent Validity of the Learning Transfer System Inventory

ERIC Educational Resources Information Center

Holton, Elwood F., III; Bates, Reid A.; Bookter, Annette I.; Yamkovenko, V. Bogdan

2007-01-01

The Learning Transfer System Inventory (LTSI) was developed to identify a select set of factors with the potential to substantially enhance or inhibit transfer of learning to the work environment. It has undergone a variety of validation studies, including construct, criterion, and crosscultural studies. However, the convergent and divergent…

The Multifactorial Nature of Extraversion-Introversion in the Myers-Briggs Type Indicator and Eysenck Personality Inventory.

ERIC Educational Resources Information Center

Sipps, Gary J.; Alexander, Ralph A.

1987-01-01

The construct validity of extraversion-introversion was explored, as measured by the Myers Briggs Type Indicator (MBTI) and the Eysenck Personality Inventory. Findings supported the complexity of extraversion-introversion. Two MBTI scales, Extraversion Introversion and Judging Perceiving, were factorially valid measures of impulsivity…

Thinking about craving: an experimental analysis of smokers' spontaneous self-reports of craving.

PubMed

Shadel, William G; Niaura, Raymond; Abrams, David B

2004-06-01

This study evaluated whether smokers generate spontaneous expressions of craving (i.e., expressions of an urge, craving, desire, want, or need) in response to cues designed to provoke a craving state. In a 2 (smoking deprivation: 1 and 12 h) x 2 (cue type: neutral, active) within-subjects design, smokers were asked to think aloud in an unstructured way (i.e., "describe everything you are thinking and feeling right now"). Results revealed a main effect for cue type on think-aloud craving responses: Smokers spontaneously generated a greater number of craving-related cognitions during active cue exposure compared with neutral cue exposure, both during both 1- and 12-h deprivation. This same pattern of effects was not found for a self-report assessment of craving, which was insensitive to cue-provoked changes in craving in the 1-h deprivation condition. These results suggest that smokers do spontaneously experience craving, independent of an explicit assessment of craving and that think-aloud methods may provide a novel assessment of craving that may be relatively more sensitive than self-report methods under some circumstances.

76 FR 66270 - Information Collection Activity; Comment Request

Federal Register 2010, 2011, 2012, 2013, 2014

2011-10-26

... collection techniques on other forms of information technology. Comments may be sent to: MaryPat Daskal... form is used for generating plant construction or for the furnishing and installation of major items of..., Construction Inventory This form is used to document the final construction in connection with the closeout of...

As- built inventory of the office building with the use of terrestrial laser scanning

NASA Astrophysics Data System (ADS)

Przyborski, Marek; Tysiąc, Paweł

2018-01-01

Terrestrial Laser Scanning (TLS) is an efficient tool for building inventories. Based on the red- laser beam technology it is possible to provide the high accuracy data with complete spatial information about a scanned object. In this article, authors present the solution of use a TLS in as-built inventory of the office building. Based on the provided data, it is possible to evaluate the correctness of built details of a building and provide information for further construction works, for example an area needed for Styrofoam installation. The biggest problem in this research is that an error which equals over 1cm could generate costs, which could be a problem to cover by a constructor. Based on a complicated place of the construction works (centre of a city) it was a challenge to maintain the accuracy.

[Some considerations about aesthetic medicine].

PubMed

Ferreira, Francisco Romão

2010-01-01

In this article, we will discuss some aspects of the construction of the meanings concerning the body from the scientific speech which was modeled based on modern thinking and became the hegemonic thinking of some sectors of the medical field. Meanings attributed to the body bring questions that come from other areas of the social life and those questions will build the aesthetic parameters which will be part of the identity construction, in the relation with the body itself, subjectivity and healthcare. We will describe some moments of the construction of the modern scientific thought and how this thought became hegemonic, influences the common sense, naturalizes identity construction and how dealing with the body, interferes in the healthcare, show a division among some sectors of the biomedicine, reinforce an specific type of medical rationality and makes an epistemic base and principle (theoretical and discursive) to some sectors connected to aesthetic medicine and aesthetic surgeries.

Counterfactual Thinking and Ethical Decision Making: A New Approach to an Old Problem for Marketing Education

ERIC Educational Resources Information Center

Celuch, Kevin; Saxby, Carl

2013-01-01

The present study extends understanding of the self-regulatory aspects of ethical decision making by integrating and exploring relationships among counterfactual thinking, attribution, anticipatory emotions, and ethical decision-making constructs and processes. Specifically, we examine the effects of a manipulation designed to stimulate a…

"Assessment Drives Learning": Do Assessments Promote High-Level Cognitive Processing?

ERIC Educational Resources Information Center

Bezuidenhout, M. J.; Alt, H.

2011-01-01

Students tend to learn in the way they know, or think, they will be assessed. Therefore, to ensure deep, meaningful learning, assessments must be geared to promote cognitive processing that requires complex, contextualised thinking to construct meaning and create knowledge. Bloom's taxonomy of cognitive levels is used worldwide to assist in…

Using Game-Based Learning to Foster Critical Thinking in Student Discourse

ERIC Educational Resources Information Center

Cicchino, Marc I.

2015-01-01

Previous research indicates the importance of student discourse in the construction of knowledge and the fostering of critical thinking skills, especially in the field of problem-based learning (PBL). Further, a growing body of research on game-based learning (GBL) draws parallels between playing certain types of games and the solving of…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

Constructivism and Education: Education as an Interpretative Transformational Process

ERIC Educational Resources Information Center

Sutinen, Ari

2008-01-01

This paper provides an analysis of the ideas of John Dewey and George Herbert Mead with regards the relationship between experience, meaning, language and thinking. It discusses how experience, meaning, language and thinking are based on the creative and constructive actions of individuals. Unlike what is the case in so-called radical…

Teaching Critical Thinking in World Regional Geography through Stakeholder Debate

ERIC Educational Resources Information Center

Sziarto, Kristin M.; McCarthy, Linda; Padilla, Nicholas L.

2014-01-01

Using a stakeholder debate based on a real-world case of regional construction--that of Turkey's application to join the European Union--improved students' critical thinking in an introductory world regional geography course. Such courses are a staple offering among US geography departments, and often the only exposure of non-majors to geographic…

If Constructively Creative Divergent Thinking Equals Entrepreneur...How Can We Help Create More of Them?

ERIC Educational Resources Information Center

Lipper, Arthur, III

1987-01-01

The early training of children in divergent thinking skills can help foster entrepreneurship. Such training would include activities to develop natural creativity, activities allowing children to win, activities which accept different solutions, teachers who recognize and encourage creative children, and an understanding of basic business…

Programming Video Games and Simulations in Science Education: Exploring Computational Thinking through Code Analysis

ERIC Educational Resources Information Center

Garneli, Varvara; Chorianopoulos, Konstantinos

2018-01-01

Various aspects of computational thinking (CT) could be supported by educational contexts such as simulations and video-games construction. In this field study, potential differences in student motivation and learning were empirically examined through students' code. For this purpose, we performed a teaching intervention that took place over five…

Scientific Inquiry Based Professional Development Models in Teacher Education

ERIC Educational Resources Information Center

Corlu, Mehmet Ali; Corlu, M. Sencer

2012-01-01

Scientific inquiry helps students develop critical thinking abilities and enables students to think and construct knowledge like a scientist. The study describes a method course implementation at a major public teachers college in Turkey. The main goal of the course was to improve research and teaching abilities of prospective physics teachers…

Pathways of Knowing: Integrating Citizen Science and Critical Thinking in the Adult ELL Classroom

ERIC Educational Resources Information Center

Basham, Melody

2012-01-01

This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon…

Critical Thinking about Literature through Computer Networking.

ERIC Educational Resources Information Center

Long, Thomas L.; Pedersen, Christine

A computer-oriented, classroom-based research project was conducted at Thomas Nelson Community College in Hampton, Virginia, to explore the ways in which students in a composition and literature class might use a local area network (LAN) as a catalyst to critical thinking, to construct a decentralized classroom, and to use various forms of…

Creative and Critical Thinking Skills in Problem-Based Learning Environments

ERIC Educational Resources Information Center

Birgili, Bengi

2015-01-01

Creative and critical thinking skills are the abilities, which can sometimes be used interchangeably in definition. In fact, they have different constructs because they differentiate in outcome of human behaviours. Also one of today's requirements is that individuals should approach everyday problems by using both competences. So, one of the…

Intelligence and Creativity in Problem Solving: The Importance of Test Features in Cognition Research

PubMed Central

Jaarsveld, Saskia; Lachmann, Thomas

2017-01-01

This paper discusses the importance of three features of psychometric tests for cognition research: construct definition, problem space, and knowledge domain. Definition of constructs, e.g., intelligence or creativity, forms the theoretical basis for test construction. Problem space, being well or ill-defined, is determined by the cognitive abilities considered to belong to the constructs, e.g., convergent thinking to intelligence, divergent thinking to creativity. Knowledge domain and the possibilities it offers cognition are reflected in test results. We argue that (a) comparing results of tests with different problem spaces is more informative when cognition operates in both tests on an identical knowledge domain, and (b) intertwining of abilities related to both constructs can only be expected in tests developed to instigate such a process. Test features should guarantee that abilities can contribute to self-generated and goal-directed processes bringing forth solutions that are both new and applicable. We propose and discuss a test example that was developed to address these issues. PMID:28220098

Opportunity integrated assessment facilitating critical thinking and science process skills measurement on acid base matter

NASA Astrophysics Data System (ADS)

Sari, Anggi Ristiyana Puspita; Suyanta, LFX, Endang Widjajanti; Rohaeti, Eli

2017-05-01

Recognizing the importance of the development of critical thinking and science process skills, the instrument should give attention to the characteristics of chemistry. Therefore, constructing an accurate instrument for measuring those skills is important. However, the integrated instrument assessment is limited in number. The purpose of this study is to validate an integrated assessment instrument for measuring students' critical thinking and science process skills on acid base matter. The development model of the test instrument adapted McIntire model. The sample consisted of 392 second grade high school students in the academic year of 2015/2016 in Yogyakarta. Exploratory Factor Analysis (EFA) was conducted to explore construct validity, whereas content validity was substantiated by Aiken's formula. The result shows that the KMO test is 0.714 which indicates sufficient items for each factor and the Bartlett test is significant (a significance value of less than 0.05). Furthermore, content validity coefficient which is based on 8 experts is obtained at 0.85. The findings support the integrated assessment instrument to measure critical thinking and science process skills on acid base matter.

Development and validation of a music performance anxiety inventory for gifted adolescent musicians.

PubMed

Osborne, Margaret S; Kenny, Dianna T

2005-01-01

Music performance anxiety (MPA) is a distressing experience for musicians of all ages, yet the empirical investigation of MPA in adolescents has received little attention to date. No measures specifically targeting MPA in adolescents have been empirically validated. This article presents findings of an initial study into the psychometric properties and validation of the Music Performance Anxiety Inventory for Adolescents (MPAI-A), a new self-report measure of MPA for this group. Data from 381 elite young musicians aged 12-19 years was used to investigate the factor structure, internal reliability, construct and divergent validity of the MPAI-A. Cronbach's alpha for the full measure was .91. Factor analysis identified three factors, which together accounted for 53% of the variance. Construct validity was demonstrated by significant positive relationships with social phobia (measured using the Social Phobia Anxiety Inventory [Beidel, D. C., Turner, S. M., & Morris, T. L. (1995). A new inventory to assess childhood social anxiety and phobia: The Social Phobia and Anxiety Inventory for Children. Psychological Assessment, 7(1), 73-79; Beidel, D. C., Turner, S. M., & Morris, T. L. (1998). Social Phobia and Anxiety Inventory for Children (SPAI-C). North Tonawanda, NY: Multi-Health Systems Inc.]) and trait anxiety (measured using the State Trait Anxiety Inventory [Spielberger, C. D. (1983). State-Trait Anxiety Inventory STAI (Form Y). Palo Alto, CA: Consulting Psychologists Press, Inc.]). The MPAI-A demonstrated convergent validity by a moderate to strong positive correlation with an adult measure of MPA. Discriminant validity was established by a weaker positive relationship with depression, and no relationship with externalizing behavior problems. It is hoped that the MPAI-A, as the first empirically validated measure of adolescent musicians' performance anxiety, will enhance and promote phenomenological and treatment research in this area.

‎ Anxiety Sensitivity Dimensions and Generalized Anxiety‏ ‏Severity: The ‎Mediating Role of Experiential Avoidance and Repetitive‏ ‏Negative Thinking‎ ‎

PubMed Central

Mohammadkhani, Parvaneh; Pourshahbaz, Abbas; Kami, Maryam; Mazidi, Mahdi; Abasi, Imaneh‏

2016-01-01

Objective: Generalized anxiety disorder is one of the most common anxiety disorders in the general ‎population. Several studies suggest that anxiety sensitivity is a vulnerability factor in generalized ‎anxiety severity. However, some other studies suggest that negative repetitive thinking and ‎experiential avoidance as response factors can explain this relationship. Therefore, this study ‎aimed to investigate the mediating role of experiential avoidance and negative repetitive thinking ‎in the relationship between anxiety sensitivity and generalized anxiety severity.‎ Method: This was a cross-sectional and correlational study. A sample of 475 university students was ‎selected through stratified sampling method. The participants completed Anxiety Sensitivity ‎Inventory-3, Acceptance and Action Questionnaire-II, Perseverative Thinking Questionnaire, and ‎Generalized Anxiety Disorder 7-item Scale. Data were analyzed by Pearson correlation, multiple ‎regression analysis and path analysis.‎ Results: The results revealed a positive relationship between anxiety sensitivity, particularly cognitive ‎anxiety sensitivity, experiential avoidance, repetitive thinking and generalized anxiety severity. In ‎addition, findings showed that repetitive thinking, but not experiential avoidance, fully mediated ‎the relationship between cognitive anxiety sensitivity and generalized anxiety severity. α Level ‎was p<0.005.‎ Conclusion: Consistent with the trans-diagnostic hypothesis, anxiety sensitivity predicts generalized anxiety‏ ‏severity, but its effect is due to the generating repetitive negative thought.‎ PMID:27928245

Construct Validity of the MMPI-2-RF Triarchic Psychopathy Scales in Correctional and Collegiate Samples.

PubMed

Kutchen, Taylor J; Wygant, Dustin B; Tylicki, Jessica L; Dieter, Amy M; Veltri, Carlo O C; Sellbom, Martin

2017-01-01

This study examined the MMPI-2-RF (Ben-Porath & Tellegen, 2008/2011) Triarchic Psychopathy scales recently developed by Sellbom et al. ( 2016 ) in 3 separate groups of male correctional inmates and 2 college samples. Participants were administered a diverse battery of psychopathy specific measures (e.g., Psychopathy Checklist-Revised [Hare, 2003 ], Psychopathic Personality Inventory-Revised [Lilienfeld & Widows, 2005 ], Triarchic Psychopathy Measure [Patrick, 2010 ]), omnibus personality and psychopathology measures such as the Personality Assessment Inventory (Morey, 2007 ) and Personality Inventory for DSM-5 (Krueger, Derringer, Markon, Watson, & Skodol, 2012 ), and narrow-band measures that capture conceptually relevant constructs. Our results generally evidenced strong support for the convergent and discriminant validity for the MMPI-2-RF Triarchic scales. Boldness was largely associated with measures of fearless dominance, social potency, and stress immunity. Meanness showed strong relationships with measures of callousness, aggression, externalizing tendencies, and poor interpersonal functioning. Disinhibition exhibited strong associations with poor impulse control, stimulus seeking, and general externalizing proclivities. Our results provide additional construct validation to both the triarchic model and MMPI-2-RF Triarchic scales. Given the widespread use of the MMPI-2-RF in correctional and forensic settings, our results have important implications for clinical assessment in these 2 areas, where psychopathy is a highly relevant construct.

Inventory Control: Construction of a Photoelectric Colorimeter and Application to Students' Experiments (Part 2).

ERIC Educational Resources Information Center

Matsuo, Tsutomu; And Others

1989-01-01

Discussed are the construction and uses of a version of a photoelectric colorimeter by students. Included are materials needed and four experiments which use the equipment. Sample results are shown. (CW)

Examining the construct validity of the Psychopathic Personality Inventory-Revised: preferential correlates of fearless dominance and self-centered impulsivity.

PubMed

Edens, John F; McDermott, Barbara E

2010-03-01

Although the construct of psychopathy is frequently construed as a unitary syndrome, the Psychopathic Personality Inventory (PPI; Lilienfeld & Andrews, 1996) and its revision, the PPI-R (Lilienfeld & Widows, 2005), are composed of 2 scales, termed Fearless Dominance (FD) and Self-Centered Impulsivity (SCI), which appear to reflect orthogonal dimensions. In this study, we examined the construct validity of the FD and SCI scales of the PPI-R as markers of these constructs with a range of theoretically relevant correlates assessed across multiple domains in a sample of 200 forensic psychiatric inpatients. Results were generally, though not uniformly, consistent with hypothesized relationships: The SCI scale positively and selectively predicted anger and hostility, impulsivity, total psychiatric symptoms, drug abuse or dependence, antisocial behavior, and violence risk, whereas FD predicted anger, depression, anxiety symptoms (negatively), and alcohol abuse or dependence (positively). PsycINFO Database Record (c) 2010 APA, all rights reserved.

The effectiveness of problem-based learning on development of nursing students' critical thinking: a systematic review and meta-analysis.

PubMed

Kong, Ling-Na; Qin, Bo; Zhou, Ying-qing; Mou, Shao-yu; Gao, Hui-Ming

2014-03-01

The objective of this systematic review and meta-analysis was to estimate the effectiveness of problem-based learning in developing nursing students' critical thinking. Searches of PubMed, EMBASE, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Proquest, Cochrane Central Register of Controlled Trials (CENTRAL) and China National Knowledge Infrastructure (CNKI) were undertaken to identify randomized controlled trails from 1965 to December 2012, comparing problem-based learning with traditional lectures on the effectiveness of development of nursing students' critical thinking, with no language limitation. The mesh-terms or key words used in the search were problem-based learning, thinking, critical thinking, nursing, nursing education, nurse education, nurse students, nursing students and pupil nurse. Two reviewers independently assessed eligibility and extracted data. Quality assessment was conducted independently by two reviewers using the Cochrane Collaboration's Risk of Bias Tool. We analyzed critical thinking scores (continuous outcomes) using a standardized mean difference (SMD) or weighted mean difference (WMD) with a 95% confidence intervals (CIs). Heterogeneity was assessed using the Cochran's Q statistic and I(2) statistic. Publication bias was assessed by means of funnel plot and Egger's test of asymmetry. Nine articles representing eight randomized controlled trials were included in the meta-analysis. Most studies were of low risk of bias. The pooled effect size showed problem-based learning was able to improve nursing students' critical thinking (overall critical thinking scores SMD=0.33, 95%CI=0.13-0.52, P=0.0009), compared with traditional lectures. There was low heterogeneity (overall critical thinking scores I(2)=45%, P=0.07) in the meta-analysis. No significant publication bias was observed regarding overall critical thinking scores (P=0.536). Sensitivity analysis showed that the result of our meta-analysis was reliable. Most effect sizes for subscales of the California Critical Thinking Dispositions Inventory (CCTDI) and Bloom's Taxonomy favored problem-based learning, while effect sizes for all subscales of the California Critical Thinking Skills Test (CCTST) and most subscales of the Watson-Glaser Critical Thinking Appraisal (WCGTA) were inconclusive. The results of the current meta-analysis indicate that problem-based learning might help nursing students to improve their critical thinking. More research with larger sample size and high quality in different nursing educational contexts are required. Copyright © 2013 Elsevier Ltd. All rights reserved.

Teachers' Use of Computational Tools to Construct and Explore Dynamic Mathematical Models

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Reyes-Rodriguez, Aaron

2011-01-01

To what extent does the use of computational tools offer teachers the possibility of constructing dynamic models to identify and explore diverse mathematical relations? What ways of reasoning or thinking about the problems emerge during the model construction process that involves the use of the tools? These research questions guided the…

An item response theory analysis of the narcissistic personality inventory.

PubMed

Ackerman, Robert A; Donnellan, M Brent; Robins, Richard W

2012-01-01

This research uses item response theory methods to evaluate the Narcissistic Personality Inventory (NPI; Raskin & Terry, 1988). Analyses using the 2-parameter logistic model were conducted on the total score and the Corry, Merritt, Mrug, and Pamp (2008) and Ackerman et al. (2011) subscales for the NPI. In addition to offering precise information about the psychometric properties of the NPI item pool, these analyses generated insights that can be used to develop new measures of the personality constructs embedded within this frequently used inventory.

Rasch Model Based Analysis of the Force Concept Inventory

ERIC Educational Resources Information Center

Planinic, Maja; Ivanjek, Lana; Susac, Ana

2010-01-01

The Force Concept Inventory (FCI) is an important diagnostic instrument which is widely used in the field of physics education research. It is therefore very important to evaluate and monitor its functioning using different tools for statistical analysis. One of such tools is the stochastic Rasch model, which enables construction of linear…

Learning Transfer--Validation of the Learning Transfer System Inventory in Portugal

ERIC Educational Resources Information Center

Velada, Raquel; Caetano, Antonio; Bates, Reid; Holton, Ed

2009-01-01

Purpose: The purpose of this paper is to analyze the construct validity of learning transfer system inventory (LTSI) for use in Portugal. Furthermore, it also aims to analyze whether LTSI dimensions differ across individual variables such as gender, age, educational level and job tenure. Design/methodology/approach: After a rigorous translation…

Measurement of Cruelty in Children: The Cruelty to Animals Inventory

ERIC Educational Resources Information Center

Dadds, Mark R.; Whiting, Clare; Bunn, Paul; Fraser, Jennifer A.; Charlson, Juliana H.; Pirola-Merlo, Andrew

2004-01-01

Cruelty to animals may be a particularly pernicious aspect of problematic child development. Progress in understanding the development of the problem is limited due to the complex nature of cruelty as a construct, and limitations with current assessment measures. The Children and Animals Inventory (CAI) was developed as a brief self- and…

General Metacognitive Strategies Inventory (GMSI) and the Metacognitive Integrals Strategies Inventory (MISI)

ERIC Educational Resources Information Center

Favieri, Adriana Gladys

2013-01-01

Introduction: When talking about knowledge itself, the way it is perceived, understood, learnt, remembered and thought, we are talking about metacognition. It is considered a crucial aspect in the development of reflective thought, autonomous learning and construction of knowledge. There exists several tools in literature to measure metacognitive…

Hierarchical Production Planning: A Two Stage System.

DTIC Science & Technology

1980-05-01

production planning issues (see [101,[121,[ 131 ). However, some elements of the hierarchical framework can also be construct- ively used to enhance an...inventories are nonzero, but the product families’ initial inventories are well balanced, i.e., if IJo = d , for 11,2,... ,I and JEJ(i)E) I ° Z j JCi ) JEJ(i

Invited Reaction: The Work Cognition Inventory--Initial Evidence of Construct Validity

ERIC Educational Resources Information Center

Newman, Daniel A.; Joseph, Dana L.; Sparkman, Torrence E.; Carpenter, Nichelle C.

2011-01-01

Employee engagement research is typified by the relabeling and reinvention of classic job attitude concepts. In this article, the authors comment on the development of the Work Cognition Inventory (WCI), an instrument designed to assess eight major antecedents of employee engagement/work passion. The antecedents measured by the WCI include job…

A Further Validation of the Bem Sex Role Inventory (BSRI): A Multitrait-Multimethod Study.

ERIC Educational Resources Information Center

Wong, Frank Y.; And Others

1990-01-01

To test the validity of the Bem Sex Role Inventory, 72 same-sex pairs of previously acquainted undergraduates rated themselves and partners on the BSRI as well as the Marlowe Crowne Social Desirability Scale. The results brought into question Bem's contention that masculinity and femininity are orthogonal constructs. (DM)

Analyzing the Validity of the Adult-Adolescent Parenting Inventory for Low-Income Populations

ERIC Educational Resources Information Center

Lawson, Michael A.; Alameda-Lawson, Tania; Byrnes, Edward

2017-01-01

Objectives: The purpose of this study was to examine the construct and predictive validity of the Adult-Adolescent Parenting Inventory (AAPI-2). Methods: The validity of the AAPI-2 was evaluated using multiple statistical methods, including exploratory factor analysis, confirmatory factor analysis, and latent class analysis. These analyses were…

The Perceptions of Success Inventory for Beginning Teachers: Measuring Its Psychometric Properties

ERIC Educational Resources Information Center

Corbell, Kristen A.; Reiman, Alan J.; Nietfeld, John L.

2008-01-01

This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers' perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor…

Iconographic Professional Interests Inventory (3IP): A New Validation Study

PubMed Central

Boerchi, Diego; Magnano, Paola

2015-01-01

Interests have been a central focus of counselling psychology (and vocational psychology in particular) for over 100 years. The awareness of professional interests increases self-knowledge and provides occupational information. In career counselling, vocational interests are assessed more frequently than any other vocational construct, though early evaluations (before 13 years old) of professional interests are very rare. The aim of this research is to examine the 3IP construct (Iconographic Professional Interests Inventory; an inventory composed of 65 stylised pictures that represent people in the act of performing a job) in depth, testing more models in addition to the 19 vocational areas proposed in the 3IP manual. Results show that most of the vocational areas can be grouped into 4 second-level areas (“things”, “people”, “leisure”, and “culture”). Moreover, Holland’s RIASEC model is tested; an accurate selection of items reveals that this model works well using 24 specific jobs. The research concludes that the inventory has good psychometric qualities which can grow further by mean of the increasing, in a targeted way, of the number of jobs. PMID:27247679

Spatial Navigation Impairments Among Intellectually High-Functioning Adults With Autism Spectrum Disorder: Exploring Relations With Theory of Mind, Episodic Memory, and Episodic Future Thinking

PubMed Central

2013-01-01

Research suggests that spatial navigation relies on the same neural network as episodic memory, episodic future thinking, and theory of mind (ToM). Such findings have stimulated theories (e.g., the scene construction and self-projection hypotheses) concerning possible common underlying cognitive capacities. Consistent with such theories, autism spectrum disorder (ASD) is characterized by concurrent impairments in episodic memory, episodic future thinking, and ToM. However, it is currently unclear whether spatial navigation is also impaired. Hence, ASD provides a test case for the scene construction and self-projection theories. The study of spatial navigation in ASD also provides a test of the extreme male brain theory of ASD, which predicts intact or superior navigation (purportedly a systemizing skill) performance among individuals with ASD. Thus, the aim of the current study was to establish whether spatial navigation in ASD is impaired, intact, or superior. Twenty-seven intellectually high-functioning adults with ASD and 28 sex-, age-, and IQ-matched neurotypical comparison adults completed the memory island virtual navigation task. Tests of episodic memory, episodic future thinking, and ToM were also completed. Participants with ASD showed significantly diminished performance on the memory island task, and performance was positively related to ToM and episodic memory, but not episodic future thinking. These results suggest that (contra the extreme male brain theory) individuals with ASD have impaired survey-based navigation skills—that is, difficulties generating cognitive maps of the environment—and adds weight to the idea that scene construction/self-projection are impaired in ASD. The theoretical and clinical implications of these results are discussed. PMID:24364620

What is in the flask? Going beyond inventories

NASA Astrophysics Data System (ADS)

Andres, R. J.; Patra, P. K.; Piper, S.

2010-12-01

Compiling accurate inventories is tough work. Spatial, temporal, and altitudinal constraints all impact inventory accuracy and utility. However, while there is considerable challenge in creating inventories, the creation process needs to be mindful of inventory utilization. No inventory is perfect for all needs, yet inventories can be constructed to meet many needs. This presentation focuses on the use of a global, monthly, fossil-fuel carbon dioxide inventory. This inventory serves as one input into an atmospheric general circulation model (AGCM) based chemistry-transport model (ACTM). The inquiry centers on if fossil fuel emissions significantly impact the seasonal cycle of measured atmospheric carbon dioxide concentrations. Model results will be compared to Scripps Institution of Oceanography (SIO) flask and continuous analyzer data. Primary metrics to be used in the comparison are slope and correlation analyses. Slope analysis will help assess the degree to which model results agree with SIO data. Correlation analysis will help assess the degree to which the various model components (i.e., fossil fuels, terrestrial biosphere, oceans) contribute to the overall seasonal cycle. The importance of this example is that it couples inventory creation with inventory utilization. This demonstration of a new inventory data set shows the utility of carefully crafted inventory data sets to the broader community.

Assisting at-risk community college students' acquisition of critical thinking learning strategies in human anatomy and physiology

NASA Astrophysics Data System (ADS)

Arburn, Theresa Morkovsky

1998-11-01

The purpose of this study was to investigate whether learning thinking strategies within the context of a community college course in Human Anatomy and Physiology would result in increased academic performance and the incidence of critical thinking skills. Included in the study sample were 68 community college students, many of whom would be categorized as "at-risk," who were enrolled in four sections of a Human Anatomy and Physiology class. Two of the class sections served as the experimental group and two sections served as the control group. During the course of one semester, members of the experimental group participated in the use of a student-generated questioning technique in conjunction with lecture presentations, while members of the control group did not. All students were pretested using the Learning and Study Strategies Inventory (LASSI) and the California Critical Thinking Skills Test (CCTST). Posttesting was completed using these same instruments and an end-of-course comprehensive examination. Analysis of data revealed no significant differences between the experimental and control groups with regard to their overall achievement, their ability to process information, or their demonstration of critical thinking. It was interesting to note, however, that members of the experimental group did exhibit a change in their ability to select main ideas, apply deductive reasoning, and use inference. While the use of thinking strategies within the context of the course did not effect a significant change in academic achievement or critical thinking among at-risk community college students, it should be noted that application of a non-lecture method of class participation had no negative impact on student performance. Whether more abstruse changes have occurred with regard to the acquisition of cognitive skills remains to be elucidated.

Effect of a brief cognitive behavioural intervention on criminal thinking and prison misconduct in male inmates: Variable-oriented and person-oriented analyses.

PubMed

Walters, Glenn D

2017-12-01

There is some consensus on the value of cognitive-behaviourally informed interventions in the criminal justice system, but uncertainty about which components are of critical value. To test the hypothesis that change in prisoners - criminal thinking and institutional misconduct - will both follow completion of a brief cognitive behavioural intervention. A one-group pre-test-post-test quasi-experimental design was used to assess change on the General Criminal Thinking (GCT) scale of the Psychological Inventory of Criminal Thinking Styles among 219 male prisoners completing a 10-week cognitive behavioural intervention, referred to as 'Lifestyle Issues'. Institutional misconduct was measured for 1 year prior to completion of the course and 2 years subsequently. Using variable-oriented analysis, post-test GCT scores were compared with change in prison conduct, controlling for the pre-test thinking scores. Calculations were repeated by using person-oriented analysis. Prisoners who displayed a drop in GCT scores between pre-test and post-test levels were significantly more likely to show a reduction in prison misconduct, whereas prison misconduct was likely to escalate among those who displayed a rise in criminal thinking scores from pre-test to post-test. These findings must still be regarded as preliminary, but taken together with other work and with cognitive behavioural theory, they suggest that development of more prosocial thinking and abilities may have an early beneficial effect on institutional behaviour. Their measurement may offer a practical way in which men could be assessed for readiness to return to the community. Copyright © 2017 John Wiley & Sons, Ltd. Copyright © 2017 John Wiley & Sons, Ltd.

Mechanistic Understanding of the Plasmonic Enhancement for Solar Water Splitting.

PubMed

Zhang, Peng; Wang, Tuo; Gong, Jinlong

2015-09-23

H2 generation by solar water splitting is one of the most promising solutions to meet the increasing energy demands of the fast developing society. However, the efficiency of solar-water-splitting systems is still too low for practical applications, which requires further enhancement via different strategies such as doping, construction of heterojunctions, morphology control, and optimization of the crystal structure. Recently, integration of plasmonic metals to semiconductor photocatalysts has been proved to be an effective way to improve their photocatalytic activities. Thus, in-depth understanding of the enhancement mechanisms is of great importance for better utilization of the plasmonic effect. This review describes the relevant mechanisms from three aspects, including: i) light absorption and scattering; ii) hot-electron injection and iii) plasmon-induced resonance energy transfer (PIRET). Perspectives are also proposed to trigger further innovative thinking on plasmonic-enhanced solar water splitting. © 2015 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.

Combinatorial construction of tilings by barycentric simplex orbits (D symbols) and their realizations in Euclidean and other homogeneous spaces.

PubMed

Molnár, Emil

2005-11-01

A new method, developed in previous works by the author (partly with co-authors), is presented which decides algorithmically, in principle by computer, whether a combinatorial space tiling (Tau, Gamma) is realizable in the d-dimensional Euclidean space E(d) (think of d = 2, 3, 4) or in other homogeneous spaces, e.g. in Thurston's 3-geometries: E(3), S(3), H(3), S(2) x R, H(2) x R, SL(2)R, Nil, Sol. Then our group Gamma will be an isometry group of a projective metric 3-sphere PiS(3) (R, < , >), acting discontinuously on its above tiling Tau. The method is illustrated by a plane example and by the well known rhombohedron tiling (Tau, Gamma), where Gamma = R3m is the Euclidean space group No. 166 in International Tables for Crystallography.

Commentary: Teaching creativity and innovative thinking in medicine and the health sciences.

PubMed

Ness, Roberta B

2011-10-01

The National Academies of Science recently criticized the state of scientific innovation and competitiveness in the United States. Evaluations of already-established creativity training programs--examining a broad array of students, from school age to adult and with a wide range of abilities--have shown that such courses improve thinking skills, attitudes, and performance. Although academic medicine provides informal training in creativity and innovation, it has yet to incorporate formal instruction on these topics into medical education. A number of existing, thoughtfully constructed and evaluated creativity programs in other fields provide a pedagogical basis for developing creativity training programs for the health sciences. The content of creativity training programs typically includes instruction and application in (1) divergent thinking, (2) problem solving, and (3) creative production. Instructional formats that have been shown to elicit the best outcomes are an admixture of lectures, discussion, and guided practice. A pilot program to teach innovative thinking to health science students at the University of Texas includes instruction in recognizing and finding alternatives to frames or habitual cognitive patterns, in addition to the constructs already mentioned. As innovation is the engine of scientific progress, the author, founder of Innovative Thinking, the creativity training pilot program at the University of Texas, argues in this commentary that academic health centers should implement and evaluate new methods for enhancing science students' innovative thinking to keep the United States as a worldwide leader in scientific discovery.

Measuring and modeling PM emissions from heavy-duty construction equipment.

DOT National Transportation Integrated Search

2012-01-01

Gaseous and particle emissions from construction engines are an important fraction of the total air : pollutants and are gaining increasing regulatory attention. Quantification of NOx and PM is necessary to : inventory the contribution of the constru...

Measuring use of positive thinking skills: psychometric testing of a new scale.

PubMed

Bekhet, Abir K; Zauszniewski, Jaclene A

2013-09-01

Positive thinking interventions improve adaptive functioning and quality of life in many populations. However, no direct measure of positive thinking skills taught during intervention exists. This psychometric study of a convenience sample of 109 autism spectrum disorder (ASD) caregivers examined a new eight-item Positive Thinking Skills Scale (PTSS), which measures the frequency of use of positive thinking skills. The PTSS was found to be internally consistent (α = .90). Construct validity was supported by significant correlations (p < .01) with positive cognitions (r = .53), resourcefulness (r = .63), depression (r = -.45), and general well-being (r = .40). The findings support use of the PTSS as a potential indicator of intervention fidelity among ASD caregivers. However, because it is not specific for ASD caregivers, the PTSS has the potential for wider usage in other populations for whom the identification of specific positive thinking skills could provide direction for future intervention.

Computational Support for Teachers' Design Thinking: Its Feasibility and Acceptability to Practitioners and Institutions

ERIC Educational Resources Information Center

Masterman, Elizabeth; Walker, Simon; Bower, Matt

2013-01-01

A significant area of learning design research has been the development of software applications that guide teachers' thinking as they plan, construct and revise learning events for their students. In this paper, we review conceptualisations of, and approaches to, the activity of pedagogic design and highlight the implications for the provision of…

Effects of Matching Teaching Strategy to Thinking Style on Learner's Quality of Reflection in an Online Learning Environment

ERIC Educational Resources Information Center

Chen, Nian-Shing; Kinshuk; Wei, Chun-Wang; Liu, Chia-Chi

2011-01-01

Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive,…

Thinking Tools for Young Readers and Writers: Strategies to Promote Higher Literacy in Grades 2-8

ERIC Educational Resources Information Center

Olson, Carol Booth; Balius, Angie; McCourtney, Emily; Widtmann, Mary

2018-01-01

In her new book, bestselling author and professional developer Carol Booth Olson and colleagues show teachers how to help young readers and writers construct meaning from and with texts. This practical resource offers a rich array of research-based teaching strategies, activities, and extended lessons focused on the "thinking tools"…

Fragmentation of Thinking Structure's Students to Solving the Problem of Application Definite Integral in Area

ERIC Educational Resources Information Center

Wibawa, Kadek Adi; Nusantara, Toto; Subanji; Parta, I. Nengah

2017-01-01

This study aims to reveal the fragmentation of thinking structure's students in solving the problems of application definite integral in area. Fragmentation is a term on the computer (storage) that is highly relevant correlated with theoretical constructions that occur in the human brain (memory). Almost every student has a different way to…

Regimes of Risk: The Need for a Pedagogy for Peer Groups

ERIC Educational Resources Information Center

Hickey, Christopher; Fitzclarence, Lindsay

2004-01-01

Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence…

Investigating Elementary Teachers' Thinking about and Learning to Notice Students' Science Ideas

ERIC Educational Resources Information Center

Luna, Melissa Jo

2013-01-01

Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students'…

The Practice and Promise of Critical Information Literacy: Academic Librarians' Involvement in Critical Library Instruction

ERIC Educational Resources Information Center

Tewell, Eamon C.

2018-01-01

Critical information literacy is a way of thinking and teaching that examines the social construction and political dimensions of libraries and information, problematizing information's production and use so that library users may think critically about such forces. Being an educational approach that acknowledges and emboldens learners' agency,…

Information and Communication Technologies (ICT) in an Elementary School: Students' Engagement in Higher Order Thinking

ERIC Educational Resources Information Center

Lim, Cher Ping; Tay, Lee Yong

2003-01-01

Based on a case study of an elementary school in Singapore, this article describes and analyzes how different types of ICT tools (informative, situating, constructive, and communicative tools) are used to engage students in higher-order thinking. The discussion emphasizes that the objective of the lesson and the orienting activities, rather than…

Decentering: A Construct to Analyze and Explain Teacher Actions as They Relate to Student Thinking

ERIC Educational Resources Information Center

Teuscher, Dawn; Moore, Kevin C.; Carlson, Marilyn P.

2016-01-01

Mathematics educators and writers of mathematics education policy documents continue to emphasize the importance of teachers focusing on and using student thinking to inform their instructional decisions and interactions with students. In this paper, we characterize the interactions between a teacher and student(s) that exhibit this focus.…

Examining Graduate Dissertations in the Field of Critical Thinking: A Case from Turkey

ERIC Educational Resources Information Center

Demirel, Melek; Derman, Ipek; Can Aran, Ozge

2017-01-01

Purpose: The aim of this study is to conduct content analyses of graduate dissertations about critical thinking skills in the field of educational sciences in Turkey and to document general trends in dissertations. Research Methods: This study is constructed using qualitative research methods and techniques. A document review was used to gather…

Who Is the Real Owner? Or How a Simple Pepsi-Cola Story Can Help Students Build Critical Thinking Skills

ERIC Educational Resources Information Center

Galetcaia, Tatiana; Thiessen, Loreena

2010-01-01

Besides language competence, international students must develop a systematic approach to processing information and follow up with co-construction of the knowledge acquired. Critical thinking is a crucial principle commonly required in North American universities for evaluating academic texts. This practice may present certain difficulties for…

Striving for Disciplinary Literacy Instruction: Cognitive Tools in a World History Course

ERIC Educational Resources Information Center

Girard, Brian; Harris, Lauren McArthur

2012-01-01

The authors present a case study of a world history teacher's mediation of her students' world historical thinking and writing through unit-level cognitive tools. They analyze both scaffolding and disciplinary tools that the teacher constructed for her students in order to improve their world historical thinking, and the degree to which the…

Does the Eye of the Beholder Construct Beauty? Contributions of Self-Efficacy Factors to Divergent Thinking Traits

ERIC Educational Resources Information Center

Kharkhurin, Anatoliy V.

2017-01-01

The study initiated a project exploring a contribution of creative perception to creative behavior. This study investigated the factors in creative self-perception contributing to creative potential. Creative potential was operationalized as divergent thinking and measured by the Abbreviated Torrance Test for Adults. Creative self-perception was…

System Thinking and Feeding Relations: Learning with a Live Ecosystem Model

ERIC Educational Resources Information Center

Eilam, Billie

2012-01-01

Considering well-documented difficulties in mastering ecology concepts and system thinking, the aim of the study was to examine 9th graders' understanding of the complex, multilevel, systemic construct of feeding relations, nested within a larger system of a live model. Fifty students interacted with the model and manipulated a variable within it…

The 8th Annual AP[R] Report to the Nation

ERIC Educational Resources Information Center

College Board, 2012

2012-01-01

In classrooms around the country, AP (Advanced Placement) teachers are preparing students for tomorrow by teaching them how to think and learn today. AP students learn to construct solid arguments, test theories, and see many sides of an issue--the kind of thinking that solves tough problems both in and outside the classroom, in college and…

Meaningful Understanding and Systems Thinking in Organic Chemistry: Validating Measurement and Exploring Relationships

ERIC Educational Resources Information Center

Vachliotis, Theodoros; Salta, Katerina; Tzougraki, Chryssa

2014-01-01

The purpose of this study was dual: First, to develop and validate assessment schemes for assessing 11th grade students' meaningful understanding of organic chemistry concepts, as well as their systems thinking skills in the domain. Second, to explore the relationship between the two constructs of interest based on students' performance…

Teacher Questioning in Science Classrooms: Approaches that Stimulate Productive Thinking

ERIC Educational Resources Information Center

Chin, Christine

2007-01-01

The purpose of this study was to find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge. The study was conducted in large-class settings where the medium of instruction was English although the students were non-native speakers of the language. Six teachers teaching…

Emotions in the History of Latin American Popular Education: Constructions for a Thinking-Feeling Pedagogy

ERIC Educational Resources Information Center

Streck, Danilo R.

2015-01-01

The purpose of this paper is to identify the presence of emotions in the constitution of popular education in Latin America, thus contributing to understand popular education as a thinking-feeling practice. It starts from the assumption that emotions are also historical and cultural expressions that mark societies and their understanding of…

Contexts, Collaboration, and Cultural Tools: A Sociocultural Perspective on Researching Children's Thinking

ERIC Educational Resources Information Center

Robbins, Jill

2005-01-01

Sociocultural theorists recognise that cognition is not an individual construction, but is distributed across people as they participate in culturally relevant activities. Thus, rather than being a universal skill, thinking is very much contextually specific, guided by others, and mediated by particular cultural tools and artefacts. Yet there is a…

Conversations about curriculum change: mathematical thinking and team-based learning in a discrete mathematics course

NASA Astrophysics Data System (ADS)

Paterson, Judy; Sneddon, Jamie

2011-10-01

This article reports on the learning conversations between a mathematician and a mathematics educator as they worked together to change the delivery model of a third year discrete mathematics course from a traditional lecture mode to team-based learning (TBL). This change prompted the mathematician to create team tasks which increasingly focused on what he calls the 'unspoken curriculum': mathematical thinking. We consider the ways in which the TBL model promoted and enabled this in the light of literature on mathematical thinking, sense-making and behaviours, and strongly suggest that this approach warrants more attention from the mathematics teaching community. We also discuss shifts in the mathematician's thinking about task construction as he refined the tasks to encourage students to think and behave like mathematicians.

Carbon exchange between the mantle and the crust and its effect upon the atmosphere: Today compared to Archean time

NASA Technical Reports Server (NTRS)

Desmarais, D.

1986-01-01

Paleobiologists now recognize that the Earth's biosphere has been profoundly affected by geologic processes. One very important process is the dissipation of heat which has been generated by radioactivity and/or stored within the earth. Heat flow is responsible for crustal movements and therefore it is the principal architect for constructing the environments (e.g. shallow marine, continental, etc.) wherein life developed and flourished. Heat flow has also influenced the movements of volatile elements (e.g. C, N, H, S, rare gases, etc.) both within the Earth's crust and between the crust and mantle. The inventory of these elements in the Earth's crust is important, not just because some of them constitute the building blocks of organic matter, but also because they influence the biosphere's climate. The purpose of this work is to evaluate how the decline of heat flow over the course of the Earth's history has influenced the carbon inventory in the Earth's crust. Such an evaluation must first consider whether the rate at which carbon is presently being exchanged between the mantle and crust is sufficient to play an important role in controlling the crustal inventory. Secondly, this exchange of carbon must be reevaluated in the context of the Precambrian Earth's environment. One very important consideration is that the upper mantle was perhaps 300 C hotter 3 b.y. ago than it is today.

The factor structure and construct validity of the inventory of callous-unemotional traits in Chinese undergraduate students.

PubMed

Wang, Meng-Cheng; Gao, Yu; Deng, Jiaxin; Lai, Hongyu; Deng, Qiaowen; Armour, Cherie

2017-01-01

The current study assesses the factor structure and construct validity of the self-reported Inventory of Callous-Unemotional Traits (ICU) in 637 Chinese community adults (mean age = 25.98, SD = 5.79). A series of theoretical models proposed in previous studies were tested through confirmatory factor analyses. Results indicated that a shortened form that consists of 11 items (ICU-11) to assess callousness and uncaring factors has excellent overall fit. Additionally, correlations with a wide range of external variables demonstrated that this shortened form has similar construct validity compared to the original ICU. In conclusion, our findings suggest that the ICU-11 may be a promising self-report tool that could be a good substitute for the original form to assess callous-uncaring traits in adults.

Evaluating and Refining the Construct of Sexual Quality With Item Response Theory: Development of the Quality of Sex Inventory.

PubMed

Shaw, Amanda M; Rogge, Ronald D

2016-02-01

This study took a critical look at the construct of sexual quality. The 65 items of four well-validated self-report measures of sexual satisfaction (the Index of Sexual Satisfaction [ISS], Hudson, Harrison, & Crosscup, 1981; the Global Measure of Sexual Satisfaction [GMSEX], Lawrance & Byers, 1995; the Pinney Sexual Satisfaction Inventory [PSSI], Pinney, Gerrard, & Denney, 1987; the Young Sexual Satisfaction Scale [YSSS], Young, Denny, Luquis, & Young, 1998) and an additional 74 potential sexual quality items were given to 3060 online participants. Using Item Response Theory (IRT), we demonstrated that the ISS, YSSS, and PSSI scales provided suboptimal levels of precision in assessing sexual quality, particularly given the length of those scales. Exploratory factor analyses, IRT, differential item functioning analyses, and longitudinal responsiveness analyses were used to develop and evaluate the Quality of Sex Inventory. Results suggested that, in comparison to existing scales, the QSI (1) offers investigators and clinicians more theoretically focused scales, (2) distinguishes sexual satisfaction from sexual dissatisfaction, and (3) offers greater precision and power for detecting differences with (4) comparably high levels of responsiveness for detecting change over time despite being notably shorter than most of the existing scales. The QSI-satisfaction subscales demonstrated strong convergent validity with other measures of sexual satisfaction and excellent construct validity with anchor scales from the nomological net surrounding that construct, suggesting that they continue to assess the same theoretical construct as prior scales. Implications for research are discussed.

No body is perfect: the significance of habitual negative thinking about appearance for body dissatisfaction, eating disorder propensity, self-esteem and snacking.

PubMed

Verplanken, Bas; Tangelder, Yonne

2011-06-01

Thinking negatively about one's appearance may be a major source of unhappiness. It was investigated whether the habitual quality of negative body image thinking constitutes an additional vulnerability factor, i.e. when such thinking is repetitive and automatic. The cognitive content of negative body image thinking ('what') was distinguished from the habitual occurrence of such thinking ('how'). The mental habit component uniquely predicted explicit as well as implicit body dissatisfaction (the latter measured by an implicit association test) over and above cognitive content. Mental habit also accounted for eating disturbance propensity, low self-esteem and restrained snacking behaviour over and above cognitive content, even when controlled for body dissatisfaction. The habitual component of negative thinking about appearance thus seems a significant body image construct, has discriminant validity against body dissatisfaction, and constitutes a vulnerability factor for feelings of low self-worth and eating disturbance propensity. Implications for intervention strategies, such as mindfulness-based approaches, are discussed. © 2011 Taylor & Francis

Construct Validity and Responsiveness of the Pediatric Quality of Life Inventory 4.0 Generic Core Scales and Infant Scales in the PICU.

PubMed

Aspesberro, François; Fesinmeyer, Megan D; Zhou, Chuan; Zimmerman, Jerry J; Mangione-Smith, Rita

2016-06-01

To assess the construct validity and the responsiveness of the Pediatric Quality of Life Inventory 4.0 Generic Core Scales and Infant Scales in the medical-surgical (PICU) and cardiac PICU. Prospective cohort study of 367 inpatients admitted either to the PICU or the cardiac ICU at Seattle Children's Hospital from January 2012 to June 2013. Parent/caregiver and child (≥ 8 yr old, developmentally appropriate, and critical illness resolved) Pediatric Quality of Life Inventory scores were obtained within 24 hours of PICU/cardiac ICU discharge and subsequently at 4-12 weeks following hospital discharge. Of the 491 eligible participants invited to participate, 367 (74.7% response rate) completed the Pediatric Quality of Life Inventory survey at ICU discharge, and of these, 263 (71.7% follow-up response rate) completed the follow-up survey 4-12 weeks after hospital discharge. Responsiveness was assessed by calculating improvement scores (difference between follow-up and ICU discharge scores, Δ Pediatric Quality of Life Inventory). Construct validity was examined by comparing mean improvement scores for known groups differing by medical complexity. At follow-up, [INCREMENT] Pediatric Quality of Life Inventory scores were as follows (mean ± SD): physical domain, 34.8 ± 32.0; and psychosocial domain, 23.1 ± 23.5. Patients with complex chronic or noncomplex chronic disease had physical functioning improvement scores that were 17.4 points (95% CI, -28.3 to -6.5; p < 0.001) and 19.5 points (95% CI, -30.4 to -8.5; p < 0.002) lower than children with no chronic illness, respectively. Patients with complex chronic disease exhibited psychosocial improvement scores that were 9.6 points (95% CI, -18.4 to -0.8; p < 0.033) lower than patients without chronic disease. Patients with noncomplex chronic disease had similar psychosocial improvement scores when compared with patients without chronic disease. As a measure of health-related quality of live, Pediatric Quality of Life Inventory demonstrated responsiveness and construct validity in a broad population of critically ill children. This measure represents a patient-centered clinically meaningful patient-or-parent-reported outcome measure for pediatric research assessing the clinical effectiveness of PICU/cardiac ICU interventions. When using health-related quality of life recovery as an outcome measure to assess clinical effectiveness in the PICU/cardiac ICU setting, measuring and controlling for the level of medical complexity is important in order to understand the true impact of clinical interventions.

Simulated and Virtual Science Laboratory Experiments: Improving Critical Thinking and Higher-Order Learning Skills

NASA Astrophysics Data System (ADS)

Simon, Nicole A.

Virtual laboratory experiments using interactive computer simulations are not being employed as viable alternatives to laboratory science curriculum at extensive enough rates within higher education. Rote traditional lab experiments are currently the norm and are not addressing inquiry, Critical Thinking, and cognition throughout the laboratory experience, linking with educational technologies (Pyatt & Sims, 2007; 2011; Trundle & Bell, 2010). A causal-comparative quantitative study was conducted with 150 learners enrolled at a two-year community college, to determine the effects of simulation laboratory experiments on Higher-Order Learning, Critical Thinking Skills, and Cognitive Load. The treatment population used simulated experiments, while the non-treatment sections performed traditional expository experiments. A comparison was made using the Revised Two-Factor Study Process survey, Motivated Strategies for Learning Questionnaire, and the Scientific Attitude Inventory survey, using a Repeated Measures ANOVA test for treatment or non-treatment. A main effect of simulated laboratory experiments was found for both Higher-Order Learning, [F (1, 148) = 30.32,p = 0.00, eta2 = 0.12] and Critical Thinking Skills, [F (1, 148) = 14.64,p = 0.00, eta 2 = 0.17] such that simulations showed greater increases than traditional experiments. Post-lab treatment group self-reports indicated increased marginal means (+4.86) in Higher-Order Learning and Critical Thinking Skills, compared to the non-treatment group (+4.71). Simulations also improved the scientific skills and mastery of basic scientific subject matter. It is recommended that additional research recognize that learners' Critical Thinking Skills change due to different instructional methodologies that occur throughout a semester.

Psychometric Properties of the HEXACO Personality Inventory

ERIC Educational Resources Information Center

Lee, Kibeom; Ashton, Michael C.

2004-01-01

We introduce a personality inventory designed to measure six major dimensions of personality derived from lexical studies of personality structure. The HEXACO Personality Inventory (HEXACO-PI) consists of 24 facet-level personality trait scales that define the six personality factors named Honesty-Humility (H), Emotionality (E), Extraversion (X),…

Development and Psychometric Properties of the Nursing Critical Thinking in Clinical Practice Questionnaire.

PubMed

Zuriguel-Pérez, Esperanza; Falcó-Pegueroles, Anna; Roldán-Merino, Juan; Agustino-Rodriguez, Sandra; Gómez-Martín, Maria Del Carmen; Lluch-Canut, Maria Teresa

2017-08-01

A complex healthcare environment, with greater need for care based on the patient and evidence-based practice, are factors that have contributed to the increased need for critical thinking in professional competence. At the theoretical level, Alfaro-LeFevre () put forward a model of critical thinking made up of four components. And although these explain the construct, instruments for their empirical measurement are lacking. The purpose of the study was to develop and validate the psychometric properties of an instrument, the Nursing Critical Thinking in Clinical Practice Questionnaire (N-CT-4 Practice), designed to evaluate the critical thinking abilities of nurses in the clinical setting. A cross-sectional survey design was used. A pool of items was generated for evaluation by a panel of experts who considered their validity for the new instrument, which was finally made up of 109 items. Following this, validation was carried out using a sample of 339 nurses at a hospital in Barcelona, Spain. Reliability was determined by means of internal consistency and test-retest stability over time, although the validity of the construct was assessed by means of confirmatory factor analysis. The content validity index of the N-CT-4 Practice was .85. Cronbach's alpha coefficient for the whole instrument was .96. The intraclass correlation coefficient was .77. Confirmatory factor analysis showed that the instrument was in line with the four-dimensional model proposed by Alfaro-LeFevre (). The psychometric properties of theN-CT-4 Practice uphold its potential for use in measuring critical thinking and in future research related with the examination of critical thinking. © 2017 The Authors Worldviews on Evidence-Based Nursing published by Wiley Periodicals, Inc. on behalf of Sigma Theta Tau International The Honor Society of Nursing.

Further Refinements in the Measurement of Exercise Imagery: The Exercise Imagery Inventory

ERIC Educational Resources Information Center

Giacobbi, Peter R., Jr.; Hausenblas, Heather A.; Penfield, Randall D.

2005-01-01

The factorial and construct validity of the Exercise Imagery Inventory (EII) were assessed with 3 separate samples of participants. In Phase 1, a 41-item measure was administered to 504 undergraduate students. Exploratory factor analysis supported a 4-factor model that explained 65% of the variance. In Phase 2, a 19-item measure was administered…

An inventory of aeronautical ground research facilities. Volume 1: Wind tunnels

NASA Technical Reports Server (NTRS)

Pirrello, C. J.; Hardin, R. D.; Heckart, M. V.; Brown, K. R.

1971-01-01

A survey of wind tunnel research facilities in the United States is presented. The inventory includes all subsonic, transonic, and hypersonic wind tunnels operated by governmental and private organizations. Each wind tunnel is described with respect to size, mechanical operation, construction, testing capabilities, and operating costs. Facility performance data are presented in charts and tables.

Factorial Invariance of the Academic Amotivation Inventory (AAI) across Gender and Grade in a Sample of Canadian High School Students

ERIC Educational Resources Information Center

Green-Demers, Isabelle; Legault, Lisa; Pelletier, Daniel; Pelletier, Luc G.

2008-01-01

Motivation deficits are common in high school and constitute a significant problem for both students and teachers. The Academic Amotivation Inventory (AAI) was developed to measure the multidimensional nature of the academic amotivation construct (Legault, Green-Demers, & Pelletier, 2006). The present project further examined the consistency…

Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.

ERIC Educational Resources Information Center

Martin, Nancy K.; Baldwin, Beatrice

A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a…

Psychometric Properties of Scores on the French and Korean Versions of the Hexaco Personality Inventory. Validity Studies

ERIC Educational Resources Information Center

Boies, Kathleen; Yoo, Tae-Yong; Ebacher, Annik; Lee, Kibeom; Ashton, Michael C.

2004-01-01

Recent lexical studies of personality structure suggest that there are six independent major dimensions of personality. The HEXACO Personality Inventory (HEXACO-PI), a new questionnaire that measures these six lexically derived personality constructs, was examined in two different cultural contexts using samples of 149 Francophone and 211 Korean…

A Factor Analytic Study of the Coopersmith Self-Esteem Inventory

ERIC Educational Resources Information Center

Kokenes, Barbara

1978-01-01

Assesses the construct validity of the Coopersmith Self-Esteem Inventory using a variation of Thurstone's Orthogonal Rotation technique. Also attempted to obtain data on the sources of self-esteem which contribute to global self-esteem. It was hoped that data would reflect the comparative importance of the home, peers, and the school to the global…

Longitudinal Construct Validity of Brief Symptom Inventory Subscales in Schizophrenia

ERIC Educational Resources Information Center

Long, Jeffrey D.; Harring, Jeffrey R.; Brekke, John S.; Test, Mary Ann; Greenberg, Jan

2007-01-01

Longitudinal validity of Brief Symptom Inventory subscales was examined in a sample (N = 318) with schizophrenia-related illness measured at baseline and every 6 months for 3 years. Nonlinear factor analysis of items was used to test graded response models (GRMs) for subscales in isolation. The models varied in their within-time and between-times…

Further Evidence of the Divergent Correlates of the Psychopathic Personality Inventory Factors: Prediction of Institutional Misconduct among Male Prisoners

ERIC Educational Resources Information Center

Edens, John F.; Poythress, Norman G.; Lilienfeld, Scott O.; Patrick, Christopher J.; Test, Amy

2008-01-01

Recent evidence suggests that 2 largely orthogonal dimensions underpin the latent construct assessed by the Psychopathic Personality Inventory (PPI; Lilienfeld & Andrews, 1996): Fearless Dominance (PPI-I) and Impulsive Antisociality (PPI-II). Relatively few data exist on the correlates of these 2 dimensions in offender samples, however. The…

The Work-Related Flow Inventory: Construction and Initial Validation of the WOLF

ERIC Educational Resources Information Center

Bakker, Arnold B.

2008-01-01

The WOrk-reLated Flow inventory (WOLF) measures flow at work, defined as a short-term peak experience characterized by absorption, work enjoyment, and intrinsic work motivation. Results of Study 1 among 7 samples of employees (total N=1346) from different occupational groups offer support for the factorial validity and reliability of the WOLF.…

Validation of Scores on the Marlowe-Crowne Social Desirability Scale and the Balanced Inventory of Desirable Responding

ERIC Educational Resources Information Center

Leite, Walter L.; Beretvas, S. Natasha

2005-01-01

The Marlowe-Crowne Social Desirability Scale (MCSDS), the most commonly used social desirability bias (SDB) assessment, conceptualizes SDB as an individual's need for approval. The Balanced Inventory of Desirable Responding (BIDR) measures SDB as two separate constructs: impression management and self-deception. Scores on SDB scales are commonly…

The Development and Validation of the Inventory of Family Protective Factors: A Brief Assessment for Family Counseling

ERIC Educational Resources Information Center

Gardner, Deborah L.; Huber, Charles H.; Steiner, Robert; Vazquez, Luis A.; Savage, Todd A.

2008-01-01

This article describes the three-stage protocol employed in development and validation of the Inventory of Family Protective Factors (IFPF), a brief-form formal instrument intended to assess the primary protective factors that contribute to family resilience. Following construction of the instrument, data collections and analyses of a total sample…

Development of a Postacute Hospital Item Bank for the New Pediatric Evaluation of Disability Inventory-Computer Adaptive Test

ERIC Educational Resources Information Center

Dumas, Helene M.

2010-01-01

The PEDI-CAT is a new computer adaptive test (CAT) version of the Pediatric Evaluation of Disability Inventory (PEDI). Additional PEDI-CAT items specific to postacute pediatric hospital care were recently developed using expert reviews and cognitive interviewing techniques. Expert reviews established face and construct validity, providing positive…

25 CFR 170.443 - How can a tribe list a proposed transportation facility in the IRR Inventory?

Code of Federal Regulations, 2010 CFR

2010-04-01

... 25 Indians 1 2010-04-01 2010-04-01 false How can a tribe list a proposed transportation facility in the IRR Inventory? 170.443 Section 170.443 Indians BUREAU OF INDIAN AFFAIRS, DEPARTMENT OF THE INTERIOR LAND AND WATER INDIAN RESERVATION ROADS PROGRAM Planning, Design, and Construction of Indian...

Psychometric Characteristics of the Emotional Quotient Inventory, Youth Version, Short Form, in Hungarian High School Students

ERIC Educational Resources Information Center

Kun, Bernadette; Urban, Robert; Paksi, Borbala; Csobor, Lujza Vargane; Olah, Attila; Demetrovics, Zsolt

2012-01-01

Research on the psychometric characteristics, including factor structure, of measures assessing emotional intelligence improve our understanding of the manifest and latent dimensions of the construct. The factor structure of the Bar-On Emotional Quotient Inventory (Bar-On, 1997), despite the popularity of the measure, has been the subject of only…

Validity Evidence for the Use of the Preventive Resources Inventory with College Students

ERIC Educational Resources Information Center

Lambert, Richard G.; McCarthy, Christopher J.; Gilbert, Trae; Sebree, Mikaela; Steinley-Bumgarner, Michelle

2006-01-01

Measurement properties of scores from the Preventive Resources Inventory (C. J. McCarthy & R. G. Lambert, 2001), a measure of stress-prevention resources, were evaluated. Sample-specific construct validity of 3 primary scales was supported. A 4th, Self-Acceptance, functioned as a higher order factor. Differences were found between those reporting…

Middle Grades Students' Situation Definitions: Development of a Knowledge-Linking Inventory

ERIC Educational Resources Information Center

Schuh, Kathy L.; Kuo, Yi-Lung; Knupp, Tawnya L.

2013-01-01

The purpose of this study was to develop the Student Knowledge Linking Instrument (SKLI), an inventory for middle grades students that seeks to understand student knowledge construction processes. This study included 461 fifth and sixth grade students and follows from a series of qualitative studies that were used as a foundation for development…

Development and Validation of a Short Form of the Occupational Work Ethic Inventory

ERIC Educational Resources Information Center

Park, HwaChoon; Hill, Roger B.

2017-01-01

The Occupational Work Ethic Inventory (OWEI) has been widely used to measure work ethic constructs by professionals in the fields of Career and Technical Education (CTE) and Human Resource Development (HRD). However, there are circumstances when a shorter instrument would have advantages, especially when a measure of work ethic is needed along…

Workplace Social Self-Efficacy: Concept, Measure, and Initial Validity Evidence

ERIC Educational Resources Information Center

Fan, Jinyan; Litchfield, Robert C.; Islam, Sayeed; Weiner, Brianne; Alexander, Monique; Liu, Cong; Kulviwat, Songpol

2013-01-01

The authors proposed the construct of workplace social self-efficacy (WSSE) and developed an inventory to measure it. Two empirical studies were conducted to examine the psychometric properties of this new measure. In Study 1, we described the development of the WSSE inventory and explored its factor structure in a sample of 304 full-time…

The Chinese Version of the Self-Report Family Inventory: Reliability and Validity.

ERIC Educational Resources Information Center

Shek, Daniel T. L.; Lai, Kelly Y. C.

2001-01-01

Reliability and validity of Chinese Self-Report Family Inventory (C-SFI) were examined in three studies. Study 1 showed C-SFI was temporally stable and internally consistent. Study 2 indicated C-SFI could discriminate between clinical and nonclinical groups. Study 3 gave support for internal consistency, concurrent validity and construct validity.…

Report on the Validation of the Emotionally Intelligent Leadership for Students Inventory

ERIC Educational Resources Information Center

Miguel, Rosanna F.; Allen, Scott J.

2016-01-01

The present study was designed to examine the measurement of the Emotionally Intelligent Leadership (EIL) construct and to provide evidence of validation for the multidimensional Emotionally Intelligence Leadership for Students: Inventory 2.0 (EILS:I 2.0). The EILS:I 2.0 is a self-report assessment of emotionally intelligent leadership in the…

Driving While Impaired (DWI) Intervention Service Provider Orientations: The Scales of the DWI Therapeutic Educator Inventory (DTEI)

ERIC Educational Resources Information Center

DeMuro, Scott; Wanberg, Kenneth; Anderson, Rachel

2011-01-01

The therapeutic educator who provides services to driving while impaired (DWI) offenders is a unique professional hybrid, combining education and therapeutic service delivery. In an effort to understand and address this service provider, a 69-item DWI Therapeutic Educator Inventory (DTEI) was constructed. Using principal components and common…

The Multidimensional Inventory of Black Identity: Its Use with Euro-American, Latino, and Native American Undergraduates

ERIC Educational Resources Information Center

Johnson, Tanisha Maxwell; Robinson Kurpius, Sharon E.; Rayle, Andrea Dixon; Arredondo, Patricia; Tovar-Gamero, Zoila G.

2005-01-01

This study examined the reliability and validity of scores from the Multidimensional Inventory of Black Identity with 550 Euro-American, 112 Latino, and 41 Native American undergraduates. Data for the Centrality, Private Regard, and Public Regard scales indicate that these scores have construct validity. Scores have acceptable Cronbach alpha…

Validating the Chinese Version of the Inventory of School Motivation

ERIC Educational Resources Information Center

King, Ronnel B.; Watkins, David A.

2013-01-01

The aim of this study is to assess the cross-cultural applicability of the Chinese version of the Inventory of School Motivation (ISM; McInerney & Sinclair, 1991) in the Hong Kong context using both within-network and between-network approaches to construct validation. The ISM measures four types of achievement goals: mastery, performance,…

The Development and Initial Psychometric Evaluation of the Korean Career Stress Inventory for College Students

ERIC Educational Resources Information Center

Choi, Bo Young; Park, Heerak; Nam, Suk Kyung; Lee, Jayoung; Cho, Daeyeon; Lee, Sang Min

2011-01-01

The purpose of this study was to develop a Korean College Stress Inventory (KCSI), which is designed to measure Korean college students' experiences and symptoms of career stress. Even though there have been numerous scales related to career issues, few scales measure the career stress construct and its dimensions. Factor structure, internal…

The SASSI-3 Face Valid other Drugs Scale: A Psychometric Investigation (Substance Abuse Subtle Screening Inventory-3)

ERIC Educational Resources Information Center

Laux, John M.; Perera-Diltz, Dilani; Smirnoff, Jennifer B.; Salyers, Kathleen M.

2005-01-01

The authors investigated the psychometric capabilities of the Face Valid Other Drugs (FVOD) scale of the Substance Abuse Subtle Screening Inventory-3 (SASSI-3; G. A. Miller, 1999). Internal consistency reliability estimates and construct validity factor analysis for 230 college students provided initial support for the psychometric properties of…

Desire thinking: what is it and what drives it?

PubMed

Caselli, Gabriele; Spada, Marcantonio M

2015-05-01

The aim of this study was to provide an overview of the construct of desire thinking and test a metacognitive model of desire thinking and craving, based on the work of Spada, Caselli and Wells (2012; 2013), which aims to explain the perseveration of desire thinking. We conducted two studies involving four clinical samples (total N = 493) and a community sample (N = 494) presenting with different addictive behaviors. The relationships among variables were examined by testing the fit of path models within each sample. In the model presented it was proposed that positive metacognitions about desire thinking are associated with, in turn, imaginal prefiguration and verbal perseveration, marking the activation of desire thinking. Verbal perseveration is then associated to negative metacognitions about desire thinking and craving denoting the pathological escalation of desire thinking. Finally, a direct association between positive metacognitions about desire thinking and negative metacognitions about desire thinking would mark those occasions where target-achieving behaviour runs as an automatized schemata without the experience of craving. Results indicated a good model fit in the clinical sample and a variation in the model structure in the community sample. These findings provide further support for the application of metacognitive theory to desire thinking and craving in addictive behaviors. Copyright © 2014 Elsevier Ltd. All rights reserved.

Stand Table Construction from Relascope Plots.

Treesearch

Charles B. Briscoe

1957-01-01

When timber is cruised using relascope, basal area and volume figures are obtained without constructing a stand table, through the use of appropriate conversion factors. Although this saving in time is very desirable for most inventories, certain management purposes require stand tables.

Test-retest reliability and construct validity of the Helplessness, Hopelessness, and Haplessness Scale in patients with anxiety disorders.

PubMed

Vatan, Sevginar; Ertaş, Sedar; Lester, David

2011-04-01

In a sample of 100 Turkish psychiatric patients with diagnoses of anxiety disorders, Lester's Helplessness, Hopelessness, and Haplessness inventory had moderate estimates of internal consistency, test-retest reliability, and construct validity.

77 FR 2083 - Notice of Inventory Completion: Minnesota Indian Affairs Council, Bemidji, MN

Federal Register 2010, 2011, 2012, 2013, 2014

2012-01-13

... the north side of Height of Land Lake, site 21BK48, by Mr. William Krause during road construction and... near Ice Cracking Lake during road construction and donated to the Becker County Historical Society (HR...

Inventory Control System for a Healthcare Apparel Service Centre with Stockout Risk: A Case Analysis

PubMed Central

Hui, Chi-Leung

2017-01-01

Based on the real-world inventory control problem of a capacitated healthcare apparel service centre in Hong Kong which provides tailor-made apparel-making services for the elderly and disabled people, this paper studies a partial backordered continuous review inventory control problem in which the product demand follows a Poisson process with a constant lead time. The system is controlled by an (Q,r) inventory policy which incorporate the stockout risk, storage capacity, and partial backlog. The healthcare apparel service centre, under the capacity constraint, aims to minimize the inventory cost and achieving a low stockout risk. To address this challenge, an optimization problem is constructed. A real case-based data analysis is conducted, and the result shows that the expected total cost on an order cycle is reduced substantially at around 20% with our proposed optimal inventory control policy. An extensive sensitivity analysis is conducted to generate additional insights. PMID:29527283

Building, using, and maximizing the impact of concept inventories in the biological sciences: report on a National Science Foundation sponsored conference on the construction of concept inventories in the biological sciences.

PubMed

Garvin-Doxas, Kathy; Klymkowsky, Michael; Elrod, Susan

2007-01-01

The meeting "Conceptual Assessment in the Biological Sciences" was held March 3-4, 2007, in Boulder, Colorado. Sponsored by the National Science Foundation and hosted by University of Colorado, Boulder's Biology Concept Inventory Team, the meeting drew together 21 participants from 13 institutions, all of whom had received National Science Foundation funding for biology education. Topics of interest included Introductory Biology, Genetics, Evolution, Ecology, and the Nature of Science. The goal of the meeting was to organize and leverage current efforts to develop concept inventories for each of these topics. These diagnostic tools are inspired by the success of the Force Concept Inventory, developed by the community of physics educators to identify student misconceptions about Newtonian mechanics. By working together, participants hope to lessen the risk that groups might develop competing rather than complementary inventories.

Inventory Control System for a Healthcare Apparel Service Centre with Stockout Risk: A Case Analysis.

PubMed

Pan, An; Hui, Chi-Leung

2017-01-01

Based on the real-world inventory control problem of a capacitated healthcare apparel service centre in Hong Kong which provides tailor-made apparel-making services for the elderly and disabled people, this paper studies a partial backordered continuous review inventory control problem in which the product demand follows a Poisson process with a constant lead time. The system is controlled by an ( Q , r ) inventory policy which incorporate the stockout risk, storage capacity, and partial backlog. The healthcare apparel service centre, under the capacity constraint, aims to minimize the inventory cost and achieving a low stockout risk. To address this challenge, an optimization problem is constructed. A real case-based data analysis is conducted, and the result shows that the expected total cost on an order cycle is reduced substantially at around 20% with our proposed optimal inventory control policy. An extensive sensitivity analysis is conducted to generate additional insights.

Instructional design considerations promoting engineering design self-efficacy

NASA Astrophysics Data System (ADS)

Jackson, Andrew M.

Engineering design activities are frequently included in technology and engineering classrooms. These activities provide an open-ended context for practicing critical thinking, problem solving, creativity, and innovation---collectively part of the 21st Century Skills which are increasingly needed for success in the workplace. Self-efficacy is a perceptual belief that impacts learning and behavior. It has been shown to directly impact each of these 21st Century Skills but its relation to engineering design is only recently being studied. The purpose of this study was to examine how instructional considerations made when implementing engineering design activities might affect student self-efficacy outcomes in a middle school engineering classroom. Student responses to two self-efficacy inventories related to design, the Engineering Design Self-Efficacy Instrument and Creative Thinking Self-Efficacy Inventory, were collected before and after participation in an engineering design curriculum. Students were also answered questions on specific factors of their experience during the curriculum which teachers may exhibit control over: teamwork and feedback. Results were analyzed using Pearson's correlation coefficients, paired and independent t-tests, and structural equation modeling to better understand patterns for self-efficacy beliefs in students. Results suggested that design self-efficacy and creative thinking self-efficacy are significantly correlated, r(1541) = .783, p < .001, and increased following participation in a design curriculum, M diff = 1.32, t(133) = 7.60, p < .001 and Mdiff = 0.79, t(124) = 4.19, p < .001 respectively. Structural models also showed that students perceive team inclusion and feedback as significant contributors to their self-efficacy beliefs, while team diversity was not related to self-efficacy. Separate models for each predictor demonstrated good fit. Recommendations are made based on the corresponding nature of engineering design self-efficacy and creative thinking self-efficacy: strategies encouraging self-efficacy in these domains may be transferrable. Instructors are made aware of the significant impact of classroom strategies for increasing self-efficacy and given specific recommendations related to teamwork and feedback to support students. Finally, although there were weaknesses in the study related to the survey administration, future research opportunities are presented which may build from this work.

Using Robotics and Game Design to Enhance Children's Self-Efficacy, STEM Attitudes, and Computational Thinking Skills

NASA Astrophysics Data System (ADS)

Leonard, Jacqueline; Buss, Alan; Gamboa, Ruben; Mitchell, Monica; Fashola, Olatokunbo S.; Hubert, Tarcia; Almughyirah, Sultan

2016-12-01

This paper describes the findings of a pilot study that used robotics and game design to develop middle school students' computational thinking strategies. One hundred and twenty-four students engaged in LEGO® EV3 robotics and created games using Scalable Game Design software. The results of the study revealed students' pre-post self-efficacy scores on the construct of computer use declined significantly, while the constructs of videogaming and computer gaming remained unchanged. When these constructs were analyzed by type of learning environment, self-efficacy on videogaming increased significantly in the combined robotics/gaming environment compared with the gaming-only context. Student attitudes toward STEM, however, did not change significantly as a result of the study. Finally, children's computational thinking (CT) strategies varied by method of instruction as students who participated in holistic game development (i.e., Project First) had higher CT ratings. This study contributes to the STEM education literature on the use of robotics and game design to influence self-efficacy in technology and CT, while informing the research team about the adaptations needed to ensure project fidelity during the remaining years of the study.

The differential contributions of visual imagery constructs on autobiographical thinking.

PubMed

Aydin, Cagla

2018-02-01

There is a growing theoretical and empirical consensus on the central role of visual imagery in autobiographical memory. However, findings from studies that explore how individual differences in visual imagery are reflected on autobiographical thinking do not present a coherent story. One reason for the mixed findings was suggested to be the treatment of visual imagery as an undifferentiated construct while evidence shows that there is more than one type of visual imagery. The present study investigates the relative contributions of different imagery constructs; namely, object and spatial imagery, on autobiographical memory processes. Additionally, it explores whether a similar relation extends to imagining the future. The results indicate that while object imagery was significantly correlated with several phenomenological characteristics, such as the level of sensory and perceptual details for past events - but not for future events - spatial imagery predicted the level of episodic specificity for both past and future events. We interpret these findings as object imagery being recruited in tasks of autobiographical memory that employ reflective processes while spatial imagery is engaged during direct retrieval of event details. Implications for the role of visual imagery in autobiographical thinking processes are discussed.

Mathematical thinking and origami

NASA Astrophysics Data System (ADS)

Wares, Arsalan

2016-01-01

The purpose of this paper is to describe the mathematics that emanates from the construction of an origami box. We first construct a simple origami box from a rectangular sheet and then discuss some of the mathematical questions that arise in the context of geometry and calculus.

Special Analysis: Disposal of ETF Activated Carbon Vessels in Slit Trenches at the E-Area Low-Level Waste Facility

DOE Office of Scientific and Technical Information (OSTI.GOV)

Collard, L.B.

2003-08-25

This Special Analysis (SA) addresses two contaminants of concern, H-3 and I-129, in three Effluent Treatment Facility (ETF) Activated Carbon Vessels awaiting disposal as solid waste. The Unreviewed Disposal Question (UDQ) evaluation listed two options for disposal of this waste, disposal as Components-in-Grout (CIG) or disposal in Slit Trenches with sealed openings to restrict release of H-3 form the vessels. Consumption of the CIG inventory limit and consumption of CIG facility volume are shown for the ETF vessels to allow easy comparison with the consumption of Slit Trench inventory limit and consumption of the Slit Trench facility volume . Themore » inventory projections are based on doubling the inventory of the three ETF vessels in the E-Area to account for the unknown inventory of three ETF vessels in the ETF. When the grout ultimately is assumed to degrade hydraulically, the water movement is not impeded as much as the release is accelerated by the presence of the grout. Under these conditions for the CIG trenches relative to the Slit Trenches, the well concentrations are higher, the inventory limit is lower and for a given inventory the inventory limit consumption is higher.« less

Life Cycle Inventory (LCI) Data-Treatment Chemicals, Construction Materials, Transportation, On-site Equipment, and other Processes for Use in Spreadsheets for Environmental Footprint Analysis (SEFA): Revised Addition

EPA Science Inventory

This report estimates environmental emission factors (EmF) for key chemicals, construction and treatment materials, transportation/on-site equipment, and other processes used at remediation sites. The basis for chemical, construction, and treatment material EmFs is life cycle inv...

Life Cycle Inventory (LCI) Data-Treatment Chemicals, Construction Materials, Transportation, On-site Equipment, and Other Processes for Use in Spreadsheets for Environmental Footprint Analysis (SEFA)

EPA Science Inventory

This report estimates environmental emission factors (EmF) for key chemicals, construction and treatment materials, transportation/on-site equipment, and other processes used at remediation sites. The basis for chemical, construction, and treatment material EmFs is life cycle inv...

Rational Thinking and Belief in Psychic Abilities: It Depends on Level of Involvement.

PubMed

Stone, Anna

2016-02-01

Previous research has shown that lay believers in psychic abilities are more prone to intuitive thinking, less inclined to rational thinking, and have an external locus of control, compared to non-believers. Psychic practitioners, however, may have different characteristics. Psychic practitioners ( n = 31; M age = 42.7 yr., SD = 13.1), lay believers ( n = 33; M age = 33.0 yr., SD = 10.3), and non-believers ( n = 31; M age = 34.4 yr., SD = 15.4) completed questionnaires measuring thinking styles, locus of control, and psychic belief. Comparisons of lay believers with non-believers confirmed previous observations: believers had a higher propensity for intuitive thinking, lower propensity for rational thinking, and more external locus of control. In contrast, practitioners were equivalent to non-believers in rational thinking and had the highest internal locus of control. This highlights the importance of considering level of involvement with psychic practice in understanding the thinking styles of believers. Results suggested that practitioners may have rationalized their beliefs and constructed a coherent model of psychic phenomena that satisfies a propensity for rational thinking within a community of belief.

Analysis of Geometric Thinking Students’ and Process-Guided Inquiry Learning Model

NASA Astrophysics Data System (ADS)

Hardianti, D.; Priatna, N.; Priatna, B. A.

2017-09-01

This research aims to analysis students’ geometric thinking ability and theoretically examine the process-oriented guided iquiry (POGIL) model. This study uses qualitative approach with descriptive method because this research was done without any treatment on subjects. Data were collected naturally. This study was conducted in one of the State Junior High School in Bandung. The population was second grade students and the sample was 32 students. Data of students’ geometric thinking ability were collected through geometric thinking test. These questions are made based on the characteristics of geometry thinking based on van hiele’s theory. Based on the results of the analysis and discussion, students’ geometric thinking ability is still low so it needs to be improved. Therefore, an effort is needed to overcome the problems related to students’ geometric thinking ability. One of the efforts that can be done by doing the learning that can facilitate the students to construct their own geometry concept, especially quadrilateral’s concepts so that students’ geometric thinking ability can enhance maximally. Based on study of the theory, one of the learning models that can enhance the students’ geometric thinking ability is POGIL model.

Examining the validity of self-reports on scales measuring students' strategic processing.

PubMed

Samuelstuen, Marit S; Bråten, Ivar

2007-06-01

Self-report inventories trying to measure strategic processing at a global level have been much used in both basic and applied research. However, the validity of global strategy scores is open to question because such inventories assess strategy perceptions outside the context of specific task performance. The primary aim was to examine the criterion-related and construct validity of the global strategy data obtained with the Cross-Curricular Competencies (CCC) scale. Additionally, we wanted to compare the validity of these data with the validity of data obtained with a task-specific self-report inventory focusing on the same types of strategies. The sample included 269 10th-grade students from 12 different junior high schools. Global strategy use as assessed with the CCC was compared with task-specific strategy use reported in three different reading situations. Moreover, relationships between scores on the CCC and scores on measures of text comprehension were examined and compared with relationships between scores on the task-specific strategy measure and the same comprehension measures. The comparison between the CCC strategy scores and the task-specific strategy scores suggested only modest criterion-related validity for the data obtained with the global strategy inventory. The CCC strategy scores were also not related to the text comprehension measures, indicating poor construct validity. In contrast, the task-specific strategy scores were positively related to the comprehension measures, indicating good construct validity. Attempts to measure strategic processing at a global level seem to have limited validity and utility.

[Tool for measuring occupational stress: a nurses' stress inventory].

PubMed

Stacciarini, J M; Tróccoli, B T

2000-12-01

We present an exploratory study aiming at constructing an inventory to measure occupational stress in nurses ("Inventário de Estresse em Enfermeiros"--IEE). A set of items was initially constructed from previously defined categories based on interviews with nurses and then improved through semantic analysis by referees and a pilot-test with nursing students. A sample of 461 nurses--workers from the public services of the Federal District--who answered the IEE was used in the study. Factorial analysis indicated the presence of a second-order global factor and three first-order factors: Interpersonal Relationships, Stressful Career Roles and Intrinsic Job Factors.

History Writing that's "Good to Think with": "The Great Fire," "Blizzard!" and "An American Plague"

ERIC Educational Resources Information Center

Zarnowski, Myra

2009-01-01

In this article I argue that history books that are "good to think with" narrate history and, at the same time, provide insight into how it is constructed. These books are much more than collections of facts. Specifically, they provide information about historical context, multiple perspectives, sources of information, and original interpretation.…

Thinking, Feeling, Intuiting and Sensing: Using the Four Psychological Functions as a Model to Empower Student Writers.

ERIC Educational Resources Information Center

Miller, Lori Ann

Writing is an act of self construction. Considering how students process information can improve the quality of instruction in composing courses, but only if quantifiable, verified models of cognitive functions are taken to heart and applied to teaching methods in the classroom. C. G. Jung's model of the four functions (thinking, sensation,…

Factor Structure of the Torrance Tests of Creative Thinking Verbal Form B in a Spanish-Speaking Population

ERIC Educational Resources Information Center

Krumm, Gabriela; Aranguren, María; Arán Filippetti, Vanessa; Lemos, Viviana

2016-01-01

The objective of this study was to compare, through a Confirmatory Factor Analysis, two different theoretical models that explain the operationalized creativity construct with the Verbal Torrance Tests of Creative Thinking (TTCT), Form B. Model 1 is represented by six factors which correspond to each activity and its respective indicators while…

Constructing a short form of the hierarchical personality inventory for children (HiPIC): the HiPIC-30.

PubMed

Vollrath, Margarete E; Hampson, Sarah E; Torgersen, Svenn

2016-05-01

Children's personality traits are invaluable predictors of concurrent and later mental and physical health. Several validated longer inventories for assessing the widely recognized Five-Factor Model of personality in children are available, but short forms are scarce. This study aimed at constructing a 30-item form of the 144-item Hierarchical Personality Inventory for Children (HiPIC) (Mervielde & De Fruyt, ). Participants were 1543 children aged 6-12 years (sample 1) and 3895 children aged 8 years (sample 2). Sample 1 completed the full HiPIC, from which we constructed the HiPIC-30, and the Child Behaviour Checklist (Achenbach, ). Sample 2 completed the HiPIC-30. The HiPIC-30 personality domains correlated over r = .90 with the full HiPIC domains, had good Cronbach's alphas and correlated similarly with CBCL behaviour problems and gender as the full HiPIC. The factor structures of the HiPIC-30 were convergent across samples, but the imagination factor was not clear-cut. We conclude that the HiPIC-30 is a reliable and valid questionnaire for the Five-Factor personality traits in children. Copyright © 2016 John Wiley & Sons, Ltd. Copyright © 2016 John Wiley & Sons, Ltd.

Application of queuing theory in inventory systems with substitution flexibility

NASA Astrophysics Data System (ADS)

Seyedhoseini, S. M.; Rashid, Reza; Kamalpour, Iman; Zangeneh, Erfan

2015-03-01

Considering the competition in today's business environment, tactical planning of a supply chain becomes more complex than before. In many multi-product inventory systems, substitution flexibility can improve profits. This paper aims to prepare a comprehensive substitution inventory model, where an inventory system with two substitute products with ignorable lead time has been considered, and effects of simultaneous ordering have been examined. In this paper, demands of customers for both of the products have been regarded as stochastic parameters, and queuing theory has been used to construct a mathematical model. The model has been coded by C++, and it has been analyzed due to a real example, where the results indicate efficiency of proposed model.

Pursuing Improvement in Clinical Reasoning: Development of the Clinical Coaching Interactions Inventory.

PubMed

Jessee, Mary Ann; Tanner, Christine A

2016-09-01

Clinical coaching has been identified as a signature pedagogy in nursing education. Recent findings indicate that clinical coaching interactions in the clinical learning environment fail to engage students in the higher order thinking skills believed to promote clinical reasoning. The Clinical Coaching Interactions Inventory (CCII) was based on evidence of supervisor questioning techniques, the Tanner clinical judgment model, Bloom's Taxonomy, and simulation evaluation tools. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Reliability was established with Kuder-Richardson Formula 20 (KR-20). CVI (S-CVI/Ave) was .91, and KR-20 was .70. The CCII identified differences in clinical coaching behaviors in university faculty supervisors and staff nurse preceptor supervisors. The CCII advances the measurement of clinical coaching interactions from qualitative to quantitative. Ultimately, results from use of this inventory may facilitate the design of prelicensure clinical coaching strategies that promote the improvement of students' clinical reasoning skill. [J Nurs Educ. 2016;55(9):495-504.]. Copyright 2016, SLACK Incorporated.

Initial Construction and Validation of the Pathological Narcissism Inventory

ERIC Educational Resources Information Center

Pincus, Aaron L.; Ansell, Emily B.; Pimentel, Claudia A.; Cain, Nicole M.; Wright, Aidan G. C.; Levy, Kenneth N.

2009-01-01

The construct of narcissism is inconsistently defined across clinical theory, social-personality psychology, and psychiatric diagnosis. Two problems were identified that impede integration of research and clinical findings regarding narcissistic personality pathology: (a) ambiguity regarding the assessment of pathological narcissism vs. normal…