Results for 'multiple-choice tests'

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  1.  30
    Scoring and Keying Multiple Choice Tests: A Case Study in Irrationality. [REVIEW]Maya Bar-Hillel, David Budescu & Yigal Attali - 2005 - Mind and Society 4 (1):3-12.
    We offer a case-study in irrationality, showing that even in a high stakes context, intelligent and well trained professionals may adopt dominated practices. In multiple-choice tests one cannot distinguish lucky guesses from answers based on knowledge. Test-makers have dealt with this problem by lowering the incentive to guess, through penalizing errors (called formula scoring), and by eliminating various cues for outperforming random guessing (e.g., a preponderance of correct answers in middle positions), through key balancing. These policies, though widespread (...)
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  2.  9
    An Experimental Analysis of Single Stimulus Tests and Multiple-Choice Tests of Recognition Memory.Walter Kintsch - 1968 - Journal of Experimental Psychology 76 (1p1):1.
  3.  8
    The Effect of Type and Timing of Feedback on Learning From Multiple-Choice Tests.Andrew C. Butler, Jeffrey D. Karpicke & Henry L. Roediger - 2007 - Journal of Experimental Psychology: Applied 13 (4):273-281.
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  4.  5
    Imperfect Models, Imperfect Conclusions: An Exploratory Study of Multiple-Choice Tests and Historical Knowledge.Gabriel A. Reich - 2013 - Journal of Social Studies Research 37 (1):3-16.
  5.  5
    The Role of Rasch Analysis When Conducting Science Education Research Utilizing Multiple‐Choice Tests.William J. Boone & Kathryn Scantlebury - 2006 - Science Education 90 (2):253-269.
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  6.  30
    Using Working Memory Theory to Investigate the Construct Validity of Multiple-Choice Reading Comprehension Tests Such as the SAT.Meredyth Daneman & Brenda Hannon - 2001 - Journal of Experimental Psychology: General 130 (2):208.
  7.  1
    Completion Time and Performance on Multiple-Choice and Essay Tests.Paul W. Foos - 1989 - Bulletin of the Psychonomic Society 27 (2):179-180.
  8. Assessing Concept Possession as an Explicit and Social Practice.Alessia Marabini & Luca Moretti - 2017 - Journal of Philosophy of Education 51 (4):801-816.
    We focus on issues of learning assessment from the point of view of an investigation of philosophical elements in teaching. We contend that assessment of concept possession at school based on ordinary multiple-choice tests might be ineffective because it overlooks aspects of human rationality illuminated by Robert Brandom’s inferentialism––the view that conceptual content largely coincides with the inferential role of linguistic expressions used in public discourse. More particularly, we argue that multiple-choice tests at schools might fail (...)
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  9.  87
    Beyond Information Recall: Sophisticated Multiple-Choice Questions in Philosophy.J. Robert Loftis - 2019 - American Association of Philosophy Teachers Studies in Pedagogy 5:89-122.
    Multiple-choice questions have an undeserved reputation for only being able to test student recall of basic facts. In fact, well-crafted mechanically gradable questions can measure very sophisticated cognitive skills, including those engaged at the highest level of Benjamin Bloom’s taxonomy of outcomes. In this article, I argue that multiple-choice questions should be a part of the diversified assessment portfolio for most philosophy courses. I present three arguments broadly related to fairness. First, multiple-choice questions allow one to consolidate (...)
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  10.  37
    Paracompactness of Metric Spaces and the Axiom of Multiple Choice.Paul Howard, K. Keremedis & J. E. Rubin - 2000 - Mathematical Logic Quarterly 46 (2):219-232.
    The axiom of multiple choice implies that metric spaces are paracompact but the reverse implication cannot be proved in set theory without the axiom of choice.
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  11.  2
    If Vector Spaces Are Projective Modules Then Multiple Choice Holds.Paul Howard - 2005 - Mathematical Logic Quarterly 51 (2):187.
    We show that the assertion that every vector space is a projective module implies the axiom of multiple choice and that the reverse implication does not hold in set theory weakened to permit the existence of atoms.
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  12.  40
    Retroactive Inhibition in the A-B, A-D Paradigm as Measured by a Multiple-Choice Test.Coleman T. Merryman - 1971 - Journal of Experimental Psychology 91 (2):212-214.
  13.  20
    Conditional Response Distributions in a Multiple-Choice Probability-Learning Situtation.James R. Erickson & Karen K. Block - 1970 - Journal of Experimental Psychology 86 (2):328.
  14.  17
    An Experimental Study of Fixation of Response by College Students in a Multiple-Choice Situation.R. M. Gottsdanker - 1939 - Journal of Experimental Psychology 25 (5):431.
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  15.  14
    A Comparison of Two Payoff Functions on Multiple-Choice Decision Behavior.David M. Messick & Amnon Rapoport - 1965 - Journal of Experimental Psychology 69 (1):75.
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  16.  11
    A Continuous Multiple Choice Reaction Apparatus.Carl N. Rexroad - 1925 - Journal of Experimental Psychology 8 (5):325.
  17.  12
    The Difficulty of Multiple Choice Test Item Alternatives.P. Horst - 1932 - Journal of Experimental Psychology 15 (4):469.
  18.  11
    A Test of a Model for Multiple-Choice Behavior.Marvin H. Detambel - 1955 - Journal of Experimental Psychology 49 (2):97.
  19.  10
    Multiple-Choice Probability Learning.Karen Block & James R. Erickson - 1969 - Journal of Experimental Psychology 81 (1):72.
  20.  8
    Response Strength in a Modified Thorndikian Multiple-Choice Situation as a Function of Varying Proportions of Reinforcement.Albert E. Goss & Edward J. Rabaioli - 1952 - Journal of Experimental Psychology 43 (2):106.
  21.  8
    Factors Affecting Learning and Intrusion Rates in a Multiple-Choice Verbal Transfer Task.Irwin P. Levin & Jeral R. Williams - 1968 - Journal of Experimental Psychology 78 (4p1):689.
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  22.  8
    New Gradients of Error Reinforcement in Multiple-Choice Human Learning.Melvin H. Marx & Marion E. Bunch - 1951 - Journal of Experimental Psychology 41 (2):93.
  23.  7
    Administering Electric Shock for Inaccuracy in Continuous Multiple-Choice Reactions.C. N. Rexroad - 1926 - Journal of Experimental Psychology 9 (1):1.
  24.  6
    Effects of Associative Strength in a Multiple-Choice Verbal Transfer Task.Irwin P. Levin & Jeral R. Williams - 1968 - Journal of Experimental Psychology 76 (4p1):530.
  25.  4
    An Automatic Rotary Switch for Use with the Ranschburg Exposure Apparatus for Continuous Multiple Choice Work.G. B. Dimmick - 1931 - Journal of Experimental Psychology 14 (3):303.
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  26.  4
    Gradients of Error Reinforcement in Normal Multiple-Choice Learning Situations.Melvin H. Marx - 1957 - Journal of Experimental Psychology 54 (3):225.
  27.  4
    Expected Value and Response Uncertainty in Multiple-Choice Decision Behavior.David M. Messick & Amnon Rapaport - 1965 - Journal of Experimental Psychology 70 (2):224.
  28. Life Is Strange and ‘‘Games Are Made’’: A Philosophical Interpretation of a Multiple-Choice Existential Simulator With Copilot Sartre.Luis de Miranda - 2016 - Games and Culture 1 (18).
    The multiple-choice video game Life is Strange was described by its French developers as a metaphor for the inner conflicts experienced by a teenager in trying to become an adult. In psychological work with adolescents, there is a stark similarity between what they experience and some concepts of existentialist philosophy. Sartre’s script for the movie Les Jeux Sont Faits (literally ‘‘games are made’’) uses the same narrative strategy as Life is Strange—the capacity for the main characters to travel back (...)
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  29.  27
    Another Kind of 'BOLD Response': Answering Multiple-Choice Questions Via Online Decoded Single-Trial Brain Signals.Bettina Sorger & Audrey Maudoux - unknown
    The term ‘locked-in’ syndrome (LIS) describes a medical condition in which persons concerned are severely paralyzed and at the same time fully conscious and awake. The resulting anarthria makes it impossible for these patients to naturally communicate, which results in diagnostic as well as serious practical and ethical problems. Therefore, developing alternative, muscle-independent communication means is of prime importance. Such communication means can be realized via brain–computer interfaces (BCIs) circumventing the muscular system by using brain signals associated with preserved cognitive, (...)
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  30.  14
    Multiple Predictions in Choice Reaction Time: A Serial Memory Scanning Interpretation.Michael J. Hacker & James V. Hinrichs - 1974 - Journal of Experimental Psychology 103 (5):999.
  31.  7
    Choice of First Variables for Single and Repeated Multiple Estimates of Loudness.E. C. Poulton - 1969 - Journal of Experimental Psychology 80 (2p1):249.
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  32.  42
    Memory‐Based Simple Heuristics as Attribute Substitution: Competitive Tests of Binary Choice Inference Models.Honda Hidehito, Matsuka Toshihiko & Ueda Kazuhiro - 2017 - Cognitive Science 41 (S5):1093-1118.
    Some researchers on binary choice inference have argued that people make inferences based on simple heuristics, such as recognition, fluency, or familiarity. Others have argued that people make inferences based on available knowledge. To examine the boundary between heuristic and knowledge usage, we examine binary choice inference processes in terms of attribute substitution in heuristic use. In this framework, it is predicted that people will rely on heuristic or knowledge-based inference depending on the subjective difficulty of the inference task. We (...)
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  33. God's Problem of Multiple Choice.Lloyd Strickland - 2006 - Religious Studies 42 (2):141-157.
    A question that has been largely overlooked by philosophers of religion is how God would be able to effect a rational choice between two worlds of unsurpassable goodness. To answer this question, I draw a parallel with the paradigm cases of indifferent choice, including Buridan's ass, and argue that such cases can be satisfactorily resolved provided that the protagonists employ what Otto Neurath calls an ‘auxiliary motive’. I supply rational grounds for the employment of such a motive, and then argue (...)
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  34.  34
    The Axiom of Multiple Choice and Models for Constructive Set Theory.Benno van den Berg & Ieke Moerdijk - 2014 - Journal of Mathematical Logic 14 (1):1450005.
    We propose an extension of Aczel's constructive set theory CZF by an axiom for inductive types and a choice principle, and show that this extension has the following properties: it is interpretable in Martin-Löf's type theory. In addition, it is strong enough to prove the Set Compactness theorem and the results in formal topology which make use of this theorem. Moreover, it is stable under the standard constructions from algebraic set theory, namely exact completion, realizability models, forcing as well as (...)
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  35.  4
    A Gradient Theory of Multiple-Choice Learning.John Oliver Cook - 1953 - Psychological Review 60 (1):15-22.
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  36.  22
    Both Multiple-Choice and Short-Answer Quizzes Enhance Later Exam Performance in Middle and High School Classes.Kathleen B. McDermott, Pooja K. Agarwal, Laura D’Antonio, Henry L. Roediger & Mark A. McDaniel - 2014 - Journal of Experimental Psychology: Applied 20 (1):3-21.
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  37.  6
    Separating Sensitivity From Response Bias: Implications of Comparisons of Yes-No and Forced-Choice Tests for Models and Measures of Recognition Memory.Neal E. A. Kroll, Andrew P. Yonelinas, Ian G. Dobbins & Christina M. Frederick - 2002 - Journal of Experimental Psychology: General 131 (2):241-254.
  38.  12
    Multiple-Choice Item Distractor Development Using Topic Modeling Approaches.Jinnie Shin, Qi Guo & Mark J. Gierl - 2019 - Frontiers in Psychology 10.
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  39.  12
    Assessing Students' Abilities to Construct and Interpret Line Graphs: Disparities Between Multiple‐Choice and Free‐Response Instruments.Craig A. Berg & Philip Smith - 1994 - Science Education 78 (6):527-554.
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  40.  9
    An Analysis of Complex Multiple‐Choice Science–Technology–Society Items: Methodological Development and Preliminary Results.Ángel Vázquez‐Alonso, María‐Antonia Manassero‐Mas & José‐Antonio Acevedo‐Díaz - 2006 - Science Education 90 (4):681-706.
  41.  7
    Multiple-Choice Learning of Line-Drawn Facial Features: I. Inhibitory Effects of Observer Scoring.Melvin H. Marx - 1979 - Bulletin of the Psychonomic Society 14 (6):437-438.
  42.  13
    Vague and Ambiguous Questions on Multiple‐Choice Exercises: The Case For.Jim Mackenzie - 1994 - Educational Philosophy and Theory 26 (1):23-33.
  43.  9
    Multiple-Choice Learning of Line-Drawn Facial Features: III. Transfer as a Function of Performance or Observation.Melvin H. Marx - 1980 - Bulletin of the Psychonomic Society 15 (1):57-59.
  44.  7
    A DBQ in a Multiple-Choice World: A Tale of Two Assessments in a Unit on the Byzantine Empire.Colleen Fitzpatrick, Stephanie van Hover, Ariel Cornett & David Hicks - 2019 - Journal of Social Studies Research 43 (3):199-214.
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  45.  14
    A Monte Carlo Study of Nonparametric Multiple-Comparison Tests for a Two-Way Layout.James D. Church & Edward L. Wike - 1979 - Bulletin of the Psychonomic Society 14 (2):95-98.
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  46.  14
    A Monte Carlo Investigation of Four Nonparametric Multiple-Comparison Tests for K Independent Groups.Edward L. Wike & James D. Church - 1978 - Bulletin of the Psychonomic Society 11 (1):25-28.
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  47.  5
    A Two-Dimensional Multiple-Choice Model Accounting for Omissions.Rodrigo Schames Kreitchmann, Francisco José Abad & Vicente Ponsoda - 2018 - Frontiers in Psychology 9.
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  48.  7
    Multiple-Choice Learning of Line-Drawn Facial Features: II. Sex Differences.Melvin H. Marx - 1979 - Bulletin of the Psychonomic Society 14 (6):439-441.
  49.  5
    On the Validity of a Multiple-Choice Translation Test as a Substitute for an Open-Ended Translation Test in the Iranian University Entrance Examination.Alireza Ahmadi - 2011 - Perspectives 19 (4):307-314.
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  50.  11
    Lévy A.. Axioms of Multiple Choice. Fundamenta Mathematicae, Vol. 50 No. 5 , Pp. 475–483.J. R. Shoenfield - 1965 - Journal of Symbolic Logic 30 (2):252-252.
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