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Results for “APTITUDE TEST”

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PubMed2002

Nutritional status, brain development and scholastic achievement of Chilean high-school graduates from high and low intellectual quotient and socio-economic status.

The objective of the present study was to investigate the inter-relationships between nutritional status (past and current nutrition), brain development, and scholastic achievement (SA) of Chilean high-school graduates from high and low intellectual quotient (IQ) and socio-economic status (SES) (mean age 18.0 (SD 0.9) years). Results showed that independently of SES, high-school graduates with similar IQ have similar nutritional, brain development and SA variables. Multiple regression analysis between child IQ (dependent variable) and age, sex, SES, brain volume (BV), undernutrition during the first year of life, paternal and maternal IQ (independent variables) revealed that maternal IQ (P<0.0001), BV (P<00387) and severe undernutrition during the first year of life (P<0.0486), were the independent variables with the greatest explanatory power for child IQ variance (r2 0.707), without interaction with age, sex or SES. Child IQ (P<0.0001) was the only independent variable that explained both SA variance (r2 0.848) and academic aptitude test variance (r2 0.876) without interaction with age, sex or SES. These results confirm the hypotheses formulated for this study that: (1) independently of SES, high-school graduates with similar IQ have similar variables of nutritional status, brain development and SA; (2) past nutritional status, brain development, child IQ and SA are strongly and significantly inter-related. These findings are relevant in explaining the complex interactions between variables that affect IQ and SA and can be useful for nutritional and educational planning.

Adolescent↗

PubMed1981

Imagery ability in recall of distance and location information.

The role of visual imagery in short-term retention of movement end locations and distances was examined by comparing performances of subjects with extreme scores on the space relations section of the Differential Aptitude Test. Twelve HIGHS and twelve LOWS were tested on reproduction accuracy of six distances and six end locations immediately following presentation a 30-sec rest, a 30 sec imaginal rehearsal condition, and a 30-sec imaginal distraction condition. Initial analysis of the data provided little support for the hypothesis that HIGHS would reproduce criterion locations with more accuracy than LOWS. However, when scores of HIGHS reporting use of an imaginal coding strategy (HIGHS) were compared with LOWS who did not (LOWS), several expected findings were disclosed. HIGHS reproduced end locations with significantly less error in the immediate and imaginal rehearsal conditions, and as expected, accuracy scores for HIGHS and LOWS did not differ for the distance task. The findings suggest that when subjects employ an imaginal coding strategy, visual imagery ability may be an important factor in the retention of location information, but of little functional significance in the recall of distance.

Journal Article↗

PubMed1986

Correlations between SAT scores and MCAT scores of black students in a summer program.

The purpose of the study reported here was to determine the relationship between Scholastic Aptitude Test (SAT) scores and Medical College Admission Test (MCAT) scores of black students who had participated in a summer program for minority students interested in health careers held at the Medical College of Georgia. A significant correlation was established between these students' SAT and MCAT scores. These findings suggest that students who are likely to perform well in medical school can be selected for medical school while they are still underclassmen, accepted conditionally, and admitted after completing a prescribed curriculum. Early selection has implications for increasing the number of minority students in medicine and for permitting more liberal arts in the premedical education than the present selection process.

Black or African American↗

PubMed1993

A twelve-year profile of students' SAT scores, GPAs, and MCAT scores from a small university's premedical program.

PURPOSE: To determine whether significant correlations existed among quantitative and qualitative predictors of students' academic success and quantitative outcomes of such success over a 12-year period in a small university's premedical program. METHOD: A database was assembled from information on the 199 graduates who earned BS degrees in biology from Barry University's School of Natural and Health Sciences from 1980 through 1991. The quantitative variables were year of BS degree, total score on the Scholastic Aptitude Test (SAT), various measures of undergraduate grade-point averages (GPAs), and total score on the Medical College Admission Test (MCAT); and the qualitative variables were minority (54% of the students) or majority status and transfer (about one-third of the students) or nontransfer status. The statistical methods were multiple analysis of variance and stepwise multiple regression. RESULTS: Statistically significant positive correlations were found among SAT total scores, final GPAs, biology GPAs versus nonbiology GPAs, and MCAT total scores. These correlations held for transfer versus nontransfer students and for minority versus majority students. Over the 12-year period there were significant fluctuations in mean MCAT scores. CONCLUSION: The students' SAT scores and GPAs proved to be statistically reliable predictors of MCAT scores, but the minority or majority status and the transfer or nontransfer status of the students were statistically insignificant.

Education, Premedical↗

PubMed2001

Evaluation of an early medical school selection program for underrepresented minority students.

PURPOSE: To evaluate the academic performance in the first two years of medical school of underrepresented minority students (URMS) who participated in an early identification and admission program. METHOD: The study involved 39 early-selection URM students who entered one medical school from 1992 through 1999. Successful completion of the first two years of medical school and passing the United States Medical Licensure Examination (USMLE) Step 1 were correlated with Scholastic Aptitude Test I (SAT I) scores and Medical College Admission Test (MCAT) scores. The students were required to maintain an overall grade-point average of at least 3.0 on a 4.0 scale to remain in the program. RESULTS: Students who had combined scores of at least 900 on the SAT I and total scores of at least 18 on the three multiple-choice sections of the MCAT had more success completing the first two years of medical school and passed USMLE Step 1 with greater frequency than did those students who scored at lower levels on these tests. CONCLUSION: An early-selection program for URM students can identify early in their academic careers students who can complete the first two years of medical school and pass the USMLE Step 1.

Education, Medical, Undergraduate↗

PubMedDate not supplied

One integrated curriculum: an empirical evaluation.

In recognition of accountability to both the community and the student consumer for the process and the product of their educational program, faculty and students of Harris College of Nursing, Texas Christian University, Fort Worth, undertook a three-year study of entering and graduating students. Students exposed to a new integrated curriculum, it was found, tended to possess a higher degree of leadership and empathic ability without sacrifice of knowledge but less critical thinking ability than students graduating from the older "block" curriculum. It is suggested that this might have resulted from too much consistency of approach in the integrated program. Intellective characteristics (IQ, scholastic aptitude test scores, critical thinking ability) plus leadership potential and empathic skill were significant in discriminating between successful and nonsuccessful students.

Achievement↗

PubMed1987

Troublesome aspects of the patient-physician relationship: a study of human factors.

We investigated three onerous aspects of the patient-physician relationship using contemporary psychosocial research methods. A "hassle index" identified three dimensions of vexation in practice: problems with running a practice, medical conditions of patients, and social characteristics of patients. In general, hassle was found to be dependent on the type of practice, but physicians were equally annoyed by unlikeable patients irrespective of their practice site. Diagnostic errors made by resident physicians from various clinics were more related to an unlikeable medical disorder than to differences in the clinics. To clarify doctors' negative feelings toward patients, a questionnaire measuring antipathy toward specific patient types was administered to physicians. Responses indicated that physicians' antipathy was unrelated to the doctors' ethical beliefs and their medicopolitical orientation. Personality variables indicative of "extremeness" of opinion about patients included high needs for dominance, low needs for nurturance and "intraception" (the ability to analyze the behavior and motives of others), and low self-esteem. Personality profiles of physicians least vexed by medical practice reflected less psychopathology--less self-derogation, less need for emotional support, and more extroversion. Medical College Aptitude Test scores revealed that high science scores were associated with extremeness of opinion, and low scores on general information were indicative of increased susceptibility to the daily irritations of medical practice.

Attitude of Health Personnel↗

PubMed2004

Text generation from Taiwanese Sign Language using a PST-based language model for augmentative communication.

This paper proposes a novel approach to the generation of Chinese sentences from ill-formed Taiwanese Sign Language (TSL) for people with hearing impairments. First, a sign icon-based virtual keyboard is constructed to provide a visualized interface to retrieve sign icons from a sign database. A proposed language model (LM), based on a predictive sentence template (PST) tree, integrates a statistical variable n-gram LM and linguistic constraints to deal with the translation problem from ill-formed sign sequences to grammatical written sentences. The PST tree trained by a corpus collected from the deaf schools was used to model the correspondence between signed and written Chinese. In addition, a set of phrase formation rules, based on trigger pair category, was derived for sentence pattern expansion. These approaches improved the efficiency of text generation and the accuracy of word prediction and, therefore, improved the input rate. For the assessment of practical communication aids, a reading-comprehension training program with ten profoundly deaf students was undertaken in a deaf school in Tainan, Taiwan. Evaluation results show that the literacy aptitude test and subjective satisfactory level are significantly improved.

Adolescent↗

PubMed1992

Effects of early and recent maternal employment on children from low-income families.

The effects of early maternal employment (employment during the child's first 3 years) and recent maternal employment (employment during the previous 3 years) on 189 second-grade children from low-income families were examined. Maternal employment was related to a number of selection factors. In comparison to mothers who were not employed, employed mothers scored higher on a mental aptitude test and were more highly educated. Both early and recent maternal employment were also associated with measures of the current family functioning: there was less poverty and higher HOME environment scores when mothers were employed. Hierarchical multiple regressions showed that children's math achievement was positively predicted by early maternal employment and children's reading achievement was positively predicted by recent maternal employment, even after controlling for selection effects and current family environment. These results are discussed in terms of possible mechanisms by which maternal employment may affect children's development.

Achievement↗

PubMed2006

A preliminary study on the association between ventilation rates in classrooms and student performance.

Poor conditions leading to substandard indoor air quality (IAQ) in classrooms have been frequently cited in the literature over the past two decades. However, there is limited data linking poor IAQ in the classrooms to student performance. Whereas, it is assumed that poor IAQ results in reduced attendance and learning potential, and subsequent poor student performance, validating this hypothesis presents a challenge in today's school environment. This study explores the association between student performance on standardized aptitude tests that are administered to students on a yearly basis, to classroom carbon dioxide (CO2) concentrations, which provide a surrogate of ventilation being provided to each room. Data on classroom CO2 concentrations (over a 4-5 h time span within a typical school day) were recorded in fifth grade classrooms in 54 elementary schools within a school district in the USA. Results from this preliminary study yield a significant (P < 0.10) association between classroom-level ventilation rate and test results in math. They also indicate that non-linear effects may need to be considered for better representation of the association. A larger sample size is required in order to draw more definitive conclusions. Practical Implications Future studies could focus on (1) gathering more evidence on the possible association between classroom ventilation rates and students' academic performance; (2) the linear/non-linear nature of the association; and (3) whether it is possible to detect 'no observed adverse effect level' for adequate ventilation with respect to academic performance in schools. All of this information could be used to improve guidance and take regulatory actions to ensure adequate ventilation in schools. The high prevalence of low ventilation rates, combined with the growing evidence of the positive impact that sufficient ventilation has on human performance, suggests an opportunity for improving design and management of school facilities.

Air Pollution, Indoor↗

PubMed1983

Sex differences in mathematical reasoning ability: more facts.

Almost 40,000 selected seventh-grade students from the Middle Atlantic region of the United States took the College Board Scholastic Aptitude Test as part of the Johns Hopkins regional talent search in 1980, 1981, and 1982. A separate nationwide talent search was conducted in which any student under age 13 who was willing to take the test was eligible. The results obtained by both procedures establish that by age 13 a large sex difference in mathematical reasoning ability exists and that it is especially pronounced at the high end of the distribution: among students who scored greater than or equal to 700, boys outnumbered girls 13 to 1. Some hypothesized explanations of such differences were not supported by the data.

Child↗

PubMedDate not supplied

The relation of LD and gender with emotional intelligence in college students.

This study examined the relation of learning disabilities (LD) and gender with emotional intelligence in 128 college students. Fifty-four students with LD (32 men and 22 women) and 74 without LD (34 men and 40 women) attending two colleges and one university participated in the study. Emotional intelligence was assessed using the Emotional Quotient Inventory (EQ-i; BarOn,1997), a self-report instrument designed to measure interpersonal and intrapersonal skills, stress management, adaptability, and general mood. A 2-way multivariate analysis of variance (MANOVA) was performed to examine the main effects of LD and gender and the interaction of the two main effects on the five composites of the EQ-i. Students with LD had fewer credits and lower scholastic aptitude test (SAT) scores, high school grade point averages (GPAs), and college GPAs than students without LD; women students were older and had higher college GPAs than men students. Results of the MANOVA indicated significant main effects of both LD and gender; no significant interaction occurred. Post hoc univariate analyses of the five composites revealed significant differences between students with LD and students without LD on stress management and adaptability, significant differences between men and women students on interpersonal skills, and significant differences of the interaction of LD and gender on interpersonal skills.

Adolescent↗

PubMedDate not supplied

Foreign language proficiency of at-risk and not-at-risk learners over 2 years of foreign language instruction: a follow-up study.

In this follow-up study, students at risk for problems with learning a foreign language who were taught using a multisensory, structured language approach to Spanish made significant gains over 2 years on three native language phonological/orthographic measures and a foreign language aptitude test. Despite gains, at-risk students did not "catch up" with not-at-risk students on these measures. Qualitative between-group differences were noted on foreign language proficiency measures.

Adolescent↗

PubMedDate not supplied

Students classified as LD and the college foreign language requirement: a quantitative analysis.

This study was conducted to determine whether students classified as learning disabled (LD) who were permitted to substitute courses for the college foreign language (FL) requirement at one university would display significant cognitive and academic achievement differences when grouped by level of discrepancy between IQ and achievement, by discrepancy between achievement according to different measures, and by level of performance on phonological-orthographic processing measures, on the Modern Language Aptitude Test (MLAT), and in FL courses. Results showed that there were no differences among students with different levels of discrepancy (i.e., < 1.0 SD, 1.0-1.49 SD, and > 1.50 SD) on MLAT and American College Testing (ACT) scores, graduating grade point average (GPA) or college FL GPA. Results also showed that among students who scored below versus at or above the 25th percentile on phonological-orthographic processing measures, there were no differences on measures of IQ, ACT, MLAT, and GPA, as well as most measures of academic achievement. Implications for the use of the LD label to grant FL course substitutions or waivers, use of the MLAT in the diagnostic and course substitution/waiver process, and the validity and reliability of traditional criteria for the classification as LD are discussed.

Achievement↗

PubMed2006

Exaggerating current and past performance: motivated self-enhancement versus reconstructive memory.

The authors propose distinct reasons why individuals exaggerate their current and past performance. Current performance is of motivational and self-evaluative significance, and exaggerations of current performance often stem from motivated self-enhancement concerns. Self-reports of past performance are influenced less by motivated self-enhancement, instead reflecting more subtle biases in reconstructive memory. For students currently in college, grade point averages (GPAs) reflect a currently important goal pursuit, whereas Scholastic Aptitude Test (SAT) scores reflect a goal that was important in the past. Study 1 demonstrated that dispositional self-enhancement predicted greater GPA (but not SAT) exaggeration, whereas advanced class standing predicted greater SAT (but not GPA) exaggeration. Study 2 demonstrated that a self-affirmation manipulation attenuated the association between dispositional self-enhancement and GPA exaggeration but not the association between class standing and SAT exaggeration. The distinction between motivated self-enhancement and reconstructive memory bias has important implications for the broader literature on self-evaluation.

Adolescent↗

PubMed2002

Television viewing and initiation of smoking among youth.

BACKGROUND: Smoking is the leading preventable cause of death in the United States, and the risk of disease increases the earlier in life smoking begins. The prevalence of smoking among US adolescents has increased since 1991. Despite bans on television tobacco advertising, smoking on television remains widespread. OBJECTIVE: To determine whether youth with greater exposure to television viewing exhibit higher rates of smoking initiation. METHODS: We used the National Longitudinal Survey of Youth, Child Cohort to examine longitudinally the association of television viewing in 1990 among youth ages 10 to 15 years with smoking initiation from 1990-1992. Television viewing was based on the average of youth and parent reports. We used multiple logistic regression, taking into account sampling weights, and controlled for ethnicity; maternal education, IQ, and work; household structure; number of children; household poverty; child gender; and child aptitude test scores. RESULTS: Among these youth, smoking increased from 4.8% in 1990 to 12.3% in 1992. Controlling for baseline characteristics, youth who watched 5 or more hours of TV per day were 5.99 times more likely to initiate smoking behaviors (95% confidence interval: 1.39-25.71) than those youth who watched <2 hours. Similarly, youth who watched >4 to 5 hours per day were 5.24 times more likely to initiate smoking than youth who watched <2 hours (95% confidence interval: 1.19-23.10). CONCLUSIONS: Television viewing is associated in a dose-response relationship with the initiation of youth smoking. Television viewing should be included in adolescent risk behavior research. Interventions to reduce television viewing may also reduce youth smoking initiation.

Adolescent↗

PubMed1980

Spatial ability in highly skilled women squash players.

13 women international squash players, 13 players of low ability, and 13 non-players were administered the Space Relations Form T of the Differential Aptitude Tests, a test of spatial ability. The data, analyzed by3 a one-way analysis of variance, yielded no significant differences among groups.

Achievement↗

PubMed2003

Predicting success among first-year engineering students at the Rand Afrikaans University.

160 first-year students in the Engineering Faculty at the Rand Afrikaans University completed the Study Orientation Questionnaire in Mathematics and the Senior Aptitude Test Advanced. 100 students who passed and 40 who failed the first year scored significantly differently on three subtests, Calculations, Study attitude in mathematics, and Problem-solving behaviour in mathematics. Step-wise linear regression showed a combination of three fields, namely, Calculations, Study attitude in mathematics, and Mathematics anxiety, contributed significantly (R2=25.8%) towards predicting the first-year aggregate score of first-year engineering students.

Achievement↗