Artigos sobre o meio editorial

Studies of typographical factors influencing speed of reading IV

In Artigo, Journal of Applied Psychology, University of Minnesota on setembro 21, 2008 at 2:59 am

Título: Studies of typographical factors influencing speed of reading. IV. Effect of practice on equivalence of test forms.
Autores: Donald G. Paterson e Miles A. Tinker
Publicado em: Journal of Applied Psychology, vol. 14(3) (jun. 1930), pp. 211-217
Data: 1930
Nº de páginas: 7

Acesso: Ovid

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Summary and conclusions:
1. In continuing our studies on typographical factors influencing speed of reading it was found that a previously demonstrated equivalence of difficulty for Forms A and B of the Chapman-Cook Speed of Reading Test did not hold when the tests were administered to a group of subjects most of whom
had previously taken the same tests.

2. Analysis of three sets of data demonstrated: (a) when a group of subjects is subjected to the tests for the first time, Forms A and B yield equivalent average scores; (6) when a group of subjects is re-tested, the practice effect does not apply equally to the two forms but instead results in a greater increase
in average scores in Form A than in Form B; and (c) the practice effect in administering further trials does not produce as marked a discrepancy between the means of the two test forms as resulted from a single repetition.

3. Thus, equivalence in difficulty of Forms A and B of the Chapman-Cook Speed of Reading Tests has been demonstrated for subjects taking the tests for the first time with three different groups of subjects, namely, high school seniors, college freshmen, and college sophomores. For this reason, we may be reasonably certain that our previously published comparisons are valid. Future work, to be equally valid must also utilize subjects who have not been exposed to these tests.

4. There is reason to believe that the original equality in difficulty between Forms A and B is due to a balancing of opposed factors, i.e. Form A is inherently less difficult than Form B, but the element of strangeness retards the reading of Form A just enough to make reading performance equal that of Form B. With repetition, adaptation removes the element of strangeness and Form A becomes definitely easier than Form B.

5. The findings indicate that demonstrated equivalence for duplicate forms of published standard tests can not be accepted as valid except for the first trial. Experiments involving several trials and dependent upon continued equivalence in difficulty of duplicate test forms should be carefully controlled with respect to such variable practice effects.

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