测验

基本解释 (translations)

exam  ·  tryout  ·  workout

与测验相关的网络例句 [注：此内容来源于网络，仅供参考]

Methods Total of 164 patients with first-episode schizophrenia were evaluated before treatment, at the end of 12 weeks treatment and then annually till 5 years on 10 cognitive function tests, including Weschler adult intelligence scale, Weschler memory scale, grooved pegboard test, finger tapping test, motor function test, hand coordination test, trail making test A and B, Wisconsin card sort test, and verbal fluency test, together with BPRS, SANS and GAF. Results The scores on all cognitive function tests were not significantly related to total scores of BPRS, SANS and GAF before treatment.

对164例首发精神分裂症患者进行随访观察，于治疗前、治疗12周末、治疗1年末、2年末、3年末、4年末、5年末各做1次韦氏成人智力量表、韦氏记忆量表、铁槽铁钉测验、手指敲击试验、动作功能测验、手功能协调测验、连线测验A和B、威斯康星卡片分类测验及言语流利性测验等10项神经心理测查及简明精神症状评定量表、阴性症状评定量表、功能总体评定量表评定。

Result:The grades of the abilities of mass motor and balance were positively correlated with the A reaction time,total reaction time of Stroop Test,and negatively correlated with the score of down-reciting in Wechsler Memory Scale.The standard score of lack of learning ability or mal-coordination was positively correlated with the D reaction time,total reaction time and the number of D errors and total errors in Stroop Test,and positively correlated with the standard grade in Ravin's Standard Progressive Matrices.The negative correlation was existed between the grade of touch excessive defense,emotionalinstability and the errors in C part and the reaction time in interference of word color in the Stroop Test.

结果：感觉统合功能量表中，大肌肉及平衡能力的等级评分与Stroop测验的A反应时、总反应时呈正相关，与韦氏记忆中倒背数字得分呈负相关；触觉过度防御及情绪不稳的等级评分与Stroop测验的C错误数和色干扰呈负相关；本体感不佳、身体协调不良的等级评分与Stroop测验的C错误数和总错误数呈负相关；学习能力发展不足或协调不良的等级评分与Stroop测验的D反应时、总反应时、D错误数、总错误数以及瑞文标准推理测验的标准等级分呈正相关；大年龄的特殊问题的等级评分与Stroop测验的C错误数、D错误数、总错误数呈负相关。

Four research results in the research are provided on the basis of wholly absorbed attention behavior performance including eyes-gazing, concentration as well as completion of orders, attention-testing performance, and multiple attention-testing performance. The collected materials are analyzed throughvisual analyze and Tryon's C statistic. The results of this research are as follows: 1. Attention-training maintains and give rise to samples' attention behavior. 2. Attention-training makes samples' attention-testing performance better. 3. Attention-training has generalization effects on samples' self-instruction and strategies for monitoring and behavior. 4. Attention-training has different effects on samples of different genders.

本研究以专心注意行为表现、自编注意力测验表现、多向度注意力测验表现及班级教师访谈问卷四项结果作为依据，所得的资料以目视分析法及C统计进行分析，所得研究结果如下：一、三位受试者之C统计值达显著(P1.65)，显示注意力训练对受试者的专心注意行为具有提升与维持效果；二、三位受试者在四项分测验中，有三项测验之C统计值达显著(P1.65)，显示注意力训练对受试者在注意力测验的注意力表现具有提升效果；三、由班级教师访谈问卷分析中得知注意力训练对受试者的自我指导、监控策略与行为具有迁移效果；四、由自编注意力测验结果分析显示，注意力训练对不同性别学生能显现不同的训练效果。

In addition, patients who had current abuse and past dependence on alcohol or drugs were excluded. Cognitive functions were measured with neuropsychologi-cal, including understanding, similarity, digit span, digit sign, picture , picture remembrance, vision renew, reorganization, touch memory, and WCST (total number, total error number and persistent error number).

对所有人组患者在治疗前和治疗12周后均进行认知功能测验，包括领悟测验、相似性测验、数字广度测验、数字符号测验、填图测验、图片回忆测验、视觉再生测验、再认测验、触觉记忆测验及威斯康星卡片分类测验，每项测验均由同一个经过培训的测验师实施。

The best tests for separating cirrhotic patients from normal controls, after allowance for interdependence among all the tests by a discriminate function analysis, were Digit Symbol and Trailmaking test.

因素分析提取了三个因子，因子1由威斯康星卡片分类测验各记分项目负荷，主要反映了心理过程的灵活性；因子2由第四例测验和相似性测验组成，主要反映了分析综合能力：因子3由积木图测验、数字符号测验、连线测验组成，主要反映了知觉-运动协调、视觉空间能力。

Polychotomously scored system is better than dichotom-ously scored system,because it makes fuller use of theinformation involved in the examinees response vectorto all test items.2,The assumpt on of dichotomizing polychotomously scoredtest data and the relevant test transferring method isreasonable,the two tests are equivalent.3,Dichotomously scored IRT models are avalable to polych-otomously scored tests if these tests satisfy the assump-tions of the models.

对测验项目采用多级评分有助于更大限度地利用被试对测验项目的反应中所包含的有关其相应的能力或特质水平的信息量。2：本文所提出的把多级评分测验结果二级化的设想和方法是合理的和可行的。3：有本文所提供的方法把多级评分测验转换成相应的虚拟二级评分测验并不会改变原测验的各种性质。这两个测验基本上是等价的。4：只要原多级评分测验满足IRT模型的各种假设，那么该测验所对应的虚拟测验与逻辑斯蒂模型是配匹的。5：把二级评分IRT模型用于多级评分测验是可行的。

Furthermore, the effect of test delay was combined with the effect of association and the test context.

此外还发现了关联性和测验情境与测验时间延迟之间的交互影响，表现为对关键诱饵的错误再认受测验时间延迟的影响较小，受测验情境的影响较大；而对中关联词的错误再认则受测验时间延迟的影响较大，受测验情境的影响较小。

The study contains the following purposes:(1) exploring the test-structure of Raven's Advanced Progressive Matrics,(2) examining the process of solving APM,(3) investigating possible factors that affect the construct validity of APM,(4) developing New Figure Reasoning Test, using cognitive measurement approach test design model and computer technology,(5) contrasting APM and NFRT from the viewpoints of test designing and empirical analysis, and (6) developing an automatic item-generation and online testing system for NFRT.

本研究的研究目的为：(1)探讨APM的测验结构；(2)依据认知测量取向，探讨APM的解题历程；(3)探讨影响APM之构念效度的可能因素；(4)根据「认知测量测验编制模式」和电脑技术发展「新编图形推理能力测验」，并验证该测验的构念效度；(5)从测验编制和实证分析比较APM与「新编图形推理能力测验」；(6)发展「新编图形推理能力测验」的「自动命题及施测系统」。

Signalmen who have worked for more than one year and 70 new telegraph operators are subjected to Pattern Number Coding Ability Test, Ravens Progress Matrices, Memory Span Test, Distribution of Attention Test, Knocking Board Test, Choice Reaction Time Test, Action Speed Test, Action Stability Test, 16PF Test, Cornell Medical Index, SAS and SDS. hi the meanwhile their supervisors appraise the performance levels based on five grades from 5,4,3,2 and I .

研究对象为某军区工作1年以上的通信专业技术人员469名，另有作为预测效度检验的报训队新兵70名，分别接受图形数字编码能力测验、瑞文标准推理测验、记忆广度测验、注意分配测验、敲击板测验、选择反应时测验、动作速度测验、动作稳定性测验、卡特尔16PF测验、康奈尔测验、抑郁自评量表测验、焦虑自评量表测验；同时进行专业水平评价。

22 Vs TD: 21 70 ? 5 09 p = 0 11 and ball skills subtest of M-ABC (Z =-2 256 p = 021) The correlations of the scores of two motor tests and their subtests were fair to good (r =- 264 ~- 645 ) Conclusion: Children with FAD present similar overall motor performance except of lower scores of fine motor precision and ball skills The correlations of scores of two motor tests are only fair to good Clinical Relevance: Clinical therapists should be cautious that children with FAD may have a comorbid motor problem especially the fine motor precision and ball skills Only fair to good correlations of scores of the two most commonly used clinical tests indicates that it should be cautious when choosing a motor test for certain purpose

能性构音障碍儿童： 59 60 ± 9 16；正常发展儿童： 64 93 ± 8 77 p = 026、精细动作精准分测验(？能性构音障碍儿童： 18 53 ± 4 22；正常发展儿童： 21 70 ± 5 09 p = 0 11)与Movement-ABC的球类技巧分测验(Z =-2 256 p = 021)的表现显著较正常发展儿童差。而两动作测验与其分测验之间分数的相关性仅有中等至良好的相关（r =- 264 ~- 645）。结论：？能性构音障碍儿童在整体动作表现与正常发展儿童类似，但在动作中之精准控制能力较一般儿童差。BOT-2与Movement-ABC两种动作测验与其分测验之间仅有中等到良好的相关，显示两动作测验在本质上仍有不同，并不能互相取代，因此在使用时应考虑受试者的特质与目的等因素，以期使用最合适之评估工具。

与测验相关的网络解释 [注：此内容来源于网络，仅供参考]

Ability Test：能力测验

能力测验(ability test)一类心理测验. 这类测验是测量一个人在某一任务上的所能完成作业的限度,如智力测验、记忆测验、成绩测验等均属能力测验. (龚雄先撰林传菇审)

general achievement test：一般成就测验 普通成就测验

general ability test 一般能力测验 | general achievement test 一般成就测验 普通成就测验 | general activity 一般活动

Army Alpha Test：陆军甲种测验

Army Alpha Examination 陆军甲种测验 军队甲种测验 | Army Alpha Test 陆军甲种测验 | Army Beta Test 陆军乙种测验

aptitude test：能力倾向测验

能力测验又分为一般能力测验(General Ability Test),特殊能力测验(Special Ability Test)、能力倾向测验(Aptitude Test). 一般能力测验主要是指通常所说的智力测验,如比奈一西蒙智力测验、斯坦福一比奈测验和韦克斯勒智力测验等都是全世界公认的优秀智力测验.

aptitude test：性向测验

是包括多个问题所构成的用来鉴别能力或性格差异的工具,测验是测量的手段和工具.测验有多种形式,教育上使用最多的是性向测验(aptitude test)和成就测验(achievement test).与测量一词比较,

mental test：心理测验

他于1890年首先提出了"心理测验"(mental test)这一术语,用以探查个人间的差异. 他所谓的心理测验不仅指智力测验,而且还包括自感觉敏锐度到解决难题的一切能力的测验,测定人的能力的广度和变异,并订出第一套标准化了的测验方法.

mental test of offenders：罪犯心理测验

mental test 心理测验 | mental test of offenders 罪犯心理测验 | mental test of police man 警察心理测验 警察心理测验

personality test：人格测验

韦克斯勒智力测验(Wechsler tesl)为美国韦克斯勒(D Wech-sler)人格测验(Personality test)以测量人的需要、动机、态度、性格等 为目的. 包括爱德华个性偏好测验(EPPs)、矢田部一吉尔福特(Y-G)性格 测验、卡特尔 16 种因素个性测验(16PF)、明尼苏达多相人格测验(MMPI)、 艾森克人格问卷(EPQ)、加州心理测验(CPI)、罗夏墨迹测

standardized test：标准化测验

标准化测验(Standardized Test)是具有规范的标准\各个环节按照系统的科学程序组织对误差做了严格控制的测验,是一个系统化、科学化、规范化的施测过程. 所谓"标准化"包括了测验全过程的标准化,即按照标准确定测验的目的和计划,项目的编制标准化,

Subjective test：主观性测验

.主观性测验(subjective test) 没有一个正确答案的测验. 在这种测验中,不同的教师可能会对同样的回答给出不同的分数. .总结性评估(summative assessment) 典型的期末测验的评估类型,指学生在某一领域学习的最后测验.