Assignment:Comparing Norm Tests

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Assignment:Comparing Norm Tests

Assignment:Comparing Norm Tests

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Assignment:Comparing Norm Tests
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Develop a matrix (an arrangement of items into labeled rows and columns within a table) comparing norm and criterion-referenced tests. The matrix should include the following categories:

1. Descriptions

2. Purpose of tests

3. Content

4. Characteristics

5. Pros

6. Cons

7. Test/score interpretations

8. Sample tests (3)

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

Castel, A. D., Benjamin, A. S., Craik, F. I. M., & Watkins, M. J. (2002). The effects of aging on selectivity and control in short-term recall. Memory & Cognition, 30, 1078–1085. http://dx.doi.org/10.3758/ BF03194325.

Castel, A. D., Lee, S. S., Humphreys, K. L., & Moore, A. N. (2011). Memory capacity, selective control, and value-directed remembering in children with and without attention- deficit/hyperactivity disorder (ADHD). Neuropsychology, 25, 15–24. http://dx.doi.org/10.1037/ a0020298.

Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self- regulated learning. Psychology and Aging, 28, 232–242. http://dx.doi.org/10.1037/a0030678.

Dudukovic, N. M., & Knowlton, B. J. (2006). Remember-know judgments and retrieval of contextual details. Acta Psychologica, 122, 160–173. http://dx.doi.org/10.1016/j.actpsy.2005.11.002.

Dunn, J. C. (2004). Remember-Know: A matter of confidence. Psychological Review, 111, 524–542. http://dx.doi.org/10.1037/0033- 295X.111.2.524.

Eldridge, L. L., Knowlton, B. J., Furmanski, C. S., Bookheimer, S. Y., & Engel, S. A. (2000). Remembering episodes: A selective role for the

hippocampus during retrieval. Nature Neuroscience, 3, 1149–1152. http://dx.doi.org/10.1038/80671.

Fawcett, J. M., Lawrence, M. A., & Taylor, T. L. (2016). The representational consequences of intentional forgetting: Impairments to both the probability and fidelity of long-term memory. Journal of Experimental Psychology: General, 145(1), 56–81. http://dx.doi.org/10.1037/ xge0000128.

Gardiner, J. M., Gawlik, B., & Richardson-Klavehn, A. (1994). Maintenance rehearsal affects knowing, not remembering; elaborative rehearsal affects remembering, not knowing. Psychonomic Bulletin & Review, 1, 107–110. http://dx.doi.org/10.3758/BF03200764.

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