Test Procedure Bias: A Meta-Analysis of Examiner Familiarity Effects
暂无分享,去创建一个
[1] James Schmidt,et al. The Restructuring of Social and Political Theory , 1978, Telos.
[2] Z. Stoneman,et al. Situational Influences on Assessment Performance , 1978, Exceptional children.
[3] R. Flaugher. The many definitions of test bias. , 1978 .
[4] Donald B. Rubin,et al. Interpersonal expectancy effects: the first 345 studies , 1978, Behavioral and Brain Sciences.
[5] Cognitive Performance of Kindergarten Children When Tested by Parents and Strangers , 1982 .
[6] L. Hedges. Fitting Categorical Models to Effect Sizes from a Series of Experiments , 1982 .
[7] T. Adorno,et al. The Positivist dispute in German sociology , 1976 .
[8] H. Stevenson. Social Reinforcement of Children's Behavior , 1965 .
[9] Edward Zigler,et al. Motivational aspects of changes in IQ test performance of culturally deprived nursery school children. , 1968 .
[10] R. Nichols. 1: Policy Implications of the IQ Controversy , 1978 .
[11] S. Feldman,et al. Factors Mediating the Effects of Enhanced Rapport on Children's Performance. , 1971 .
[12] Victoria Seitz,et al. Motivational Factors in the Performance of Economically Disadvantaged Children on the Peabody Picture Vocabulary Test. , 1973 .
[13] T. Field. Ecological variables and examiner biases in assessing handicapped preschool children. , 1981, Journal of pediatric psychology.
[14] Edith Lucille Marine. The effect of familiarity with the examiner upon Stanford-Binet test performance , 1929 .
[15] Irwin G. Sarason,et al. Test anxiety : theory, research, and applications , 1980 .
[16] A. Thomas,et al. Examiner effect in IQ testing of Puerto Rican working-class children. , 1971, The American journal of orthopsychiatry.
[17] E. Sacks. Intelligence scores as a function of experimentally established social relationships between child and examiner. , 1952, Journal of abnormal psychology.
[18] Anna M. Dailey,et al. The Effect of Examiners' Personal Familiarity and Professional Experience on Handicapped Children's Test Performance. , 1985 .
[19] Edward D. Fiscus. The effects of pre-test information on school psychologists' scoring of the Wechsler Intelligence Scale for children / , 1975 .
[20] Victoria Seitz,et al. Effects of Place of Testing on the Peabody Picture Vocabulary Test Scores of Disadvantaged Head Start and Non-Head Start Children. , 1975 .
[22] James A. Kulik,et al. Effects of Coaching Programs on Achievement Test Performance , 1983 .
[23] The Influence of Nonintellective Factors on the IQ Scores of Middle- and Lower-Class Children. , 1971 .
[24] Aaron V. Cicourel,et al. Language Use and School Performance , 1974 .
[25] L. Tyler. The psychology of human differences. , 1947 .
[26] J. Masling. The effects of warm and cold interaction on the interpretation of a projective protocol. , 1957, Journal of projective techniques.
[27] 有恒 続,et al. 実験者-被験者間のRapportについての一研究 精神薄弱児の知能測定を通して , 1956 .
[28] E. Miller,et al. Headache , 1980 .
[29] R. L. Carpenter,et al. Elicitor effects on the language obtained from young language-impaired children. , 1978, The Journal of speech and hearing disorders.
[30] Variations in Wisc Performances as Influenced by Differences in Pretest Rapport. , 1966, The Journal of general psychology.
[31] Larry V. Hedges,et al. Advances in statistical methods for meta-analysis , 1984 .
[32] A. Greenwald. Consequences of Prejudice Against the Null Hypothesis , 1975 .
[33] J. Dusek,et al. The Bases of Teacher Expectancies: A Meta-Analysis. , 1983 .
[34] J. Millham,et al. Effects of Age, Sex, Systematic Conceptual Learning, Acquisition of Learning Sets, and Programmed Social Interaction on the Intellectual and Conceptual Development of Preschool Children from Poverty Backgrounds. , 1971 .
[35] E. Mishler. Meaning in Context: Is There Any Other Kind? , 1979 .
[36] Randolph E. Sarnacki,et al. An Examination of Test-Wiseness In the Cognitive Test Domain , 1979 .
[37] William Labov,et al. THE LOGIC OF NONSTANDARD ENGLISH , 1970 .
[38] L. Hedges. Estimation of effect size from a series of independent experiments. , 1982 .
[39] Participants' Verbal and Nonverbal Behavior in Familiar and Unfamiliar Test Conditions: An Exploratory Analysis , 1983 .
[40] Test performance of language-handicapped children with familiar and unfamiliar examiners. , 1983, The Journal of psychology.
[41] C. V. Edlund. The effect on the test behavior of children, as reflected in the I.Q. scores, when reinforced after each correct response. , 1972, Journal of applied behavior analysis.
[42] R. Bernstein. The restructuring of social and political theory , 1978 .
[43] What the Test Score Really Reflects: Observations of Teacher Behavior During Standardized Achievement Test Administration. , 1981 .
[44] M. Schoen. The Moral Judgment of the Child. , 1933 .
[45] G. Brody,et al. A Further Examination of Motivational Influences on Disadvantaged Minority Group Children's Intelligence Test Performance. , 1977 .
[46] J. Hersh. Effects of referral information on testers. , 1971, Journal of consulting and clinical psychology.
[47] A. Rosenkrantz,et al. The Influence of Prior Contact between Child Subjects and Adult Experimenters on Subsequent Child Performance , 1974 .
[48] T. Ayllon,et al. Effects of reinforcement on standardized test performance. , 1972, Journal of applied behavior analysis.
[49] A. Kazdin,et al. Artifact, bias, and complexity of assessment: the ABCs of reliability. , 1977, Journal of applied behavior analysis.
[50] R H SCHAPPE,et al. THE EXPERIMENTER EFFECT. , 1965, Psychological bulletin.
[51] Anna M. Dailey,et al. Bias in the Assessment of Handicapped Children , 1985 .
[52] Karl R. White,et al. Teacher-Student Interaction Patterns in Classrooms with Mainstreamed Mildly Handicapped Students , 1982 .
[53] H. Stevenson,et al. Use of rate as a measure of response in studies of social reinforcement. , 1966, Psychological bulletin.
[54] H. Schroeder,et al. Examiner Bias: A Determinant of Children's Verbal Behavior on the WISC. , 1972 .
[55] D. Irons. The effect of familiarity with the examiner on WISC‐r verbal, performance, and full scale scores , 1981 .
[56] G. Glass,et al. Meta-analysis in social research , 1981 .
[57] R. Dana,et al. Self-Help for Male WISC Examiners by Pretest Exposure to Children , 1980 .
[58] Lynn S. Fuchs,et al. Examiner Accuracy during Protocol Completion , 1984 .
[59] T. Christiansen,et al. A Comparison of Anglo-American and Spanish-American Children on the WISC. , 1970 .
[60] L. Hedges. Distribution Theory for Glass's Estimator of Effect size and Related Estimators , 1981 .
[61] Harris Cooper,et al. Scientific Guidelines for Conducting Integrative Research Reviews , 1982 .
[62] Florence Clark,et al. THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES , 1982 .
[63] Michael Cole,et al. Comparative Studies of How People Think: An Introduction , 1981 .
[64] R. Rosenthal. Combining results of independent studies. , 1978 .
[65] Jacob Cohen. Statistical Power Analysis for the Behavioral Sciences , 1969, The SAGE Encyclopedia of Research Design.
[66] A. Mitscherlich. Group Psychology and the Analysis of the Ego , 2020, Nature.
[67] Effects of Reinforcement and Training on Title I Students' Group Standardized Test Performance. , 1981 .
[68] H. Mehan. Structuring School Structure , 1978 .
[69] Effects of Examiner Familiarity and Task Characteristics on Speech- and Language-Impaired Children's Test Performance , 1984 .
[70] Elisha Y. Babad,et al. Bias in Scoring the WISC Subtests. , 1975 .