Many prominent intelligence tests (e.g., Wechsler Intelligence Scale for Children, Fifth Edition [WISC-V] and Reynolds Intellectual Abilities Scale, Second Edition [RIAS-2]) offer methods for computing subtest- and composite-level difference scores. This study uses data provided in the technical manual of the WISC-V and RIAS-2 to calculate reliability coefficients for difference scores. Subtest-level difference score reliabilities range from 0.59 to 0.99 for the RIAS-2 and from 0.53 to 0.87 for the WISC-V. Composite-level difference score reliabilities generally range from 0.23 to 0.95 for the RIAS-2 and from 0.36 to 0.87 for the WISC-V. Emphasis is placed on comparisons recommended by test publishers and a discussion of minimum requirements for interpretation of differences scores is provided. 相似文献
The business process outsourcing industry has got disrupted, first by the significant shift in value creation activities from the clients to the service providers, and second by pervasive digital penetration, resulting in the emergence of Digital Transformational Outsourcing (DTO). Service providers now play a more significant role, making their capabilities important. In the new context, service providers require a uniquely different set of dynamic capabilities to handle end-to-end business functions on behalf of their clients while delivering digital value propositions.We study 26 of the largest global business process outsourcing providers to conceptualise and identify six dynamic capabilities of service providers salient in the new context, i.e., consultative, orchestration, insights, network management, knowledge access, and standardisation. Interviews conducted with industry experts provided evidence in support of the identified dynamic capabilities. A novel firm capability dataset was created using secondary data, and using fuzzy-set Qualitative Comparative Analysis (fsQCA), we identify configurations for high and low performance and find them to vary by the firm's broad/narrow scope. 相似文献
Divergent Thinking is a domain-general mental attribute closely associated with creativity that can be quantified through the use of text-mining algorithms. Past research has shown that students’ Divergent Thinking is malleable in response to relatively simple contextual prompts. In addition, there is substantial variance in the degree to which individual students’ Divergent Thinking is malleable, suggesting the presence of a student-specific zone-of-proximal-development in relation to creativity. Here, we adopted a dynamic assessment paradigm that included multiple conditions under which student Divergent Thinking was measured and fit a latent profile analysis model to that dynamic assessment data. We found that, although on average the Originality of student responses can be augmented through a prompt to generate surprising or unusual ideas, three latent classes emerged that differed significantly on their patterns of augmentation. These three latent classes were termed: (a) Conventional Thinkers (7.80% of the sample), whose response to the Divergent Thinking task were highly constrained and unoriginal across all conditions (b) Prompted Shifters (66.56%), whose Originality significantly increased across conditions, and (c) Idea Generators (25.64%), whose responses were highly original across all conditions. These latent profiles were validated in regard to personality characteristics and domain-specific creative activities, with Idea Generators reporting significantly more Openness and Intellect, less Industriousness, and more creative activities across the domains of Literature, Music, Sports, Visual Art, Science, and Cooking than did the other latent classes. 相似文献
Introduction: Many studies in physical education (PE) have sought to identify and categorize the modes of student interaction in order to gain greater insight into the nature of cooperative activity. More others recent studies have examined how modes of interaction evolve on the basis of the modes of collective activity that they generate. These studies have shown to describe and explain the interactions among individuals and the processes they generate, which then lead to the construction, deconstruction or reconstruction of different interaction modes. Although some studies have sought to describe the dynamics of student interactions, very few have quantified these dynamics. By doing so, however, researchers might gain a new perspective on student interaction modes that inspires new designs for teaching in PE, thereby having professional impact. The present study extends this research by investigating the dynamics of student interaction, with a focus on the emergence of interaction modes during orienteering lessons. For this purpose, the study was conducted within the methodological framework of course of action theory, which is an effective approach for examining activity in natural situations to provide insight into the experience of activity from the actors perspective.
Method: The study was conducted in two classes of seventh-grade students (about 12 years old) in which 16 students volunteered and were available for post-action interviews immediately after the lessons under study. These volunteers were placed in eight affinity-based dyads. The teachers planned orienteering lessons at similar levels of difficulty and duration but modified the lessons across a range of contextual features. Two categories of data were collected: (1) data from audiovisual recordings as the students searched for the checkpoints and (2) verbalization data during the post-action interviews with the students. The data were processed in two steps: one qualitative, the other quantitative. The qualitative step consisted of processing the data of the student experiences to characterize their interactions in the three different contexts. In the quantitative step, the data from the first step were graphically represented to depict the interaction dynamics within the student dyads.
Results and discussion: The qualitative analysis showed the emergence of three modes of student interaction shared across each learning context: co-construction, confrontation and delegation. The quantitative analysis revealed the percentages of the different modes of interaction and therefore characterized the interaction dynamics. Our results showed that the interaction dynamics within the dyads were both unique and similar in the task contexts in terms of both ratios of change and distribution. Results are discussed across two major points of interest: (1) the observation of the same interaction modes whatever the context yet with quite different dynamics and (2) proposals for PE teacher interventions. 相似文献
