Paul I Jacobs
Biographic Data
| ID | 4236411 |
|---|---|
| NAME | Paul I Jacobs |
| GIVEN NAMES | Paul I |
| FAMILY NAME | Jacobs |
| SIGNATURE | JACOBS P I |
| AFFILIATIONS | Educational Testing Service |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1966 |
| LATEST PUBLICATION YEAR | 1974 |
| H-INDEX | 1 |
Trait interrelations in implicit personality theories and questionnaire data
Evaluating the Teaching of Intelligence1
Information in Wrong Responses
Under some circumstances the wrong responses S makes on a test may contain important information. In this study, the notion of facet design provided a systematic method for a priori ordering of the distractors on the Coloured Progressive Matrices test as to degree of correctness. A score based on type of distractor chosen was shown to have a moderate degree of test-retest reliability, concurrent and predictive validity, and cross-cultural applica…
Basically Branching
Effects of Coaching on the College Board English Composition Test
Coaching may increase students' scores on an achievement test without increasing, or increasing only temporarily, skills in the area being tested. This study deals with the immediate and longer term effects of coaching on the CEEB English Composition Test. Students at each of six cooperating high schools were randomly assigned to coached and non-coached conditions. Following the coaching sessions, all students took the English Composition Test. T…
Effects of Variations in a Self-Instructional Program on Instructional Outcomes
39 sixth-grade Spanish classes were randomly assigned to either a linear program developed according to the usual procedures or an alternate version of the program produced by reordering the frames in accordance with the advice of experts. The students worked on the program for 30 min. each week without any teacher-directed instruction. For none of the instructional outcomes of achievement, interest in the subject matter, and attitudes toward pro…
A Test of Some Assumptions Underlying Programmed Instruction
Ss in three different schools were randomly assigned to Group R, the regular version of a self-instructional program, Group O, the program with knowledge of results omitted, or Group I, the program with the order of some sections of the program inverted. In two of the schools Groups O and I did significantly better on the posttest than did Group R, but in the third school there were no group differences on the posttest. An interpretation is offer…
Effects of Coaching on the College Board English Composition Test
Coaching may increase students' scores on an achievement test without increasing, or increasing only temporarily, skills in the area being tested. This study deals with the immediate and longer term effects of coaching on the CEEB English Composition Test. Students at each of six cooperating high schools were randomly assigned to coached and non-coached conditions. Following the coaching sessions, all students took the English Composition Test. T…
Effects of Variations in a Self-Instructional Program on Instructional Outcomes
39 sixth-grade Spanish classes were randomly assigned to either a linear program developed according to the usual procedures or an alternate version of the program produced by reordering the frames in accordance with the advice of experts. The students worked on the program for 30 min. each week without any teacher-directed instruction. For none of the instructional outcomes of achievement, interest in the subject matter, and attitudes toward pro…
A Test of Some Assumptions Underlying Programmed Instruction
Ss in three different schools were randomly assigned to Group R, the regular version of a self-instructional program, Group O, the program with knowledge of results omitted, or Group I, the program with the order of some sections of the program inverted. In two of the schools Groups O and I did significantly better on the posttest than did Group R, but in the third school there were no group differences on the posttest. An interpretation is offer…
Basically Branching
Information in Wrong Responses
Under some circumstances the wrong responses S makes on a test may contain important information. In this study, the notion of facet design provided a systematic method for a priori ordering of the distractors on the Coloured Progressive Matrices test as to degree of correctness. A score based on type of distractor chosen was shown to have a moderate degree of test-retest reliability, concurrent and predictive validity, and cross-cultural applica…
Evaluating the Teaching of Intelligence1
Trait interrelations in implicit personality theories and questionnaire data
Psychology (7 works) · Mathematics education (5 works) · Computer Science (4 works) · Mathematics (3 works) · Social Psychology (3 works) · Social Psychology (3 works) · Statistics (3 works) · Behavioral and Psychological Studies (2 works) · Programmed instruction (2 works) · Programming language (2 works)