Comparing Perceptual Speed Between Educational Contexts

Abstract

Abstract. Perceptual speed is a basic component of cognitive functioning that allows people to efficiently process novel visual stimuli and quickly react to them. In educational studies, tests measuring perceptual speed are frequently developed using students from regular schools without considering students with special educational needs. Therefore, it is unclear whether these instruments allow valid comparisons between different school tracks. The present study on N = 3,312 students from the National Educational Panel Study evaluated differential item functioning (DIF) of a short test of perceptual speed between four school tracks in Germany (special, basic, intermediate, and upper secondary schools). Bayesian Rasch Poisson counts modeling identified negligible DIF that did not systematically disadvantage specific students. Moreover, the test reliabilities were comparable between school tracks. These results highlight that perceptual speed can be comparably measured in special schools, thus enabling educational researchers to study schooling effects in the German educational system.

Cognitive and brain morphological deviations in middle-to-old aged autistic adults: A systematic review and meta-analysis

“…Perceptual speed denotes the ability to quickly and accurately identify similarities and differences between sets of visual stimuli ( Gnambs et al, 2021 ; Schaie, 1989 ). No study has examined perceptual speed in middle-to-old aged autistic adults in the current literature.…”

Investigating Virtual Teaching Experiences: Perspectives of Undergraduate Student Teachers in Singing and Choral Techniques

“…Student attitudes and experiences in virtual music education have been the subject of extensive research, with a focus on factors such as psychological needs satisfaction, engagement, and satisfaction with online learning (Wong, 2022). Gnambs et al (2021) found a strong connection between the satisfaction of psychological needs and students' behaviour in the educational context highlighting the importance of students' perceptions of empowerment, usefulness, success, interest, and caring in relation to their engagement in the class in virtual music education (Kelley, 2020). Additionally, Sakata (2022) conducted a qualitative case study that examined the effect of learner-centred pedagogy on student engagement in a virtual elementary instrumental music programme.…”

Confirmatory Factor Analyses in Psychological Test Adaptation and Development

“…Categorical data are generated by items that are answered using ordered categories, such as in dichotomous indicators (e.g., items in ability tests are scored as 0 [ incorrect ] and 1 [ correct ]; e.g., Gnambs et al, 2021) and rating scales containing 3 to k response options, with anchors such as 1 ( strongly disagree ) and k ( strongly agree ; e.g., Dierickx et al, 2020). Many assessment instruments in psychology and neighboring sciences generate this type of discrete data (Simms et al, 2019).…”