Sentence examples for categorisation tests from inspiring English sources

For example, short term memorisation of word lists recruits working memory, which is often regarded as a general predictor of intelligence (Oberauer et al., 2005; Oberauer et al., 2008) and likewise the categorisation tests used here are typical components of standardised intelligence tests (Wechsler, 2004; Wechsler, 2008).

The categorisation test consisted of forty-five printed questions.

Participants were then given seven minutes to work through the categorisation test.

Source materials for the categorisation test were example verbal reasoning questions for UK 11+ exams (secondary school entry exams).

The categorisation test was constructed from educational aids published by Coordination Group Publications Ltd (Parsons, 2002a; Parsons, 2002b), Chukra Ltd (2007) and Eleven Plus Exam Group (2010).

In our experiment for example, priming may have meant that the word eye presented as part of a question in the categorisation test: 41.

Our findings show a trade-off between word categorisation ability and semantic false memory susceptibility, so that individuals that make more errors on the false memory test make fewer errors on the categorisation test, and vice versa.

Therefore a non-parametric correlation analysis (Spearman's rank correlation coefficient) was used to look for a potential link between categorisation ability (categorisation test errors) and false memory susceptibility (recall and recognition errors).

Indeed it turns out that the error scores are significantly negatively correlated, with those individuals scoring fewer errors on the categorisation test being more susceptible to false memory intrusions in a free recall test.

The number of critical non-presented words recalled (false memories), the number of critical non-presented words recognised (false memories), and the number of errors made on the categorisation test were calculated for each individual.

We also found a slight negative correlation between individuals' categorisation error scores (given as the number of questions answered incorrectly on the categorisation test) and their false memory susceptibility during recognition (given as the number of critical non-presented words recognised); however this trend was not significant (r s=-0.202 s=-0.202p=0.219, Figure 3).