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bWe also ran the analyses regarding accuracy and reaction times on the CRT with the inclusion of the three original CRT items only (which were administered as the first three items of the extended scale), and we obtained essentially the same results as with the extended scale.
The item map indicates that several of the CRT items in particularly were far too difficult.
The items in this long version included the 3 original CRT items.
More specifically, participants with high maths anxiety were less likely to give a correct answer to the CRT items.
In our final analysis, we checked the effects of maths anxiety and WM-load on students' estimates of how many CRT items they solved correctly.
5 more items were added, which included 3 items based on modified versions of additional CRT items developed by Frederick (these items were not published previously), one item based on a modification of a task used by Gillard et al. [ 39], and an additional item developed by us.
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Cognitive reflection test (CRT; [ 19]): The CRT is a three-item test which consists of word problems including numerical information (see an example item above).
CRT was added to the core items, followed by the addition of saturation and then systolic blood pressure.
We added the candidate items capillary refill time (CRT), transcutaneous oxygen saturation (Satn) and systolic blood pressure (SBP) to the core items and last evaluated these seven items plus temperature.
The Cognitive Reflection Test (CRT; Frederick, 2005) is a three-item performance-based measure designed to assess one's tendency to over-ride automatic responses in favor of further reflection.
The items which stem from the illustrative CRT above seems to meet the criteria given by Winther and Klotz, particularly in presenting students with an adequately authentic and complex test situation which is process-oriented.
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