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The same pattern of effects was found with a second repeated measures ANOVA on the earthquake methods items.
Students in the embedded condition did better on the methods items than students in the non-embedded condition, β = .87, t = 2.48, p < .02.02
Subjects/Setting and Methods Items were generated from 65 patients in five geographically diverse locations participating in 10 focus groups and 46 dietitians in the same geographic locations participating in seven focus groups.
The regression model including spatial skills, condition, and their interaction significantly predicted performance on the earthquake methods items at post-test, R 2 = .26, F 3, 41) = 4.33, MSE = 4.90, p < .01 (Fig. 6, right panel).
Relationship between spatial skills and performance on the earthquake methods items at post-test as a function of embedding condition (dashed line, embedded; solid line, non-embedded) in the right panel.
Each study had eight methods items and 11 results items.
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All items score highly except the item about the "assessment methods" (item 3 in Table 3).
They are closely tied to the trial design (Item 8) and analysis methods (Item 20).
These studies used three cognitive tests (MMSE, ADAS-Cog, BIMCT) and three IRT methods (Item Characteristic Curve analysis, Samejima's graded response model, the 2-Parameter Model).
Three cognitive tests (MMSE, ADAS-cog, BIMCT) and three different IRT methods (Item Characteristic Curve analysis, Samejima's graded model, Two-parameter model) were used.
As described under Methods, item difficulty (P) is defined as the fraction of correct answers on a question while item discrimination (D) measures the ability of a question to distinguish between overall high- and low-performing students.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com