Sentence examples for solving measures from inspiring English sources

Finally, we explored the association of teleology scores with other problem solving measures (Table 3).

Specifically, composite card sort scores, representative of problem categorization patterns, were significantly associated with all problem solving measures: (1) positively associated with KC diversity scores (r = 0.45, P < 0.01); (2) negatively associated with naïve idea scores (r = −0.54, P < 0.01); and (3) positively associated with teleology test scores (r = 0.40, P < 0.05).

As can be seen, significant multivariate interaction effects could be found for attention, memory and problem solving measures while no differential changes for EG and CG from pre to posttest could be found for processing speed.

Some of these community strategies like the Partnership Defined Quality, Family Health Action Group, and the National Solidarity Program, which established over 30,000 community development councils reaching a population of over 10.5 million [ 5], attempt to integrate problem solving measures.

Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later.

A timed floor transfer is a clinical test of strength, flexibility, function, and problem solving; it measures the time necessary to transfer from standing to the floor and return to standing in any way that participants are able [ 123].

Results indicated that Crystal Island produced significant learning gains on both science content and problem-solving measures.

The measure is reported to have high test-retest reliability (Cronbach's alphas ranged from 0.68 to 0.91) and internal consistency (Cronbach's alphas ranged from 0.69 to 0.95), and positive correlations with other social problem-solving measures.

Students will gain skills in insect husbandry, problem solving, and measuring physiological and life-history parameters to quantify performance.

Two of these projects, a study of Union Square Park and the opening of a store, provided children exposure and experience with the following: writing stories, counting, problem solving, mapping, measuring, designing, drawing and research.

Children's improvement from pretest to posttest in figural analogy solving, as measured with item response theory models, was somewhat related to visuo-spatial WM but not verbal WM scores or pretest scores.