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Long-term trend NAEP assessments offer an extended view of reading and
mathematics achievement for students at ages 9, 13, and 17. Recently released
 data  in this category
spotlights the impact of primarily negative pandemic-related academic
outcomes. It is not reported by state and instead offers a national view.
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Four Lessons Science Of Reading Supporters Can Learn From Common Core
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Mar 25, 2024,  05:06pm EDT
###  The Nature of Psychological Measures
Mar 26, 2024,  03:38pm EDT
“This proves that test-optional is the new normal in college admissions,” said
Bob Schaeffer, FairTest’s Public Education director, in the  _New York Times_
 .
“Highly selective schools have shown that they can do fair and accurate
admissions without test scores.”
Design

_Across_ trials target probability (i.e., tonic alertness) was manipulated
between-subjects, while _within_ trial target probability (i.e., voluntary
temporal preparation), cue-target interval, and cue validity (cued vs. uncued)
were manipulated within-subjects. The peripheral cue was spatially
nonpredictive, i.e., the target occurred equally often at either of the two
spatial locations regardless of the cue's spatial position.

Figures  2A  –  D  illustrate the probability of target occurrence _across_
and _within_ trials, and show the number of trials assigned to each cue-target
interval. Please note that _across_ and _within_ trial target probabilities
were independent.

FIGURE 2

**Figure 2. Illustration of across and within trials target probabilities.**
The probability of target presence _across_ and _within_ trials is presented
along with the number of targets assigned to each cue-target interval. **(A)**
high _across_ trials target probability (i.e., 94% Target) and increasing
_within_ trial target probability; **(B)** high _across_ trials target
probability (i.e., 94% Target) and equal _within_ trial target probability;
**(C)** low _across_ trials target probability (i.e., 75% Target) and
increasing _within_ trial target probability; and **(D)** low _across_ trials
target probability (i.e., 75% Target) and equal _within_ trial target
probability.
#  3  Overview of Psychological Testing
Recent discussion has focused on the  NAEP
 ,
widely known as the Nation’s Report Card. NAEP is administered and reported
through the  National Center for Education Statistics  , an independent and nonpartisan branch of the U.S.
Department of Education. NCES is mandated by Congress to collect, analyze, and
disseminate information about education in the United States and
internationally. As the only measure to offer consistent national comparative
data on K-12 student performance, NAEP holds significant information. Here’s
why.
The Tell-Tale Signs Students Are Using ChatGPT To Help Write Their Essays
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Washington (DC):  National Academies Press (US)  ; 2015
Jun 29.
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###  Manufactured Power
Bookshelf ID: NBK305233
Get certified by completing the course
* Pearson Education.  Qualifications policy.  2015\. [January 5, 2015].  http://www  ​.pearsonclinical  ​.com/psychology/qualifications  ​.html  .
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George Lucas Educational Foundation
October 14, 2022
#####  Kickstart Your  Career
If you want to learn more,  We Are Teachers
 offers a thorough
discussion of standardized testing. And the  Glossary of Education Reform
 is an informative resource
for finding clear explanations of terms and concepts related to how schools
function and, relatedly, what role assessments play in schools.
This chapter has identified some of the basic foundations underlying the use
of psychological tests including basic psychometric principles and issues
regarding test fairness. Applications of tests can inform disability
determinations. The next two chapters build on this overview, examining the
types of psychological tests that may be useful in this process, including a
review of selected individual tests that have been developed for measuring
validity of presentation.  Chapter 4  focuses on
non-cognitive, self-report measures and symptom validity tests.  Chapter 5
 then focuses on cognitive tests and associated
performance validity tests. Strengths and limitations of various instruments
are offered, in order to subsequently explore the relevance for different
types of tests for different claims, per category of disorder, with a focus on
establishing the validity of the client's claim.
#####  Trending Technologies
* Buros Center for Testing.  Test reviews and information.  2015\. [March 19, 2015].  http://buros  ​.org/test-reviews-information  .
SSA uses a standard assessment that examines functioning in four domains:
understanding and memory, sustained concentration and persistence, social
interaction, and adaptation. Psychological testing may play a key role in
understanding a client's functioning in each of these areas.  Box 3-1
 describes ways in which
these four areas of core mental residual functional capacity are assessed
ecologically. Psychological assessments often address these areas in a more
structured manner through interviews, standardized measures, checklists,
observations, and other assessment procedures.
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*  Overview of Psychological Testing - Psychological Testing in the Service of Disa...
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Components of psychological assessment. NOTE: Performance validity tests do
not measure cognition, but are used in conjunction with performance-based
cognitive tests to examine whether the examinee is exerting sufficient effort
to perform well and responding  (more...)
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Oct 21, 2023,  10:54am EDT
As noted in  Chapter 2  , SSA indicates that
_objective medical evidence_ may include the results of standardized
psychological tests. Given the great variety of psychological tests, some are
more objective than others. Whether a psychological test is appropriately
considered objective has much to do with the process of scoring. For example,
unstructured measures that call for open-ended responding rely on professional
judgment and interpretation in scoring; thus, such measures are considered
less than objective. In contrast, standardized psychological tests and
measures, such as those discussed in the ensuing chapters, are structured and
objectively scored. In the case of non-cognitive self-report measures, the
respondent generally answers questions regarding typical behavior by choosing
from a set of predetermined answers. With cognitive tests, the respondent
answers questions or solves problems, which usually have correct answers, as
well as he or she possibly can. Such measures generally provide a set of
normative data (i.e., norms), or scores derived from groups of people for whom
the measure is designed (i.e., the designated population), to which an
individual's responses or performance can be compared. Therefore, standardized
psychological tests and measures rely less on clinical judgment and are
considered to be more objective than those that depend on subjective scoring.
Unlike measurements such as weight or blood pressure standardized
psychological tests require the individual's cooperation with respect to self-
report or performance on a task. The inclusion of validity testing, which will
be discussed further in  Chapters 4  and  5
 , in the test or test battery allows for greater
confidence in the test results. Standardized psychological tests that are
appropriately administered and interpreted can be considered objective
evidence.
####   TABLE 3-1
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Activities of daily living (ADLs) and the client's likelihood of returning to
work are important considerations in disability determinations. Occupational
status, however, is complex and often multidetermined requiring that
psychological test data be complemented with other sources of information in
the evaluation process (e.g., observation, informant ratings, environmental
assessments) (  Chaytor and Schmitter-Edgecombe, 2003  ).  Table 3-1
 highlights major mental
disorders, relevant types of psychological measures, and domains of
functioning.
By   Youki Terada
https://doi.org/10.1007/s40279-016-0594-x
Majority of vitamins and minerals below RI
Daniel Bubnis, MS, NASM-CPT, NASE Level II-CSS
Research also supports eating and immediately exercising before digestion or
absorption occurs. This is particularly important for anyone with  type 2
diabetes  or  metabolic
syndrome  .
Funding. None
PUBLISHED: 03/24/2023
Dr. Niket Sonpal
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the best solution for combining IF and exercise is to time your workouts
during your eating periods so your nutrition levels are peaked.
What is fascia and how does this tissue keep your body pain-free and
cellulite-free? We’ll share 10 ways to keep your fascia healthy.
* Shuff C. (2018). Personal interview.
Here's all about oatmeal for a keto diet and how to make it work or find a
suitable alternative.
Intermittent fasting isn’t just a fad. It’s a way of eating that’s been in
practice for centuries. We sat down with Dr. Valter Longo, author of “The…
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* Edinburgh RM, et al. (2018). Preexercise breakfast ingestion versus extended overnight fasting increases postprandial glucose flux after exercise in healthy men. DOI:
 https://doi.org/10.1152/ajpendo.00163.2018
Last medically reviewed on May 4, 2023
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Pros and cons of exercising while on a fast
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####   Quitting junk food produces similar withdrawal-type symptoms as drug
addiction
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Getting in an effective gym session while fasting
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released analysis in  Food For Thought
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Medical Journal. One of the papers, “Social, clinical, and policy implications
of ultra-processed food addiction,” involved research by  Ashley Gearhardt
 , U-M professor of
psychology who is an expert on addiction to ultra-processed food.
April 25, 2023
* Lippin L. (2018). Personal interview.
Declaration of interest. None
Chelsea Amengual, MS, RD, manager of Fitness Programming & Nutrition at 
Virtual Health Partners  , says
that an upside while fasting is that your stored carbohydrates — known as
glycogen — are most likely depleted, so you’ll be   burning more fat
 to fuel your workout.
Zoë Atlas, MPH, RDN
Some people swear by working out on an empty stomach, called fasted cardio,
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How can you safely exercise while fasting?
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macronutrients you take in the day before you exercise and when you eat after.
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October 10, 2023
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3. **Linda Schwartz** says:
Sound localization

16 languages

*  Беларуская  
*  Беларуская (тарашкевіца)  ")
*  Català  
*  Deutsch   "Lokalisation \(Akustik\) – German")
*  Ελληνικά  
*  Español  
*  فارسی  
*  Français  
*  Հայերեն  
*  Nederlands  
*  日本語  
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*  Polski  
*  Русский  
*  Suomi  
*  Українська  

[ Edit links
](https://www.wikidata.org/wiki/Special:EntityPage/Q765652
Wikilink_to_citation_does_not_work "Template:Harvard citation documentation") _ ]  I  I  D  =  1.0  \+  (  f  /  1000  )  0.8  ×  sin  ⁡  θ  {\displaystyle IID=1.0+(f/1000)^{0.8}\times \sin \theta }  
* For frequencies below 1000 Hz, mainly ITDs are evaluated (  phase delays  ), for frequencies above 1500 Hz mainly IIDs are evaluated. Between 1000 Hz and 1500 Hz there is a transition zone, where both mechanisms play a role.
* Localization accuracy is 1 degree for sources in front of the listener and 15 degrees for sources to the sides. Humans can discern interaural time differences of 10 microseconds or less.  [9]  [10]

For frequencies below 800 Hz, the dimensions of the head (ear distance 21.5
cm, corresponding to an interaural time delay of 626 µs) are smaller than the
half  wavelength  of the sound waves. So the
auditory system can determine phase delays between both ears without
confusion. Interaural level differences are very low in this frequency range,
especially below about 200 Hz, so a precise evaluation of the input direction
is nearly impossible on the basis of level differences alone. As the frequency
drops below 80 Hz it becomes difficult or impossible to use either time
difference or level difference to determine a sound's lateral source, because
the phase difference between the ears becomes too small for a directional
evaluation.  [11]

For frequencies above 1600 Hz the dimensions of the head are greater than the
length of the sound waves. An unambiguous determination of the input direction
based on interaural phase alone is not possible at these frequencies. However,
the interaural level differences become larger, and these level differences
are evaluated by the auditory system. Also, delays between the ears can still
be detected via some combination of phase differences and  group delays
 , which are
more pronounced at higher frequencies; that is, if there is a sound onset, the
delay of this onset between the ears can be used to determine the input
direction of the corresponding sound source. This mechanism becomes especially
important in reverberant environments. After a sound onset there is a short
time frame where the direct sound reaches the ears, but not yet the reflected
sound. The auditory system uses this short time frame for evaluating the sound
source direction, and keeps this detected direction as long as reflections and
reverberation prevent an unambiguous direction estimation.  [12]  The
mechanisms described above cannot be used to differentiate between a sound
source ahead of the hearer or behind the hearer; therefore additional cues
have to be evaluated.  [13]
##  The role of vision in learning sound localization
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Main article:  Sound localization
About Matthew L. Miller
Duplex theory  

To determine the lateral input direction (left, front, right), the  auditory
system  analyzes the following  ear
 signal information:

In 1907, Lord Rayleigh utilized tuning forks to generate monophonic excitation
and studied the lateral sound localization theory on a human head model
without auricle. He first presented the interaural clue difference based sound
localization theory, which is known as Duplex Theory.  [7]  Human ears are on
different sides of the head, and thus have different coordinates in space. As
shown in the duplex theory figure, since the distances between the acoustic
source and ears are different, there are time difference and intensity
difference between the sound signals of two ears. We call those kinds of
differences as Interaural Time Difference (ITD) and Interaural Intensity
Difference (IID) respectively.

 Duplex theory

_entre_izquierdo_\(inferior\)_y_correcto_\(superior\)_orejas.jpg)

 Interaural time difference  (ITD) between left ear (top) and right ear (bottom).

[ _sound source_ : 100 ms  white noise 
from right]

 Interaural level difference  (ILD) between left ear (left) and right ear (right).

[ _sound source_ : a sweep from right]

From the duplex theory figure we can see that for source B1 or source B2,
there will be a propagation delay between two ears, which will generate the
ITD. Simultaneously, human head and ears may have a shadowing effect on high-
frequency signals, which will generate IID.

*  Interaural time difference  (ITD) – Sound from the right side reaches the right ear earlier than the left ear. The auditory system evaluates interaural time differences from: (a)  Phase delays  at low frequencies and (b)  group delays  at high frequencies.
* Theory and experiments show that ITD relates to the signal frequency  f  {\displaystyle f}   . Suppose the angular position of the acoustic source is  θ  {\displaystyle \theta }   , the head radius is  r  {\displaystyle r}   and the acoustic velocity is  c  {\displaystyle c}   , the function of ITD is given by:  [8]  [ _[ citation not found  ](/wiki/Template:Harvard_citation_documentation
#  Sound localization in owls
The wild turkey, once nearly extirpated from much of North America, have 
made an astounding comeback  . They are now abundant,
including in agricultural areas and suburbs. One of the keys to their dramatic
recovery is their adaptability and willingness to eat, well, just about
anything.