Reading Comprehension Testing Techniques and Cognitive Fatigue: A Study on Construct Irrelevant Factors

Rashtchi, Mojgan and Abbaszadeh, Mona and Tabarraee, Narges (2015) Reading Comprehension Testing Techniques and Cognitive Fatigue: A Study on Construct Irrelevant Factors. British Journal of Education, Society & Behavioural Science, 6 (3). pp. 196-209. ISSN 22780998

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Abstract

The aim of the present study was to investigate the impact of different reading comprehension testing techniques on the arousal of cognitive fatigue in test takers. Additionally, the researchers investigated whether cognitive fatigue might be affected by the test takers’ IQ and cognitive styles. Raven’s Advanced Progressive Matrices and Group Embedded Figures Test were used for measuring test takers’ IQ and cognitive style, respectively. Two groups of 15 students were asked to answer the MC passage comprehension and MC rational cloze test in 90 minutes. Subsequently, both groups were asked to perform the Wisconsin Card Sorting Test and Continuous Performance Test used to measure cognitive fatigue. The findings showed no significant difference between the two reading groups in terms of their cognitive fatigue. Moreover, no significant differences were found among the impact of testing technique, IQ, and cognitive style onthe test takers’ cognitive fatigue.

Item Type: Article
Subjects: STM Open Press > Social Sciences and Humanities
Depositing User: Unnamed user with email support@stmopenpress.com
Date Deposited: 10 Jul 2023 05:17
Last Modified: 24 Jul 2024 09:22
URI: http://journal.submissionpages.com/id/eprint/1496

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