Abstracts - Earli

administered to 196 UK students aged 13 and 14 years, from two schools, and the scores weresubjected to Rasch scaling. We were able to show that: representative students can reason withmultivariate data; ICT-based multivariate tasks are no more difficult than cognitively simplerpaper-based tasks; the same cognitive processes do seem to be involved; and we can identify anumber of stages of development that apply to both univariate and multivariate tasks. We willshow the scale, and will describe the characteristics of student performances at different levels. Wediscuss the implications for policy, the creation of new curricula, and for assessment design.Measuring attentional capacity of the learnerRisto Hotulainen, University of Helsinki, FinlandHelena Thuneberg, University of Helsinki, FinlandThis study explored the efficiency of a new Attention Concentration Test (ACT) invented by prof.Ad van der Ven. The idea of the test is to reveal student’s latent attentional capacities which mostprobably cannot be revealed only by observing superficial behavior. Identification of the attentionand behavioral deviations, have so far been the main means of defining, for example, attentiondeficits. The ACT is based on the Inhibition theory which is based on assumption that during theperformance of any mental task, which requires a minimum of mental effort, the subject actuallygoes through a series of alternating states of distraction (non-work) and attention (work). Thesealternating states of distraction (state 0) and attention (state 1) are latent states, which cannot beobserved and which are completely unaware to the subject. During states of attention inhibitionlinearly increases with a certain slope a1, and during states of distraction inhibition linearlydecreases with a certain slope a0. The inclination to switch from one state to the other ismathematically described as a transition rate which in turn is a measurable and accordinglycomputable process. The goal of this study was to challenge ACT and study if the ACT test resultis related to a) teachers ratings, b) GPA, c) studied motivational variables, d) formal operationsand e) future aspirations of the students. During spring 2005, 205 ninth graders in Finlandparticipated to the study. The results showed that the ACT results did neither correlate with teacherratings nor motivational variables which supported theoretical assumption related to the existenceof the latent factor. However, ACT results correlated with students’ GPA, formal operations, andfuture aspirations. In sum, these tentative results show that ACT appears to have potential tobecome an useful diagnostic tool, providing teachers with objective information about attentioncapacity.Test-anxiety, intelligence and the mediating effects of response latenciesTobias Dörfler, Bamberg University, GermanyWith the increasing use of computer based testing psychological research becomes more and moreinterested in the meaning of response latencies in various test settings. Analyses of responselatencies show that correct responses are given approximately 25% earlier than false responses – ageneral finding ("false > correct-phenomenon") which can be shown for different ability groups aswell as for diverse test modes (ECT, complex tasks, non adaptive, adaptive) and several testdomains (figural, numerical, verbal). Individual differences in timing behaviour and the impact ofpersonality variables are less investigated. Aims of the present study are to shed light on (1) thegenerality and (2) individual differences of timing behaviour in a figural reasoning test and to (3)analyse the influence of basic personality dimensions (Big Five) on individual timing behaviour.Therefore, reasoning ability, timing behaviour and a detailed personality profile of 101 Germanhigh school and university students (70 females) aged from 16 to 53 years were administrated in acomputer-based assessment. Results indicate that response latencies for correct answers are shorter– 692 –