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What are we testing?

Research output: Contribution to journalJournal article

Published

Standard

What are we testing? / Hrncir, Elizabeth; Speller, Gerda M.; West, Michael.

In: Developmental Psychology, Vol. 21, No. 2, 03.1985, p. 226-232.

Research output: Contribution to journalJournal article

Harvard

Hrncir, E, Speller, GM & West, M 1985, 'What are we testing?', Developmental Psychology, vol. 21, no. 2, pp. 226-232. https://doi.org/10.1037/0012-1649.21.2.226

APA

Hrncir, E., Speller, G. M., & West, M. (1985). What are we testing? Developmental Psychology, 21(2), 226-232. https://doi.org/10.1037/0012-1649.21.2.226

Vancouver

Hrncir E, Speller GM, West M. What are we testing? Developmental Psychology. 1985 Mar;21(2):226-232. https://doi.org/10.1037/0012-1649.21.2.226

Author

Hrncir, Elizabeth ; Speller, Gerda M. ; West, Michael. / What are we testing?. In: Developmental Psychology. 1985 ; Vol. 21, No. 2. pp. 226-232.

Bibtex

@article{3ed7d278dd8f4e4ea6f7d6c5b53a3b47,
title = "What are we testing?",
abstract = "A measure that samples both the sophistication of infants' behaviors and infants' propensity to demonstrate their most sophisticated repertoire of skills was developed and tested for predictability of infant functioning across a 6-mo time span. This measure of spontaneous mastery, unlike a measure of executive capacity with which it is compared, was highly stable across 6 mo. Spontaneous mastery scores of 38 12-mo-olds predicted 18-mo-old performance on the Mental Development Index (MDI) of the Bayley Scales of Infant Development as well as the Bayley scale itself. Common to both the spontaneous mastery measure and the Bayley MDI is the construct of mastery leading toward developmental competence, suggesting that the more proficient children are at mastering tasks on their own, the more inclined they might be to maximize their potentials in testing and learning environments. The greater predictability of the spontaneous mastery measure suggests a means for elucidating individual differences in the motivation–competence relationship that remain stable across developmental epochs.",
author = "Elizabeth Hrncir and Speller, {Gerda M.} and Michael West",
year = "1985",
month = mar
doi = "10.1037/0012-1649.21.2.226",
language = "English",
volume = "21",
pages = "226--232",
journal = "Developmental Psychology",
issn = "0012-1649",
publisher = "American Psychological Association Inc.",
number = "2",

}

RIS

TY - JOUR

T1 - What are we testing?

AU - Hrncir, Elizabeth

AU - Speller, Gerda M.

AU - West, Michael

PY - 1985/3

Y1 - 1985/3

N2 - A measure that samples both the sophistication of infants' behaviors and infants' propensity to demonstrate their most sophisticated repertoire of skills was developed and tested for predictability of infant functioning across a 6-mo time span. This measure of spontaneous mastery, unlike a measure of executive capacity with which it is compared, was highly stable across 6 mo. Spontaneous mastery scores of 38 12-mo-olds predicted 18-mo-old performance on the Mental Development Index (MDI) of the Bayley Scales of Infant Development as well as the Bayley scale itself. Common to both the spontaneous mastery measure and the Bayley MDI is the construct of mastery leading toward developmental competence, suggesting that the more proficient children are at mastering tasks on their own, the more inclined they might be to maximize their potentials in testing and learning environments. The greater predictability of the spontaneous mastery measure suggests a means for elucidating individual differences in the motivation–competence relationship that remain stable across developmental epochs.

AB - A measure that samples both the sophistication of infants' behaviors and infants' propensity to demonstrate their most sophisticated repertoire of skills was developed and tested for predictability of infant functioning across a 6-mo time span. This measure of spontaneous mastery, unlike a measure of executive capacity with which it is compared, was highly stable across 6 mo. Spontaneous mastery scores of 38 12-mo-olds predicted 18-mo-old performance on the Mental Development Index (MDI) of the Bayley Scales of Infant Development as well as the Bayley scale itself. Common to both the spontaneous mastery measure and the Bayley MDI is the construct of mastery leading toward developmental competence, suggesting that the more proficient children are at mastering tasks on their own, the more inclined they might be to maximize their potentials in testing and learning environments. The greater predictability of the spontaneous mastery measure suggests a means for elucidating individual differences in the motivation–competence relationship that remain stable across developmental epochs.

U2 - 10.1037/0012-1649.21.2.226

DO - 10.1037/0012-1649.21.2.226

M3 - Journal article

VL - 21

SP - 226

EP - 232

JO - Developmental Psychology

JF - Developmental Psychology

SN - 0012-1649

IS - 2

ER -