Careers in the mililtary are often dependent on ASVAB or AFCT test scores. Prospective service members take their initial entry test, but their test score may not be high enough for re-enlisting in certain military occupational specialties. The Army, Air Force, Navy, Marines, and Coast Card allow their service members to retake the Armed Forces Classification Test (AFCT) to improve their General Technical (GT) score. If the member improves his/her GT score, doors are open that might not otherwise be available. This unique text is designed to help active duty military members prepare for the vocabulary portion of the test. It is based on input from test preparation instructors and members of the military. Studying vocabulary words in context is highly beneficial to learning to use those words in every day life and to being able to identify their sysnonyms on an exam. In this text, each of the major 150 vocabulary words is connected to multiple synonyms, building vocabulary to over 750 words. Simple memorization of a list of words is ineffective. For that reason, users of this text will identify the meaning of vocabulary in sentences. They will match synonyms to words, practice placing words in sentences, and practice by completing a variety of exercises. Practice tests are found at the end of each unit and 5 comprehensive self-tests are found at the end of the final unit. This book may be used as a self-study guide or may be used to supplement preparation classes. Answers are included so that the user can readily check progress and determine where to focus his/her vocabulary development. The text works best if readers go in order, but it is also possibly to jump from page to page to review what has been studied, and more importantly, learned! Users will enjoy the format of the book. The author has address several learning modes to vary the learner's experience. The text is well organized and designed for the person who wants to excel on this important part of the AFCT.
In recent years, the intersection of cognitive psychology, developmental psychology, and neuroscience with regard to deaf individuals has received increasing attention from a variety of academic and educational audiences. Both research and pedagogy have addressed questions about whether deaf children learn in the same ways that hearing children learn, how signed languages and spoken languages might affect different aspects of cognition and cognitive development, and the ways in which hearing loss influences how the brain processes and retains information. There are now a number of preliminary answers to these questions, but there has been no single forum in which research into learning and cognition is brought together. The Oxford Handbook of Deaf Studies in Learning and Cognition aims to provide this shared forum, focusing exclusively on learning, cognition, and cognitive development from theoretical, psychological, biological, linguistic, social-emotional, and educational perspectives. Each chapter includes state-of-the-art research conducted and reviewed by international experts in the area. Drawing this research together, this volume allows for a synergy of ideas that possesses the potential to move research, theory, and practice forward.
In the last ten years the neuroscience of language has matured as a field. Ten years ago, neuroimaging was just being explored for neurolinguistic questions, whereas today it constitutes a routine component. At the same time there have been significant developments in linguistic and psychological theory that speak to the neuroscience of language. This book consolidates those advances into a single reference. The Handbook of the Neuroscience of Language provides a comprehensive overview of this field. Divided into five sections, section one discusses methods and techniques including clinical assessment approaches, methods of mapping the human brain, and a theoretical framework for interpreting the multiple levels of neural organization that contribute to language comprehension. Section two discusses the impact imaging techniques (PET, fMRI, ERPs, electrical stimulation of language cortex, TMS) have made to language research. Section three discusses experimental approaches to the field, including disorders at different language levels in reading as well as writing and number processing. Additionally, chapters here present computational models, discuss the role of mirror systems for language, and cover brain lateralization with respect to language. Part four focuses on language in special populations, in various disease processes, and in developmental disorders. The book ends with a listing of resources in the neuroscience of language and a glossary of items and concepts to help the novice become acquainted with the field. Editors Stemmer & Whitaker prepared this book to reflect recent developments in neurolinguistics, moving the book squarely into the cognitive neuroscience of language and capturing the developments in the field over the past 7 years. History section focuses on topics that play a current role in neurolinguistics research, aphasia syndromes, and lesion analysis Includes section on neuroimaging to reflect the dramatic changes in methodology over the past decade Experimental and clinical section reflects recent developments in the field
Educational tests and measurements by Harry Andrew Greene
Clinical Assessment of Children's Intelligence: A Handbook for Professional Practice investigates the most recent methods being utilized in assessing children's knowledge and aptitude. Valuable case studies, anecdotes, and research reports - written in an easily accessible style - provide up-to-date information in the field of intelligence testing. This lucid explanation of the principles of children's intelligence assessment and diagnostic practice offers in-depth coverage of a wide variety of tests. And, it explains step-by-step methods to be utilized when interpreting them. A uniform interpretative system that can be applied to all measures of intelligence is provided. Five comprehensive sections cover: psychological foundations, assessment foundations, interpretation and reporting, assessment tools, and advanced concepts and applications. One-on-one interviews lend thought-provoking input to issues being expressed by acknowledged professionals in the field. Dr. Kamphaus' explanations provide greater detail in addressing test bias issues and computer applications. Additional chapters explore the growing concern of ethics and practice standards as well as the assessment of exceptional children. A tour de force, this book takes the reader on a journey through the history of the assessment process, providing the most up-to-date information on testing available today.