WorldCat Identities

Federico, Pat-Anthony

Overview
Works: 55 works in 126 publications in 1 language and 1,560 library holdings
Genres: Conference papers and proceedings 
Roles: Author, Editor
Publication Timeline
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Most widely held works by Pat-Anthony Federico
Management information systems and organizational behavior by Pat-Anthony Federico( Book )

13 editions published between 1980 and 1985 in English and held by 652 WorldCat member libraries worldwide

Aptitude, learning, and instruction by Richard E Snow( Book )

18 editions published between 1980 and 2021 in English and held by 301 WorldCat member libraries worldwide

For the previous 6 years before publication, Office of Naval Research (ONR) had been conducting a thematically oriented contract research program aimed, in large part, at developing the kind of broad theoretical framework necessary for a workable process interpretation of aptitude, learning, and performance. Originally published in 1980, the papers in this collection are generally addressed to three broad areas that were central to those interests of the ONR Personnel and Training Research Programs. One area is concerned with individual differences information processing, as revealed in simple laboratory or psychometric tests. The second area focuses on the structural aspects of learning and performance, using tools and concepts from semantic memory theory to describe what is learned and how it is learned. And the third area is aimed at the management of instruction: It addresses itself to the kinds of research and instructional designs required for effective implementation of adaptive instruction
Cognitive process analyses of aptitude( Book )

7 editions published in 1980 in English and held by 233 WorldCat member libraries worldwide

Cognitive process analyses of learning and problem solving( Book )

7 editions published in 1980 in English and held by 215 WorldCat member libraries worldwide

Aptitude, Learning, and Instruction Volume 2: Cognitive Process Analyses of Learning and Problem Solving by Richard E Snow( )

2 editions published in 2021 in English and held by 30 WorldCat member libraries worldwide

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company
Aptitude, learning, and instruction by Richard E Snow( Book )

8 editions published between 1980 and 2021 in English and held by 20 WorldCat member libraries worldwide

Development of psychometric measures of student attitudes toward technical training : reliability and factorial validity by Pat-Anthony Federico( Book )

2 editions published in 1970 in English and held by 19 WorldCat member libraries worldwide

Validation of brain event-related potentials as indicators of cognitive styles, abilities, and aptitudes by Pat-Anthony Federico( Book )

3 editions published in 1983 in English and held by 5 WorldCat member libraries worldwide

Fifty Navy recruits were given 11 paper-and-pencil tests of cognitive styles, abilities, and aptitudes. Visual, auditory, and bimodal brain event-related potential (erp) amplitudes were recorded from each of these subjects. Product-moment and canonical correlational analyses, as well as principal-factor analysis and varimax rotation, were conducted. Product-moment correlations indicated that some cognitive attributes were significantly associated with some ERPs. Cognitive characteristics that contributed to the significant canonical correlations were general aptitude, verbal comprehension, spatial ability, field dependence-independence, conceptualizing style, and reflection-impulsivity, as well as ERPs in the right temporal and parietal areas and left frontal and parietal areas. Some ERPs and cognitive characteristics defined the same underlying dimensions, implying that they are related. The results demonstrated the construct validity of ERPs as indicators of individual differences in cognitive characteristics, especially crystallized and fluid intelligence. (Author)
Evaluating an Experimental Audio-Visual Module Programmed to Teach a Basic Anatomical and Physiological System by Pat-Anthony Federico( Book )

4 editions published in 1971 in English and held by 4 WorldCat member libraries worldwide

The learning efficiency and effectiveness of teaching an anatomical and physiological system to Air Force enlisted trainees utilizing an experimental audiovisual programed module was compared to that of a commercial linear programed text. It was demonstrated that the audiovisual programed approach to training was more efficient than and equally as effective as the programed text approach to training. It was determined that trainees of different learning abilities acquired as much knowledge about the digestive system from viewing the 20-minute audiovisual module as from interacting for 80 to 120 minutes with the programed text. It was established that students who differed in their mastery of the rudiments of anatomy, physiology, and medical terminology performed equally well after audiovisual instruction or after writte programed instruction. It was found that trainees reported more positive reactions to the audiovisual course than to the written program. (Author/JY)
Predicting Student Performance in a Computer-Managed Course Using Measures of Cognitive Styles, Abilities, and Aptitudes by Pat-Anthony Federico( Book )

2 editions published in 1979 in English and held by 4 WorldCat member libraries worldwide

Measures of cognitive styles, abilities, and aptitudes from a sample of 166 Basic Electricity and Electronics School graduates were analyzed to determine if they were predictive of student achievement and times to complete instructional modules. It was found that the cognitive characteristics can be used to predict student performance. (Author)
Computer-Based and Paper-Based Measurement of Recognition Performance by Pat-Anthony Federico( Book )

3 editions published in 1989 in English and held by 4 WorldCat member libraries worldwide

To determine the relative reliabilities and validities of paper-based and computer-based measurement procedures, 83 male student pilots and radar intercept officers were administered computer and paper-based tests of aircraft recognition. The subject matter consisted of line drawings of front, side, and top silhouettes of aircraft. Reliabilities for both modes of testing were estimated by deriving internal consistency indices, using an odd/even item split. Prior to testing, subjects learned to recognize the aircraft silhouettes using two media: (1) paper-based form structured as a study guide; and (2) computer-based form using flash ivan in the training mode. A stepwise multiple discriminant analysis was performed to determine how well the two testing modes distinguished among two groups of subjects expected to differ in their recognition of aircraft silhouettes. Computer-based and paper-based measures were not significantly different in reliability or internal consistency. The paper-based measure of average degree of confidence in recognition judgments was more reliable than the computer-based measure. The average degree of confidence measured by the two modes was more equivalent than the measures of recognition test scores. The discriminative validities of the two measures were about the same for distinguishing groups above or below the mean average curriculum grade. Using the pooled within-groups correlations between the discriminant function and computer-based or paper-based measures, the former had superior discriminative validity than the latter. Statistics associated with the canonical correlation suggested that the predictive validity of computer-based measures approximates that of paper-based measures. Four tables present study data. A 54-item list of references is included. (Sld)
Development of Psychometric Measures of Student Attitudes Toward Technical Training Reliability and Factorial Validity by Pat-Anthony Federico( Book )

2 editions published in 1970 in English and held by 3 WorldCat member libraries worldwide

This reported investigation is the Phase I effort of a task which undertakes to develop a new student critique form for Air Training Command (ATC). Specifically, it deals with the identification of valid and reliable psychometric measures of student attitudes toward Air Force technical training. Two critique form prototypes were developed using a Likert-type and Guttman-type configuration. These were administered in a counterbalanced order to samples of officers, NCO, and airmen enrolled in an ATC technical school. Multiple-factor analyses and multiple discriminant function analyses were performed for the scored responses of the subjects to these critique forms. Test-retest reliability and factorial and discriminative validities were established for each of the prototypes. On the basis of the statistical analyses of the two forms, the Likert configuration was recommended for further development. Eight Likert factors, or unidimensional scales, were defined: Instructor Competence, Training Management, Specialty Training, Training Impressions, Training Facilities, Repetitious Instruction, Intelligible Media, and Textbook Utility. Because of demonstrated differences between rater groups, it was also recommended that group-specific forms be developed. (Author)
Computer-Based and Paper-Based Measurement of Semantic Knowledge by Pat-Anthony Federico( Book )

3 editions published in 1989 in English and held by 3 WorldCat member libraries worldwide

Seventy-five subjects (Naval f-14 and e-2c crew members) were administered computer-based and paper-based tests of threat-parameter knowledge represented as a semantic network in order to determine the relative reliabilities and validities of these two assessment modes. Estimates of internal consistencies, equivalences, and discriminant validities were computed. It was established that: (1) computer-based and paper-based measures (I.E., test score and average degree of confidence) are not significantly different in reliability or internal consistency; (2) for computer-based and paper-based measures, the average degree of confidence has a higher reliability than does the average response latency, which in turn has a higher reliability than do the test scores; (3) a few of the findings are ambivalent since some results suggest that equivalence estimates for computer-based and paper-based measures (I.E., test score and average degree of confidence) are about the same, and another suggests that these estimates are different; and (4) the discriminant validity of the computer-based measures was superior to that of the paper-based measures. The results support the findings of only some of the research. This highlights the fact that the reported literature on this subject is contradictory and inconclusive. Seven tables present study data. (Author/SLD)
Computer-Managed Instruction Stability of Cognitive Components by Pat-Anthony Federico( Book )

2 editions published in 1984 in English and held by 3 WorldCat member libraries worldwide

To ascertain changes in cognitive correlates of learning as students advance through hierarchical instruction, 24 individual difference measures were obtained from 166 Navy trainees who had completed a computer-managed course in electricity and electronics. Principal component analysis and varimax rotation were computed for cognitive characteristics, producing factor scores that were used in multiple regression analyses to predict achievement in 11 modules of instruction. During acquisition of course content, cognitive components sampled shifted noticeably in importance throughout the curriculum. The results have implications for aptitude-treatment-interaction (ATI) research, transition from novice to expert, crystallized and fluid intelligence, task demands of instruction, and computer-managed mastery learning
Accommodating Instruction to Student Characteristics Trends and Issues by Pat-Anthony Federico( Book )

3 editions published in 1978 in English and held by 3 WorldCat member libraries worldwide

The objectives of this project were (1) to determine whether or not adapting instruction to student characteristics will improve the effectiveness and efficiency of training, (2) to identify the learner attributes that interact best with specific instructional treatments, and (3) to establish what must be done to create and implement a useful adaptive instructional system. The professional literature concerning adaptive teaching systems was reviewed and evaluated, and several approaches to accommodating instruction to student characteristics were identified and considered. Little empirical evidence was obtained to support the aptitude-treatment-interaction (ATI) approach, and the experimental evaluation of several alternative approaches to adaptive instruction was recommended. (Author/JEG)
Identifying Item Validity Indices Utilizing a Multivariate Model by Pat-Anthony Federico( Book )

2 editions published in 1971 in English and held by 3 WorldCat member libraries worldwide

This study demonstrates and discusses a new procedure for performing item analysis which utilizes multiple discriminant analysis to establish efficiently and effectively an index of item validity. Application of this statistical technique to data derived from an attitude survey of three groups of students enrolled in technical training courses yielded the following results: It disclosed those stimulus items which were responsive enough to discriminate among criterion groups; it partitioned the total discriminatory power of the items into two homogeneous components; it yielded data for arriving at a special weighting scheme for scoring the final attitude form; and it located the positions of the criterion groups relative to the two orthogonal dimensions of the attitude universe. (Author)
Computer-Managed Instruction Individual Differences in Student Performance by Pat-Anthony Federico( Book )

2 editions published in 1984 in English and held by 3 WorldCat member libraries worldwide

To determine whether individual differences in student achievement and learning rate are reduced or eliminated by mastery instruction, 166 Navy trainees who had completed a computer-managed course in basic electricity and electronics were cluster-analyzed into groups, using 24 measures of cognitive characteristics. Discriminant analyses were computed between the two derived groups using module test scores and completion times. Groups differed significantly in their achievement in 4 out of 11 modules and in the time required to complete 1 module, but did not demonstrate a progressive decrease in the variability of their achievement and learning rates. (Author)
Computer-Managed Instruction Crystallized and Fluid Intelligence by Pat-Anthony Federico( Book )

2 editions published in 1985 in English and held by 3 WorldCat member libraries worldwide

Twenty-four measures of crystallized intelligence (G sub c) and fluid intelligence (G sub f) were obtained for samples of graduates and failures of an innovative instructional situation in which computer-managed mastery learning was used to teach elementary electricity and electronics. Seven stepwise multiple discriminant analyses and associated statistics were computed to determine which linear combinations of G sub f and G sub c measures would optimally separate the two groups. Corresponding classification functions derived for the discriminant analyses were applied to the data to evaluate the effectiveness of differentiating failures and graduates. The results did not substantiate the hypothesis that G sub f measures would be associated more strongly with student success in a new instructional situation than would G sub c measures. Contrary to theory, the findings suggest that some unconventional educational environments are not necessarily dysfunctional for more able students. In these situations, they can just as easily exercise and exploit those skills developed and applied in more traditional instructional settings. (Author)
Are Cognitive Styles Independent of Abilities and Aptitudes? by Pat-Anthony Federico( Book )

1 edition published in 1980 in English and held by 2 WorldCat member libraries worldwide

In order to determine the magnitude and nature of relationships among selected measures of cognitive styles, abilities, and aptitudes, 24 tests were administered to 201 Navy recruits. The resultant data demonstrate that cognitive styles are relatively independent of abilities and aptitudes. Although styles were significantly related to abilities and aptitudes, the amount of shared variance was not large enough to be of practical importance. Abilities were significantly associated with aptitudes, having a considerable amount of variance in common. Three significant factors--technical apptitude, verbal ability, and problem-solving mode--were found to underlie much of the variability of cognitive characteristics. Educators should consider designing instructional strategies that take into account student differences in abilities, aptitudes, and cognitive styles; it seems likely that students would benefit by learning more readily, retaining information more easily, and retrieving information from memory with greater facility. (Author/CS)
Spatial Ability and Cerebral Sensory Interaction by Pat-Anthony Federico( Book )

1 edition published in 1984 in English and held by 2 WorldCat member libraries worldwide

To provide converging support that the proper integration of analog and propositional representational systems is associated with spatial ability, the visual, auditory, and bimodal brain event-related potentials were recorded from 50 right-handed Caucasian males. Sensory interaction indices were derived for these subjects who had taken the Surface Development Test of spatial ability. Product-moment correlations were computed between sensory interaction indices for eight cerebral sites and spatial ability test scores. Sensory interaction for left and right hemispheric regions was significantly related to spatial ability. As sensory suppression lessened, spatial ability increased. The results substantiated the theory that the visual-imaginal-analog and the auditory-verbal-propositional representational systems are implicated in spatial ability. The extent to which the cortex can inhibit or attenuate the interaction or integration between these dual symbol systems is associated with complicated spatial task performance. (Author)
 
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Aptitude, learning, and instruction
Covers
Aptitude, Learning, and Instruction Volume 2: Cognitive Process Analyses of Learning and Problem SolvingAptitude, learning, and instruction
Languages
English (87)