Test Length and Cognitive Fatigue: An Empirical Examination of Effects on Performance and Test-Taker Reactions

Autor/inn/en	Ackerman, Phillip L.; Kanfer, Ruth
Titel	Test Length and Cognitive Fatigue: An Empirical Examination of Effects on Performance and Test-Taker Reactions
Quelle	In: Journal of Experimental Psychology: Applied, 15 (2009) 2, S.163-181 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-898X
DOI	10.1037/a0015719
Schlagwörter	Test Length; Fatigue (Biology); Cognitive Ability; College Students; Student Evaluation; Tests; Prediction; Cognitive Processes; High Stakes Tests; Time on Task; Questionnaires; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Fatigue; Ermüdung; Denkfähigkeit; Collegestudent; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Vorhersage; Cognitive process; Kognitiver Prozess; Zeitaufwand; Fragebogen
Abstract	Person and situational determinants of cognitive ability test performance and subjective reactions were examined in the context of tests with different time-on-task requirements. Two hundred thirty-nine first-year university students participated in a within-participant experiment, with completely counterbalanced treatment conditions and test forms. Participants completed three test sessions of different length: (a) a standard-length SAT test battery (total time 4 1/2 hr), (b) a shorter SAT test battery (total time 3 1/2 hr), and (c) a longer SAT test battery (total time 5 1/2 hr). Consistent with expectations, subjective fatigue increased with increasing time-on-task. However, mean performance "increased" in the longer test length conditions, compared with the shorter test length condition. Individual differences in personality/interest/motivation trait complexes were found to have "greater" power than the test-length situations for predicting subjective cognitive fatigue before, during, and at the end of each test session. The relative contributions of traits and time-on-task for cognitive fatigue are discussed, along with implications for research and practice. (Contains 3 figures, 7 tables, and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10