@inbook {322,
	title = {Adaptive computerized educational systems: A case study},
	booktitle = {Evidence-based educational methods},
	series = {Educational Psychology Series},
	year = {2004},
	note = {Using Smart Source ParsingEvidence-based educational methods. A volume in the educational psychology series. (pp. 143-170). San Diego, CA : Elsevier Academic Press, [URL:http://www.academicpress.com]. xxiv, 382 pp},
	pages = {143-169},
	publisher = {Elsevier Academic Press},
	organization = {Elsevier Academic Press},
	chapter = {10},
	address = {San Diego, CA. USA},
	abstract = {(Created by APA) Adaptive instruction describes adjustments typical of one-on-one tutoring as discussed in the college tutorial scenario. So computerized adaptive instruction refers to the use of computer software--almost always incorporating artificially intelligent services--which has been designed to adjust both the presentation of information and the form of questioning to meet the current needs of an individual learner. This chapter describes a system for Internet-delivered adaptive instruction. The author attempts to demonstrate a sharp difference between the teaching that takes place outside of the classroom in universities and the kind that is at least afforded, if not taken advantage of by many, students in a more personalized educational setting such as those in the small liberal arts colleges. The author describes a computer-based technology that allows that gap to be bridged with the advantage of at least having more highly prepared learners sitting in college classrooms. A limited range of emerging research that supports that proposition is cited. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Artificial, Computer Assisted Instruction, Computer Software, Higher Education, Individualized, Instruction, Intelligence, Internet, Undergraduate Education},
	author = {Ray, R. D.},
	editor = {R. W. Malott}
}
@article {321,
	title = {Timing behavior in computerized adaptive testing: Response times for correct and incorrect answers are not related to general fluid intelligence/Zum Zeitverhalten beim computergest{\"u}tzten adaptiveb Testen: Antwortlatenzen bei richtigen und falschen L{\"o}sun},
	journal = {Zeitschrift f{\"u}r Differentielle und Diagnostische Psychologie},
	volume = {24},
	number = {1},
	year = {2003},
	pages = {57-63},
	abstract = {Examined the effects of general fluid intelligence on item response times for correct and false responses in computerized adaptive testing. After performing the CFT3 intelligence test, 80 individuals (aged 17-44 yrs) completed perceptual and cognitive discrimination tasks. Results show that response times were related neither to the proficiency dimension reflected by the task nor to the individual level of fluid intelligence. Furthermore, the false > correct-phenomenon as well as substantial positive correlations between item response times for false and correct responses were shown to be independent of intelligence levels. (PsycINFO Database Record (c) 2005 APA )},
	keywords = {Adaptive Testing, Cognitive Ability, Intelligence, Perception, Reaction Time computerized adaptive testing},
	author = {Rammsayer, Thomas and Brandler, Susanne}
}
