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  1. Measuring the Mind: Conceptual Issues in Contemporary Psychometrics.Denny Borsboom - 2005 - Cambridge University Press.
    Is it possible to measure psychological attributes like intelligence, personality and attitudes and if so, how does that work? What does the term 'measurement' mean in a psychological context? This fascinating and timely book discusses these questions and investigates the possible answers that can be given response. Denny Borsboom provides an in-depth treatment of the philosophical foundations of widely used measurement models in psychology. The theoretical status of classical test theory, latent variable theory and positioned in terms of the underlying (...)
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  • The Interaction of the Explicit and the Implicit in Skill Learning: A Dual-Process Approach.Ron Sun - 2005 - Psychological Review 112 (1):159-192.
    This article explicates the interaction between implicit and explicit processes in skill learning, in contrast to the tendency of researchers to study each type in isolation. It highlights various effects of the interaction on learning (including synergy effects). The authors argue for an integrated model of skill learning that takes into account both implicit and explicit processes. Moreover, they argue for a bottom-up approach (first learning implicit knowledge and then explicit knowledge) in the integrated model. A variety of qualitative data (...)
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  • Items 271 -547.[author unknown] - 1936 - Journal of Symbolic Logic 1 (4):183-216.
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  • Modeling developmental transitions on the balance scale task.H. Vanrijn, M. VansoMeren & H. Vandermaas - 2003 - Cognitive Science 27 (2):227-257.
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  • Modeling developmental transitions on the balance scale task.Hedderik van Rijn, Maarten van Someren & Han van der Maas - 2003 - Cognitive Science 27 (2):227-257.
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  • Rule following and rule use in the balance-scale task.Thomas R. Shultz & Yoshio Takane - 2007 - Cognition 103 (3):460-472.
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  • Modeling developmental transitions on the balance scale task.Hedderik Rijn, Maarten Someren & Han Maas - 2003 - Cognitive Science 27 (2):227-257.
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