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The impact of additional time on LSA...

Dempsey, Kim Marie.

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The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis./
Author:	Dempsey, Kim Marie.
Description:	56 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-10, Section: B, page: 5212.
Contained By:	Dissertation Abstracts International64-10B.
Subject:	Psychology, Clinical. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3108290

The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis.
Dempsey, Kim Marie.

The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis. - 56 p.

Source: Dissertation Abstracts International, Volume: 64-10, Section: B, page: 5212.

Thesis (Psy.D.)--La Salle University, 2004.

This study examines the relationship between cognitive test data and Law School Admission Test (LSAT) performance as well as the effects of being granted additional test time to take the LSAT. This study also evaluated the difference between candidates' standard and accommodated LSAT scores and their predicted LSAT scores. These are important findings because there is no prior research examining the relationship between cognitive testing and LSAT performance. A regression procedure performed on archival data from 90 candidate files without a diagnosable condition found that Verbal Comprehension Index best predicts standard LSAT performance. Archival data from 92 candidate files diagnosed with learning disabilities (LD) or attention deficit hyperactivity disorder (ADHD) and who were granted extended time revealed that scores earned under extended time were significantly higher than scores under standard conditions. However, tests scores earned under accommodated conditions were not significantly different from their predicted LSAT score. Thus, granting accommodations did improve performance on the LSAT but did not unfairly advantage the candidates who were granted extended time.Subjects--Topical Terms:

524864
Psychology, Clinical.

The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis.
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008 130614s2004 eng d
035 $a (UnM)AAI3108290
035 $a AAI3108290
040 $a UnM $c UnM
100 1 $a Dempsey, Kim Marie. $3 1951365
245 1 4 $a The impact of additional time on LSAT scores: Does time really matter? The efficacy of making decisions on a case-by-case basis.
300 $a 56 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-10, Section: B, page: 5212.
500 $a Adviser: Sharon Lee Armstrong.
502 $a Thesis (Psy.D.)--La Salle University, 2004.
520 $a This study examines the relationship between cognitive test data and Law School Admission Test (LSAT) performance as well as the effects of being granted additional test time to take the LSAT. This study also evaluated the difference between candidates' standard and accommodated LSAT scores and their predicted LSAT scores. These are important findings because there is no prior research examining the relationship between cognitive testing and LSAT performance. A regression procedure performed on archival data from 90 candidate files without a diagnosable condition found that Verbal Comprehension Index best predicts standard LSAT performance. Archival data from 92 candidate files diagnosed with learning disabilities (LD) or attention deficit hyperactivity disorder (ADHD) and who were granted extended time revealed that scores earned under extended time were significantly higher than scores under standard conditions. However, tests scores earned under accommodated conditions were not significantly different from their predicted LSAT score. Thus, granting accommodations did improve performance on the LSAT but did not unfairly advantage the candidates who were granted extended time.
590 $a School code: 1200.
650 4 $a Psychology, Clinical. $3 524864
650 4 $a Education, Tests and Measurements. $3 1017589
650 4 $a Psychology, Psychometrics. $3 1017742
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690 $a 0288
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710 2 0 $a La Salle University. $3 1252884
773 0 $t Dissertation Abstracts International $g 64-10B.
790 1 0 $a Armstrong, Sharon Lee, $e advisor
790 $a 1200
791 $a Psy.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3108290