Robert C. Hardy
University of Maryland, College Park
17 Papers
116 Citations
Robert C. Hardy is an academic researcher from University of Maryland, College Park. The author has contributed to research in topics: Test (assessment) & Population. The author has an hindex of 7, co-authored 17 publications.
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Papers
Relationships between Activities and Sex-Related Differences in Performance on Spatial Tests:
TL;DR: In this article, female and 45 male undergraduates were administered the spatial antecedents questionnaire (Activities, Academic Courses, Self-assessments, and Environmental Mapping subscales), the Spatial Dimensionality Test (Embedded Figures, Card Rotations, Paper Folding, Surface Development, Horizontal/Vertical Rotations and Cube Perspective subtests), and Paivio's 1979 Revised-Individual Differences Questionnaire.
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Factor structure of shortened Children's Embedded Figures Test for different age groups.
TL;DR: Factor loadings for items from a shortened version of the test were examined and indicated that the factor analysis of the shortened form was consistent with previous analyses using the total scale.
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Children's embedded figures test: an examination of item difficulty in grades K-4.
TL;DR: Indices of item difficulty for both the Tent and the House series of the Children's Embedded Figures Test are reported, indicating that the failure rule should be re-considered and the test shortened.
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Relationship between birth order and leadership style for nursery school children.
TL;DR: 36 nursery school children were given a revised form of Fiedler's (1967) least preferred co-worker scale designated as the least preferred playmate scale and a 2 × 2 contingency table was constructed between birth order (first and later born) and leadership style (high and low).
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An Experimental Test of the Contingency Model on Small Classroom Groups.
TL;DR: In this paper, the applicability of Fiedler's contingency model on 56 junior high school classroom groups was evaluated on structured and unstructured group tasks and the results indicated that high LPC leaders were more effective for a structured task when LMR were poor, and no relationship was found when LMC were good.
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