Presentation of the Correction Guide for the Approach-in-Process Test Version 2 and Its Application in the Content of “We Don’t Have Direct Access to Reality
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The theory of students’ approaches to learning makes direct contributions to the teaching-learning process. For instance, it provides a conceptual repertoire that helps improve the teacher’s pedagogical practice and the student’s self-assessment of their own learning. Despite its contributions, the field of approaches has an important limitation: the measurement of its constructs is carried out exclusively by self-report tests. Although these measures have brought advances to the field, self-report is permeated by important biases that impair the quality of measurement. Considering this limitation, the Laboratory for Cognitive Architecture Research (LAICO) has initiated an agenda to develop performance-based tests for the measurement of approaches. The Approach-in-Process Test Version 2 is part of this agenda. It is a performance-based test that measures approach in the context of school/academic learning. In addition to the performance-based measurement, the test has two self-report measurements. The first measures the student’s perception of the impact of certain lessons on his or her deep approach to learning. The second measures the student’s perception of how often he or she manifests the deep approach to learning. The test items for the self-report measurements are multiple choice, while the items for the performance measure are open-ended in nature and require a correction guide. This paper presents, for the first time, the Correction Guide for the Approach-in-Process Test Version 2. In this paper, all the structural components of the correction guide are shown as well as its application to the specific content “we have no direct access to reality” taught in a particular university discipline. Applications of the Correction Guide in other teaching contents will be presented in future publications. They will show that the Approach-in-Process Test Version 2 can be applied and corrected in the diversity of school/academic contents.
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Gomes, C. M. A, Araujo, J., & Castillo-Díaz, M.A. (2021a). Testing the Invariance of the Metacognitive Monitoring Test. Psico-USF, 26(4), 685–696. https://doi.org/10.1590/1413-82712021260407.
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Gomes, C. M. A., Araujo, J., & Jelihovschi, E. G. (2020b). Approaches to learning in the non-academic context: construct validity of Learning Approaches Test in Video Game (LAT-Video Game). International Journal of Development Research, 10(11), 41842–41849. https://doi.org/10.37118/ijdr.20350.11.2020.
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Gomes, C. M. A., Araujo, J., & Jelihovschi, E. G. (2022a). The current assessment of the student’s academic achievement is a big mistake. International Journal of Development Research, 12(03), 54795–54798. https://doi.org/10.37118/ijdr.24160.03.2022.
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Gomes, C. M. A., Araujo, J., & Jelihovschi, E. G. (2022b). Presentation of the Approach-In-Process Test (version 2). European Journal of Education and Pedagogy, 3(4), 81–91. https://doi.org/10.24018/ejedu.2022.3.4.402.
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Gomes, C. M. A., Araujo, J., Lima, I. P. C., Chaves, V. N. B., & Golino, H. F. (2021b). Inductive Reasoning Developmental Test-Second Revision (TDRI-SR): content validity. In Ezequiel Martins Ferreira (org.), A pesquisa em psicologia: contribuições para o debate metodológico. (pp. 36–9). Ponta Grossa: Atena. https://doi.org/10.22533/at.ed.1692115124.
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Gomes, C. M. A., Araujo, J., Nascimento, E., & Jelihovschi, E. (2018a). Routine psychological testing of the individual is not valid. Psychological Reports, 122(4), 157–593. https://doi.org/10.1177/0033294118785636.
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Gomes, C. M. A., & Borges, O. N. (2007). Validação do modelo de inteligência de Carroll em uma amostra brasileira [Validation of Carroll intelligence model in one brazilian sample]. Avaliação Psicológica, 6(2), 167–179. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712007000200007&lng=en&tlng=pt.
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Gomes, C. M. A., & Borges, O. N. (2008a). Avaliação da validade e fidedignidade do instrumento crenças de estudantes sobre ensino-aprendizagem (CrEA) [Evaluation of the validity and reliability of the instrument students' beliefs about teaching and learning (CrEA)]. Ciências & Cognição (UFRJ), 13(3), 37–50. Portuguese. http://www.cienciasecognicao.org/revista/index.php/cec/article/view/60.
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Gomes, C. M. A., & Borges, O. (2008b). Limite da validade de um instrumento de avaliação docente [Validity limit of a faculty staff evaluation instrument]. Avaliação Psicológica, 7(3), 391–401. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712008000300011&lng=pt&tlng=pt.
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Gomes, C. M. A., & Borges, O. (2008c). Qualidades psicométricas de um conjunto de 45 testes cognitivos [Psychometric proprieties of a set of 45 cognitive tests]. Fractal: Revista de Psicologia, 20(1), 195–207. Portuguese. https://doi.org/10.1590/S1984-02922008000100019.
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Gomes, C. M. A. & Borges, O. N. (2009a). O ENEM é uma avaliação educacional construtivista? Um estudo de validade de construto [Is ENEM a constructivist educational assessment? A study of construct validity]. Estudos em Avaliação Educacional, 20(42), 73–88. Portuguese. https://doi.org/10.18222/eae204220092060.
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Gomes, C. M. A., & Borges, O. N. (2009b). Propriedades psicométricas do conjunto de testes da habilidade visuo espacial [Psychometric proprieties of visual-spatial ability tests kit]. PsicoUSF, 14(1), 19–34. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-82712009000100004&lng=pt&tlng=pt.
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Gomes, C. M. A., & Borges, O. (2009c). Qualidades psicométricas do conjunto de testes de inteligência fluida [Psychometrical proprieties analysis of fluid intelligence tests kit]. Avaliação Psicológica, 8(1), 17–32. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1677-04712009000100003&lng=pt&tlng=pt.
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Gomes, C. M. A., Carneiro, I. J. P., & Soares, J. M. T. (2008). Aspectos processuais de programas de educação baseados no ensino do pensamento [Procedural aspects of education programs based on the teaching of thought]. In Anais Completos do IV Colóquio Franco Brasileiro de Filosofia da Educação, UERJ (pp. 1–19).
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Gomes, C. M. A., de Araújo, J., Ferreira, M. G., & Golino, H. F. (2014a). The validity of the Cattel-Horn-Carroll model on the intraindividual approach. Behavioral Development Bulletin, 19(4), 22–30. https://doi.org/10.1037/h0101078.
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Gomes, C. M. A., Farias, H. B., Araujo, J., & Jelihovschi, E. G. (2021c). Pruning trees, complexity cost may not be a good approach: initial evidence. Preprint OSF. http://doi.org/10.31219/osf.io/4xcwm.
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Gomes, C. M. A., Farias, H. B., & Jelihovschi, E. G. (2022c). Approaches to learning do matter to predict academic achievement. Revista de Psicología, 40(2), 905–933. http://doi.org/ 10.18800/psico.202202.010.
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Gomes, C. M. A., Fleith, D. S., Marinho-Araujo, C. M., & Rabelo, M. L. (2020c). Predictors of students’ mathematics achievement in secondary education. Psicologia: Teoria e Pesquisa, 36, e3638. https://doi.org/10.1590/0102.3772e3638.
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Gomes, C. M. A., & Gjikuria, J. (2017). Comparing the ESEM and CFA approaches to analyze the Big Five factors. Avaliação Psicológica, 16(3), 261-267. https://doi.org/10.15689/ap.2017.1603.12118.
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Gomes, C. M. A., & Gjikuria, E. (2018). Structural Validity of the School Aspirations Questionnaire (SAQ). Psicologia: Teoria e Pesquisa, 34, e3438. https://doi.org/10.1590/0102.3772e3438.
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Gomes, C. M. A., & Golino, H. F. (2012a). O que a inteligência prediz: diferenças individuais ou diferenças no desenvolvimento acadêmico? [What does intelligence predict: individual differences or academic development differences?]. Psicologia: teoria e prática, 14(1), 126–139. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1516-36872012000100010&lng=pt&tlng=pt.
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Gomes, C. M. A., & Golino, H. F. (2012b). Relações hierárquicas entre os traços amplos do Big Five [Hierarchical relationship between the broad traits of the Big Five]. Psicologia: Reflexão e Crítica, 25(3), 445–456. Portuguese. https://doi.org/10.1590/S0102-79722012000300004.
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Gomes, C. M. A., & Golino, H. F. (2012c). Validade incremental da Escala de Abordagens de Aprendizagem (EABAP [Incremental validity of the Learning Approaches Scale]. Psicologia: Reflexão e Crítica, 25(4), 400–410. Portuguese. https://doi.org/10.1590/S0102-79722012000400001.
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Gomes, C. M. A., & Golino, H. F. (2014). Self-reports on students’ learning processes are academic metacognitive knowledge. Psicologia: Reflexão e Crítica, 27(3), 472–480. https://doi.org/10.1590/1678-7153.201427307.
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Gomes, C. M. A., & Golino, H. F., (2015a). A medida de habilidades cognitivas amplas da Bateria de Fatores Cognitivos de Alta Ordem (BAFACALO): empregando o modelo Rasch bifatorial. [The measure of broad cognitive abilities from the Battery of Higher Order Cognitive Factors (BAFACALO): employing the bifactor Rasch model]. In Hudson F. Golino et al., Psicometria contemporânea: compreendendo os Modelos Rasch (pp. 361–385). São Paulo: Casa do Psicólogo. ISBN: 97885845989.
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Gomes, C. M. A., & Golino, H. (2015b). Factor retention in the intra-individual approach: Proposition of a triangulation strategy. Avaliação Psicológica, 14(2), 273–279. https://doi.org/10.15689/ap.2015.1402.12.
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Gomes, C. M. A., Golino, H. F., & Costa, B. C. G. (2013). Dynamic system approach in psychology: proposition and application in the study of emotion, appraisal, and cognitive achievement. Problems of Psychology in the 21st Century, 6, 15–28. http://www.journals.indexcopernicus.com/abstracted.php?level=5&icid=1059487.
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Gomes, C. M. A., Golino, H. F., & Menezes, I. G. (2014b). Predicting school achievement rather than intelligence: does metacognition matter? Psychology, 5, 1095–1110. https://doi.org/10.4236/psych.2014.59122.
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Gomes, C. M. A., Golino, H. F., & Peres, A. J. S. (2016). Investigando a validade estrutural das competências do ENEM: quatro domínios correlacionados ou um modelo bifatorial. [Investigating the structural validity of ENEM competencies: four correlated domains or a bifactorial model]. Boletim na Medida (INEP-Ministério da Educação), 5(10), 33–30. Portuguese. http://portal.inep.gov.br/documents/186968/494037/BOLETIM+NA+MEDIDA+-+N%C2%BA+10/4b8e3d73-d95d-4815-866c-ac2298dff0bd?version=1.1.
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Gomes, C. M. A. Golino, H. F., & Peres, A. J. S. (2018b). Análise da fidedignidade composta dos escores do enem por meio da análise fatorial de itens [Composite reliability analysis of enem scores through item factor analysis]. European Journal of Education Studies, 5(8), 331–344. Portuguese. https://doi.org/10.5281/zenodo.2527904.
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Gomes, C. M. A., Golino, H. F., & Peres, A. J. S. (2020d). Fidedignidade dos escores do Exame Nacional do Ensino Médio (Enem) [Reliability of the scores of the national high school exam (Enem)]. Psico (RS), 54(2), 1–10. Portuguese. https://doi.org/10.15448/1980-8623.2020.2.31145.
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Gomes, C. M. A., Golino, H. F., & Peres, A. J. S. (2021d). Evidências desfavoráveis ao postulado de cargas fatoriais simples do Exame Nacional do Ensino Médio (ENEM) [Evidence contrary to the assumption of simple factor loadings of the national high school education exam (ENEM)]. Avaliação Psicológica, 20(3). Portuguese. http://dx.doi.org/10.15689/ap.2021.2003.15777.05.
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Gomes, C. M. A., Golino, H. F., Pinheiro, C. A. R., Miranda, G. R., & Soares, J. M. T. (2011) Validação da Escala de Abordagens de Aprendizagem (EABAP) em uma amostra Brasileira. [Validation of the learning approach scale (LAS) in a Brazilian sample]. Psicologia: Reflexão e Crítica, 24(1), 19–27. Portuguese. https://doi.org/10.1590/S0102-79722011000100004.
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Gomes, C. M. A., Golino, H. F., Santos, M. T., & Ferreira, M. G. (2014c). Formal-Logic Development Program: Effects on Fluid Intelligence and on Inductive Reasoning Stages. British Journal of Education, Society & Behavioural Science, 4(9), 1234–1248. http://www.sciencedomain.org/review-history.php?iid=488&id=21&aid=4724.
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Gomes, C. M. A., & Jelihovschi, E. (2016). Proposing a new approach and a rigorous cut-off value for identifying precognition. Measurement, 93, 117–125. https://doi.org/10.1016/j.measurement.2016.06.066.
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Gomes, C. M. A., & Jelihovschi, E. (2019). Presenting the regression tree method and its application in a large-scale educational dataset. International Journal of Research & Method in Education 43(2), 201–221. https://doi.org/10.1080/1743727X.2019.1654992.
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Gomes, C. M. A., Lemos, G. C., & Jelihovschi, E. G. (2020e). Comparing the predictive power of the CART and CTREE algorithms. Avaliação Psicológica, 19(1), 87–96. https://doi.org/10.15689/ap.2020.1901.17737.10.
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Gomes, C. M. A., Lemos, G. C., & Jelihovschi, E. G. (2021e). The reasons why the regression tree method is more suitable than general linear model to analyze complex educational datasets. Revista Portuguesa de Educação, 34(2), 42–63. http://doi.org/10.21814/rpe.18044.
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Gomes, C. M. A, & Linhares. (2018). Investigação da validade de conteúdo do TAP-Pensamento. [Investigation of the content validity of the SLAT-Thinking]. Pôster. I Encontro Anual da Rede Nacional de Ciência para Educação (CPE). https://doi.org/10.13140/RG.2.2.31110.40006.
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Gomes, C. M. A., Linhares, I. S., Jelihovschi, E. G., & Rodrigues, M. N. S. (2021f). Introducing rationality and content validity of SLAT-Thinking. International Journal of Development Research, 11(1), 43264–43272. https://doi.org/10.37118/ijdr.20586.01.2021.
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Gomes, C. M. A., & Marques, E. L. L. (2016). Evidências de validade dos estilos de pensamento executivo, legislativo e judiciário [Validity evidence for the executive, legislative and judicial thinking styles]. Avaliação Psicológica, 15(3), 327–336. Portuguese. https://doi.org/10.15689/ap.2016.1503.05.
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Gomes, C. M. A., Marques, E. L. L., & Golino, H. F. (2014d). Validade Incremental dos Estilos Legislativo, Executivo e Judiciário em Relação ao Rendimento Escolar. [Incremental validity of legislative, executive and judiciary styles in relation to school performance]. Revista E-Psi, 2, 31–46. Portuguese. https://revistaepsi.com/artigo/2013-2014-ano3-volume2-artigo3/.
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Gomes, C. M. A., & Nascimento, D. F. (2021a). A medida da habilidade de fluência do modelo CHC: apresentando o Teste de Fluência Ideativa 2 da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Measuring the fluency ability of the CHC model: presenting the Ideation Fluency Test 2 of the High-Order Cognitive Factors Battery (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.35726.28481/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021b). Acesso aberto ao Teste de Fluência Figural da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO) como medida da habilidade ampla de fluência do modelo CHC de inteligência. [Open access to the High-Order Cognitive Factors Battery Figural Fluency Test (BAFACALO) as a measure of the broad fluency ability of the CHC model of intelligence]. Preprint. https://doi.org/10.13140/RG.2.2.15593.62564/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021c). Acesso aberto e gratuito ao Conjunto de Testes de Inteligência Fluida: Teste de Raciocínio Geral da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Free and open access to the Fluid Intelligence Test Suite: High-Order Cognitive Factors Battery General Reasoning Test (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.30509.61921/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021d). Acesso aberto e gratuito ao Teste de Fluência Ideativa 1 da BAFACALO. [Free and open access to the BAFACALO Idea Fluency Test 1]. Preprint. https://doi.org/10.13140/RG.2.2.24821.09442/3.
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Gomes, C. M. A., & Nascimento, D. F. (2021e). Apresentando o Teste de Flexibilidade de Fechamento da BAFACALO. [Introducing the BAFACALO Closing Flexibility Test]. Preprint. https://doi.org/10.13140/RG.2.2.31920.28164.
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Gomes, C. M. A., & Nascimento, D. F. (2021f). Disponibilizando de forma gratuita e aberta o Teste de Memória Associativa 1 da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Making available and free of charge the Associative Memory Test 1 of the High-Order Cognitive Factors Battery (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.29964.03201/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021g). Disponibilizando de forma gratuita e aberta o Teste de Velocidade Numérica da BAFACALO. [Making Available for free and openly the BAFACALO Numerical Speed Test]. Preprint. https://doi.org/10.13140/RG.2.2.24114.94407/1.
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Gomes, C. M. A. & Nascimento, D. F. (2021h). Evidências de validade do Teste de Abordagens de Aprendizagem: Identificação do Pensamento contido em Textos 2. [Validity evidence of the Learning Approaches Test: Identification of thought contained in Texts 2].Anais do XVI Congresso Internacional Galego-Português de Psicopedagogia, 1 a 3 de Setembro de 2021, UMinho, Braga, Portugal (pp. 2426–2438).
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Gomes, C. M. A., & Nascimento, D. F. (2021i). Medidas de inteligência cristalizada: disponibilizando o Teste de Compreensão Verbal 2 da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Measures of crystallized intelligence: making available the Verbal Comprehension Test 2 of the high-order cognitive factors Battery (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.36085.09447/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021j). Medindo a habilidade de rapidez cognitiva do modelo CHC: apresentando o Teste de Velocidade Perceptiva 1 da BAFACALO. [Measuring the processing speed of the CHC model: Introducing the BAFACALO Perceptual Velocity Test 1]. Preprint. https://doi.org/10.13140/RG.2.2.28564.83848/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021k). Presenting slat-thinking second version and its content validity. International Journal of Development Research, 11(3), 45590–45596. https://doi.org/10.37118/ijdr.21368.03.2021.
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Gomes, C. M. A., & Nascimento, D. F. (2021l). Projeto de acesso aberto e gratuito à Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO): o Teste de Compreensão Verbal 1 do Conjunto de Testes de Inteligência Cristalizada. [Free and open access project to the High-Order Cognitive Factors Battery (BAFACALO): the Verbal Comprehension Test 1 of the Crystallized Intelligence Test Suite]. Preprint. https://doi.org/10.13140/RG.2.2.22663.32165/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021m). Projeto de acesso aberto e gratuito aos testes do LAICO: Teste de Raciocínio Lógico da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Free and open access project to LAICO tests: High-Order Cognitive Factors Battery Logical Reasoning Test (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.25476.45445/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021n). Projeto de acesso aos testes de inteligência da BAFACALO: Teste de Compreensão Verbal 3. [BAFACALO intelligence test access project: verbal comprehension Test 3]. Preprint. https://doi.org/10.13140/RG.2.2.10499.84001/2.
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Gomes, C. M. A., & Nascimento, D. F. (2021o). Projeto de acesso da BAFACALO: Teste de Memória Associativa 2. [BAFACALO Access Project: Associative memory test 2]. Preprint. https://doi.org/10.13140/RG.2.2.23253.14565/1.
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Gomes, C. M. A., & Nascimento, D. F. (2021p). Teste de Memória Visual da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Visual memory test of the high-order cognitive factors battery (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.33319.47529.
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Gomes, C. M. A., & Nascimento, D. F., & Araujo, J. (2021g). Acesso aberto ao Teste de Dobraduras (VZ) da BAFACALO. [Open access to the BAFACALO Fold Test (VZ)]. Preprint. https://doi.org/10.13140/RG.2.2.21853.95201/2.
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Gomes, C. M. A., Nascimento, D. F., & Araujo, J. (2021h). Medindo a inteligência fluida: o Teste de Indução da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO). [Measuring fluid intelligence: the High-Order Cognitive Factors Battery Induction Test (BAFACALO)]. Preprint. https://doi.org/10.13140/RG.2.2.17087.84641/3.
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Gomes, C. M. A., & Nascimento, D. F., & Araujo, J. (2021i). Projeto de testes gratuitos e abertos do LAICO: Teste de Velocidade Perceptiva 3 da BAFACALO. [LAICO's free and open testing project: BAFACALO Perceptual Velocity Test 3]. Preprint. doi: 10.13140/RG.2.2.36278.42563/2.
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Gomes, C. M. A., & Nascimento, D. F., & Araujo, J. (2021j). Teste de Velocidade Perceptiva 2 da Bateria de Fatores Cognitivos de Alta-Ordem (BAFACALO): disponibilização aberta e gratuita aos testes de medida de rapidez cognitiva do LAICO. [Perceptual Speed Test 2 of the High-Order Cognitive Factors Battery (BAFACALO): open and free availability to LAICO cognitive quickness tests]. Preprint. https://doi.org/10.13140/RG.2.2.29567.53928/1.
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Gomes, C. M. A., Nascimento, E., & Peres, A. J. S. (2019). Investigating causal relations in personality by combining path analysis and Search algorithms. Poster. 3rd World Conference on Personality, World Association for Personality Psychology (WAPP), Hanoi, Vietnam.
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Gomes, C. M. A., Quadros, J. S., Araujo, J., & Jelihovschi, E. G. (2020f). Measuring students’ learning approaches through achievement: structural validity of SLAT-Thinking. Estudos de Psicologia, 25(1), 33–43. https://doi.org/10.22491/1678-4669.20200004.
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Gomes, C. M. A., & Rodrigues, M. N. S. (2021). Teste Abordagem-em-Processo. Preprint. https://doi.org/10.13140/RG.2.2.17602.71363/2.
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Gomes, C. M. A., & Rozenberg, M. P. (2021) Bi-factor hierarchical model of procrastination: presentation and initial evidence of validity. In Ezequiel Martins Ferreira (org.), A pesquisa em psicologia: contribuições para o debate metodológico 2. (pp. 137–156). Ponta Grossa: Atena. https://doi.org/10.22533/at.ed.30321151215.
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Gomes, C. M. A., & Valentini, F. (2019). Time series in educational psychology: application in the study of cognitive achievement. European Journal of Education Studies, 6(8), 214–229. https://doi.org/10.5281/zenodo.3551953.
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Haase, V. G., Gauer, G., & Gomes, C. M. A. (2010). Neuropsicometria: modelos nomotético e ideográfico. [Neuropsychometry: nomothetic and ideographic models]. In Leandro Malloy-Diniz et al., Avaliação Neuropsicológica, (pp. 31–37). Porto Alegre: Artmed. ISBN-10: 8536322101.
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Jelihovschi, E. G., & Gomes, C. M. A. (2019). Proposing an achievement simulation methodology to allow the estimation of individual in clinical testing context. Revista Brasileira de Biometria, 37(4), 1–10. https://doi.org/10.28951/rbb.v37i4.423.
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Laros, J. A., Valentini, F., Gomes, C. M. A., & Andrade, J. M. (2014). Modelos de inteligência. [Intelligence Models].In A. G. Seabra, J. A. Laros, E. C. Macedo & N. Abreu (Eds.), Inteligência e funções executivas:Avanços e desafios para a avaliação neuropsicológica (pp. 17–38). São Paulo: Editora Memnon.
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Mansur-Alves, M., Gomes, C. M. A., Peixoto, C. B., Bocardi, M. B., Diniz, M. L. N., Freitas, S. K. P., Pereira, E. G., Alvares-Teodoro, J., Ribeiro, P. C. C., Teodoro, M. L. M. (2021). A longitudinal model for psychological distress in the COVID-19 crisis among Brazilian graduate students. PSICO(RS), 52(3), 1–15. http://dx.doi.org/10.15448/1980-8623.2021.3.41332.
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Martins, A. A., Gomes, C. M. A., Alves, A. F., Almeida, L. S. (2018). The structure of intelligence in childhood: age and socio-familiar impact on cognitive differentiation. Psychological Reports, 121(1), 79–92. https://doi.org/10.1177/0033294117723019.
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Matos, D. A. S., Brown, G. T. L., & Gomes, C. M. A. (2019). Bifactor invariance analysis of student conceptions of assessment inventory. Psico-USF, 24(4), 737–750. https://doi.org/10.1590/1413-82712019240411.
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Mecca, T. P., Dias, N. M., Reppold, C. T., Muniz, M., Gomes, C. M. A., Fioravanti-Bastos, A., C., M., Yates, D. B., Carreiro, L. R. R., & Macedo, E. C. (2015). Funcionamento adaptativo: panorama nacional e avaliação com o adaptive behavior assessment system. [Adaptive behavior: national perspective and evaluation with adaptive behavior assessment system]. Psicologia: Teoria e Prática, 17(2), 107–122. https://doi.org/10.15348/1980-6906/psicologia.v17n2p107-122.
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Monteiro, S., Almeida, L. S., Gomes, C. M. A., & Sinval, J. (2020). Employability profiles of higher education graduates: a person-oriented approach. Studies in Higher Education, 47(3), 499–512. https://doi.org/10.1080/03075079.2020.1761785.
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Moura, M. D. G., Gomes, C. M. A., Blanc, S. L., Mesquita, R. A., & Ferreira, E. F. (2014). Development of questionnaire on dentists? knowledge of HIV/AIDS. Arquivos em Odontologia (UFMG. Online), 50(1), 6–12, 2014. https://doi.org/10.7308/aodontol/2014.50.1.01.
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Muniz, M., Gomes, C. M. A., & Pasian, S. R. (2016). Factor structure of Raven’s Coloured Progressive Matrices. Psico-USF, 21(2), 259–272. https://doi.org/10.1590/1413-82712016210204.
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Pazeto, T. C. B., Dias, N. M., Gomes, C. M. A., & Seabra, A. G. (2019). Prediction of arithmetic competence: role of cognitive abilities, socioeconomic variables, and the perception of the teacher in early childhood education. Estudos de Psicologia, 24(3), 225–236. https://doi.org/10.22491/1678-4669.20190024.
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Pazeto, T. C. B., Dias. N. M., Gomes, C. M. A., & Seabra, A. G. (2020). Prediction of reading and writing in elementary education through early childhood education. Psicologia: Ciência e Profissão, 40, e205497, 1–14. https://doi.org/10.1590/1982-3703003205497.
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Pereira, B. L. S., Golino, M. T. S., & Gomes, C. M. A. (2019). Investigando os efeitos do Programa de Enriquecimento Instrumental Básico em um estudo de caso único [Investigating the effects of the Basic Instrumental Enrichment Program in a single case study]. European Journal of Education Studies, 6(7), 35–52. Portuguese. https://doi.org/10.5281/zenodo.3477577.
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Pinheiro, C. A. R., Gomes, C. M. A., & Braga, A. G. (2009). Construção e validação do Inventário dos Adjetivos de Personalidade-50 (IAP-50). [Construction and validation of the Personality Adjectives Inventory-50 (IAP-50)] [Summary]. In Anais do IV Congresso Brasileiro de Avaliação Psicológica e XIV Conferência Internacional de Avaliação Psicológica: Formas e Contextos (p. 182). Campinas, SP: Instituto Brasileiro de Avaliação Psicológica.
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Pires, A. A. M., & Gomes, C. M. A. (2017). Three mistaken procedures in the elaboration of school exams: explicitness and discussion. PONTE International Scientific Research Journal, 73(3), 1–14. https://doi.org/10.21506/j.ponte.2017.3.1.
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Pires, A. A. M., & Gomes, C. M. A. (2018). Proposing a method to create metacognitive school exams. European Journal of Education Studies, 5(8), 119–142. https://doi.org/10.5281/zenodo.2313538.
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Reis, C. P., Morales, J. C. P., Gomes, C. M. A., Pereira, F. A. A., & Ibáñez, S. J. (2021). Construct validation of a new instrument to measure declarative tactical knowledge in basketball. Perceptual and Motor Skills, 128(4), 1712–1729. https://doi.org/10.1177/00315125211016247.
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Reppold, C. T., Gomes, C. M. A., Seabra, A. G., Muniz, M., Valentini, F., & Laros, J. A. (2015). Contribuições da psicometria para os estudos em neuropsicologia cognitiva. [Contributions of psychometrics to studies in cognitive neuropsychology]. Psicologia: Teoria e Prática, 17(2), 94–106. Portuguese. https://doi.org/10.15348/1980-6906/psicologia.v17n2p94-106.
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Ricci, K., Gomes, C. M. A., Nico, M. A. N., &, Seabra, A. G. (2020). Programa de Enriquecimento Instrumental (PEI) básico em crianças com TDAH e Dislexia. [Feuerstein Instrumental Enrichment (FIE) basic in children with ADHD and Dyslexia]. Psicologia desde el Caribe, 37(3), 1–29. Portuguese. http://rcientificas.uninorte.edu.co/index.php/psicologia/article/viewFile/12397/214421444770.
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Rodrigues, M. N. S., & Gomes, C. M. A. (2020). Testing the hypothesis that the deep approach generates better academic performance. International Journal of Development Research, 10(12), 42925–42935. https://doi.org/10.37118/ijdr.20579.12.2020.
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Rosa, M. A. C., Gomes, C. M. A., Rocha, N. S., Kessler, F. H. P., Slavutzky, S. M. B., Ferreira, E. F., & Pechansky, F. (2013). Dependence module of the MINI plus adapted for sugar dependence: psychometric properties. Psicologia: Reflexão e Crítica, 26(1), 77–86. https://doi.org/10.1590/S0102-79722013000100009.
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Rosário, V. M., Gomes, C. M. A., & Loureiro, C. M. V. (2019). Systematic review of attention testing in allegedly “untestable” populations. International Journal of Psychological Research and Reviews, 2(19), 1–21. https://doi.org/10.28933/ijprr-2019-07-1905.
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Rosário, V. M., Loureiro, C. M. V., & Gomes, C. M. A. (2020). A relação entre música e atenção: fundamentos, evidências neurocientíficas e reabilitação. [The relationship between music and attention: foundations, neuroscientific evidence and rehabilitation]. Per Musi, 40, 1–18. E204015. Portuguese. https://doi.org/ 10.35699/2317-6377.2020.14912.
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Salami, S., Bandeira, P. F. R., Gomes, C. M. A., & Dehkordi, P. S. (2021) The Test of Gross Motor Development-Third Edition: a bifactor model, dimensionality, and measurement invariance. Journal of Motor Learning and Development, 10(1), 116–131. https://doi.org/10.1123/jmld.2020-0069.
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Sampaio, R. T., Loureiro, C. M. V., & Gomes, C. M. A. (2015). A Musicoterapia e o Transtorno do Espectro do Autismo: uma abordagem informada pelas neurociências para a prática clínica. [Music therapy and Autism Spectrum Disorder: a neuroscience informed rationale for clinical practice]. Per Musi, 32, 137–170. Portuguese. https://doi.org/10.1590/permusi2015b3205.
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Silveira, M. B., Gomes, C. M. A., Golino, H. F., & Dias, F. S. (2012). Construção do Teste de Habilidade Experiencial (THE): Evidências iniciais de validade e confiabilidade. [Initial evidence of validity and reliability]. Revista E-psi, 1, 77–96. Portuguese. https://revistaepsi.com/artigo/2012-ano2-volume1-artigo4/.
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Silveira, M. S., & Gomes, C. M. A. (2014). Avaliação do desenvolvimento experiencial de pacientes com prótese ocular: a focalização no atendimento clínico. [Experiential development assessment of patients with prosthetic eye: focusing technique on psychotherapy]. Psicologia Clínica, 26(1), 181–196. Portuguese. http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0103-56652014000100012&lng=pt&tlng=pt.
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Teodoro, M. L. M., Alvares-Teodoro, J., Peixoto C. B., Pereira E.G., Diniz, M. L. N., Freitas, S. K. P., Ribeiro, P. C. C., Gomes, C. M. A., & Mansur-Alves, M. (2021). Mental health in college students during covid-19 pandemic. REFACS, 9(2), 372–82. https://doi.org/10.18554/refacs.v9i2.5409.
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Valentini, F., Gomes, C. M. A., Muniz, M., Mecca, T. P., Laros, J. A., & Andrade, J. M. (2015). Confiabilidade dos índices fatoriais da Wais-III adaptada para a população brasileira. [Reliability of the factor index of the Wais-III adapted for the Brazilian population]. Psicologia: teoria e prática, 17(2), 123–139. Portuguese. https:// https://doi.org/10.15348/1980-6906/psicologia.v17n2p123-139.
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