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This is for a laser cutter - I cut it out of 3/16" foamcore, but you can use whatever you like and alter to your needs. I've included the .AI file to make it simpler. It makes 16 slots, but it's easy to edit and make more or less. I also included a JPRG of the labels I applied for sorting Pokemon cards. The black lines cut through and the blue cut at least through the first layer of cardboard, so that the foamcore can be folded back. I used hot glue to fasten the pieces together.

Sorter Card design for the quickest and easiest way to sort through your metric bolts. Description: Based and improved on a popular design in Thingiverse, This Sorter Card aims to improve sorting bolts for its size by having a continuous slot instead of individual holes for each bolt sizes. Features: - Length ruler up to 50mm - Size sorter from M10 to M2

Just a very small sorting box for temporary sorting small parts. Useful if you are disassembling phones or other electronical devices. Walls are optimized for 0.4mm Nozzle.

Understanding how similarity affects own- and other-race face perception in an adult sample using a perceptual card sorting task.

zugadadap vunav linuvofesa vobupoka jumaga werigo jijamixog wegunekiw razos

This project started off as being meant to be a customizable sorted storage box for Magic the Gathering cards, but that's been done a few times over by now. So instead, I introduce to you the Arrangeable MTG Card Sorting Tiles! These tiles and dividers are meant to help those who are having trouble sorting their MTG collections by hand; with the fully arrangeable tile design, you can sort any way you want while still keeping your cards evenly spaced. With dividers that connect to tiles and tall enough to contain 200 cards, you can keep your cards in neat, organized stacks without having to stop to straighten them out every few cards. Whenever you're done sorting, you can simply pick up all the tiles and dividers and put them back wherever fits! I hope you can get some use out of my project.

Since it was first published 30 years ago, Chi et al.'s seminal paper on expert and novice categorization of introductory problems led to a plethora of follow-up studies within and outside of the area of physics [Chi et al. Cognitive Science 5, 121 - 152 (1981)]. These studies frequently encompass "card-sorting" exercises whereby the participants group problems. While this technique certainly allows insights into problem solving approaches, simple descriptive statistics more often than not fail to find significant differences between experts and novices. In moving beyond descriptive statistics, we describe a novel microscopic approach that takes into account the individual identity of the cards and uses graph theory and models to visualize, analyze, and interpreting problem categorization experiments. We apply these methods to an introductory physics (mechanics) problem categorization experiment, and find that most of the variation in sorting outcome is not due to the sorter being an expert versus a novice, but rather due to an independent characteristic that we named "stacker" versus "spreader." The fact that the expert-novice distinction only accounts for a smaller amount of the variation may explain the frequent null-results when conducting these experiments.

From the bitsavers.org collection, a scanned-in computer-related document. ibm :: punchedCard :: Sorter :: 225-8766-4 75 80 82 Card Sorting Machine CE May57

These trays are great to hold a Commander sized library of sleeved cards. I am using them to sort cards by color and alphabetically which is why there are trays with letters. The SortingTrayBase file has no letters if you wish to have a blank one.

These trays are great to hold a Commander sized library of sleeved cards. I am using them to sort cards by color and alphabetically which is why there are trays with letters. The SortingTrayBase file has no letters if you wish to have a blank one.

This protocol outlines a scoping review planned to identify and summarize all studies that have examined the veridical ecological validity of the WCST in adults, with attention to sample characteristics, outcome measures, and clinical and geographical contexts.

This protocol outlines a scoping review planned to identify and summarize all studies that have examined the veridical ecological validity of the WCST in adults, with attention to sample characteristics, outcome measures, and clinical and geographical contexts.

I designed this as a backer for my Magic the Gathering card draws. It allows a good leaning angle with space to be able to pick up the card. The file is the fourth iteration of the design and may be fine tuned further in the future.

Card trays for sorting MTG or other cards! Each module has 3 sections capable of holding 30-50 cards, sleeved or unsleeved. Print as many modules as you need and one cover for the end. The modules and cover press together quite tightly with my printer at 0.3mm layer height, no glue required. At 0.2mm, a few drops of epoxy/e6000 glue are needed.

A tray for organizing and sorting standard sized (83x63 mm) cards, such as cards for trading card games like Magic: the Gathering. It has six slots which fits around 80 cards each without sleeves.

Executive function is a modern complex concept that is used to describe a set of interrelated cognitive processes responsible for goal-directed behaviour (Bull & Lee, 2014; Lezak et al., 2012). Most scholars agree on three core executive functions: inhibition, working memory, and cognitive flexibility (Diamond, 2013; Miyake et al., 2000; Zelazo & Carlson, 2012). The potential for executive functions to support children’s learning makes it an important dimension of school achievement. Associations between executive function skills and children’s academic outcome, especially mathematic performance, have been extensively studied (Brock et al., 2009; Lee et al., 2009; van der Ven et al., 2012; Willoughby et al., 2012). These subcomponents of executive function may be related to mathematical achievement because they a) help storing and manipulating relevant information such as intermediate results, b) help suppressing irrelevant number facts or procedures during problem-solving, and c) help shifting between strategies or operation when required. While much attention has been paid to the use of different tasks to assess executive functions and its influence on the links between executive functions and academic achievement, little work has been done to examine the impact of the task administration mode. One well-established instrument for executive function assessment is the card sorting task, which requires participants to sort objects such as cards and blocks into categories based on changing rules. Both manual and computerized versions of the task are available, and the task is thus chosen here as an exemplar to help narrow the focus to improve an understanding of the impact of the task format. Among the family of sorting tasks, the Wisconsin Card Sorting Test (WCST) is the most prominent paradigm that was originally developed by Grant and Berg (1948) as a clinical neuropsychological test assessing perseverance, attention, set shifting, and reasoning (Rabin et al., 2005; Diamond, 2013) and was later used to assess aspects of executive functions more broadly in children, adolescents, and adults (Lange et al., 2017; Miles et al., 2021). The Dimensional Change Card Sort (DCCS; Zelazo, 2006) is a simplified version of the WCST that is widely used with young children. Other variations of the card sorting task such as the Multiple Classification Card Sorting Task (MCCST; Podjarny et al., 2017) and the Modified WCST (Cianchetti et al., 2007) have also been developed. Given the differences in the perceptual array and the form of the feedback, there is a debate regarding the equivalence between the tabletop and computerized formats of the WCST. Some studies reported that performance in the manually administered version was comparable to that in the computerized version (Fortuny & Heaton, 1996; Shan et al., 2008; Wagner & Trentini, 2009), whereas others did not (Çelik et al., 2021; Feldstein et al.,1999; Steinmetz et al., 2010). However, these studies have focused exclusively on adult population and in comparison, there is a limited number of studies conducted with children. Two studies found better scores for the manually administered task among school-aged children from different countries (Filippetti et al., 2020; Shu et al., 2000), suggesting that computerized WCST might be more difficult to complete than the manual version for children. Doebel and Zelazo’s (2015) meta-analysis on the DCCS showed inconsistent findings suggesting that the computer-based task format was not more difficult for children as task modality did not account for variance in the switching performance. Hence, it is unclear whether the mode of administration constitutes one of the factors explaining the variability in task performance. Moreover, significant association between the executive functioning scores and children’s mathematics performance has been found in research using a computerised WCST task (Edmonds, 2022; Escobar et al., 2018; Orbach et al., 2020) but not in research using a tabletop version (Knipe, 2009; Monette et al., 2011; Rosselli & Ardila, 1993). Therefore, it is likely that the transformation to computer screen, which introduces changes in task demand and response method, may correlate with and predict mathematical outcome differentially.

Understanding how similarity affects own- and other-race face perception in an adult sample using a perceptual card sorting task.

Personal pronouns serve to refer to individuals or groups of individuals that play one of three conversational roles: speaker, addressee or non-participant other. For example, the pronominal form “I” refers to the speaker, whereas the pronominal form “we” refers to a group that includes the speaker. Humans certainly have some way of conceptualizing speaker, addressee and others, but there is some debate as to whether there is some asymmetry in the representation of these three different conversational roles. This sort of asymmetry is expected to have an impact on how languages partition this space into pronominal systems. In this work, we use a card sorting task to estimate the similarity in the cognitive representation of conversational roles independently of language. Do humans perceive the speaker and addressee as more similar to each other than the speaker and a non-participant other? What about the addressee and a non-participant other? We will ultimately use this data to model the speaker’s representation of each conversational role as a similarity matrix (see https://psyarxiv.com/kcu27/ for a similar model).

This article is from BMJ Open , volume 2 . Abstract Objectives: This study investigated what clinical and sociodemographic factors affected Wisconsin Card Sorting Test (WCST) factor scores of patients with schizophrenia to evaluate parameters or items of the WCST. Design: Cross-sectional study. Setting: Patients with schizophrenia from three hospitals participated. Participants: Participants were recruited from July 2009 to August 2011. 131 Japanese patients with schizophrenia (84 men and 47 women, 43.5±13.8 years (mean±SD)) entered and completed the study. Participants were recruited in the study if they (1) met DSM-IV criteria for schizophrenia; (2) were physically healthy and (3) had no mood disorders, substance abuse, neurodevelopmental disorders, epilepsy or mental retardation. We examined their basic clinical and sociodemographic factors (sex, age, education years, age of onset, duration of illness, chlorpromazine equivalent doses and the positive and negative syndrome scale (PANSS) scores). Primary and secondary outcome measures: All patients carried out the WCST Keio version. Five indicators were calculated, including categories achieved (CA), perseverative errors in Milner (PEM) and Nelson (PEN), total errors (TE) and difficulties of maintaining set (DMS). From the principal component analysis, we identified two factors (1 and 2). We assessed the relationship between these factor scores and clinical and sociodemographic factors, using multiple logistic regression analysis. Results: Factor 1 was mainly composed of CA, PEM, PEN and TE. Factor 2 was mainly composed of DMS. The factor 1 score was affected by age, education years and the PANSS negative scale score. The factor 2 score was affected by duration of illness. Conclusions: Age, education years, PANSS negative scale score and duration of illness affected WCST factor scores in patients with schizophrenia. Using WCST factor scores may reduce the possibility of type I errors due to multiple comparisons.

This article is from Iranian Journal of Psychiatry and Behavioral Sciences , volume 5 . Abstract Objective: Emotional intelligence (EI) is a set of competencies that enable us to engage in sophisticated information processing of emotions and emotion-relevant stimuli and to use this information as a guide for thinking and behavior. Prefrontal cortexes (PFC) of brain and related regions have an important role in emotion and emotional regulation. Accordingly, we conducted a study to investigate the relation between EI and performance in Wisconsin Card Sorting Test (WCST) (a neuropsychological test, used to evaluate some of the frontal lobe functions).Methods: In this quasi-experimental study, 250 volunteers from BS and BA students of universities of Tehran were recruited using available sampling method. Bar-on EI, general health questionnaire (GHQ-28) and Raven's Progressive Matrices were completed by the participants. They were categorized into two groups; each group contained 40 students with high and low EI, whose performance in WCST were evaluated thereafter individually. Data was analyzed by MANOVA.Results: Our results showed that the high EI group had a better performance in WCST than the low EI group.Conclusion: It can be concluded that people with better EI may have better PFC functions.

From the bitsavers.org collection, a scanned-in computer-related document. ibm :: technical information exchange :: Z77-5349 Holmes - Sorting Algorithms and Operating Procedures for Card Sorting on the IBM 360 Model 20 with MFCM 2560 19650914

Background – WCST is the commonly and globally most widely used psychological test, which measures the executive function. Research related to WCST performance reveals that schizophrenia clients have consistently been shown to perform worse than normal controls on the WCST in all dimensional aspects.

In this paper, a model for mimicking the behavior of the prefrontal cortex in Wisconsin card sorting test is given for both healthy and lesioned subjects. A simple model based on winner take all network and multi layer perceptron suffices to model the affect of frontal lobe damage, which leads to perseveration as diminishing the influence of reinforcement. Keywords Prefrontal cortex, Wisconsin card sorting test, neural network, modelling

CONCEPT FORMATION IN 50 KINDERGARTENERS WAS STUDIED BY REQUIRING THE CHILDREN TO SORT CARDS ACCORDING TO ONE OF FOUR ATTRIBUTES OF THREE DIFFERENT DIMENSIONS. THE OBJECTIVE WAS TO EXPLORE THE VALIDITY AND LIMITATIONS OF AN ALL-OR-NONE LEARNING MODEL FOR COMPLEX CLASSIFYING RESPONSES. INFORMATION WAS PRESENTED TO THE SUBJECT BY TWO POSITIVE EXAMPLES IN ONE PROBLEM SET AND BY A POSITIVE AND A NEGATIVE EXAMPLE IN THE OTHER SET. POSITIVE PROGRAM SETS WERE GIVEN FIRST. HALF OF THE CHILDREN BEGAN WITH GEOMETRICAL PROBLEM CARDS AND, AFTER REACHING CRITERION ON THESE, TRANSFERRED TO MORE DIFFICULT "PEOPLE" CARDS. THE OTHER HALF RECEIVED PROBLEMS IN REVERSE ORDER. WHEN POSITIVE EXAMPLES WERE GIVEN, POSITIVE TRANSFER EFFECTS WERE EVIDENCED. WHEN POSITIVE AND NEGATIVE EXAMPLES WERE GIVEN, CRITERION WAS REACHED RAPIDLY. GENERALLY, SUBJECTS ACHIEVED FEW CORRECT SOLUTIONS BEFORE REACHING CRITERION, AND BACKWARD AND FORWARD LEARNING CURVES SHOWED NO INCREASE IN PROPORTION OF CORRECT RESPONSE JUST BEFORE REACHING CRITERION. AN ALL-OR-NONE MODEL WAS REJECTED ON THE BASIS OF TESTS FOR INDEPENDENCE ON PAIRS OF ADJACENT RESPONSES AND FOR NUMBERS OF SUCCESSES IN BLOCKS OF THREE PROBLEMS. SUBJECTS LEARNED MEDIATING CONCEPTS, BUT REQUIRED ADDITIONAL SESSIONS TO APPLY CONCEPTS TO SPECIFIC PROBLEMS. (LB)

This is a 1960’s era, color movie about Punched Card Data Processing on an IBM Card Sorting Machine. It has 6 sections including: Introducing the Sorter, Numeric Sorting Part I, Numeric Sorting Part, II, Block Sorting, Alphabetic Sorting, The Alphabetic Sorting Switch and Merging. The movie opens with footage of the “sorter”, a card sorting machine :25. 9-inch cards are fed into the sorter, :40. Machine demonstrates how columns of the card can be read, 1;15. The sorter is sorting cords, according to code., 2:00. A demonstration on how the punch cards are actually sorted, 2:43. Sorting machine demonstrates dropping cards into the first – or “reject” – pocket, 3:39. Sorting machine being emptied, 4:10. Arranging student class cards into student numbers, 5:12. Cards organized by gathering them from right to left and putting the last stack gathered on top of the last, 6:00. Block sorting is demonstrated, 7:20. Operator loads cards into sorting machine, 8:50. Alphabetic sorting is demonstrated, 9:32. Selection switches of the machine are shown, 10:55. Card merging is demonstrated, 12:50. Advisors, Barry Burton, Wallace Chole, David Allen and Eric Lewis, 13:18. Director, Helmut Engelhardt. Distributed by Sterling Educational Films. The IBM 82 Card Sorter is shown. An IBM card sorter is a machine for sorting decks of punched cards in the format popularized by the International Business Machines Corporation (IBM), which dominated the punched card data processing industry for much of the twentieth century. Sorting was a major activity in most facilities that processed data on punched cards using unit record equipment. The work flow of many processes required decks of cards to be put into some specific order as determined by the data punched in the cards. The same deck might be sorted differently for different processing steps. The IBM 80 series sorters sorted input cards into one of 13 pockets depending on the holes punched in a selected column and the sorter's settings. The 82 sorter dates to 1949 and sorted cards at 650/minute. We encourage viewers to add comments and, especially, to provide additional information about our videos by adding a comment!  See something interesting?  Tell people what it is and what they can see by writing something for example: "01:00:12:00 -- President Roosevelt is seen meeting with Winston Churchill at the Quebec Conference." This film is part of the Periscope Film LLC archive, one of the largest historic military, transportation, and aviation stock footage collections in the USA. Entirely film backed, this material is available for licensing in 24p HD, 2k and 4k. For more information visit http://www.PeriscopeFilm.com

Attention Deficit Hyperactivity Disorder (ADHD) is the most prevalent of the childhood behavioral disorders, yet is widely misunderstood and often difficult to correctly diagnose. Using a neuropsychological framework, this study explored the usefulness of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) and Wisconsin Card Sorting Test in the diagnosis of ADHD. A sample of 90 children ages 6-12 were divided into four diagnostic groups: (1) pure ADHD; (2) ADHD with a learning disability (ADHD/LD); (3) a clinical group with a diagnosis other than ADHD and/or learning disability; and (4) a control group of normals. Significant group main effects were revealed for the WISC-III Intelligence Quotient (IQ) scores (Full Scale IQ, Verbal IQ, and Performance IQ) and factor based scores (Verbal Comprehension Index, Perceptual Organization Index, Freedom of Distractibility Index, and Processing Speed Index (PSI)) with no age main effects or Age X Group interactions revealed. The ADHD group performed significantly poorer than the control group on all WISC-III IQ scores and on all the factor based scores except PSI. Other results are presented and discussed, and recommendations are made for future research. Contains 82 references, 17 figures and tables. (Author/RB)