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The Food Craving Inventory (FCI) measures the frequency of cravings for specific foods over the past month. [30] Thus, the FCI can be used as an alternative to the FCQ-T for the assessment of food craving for different type of food groups.
The Student Adaptation to College Questionnaire (abbreviated SACQ) is a 67-item self-report inventory designed by Robert W. Baker and Bohdan Siryk and published by Western Psychological Services in 1987 (manual published 1989). The questionnaire is proprietary and copies of the questionnaire as well as the manual can be purchased from the WPS ...
A food craving is a strong desire to eat a particular type of food. [4] This desire can seem uncontrollable, and the person’s hunger may not be satisfied until they get that particular food. Food cravings are common. One research found that 97% of women and 68% of men reported experiencing food cravings. [5]
The ASEBA was created by Thomas Achenbach in 1966 as a response to the Diagnostic and Statistical Manual of Mental Disorders (DSM-I). [3] This first edition of the DSM contained information on only 60 disorders; the only two childhood disorders considered were Adjustment Reaction of Childhood and Schizophrenic Reaction, Childhood Type.
[1] It is divided into five sections: Physical withdrawal symptoms; Affective withdrawal symptoms; Craving and relief drinking; Typical daily consumption; Reinstatement of dependence after a period of abstinence. [2] Each item is scored on a 4-point scale, giving a possible range of 0 to 60. A score of over 30 indicates severe alcohol ...
Before he created the inventory, Strong was the head of the Bureau of Educational Research at the Carnegie Institute of Technology. Strong attended a seminar at the Carnegie Institute of Technology where a man by the name of Clarence S. Yoakum introduced the use of questionnaires in differentiating between people of various occupations.
Each item scores either 0 or 1 point. The minimum score for factors I-II-III is therefore 0-0-0, the possible maximum score 21-16-14. There exist revised versions of this scale with reduced numbers of items: the TFEQ-R18 with 18 items [ 2 ] [ 3 ] and the TFEQ-R21 with 21 items.
In 1976, Arasteh and Arasteh [1] wrote that the most systematic assessment of creativity in elementary school children has been conducted by Torrance and his associates (1960a, 1960b, 1960c, 1961, 1962, 1962a, 1963a, and 1964) with the Minnesota Tests of Creative Thinking, which was later renamed the Torrance Tests of Creative Thinking, with several thousands of schoolchildren.