摘要:

AbstractThe performance of the norms group on the Reading and Arithmetic subtests of the WRAT was compared with that of a representative national sampling. Systematic differences were found between the two data sets, and the effects of these differences on the current norms were illustrated. In general, the norms tend to underestimate a subject's level of achievement relative to the general population.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<152::AID-PITS2310150202>3.0.CO;2-H

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe relationship between WISC‐R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product‐moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between theserswere large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, thersranged from.54 between Coding and the Performance IQ up to.72 for Object Assem

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<154::AID-PITS2310150203>3.0.CO;2-8

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe construct validity of the Survey of Reading Attitudes was investigated through a principal‐factor analysis of the 88 items comprising the scale, along with measures of scholastic aptitude and reading skills (vocabulary and comprehension). The sample included 600 students selected so that 200 (100 boys and 100 girls) were obtained from each of the three intermediate grades. The Survey was administered orally to class‐size groups, but copies of the booklet were also available to students. The factor structure showed a reading achievement factor along with the following eight dimensions of reading attitude: (1) expressed reading difficulty, (2) reading as direct reinforcement, (3) reading as enjoyment, (4) alternative learning modes, (5) silent vs. oral reading, (6) reading anxiety, (7) reading group, and (8) com

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<160::AID-PITS2310150204>3.0.CO;2-G

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe present study compared two‐ and three‐factor solutions for the 12 subtests of both the WISC and WISC‐R for a sample of 164 black, white, and Latino children aged 7 to 15 referred to school psychologists because of concerns about their intellectual ability. The results indicated that the factor structures of the WISC and WISC‐R for thesamegroup of subjects are quite similar. They are almost identical in the factors of verbal comprehension and perceptual organization. However, a difference was noted in the third factor of freedom from distract

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<166::AID-PITS2310150205>3.0.CO;2-W

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThis study investigated the efficacy of predicting academic achievement as measured by the WRAT, using the Verbal and Performance scores of the WISC‐R as predictors. Both tests were given to 155 children referred for psychological evaluations in a four‐county area in southeastern Nebraska, and a multiple regression analysis was conducted where the Verbal and Performance IQ scores were conjointly regressed on Reading, Spelling, and Arithmetic standard scores from the WRAT. The results indicated that the Performance IQ did not significantly predict academic achievement, and that the Verbal IQ significantly predicted only Reading and Arithmetic scores. Generated regression equations were provi

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<172::AID-PITS2310150206>3.0.CO;2-3

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe Wechsler Intelligence Scale for Children‐Revised was administered to 76 subjects from 8–0 to 16–11 years. All subjects were students from rural school districts in southwest Minnesota, and were referred to a consulting school psychologist for various learning problems. The subtest scores for each subject were factor analyzed, using a principal‐factor method. Three factors were found consistent with previous research, although there were mild positive loadings of all subtests except Coding on the two primary factors, suggesting that the test items measure a consistent ability such as Spearman'sg.In the second aspect of the study, each subject's results on the old and new color formats of the Coding B subtest were compared. No order effects were found, and there was a highly significant difference in raw score and scaled score favoring the color format. This suggests the possibility of a color enhancement effect, at least with students having learning problems. Caution is advised for interpreting coding scores as an index of distractibility as recommended in the literature, if the subject has color‐deficie

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<176::AID-PITS2310150207>3.0.CO;2-P

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe present study assessed the extent to which kindergarten children's performance on the Bender‐Gestalt Test is related to sex and sociocultural variables on the one hand, and to children's social behavior on the other hand. Two distinetly different Israeli populations were included: (a) The Druze—representing the traditional‐authoritative culture, and (b) The Jews—representing the Westernized democratic society. Generally, the Jewish children were more socially active, and could differentiate and integrate the neutral elements of the Bender‐Gestalt Test much more often than did the Druze children. Significant correlations between perceptual indicators and social behaviors were found and suggest that the Bender‐Gestalt Test can be used for assessing and understanding the nature of the child's social interactions and struggle for a position within the constraints of his/

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<180::AID-PITS2310150208>3.0.CO;2-2

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe diagnostic category of “emotionally disturbed” is extremely difficult to define. This study attempts to use a subtest grouping approach to analyze the WISC‐R performance of a representative sample of severely emotionally disturbed children. A pattern of performance on the WISC‐R would aid greatly in diagnosis. A similar approach has obtained significant results for other specific diagnostic

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<188::AID-PITS2310150209>3.0.CO;2-C

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe Missouri Children's Picture Series (MCPS) is explored as an assessment tool for boys in residential treatment. Extreme ease of administration is an attractive feature of the test. Boys in treatment usually have shown low test‐retest reliability, in contrast to other populations. Higher, significant reliability was obtained in the present study by a split‐deck procedure. It is suggested that the test is better administered to disturbed boys in two sittings, to offset their distractibility and short attention span. Under these conditions, the test can be applied to future work with this type of subject populat

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<191::AID-PITS2310150210>3.0.CO;2-L

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY

摘要:

AbstractThe Visual Aural Digit Span (VADS) and the Bender Visual Motor Gestalt Test (Bender) were studied with regard to their ability to discriminate low from average achievers in reading and arithmetic skills, as identified by the Iowa Test of Basic Skills. A sample of 78 normal children aged 6 through 9 were administered a battery of tests, including the verbal section of the WISC‐R. Analysis of covariance with IQ controlled showed that the Bender and the VADS were able to discriminate between achievement groups for vocabulary and math concepts. The Bender discriminated between math problem‐solving groups, but neither test could discriminate between reading comprehension groups. Age was a significant variable for the Bender and all VADS subtests except Aural‐Written. Correlational analysis indicated that although the VADS was related to Verbal IQ, it is related only minimally to the Bender when age is contr

ISSN:0033-3085    

DOI:10.1002/1520-6807(197804)15:2<194::AID-PITS2310150211>3.0.CO;2-9

出版商:Wiley Subscription Services, Inc., A Wiley Company    

年代:1978

数据来源: WILEY