摘要:

AbstractIndices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children ‐ Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC‐R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present st

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<132::AID-PITS2310140202>3.0.CO;2-Q

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

年代:1977

数据来源: WILEY

摘要:

AbstractPredictive validity of a test of school readiness (thePreschool Screening System(PSS) was investigated through administration of a teacher rating scale (the Rhode Island Pupil Identification Scale) to six groups of kindergarten children of both sexes (N= 245). The six groups were not pooled because teachers rated their groups significantly different from one another on the criterion measure. Using age, sex. and the four scores from the PSS as predictors, multiple correlations for each group ranged form .67 to .80. Prior knowledge of results did not improve prediction of the criterion. All six potential predictors contributed to the prediction in one or more groups. The most powerful predictor in group was the “Information Processing” score of the

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<140::AID-PITS2310140203>3.0.CO;2-S

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe purpose of the present study was to describe and compare the visual encoding processes and copying performance of normal children and children with perceptual and neurological disabilities viewing the Bender‐Gestalt designs. The eye movements of these children were recorded as they examined the nine designs of the Bender‐Gestalt test. In addition, protocols of the test were obtained in the standard way. Clear qualitative and quantitative differences in the scanning strategies were found among each of the three diagnostic groups. No differences were found in the reporductions of the designs for normals and perceptually impaired children. However, the designs of the neurologically impaired children were significantly different from those of either of the other two diagnostic groups. The results are discussed with respect to the use of eye movement data as a technique to examine visual perceptual deficiencies indepently of motoric functions. Encoding processes charactersitic of the three groups are inferred from their scanning strategies and the relationship between these encoding processes and psychosenory learning disabilities is discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<147::AID-PITS2310140204>3.0.CO;2-4

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe study compared the performance of 35 lower SES black kindergarten children on the WPPSI and the 1972 Norm Edition of the Stanford‐Binet, Contrary to the findings of previous investigations before the restandardization of the Binet, the WPPSI was found to yield a significantly higer mean IQ than the Binet. While there were no sex differences. significant age‐related differences were found. Results were interpreted as suggesting that the WPPSI might be a more appropriate measure of cognitive ability for black children of lower socioeconomic sta

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<158::AID-PITS2310140205>3.0.CO;2-Y

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

年代:1977

数据来源: WILEY

摘要:

AbstractBoth the WISC and the WISC‐R were administered to 54 children, with one half taking the WISC first and the other 27 taking the WISC‐R first. Differences between mean subtest scaled scores and mean IQs were found to be influenced by the sequence of the tests, although all mean scores were higher on the second test when the WISC‐R was given first. Data were presented suggesting the WISC‐R given first tends to raise WISC scores, and WISC given first yields scores on the WISC‐R which are essentially similar, effectively counsteracting the more “difficult” scoring f

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<161::AID-PITS2310140206>3.0.CO;2-E

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe Peabody Individual Achievement Test was administered to matched samples of 30 Mexican‐American and 30 Anglo‐American children. Split‐half reliabilities for both groups were similar to stability reliabilities found in standardization. Indices of internal consistency and standard errors of measurement were generally equivalent for groups. It was concluded that the PIAT is as reliabel with Mexican‐American children as with their Anglo count

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<167::AID-PITS2310140207>3.0.CO;2-U

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

年代:1977

数据来源: WILEY

摘要:

AbstractA 60‐item short form of the Minnesota Teacher Attitude Inventory (MTAI) was compared to the present 150‐item form to determine whether the same constructs were common to both sets of items. Correlations computed between scores on the two forms for 675 undergraduate elementary, secondary, and all levels education majors yielded coefficients of .96, .97, and .96, respectively. The factor structure of the short form was analyzed separately for each major. Five factors were found to be highly consistent for each group and with the results reported in the literature for experienced teachers using all 150 items. The results were interpreted as support for a multidimensional short form of the M

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<169::AID-PITS2310140208>3.0.CO;2-L

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

年代:1977

数据来源: WILEY

摘要:

AbstractThe evaluation of school psychological services is both a responsibility and an opportunity too long ignored. Unique problems must be overcome in evaluating school psychologists, but the task is not insurmountable. This paper describes and presents examples of five data collection devices which can be used in the evaluation effort: the vignette‐based questionnaire, the role‐model questionnaire, the services received questionnaire, the teacher interview, and nonobtrusive measurem

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<172::AID-PITS2310140209>3.0.CO;2-1

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

年代:1977

数据来源: WILEY

摘要:

AbstractChildren, as well as adults, can be handicapped when taking a standardized test because of an unfamiliarity with the test format or with the requirements of the testing situation. This review presents a critical analysis of the skills required for test‐taking, the training of test‐taking skills, and the experimental evidence on the training. Based on the recommendations of psychologists such as Thorndike, Cronbach, and McClelland, practical classroom strategies for test‐taking are discussed. Cautions on the pitfalls of training test‐taking skills on questionable dimensions, such as on test item content, are also discussed. The review concludes with recommendations for a task‐specific instructional unit which trains the necessary skills for test‐taking to assure that the score on the test is an accurate measurement of the skill bei

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<180::AID-PITS2310140210>3.0.CO;2-W

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

年代:1977

数据来源: WILEY

摘要:

AbstractPerceptions of elementary principals were compared to findings of supervisors of psychological services on a 13‐item questionnaire. Both groups rated generalist skills and individual diagnostic testing and consultation as important, and remedial instruction as unimportant. Differences were found between the groups on conducting research, inservice programs, preventative activities, counseling with parents, screening for special classes, and liaison activities. Implications for university trainers and field psychologists were note

ISSN:0033-3085    

DOI:10.1002/1520-6807(197704)14:2<185::AID-PITS2310140211>3.0.CO;2-E

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

年代:1977

数据来源: WILEY