摘要:

AbstractForm A of the Boehm Test of Basic Concepts (BTBC) was administered to 180 kindergartners—90 boys and 90 girls. Neither their mean scores nor their standard deviations differed significantly, and the distributions of scores for the two groups were virtually identical. Moreover, the application of three internal criteria for bias yielded totally negative results; thus, there was no evidence of either sex differences or sex bias in the dat

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<269::AID-PITS2310200302>3.0.CO;2-D

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis study investigated patterns of Bannatyne's recategorized WISC‐R scores of 146 predominantly Tlingit Indian children who were referred for psychoeducational testing. The students were divided into two groups, ages 6 through 10 and 11 through 16, in order to investigate patterns that occurred at each level and to investigate the proportions that exhibited a typically “Indian” pattern: Spatial>Sequential>Conceptual and Acquired Knowledge. As a group, the older children displayed an Indian pattern, but the younger children displayed a different one: Spatial>Conceptual and Sequential>Acquired Knowledge. Both groups, however, displayed a significantly greater proportion of children with an Indian pattern than would be expected by chance. A considerable number of individuals from both groups attained significant differences among scores in the Indian dire

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<271::AID-PITS2310200303>3.0.CO;2-X

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis study compared the performance of normal, primary, and secondary reading groups on intersensory and intrasensory tasks requiring paired and serial recall. Auditory and visual stimulus pairs composed of digits from 1 to 9 were presented using a Bell and Howell Language Master. Eight experimental tasks (four intersensory and four intrasensory) that required paired and serial verbal recall with an alteration of the first recalled modality (auditory or visual) were used. Ten trials of each of the eight experimental conditions were used with three pairs of stimuli presented at 2‐second intervals. Three types of recall errors were scored for each task: gross (omission or substitution of digits), order (digit out of sequence), and interchange (inversion of digits). A multivariate analysis of variance was carried out for the reading groups × tasks × error types. The level of recall errors on bisensory tasks (auditory and visual) was related to the reading diagnostic groups. All readers exhibit similar patterns in the processing of bisensory information; however, unique differences were found among normal, primary, and secondary readers. A summary profile is given of the effects of task parameters among the groups (normal, primary, and secondary readers) in the processing of bisensory ta

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<276::AID-PITS2310200304>3.0.CO;2-F

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

年代:1983

数据来源: WILEY

摘要:

AbstractThis study investigated the interrater reliability of teachers' and school psychology ex‐terns' scoring of protocols for the Developmental Test of Visual‐Motor Integration (VMI). Previous studies suggest that the scoring criteria of the VMI are ambiguous, which when coupled with raters' lack of scoring experience, as well as limited knowledge of testing issues, contributes to low rater reliability. The original manual scoring system was used by four trained teachers with no VMI experience and by four experienced raters. A VMI scoring system, revised to eliminate ambiguous scoring criteria, was used by an additional four teachers inexperienced with the VMI and by four experienced raters. High reliability coefficients (>.90) were found for all raters, regardless of the scoring system employed. The influence on interrater reliability of factors such as training, nature of the training setting, characteristics of the raters, and ambiguity of scoring criteria is discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<284::AID-PITS2310200305>3.0.CO;2-H

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

年代:1983

数据来源: WILEY

摘要:

AbstractPerformance of kindergarten children on reasoning (Piaget tasks of logical thinking), visual‐motor integration, and verbal development was related to achievement scores in kindergarten, second grade, and third grade. Subjects were 52 children in the kindergarten classes of a middle‐class, suburban/rural school. Reasoning and visual‐motor integration were related to achievement on the Metropolitan Achievement Test at the end of kindergarten. For the 43 children remaining in second grade, there was a relationship between reasoning in kindergarten and achievement on the Reading and Math Concepts sections of the Iowa Test of Basic Skills. For the 38 children remaining in third grade, kindergarten reasoning was related to total and Vocabulary scores of the California Achievement Test. Kindergarten visual‐motor integration and verbal development were not related to achievement test performance at the end of the second and third grade for these subjects. Early intervention programs that encourage the development of thinking and match the child's reasoning to his academic tasks may stimulate both reasoning and achi

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<289::AID-PITS2310200306>3.0.CO;2-#

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

年代:1983

数据来源: WILEY

摘要:

AbstractBoth forms of the PPVT‐R, along with the reading, mathematics, and written‐language subtests of the Woodcock‐Johnson Psycho‐Educational Test Battery were administered concurrently and in counterbalanced order to 28 nonreferred regular education and learning disabled students. With the exception of correlations between form M and the reading and written‐language subtests for the LD group, values did not reach significance. Alternate form reliability coefficients for the RE and LD groups were .70 and .65, respectively. Mean standard scores for forms L and M were comparable for the RE group, but form L yielded a significantly higher score than M for the LD p

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<295::AID-PITS2310200307>3.0.CO;2-7

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

年代:1983

数据来源: WILEY

摘要:

AbstractThe Wechsler Intelligence Scale for Children‐Revised (WISC‐R) and the Woodcock‐Johnson Tests of Cognitive Ability (WJTCA) were administered in a counterbalanced order to 30 children referred for a three‐year reevaluation. All children were currently placed in an educable mentally retarded (EMR) program. The children ranged in age from 8‐0 to 12‐5 years, with a mean of 10‐6. The correlation coefficient between the WISC‐R and WJTCA was observed to be .72. Significant mean differences were found between the WISC‐R and WJTCA full scale standard scores. The implications of the findings are discussed relative to the placement of children in classes for the mentally retarded. Explanations for the mean differences between the WJTCA and WISC‐

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<298::AID-PITS2310200308>3.0.CO;2-W

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

年代:1983

数据来源: WILEY

摘要:

AbstractComparisons were made among three tests of visual‐motor integration: The Revised Test of Visual‐Motor Integration (VMI‐R), the Test of Visual‐Motor Integration (VMI), and the Bender Visual‐Motor Gestalt Test (BG). BG age equivalent scores were significantly higher than those obtained for either the VMI‐R or VMI. Although the BG age scores were greater than the respective chronological age, such was not the case when CA was compared to either the VMI‐R or VMI. The VMI‐R yielded higher scores than did the VMI. Highly significant correlations were found amon

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<304::AID-PITS2310200309>3.0.CO;2-A

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

年代:1983

数据来源: WILEY

摘要:

AbstractComparisons of the WISC‐R and PPVT‐R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two‐tail f‐tests were employed in the data analysis. The sample ranged in age from 6‐2 to 14‐6, with a mean age of 10‐1, and SD=2.6. There were no significant differences between the WISC‐R IQs and PPVT‐R standard scores. The PPVT‐R did not correlate significantly with t

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<307::AID-PITS2310200310>3.0.CO;2-R

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

年代:1983

数据来源: WILEY

摘要:

AbstractWhen attempting to consult with school personnel, psychologists frequently encounter various forms of resistance. This paper conceptualizes resistance to consultation services within a behavioral/cognitive behavioral framework, and discusses how resistance can result from contingencies operating at both the system and the building levels.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198307)20:3<311::AID-PITS2310200311>3.0.CO;2-4

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

年代:1983

数据来源: WILEY