摘要:

AbstractThis article evaluates scales based on Piaget's description of cognitive development in children. First, there is a presentation of the more prominent Piagetian scales. Following a rational comparison of Piagetian approaches vis‐à‐vis psychometric approaches, the empirical relationships between the types of scales are discussed. Next, the issue of nonbiased assessment of blacks and Hispanics is analyzed with respect to Piagetian measures. Lastly, implications of Piagetian assessment procedure for school psychologists are exam

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<421::AID-PITS2310190402>3.0.CO;2-J

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

年代:1982

数据来源: WILEY

摘要:

AbstractOne of Jensen's internal criteria for the detection of bias was applied to the standardization data for the Boehm Test of Basic Concepts (BTBC). Despite sizable social class differences in mean scores, differences in the rank orders of item difficulties were negligible. Thus, by this one criterion, there was little evidence of test bias. Instead, the findings suggest that children of different socioeconomic levels master basic concepts in about the same temporal order, differing only in the rate at which they do so.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<431::AID-PITS2310190403>3.0.CO;2-F

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

年代:1982

数据来源: WILEY

摘要:

AbstractNumerous attempts to develop short forms of Wechsler scales of measurement have been proposed in the psychological literature over the last three decades. In this paper, the three major strategies for development of short forms are described, and an overview of the available validity data is presented. Cautions for the clinical use of short forms and related recommendations for future validity research are offered. It is concluded that while Wechsler short forms may be useful as research instruments, their clinical applications are extremely limited at this time.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<433::AID-PITS2310190404>3.0.CO;2-6

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe aim of this study was to analyze the WISC‐R profiles of 42 conduct problem children attending public school classes for the emotionally handicapped. This analysis was done to generate hypotheses concerning the children's intellectual strengths and weaknesses, using a variety of subtest groupings to interpret ability patterns. No attempt was made to differentiate between various categories of emotional disturbance, between disturbed and normal children, nor between different kinds of handicapping conditions. The statistical procedures consisted of Analysis of Variance Repeated Measures for comparisons across three or more subtest groupings, andt‐tests for dependent samples when only two subtest groupings were being compared. In general, the findings revealed relative strengths in perceptual organization skills, and weaknesses in skills that involve sequencing, memory, and attention. Specific verbal and nonverbal patterns emerged and are discussed, along with implications for practice and directions of future resea

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<439::AID-PITS2310190405>3.0.CO;2-M

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

年代:1982

数据来源: WILEY

摘要:

AbstractSchool psychologists have become increasingly interested in neuropsychological assessment of children with learning and behavioral problems. In large part, this interest can be traced to the recognition that many learning disorders found in school‐age children are directly attributable to neurological factors. Recently endorsed definitions of learning disabilities presume that the disability is due to central nervous system dysfunction. To identify those children who should receive a comprehensive neuropsychological evaluation, an effective and flexible approach to neuropsychological screening is needed. This article provides a rationale and conceptual framework necessary for the development of neuropsychological screening procedures with school‐age child

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<446::AID-PITS2310190406>3.0.CO;2-R

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

年代:1982

数据来源: WILEY

摘要:

AbstractThis study examined the relationships among academic, sociometric, and personality variables of 242 children who were selected by their teachers as having behavior problems, learning problems, learning and behavior problems, or no problems. The results were generally supportive of teachers' ability to distinguish between children with problems and children without problems. Children without problems and those with behavior problems only were more similar than different. Children with learning problems and those with learning and behavior problems were also more similar than different, yet differed significantly from children with no problems and those with behavior problems only. The unique characteristics of each group were identified and contrasted.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<452::AID-PITS2310190407>3.0.CO;2-Z

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe study investigated cultural bias in the 79 items of the three verbal tests of the Wechsler Intelligence Scale for Children‐Revised (WISC‐R). The Information, Similarities, and Vocabulary subtests were administered to 40 Anglo and 40 Native‐ American Navajo subjects matched for grade level. The responses of the two groups of subjects on individual items were analyzed by log‐linear technique using the likelihood ratio chi‐square statistic. The findings revealed that performance of subjects was homogeneous across groups on most of the items of three verbal subtests of the WISC‐R. Only 15 (19%) of the 79 items comprising Information, Similarities, and Vocabulary subtests were found to be biased against the Navajo sample. Five of these items are from the Information, four from the Similarities, and the remaining six items are from the Vocabulary subtest. Implications of these findings for the psychoeducational assessment of minority children wer

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<458::AID-PITS2310190408>3.0.CO;2-E

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe capability of the WISC‐R Verbal Comprehension (VC), Perceptual Organization (PO), and Freedom from Distractibility (FD) factor scores to predict academic achievement as measured by the WRAT was investigated. Subjects consisted of children referred for psychological evaluation in a public school setting, typically because of learning problems within the classroom. The results of a multivariate multiple regression analysis revealed that the FD and VC factors significantly predict WRAT Reading, Spelling, and Arithmetic standard scores, with the FD factor accounting for a major portion of the variance in WRAT achievement based upon observed VC and FD factor score

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<465::AID-PITS2310190409>3.0.CO;2-J

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

年代:1982

数据来源: WILEY

摘要:

AbstractBehavioral ratings on four subscales of the Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) were completed on groups of Anglo‐(N=491) and Mexican‐American gifted students (N=34). Significant ethnicity differences were found on the Learning and Motivation scales, with Anglos being rated higher. There were no significant differences between groups on the Creativity and Leadership scales. Results are discussed in terms of implications for use of SRBCSS as an identification instrument and as a measure for future resea

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<469::AID-PITS2310190410>3.0.CO;2-X

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

年代:1982

数据来源: WILEY

摘要:

AbstractScores from Koppitz' scoring system for the Bender‐Gestalt and Beery's Developmental Test of Visual‐Motor Integration for a group of 86 elementary students referred for psychoeducational evaluation were correlated with Wide Range Achievement Test scores, controlling for WISC‐R IQ. Although zero‐order correlations of the visual‐motor measures with achievement were of moderate magnitude (.33 to.48) and were all statistically significant (p.05). It was suggested that visual‐motor ability may not offer a unique contribution to the prediction o

ISSN:0033-3085    

DOI:10.1002/1520-6807(198210)19:4<473::AID-PITS2310190411>3.0.CO;2-A

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

年代:1982

数据来源: WILEY