摘要:

AbstractThis report is a review of reliability data on the PPVT obtained from 32 research studies published between 1965 and 1974. Much of the research was done on Head Start children. Overall, the median of reliability coefficients reported here (0.72) has remained remarkably close to the original median of 0.77 found in standardizing the test. Unexpectedly, elapsed time between test and retest had only a slight effect on the reliability coefficients. However, as expected, the greater range in ages and ability levels of subjects, the higher were the reliabilities. For average children in the elementary grades, and for retarded people of all ages, PPVT scores remained relatively stable over time and there was close equivalence between alternate forms. Scores were least stable for preschool children, especially from minority groups. Black preschool girls were more variable in their performance on the PPVT than boys, and preschool girls generally were more responsive than boys to play periods conducted before testing was begun. A number of variables associated with examiners and setting affected the scores on the test. As expected, raw scores tended to yield slightly higher reliabilities than MA and considerably higher reliabilities than IQ scores.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<320::AID-PITS2310150302>3.0.CO;2-B

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

年代:1978

数据来源: WILEY

摘要:

AbstractThe past 11 years of published research investigating the use of the Bender Gestalt Test with school‐age children are reviewed. Seen as a psychometric instrument, scored according to standardized procedures, this recent work does not conclusively support the use of the test for prediction of school achievement. Nor does it offer any substantial support for individual diagnosis of neurological impairment or emotional disturbance. Test scores from group and individual administration appear equivalent. Deprived and minority group performance has differed significantly from the Koppitz norms in a number of studies and bears further investigatio

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<327::AID-PITS2310150303>3.0.CO;2-O

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

年代:1978

数据来源: WILEY

摘要:

AbstractWISC and WISC‐R IQs of two groups of normal ten‐year‐old children from divergent socioeconomic backgrounds (N = 36) were compared in a counterbalanced research design. Generally, all WISC mean IQs were higher than the WISC‐R mean IQs for both groups of children. Significantly higher WISC IQs were obtained on the Verbal and Full Scales of the low socioeconomic group and on the Performance and Full Scales of the high socioeconomic group. Correlations between tests for Verbal, Performance, and Full Scale IQs were.95,.79, and.91 for the low socioeconomic group, and.84,.57, and.87 for the high socioeconomic group. Although practice effects did not appear to significantly affect IQs of the low socioeconomic group, various practice effects were observed in the high socioeconomic group. Negative effects were observed for both WISC and WISC‐R on the Verbal Scale, whereas positive effects were observed on both Performance and Full Scales in this group. Analysis of simple effects reveals that WISC and WISC‐R IQs did not differ significantly upon first administration, but were significantly different upon second administration. Conclusions were drawn that while WISC‐R yields a lower IQ estimate than WISC for children of lower ability, results were not so clear for the children of higher ability, due to practice effects which disproportionately favor increases on WISC IQs upon second administration. The greater practice effects found on the WISC have implications for comparisons of the two tests in counterbalanced research designs. Simple randomized or treatment‐by‐levels design may be more useful in comparisons of the WISC and the WISC‐R because of the bias introduced by coun

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<339::AID-PITS2310150304>3.0.CO;2-E

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

年代:1978

数据来源: WILEY

摘要:

AbstractA random sample of all sixth‐grade students enrolled in a large urban school district completed the Iowa Tests of Basic Skills. Tests were administered by either a counselor or a teacher to groups composed of no more than six students. The correspondence of test vectors measured by the test was analyzed. Results suggest that the ITBS does not measure exactly the same constructs across student ethnic group

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<347::AID-PITS2310150305>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:

AbstractThis study compared the WISC‐R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC‐R. The current findings indicate that the same general pattern exists for the WISC‐R and PPVT as for the WISC and PPVT s

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<349::AID-PITS2310150306>3.0.CO;2-7

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

年代:1978

数据来源: WILEY

摘要:

AbstractConcurrent validity of the McCarthy Scales of Children's Abilities for 60 kindergartners was investigated, using the WPPSI and Columbia Mental Maturity Scale. Although correlations were of acceptable magnitude, the General Cognitive Index of the MSCA was significantly lower than major scores obtained on the other two tests. Analyses of the different scales of the MSCA are also reported.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<352::AID-PITS2310150307>3.0.CO;2-O

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

年代:1978

数据来源: WILEY

摘要:

AbstractNinety‐four second‐ and third‐graders from a suburban New Jersey school who had taken the Boehm Test of Basic Concepts as kindergarteners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area as tested by the Stanford were then correlated with the Boehm Test scores. The resulting coefficients indicated a strong association between deficiencies in early concept mastery as measured by the Boehm Test of Basic Concepts and academic achievement in the second and third grades. These results therefore support the use of the Boehm Test of Basic Concepts as an early predictor of school achiev

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<357::AID-PITS2310150308>3.0.CO;2-6

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

年代:1978

数据来源: WILEY

摘要:

AbstractNinety‐nine children in grades one through three in a rural Maine school were administered the Early School Personality Questionnaire (ESPQ). The teachers of these children were asked to list the children in their classroom who, in their judgement, demonstrated emotionally handicapping conditions which interfered with achievement and/or adjustment. The teachers had been involved, prior to the nomination task, in an in‐service training session on the characteristics of emotionally disturbed children suggested by Bower (1961). “T” tests were used to compare the differences in the ESPQ factors between children selected as emotionally handicapped by their teachers, and those not selected. Differences were found on three factors: B (Dull vs. Bright), H (Shy vs. Venturesome) and O (Placid vs. Apprehensive). Implications of this study were for in‐service education of teachers and future research on screening

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<361::AID-PITS2310150309>3.0.CO;2-K

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

年代:1978

数据来源: WILEY

摘要:

AbstractThe HTP technique is commonly used in the assessment of children and adults. Theoretically, only seriously maladjusted individuals perceive the Tree drawing as dead; broken and dead branches are presumed to reflect traumatic experiences. In my clinical experience, I have found that maladjusted children, more often than the learning disabled or children who manifest behavioral disturbances, do perceive their Trees as dead. I have observed, further, that children who have lost a loved one through death frequently label a portion of the Tree as dead. This phenomenon appears unrelated to age, sex, socioeconomic status, or race Whether it is a normal occurrence within the general population or a reflection of unresolved grief is a matter for further research.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<364::AID-PITS2310150310>3.0.CO;2-0

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

年代:1978

数据来源: WILEY

摘要:

AbstractThe use of adaptive behavior scales in the assessment of minority children was discussed. Postive and negative characteristics of the scales developed by Mercer and Lambert were identified and discussed. Recommendations included cautions for the use of such scales in the evaluation of culturally different minority children.

ISSN:0033-3085    

DOI:10.1002/1520-6807(197807)15:3<366::AID-PITS2310150311>3.0.CO;2-S

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

年代:1978

数据来源: WILEY