摘要:

AbstractThe System of Multicultural Pluralistic Assessment (SOMPA) was initially administered to 700 Anglo, 700 Black, and 700 Hispanic children in California elementary schools in order to develop a nonbiased testing program. Ten years later, 1184 of the original 2100 youths were again tested with the SOMPA in high school. At that time, academic achievement and parental interview data also were collected. The results indicate that: (a) Mean achievement test scores and GPAs for the high school students showed that Anglos obtained higher scores than Hispanics, who received higher scores than Blacks. (b) Among the various medical measures, the Bender Gestalt, Fine Motor Sequencing and Finger‐Tongue Dexterity tests of the SOMPA were the only ones able to consistently differentiate between youth who did poorly and those who did well academically ten years after their initial testing. (c) Scores on the 1972 IQ test (WISC‐R) showed moderate correlations with achievement test scores ten years later. (d) 1972 IQ scores showed low but reliable correlations with GPAs ten years later. (e) In only a very few instances were IQ correlations with achievement test scores higher for minorities than for Anglos. (f) IQ correlated less well with GPA than with achievement test scores for all three ethnic groups. (g) An adjusted IQ, called Estimated Learning Potential (ELP), was more predictive of school achievement than was verbal IQ, particularly for Blacks in the lowest sociocultural quartile. (h) In the second lowest sociocultural quartile, the VIQ correlations with academic measures were reliably higher than the VIQ‐ELP correlations, but only for the Anglo and total groups. (i) In the upper two sociocultural quartiles, for all ethnic groups combined, VIQ correlated slightly, but significantly, higher than ELP with school achievement. (j) Also in the upper two quartiles, VIQ correlated higher with academic measures than did VIQ‐ELP for both Blacks and Hispanics in almost half of the comparisons. In conclusion, it appears that some subtests of the SOMPA may have some validity for predicting school achievement for students from different ethnic

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<5::AID-PITS2310260102>3.0.CO;2-D

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

年代:1989

数据来源: WILEY

摘要:

AbstractResearch suggests that the Woodcock‐Johnson may be ineffective in its ability to identify learning disabled students, to depict their aptitude accurately, and to highlight processing strengths and deficits. Seventy‐one previously identified learning disabled students were given the WJPEB, and their cluster score performance was evaluated. Using three different methods of obtaining discrepancies, only slightly more than half of the LD students were identified. Memory deficits were apparent. Support is given for cautious use of the WJPEB in LD diagno

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<19::AID-PITS2310260103>3.0.CO;2-3

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

年代:1989

数据来源: WILEY

摘要:

AbstractResearch concerning the relationship of nonverbal ability measures recommended for hearing impaired (HI) students and learning potential is reviewed. Earlier studies indicate that nonverbal measures can be used to predict academic achievement, while the more recent studies urge caution or suggest questionable predictability when interpreting the data. Recommendations for interpreting and communicating the nonverbal ability results are included.

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<27::AID-PITS2310260104>3.0.CO;2-5

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe purpose of this study was to provide an empirical basis for the interpretation of the WISC‐R performance of Navajo children according to the Luria‐Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC‐R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria‐Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding info

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<31::AID-PITS2310260105>3.0.CO;2-J

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

年代:1989

数据来源: WILEY

摘要:

AbstractNinety‐four first‐ and second‐grade students participated in a study designed to determine whether a measure of interpersonal problem‐solving skill would predict the social competence of children with no clinical history. The social competence measures used in the study included peer ratings (sociometric scores) and teacher ratings. The interpersonal problem‐solving measure used yielded three separate scores obtained from ratings of open‐ended responses to hypothetical peer problems. To enable control of other variables known to affect social competence, measures of IQ, academic achievement, and SES also were included. Results did not confirm a prior expectation that problem‐solving scores would correlate well with competence measures. Correlations between the three problem‐solving scores and both peer and teacher ratings all were in the range between .04 and .20. On the other hand, intelligence, achievement, and SES had moderate to high correlations with competence measures (range = .04–.77). In stepwise multiple regressions, only achievement and SES predicted peer and teacher ratings when other variable

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<37::AID-PITS2310260106>3.0.CO;2-Z

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe study of childhood stress provides a useful perspective for assessing children's emotional status. Thematic projective techniques, like the Children's Apperception Test (CAT), may be useful in exploring children's perception of stress. For this purpose, a need‐threat analysis is recommended to identify those underlying needs and threats that are likely to make a particular event or situation important, and hence potentially stressful, to an individual child. This paper introduces a scoring system for the CAT based on the analysis of thematic data in terms of five need‐threat binaries, which serve as scoring categories. Preliminary data on reliability are presen

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<47::AID-PITS2310260107>3.0.CO;2-V

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe present research was directed toward the understanding of diagnostic problem‐solving behavior of expert practitioners in the field of education. By means of educational and psychological tests, ten practicing reading specialists thought aloud about the same case. After the protocols had been transcribed, scoring was on which information cues were used and which diagnoses and remedial prescriptions were formulated. Despite choosing from common information sources, there are substantial differences among the experts in diagnoses and in recommendations. Neither are there any indications for a consistent relation between diagnoses and remediations. Even experts with a similar training come to little agreement. The results are replicated in a second study with a different case diagnosed by ten different experts. The implications of the results are discusse

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<54::AID-PITS2310260108>3.0.CO;2-#

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

年代:1989

数据来源: WILEY

摘要:

AbstractOne hundred and thirty‐seven fourth‐grade pupils participated in a follow‐up study of the effect of school‐entrance age on academic achievement and social‐emotional functioning. The sample included 73 oldest pupils, born in the months of January to March, and 64 youngest pupils, born in October to December of the same calendar year. Results indicated that differences between the two groups in academic and social‐emotional measures, found when the subjects were in first grade, persisted in part to the fourth grade. The youngest subjects continued to score lowest in mathematics and in oral and silent reading comprehension; they were slower readers; and they had higher trait anxiety scores. In addition, the differences between the groups in oral and silent reading comprehension performance were found to increase ove

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<62::AID-PITS2310260109>3.0.CO;2-1

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

年代:1989

数据来源: WILEY

摘要:

AbstractThe study investigated the measurement characteristics of both forms of a multiple choice measure of field independence: the Finding Embedded Figures Test. Subjects (n= 302) completed both forms of the FEFT or one form of the FEFT and the Group Embedded Figures Test. Item performance was evaluated by computing classical item difficulty and item‐by‐total‐score correlation coefficients; FEFT‐by‐GEFT concurrent validity correlation coefficients; and test‐retest and alpha reliability coefficients. Results suggest that the FEFT forms provide reasonably reliable and

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<69::AID-PITS2310260110>3.0.CO;2-6

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

年代:1989

数据来源: WILEY

摘要:

AbstractWhile errors on the WISC‐R are conceived primarily in terms of internal consistency and stability over time, examiners make mistakes that contribute to the inaccuracy of test scores. Studies to date mainly have investigated general scoring errors, rather than specific items most prone to error. Investigation of graduate students' test protocols indicated numerous scoring and mechanical errors that influenced the Full Scale IQ scores on two‐thirds of the protocols. Particularly prone to error were Verbal subtests of Vocabulary, Comprehension, and Similarities. More importantly, specific items on subtests in which numerous mistakes occurred were noted, as well as the most likely type of error for each item. These findings have implications for the education and training of assessment speciali

ISSN:0033-3085    

DOI:10.1002/1520-6807(198901)26:1<78::AID-PITS2310260111>3.0.CO;2-5

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

年代:1989

数据来源: WILEY