摘要:

AbstractThe factor structures of the WISC and the WISC‐R were compared, using the data for age groups 7.5, 10.5, and 13.5 years in the two standardization samples. The results for three different types of solution—hierarchical, multiple‐group, and principal‐factor—agreed in demonstrating that the structures of the two scales are as similar as the structure of either scale is for different a

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<5::AID-PITS2310190102>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:

AbstractUsing WISC, WISC‐R, and WPPSI subtest scores recategorized according to the Bannatyne scheme, the study uncovered evidence for the existence of an Indian Wechsler Scale performance pattern that is different from that found in normal and learning disabled groups. The Indian pattern finds spatial abilities more well developed than sequencing skills, which are superior to conceptual and acquired knowledge performances. The sample was composed of 142 Indian children, primarily Ojibwa (Chippewa). Supporting hypotheses addressed differences between groups of traditional Indian children and those who are more Anglo acculturated. The traditional children evidenced the Indian pattern of recategorized Wechsler subtest performance, while the more acculturated groups did not. Discussion of results centers on factors that may be related to the Indian pattern, such as cultural heritage, otitis media, and the school curriculu

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<8::AID-PITS2310190103>3.0.CO;2-L

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe aim of the present study was to develop a system of tables to facilitate interpretation of the McCarthy Scales of Children's Abilities. Tables are presented that organize the McCarthy subtests according to Bannatyne's, Sattler's, and Meeker's systems of interpretation. In addition, tables that organize the McCarthy Scales into categories that reflect factors likely to influence various subtests are presented. These tables will provide a more structured approach to McCarthy interpretation and a straightforward empirical method for generating hypotheses regarding individual strengths and weaknesses in intellectual ability.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<18::AID-PITS2310190104>3.0.CO;2-T

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Peabody Picture Vocabulary Test (Dunn, 1965) was adapted to facilitate administration to low‐functioning autistic children who do not have a pointing response. By cutting the plates into individual pictures, children can respond by giving the examiner the target picture. Ten autistic and 10 preschool‐aged children were given both the standard form (Form A) and the adapted form (Form C) by the same examiner less than one week apart. Several t‐tests were calculated to test the hypotheses that the adaptation would not affect raw scores of normal, preschool‐aged children; yet lowfunctioning autistic children would score significantly better on the adapted version. It was concluded that the two forms of the PPVT are equivalent forms when a pointing response exists, and it is therefore valid to use the published norms for the adapted

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<24::AID-PITS2310190105>3.0.CO;2-0

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe relationship between eight dimensions of reading attitude and measures of academic aptitude, locus of control, and field independence was investigated for sample of 322 inner‐city Detroit fifth graders. Verbal academic aptitude correlated significantly with the Expressed Reading Difficulty, Reading Anxiety, Silent vs. Oral Reading, and Reading as Enjoyment reading attitude dimensions, while nonverbal academic aptitude correlated with Expressed Reading Difficulty and Reading Anxiety. The Expressed Reading Difficulty, Reading Anxiety, Reading Group, Reading as Direct Reinforcement, and Reading as Enjoyment dimensions were significantly related to the I+ score; reading attitudes were not related to the I‐ score. Only the Expressed Reading Difficulty dimension correlated with field independence. The meaning of these relationships was discus

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<28::AID-PITS2310190106>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:

AbstractThe factor structure of the McCarthy Screening Test was investigated with a sample of 555 children. The sample consisted of 300 boys and 255 girls, whose mean age was 61.4 months; approximately 80% were white and 20% were black. The data from the present study and from the MST standardization samples were analyzed by a principal components analysis (with ones in the diagonal) followed by a varimax rotation. The results from the data analysis seem to indicate that the subtests all measure parts of the same attribute (cognitive and sensorimotor functions) in varying degrees.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<33::AID-PITS2310190107>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:

AbstractThis study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC‐R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N= 113), educationally disadvantaged.(ED) (N= 189), and learning disabled (LD) (N= 150). NH group means on all WISC‐R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary‐grade Navajo children who had not been referred for suspected handicapping condi

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<39::AID-PITS2310190108>3.0.CO;2-C

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

年代:1982

数据来源: WILEY

摘要:

AbstractThe Survey of Reading Attitudes was administered to 235 intermediate‐grade students enrolled in a suburban parochial school in Northeastern Ohio. Statistical analysis consisted of computing means, standard deviations, standard errors of measurement, and coefficient alpha reliability estimates for the eight dimensions of reading attitude included in the Survey. The reliability estimates for the respective dimensions are as follows:Expressed Readingα=.88;Reading as Direct Reinforcement, α=.79;Reading as Enjoyment, α=.89;Alternative Learning Modes, α=.71;Reading Group, α=.76;Reading Anxiety, α=.82;Silent vs. Oral Reading, α=.79; andComic

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<45::AID-PITS2310190109>3.0.CO;2-K

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

年代:1982

数据来源: WILEY

摘要:

AbstractSilverstein's approach to the interpretation of test profiles was applied to the McCarthy Scales of Children's Abilities. This resulted in differences required for significance that are two points greater than those suggested by Kaufman and Kaufman.

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<49::AID-PITS2310190110>3.0.CO;2-Y

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

年代:1982

数据来源: WILEY

摘要:

AbstractOne hundred twenty‐five randomly selected regular education students in grades kindergarten through three were administered the Bender‐Gestalt and Beery/Buktenica tests of visual‐motor integration. Significant differences between the mean Bender and Beery age equivalent scores at each grade level were found. Correlation coefficients ranged from.21 at the kindergarten level to.71 for the total group and were significant at the first and second grade, as well as for the total group. Implications for their utilization in assessing fine motor readiness development, particularly as they apply to the identification of learning disabilities, are disc

ISSN:0033-3085    

DOI:10.1002/1520-6807(19820108)19:1<52::AID-PITS2310190111>3.0.CO;2-E

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

年代:1982

数据来源: WILEY