Descriptor
Source
| Developmental Psychology | 1 |
| Journal of Learning… | 1 |
| Mental Retardation and… | 1 |
| Psychology in the Schools | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Preschool Education | 1 |
Audience
| Researchers | 1 |
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Assessments and Surveys
| Matching Familiar Figures Test | 4 |
| Conners Rating Scales | 1 |
| Continuous Performance Test | 1 |
| Kaufman Assessment Battery… | 1 |
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Peer reviewedAmes, Steven G. – Psychology in the Schools, 1977
This study examined the variability of classification by the Matching Familiar Figures Test (MFF) as a function of grade level medians. MFF classification was highly dependent upon which sample medians were used. Analysis revealed for the majority (65 percent) of children, change in classification was due to change in the median error cutoff.…
Descriptors: Classification, Elementary School Students, Reaction Time, Research Projects
Peer reviewedHarrison, Kelley A.; Romanczyk, Raymond G. – Journal of Learning Disabilities, 1991
Twenty-two elementary-aged children with reading difficulties were administered multiple assessments, including the Matching Familiar Figures Test (MFFT), Simple Reaction Time, and Complex Reaction Time. Results did not support a relationship between impulsivity, as measured by the MFFT, and academic progress in a classroom setting. (Author/JDD)
Descriptors: Academic Achievement, Conceptual Tempo, Elementary Education, Learning Disabilities
Peer reviewedBlock, Jack; And Others – Developmental Psychology, 1986
As part of a longitudinal study, Matching Familiar Figures Test (MFFT) performance was assessed at age 11 and related to California Child Q-Sort evaluations obtained both concurrently and at age 14. Offers evidence for a "competence" interpretation rather than a "conceptual tempo" interpretation of the MFFT and strongly…
Descriptors: Adolescents, Children, Conceptual Tempo, Error of Measurement
Direct linkMahone, E. Mark – Mental Retardation and Developmental Disabilities Research Reviews, 2005
The goal of this review of the clinical and research literature is to identify, describe, and critique published methods for assessment of attention and related functions in preschool children (ages 6 and younger). The need for valid assessment of preschool children has grown dramatically in the past two decades following the implementation of…
Descriptors: Preschool Children, Attention Span, Literature Reviews, Evaluation Methods
