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| Comparative Analysis | 4 |
| Comparative Testing | 4 |
| Intelligence Tests | 4 |
| Test Validity | 2 |
| Academic Ability | 1 |
| Achievement Tests | 1 |
| Concurrent Validity | 1 |
| Disadvantaged | 1 |
| Evaluation | 1 |
| Group Testing | 1 |
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Author
| BUTTERFIELD, EARL C. | 1 |
| Garfinkel, Robin | 1 |
| Jones, Elvis C. | 1 |
| Rothlisberg, Barbara A. | 1 |
| Stewart, Kenneth D. | 1 |
| Thorndike, Robert L. | 1 |
| ZIGLER, EDWARD | 1 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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| Stanford Binet Intelligence… | 4 |
| Slosson Intelligence Test | 1 |
| Wechsler Intelligence Scale… | 1 |
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Peer reviewedGarfinkel, Robin; Thorndike, Robert L. – Child Development, 1976
This study was conducted to determine how items of the Stanford-Binet Intelligence Scale, Form L-M, had performed in the 1930's standardization sample in comparison with the 1972 standardization sample. (SB)
Descriptors: Comparative Analysis, Comparative Testing, Group Testing, Intelligence Tests
Peer reviewedRothlisberg, Barbara A. – Journal of School Psychology, 1987
Examined concurrent validity of Stanford-Binet Intelligence Scale, 4th edition (SB IV) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) in a homogeneous, nonexceptional sample of 32 early elementary school children. Findings suggest that SB IV has significant positive relationship with WISC-R. The tests displayed a moderate level…
Descriptors: Comparative Analysis, Comparative Testing, Concurrent Validity, Intelligence Tests
Download full textZIGLER, EDWARD; BUTTERFIELD, EARL C.
RECENT STUDIES HAVE INDICATED THAT (1) COGNITIVE ABILITY, (2) AMOUNT AND KIND OF INFORMATION LEARNED TO DATE, AND (3) MOTIVATIONAL FACTORS ALL CONTRIBUTE TO THE INTELLECTUAL FUNCTIONING OF CULTURALLY DEPRIVED CHILDREN. THE PURPOSE OF THIS STUDY WAS TO TEST THE EFFECT OF COGNITIVE ACHIEVEMENT AND MOTIVATIONAL FACTORS ON INTELLIGENCE TEST SCORES.…
Descriptors: Academic Ability, Comparative Analysis, Comparative Testing, Disadvantaged
Peer reviewedStewart, Kenneth D.; Jones, Elvis C. – Psychology in the Schools, 1976
Ten years of validity research concerning the Slosson Intelligence Test (SIT) is reviewed. The equivalence of the SIT to the Stanford-Binet and the Wechsler Scales is examined and the relationship of the SIT to achievement measures is described. (Author)
Descriptors: Achievement Tests, Comparative Analysis, Comparative Testing, Evaluation
