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The Development and Validation of a Soft-Sign Scoring System for the Bender Gestalt
Peer reviewed Peer reviewed
Thweatt, Roger C. – Psychology in the Schools, 1972
Descriptors: Elementary School Students, Measurement Techniques, Scoring, Test Validity
Canonical Analysis of the WISC and ITPA: A Reanalysis of the Wakefield and Carlson Data
Peer reviewed Peer reviewed
Pielstick, N. L.; Thorndike, Robert M. – Psychology in the Schools, 1976
Reanalysis of Wakefield and Carlson's data confirmed canonical correlations of .84 and .69, but analysis of redundancies revealed that only 34 percent of the total WISC subtest variance is redundant with the ITPA and 39 percent of the ITPA subtest variance is redundant with the WISC. (Author)
Descriptors: Comparative Testing, Intelligence Tests, Statistical Analysis, Test Reliability
The Effect of Induced Anxiety on the Wechsler Intelligence Scale for Children
Peer reviewed Peer reviewed
Oros, James A.; And Others – Psychology in the Schools, 1972
The results of this experiment clearly indicate that the presence of induced anxiety in a testing situation can depress the subject's level of performance on the WISC. (Author)
Descriptors: Anxiety, Children, Intelligence Tests, Psychological Patterns
Characteristics of the Taxonomy of Educational Objectives: Cognitive Domain-A Replication
Peer reviewed Peer reviewed
Poole, Richard L. – Psychology in the Schools, 1972
Descriptors: Classification, Cognitive Objectives, Cognitive Processes, Educational Objectives
An Item Analysis and Validity Investigation of Bender Visual Motor Gestalt Test Score Items
Peer reviewed Peer reviewed
Lambert, Nadine M. – Psychology in the Schools, 1971
This investigation attempted to demonstrate the utility of standard item analysis procedures for selecting the most reliable and valid items for scoring Bender Visual Motor Gestalt Test test records. (Author)
Descriptors: Elementary School Students, Item Analysis, Psychological Testing, Test Construction
Comparison of the PPVT-R and WISC-R: A Validation Study with Second-Grade Students.
Peer reviewed Peer reviewed
Davis, Steven E.; Kramer, Jack J. – Psychology in the Schools, 1985
Compared scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and Wechsler Intelligence Scale for Children-Revised (WISC-R) for 40 nonexceptional second graders. Subjects tended to score lower on PPVT-R than on WISC-R; scores from the tests were moderately correlated; and order of administration did not appear to alter scores. (NRB)
Descriptors: Grade 2, Intelligence Tests, Primary Education, Test Validity
Effects of Two Instructional Sets on the Validity of the Kaufman Assessment Battery for Children-Nonverbal Scale with a Group of Severely Hearing Impaired Children.
Peer reviewed Peer reviewed
Porter, Larry James; Kirby, Edward Aaron – Psychology in the Schools, 1986
Investigated the use of the Kaufman Assessment Battery for Children (K-ABC)-Nonverbal Scale with severely hearing impaired children (N=49), using two instructional sets (American sign language (ASL) plus pantomime and gestures, or pantomime and gesture (PG) instructions only). Support is provided for the appropriateness of the K-ABC, for use with…
Descriptors: Communication Disorders, Deafness, Elementary Education, Elementary School Students
The Relationship between Young Children's Academic Achievement and Measures of Intelligence.
Peer reviewed Peer reviewed
Lassiter, Kerry S. – Psychology in the Schools, 1995
To test the validity of brief measures of intelligence and explore how well these instruments relate to academic performance, the WPPSI-R, the Kaufman Brief Intelligence Scale, Draw-A-Person: Quantitative Scoring System, and the K-ABC Achievement Scale were administered to 50 kindergarten and first-grade children. Results indicated all measures…
Descriptors: Academic Achievement, Cognitive Ability, Correlation, Grade 1
Predictive Validity of the K-ABC for Exceptional Preschoolers.
Peer reviewed Peer reviewed
Williams, Janis M.; And Others – Psychology in the Schools, 1995
Five-year follow-up study examined the predictive validity of the Kaufman Assessment Battery for Children (K-ABC) for 39 children identified during preschool as exhibiting language impairment (n=10), behavior control deficits (n=13), or normal language and behavioral development (n=16). Results generally supported the predictive validity of the…
Descriptors: Behavior Development, Behavior Disorders, Elementary Education, Intelligence Tests