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Construct Validity of the Learning Behavior Scale with an Independent Sample of Students.
Peer reviewed Peer reviewed
Worrell, Frank C.; Vandiver, Beverly J.; Watkins, Marley W. – Psychology in the Schools, 2001
Examines the factor structure of the Learning Behavior Scale (LBS) in a sample of 257 elementary school students. Results indicate that the internal consistency of the total LBS scores were high enough for individual decision making, whereas the reliability estimates of scores on the Attention/Persistence and Strategy/Flexibility subscales were…
Descriptors: Behavior Rating Scales, Cognitive Measurement, Construct Validity, Elementary Education
The Validation of the Scoring Criterion Problem in Multiplicative Two-Dimensional Classification Tasks.
Peer reviewed Peer reviewed
Kingma, Johannes; TenVergert, Elisabeth M. – Educational and Psychological Measurement, 1987
Two studies investigated the functional equivalence of three different scoring systems used to assess the child's ability to understand and carry out multiplicative classification tasks. All three scoring criteria produced reliable and homogeneous tests. Their factor matrices were similar, and the corresponding factor structures were invariant…
Descriptors: Classification, Cognitive Measurement, Comparative Analysis, Developmental Tasks
The Cross-Cultural Generalizability of a Higher-Order Cognitive Structure Model.
Peer reviewed Peer reviewed
Hakstian, A. Ralph; Vandenberg, Steven G. – Intelligence, 1979
Cross-cultural generalizability of Cattell's triadic theory of ability structure was examined for Hebridean, Ugandan, Canadian Eskimo, and native Indian samples. Four of the six postulated second-order capacities were found as well as a Piagetian conservation factor. At a most global order of generality, two larger, third-order factors were found.…
Descriptors: Alaska Natives, Canada Natives, Cognitive Ability, Cognitive Measurement
Reply to Humphreys' and Parsons'"Piagetian Tasks Measure Intelligence and Intelligence Tests Assess Cognitive Development."
Peer reviewed Peer reviewed
Glass, Gene V.; Stephens, Beth – Intelligence, 1980
Relationships among Piagetian reasoning assessments and standard measures of intelligence and achievement were determined in 1972 by Stephens, McLaughlin, Miller, and Glass (EJ 055 112). The data were reanalyzed by Humphreys and Parsons in 1979 (EJ 218 642). In reply, Glass and Stephens note fallacies in Humphreys' and Parsons' reasoning.…
Descriptors: Achievement Tests, Cognitive Development, Cognitive Measurement, Cognitive Processes
Methinks They Do Protest Too Much.
Peer reviewed Peer reviewed
Humphreys, Lloyd G. – Intelligence, 1980
Stephens et al. (EJ 055 112) committed a serious methodological error in holding chronological age constant in their IQ measures and allowing it to vary in their Piagetian developmental measures. This error is unrelated to differences in factor rotation methods used by these authors and was not answered in their reply. (CTM)
Descriptors: Chronological Age, Cognitive Development, Cognitive Measurement, Cognitive Processes
Don't Throw Out the Piagetian Baby with the Psychometric Bath: Reply to Humphreys and Parsons.
Peer reviewed Peer reviewed
Kohlberg, Lawrence; DeVries, Rheta – Intelligence, 1980
These authors cite their own study of the relationship between traditional measures of intelligence and Piagetian measures of cognitive development in support of Glass and Stephens' contention that there are important qualitative differences. They question Humphreys' and Parsons' conclusions on both substantive and factor theoretical grounds. (CTM)
Descriptors: Classification, Cognitive Development, Cognitive Measurement, Cognitive Processes