Descriptor
Source
| Psychology in the Schools | 8 |
Author
| Becher, Rhoda McShane | 1 |
| Brannigan, Gary G. | 1 |
| Epstein, Michael H. | 1 |
| Margolis, Howard | 1 |
| Mowder, Barbara A. | 1 |
| Orbach, Israel | 1 |
| Reynolds, Cecil R. | 1 |
| Rosenbach, John H. | 1 |
| Schleuter, Stanley L. | 1 |
| Spillane, Mary M. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Matching Familiar Figures Test | 1 |
| Peabody Picture Vocabulary… | 1 |
What Works Clearinghouse Rating
Peer reviewedReynolds, Cecil R. – Psychology in the Schools, 1978
Thirty-two potentially significant clinical signs that may appear on children's Kinetic Family Drawings are presented in the form of an interpretive guide. Cautions and benefits of using such a guide are discussed briefly. (Author)
Descriptors: Guides, Personality Measures, Psychological Testing, Response Style (Tests)
Peer reviewedSchleuter, Stanley L. – Psychology in the Schools, 1975
The Musical Aptitude Profile (MAP) and four levels of the Iowa Tests of Music Literacy (ITML) were administered to university non-music majors to investigate the use of the "in doubt" test item response. The "in doubt" response was not used indiscriminately by the university students on either test battery. (Author)
Descriptors: Behavior Patterns, Guessing (Tests), Higher Education, Research Projects
Peer reviewedSpillane, Mary M.; And Others – Psychology in the Schools, 1996
Examined the use of eye-gaze as a response mode so as to determine whether changes in response modes altered test scores. Testing of 80 children, ages 8-12, revealed no significant difference in response modes, meaning that eye-gaze can be an acceptable response mode for students with severe motor and language disabilities. (RJM)
Descriptors: Children, Elementary Education, Eye Fixations, Language Impairments
Peer reviewedEpstein, Michael H.; And Others – Psychology in the Schools, 1977
The study compared the performance of severe and mild learning disabled children to normal children on a problem-solving task. The three types of children were assessed on the Matching Familiar Figures task. Results indicated that on the MFF, LD children, as a group, were more impulsive than normal children. (Author)
Descriptors: Elementary School Students, Exceptional Persons, Learning Disabilities, Problem Solving
Peer reviewedOrbach, Israel – Psychology in the Schools, 1977
Boys (N=55) aged 8-11, categorized as impulsives by the Matching Familiar Figures test, participated in a study comparing the effects of three different techniques, designed to change an impulsive cognitive style on response accuracy and response latency. Subjects trained to increase response latency did show a significant increase in latency.…
Descriptors: Behavior Change, Behavior Patterns, Elementary School Students, Modeling (Psychology)
Peer reviewedBecher, Rhoda McShane – Psychology in the Schools, 1977
This study assessed effects of response climate by examining effects of an additional testing experience on the conservation of number performance of 4- and 5-year-old lower socioeconomic status children (N=98). Results indicated significantly higher conservation of number performance scores for both males and females. (Author)
Descriptors: Disadvantaged Youth, Number Concepts, Performance Factors, Primary Education
Peer reviewedRosenbach, John H.; Mowder, Barbara A. – Psychology in the Schools, 1982
Considers the effect of providing two different response modes, free response and a multiple choice format, on concrete-abstract performance. Suggests if task format plays a role in subject response, then it also enters into a person's score on some intelligence test measures. (Author)
Descriptors: Abstract Reasoning, Cognitive Measurement, Cognitive Style, Elementary Education
Peer reviewedMargolis, Howard; Brannigan, Gary G. – Psychology in the Schools, 1976
A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children. (Author)
Descriptors: Behavior Problems, Cognitive Ability, Cognitive Measurement, Educational Diagnosis
