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Stanton, Harrison C.; Reynolds, Cecil R. – School Psychology Quarterly, 2000
Argues that the apparent lack of empirical support for the practice of profile analysis has stemmed in part from the use of statistical techniques that have neglected to explore the perspective of the clinician. Explores Configural Frequency Analysis, a statistical technique focusing on the relationships among groups of participants as the unit of…
Descriptors: Children, Profiles, Psychological Testing, School Psychology
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Zimmerman, Donald W.; Williams, Richard H.; Zumbo, Bruno D.; Ross, Donald – International Journal of Testing, 2005
This article focuses on Louis Guttman's contributions to the classical theory of educational and psychological tests, one of the lesser known of his many contributions to quantitative methods in the social sciences. Guttman's work in this field provided a rigorous mathematical basis for ideas that, for many decades after Spearman's initial work,…
Descriptors: Evaluation Methods, Test Theory, Social Sciences, Psychological Testing
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McGrew, Kevin; Murphy, Suzanne – Journal of School Psychology, 1995
Investigates the general factor and uniqueness characteristics of the individual tests of the Woodcock-Johnson Test of Cognitive Ability-Revised (WJTCA-R). Only 2 of the 19 WJTCA-R tests examined had low general factor loadings, while 2 had low uniqueness. All other tests had medium or high uniqueness. Discusses implications for clinical…
Descriptors: Academic Ability, Cognitive Ability, Intelligence, Intelligence Tests
Hayward, Pamela A. – 1995
This review critiques the use of Lev Vygotsky's concept of the zone of proximal development (ZPD) in quantitative research that focuses on the role communication plays in learning. A study that makes claims in terms of the ZPD should include a pretest, a problem-solving activity, and a posttest. Without these minimal elements, researchers are not…
Descriptors: Communication Research, Communication (Thought Transfer), Learning Processes, Pretests Posttests
Sirotnik, Kenneth A. – 1979
The thesis of this paper is that the decision to use one of three approaches to unit-of-analysis in educational research should be based on substantive considerations, not statistical factors. In addition to the commonly used "total analysis" (regression analysis across individuals), the within and between analyses are inherent in the…
Descriptors: Classroom Environment, Correlation, Educational Research, Interaction