Descriptor
Source
| Psychology in the Schools | 4 |
Author
| Cotugno, Albert J. | 1 |
| Fuller, Gerald B. | 1 |
| Furlong, Michael J. | 1 |
| Goh, David S. | 1 |
| L'Abate, Luciano | 1 |
| Wampold, Bruce E. | 1 |
| Wildman, Robert W. | 1 |
Publication Type
| Journal Articles | 4 |
| Reports - Research | 2 |
| Reports - General | 1 |
| Tests/Questionnaires | 1 |
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Peer reviewedFurlong, Michael J.; Wampold, Bruce E. – Psychology in the Schools, 1981
To guide the unbiased process of visual inference, a four-step model is presented for the assessment of reliability, intervention effect, meaningfulness, and generalizability. A Visual Inference Checklist (VIC) systematizes this assessment process. (Author)
Descriptors: Bias, Data Analysis, Evaluation Methods, Identification
Peer reviewedWildman, Robert W.; L'Abate, Luciano – Psychology in the Schools, 1979
Reviews status of intellectual assessment. The AVOM Test is a potentially useful device. It measures performance in two input channels, auditory and visual, and two output channels, oral and manual. AVOM was administered to elementary school students. Scores increased with age, and other results support potential utility of the device. (Author)
Descriptors: Cognitive Measurement, Elementary Education, Elementary School Students, Intelligence Tests
Peer reviewedCotugno, Albert J. – Psychology in the Schools, 1981
Attempts to replicate findings demonstrating a relationship between the cognitive control (field articulation) and reading disability in school-aged children. Reading disability and nonreading disability groups were administered a series of cognitive control measures. Performance on field articulation significantly differentiated between children…
Descriptors: Cognitive Processes, Cognitive Style, Comparative Analysis, Educational Diagnosis
Peer reviewedFuller, Gerald B.; Goh, David S. – Psychology in the Schools, 1981
Investigated the test performance of learning disabled and emotionally impaired children to aid in identification and differentiation of the two groups. A cut off score on the WISC-R, WRAT, and MPD was established that significantly separated the groups. The best predictors of achievement varied for the two groups. (JAC)
Descriptors: Achievement Tests, Educational Diagnosis, Elementary Education, Elementary School Students
