共查询到20条相似文献，搜索用时 31 毫秒
1.
Gary G. Brannigan Leslie A. Rosenberg Louis J. Loprete Terrence Calnen 《Psychology in the schools》1977,14(4):430-430
Ten judges scored items from the Comprehension, Similarities, and Vocabulary subtests of the WISC-R. Five were inexperienced undergraduates and five were experienced PhDs. Overall, there were no appreciable differences in the percentages of agreement between the two groups. 相似文献
2.
Jean Dirks Kathleen Wessels Joanne Quarfoth Betty Quenon 《Psychology in the schools》1980,17(1):40-46
Forty-seven talented fourth graders were assessed on different WISC-R short-form combinations in order to determine which short-form was the most effective predictor of high Full Scale WISC-R IQ. The short-form combinations of Similarities + Object Assembly + Vocabulary subtests (SI-OA-VO) or Similarities + Object Assembly subtests (SI-OA) were more effective in this regard than eight other WISC-R short-form combinations, the Slosson Intelligence Test, and school grades in Math, Language, and Reading combined. The findings are of relevance to gifted assessment. 相似文献
3.
While errors on the WISC-R are conceived primarily in terms of internal consistency and stability over time, examiners make mistakes that contribute to the inaccuracy of test scores. Studies to date mainly have investigated general scoring errors, rather than specific items most prone to error. Investigation of graduate students' test protocols indicated numerous scoring and mechanical errors that influenced the Full Scale IQ scores on two-thirds of the protocols. Particularly prone to error were Verbal subtests of Vocabulary, Comprehension, and Similarities. More importantly, specific items on subtests in which numerous mistakes occurred were noted, as well as the most likely type of error for each item. These findings have implications for the education and training of assessment specialists. 相似文献
4.
Jerome M. Sattler John R. Andres Lisa S. Squire Rick Wisely Christopher F. Maloy 《Psychology in the schools》1978,15(4):486-489
Fabricated test protocols were used to study how effectively examiners agree in scoring ambiguous WISC-R responses. Clinical and school psychologists (N = 62) and graduate students (N = 48) scored WISC-R Similarities, Comprehension, and Vocabulary responses obtained in a group administration procedure. From over 15,000 responses obtained, only unusual, atypical, or ambiguous responses were selected; 726 responses were scored, with 11 groups of 10 raters each scoring 66 responses. Considerable scoring disagreement occurred. Unanimous agreement (within each group of 10 raters) was found on only 13% of the responses, while 80% of the raters agreed on 44% of the responses. Rates of scoring agreement were not related to level of rater experience, but were related to specific subtests. Higher rates of agreement were found on the Similarities and Comprehension subtests than on the Vocabulary subtest for both experienced and inexperienced raters. The results suggest that even with the improved WISC-R manual, scoring remains a difficult and challenging task. 相似文献
5.
The purpose of this study was to provide an empirical basis for the interpretation of the WISC-R performance of Navajo children according to the Luria-Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC-R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria-Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding information. 相似文献
6.
This study investigated the best short form version of the WISC-R for learning disabled (LD) students. The WISC-R was administered to 234 LD and 290 children who were referred for psychological evaluation but were found not eligible (NE) for special education services from 45 school districts in Michigan. Stepwise multiple regressions were calculated to ascertain the best tetrads of Full Scale IQ (FS IQ) for the two groups. For the NE sample, Vocabulary, Picture Arrangement, Picture Completion, and Information were the best four indicators of FS IQ, accounting for about 80% of the variance in Full Scale scores. For the LD sample, the best four predictors of FS IQ were Similarities, Block Design, Picture Completion, and Vocabulary, accounting for about 80% of criterion variance. Using the WISC-R standardization data, Sattler identified the Information, Vocabulary, Comprehension, and Block Design subtests as one of the best short form versions for predicting FS IQ. For the LD sample of the present study, Sattler's composite yielded a multiple R of .873 with FS IQ, whereas our best four predictors yielded a multiple R of .896. It appears that Sattler's tetrad is about as good a predictor of FS IQ for LD students as that found in the present data. 相似文献
7.
R Sinatra 《Journal of learning disabilities》1989,22(1):69-71
Fourteen males disabled in print acquisition were studied over time to determine their patterns of verbal and spatial processing. Comparing results of WISC-R and WAIS scales using a Bonferroni correction for t-values, it was found that the Similarities subtest scores significantly increased while the Vocabulary subtest scores and Acquired Knowledge category significantly decreased. Hemispheric specialization was suggested as a possible cause for differences in verbal and nonverbal processing. 相似文献
8.
Shitala P. Mishra 《Psychology in the schools》1980,17(1):117-122
The study investigated the effect of examiners' ethnicity on the intelligence test performance of Anglo and Mexican-American subjects. Two verbal subtests of the WISC and the Raven Progressive Matrices, a nonverbal intelligence test, were administered by two Anglo and two Mexican-American examiners. All subjects (N=96) were given half the items of each test by an Anglo and half by a Mexican-American examiner. On two of the three tests, the subjects' performance was unaffected by examiner's ethnic attributes. On the WISC Vocabulary, however, Mexican-American subjects scored significantly higher when the test was administered by Mexican-American examiners. The generalizability of these results and their implications for learning in schools are discussed. 相似文献
9.
The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed. 相似文献
10.
Thirty learning disabled and 30 nonlearning disabled students were individually administered the WISC-R, McCarthy Scales of Children's Abilities, and the Wide Range Achievement Test. Regression analyses were conducted to determine the combination of scores from the WISC-R and McCarthy Scales that best predicted the achievement level of the subjects. In addition, the scores that best predicted group status (LD or nonLD) were determined. In general, the WISC-R Comprehension, Arithmetic, and Object Assembly, and the McCarthy Quantitative and Memory Indices were most sensitive to the LD students' achievement. Conversely, the WISC-R Similarities and Arithmetic and the McCarthy Verbal Index were most sensitive to the achievement of nonLD students. Finally, the McCarthy Perceptual-Performance Index and the WISC-R Vocabulary subtest best discriminated group status. The diagnostic implications of these results were discussed. 相似文献
11.
The relationship between WISC-R subtest scores and Verbal, Performance, and Full Scale IQs was investigated for a sample comprised of rural Appalachian children. The sample was comprised of both white and black children who might be described as culturally different by virtue of low family income and residence in the mountainous areas of Virginia and North Carolina. Data analysis consisted of computing product-moment correlations (rs) between each of the ten subtests and the Verbal, Performance, and Full Scale IQs. Correlations between individual subtests and the FS IQ ranged from.49 through.63, but none of the differences between these rs were large enough to attain significance. Correlations between the verbal subtests and Verbal IQ ranged from.64 for Comprehension up to.78 for Vocabulary. For the performance subtest, the rs ranged from.54 between Coding and the Performance IQ up to.72 for Object Assembly. 相似文献
12.
Much effort has been devoted to the derivation of short forms of intelligence tests. The present study was undertaken to develop a short form of the WISC-R for the intellectually gifted. The results confirmed previous findings that the Vocabulary and Block Design dyad comprise the best two-subtest short form. The present study indicated that the Similarities, Vocabulary, Block Design, and Object Assembly tetrad could be the most useful in time and reliability. 相似文献
13.
This study was designed to determine if three diagnostic groups of Navajo children differed on intellectual dimensions as measured by the WISC-R. Subjects had been previously diagnosed by state certified professionals and were identified as nonhan dicapped (NH) (N = 113), educationally disadvantaged.(ED) (N = 189), and learning disabled (LD) (N = 150). NH group means on all WISC-R variables were significantly higher than the LD group means. The ED and the LD group means were similar on the verbal measures, but the LD group scores were lower than the ED group scores on performance measures. The NH group demonstrated intellectual abilities and deficits similar to those reported for other primary-grade Navajo children who had not been referred for suspected handicapping conditions. 相似文献
14.
Indices of item diffculty and item discrimination were analyzed for the items comprising the Wechsler Intelligence Scale for Children - Revised as obtained from a group of 142 subjects with Full Scale IQs below 96. Item validities were estimated by computing the biserial correlation between dichotomized item responses and the total weight score. Kendall's tau was computed for each item. The item difficulties for each subtest except Information and Vocabulary are roughly in the same rank order as those obtained by the stadardization group. Evidence from the study indicates that the increase in the number of items on the WISC-R helped to increase its internal Validity. Analysis of the data ragarding the internal consistency of the test indicates that the majority of the items operate as significant discriminators. Changes in the order of that administration and /or revision of the record form would not seem warranted on the basis of the present study. 相似文献
15.
Results of the Vocabulary, Reading Comprehension, and Mathematics Concepts subtests for third-, sixth-, and eighth-grade students who took Form 5 of the Iowa Tests of Basic Skills in the 1976 school year were analyzed for sex bias. Statistical significance was found for each subtest for all of the grade levels. Follow-up analyses considered skill classification, sex-stereotypicalness, and item location of the items contributing to the statistical significance. No trends for these factors were found within each grade level for the four subtests considered. For all subtests, fewer items are identified at the third-grade level than for sixth or eighth grade, and these items, in general, favored boys. For the older students, when items are found to function differently for boys and girls, nearly half favor each sex. On the whole, little evidence for sex bias was found for the four subtests and three grade levels examined. 相似文献
16.
The present study compared two- and three-factor solutions for the 12 subtests of both the WISC and WISC-R for a sample of 164 black, white, and Latino children aged 7 to 15 referred to school psychologists because of concerns about their intellectual ability. The results indicated that the factor structures of the WISC and WISC-R for the same group of subjects are quite similar. They are almost identical in the factors of verbal comprehension and perceptual organization. However, a difference was noted in the third factor of freedom from distractibility. 相似文献
17.
The present study attempted to develop a quantitative model using the WISC-R that could be used to predict those students most likely to be successful in gifted education programs. The study was conducted in two phases using two groups of gifted children. In phase one, 120 elementary students randomly chosen from a pullout program in a suburban school served as the subject pool. The subjects had varying degrees of success in the program. Phase one subject data were used to develop a quantitative model; phase two subjects were used for predictive purposes. Specific results in phase one yielded six maximally discriminant WISC-R subtests. These subtests were then used to predict at well above chance levels (87.8%) those students who were known to have been either marginally or highly successful in the program (n = 41). The present study goes one step beyond previous research by using these maximally discriminant subtests to predict program performance of gifted children. 相似文献
18.
Nathlie A. Badian 《Annals of dyslexia》1986,36(1):253-269
Teacher perceptions of the social-behavioral characteristics of 99 boys were examined. Subjects were divided into three groups
(Low Nonverbal, High Nonverbal, Equal) on the basis of their scores on two verbal and two performance WISC-R subtests, considered
to be good measures of left- and right-brain functioning. The pattern of strengths and weaknesses shown by Low Nonverbal subjects
suggested good left-brain functioning, but a right-brain dysfunction. These subjects were good readers, but relatively weak
in arithmetic. Behaviors reported significantly more often for the Low Nonverbal subjects were low motivation, poor work habits,
inability to work independently or to take age-related responsibility, disorganization, and poor relationships with peers.
High Nonverbal subjects, who exhibited signs of a probable left-brain dysfunction, were usually perceived by their teachers
as sociable, responsible, and determined to succeed, in spite of their having language disorders and dyslexia. It is argued
that the constellation of behaviors displayed by the Low Nonverbal subjects is part of the right-brain dysfunction syndrome.
To date, there are limited resources available for helping such children. 相似文献
19.
Richard L. Wikoff 《Psychology in the schools》1979,16(2):172-174
The appropriateness of the starting points for PIAT subtests as suggested by the test authors was investigated. For a sample of 113 subjects with an average WISC-R Full Scale IQ of 98, there was an average difference of nearly 8 points between the suggested starting points for the Mathematics subtest and the actual basals. The difference between suggested starting points and basals for the other subtests ranged from 8 to 12 points. It was suggested that the PIAT user start each subtest approximately 8 items below that suggested by the Manual. 相似文献
20.
Eighty public school children referred for psychological assessment for potential special education placement were given the Slosson Intelligence Test, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and Wechsler Intelligence Scale for Children—Revised. Correlational and regression techniques were used to determine the effectiveness of the three former measures in predicting WISC-R IQ scores. SIT IQs were found to be the best predictors of WISC-R Verbal, Performance, and Full Scale IQs; however, these statistical relationships reveal little about the clinical utility of the screening measures. Problems with use of the current findings and those of other studies are discussed. 相似文献