Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

Comparisons of the peabody picture vocabulary test and the McCarthy Sclaes of Children's Abilities with a sample of autistic children

The Peabody Picture Vocabulary Test and the McCarthy Scales of Children's Abilities were administered to eight autistic children. A correlated t-test and Pearson product correlations were calculated between the scores of the two tests in a within-subjects desgin. The Peabody correlated significantly with the McCarthy General Cognitive Index, Verbal Scale, perceptual Scale, and Memory Scale. A significant difference between the means of the two tests was found, with the Peabody yielding lower scores. The importance of multiskilled testing for the cognitive assessment of autistic children was discussed.     

Relationship between the expressive one-word picture vocabulary test and measures of intelligence,receptive vocabulary,and visual-motor coordination in borderline and mildly retarded children

Analysis of the relationship between the Expressive One-Word Picture Vocabulary Test and Stanford-Binet Intelligence Scale, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and three language subscales within the Stanford-Binet was performed on a sample of preschool children within the borderline and mildly retarded ranges of intelligence. Adequate convergent and discriminant validity indices were found to support tentatively the use of the Expressive One-Word Test as one measure of verbal intelligence with this population.     

A comparison of the peabody individual achievement test,the metropolitan achievement test,and the otis-lennon mental ability test

In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. The reading comprehension subtests correlated.81, spelling.88, and PIAT Mathematics with MAT Total Math.64. Correlations were computed for the Otis-Lennon Mental Ability Test and the PIAT General Information subtest as.77, and the Otis-Lennon and the PIAT Total Test scores as.79. Concurrent validity of the PIAT with both tests is tentatively considered adequate except in the area of mathematics, in which the PIAT, relative to the MAT, appears to be reflecting ability to handle math concepts (.68) more accurately than math computation (.41) or math problem solving (.56). Correlations with IQ partialed out suggest the PIAT Total Test, and PIAT and MAT reading and spelling measures, are relatively uninfluenced by IQ variations, whereas with IQ held constant, the weak positive correlations between the PIAT and MAT math subtests became essentially random relationships.     

Interpretation of academic strengths and weaknesses on the peabody individual achievement test

The Peabody Individual Achievement Test yields scores in Mathematics, Reading Recognition, Reading Comprehension, Spelling, and General Information. In order to determine academic strengths and weaknesses, the test Manual suggests a pairwise comparison system to determine when one academic area is significantly different from another. The aim of the present study was to develop a more efficient system of determining academic strengths and weaknesses relative to a child's average performance on the entire test than the pairwise technique advocated by the authors.     

Predicting institutional research performance from published indicators: A test of a classification of Australian university types

In 1998, the Australian federal government published comprehensive performance indicator data on universities. This article makes use of several indicators to examine correlates of research productivity in Australian universities, and to test the explanatory power of Marginson's (1997) typology of universities. Research productivity is measured using the quantity known as the 'research quantum' (RQ), which is a performance-related component of operating grant funding. Results of the analysis reveal that a large proportion of the variability in research performance can be attributed to two latent constructs. One relates together favourable student-staff ratios, a high proportion of graduating students continuing into further study, and a high proportion of research qualified staff. The other connects graduates' experiences of low quality courses, good student progress rates and low attrition with high graduate employability. These factors also predict membership of the four Marginson types. The results confirm that Australian universities can be separated into four main reputational groups based chiefly on research performance. Some implications for the use of performance indicators in a more market-driven system are discussed.     

Computer Innovation in Schools: a review of selected research literature

Abstract

The development of information and communication technologies has made it possible for schools to establish inter-institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. This article reports on the results of a Finnish project that linked two lower secondary classrooms to make one virtual classroom. The article reports on an exploratory case study of the virtual classroom and discusses justification of its establishment and practice, within the social contexts embedded in the project.     

食物与情绪相关性研究综述

食物与情绪的相关性研究对维持人体身心健康具有极其重要的意义。文章概述了摄食与情绪的生理学关联,立足于营养学和药理学角度重点阐述了食物和情绪相互影响的各种因素,并展望了两者相关性研究的未来发展方向以及应用前景。     

词汇附带习得在阅读中应用研究综述

词汇附带习得(IVA)是词汇学习的一种方式,在L2/FL环境下,它主要发生在阅读中,是阅读带来的一种副产品。文章主要总结了近年来词汇附带习得在阅读方面的应用,基于此对IVA作较完整的探讨。     

Technical characteristics of the peabody individual achievement test as a function of item arrangement and basal and ceiling rules

The effects that item order and basal and ceiling rules have on test means, variances, and internal consistency estimates for the PIAT mathematics and reading recognition subtests were examined. Seven items on the math subtest and one item on the reading recognition subtest were significantly easier or harder than their test placement indicated. The use of basal and ceiling rules had a pronounced effect on the means, variances, and reliabilities on the multiple choice math subtest, while the rules' effects on the reading recognition subtests were minor. Item order also affected scores on the math subtest.