The concurrent validity of a new intelligence test: The kahn intelligence test (KIT)

The concurrent validity of the KIT was evaluated by correlating it with other tests of intellectual, perceptual, social, linguistic and psycholinguistic functioning, using a sample of 106 retardates. Positive correlations between the KIT and these other measures attest to its potential usefulness as a measure of intelligence.     

The influence of stimulus attributes on duration matching-to-sample in pigeons

A duration matching-to-sample procedure was used to examine the influence of signal properties on temporal estimation and working memory. The results indicated that pigeons responded to durations of a light as if they were longer than equal durations of the absence of the same light, but delay performances did not differ between the two sample types. Similarly, pigeons responded to durations of a bright white light as if they were longer than equal durations of a dim red light, but again, delay performances did not differ between the two sample types. These results are discussed in terms of theoretical issues pertinent to timing, attention, and working memory.     

Effects of examiners' prior knowledge of subjects' ethnicity and intelligence on the scoring of responses to the Stanford-Binet scale

The study examined the degree to which scoring of responses to the Stanford-Binet test items might be influenced by the examiner's prior knowledge of subjects' ethnicity and IQ. Thirty-six actual Stanford-Binet protocols of subjects ranging in age from 5 to 8 years were divided into four groups. The matched sets of protocols were then assigned to four groups of examiners for the purposes of scoring. The protocols, representing varying ability levels, were scored in a counterbalanced order. Each group of three examiners, varying in the amount of information about the subjects' ethnicity and IQ, scored the protocols. Results obtained from a 4 × 3 repeated measures analysis of variance suggested that obtained IQs by the four groups of scorers were found to be similar, indicating no bias in the process of scoring Stanford-Binet protocols.     

The impact of test language on PISA scores. New evidence from Wales

In this paper we investigate the link between the language in which pupils take the Programme for International Student Assessment (PISA) test and the scores they achieve in this assessment, focusing upon the case of Wales. Using five rounds of PISA data and an instrumental variable approach, we show how pupils who took the test in Welsh score around 0.3 standard deviations (30 PISA test points) lower in reading, mathematics and science than their peers who took the test in English. This finding is robust to different model specifications and statistical approaches. We argue that this may indicate that the academic performance of teenagers in Wales may be underestimated in PISA – particularly amongst those who take this test in Welsh.     

The influence of supplementary subtests on WISC IQ scores for high achieving students

The validity of Wechsler's (1949) comments concerning the addition of the supplementary WISC subtests was investigated for a sample of 20 fifth-grade students. The study was designed like that of Engin (1974) which investigated whether or not the addition of one or both of the supplementary WISC sub-tests, Digit Span and Mazes, materially affected the obtained IQs of high achieving fifth-grade subjects. All 12 subtests of the WISC were individually administered to the students, and IQs were then calculated in such a manner that specific comparisons could be made. These comparisons were between verbal, Performance and Full Scale IQs composed of the maximum number of subtests, and verbal, Performance, and Full Scale IQs exclusive of Digit Span, Mazes, or both subtests. T-tests for correlated means were employed and revealed highly significant differences. The addition of Digit Span and Mazes in the WISC battery served to depress the verbal, Performance and Full Scale IQs of the high achieving students. The study serves to validate the previous investigation by Engin (1974).     

Relationships between scores on Stanford-Binet IV and Wechsler preschool and primary scale of intelligence

A kindergarten class of 9 boys and 11 girls took the 1986 Stanford-Binet Intelligence Scale (Fourth Edition) and the Wechsler Preschool and Primary Scale of Intelligence. Of 6 correlations of total scores and subtest pairs, only the correlation of total scores was statistically significant (p<.01).     

关于75～85分成绩段情况调查的报告——兼谈影响普通话水平测试成绩的主客观因素

本分析了问卷调查和试卷调查的材料。用教学方法计算出广西普通话水平测试的各题分数的分布区间。再进一步考察出各题的稳定性：第四题“说话”最稳定，第三题“朗读”次之，第一题“读单字”次之，最不稳定的是第二题“读词语”。从稳定性的角度提出影响普通话水平测试成绩的主客观因素。     

"佛头"传承对屯堡族群的影响探析

追遡屯堡六百多年的历史长河,"佛头"作为屯堡村落中有特殊印记的人物,她们不但经历、参与了由移民社会向定居社会转变的重要历程,还协助处理屯堡婚丧喜庆、家庭纠纷、宗祠祭祀敬神等事务,"老佛头"善良热心不求回报,在整个屯堡族群中起到了承上启下、引领凝聚全族的作用.她们用奉献精神树立起精神的权杖,让屯堡文化得以传承和弘扬.     

The relationship between self reports of college experiences and achievement test scores

This study evaluated the feasibility of using students' self reports of the academic development and college experiences as proxies and policy indicators for a national assessment of undergraduate education. Results indicated that self reports of academic development should be used with care as proxies for a national test. Particularly important are issues of content overlap and differences in the measurement methods. Results from the second part of this study supported using self reports of college experiences as policy indicators to improve undergraduate education.Paper presented at the annual forum of the Association for Institutional Research, New Orleans, May 1995.     

The influence of emotional intelligence on academic progress and achievement in UK university students

Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered.     

The reliability of test scores for the pervasive developmental disorders rating scale

The Pervasive Developmental Disorders Rating Scale (PDDRS; Eaves, 1993) is a screening instrument used in the assessment of autistic disorder. In this study, the reliability of test scores for the PDDRS was examined with three samples. The first sample consisted of 456 participants ranging in age from 1 to 12 years old and the second sample consisted of 111 participants in the 13 to 24 year‐old range. Additionally, the test‐retest reliability of scores for the PDDRS was examined with a sample of 40 participants. The results indicated that coefficient alpha for the PDDRS Total Score was adequate for screening purposes (r = .89) for both age groups. The results of the test‐retest study also suggested that PDDRS had adequate test‐retest reliability (r = .92) for the PDDRS Total Score. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 605–611, 2002.     

Modeling effects on the intelligence test performance of test-anxious children

To evaluate the efficacy of modeling techniques for enhancing the performance of test-anxious children, 96 low-, middle-, and high-test-anxious children were assigned to one of three modeling conditions varying in degree of task structure and information provided about a testing session. Children either viewed a modeling film depicting an anxious peer overcoming test anxiety during a test session (Observation condition); viewed a similar film in which the examiner instructed the anxious child in coping techniques (Coping condition); or saw an unrelated film (Control condition). Contrary to expectations, no film nor anxiety effect nor any interactions were significant. Failure to replicate previous studies was attributed to control of examiner bias, superior statistical and experimental controls, and to differences in subject characteristics. The efficacy of modeling films in enhancing rapport during the test situation has not been conclusively demonstrated.