Effects of type of reinforcement on the intelligence test performance of retarded black children

This study examined the effects of different types of reinforcement on the performance of black males who had been diagnosed as being mildly mentally retarded, using the WISC-R. After each correct response, participants were given no reinforcement, a candy reward, traditional social reinforcement, or culturally relevant social reinforcement. Children given tangible or culturally relevant rewards obtained significantly higher scores than did children given either no reinforcement or traditional social reinforcement.     

The relationship between race of examiner,cultural mistrust,and the intelligence test performance of black children

The effects of race of examiner and level of mistrust of whites on the Stanford-Binet performance of black elementary school children were examined. Groups with high and low levels of mistrust of whites were first identified. Half of the participants in each group were than administered the Binet by a white examiner; the remaining were tested by a black examiner. The black examiner-high mistrust group scored significantly higher than did the white examiner-high mistrust group. In addition, the black examiner-high mistrust group scored significantly higher than did the black examiner-low mistrust group.     

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.     

Effects of race and social class on preschool performance on the developmental test of visual-motor integration

The visual-motor integration of preschool children who varied in terms of race, sex, and socioeconomic status was assessed using the Beery-Buktenica Test of Visual-Motor Integration (VMI). An analysis of covariance revealed that there were significant main effects for race, sex, and socioeconomic status. Since, at the three- and four-year level, the VMI was normed only on white suburban children, the results of this study seemed to indicate the need for norms for black children at the preschool level. Thus, the second part of this paper reports normative data for black preschool children on the VMI.     

Profile analysis of standardized intelligence test performance of very high IQ children

Practitioners are frequently faced with the need to evaluate the intellectual skills of individuals with very high levels of functioning. Due to the statistical rarity of these persons, few tests have sufficient range of scores for a detailed analysis of intraindividual differences in performance. This paper describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programming.     

Positive reframing and the test performance of test anxious children

The present study tested whether the paradoxical technique of positive reframing, presented in the form of test instructions, could be used to reduce the cognitive experience of worry and thereby improve the arithmetic test performance of highly test anxious third-and fourth-grade children. Thirty high test anxious and thirty low test anxious children were assigned randomly to receive one of three types of instructions prior to taking an arithmetic word problem test: neutral instructions, reassuring instructions, and positive-reframing instructions, which encouraged the children to view worry as a positive attribute. The results indicated that the type of instructions given had no significant effect upon subsequent test performance. However, both high and low test anxious children who received positive reframing scored significantly higher on a state anxiety measure given post test. These findings suggest that, although positive reframing may have an emotional impact, it is ineffective in improving the arithmetic test performance of highly test anxious children.     

Effects of examiner familiarity on Black, Caucasian, and Hispanic children: a meta-analysis

This article presents a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality (high vs. low) and race-ethnicity (Caucasian vs. Black and Hispanic). An analogue to analysis of variance conducted on weighted unbiased effect sizes indicated that examiner familiarity produced a significant effect, with Caucasian and minority examinees' test performance raised by .05 and .72 standard deviations, respectively. Examiner familiarity's differential effect on Caucasian and minority examinees did not interact with the methodological quality of the studies. Nevertheless, limitations of the extant data base require caution in drawing implications for assessment practice.     

Significant vs meaningful differences in the effects of tangible reinforcement on intelligence test achievement and reliability of tmr subjects

The effects of tangible reinforcement on a set of four different intelligence test measures for 72 trainable mentally retarded children was investigated. Performance under a standard and reinforced (M & M) condition, differences in split-half reliability, power estimates, as well as the effect size resulting from treatments, were considered. The Lorge-Thorndike vocabulary, WISC Arithmetic, Picture Arrangement, and Comprehension subtests were administered. Reinforced administration resulted in significantly superior performance on all but the Comprehension test, although magnitude of treatment effects was low. Reliabilities under the reinforced condition were higher for all but the Lorge-Thorndike measures. Confidence bounded effect sizes even at their maximal value did not result in “meaningful” differences in performance, however.     

The relationship between intelligence and performance on the test of variables of attention (TOVA)

The present study explored the relationship between the intelligence of young adults and their performance on the Test of Variables of Attention (TOVA). The study also examined whether significant differences existed between adults with and without attention-deficit/ hyperactivity disorder (ADHD) on TOVA errors of omission, errors of commission, mean correct response time, and variability, as well as on performance on the freedom from distractibility (FD) factor on the Wechsler Adult Intelligence Scale-Revised (WAIS-R). Seventy-nine adults participated in the study, including 17 with ADHD and 62 college students without ADHD. Pearson product-moment correlations indicated that none of the correlations between Full Scale IQ (FSIQ) and TOVA variables were significant. Analysis of variance results revealed that adults with ADHD made more errors of omission on the TOVA than did controls. Between-group differences were not found on the remaining dependent variables.     

Concurrent validity of the test of nonverbal intelligence with learning disabled children

Results of the TONI, WISC-R, and WRAT were compared for a sample of 66 learning disabled children: 51 males (32 white, 19 black) and 15 females (9 white, 6 black) whose mean age was 9–5 (SD = 1–10). The mean score of the TONI was significantly different from the Performance IQ. Nonsignificant differences were found between the TONI and Full Scale IQ and between the TONI and Verbal IQ. Correlation coefficients between the TONI and WISC-R ranged from a low of .35 for the Verbal IQ to .44 for both the Full Scale and Performance IQs. The correlation coefficients between the TONI and standard scores of the WRAT were .38, .27, and .23, for Reading, Spelling, and Arithmetic, respectively. Implications of these findings are discussed.     

A comparison of the Slosson intelligence test and the WISC-R with elementary school children

The WISC-R and the Slosson Intelligence Test (SIT) were given to 69 randomly selected children in grades one through six in an urban school system. A regression equation for predicting WISC-R full scale IQ from SIT was developed. Previous studies had reported that SIT IQs tended to be consistently higher than WISC-R IQs. The present study revealed that SIT IQs were considerably higher than WISC-R IQs in the upper range and slightly lower in the lower range. A possible reason for the discrepancy is that the present study used a normal population and previous studies used restricted ranges. It was concluded that the SIT provides a good estimate of WISC-R full scale IQs when a regression equation is used. It was recommended, however, that educational placement decisions should not be made on the basis of any single IQ measure.     

炭黑沥青旋转黏度试验参数影响研究

为了探讨不同影响因素对炭黑沥青黏度的影响,采用旋转黏度计对不同影响因素条件下的炭黑沥青黏度进行检测,分析了炭黑沥青配制温度、转子型号、转速、扭矩、恒温时间、转子转动时间对炭黑沥青旋转黏度的影响。结果表明:炭黑沥青配制温度对炭黑沥青黏度影响最大,转子型号、转速、扭矩对炭黑沥青黏度影响很小;恒温时间越久、转子转动时间越长,炭黑沥青的黏度越小,最后趋于稳定。     

The performance of learning disabled children on the Kaufman assessment battery for children and the Bender-Gestalt test

Results of the K-ABC and Bender-Gestait Test were compared for a sample of LD children that included 24 blacks and 24 whites: mean age 9 years, SD = 1–2. A nonsignificant difference was found between the mean scores of the K-ABC Sequential and Simultaneous Scales. A significant (p<.01) correlation coefficient was found between the K-ABC Simultaneous Scale and the Bender-Gestalt Test error score (r = −.57). A nonsignificant correlation coefficient was found between the K-ABC Sequential Scale and the Bender-Gestalt Test error score (r = −.20). Implications of these findings are discussed.