A comparison of the WPPSI and Stanford-Binet intelligence scale (1972) among lower SES black children

The study compared the performance of 35 lower SES black kindergarten children on the WPPSI and the 1972 Norm Edition of the Stanford-Binet, Contrary to the findings of previous investigations before the restandardization of the Binet, the WPPSI was found to yield a significantly higer mean IQ than the Binet. While there were no sex differences. significant age-related differences were found. Results were interpreted as suggesting that the WPPSI might be a more appropriate measure of cognitive ability for black children of lower socioeconomic status.     

Black-white IQ discrepancies may be related to differences in hemisphericity

WPPSI and McCarthy Scales subtests were ranked by members of the National Academy of Neuropsychology according to relative reliance on left-cerebral-hemisphere function. Pairs of blacks and whites matched for a variety of demographic variables were administered the WPPSI (132 pairs) and the McCarthy Scales (148 pairs). Difference scores were calculated, in standard score units, for each WPPSI and McCarthy subtest. A pattern of positive correlation occurred between the size of black-white differences and the judged degree of left-hemisphere involvement in the task, suggesting that black-white IQ discrepancies may be partially explained by differences in hemisphericity.     

A comparison of three different measures of intelligence with preschool children identified at-risk

This study compares three different measures of intelligence used with preschool children identified “at-risk.” Seventy preschoolers were administered the Wechsler Preschool and Primary Scale of Intelligence, Peabody Picture Vocabulary Test-Revised, and the Expressive One-Word Picture Vocabulary Test. The sample consisted of 21 girls and 49 boys, of which there were 30% Orientals, 3% White, 20% Black, and 7% Native Americans. Pearson's product-moment correlation was used to analyze the data. Correlated t-tests were used to calculate the differences between the mean IQs for the tests. The PPVT-R and EOWPVT were found to be significantly correlated with the Verbal and Full Scale IQ scores of the WPPSI. In addition, the PPVT-R and EOWPVT correlated significantly with the Performance Scale IQ of the WPPSI. The results and their implication for the assessment of preschool children are discussed.     

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.     

Preschoolers at risk: Social,emotional and cognitive considerations

This report examines the IQs of 75 preschool children perceived to be “at risk” by parents, nursery school teachers, and diagnostic nursery staff. Full Scale, verbal and Performance IQs of the WPPSI were correlated with: (a) assessment of problem area (b) socioeconomic and familial variables (c) gross assessments of speech and motor development and (d) attendance, participation and improvement in a special preschool program. Significant correlations were obtained between IQ and: (a) socioeconomic and familial variables, and (b) perceived improvement. The findings emphasize that social, emotional and cognitive factors are interrelated components in the child's global development.     

The prediction of first-grade reading achievement from WPPSI scores of preschool children

The purpose of this study was to measure the relationship between the WPPSI IQs and subtest scaled scores in preschool children and their reading achievement in grade one. Twenty-eight suburban middle class children were given the WPPSI at ages three to five and retested with the Gray Oral Reading Test near the end of first grade. Significant correlations between WPPSI IQs and reading were found. These correlations were similar in magnitude to those obtained between WPPSI IQs of kindergarten children and grade one reading. Further study of the predictive power of the Geometric Designs and Arithmetic subtests was suggested on the basis of correlations obtained between these subtests and later reading scores.     

A comparison of the criterion-related validity (academic achievement) of the WPPSI and the WISC-R

Correlations of WPPSI IQs with concurrently administered subtests from the WRAT were compared with analogous WISC-R/WRAT correlations in a group of children referred by regular classroom teachers for school psychological services. Although the magnitudes of all correlations were reduced, due to restriction of range, the comparisons indicated no significant differences in the magnitudes of the correlations of the WPPSI and the WISC-R with the WRAT. These results support the use of the two instruments as equivalent predictors of achievement.     

Factor structure and specific variance of the WPPSI subtests at six age levels

The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) was factor analyzed at each of six age levels between 4 and 6½ years through the method of principal factors. A two-factor solution, corresponding essentially to Wechsler's a priori grouping of the subtests into a Verbal and nonverbal or Performance scale, best described the 11 WPPSI subtests at each age level. Examination of the common, specific, and error variance components of the subtests across age levels indicated adequate test specificity to allow for individual interpretation of all subtests except Information and Comprehension when the null hypothesis model of ipsative interpretation of individual tests is employed.     

Multidimensional adaptive testing in educational and psychological measurement: Current state and future challenges

The paper gives an overview of multidimensional adaptive testing (MAT) and evaluates its applicability in educational and psychological testing. The approach of Segall (1996) is described as a general framework for MAT. The main advantage of MAT is its capability to increase measurement efficiency. In simulation studies conceptualizing situations typical to large scale assessments, the number of presented items was reduced by MAT by about 30–50% compared to unidimensional adaptive testing and by about 70% compared to fixed item testing holding measurement precision constant. Empirical results underline these findings. Before MAT is used routinely some open questions should be answered first. After that, MAT represents a very promising approach to highly efficient simultaneous testing of multiple competencies.     

Predicting Future Reading Attainment from the WPPSI

A sample of 150 children who had been tested on the WPPSI at five and a half years of age were subsequently tested on group and individual tests of reading at ages seven and eight years. Correlations of approximately ' 0.6 are reported with group tests of reading, but only low correlations were found in the sub-sample tested individually on the Neale test.     

4MAT教学体系及其在英语教学中的运用(英文)

Bernice McCarthy在吸收教育学、心理学、神经学及管理学等领域研究成果的基础上,于1972年创立了4MAT教学体系。该体系在西方许多国家被广泛认可和使用,历经数十年仍然受到教育者的厚爱,成为开发课程、保障教学质量的最有效的教学体系之一。其强调教学是一个探究问题、训练双脑以适应不同学习风格,以及有效开展教学评估的过程。文章在详细介绍该该体系后,结合英语教学实践对其进行示范说明,在文中展示了如何运用4MAT进行英语教学的实例。     

Relationship among McCarthy Scales of Children's Abilities,WPPSI, and Columbia mental maturity scale

Concurrent validity of the McCarthy Scales of Children's Abilities for 60 kindergartners was investigated, using the WPPSI and Columbia Mental Maturity Scale. Although correlations were of acceptable magnitude, the General Cognitive Index of the MSCA was significantly lower than major scores obtained on the other two tests. Analyses of the different scales of the MSCA are also reported.     

Interpretation of the separate WPPSI tests for boys and girls at three age levels

The aim was to aid the clinician's interpretation of the six Verbal and five Performance tests constituting the WPPSI. Analyses were conducted for separate groups of boys and girls at ages $\text{4?4}\text{1}\text{2}$, $\text{5?5}\text{1}\text{2}$, and $\text{6?6}\text{1}\text{2}$ to determine the amount of specificity (reliable unique variance) for each test. Test specificity provides empirical evidence either for or against interpreting the specific traits or abilities that are presumed to be measured by a particular test. Most WPPSI tests were found to have enough specificity to warrant specific clinical interpretation for boys and girls across the age range. The clinical implications of the results are discussed.     

INTERACTIVE EFFECTS OF CREATIVITY AND IQ ON NINTH-GRADE ACHIEVEMENT

The interactive effects of IQ and creativity upon ninth-grade achievement were examined, with special focus upon the IQ threshold concept of Torrance He hypothesized that achievement is predicted better by IQ than by creativity below the IQ threshold, while IQ validity decreases as creativity validity increases above the threshold. This implies an IQ X Creativity interactive effect on achievement. If an IQ threshold exists, regression weights for IQ X Creativity interactive predictors should be statistically significant when included in multiple regression equations. Three creativity factor scores were estimated and were each multiplied by IQ to define three moderated or interactive predictor variables. A slight though statistically significant increase in validity resulted by adding the moderated variables to IQ and the three factor scores in multiple regression equations. Thus, there was weak support for the existence of an IQ threshold, but the regression of achievement on creativity decreased rather than increased with higher IQ.     

A comparison of the Vane Kindergarten Test with the WPPSI and a measure of Self-Control

This study assessed the concurrent validity of the Vane Kindergarten Test (VKT), using scores on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI) as the criterion measure. In addition, VKT scores were correlated with kindergarten grades and the Self-Control Rating Scale (SCRS). The results indicated that the VKT could be used as a valid screening measure for kindergarten children, but that it tended to overestimate ability and was not a test independent of a child's ability for self-contorl.     

The role of IQ in the use of cognitive strategies to learn information from a map

The role of IQ in individual differences in real-life problem solving and strategies use was explored. Repeated trials of learning and recall of information from a map were analyzed with high IQ and average IQ Korean students. IQ correlated with the selection and use of strategies in recall. However, the performance and strategic behaviors of low-recall high IQ students and high-recall average IQ students cautions the overgeneralization of the advantage of high IQ in the selection and use of cognitive and metacognitive strategies. The individual's mind set about learning and domain-specific ability needs to be considered as compensatory mechanisms to explain the relationship between IQ and strategies use.     

Stability of WISC-R scores in children with learning difficulties

Student records of 130 children with learning difficulties who had been tested twice were examined to determine the stability of WISC-R scores over time. There were significant losses in Verbal IQ and Full Scale IQ. Subjects in the above-average IQ range had greater losses in Verbal IQ and Full Scale IQ and greater gains in Performance IQ than did those in the below-average IQ range. Children initially tested before age 8 had a significant IQ loss, but those tested after age 8 maintained a constant IQ. The WISC-R is most frequently administered to children with learning difficulties. Results presented here suggest that the IQs in this population are not as stable as was previously thought, and this may provide a rationale for the periodic readministration of the WISC-R.     

The irrelevance of IQ to the definition of learning disabilities: some empirical evidence

The relevance of IQ to the definition of learning disabilities is a much-debated issue. In this article, the effect of not using IQ in the identification of children with reading disabilities is demonstrated. Two classification procedures, differing in their use of IQ, are compared. The first conclusion is that abandoning IQ in classification has a very limited impact on the number of children identified as reading disordered. Our data demonstrate that, if IQ is used, more high IQ children are classified. Another finding pertains to the effect of a restriction of IQ range. The number of children classified as reading disordered is a function of the IQ range.     

佐治亚大学硕士层次小学教师培养方案评析

美国佐治亚大学小学教育专业在全美排名第四,该专业培养小学教师有学士学位、硕士学位、专家型学位、博士学位四个层次。硕士层次的有三个培养方案,具有不同的特点,一个方案招收在职教师,研究生不需要见习与实习,课程门类只有12门,36学分。另外两个培养方案招收没有教师资格证书的本科毕业生,教育见习与实习占15学分,共需要51学分。三个培养方案的特点是重视小学学科内容的学习与研究,相对淡化教育理论与心理学基础理论的学习。     

Predictive validity of the Slosson Intelligence Test with the WISC-R and the WRAT-R level 1

Slosson Intelligence Tests (SITS) administered by school guidance counselors correlated significantly with school psychologist administered WISC-Rs (r=.75). The Slosson IQ correlated significantly higher with the WISC-R Verbal IQ than with the Performance IQ score. The mean Slosson IQ was a statistically significant 4.4 points higher than the mean WISC-R Full Scale IQ (p<.01).