Computer-adapted PPVT-R: A comparison between standard and modified versions within an elementary school population

The PPVT-R was administered to 112 elementary school children in both computerautomated and standard formats. The comparability of test results was investigated. The automated format consisted of transparent plates placed in front of a computer screen with an Apple IIE computer and keyboard as the response medium. The correlations found between the standard and modified versions were positive, substantial, and acceptable for clinical use. The usefulness of adapted psychological testing with normal and response-limited individuals is discussed.     

A comparison of the PPVT-R and WISC-R with rural children referred for assessment

The present study investigated the relationship between the Revised Peabody Picture Vocabulary Test (PPVT-R) and the WISC-R for a naturally occurring sample of rural children referred for assessment (N = 53). The results indicated that the PPVT-R was highly correlated with WISC-R scale and subtest scores. Examination of a sub-sample of developmentally handicapped students revealed substantial reduction in correlational relationships as a function of reduced sample size and restricted range of general ability. While the PPVT-R was found to underestimate all three WISC-R scale scores, the discrepancy between the PPVT-R standard scores and the WISC-R Performance Scale score was the only statistically significant underestimation. Results are discussed in terms of prior research findings and implications for interpretation.     

Performance of gifted children on the PPVT and PPVT-R

The Peabody Picture Vocabulary Test and the Peabody Picture Vocabulary Test-Revised were compared for 31 gifted children. The sample mean for the PPVT-R was significantly lower than for the PPVT. In addition, the PPVT and PPVT-R correlated to a significant degree, yielding a standard score correlation coefficient of .83.     

Comparison of the PPVT-R and WISC-R: A validation study with second-grade students

The present investigation compared the PPVT-R/WISC-R scores of a “normal” or “nonexceptional population,” as well as whether prior administration of either of these instruments affected scores on the other. Forty public school second-grade students served as subjects and were randomly assigned to one of four groups, with the order of test administrations determined by group assignment: WISC-R/PPVT-R (Form L): WISC-R/PPVT-R (Form M); PPVT-R (Form L)/WISC-R; PPVT-R (Form M)/WISC-R. The results indecate that, as with exceptional populations, normal school children tend to score lower on the PPVT-R than on the WISC-R. Scores from these two tests are moderately correlated, and prior adminstration of one of the instruments does not appear to alter scores on the other. Implications for practice are discussed.     

Effectiveness of the PPVT-R for screening gifted students

The PPVT-R and the WISC-R were administered to a sample of 35 students, grades 1 through 8, who were nominated for possible participation in gifted programming. The correlation between the PPVT-R and Full Scale IQ was .27, which probably was affected by the restricted range of ability assessed. The PPVT-R showed modest incremental effectiveness beyond informal referral procedures in predicting toward a WISC-R criterion score.     

An exploratory investigation to detect cross-cultural differences on the PPVT-R

The Revised Peabody Picture Vocabulary Test (PPVT-R) was administered to 410 nonreferred Australian children to determine if significant cultural differences were apparent on either Form L or M of the revised test. Data indicated that there were differences that, while statistically nonsigniffcant, could lead to inaccurate clinical classification if all the American items and norms were used. It appears that the PPVT-R is not significantly culturally biased towards white, middle-class children from the USA, and may be used in Australia, but with some care. Implications for practitioners are discussed, with suggestions made to overcome the presence of some minor problems due to lack of familiarity of terms used in some items of the PPVT-R.     

Comparison of the K-ABC and PPVT-R with Head Start Chidren

The relationship between the new Kaufman Assessment Battery for Children (K-ABC) and the Revised Peabody Picture Vocabulary Test (PPVT-R) Forms L and M was explored for a sample of 30 predominantly black Head Start children. The highest correlations occurred between the K-ABC Achievement Scale and the PPVT-R. The K-ABC Expressive Vocabulary subtest correlated moderately highly with PPVT-R Form L, while the K-ABC Riddles subtest correlated moderately highly with PPVT-R Form M. Mean standard scores for the K-ABC Scales and subtests ranged from 11 to 20 points higher than those obtained on the PPVT-R. It would not appear redundant to administer the PPVT-R in addition to the K-ABC when one needs a receptive vocabulary measure.     

A comparison of reward and response cost on an academic task

The effects of Response Cost, Reward, and No Consequence conditions in the performance of high and low ability students on an academic task were compared. Response Cost procedures yielded no significant differences in performance from a No Consequence condition for either high or low ability students, while Reward procedures facilitated the performance of low ability students. An examination of the continued use in the schools of grading/ motivational procedures based on Response Cost techniques is suggested.     

Concurrent validity of the PPVT-R with the K-ABC for learning problem children

This study examined the concurrent validity of the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Kaufman Assessment Battery for Children (K-ABC) with 47 students referred for learning difficulties. A comparison of the correlations of each of the criterion measures from the K-ABC global scales showed a more substantial relationship between the PPVT-R standard score and the K-ABC Achievement scale than with other K-ABC scales. In an effort to further examine the relationship between the PPVT-R and the K-ABC, a stepwise multiple regression was calculated, with the standard scores of the K-ABC global scales serving as the predictor variables of the PPVT-R. This analysis indicated that the K-ABC Achievement global scale was the only significant predictor of the PPVT-R. Implications for practitioners were discussed.     

Comparison of the PPVT-R and WISC-R with urban educable mentally retarded students

Comparisons of the revised PPVT (PPVT-R) and the WISC-R were made with 67 EMR students. Significant differences were found between the PPVT-R mean standard scores and Verbal, Performance, and Full Scale IQs. The PPVT-R did not correlate significantly with the WISC-R scales or subtests, suggesting the tests are measuring different abilities.     

Alternate form reliability of the PPVT-R for white and black preschool children

Alternate forms of the PPVT-R were compared for 72 preschool children. Pearson product moment correlation coefficients for whites, blacks, males, females, and for the total sample were significant; values ranged from .74 to .86. Using standard scores for analyses, differences between Form L and Form M mean scores were nonsignificant for whites, males, females, and for the total group. However, for black preschoolers, Form L was apparently more difficult to complete successfully than Form M.     

试比较西洋大小调与其他各类自然音调式

本文根据对西洋大小调与其他各类自然音调式的比较，指出如何正确地分挤西洋大小调与其他各类自然音调式。     

浅谈新课标下高中化学的探究教育模式

本文通过对化学性质的分析,结合新课标的特点,浅析了高中化学教学,提出系列的化学教学方法,从而提高学生化学分析能力。     

精品视频公开课录播模式分析与比较研究

依据教育部下发的《关于开展精品视频公开课选题申报工作的通知》的相关要求,根据授课场地、教师授课风格、课程性质等因素积极探索多种录播方式,并从多个角度对各种录播模式进行分析和比较提出行之有效的课程录播模式。文章提到的具体方法可以有效地应用于实际工作当中,供同行参考。     

Stability of performance on the PPVT-R for three ethnic groups attending a bilingual kindergarten

The degree of temporal stability of the PPVT-R was examined for Native American, Mexican-American, and Anglo-American kindergarten children. In addition, stability was examined for home language groups. The PPVT-R was administerd to 56 kindergarten children in September and May of the school year. Results indicated that strong temporal stability existed over an eight-month period for Native American, Mexican-American, and English-speaking kindergarten students.     

Comparison of the PPVT and PPVT-R for preschool children: Implications for the practitioner

The aim of this study was to compare the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (1965) and the Revised Peabody Picture Vocabulary Test (1981). The sample included 88 preschool children who ranged in age from 2–6 to 5–11. The mean PPVT IQ score was 98.9 (SD = 16.9) and Mental Age was 55.2 months (SD = 20.1 mo.); the mean PPVT-R Standard Score Equivalent was 95.4 (SD = 13.4) and Age Equivalent was 48.5 months (SD = 14.6 mo.). The mean PPVT IQ and Mental Age scores were significantly higher (p < .01) than the respective Standard Scores and Age Equivalents. Implications for the use of the Revised PPVT are discussed.     

A correlational analysis between the PPVT-R and Woodcock-Johnson achievement cluster scores for nonreferred regular education and learning disabled students

Both forms of the PPVT-R, along with the reading, mathematics, and written-language subtests of the Woodcock-Johnson Psycho-Educational Test Battery were administered concurrently and in counterbalanced order to 28 nonreferred regular education and learning disabled students. With the exception of correlations between form M and the reading and written-language subtests for the LD group, values did not reach significance. Alternate form reliability coefficients for the RE and LD groups were .70 and .65, respectively. Mean standard scores for forms L and M were comparable for the RE group, but form L yielded a significantly higher score than M for the LD population.     

Further investigation of comparability of the WISC-R and PPVT-R for children and youth referred for psychological services

Comparisons of the WISC-R and PPVT-R were made with 37 students (25 boys, 12 girls). Pearson product moments (r) and two-tail f-tests were employed in the data analysis. The sample ranged in age from 6-2 to 14-6, with a mean age of 10-1, and SD=2.6. There were no significant differences between the WISC-R IQs and PPVT-R standard scores. The PPVT-R did not correlate significantly with the WISC-R IQ scales.     

Effect of response mode and subject characteristics on learning in programed instruction

60 Ss took a program in one of three ways: writing the answer, “thinking” the answer without writing it, or reading a program with the answers filled in. Results indicated no significant differences among the groups on two measures of amount learned. Low positive correlations were obtained between amount learned and IQ and reading comprehension of the Ss. Percent error on test frames within the program was negatively correlated with adjusted gain scores (r = −0.71). Results were also related to possible pragmatic applications.