A comparison of three Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised

This study compared the performance of three different Native American groups and a Caucasian group on the Minnesota Percepto-Diagnostic Test-Revised and the Comprehensive Test of Basic Skills. The tests were administered to 40 Navajo, 40 Papago, 40 Hopi, and 40 Caucasian children. All of the children were in regular classrooms and none had been referred for school psychological services. The results, using a one-way analysis of variance, indicated significant differences among the four groups on the MPD-R rotation scores and two of the three configuration scores. When age was controlled, these MPD-R scores remained significant. There were no significant differences among the four groups for achievement. It was also found that the MPD-R was correlated significantly with some of the achievement variables.     

Comparison of the Minnesota Percepto-Diagnostic test-revised and Bender-Gestalt in predicting achievement

This study investigated whether the Minnesota Percepto-Diagnostic Test-Revised (MPD-R) or the Bender-Gestalt (BG) would most accurately predict achievement at the first-, third-, and fifth-grade levels. Both tests were administered to 84 children (28 at each grade level) in a counterbalanced order. Data were analyzed using Pearson product-moment correlations, t tests for significance of difference between dependent correlations, and partial correlations. Results indicated that the MPD-R is a better predictor of achievement than the BG, especially at the first-and fifth-grade levels. At each grade level, the MPD-R scores correlated more highly with more achievement than did the BG.     

The relationship between the Luria-Nebraska neuropsychological battery-children's revision and the Minnesota Percepto-Diagnostic Test with learning disabled students

The Luria-Nebraska Neuropsychological Battery-Children's Revision (LNNB-Children's Revision) and The Minnesota Percepto-Diagnostic Test (MPD) were administered to 40 learning disabled (LD) students. Correlations were run between the scales of the LNNB-Children's Revision and MPD scores across the sample. Coefficients ranged from .07 to .71 for the intercorrelations of the scales of the LNNB-Children's Revision. Low correlations (−.10 to −.27) were found between MPD T scores and the LNNB-Children's Revision Scales, but raw scores from the MPD had somewhat higher correlations with the LNNB (.18 to .65).     

Interscorer reliability of the modified version of the bender-gestalt test for preschool and primary school children

This study extended the reliability research of the Qualitative Scoring System for the Modified Version of the Bender-Gestalt Test (Modified B-G Test). The test was administered to 48 kindergartners and first graders by a licensed psychologist. The 48 test protocols were scored independently by two psychologists using the Qualitative Scoring System. The two sets of scores were significantly correlated. Results indicated that the scoring system for the Modified B-G is highly reliable.     

Comparisons of the IQ and vocabulary scores on Wechsler Preschool and Primary Scale of Intelligence-Revised and Peabody Picture Vocabulary Test-Revised

The Wechsler Preschool and Primary Scale of Intelligence-Revised and the Peabody Picture Vocabulary Test-Revised were administered to 51 preschool, kindergarten, first-grade, and second-grade students. Although 2 of 4 Pearson correlations between these two instruments were statistically significant, they may not be of practical significance.     

Performance of bilingual and monolingual Hispanic children on the Peabody Picture Vocabulary Test-Revised and the McCarthy Perceptual Performance Scale

This study evaluated the receptive vocabulary ability and nonverbal cognitive ability of 20 monolingual (Spanish-speaking) and 11 bilingual (Spanish/English-speaking) Mexican-American preschool children, ages 45 to 65 months. The children obtained significantly lower scores on the Peabody Picture Vocabulary Test-Revised (PPVT-R) than on the Perceptual Performance Scale of the McCarthy Scales of Children's Abilities. On both measures, the bilingual group obtained significantly higher scores than did the monolingual group. The results support prior recommendations that the PPVT-R not be used to estimate the intelligence level of Hispanic children.     

How the University of Minnesota was subverted by litigation

This essay was originally presented as part of the panel, “The University of Minnesota: Issues and Prospects,” at “On the State of Academic Discourse,” the third national conference of the National Association of Scholars, held in Minneapolis, October 18 to 20, 1991.     

A Factor Analysis of the Minnesota Counseling Inventory for Adolescents

Abstract

Considerable attention has been given to the relationship between socio-psychological adjustment In college and scholastic success. However, the results have not been consistent and our knowledge is in an early stage. The present study utilizes peer-ratings of adjustment by student leaders who were familiar with 180 college freshman subjects. The results are consistent with the consensus of earlier studies, which indicate little confidence In either sociability or emotional adjustment as factors In school achievement. The authors suggest that conformity, motivation and organizational effort may be more promising variables.     

The role of sex differences in the referral process as measured by the Peabody Picture Vocabulary Test-Revised and the Wechsler Intelligence Scale for Children-Revised

The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Wechsler Intelligence Scale for Children-Revised (WISC-R) are two tests that are often used in the assessment process for special education referrals. Sex differences apparent in these tests were examined in a sample of Arkansas school children who were first-time referrals for a psychological evaluation. The subjects' PPVT-R standard scores, WISC-R IQ scores, and WISC-R subtest scores were divided into groups according to one-year intervals from ages 6 through 16. A separate 2 × 11 (subjects' sex x subjects' age) analysis of variance was performed for each dependent variable. Results indicated significant sex differences among WISC-R Full Scale, Verbal, and Performance IQs and PPVT-R standard scores (p < .01). Several WISC-R subtests also revealed significant sex differences. Further significant sex differences were indicated at several age groups on each dependent variable, with males consistently scoring higher than females on 87%. of the dependent measures excluding the WISC-R subtest Coding, on which females scored higher. Implications concerning the referral process are discussed.     

美国明尼苏达州数学学业标准的变化

美国的托马斯B·福特汉姆基金会从1998年开始组织专家对美国各州的数学学业标准进行评价.从1998年至今,美国明尼苏达州幼儿园至12年级数学学业标准经历了显著的变化:1998年无资格参加评价,2000年被评为最低等级F,2005年被评为等级D,2007年出版了现行的新标准.研究美国明尼苏达州幼儿园至12年级数学学业标准的变化,探究变化的原因,分析其动态和发展趋势,这对我国基础教育数学课程标准的制定具有重要的借鉴意义.     

美国明尼苏达大学成人校外课程设置特色探析

美国明尼苏达大学的成人校外本科学位课程是一种以终身教育思想为指导,以终身学习者的发展为目标的课程。该课程无论在课程目标、课程结构、课程标准、课程实施方式方面,还是在课程评价方面,都与传统本科学位课程不同,独具特色。     

An Overview of the Minnesota Approach to Research in Moral Development

This article traces the history of the Minnesota approach to moral judgement research. It is claimed that this history can be subdivided into four phases, each one associated with a different goal and theoretical consideration. Attention is also given to the issues motivating the different research goals as well as highlights of the outcomes of this work. It is concluded that the Minnesota approach has been a progressive force in the field, promoting change in both theory and measurement and also serving as a stabilising force by reaffirming Kohlberg's basic view that moral judgements are both cognitive and developmental.