Relationship between the expressive one-word picture vocabulary test and measures of intelligence,receptive vocabulary,and visual-motor coordination in borderline and mildly retarded children

Analysis of the relationship between the Expressive One-Word Picture Vocabulary Test and Stanford-Binet Intelligence Scale, Peabody Picture Vocabulary Test, Developmental Test of Visual-Motor Integration, and three language subscales within the Stanford-Binet was performed on a sample of preschool children within the borderline and mildly retarded ranges of intelligence. Adequate convergent and discriminant validity indices were found to support tentatively the use of the Expressive One-Word Test as one measure of verbal intelligence with this population.     

Comparison of the peabody picture vocabulary test-revised and the McCarthy screening test

The relationship between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Screening Test (MST) was investigated with a sample of 39 Caucasian children from a semirural, Northeastern Ohio school district. The sample consisted of 23 males and 16 females, whose mean age was 62.3 months. Pearson product moment correlations were obtained between the measures, and correlated t-tests were completed. All of the subtests of the MST, excluding Numerical Memory and Leg Coordination, correlated positively and significantly with the PPVT-R. Discussion regarding the relationship found between the MST and the PPVT-R and that previously found between the McCarthy Scales of Children's Abilities (MSCA) and the PPVT-R is presented.     

Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems

The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children–III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test–3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613–619, 2002.     

Comparisons of the peabody picture vocabulary test and the McCarthy Sclaes of Children's Abilities with a sample of autistic children

The Peabody Picture Vocabulary Test and the McCarthy Scales of Children's Abilities were administered to eight autistic children. A correlated t-test and Pearson product correlations were calculated between the scores of the two tests in a within-subjects desgin. The Peabody correlated significantly with the McCarthy General Cognitive Index, Verbal Scale, perceptual Scale, and Memory Scale. A significant difference between the means of the two tests was found, with the Peabody yielding lower scores. The importance of multiskilled testing for the cognitive assessment of autistic children was discussed.     

Reliability of the peabody picture vocabulary test: A review of 32 selected research studies published between 1965 and 1974

This report is a review of reliability data on the PPVT obtained from 32 research studies published between 1965 and 1974. Much of the research was done on Head Start children. Overall, the median of reliability coefficients reported here (0.72) has remained remarkably close to the original median of 0.77 found in standardizing the test. Unexpectedly, elapsed time between test and retest had only a slight effect on the reliability coefficients. However, as expected, the greater range in ages and ability levels of subjects, the higher were the reliabilities. For average children in the elementary grades, and for retarded people of all ages, PPVT scores remained relatively stable over time and there was close equivalence between alternate forms. Scores were least stable for preschool children, especially from minority groups. Black preschool girls were more variable in their performance on the PPVT than boys, and preschool girls generally were more responsive than boys to play periods conducted before testing was begun. A number of variables associated with examiners and setting affected the scores on the test. As expected, raw scores tended to yield slightly higher reliabilities than MA and considerably higher reliabilities than IQ scores.     

An English vocabulary test for secondary schools

In most subjects of the secondary curriculum there is a specialist vocabulary which is carefully taught as an integral part of learning the subject. However, there is another important set of words which is used during this instruction and which is assumed to be known as a result of general experience in previous years of schooling. This vocabulary test is designed to be sensitive to differences in level of skill of students with the words assumed known in a variety of subject areas.     

Fine-grained auditory discrimination and performance on tests of receptive vocabulary and receptive language

This research investigated the relation between children’s performance on two measures of receptive language and children’s auditory discrimination of consonant-vowel sounds having frequency and temporal acoustic differences. The measures of fine-grained auditory discrimination produced significant multiple regression coefficients against both receptive vocabulary (Peabody Picture Vocabulary Test-Revised) and receptive language (Token Test for Children) scores. Validation analyses conducted by predicting receptive vocabulary and language scores for a new sample of children and relating them to the actual scores led to significant outcomes. It was concluded that fine-grained auditory discrimination is particularly important in the relatively early stages of language learning. The cooperation of the participating children, teachers, principals, and school district administrators is gratefully acknowledged. This research was supported, in part, by a grant from NINCDS (NIH).     

猜单词·学单词

Let's have a test and see how large your vocabulary is!!! I.eddy A.a circular movement of water,wind,dust,mist, smoke,etc. B.a continuously moving mass of liquid or gas,esp. one flowing through slower-moving liquid or gas. C.the way or direction in which anything,esp.water moves.     

论网络词汇及其对现代汉语词汇影响

随着信息时代的来临和网络的广泛普及,网络语言的出现彻底改变了人们的日常交往形式。作为网络语言的核心组成,网络词汇在某种程度上标志着网络文化的特质及独特存在。网络词汇的产生及演变是内外因共同作用的结果,它将在可预见的未来几十年里,对现代汉语词汇的发展产生重要的影响。     

猜单词·学单词(英文)

Let’s have a test and see how large your vocabulary is!!! 1.tranquila.free from anxiety,worry,etc.     

猜单词·学单词(英文)

Let's have a test and see how large your vocabulary is!!! 1.voucher A.a bill for goods received B.a kind of ticket that may be used instead of money for a particular purpose C.a piece of paper to be fixed on something or a mark made with ink on paper,to show that something has been done,paid,bought,sold,given,etc.     

猜单词·学单词(英文)

Let's have a test and see how large your vocabulary is!!!1.scaleA.one of many sharp needle-like parts of someanimalsB.one of the small thin,usu.hard plates of materialwhich cover the bodies of many fish and reptilesC.one of the many parts of the covering which growson a bird's body     

浅谈大学英语词汇学习

本文从学生在大学英语词汇学习中存在的问题和对大学英语词汇学习的建议两个方面讨论了英语词汇的学习,从而给学生提供科学的方法从而提高学习效率。     

The effects of speech production and vocabulary training on different components of spoken language performance

A group of 21 hard-of-hearing and deaf children attending primary school were trained by their teachers on the production of selected consonants and on the meanings of selected words. Speech production, vocabulary knowledge, reading aloud, and speech perception measures were obtained before and after each type of training. The speech production training produced a small but significant improvement in the percentage of consonants correctly produced in words. The vocabulary training improved knowledge of word meanings substantially. Performance on speech perception and reading aloud were significantly improved by both types of training. These results were in accord with the predictions of a mathematical model put forward to describe the relationships between speech perception, speech production, and language measures in children (Paatsch, Blamey, Sarant, Martin, & Bow, 2004). These training data demonstrate that the relationships between the measures are causal. In other words, improvements in speech production and vocabulary performance produced by training will carry over into predictable improvements in speech perception and reading scores. Furthermore, the model will help educators identify the most effective methods of improving receptive and expressive spoken language for individual children who are deaf or hard of hearing.