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).     

Selecting gifted children with the Slosson Intelligence Test: 1981 vs. 1961 norms

The Slosson Intelligence Test (SIT) for Children and Adults protocols for 683 gifted students ranging in age from 6 to 12 years were scored using both 1961 and 1981 norms. The average 1981 norm score was 5.17 points lower than the 1961 norm score. The differences increase with the age of the child. Implications for using the SIT for selecting gifted children are discussed.     

Psychological diagnosis of mental retardation in West Germany

This paper describes the development of a test battery for the psychological diagnosis of mentally handicapped children in West Germany, with emphasis on providing diagnostic information relevant to educational programming.     

Race differences on the developmental test of Visual Motor Integration,the Slosson Intelligence Test,and the ABC Inventory

Preschoolers' scores on the Developmental Test of Visual Motor Integration (VMI), the Slosson Intelligence Test (SIT), and the ABC Inventory (ABCI) were analyzed for race and sex differences. Separate ANOVAs revealed no race effect on the VMI, whereas race differences favoring whites were found for the SIT and ABCI. There were no effects for sex on any measure, nor were there any interactions. Results are discussed in terms of the inconsistent findings for race effects in the perceptual-motor literature.     

The Slosson as a predictor of Wide Range Achievement Test performance

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test, using the Slosson Intelligence Test For Children and Adults as the predictor. Ninety-five children referred for psychological evaluations in a five-county area in southeastern Nebraska were given both instruments, and a regression analysis was conducted where the Slosson IQ scores were separately regressed on Reading, Spelling and Arithmetic standard scores from the Wide Range Achievement Test. The results indicated that the Slosson IQ significantly predicts Wide Range standard scores. Derived regression equations are reported.     

动态测验:当代智力测验的新发展

随着心理学和认知科学的进一步发展,人们对智力活动的动态过程有了更深刻的认识,动态测验从一种动态的角度来评价个体的智力,能够弥补传统静态测验的缺陷和不足,这正成为西方当代心理和教育测验研究与应用领域的一大热点。目前国外最有代表性的动态测验有学习潜能评估工具、学习潜能测验、过程学习测验和认知加工测验。     

Schooling and the Norming of Intelligence Test Scores

How does schooling affect the development of intelligence in children? How should the amount of schooling be considered when developing norms for turning intelligence test performance into IQ scores?     

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.     

韦氏智力测验的性能分析

智力测验,又称一般能力测验或普通能力测验。自从1905年由法国医生比奈(A·Binet)和西蒙(T·Simon)编制成最早的智力测验工具——《比奈—西蒙智力测验量表》以来,经多次修订,特别是经美国心理学家推孟(L·M·Terman)等修订后,更     

培智数学课堂教学社区化的实践

数学是一门逻辑思维比较强,内容比较广泛、抽象的学科。智障儿童的思维肤浅．各方面的思维活动大大落后于正常的同龄孩子,对他们来说,学习数学是一件很不容易的事。特别是重度智障学生,经过多年的课堂教学．最简单、最基础的数学知识也很难习得。在教师的千遍万遍教学之下,有些学生好不容易学会的点滴知识却不会运用于现实的生活之中,[第一段]     

Predicting adequacy of parenting by people with mental retardation.

While there has been increased attention placed upon the inadequacy of parenting by persons with mental retardation, such attention does little to increase our understanding of the complexities of parenting. A refocusing of research and intervention efforts is needed to examine the concomitants of adequacy of parenting. What we know about both the inadequacy as well as the adequacy of parenting by persons with mental retardation and the limitations of the information upon which we base these statements is reviewed. New foci are suggested in understanding both adequacy and the inadequacy of parenting by persons with mental retardation.     

Child abuse and neglect: Preventable causes of mental retardation

Retrospective case study analysis was done to determine the number of persons retarded due to child abuse and neglect. Analysis was made of 436 cases of mental retardation diagnosed between 1957 and 1973 by a multiprofessional team in Anchorage, Alaska. Independent analysis was made by the two authors using predetermined criteria of maltreatment and reliability of data. Sixty-five of 436 (14.9) cases had evidence of abuse and neglect prior to identification of their retardation. Higher rates of abuse and neglect were found among native Alaskans (Aleuts, Eskimos, and Indians) than Caucasians. Higher rates of abuse and neglect were found among females than males of the mentally retarded population.Paucity of reported studies of abuse and neglect as causes of mental retardation is discussed. It is concluded that abuse and neglect are preventable, but underappreciated, causes of mental retardation.     

斯-欧非言语智力测验在特殊群体中的应用

斯-欧非言语智力测验是一套以非文字形式测量个体流体智力的测验,包含类比、拼板、归类和连线等多个分测验,可以用于评估特殊群体的智力与认知发展水平.与其他测试听障、学障及智障等特殊群体智力的测验相比,该测验有着独特的优势,其测评内容全面,施测程序新颖,常模精确且易于理解.     

聋童在绘人智能测验中的特征

笔者采用源自美国的、特别适合耳聋儿童的绘人智能测验对聋童进行了测试,旨在了解聋童对人体结构和组成的认识水平,进而了解其空间知觉、方位知觉及手眼协调动作的发育水平,丰富对聋童心理特点的认识。笔者发现：聋童绘人能力的发展遵循着与正常儿童相同的规律。聋童的绘人能力是否与正常儿童处于同一发展水平,尚待进一步的比较研究