K-ABC content bias: Comparisons between Mexican American and White children

Content (item) bias on the Mental Processing Scales and the Achievement Scale of the Kaufman Assessment Battery for Children (K-ABC) was investigated with 100 Mexican American and 100 White fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic status (SES) backgrounds. An item-group (partial correlation) method that controlled for age, sex, and ability was used to examine bias. On the Mental Processing Scales, 17 (14%) of 120 items were found to be biased—the strong majority against the Mexican American children. On the Achievement Scale, it was observed that 58 (63%) of 92 K-ABC items were biased—all against the Mexican American sample. This latter finding is discussed in the context of possible differences in learning opportunities (language based, SES based, and school segregation) experienced by the two ethnic groups.     

Using teacher judgment and IQ to estimate reading and mathematics achievement in a remedial-reading program

This study investigated the relative merits of using teacher judgment and the Slosson Full-Range Intelligence Test to estimate the math and reading achievement of students in a summer remedial-reading program. The subjects included children in grades kindergarten through six who were enrolled in the Auburn University Summer Clinic. Components analyses showed that the Slosson Full-Range Intelligence Test recovered substantially more variance from the distributions of the KeyMath-Revised and the Woodcock Reading Mastery Tests-Revised than did teacher judgments. Analysis of variance showed that significant differences between the means of the three tests resulted from the inclusion of students with learning disabilities. Implications of the results are discussed.     

Developmental priority of identity conservation: acceleration of identity and equivalence in normal and moderately retarded children

In an attempt to clarify the chronological relationship between identity and equivalence conservation, normal preschool-aged children (experiment 1) were exposed to brief videotape demonstrations of a model conserving identity and equivalence, identity only, equivalence only, or neither. Subsequent performances indicate that identity was easier to accelerate than equivalence, and training in both identity and equivalence appeared to be most effective in accelerating conservation. Trainable mentally retarded (TMR) children were then exposed to either the identity-equivalence-conserving or control model (experiment 2). This population, which some have argued remains at a preoperational level of functioning, was more likely to conserve identity than equivalence. In addition, conservation in the training group increased following training, though these gains were not maintained over a 3-week retention interval.     

The relay oscillator and related devices

Several arrangements of relay, condenser, and battery can be made to oscillate dependably. The electrical properties of these oscillators, as well as of a number of derivative devices, are here outlined.     

Effectiveness of Four Track Starting Positions on Acceleration

Abstract

Four sprint starting positions—the bunch, medium, elongated, and hyperextended—were compared on mean elapsed times at distances of 10 and 30 yd. Averages of three starts for each of 30 inexperienced college undergraduate males on each type of start were derived from electronically-controlled measures, the times for both distances being recorded from the same start. Statistical analyses indicated significantly lower elapsed times with the hyperextended starting position.     

Establishing workload equivalence: U.S. independent study courses and college residence classes

Abstract

The Learning Council, a corporate interdivisional enterprise, employs distance learning to meet the learning needs of the organization. Specifically, distance learning is used to increase participation in the Johnson &; Johnson tuition reimbursement program, to offer learning opportunities to employees from a variety of sources, and to bring formal university courses on‐site for employees. The Learning Council is continuing to evaluate these programs as the business environment changes. This article reviews these applications of distance learning and lists considerations for other organizations interested in distance education opportunities. The use of distance learning methods facilitates the maintenance of flexibility and responsiveness in providing continuous learning for employees. The use of a combination of various distance learning methods works well, giving the company a “business edge.”