ABSTRACT
Horn's distinction between--fluid intelligence (Gf) and visualization (Gv) was investigated with two Nonverbal Reasoning subtests from the Differential Ability Scales and three Simultaneous Processing subtests from the Kaufman Assessment Battery for Children. The sample comprised a predominantly Euro-American groups of 57 normal boys and girls between the ages of 6 and 12 years. Principal factor analysis yielded clear-cut Gf and Gv dimensions. The Gf factor was composed both of Differential Ability Scales and Kaufman-ABC subtests, suggesting that the construct of simultaneous processing is not merely a measure of Gv, as researchers have hypothesized, but also measures Horn's Gf fluid intelligence to a considerable extent.
Subject(s)
Decision Making , Intelligence Tests , Intelligence , Psychological Theory , Child , Female , Humans , MaleABSTRACT
This study examined the interrater reliability of the measure of written expression in the Peabody Individual Achievement Test-Revised. A sample more diverse in years of education and age than the normed population was used in this study. Fifty subjects from California, comprised of 72% females and 74% Caucasians, and ranging in age from 13 to 46, comprised the sample. Subjects were administered the "box" prompt from the PIAT-R Written Expression subtest (Level II). Interrater reliability for these scores was within the same range as the values provided in the manual once restriction of range was corrected.
Subject(s)
Achievement , Students/psychology , Writing , Adolescent , Adult , California , Educational Measurement/statistics & numerical data , Female , Humans , Male , Middle Aged , PsychometricsABSTRACT
A new short form of the WISC-III was examined with a clinical adolescent sample (N = 30) and the short form estimate of WISC-III Full Scale IQ also served as the criterion for validating two brief cognitive measures, the Kaufman Functional Academic Skills Test (K-FAST) and the K-SNAP. Data supported the brevity of the WISC-III short form and the criterion-related validity of both the K-FAST and and Kaufman Short Neuropsychological Assessment Procedure (K-SNAP).
Subject(s)
Cognition Disorders/diagnosis , Neuropsychological Tests/statistics & numerical data , Patient Admission , Wechsler Scales/statistics & numerical data , Adolescent , Cognition Disorders/psychology , Female , Humans , Intelligence , Male , Psychometrics , Reproducibility of ResultsABSTRACT
Standardization data for the Kaufman Adolescent and Adult Intelligence Test (KAIT) were used to examine white-black and white-Hispanic differences on the Horn-Cattell crystallized and fluid constructs at several age groups across the broad 11- to 94-year span. Samples included 1,547 white, 241 black, and 140 Hispanic persons. Multivariate analyses with educational attainment covaried yielded only one significant finding: the white-black difference on the Crystallized Famous Faces subtest became smaller with increasing age.
Subject(s)
Aging/psychology , Aptitude , Black or African American/psychology , Hispanic or Latino/psychology , Intelligence , White People/psychology , Adolescent , Adult , Aged , Aged, 80 and over , Child , Cross-Cultural Comparison , Female , Humans , Intelligence Tests/statistics & numerical data , Male , Middle Aged , PsychometricsSubject(s)
Intelligence , Learning Disabilities/psychology , Wechsler Scales , Child , Female , Humans , MaleABSTRACT
This review focuses on the phenomenon of reversals: the tendency for children, especially those with reading difficulties, to make errors of orientation ("b-d") or sequencing ("was-saw"). After a brief historical (Orton) and theoretical (Gibson) look at the phenomenon, a variety of studies on reversals is reviewed and evaluated. The first group of studies reviewed and discussed involves neurological and psychological factors associated with reversals, e.g., age, training. The second set of investigations summarizes the literature relating reversals to reading disabilities and to future reading achievement.
Subject(s)
Dyslexia/psychology , Child , Child Development , Child, Preschool , Discrimination Learning , Dominance, Cerebral , Humans , ResearchABSTRACT
Reversal errors made by 203 black and 198 white normal first graders were examined to see if the content of the reversal items affected their performance. Results showed that reversals on items with semantic content correlated very highly with reversals on items with figural content. In addition, each type of reversal item was equally effective as a predictor of end-of-first-grade reading achievement.
Subject(s)
Form Perception , Learning Disabilities/psychology , Pattern Recognition, Visual , Semantics , Child , Child, Preschool , Humans , Psychological Tests , ReadingABSTRACT
Normal children who had established hand dominance, as measured by the McCarthy Scales, were compared on mental and motor variables with youngsters who did not give evidence of dominance. Using the McCarthy normative sample (N = 1,032) as the data source, significant differences in cognitive and motor ability were found for 2(1/2)--4(1/2)-year-olds but not for 5--8(1/2)-year-olds. However, a significant relationship between handedness and right versus left awareness was obtained for the older group.