Psychometric data on the Group Embedded Figures Test for a sample of adult learners

The Group Embedded Figures Test (GEFT) was administered to 70 teachers taking a counseling course. Distribution characteristics, reliability, internal consistency, and sex differences are presented.     

Cross-cultural aspect of the Group Embedded Figures Test: norms for Turkish eighth graders

The Group Embedded Figures Test was administered to 206 Turkish (123 boys versus 83 girls) eighth grade students. Distribution characteristics, item analysis, reliability, and internal consistency are presented. No sex differences on subsections or the full scale were found. Socioeconomic status as indicated by parental education was significantly associated with the cognitive style scores of the students. Subjects whose fathers had a higher education outperformed those whose fathers had less education. No significant differences in students' means were found among groups whose mothers had low, middle, and high education. The Turkish sample showed the same performance as a 5th grade American sample, and Canadian 8th graders outperformed the Turkish participants. The practice effects are also discussed.     

Structure of Witkin's Embedded Figures Test

A number of reports have indicated that Witkin's Embedded Figures Test correlates with performance on standard intelligence tests. This finding was replicated in a recent factor analytic study when the test loaded substantially on a factor best representing the performance subtests of the Wechsler Adult Intelligence Scale (WAIS). However, the embedded figures also loaded on an uncorrelated factor, in addition to those normally associated with WAIS, which would relate well to Witkin's conception of psychological differentiation. These loadings on two uncorrelated factors suggested that the factorial structure of the Embedded Figures Test should be examined. An item analysis indicated a bi-factorial structure and, as presently constituted, the scale will provide misleading and ambiguous information.     

Construct validity of the Bruininks-Oseretsky Test of Motor Proficiency-short form for a sample of Greek preschool and primary school children

The construct validity of the short form of the Bruininks-Oseretsky Test of Motor Proficiency for the assessment of gross and fine motor skills was assessed in 377 nondisabled Greek preschool and primary school children (age range 5 yr. to 8:3 mo.) from urban areas of northern Greece. Analysis showed the three factors accounted for 54.1% of the total score variance, agreeing with the earlier findings. Moreover, the item scores had statistically significant relationships with the total short-form score, except for that of copying a circle with the preferred hand. This latter item was also the only one with a small effect size. Age confirmed a statistically significant effect on the scores of the half items of the test battery, also an earlier finding. This test seemed to be a valid test of motor proficiency in normal Greek preschool and primary school children.     

Reliability of the Matching Familiar Figures Test scores of learning disabled children.

The reliability of the Matching Familiar Figures Test with impulsive learning disabled boys was investigated. 20 children were tested in two sessions separated by a 2-mo. period. Significant correlations for response time and errors scores indicated a high level of stability over time. Educational implications were discussed.     

Sex differences in Group Embedded Figures Test performance in relation to sex-role,state and trait anxiety

The Group Embedded Figures Test of field dependence (GEFT) was administered to first-year psychology students who were then assigned to four sex-role classes depending on whether or not they exceeded median masculinity and femininity scores on the Bem Sex-Role Inventory. Males achieved significantly higher GEFT scores but there were no significant sex-role effects. In a second study, other students were assigned to field dependent (DEP) and independent (INDEP) groups according to whether or not they exceeded the median GEFT performance for each sex. Between-group comparisons were then made of scores on the state and trait scales of the State-Trait Anxiety Inventory. In neither case was there a significant difference between the DEP and INDEP groups. However, for males only, there was a significant negative correlation between state and GEFT scores as well as a significant positive correlation between the two anxiety scales. Although the latter results suggested a sex difference in how the GEFT demands are perceived, it was concluded that neither sex-role nor state or trait anxiety could adequately account for consistently better male GEFT performance.     

Reliability and validity of the Revised Children's Manifest Anxiety Scale in a French-Canadian sample

The aim of this study was to examine the reliability and validity of a French version of the Revised Children's Manifest Anxiety Scale (RCMAS). A sample of 2,666 school-age French-Canadian children completed the questionnaire. With regard to factor structure, the 5-factor model found in U.S. normative samples was confirmed. The internal consistency of the 5 scales and of the 2 global scales was good to excellent. Test-retest reliabilities after a 6-month period were also similar to those of the original version. Finally, the concurrent validity, assessed by a correlation with the State-Trait Anxiety Inventory for Children, was also found to be good. Results of the present study show that the French version of the RCMAS is a good instrument to assess anxiety in children.     

Reliability and validity of a measure of emotional intelligence in an Iranian sample

The purpose of this study was to investigate the reliability and validity of the Mayer-Salovey-Caruso Emotional Intelligence Test, Version 2.0, in the Iranian culture. The sample included 353 students (168 male, 185 female) from senior high schools in Shiraz, ranging in age between 16 and 18 years (M=17.1), SD=.5), and 394 students (113 male, 281 female) from Shiraz University, ranging in age between 19 and 25 years (M=21.3, SD= 1.7). The subscale-total score correlations were in the upper fifties. Cronbach coefficient alpha was .86 for the full score and ranged from .58 to .86 for the 4 subscales of the test. The factor analysis supported 1- and 2-factor solutions of the emotional intelligence domain. The results generally supported the reliability of the test at the total score level for research in the Iranian culture.     

Reliability and validity of rorschach aggression variables with a sample of adjudicated adolescents

In this investigation, we assessed the reliability and validity of 5 Rorschach aggression variables (AG, A1, A2, AgC, and AgPast) in a sample of adjudicated, mostly conduct-disordered adolescents (N = 150). More specifically, we assessed the interrelationships of Rorschach aggression variables using correlational analyses and factor analysis and assessed the relationships between Rorschach variables and a measure of aggressive potential (the Manifest Aggression scale from the Jesness Inventory; Jesness, 1996) as well as a measure of real-world aggression/violence (the Violence Rating Scale-Revised [VRS-R]; Young, Justice, & Erdberg, 1997). Two of Gacono and Meloy's (1994) Rorschach aggression variables were dropped from the study (AgPot and SM) due to a low frequency of occurrence. All 5 of the remaining Rorschach aggression variables and the VRS-R were rated reliably, and factor analysis of the Rorschach variables revealed 2 distinct factors accounting for 71% of the total variance. Only the AgC variable concurrently predicted aggressive potential and aggressive/violent behavior. Results lend further support for the inclusion of AgC in the Comprehensive System's (Exner, 1993) list of Special Scores.     

The validity of form F of the Matching Familiar Figures Test with kindergarten children

Egeland and Weinberg's contention that form F of the Matching Familiar Figures Test is inappropriate for kindergarten children was examined. White, middle-class, suburban kindergarten children were given form F of the Matching Familiar Figures Test, as well as a series of tests varying in degree of response uncertainty. It was hypothesized that tasks identified as high in response uncertainty would be the best predictors of norm-referenced composite reflection-impulsivity scores. Stepwise multiple regression analysis supported this hypothesis. The results were interpreted as supporting the construct validity of the Matching Familiar Figures Test as an index of reflection-impulsivity among kindergarten children.     

Reliability and validity of the self‐perception profile for adolescents: An Australian sample

In this study, we explored the psychometric properties and factorial validity of Harter's Self‐Perception Profile for Adolescents (SPPA) with an Australian sample drawn from the Raine study 14‐year follow‐up. Participants, boys (n = 795) and girls (n = 758) from Grades 8, 9, and 10, completed the SPPA. Cronbach's alpha showed good internal reliabilities for seven of the eight subscales and global self‐worth. Boys had significantly higher athletic (p < .001), physical appearance (p < .001), and romantic (p < .05) self‐perceptions, while the girls perceived significantly higher behavioural conduct (p < .001) and close friendships (p < .001). Exploratory factor analysis yielded similar factors to those reported by Harter with North American adolescents, although cross loadings resulted in one additional factor. Our findings generally supported Harter's conceptualisation of the self as a multidimensional construct, and with minor modifications, the use of the SPPA with Australian adolescents.     

Reliability of the Frostig Test of visual perception in a South African sample

The Marianne Frostig Developmental Test of Visual Perception was administered to 31 preschool children (19 boys and 12 girls) whose mean age was 68 mo. An item analysis showed that 52% of the test items satisfied the requirements with regard to degree of difficulty and discrimination. KR-20 reliability coefficients varied between 0.31 and 0.58 for the different subtests, with r=0.72 for the full scale.     

Embedded Figures Test compared with clinical tests of abstraction and memory in intellectual impairment

Results on a batter of memory and concept formation tests were compared with performance on the Embedded Figures Test (EFT) and the Visual Gestalts Test for 50 psychiatric patients with intellectual impairment (35 males and 15 females, aged 25–69 years). The EFT only correlated with the concept formation tests and the Visual Gestalts Test. Furthermore, an interrelationship between the EFT results and the degree of intellectual impairment was found. Also, the patients' performance on the EFT was significantly impairment was found. Also, the patients' performance on the EFT was significantly poorer than that of normal individuals. Thus it was concluded that the EFT should be considered as a visuo-spatial test of abstraction, sensitive to intellectual impairment.     

Reliability and validity of a DSM-IV based ADHD screener.

The Diagnostic Rating Scale (DRS) was completed by the parents and teachers of 82 children referred for clinical evaluations, 73 referred children seen twice, and 218 non-referred children from the community. The DRS, which uses a categorical rather than a dimensional rating approach, was 70% to 90% sensitive to diagnoses of Attention Deficit/Hyperactivity Disorder (ADHD) made by blind clinical teams. In research and clinical applications, the DRS could improve screening efficiency, especially in situations where it would be desirable to exclude all children who might have ADHD or identify all children with Hyperactive-Impulsive symptoms. Because of its objectivity and consistency with the Diagnostic and Statistical Manual (DSM)-IV criteria, the DRS could facilitate comparison of participant samples across studies.