Reflection-impulsivity and academic attainment in emotionally disturbed children

Sixty-five emotionally disturbed children were administered the Matching Familiar Figures Test (MFF) and standard achievement tests. Significant correlations were obtained between MFF errors and achievement and Mental Age (MA) but not between MFF latencies and achievement and MA. Fifteen impulsive and fifteen reflective children, matched on MA and not differing on Chronological Age (CA), did not differ on their levels of academic achievement. However, the reflective group was found to be two grades above the impulsive group in actual grade placement. Results are discussed in terms of possible behavioral differences and their consequences for the individual.     

Word list memory predicts everyday function and problem-solving in the elderly: results from the ACTIVE cognitive intervention trial

Data from the Advanced Cognitive Training for Independent and Vital Elderly (ACTIVE) trial (N = 2,802) were analyzed to examine whether word list learning predicts future everyday functioning. Using stepwise random effects modeling, measures from the modified administrations of the Hopkins Verbal Learning Test (HVLT) and the Auditory Verbal Learning Test (AVLT) were independently predictive of everyday IADL functioning, problem-solving, and psychomotor speed. Associations between memory scores and everyday functioning outcomes remained significant across follow-up intervals spanning 5 years. HVLT total recall score was consistently the strongest predictor of each functional outcome. Results suggest that verbal memory measures are uniquely associated with both current and future functioning and that specific verbal memory tests like the HVLT and AVLT have important clinical utility in predicting future functional ability among older adults.     

Prediction of fine motor skills of children having language and speech disorders

Relationships between the fine motor skills and linguistic abilities of 37 developmentally delayed children, ages 5 to 9 yr., were studied using a battery of expressive and receptive language tests, a measure of fine motor performance, a dichotic listening test, and individual intelligence tests. While IQs and MAs were not related to fine motor skills, both expressive and receptive language test scores showed moderate to moderately high correlations, the highest single relationship being the Test for the Auditory Comprehension of Language. In concert with CAs, a dichotic right-ear test score, the Auditory Comprehension Test, predicted fine motor-skill indices substantially; R = .80. Strong relationships appear between linguistic and fine motor skills in an age group not previously investigated and at higher levels than reported in studies of infants and very young children. Dichotic results were abnormal in a majority of the children.     

Validation of intelligence and mechanical aptitude tests in selecting employees for manufacturing jobs

One hundred ninety-three manufacturing employees who produce electro-mechanical components participated in a concurrent criterion-related validity study. The employees were administered three tests: The Bennett Mechanical Comprehension Test (Form S); The Flanagan Aptitude Classification Test-Mechanics; and the Thurstone Test of Mental Alertness (Form A). Job performance was measured by a supervisor rating of fifteen job dimensions, assessed at two points in time separated by 60 days. Correlational and multiple regression analyses were used to assess the relationship between test scores and job performance ratings. The results revealed that the Bennett Mechanical Comprehension test was the best single predictor of job performance (uncorrectedr =.38), and the incremental gain in predictability from additional tests was not significant. The results were discussed in the context of the changing nature of manufacturing jobs and the inadequacy of conventional mechanical aptitude tests to be sensitive to these changes.     

Relationship between intelligence and vocabulary

This study explored the correlations of scores on the Wechsler Intelligence Scale for Children-III in screening language problems and scores on the three Comprehensive Receptive and Expressive Vocabulary Test subscales. Participants were 243 students ages 6 to 17 years in Grades K-11 who were identified as learning disabled, learning disabled with speech impairment, mentally retarded, and speech impaired. Analysis indicated strong correlations between the two measures, particularly between the CREVT General Vocabulary and WISC-III Verbal IQ (r = .80), WISC-III Verbal Comprehension Index (r =.83), and the Vocabulary subtest (r =.76). These results held across the grades. Supporting earlier studies of relationships of Verbal IQ and Receptive Vocabulary, correlations were lower between participants in Grades K through 2 than those in higher grades on the WISC-III Verbal IQ and the Receptive Vocabulary subtest. An analysis of the accuracy of the WISC-III for classifying students with language problems indicated improvement in classification over chance. These findings suggest that the WISC-III may be an effective screen for language problems.     

Concurrent validity of the WISC-R factor scores

This study investigated the efficacy of predicting academic achievement as measured by the Wide Range Achievement Test using the factor scores of the Wechsler Intelligence Scale for Children-Revised as potential predictors. Both instruments were administered to 200 school children referred for psychological evaluations. Factor scores for the WISC-R were computed according to equations provided by Gutkin (1978). These factor scores then were regressed in a stepwise manner on the Reading, Spelling, and Arithmetic standard scores from the Wide Range Achievement Test. Stepwise regressions also were performed using the traditional Verbal and Performance IQs as the potential predictors. A comparison was made between the results obtained by use of the factors or the more common scores. The results indicated that the Freedom From Distractibility factor score significantly aided in the prediction of Reading and Spelling achievement and was of primary importance in predicting Arithmetic achievement. When the stepwise results using the different scores were contrasted, the factor scores accounted for appreaciably more variance in Arithmetic than did the traditional Verbal and Performance IQs. Derived regression equations are reported along with a discussion of the interpretability of the Freedom From Distractibility factor.     

Emotionality as a moderator of cognitive style on the Matching Familiar Figures Test in adults

This study examined whether an emotional temperament moderated scores on the Matching Familiar Figures Test (MFFT) in adults. It was predicted that people who were high in fear would score in the impulsive and reflective quadrants of the MFFT, and those who were low in fear would score in the other two quadrants of the MFFT. Eighty-five college students completed the EASI Temperament Survey and later the MFFT. The results supported the prediction. Relative to others, subjects who scored in the impulsive and reflective quadrants of the MFFT also scored significantly higher on the Fear subscale of the EASI Temperament Survey. Implications for the role of fear in interpreting scores on the MFFT were drawn.     

Emotionality as a Moderator of Cognitive Style on the Matching Familiar Figures Test in Adults

This study examined whether an emotional temperament moderated scores on the Matching Familiar Figures Test (MFFT) in adults. It was predicted that people who were high in fear would score in the impulsive and reflective quadrants of the MFFT, and those who were low in fear would score in the other two quadrants of the MFFT. Eighty-five college students completed the EASI Temperament Survey and later the MFFT. The results supported the prediction. Relative to others, subjects who scored in the impulsive and reflective quadrants of the MFFT also scored significantly higher on the Fear subscale of the EASI Temperament Survey. Implications for the role of fear in interpreting scores on the MFFT were drawn.     

Correlations for the Stroop Color and Word Test with measures of reading and language achievement

The present investigation examined the relationships for scores on the Stroop Color and Word Test with measures of reading and language achievement within an adult population. The Stroop Color and Word Test, Nelson-Denny Reading Test, Woodcock-Johnson Psycho-Educational Battery-Revised, and Wide Range Achievement Test-3 were administered to 99 men ranging in age from 18 to 27 years. Pearson product-moment correlations indicated that the Stroop Word task was positively associated with scores on the WRAT-3 Spelling task, the Woodcock-Johnson Basic and Broad Reading tasks, and the Nelson-Denny Rcading Rate and Comprehension tasks. These and other significant relationships were discussed in terms of possible implications regarding the assessment of reading achievement.     

Predicting Academic Achievement with the High School Placement Test

The study reported here investigated the use of the High School Placement Test as a predictor of 9th grade academic achievement as measured by school grades. The sample was composed of 3,194 boys who were enrolled in an academic curriculum at 1 of the 10 randomly selected Diocesan high schools in Philadelphia. A multiple regression analysis and a canonical correlation analysis were performed using the subtest scores of the High School Placement Test as independent variables, and final 9th grade average, grades in English, social studies, Latin, general science, and algebra as the dependent variables. It was found that the Composite score of the High School Placement Test individually would have been as useful a predictor of final grades as either of the empirically determined predictor composites computed in performing the multiple regression analysis and the canonical correlation analysis.     

Longitudinal Predictive Validity of a Learning Potential Test

The aim of this article is to provide empirical psychometric evidence of the (longitudinal) predictive validity of a learning potential measure—the Learning Potential Computerised Adaptive Test (LPCAT)—in comparison with standard static tests with school aggregate results as the criterion measure. Participants were 79 boys (mean age 12.44, SD = 0.44) and 72 girls (mean age 11.18, SD = 0.42) attending two private schools. Correlation and regression analyses were used to evaluate the predictive validity of the learning potential and standard test scores for school aggregate academic results as criterion measure. Results indicate that learning potential scores were statistically significant predictors of aggregate academic results and provided results that were comparable to those of the standard test results—providing empirical support for the use of learning potential tests in mainstream educational settings.     

The use of the peabody picture vocabulary test with emotionally disturbed adolescents

The validity and reliability for the Peabody Picture Vocabulary Test (PPVT) was estimated with 52 nonpsychotic emotionally disturbed adolescents. Approximately 6 months after an initial administration of the PPVT and the Peabody Individual Achievement Test (PIAT), all children were retested. Significant increases in PPVT IQ and PIAT reading comprehension scores were found upon readministration. The internal consistency estimate for the initial PPVT administration showed considerable consistency in responding. A modest temporal stability estimate indicated a fair amount of fluctuation in scores over time. Concurrent validity coefficients for the PPVT indicated moderate to dependable relationships with PIAT subtests. Predictive validity estimates for the PPVT suggested moderate relationships with future achievement, accounting for some 26% of the variability in total achievement.     

Construction and validation of a japanese adaptation of the test anxiety inventory

This study describes the construction and validation of a Japanese adaptation of Spielberger's (1980) Test Anxiety Inventory (TAI) and presents evidence of the reliability and validity of this new instrument. The items for the Japanese TAI (TAI-J) were selected on the basis of content validity and itemremainder correlations, which were .40 or higher for both sexes. Alpha reliability coefficients for the TAI-J Total scores were .90 or higher for both high school and college students; test-retest stability over a three-week interval was .89. Mean TAI-J Total scores for Japanese high school females were significantly higher than those of Japanese college students, whose scores were slightly lower than those reported for American undergraduates. TAI-J Total scores correlated .72 with a Japanese trait anxiety measure. Significant negative correlations were found between TAI-J Total scores and measures of academic achievement. Implications of these results for the measurement of test anxiety in Japanese students are discussed from a cross-cultural perspective.     

Measures of concurrent validity and alternate-form reliability of the Test of Nonverbal Intelligence

The subjects, 60 undergraduate students, were administered the Test of Nonverbal Intelligence (TONI) individually. The Shipley Institute of Living Scale was administered in small groups. A Pearson correlation of .56 was obtained for TONI Quotients, Forms A and B. TONI Quotients, Forms A and B, correlated with Shipley estimated WAIS--R IQ .50 and .46, respectively, and correlated to .71 and .64, with Shipley Total T scores, .52 and .44, respectively (corrected to .71 and .61), with Shipley Abstraction T scores, .51 and .42, respectively (corrected, .63 and .52), and with Shipley Vocabulary T scores .26 and .32, respectively (corrected to .63 and .52). TONI scores seem more closely related to Shipley Total and Abstraction scores than to Shipley Vocabulary.     

The relationship between intelligence,working memory,academic self-esteem,and academic achievement

Academic achievement is crucial for life and long-term outcomes. The aim of the present study is to examine the joint role of cognitive (intelligence and working memory) and non-cognitive (academic self-esteem) factors in predicting academic achievement (mathematics and reading literacy) in a sample of Italian sixth and eighth graders. The results showed that within the cognitive factors considered, intelligence was the best predictor of achievement. As regards to non-cognitive factors, academic self-esteem was effective at predicting achievement after controlling for cognitive measures. Academic self-esteem was also found to have an indirect effect, mediated by intelligence, on academic achievement. Both theoretical and practical implications of the present results are discussed.     

Test anxiety in elementary school and junior high school students in japan

This study describes the sex difference, developmental trends of a modified Japanese version of the Test Anxiety Scale for Children (TASC, Sarason, Davidson, Frederick, & Waite, 1960) and presents evidence of negative effects of test anxiety on academic achievement. It was found that (a) the mean TASC scores for girls were found to be higher than boys across grades; (b) the developmental trends of anxiety scores showed the inversed V curves with the peak of 4th grades in elementary school, but in junior high school the curves were V shaped. Those results were explained in reference with selfdefensiveness, learning of anxiety, resistance to anxiety, and acquisition of self-concept; (c) the test anxiety was shown to have a negative effect on both academic achievement and intelligence test scores. Furthermore, it was to be also found in teacher-made tests that higher test anxiety students were inferior to lower in all the school subjects.     

Reliability and validity of scores on the Slosson Auditory Perception Skills Screener

Psychometric characteristics of the Slosson Auditory Perception Skills Screener were studied using three independent samples of boys and girls ages 5-10 years (N= 1,170). Internal consistency of scores ranged from .83 to .90 for the total scale, while 30-day test-retest reliability was .82 (n=58). A convergent validity coefficient between the Slosson Auditory Perception Skills Screener and Test of Auditory Perceptual Skills-Revised Total Score was .59 (n=67, p<.05). Thus, scores derived from administration of the Slosson Auditory Perception Skills Screener had adequate internal consistency and temporal stability, as well as good convergent validity.     

Factor and subtest discrepancies on the differential ability scales: examining prevalence and validity in predicting academic achievement

Past literature has largely ignored the population frequency of multivariate factor and subtest score discrepancies. Another limitation has been that statistical models imperfectly model the clinical assessment process, whereby significant discrepancies between both factors and subtests are included in predictions about an individual's academic achievement. The present study examined these issues using a nationally representative sample (N = 1,185) completing the Differential Ability Scales. Results indicate that approximately 80% of children in a nonreferred sample show at least one statistically significant ability discrepancy. In addition, the global estimate of cognitive ability was the most parsimonious predictor of academic achievement, whereas information about ability discrepancies did not significantly improve prediction. Findings suggest that when predicting academic achievement, there is little value in interpreting cognitive scores beyond the global ability estimate.     

Comparison between Gorham's Proverbs Test and the revised Shipley Institute of Living Scale for a black population

A total of 278 black women (183) and men (95) were administered the Gorham's Proverbs Test and the Shipley Institute of Living Scale (revised). This study compared Abstract scores on the Gorham's Proverbs Test with Vocabulary and Abstract scores on the Shipley Institute of Living Scale. The two tests were remarkably similar in terms of score distributions and susceptibility to the effects of age, perceived socioeconomic level during childhood, education, and perceived quality of education. Analysis also showed that abstract reasoning, as measured by these tests, is not free from the effects of vocabulary skills. Mean scores on both tests were within the range of mean scores previously reported in the literature.     

I. Validity of WISC-R factor scores in predicting achievement and attention for four sociocultural groups

The predictive validity of WISC-R factor scores was examined with samples from the four sociocultural groups of Anglo, Black, Chicano, and native American Papago. The Full Scale IQ and Verbal Comprehension (VC) factor scores were significantly better predictors of achievement as measured by teacher ratings and the Metropolitan Achievement Test. The Perceptual Organization and Freedom from Distractibility (FD) factor scores were also significantly related to achievement, but at a lower level than Full Scale and VC. The correlations of the WISC-R and achievement measures were nearly the same for three of the four groups (exception was native American Papago). The relationship of the FD factor score to ratings of attention was statistically significant, but relatively low. Cautions in interpreting FD as a measure of attention were recommended due to overlap of distributions and low proportion of variance in attention accounted for by FD.