Reliability and validity of scores on the Slosson Visual Perceptual Skill Screener

Psychometric characteristics of the Slosson Visual Perceptual Skill Screener were studied using three independent samples of 595 boys and 578 girls ages 5 to 10 years. Adequate characteristics for item selection were indicated by item difficulty (Mdn=.49) and item discrimination (Mdn=.59). Interitem consistency of .93 (n1 = 1,045) was recorded for the total scale, while 30-day test-retest reliability was .80 (n2=55). Convergent validity was estimated using the Bender Visual-Motor Gestalt test (Koppitz developmental scoring system; r = .43, n3=47), the Developmental Test of Visuo-motor Integration, Visual Perception subtest (r =.62, n3 =73), and the Test of Visual Perceptual Skills-Revised-Nonmotor Total Score (r = .63, n2 =59).     

Psychometrics of Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) scores

A sample of 183 medical students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT V2.0). Scores on the test were examined for evidence of reliability and factorial validity. Although Cronbach's alpha for the total scores was adequate (.79), many of the scales had low internal consistency (scale alphas ranged from .34 to .77; median = .48). Previous factor analyses of the MSCEIT are critiqued and the rationale for the current analysis is presented. Both confirmatory and exploratory factor analyses of the MSCEIT item parcels are reported. Pictures and faces items formed separate factors rather than loading on a Perception factor. Emotional Management appeared as a factor, but items from Blends and Facilitation failed to load consistently on any factor, rendering factors for Emotional Understanding and Emotional Facilitation problematic.     

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.     

Spina bifida children's scores on the Wechsler Intelligence Scale for Children.

An analysis of the scores of 58 cases assessed on the WISC suggested there was differential intellectual prognosis according to type of lesion, the presence of hydrocephalus, degree of physical disability and sex, with girls having the poorer outcome.     

Test scores examined with the lexis ratio

The Lexis Ratio is discussed in its application to distributions of test scores where the items of the test can be assumed to be of equal difficulty. The ratio indicates the extent to which inter-individual variation operates as a source of the variance. The concept is related to the Lexis, Bernoulli, and Poisson distributions and illustrated by urn schemata. The Ratio is applied to the scores of 560 university freshmen on theRobinson Reading Test. The relation of the Lexis Ratio to the Kuder-Richardson estimation of reliability is also discussed and the latter authors' case IV is rewritten explicitly in terms of the Ratio.     

Stability of WISC-R scores for a sample of learning disabled children

The study was designed to assess the stability of WISC-R profiles of 36 learning disabled children given the WISC-R two times. The mean time between tests was 2.5 yr. The pattern reported for learning disabled children on Bannatyne's categories was evident for the group at both times, however, this pattern was not found for the majority of subjects. Analysis indicated a decrease over time in Verbal IQs, Full Scale IQs, and Bannatyne's Conceptual category, confirming previous findings. Possible reasons for the changes in scores are discussed.     

Increasing the reliability of Wechsler Intelligence Scale for Children--Third Edition difference scores with reliable component analysis

Wechsler Intelligence Scale for Children--Third Edition index score differences are generally interpreted cautiously, if at all, primarily because of their poor reliability. On the basis of prior analyses with the Wechsler Adult Intelligence Scale--Third Edition (J. C. Caruso & N. Cliff, 1999), it was hypothesized that differences between scores defined by reliable component analysis would have higher reliability than those defined by traditional equal weighting. Differences between the reliable component scores showed substantially higher reliability than equally weighted score differences. The differences between reliable component scores were also substantially more reliable than those derived from the weighted scores suggested by K. C. H. Parker and L. Atkinson (1994). Using the weights provided in this article will allow researchers and practitioners to compute the RCA scores and have the assurance of high reliability with its attractive consequences.     

Stability of masculinity-femininity scores over an eleven-year period

The Gough Femininity Scale was administered to students in an introductory psychology class at an urban community college over an 11-year period. Means for male and female students maintained the same relative difference for the 11 years and were not different from Gough's 1952 standardization sample.     

The Measurement of Adult Intelligence,and the Requisites of a General Intelligence Test

Abstract

The relationships were examined between selected socipdemographic variables and perceptions of well-being among residents 60 years and older of metropolitan and nonmetropolitan areas in the United States. Multiple regression models were used in analyzing data from the 1982–1991 NORC General Social Survey. Such sociodemographic variables as gender, race, marital status, education, financial status, place of residence, religious membership, and religious attendance were independent variables. A composite score of perceptions of well-being was the dependent variable. Race, marital status, education, financial status, religious attendance, and place of residence were important to well-being; gender and religious membership were not significant. The effects of nonmetropolitan living also significantly enhanced perceptions of well-being. Other facets of mental health in metropolitan and nonmetropolitan areas were also examined.     

Predictive validity of the Fagan Test of Infant Intelligence

The participants were 78 healthy infants aged 27, 29, 39 or 52 weeks who were tested for visual recognition memory (novelty preference) with the Fagan Test of Infant Intelligence (FTII) and on the Bayley Scales of Infant Development (BSID). Internal consistency of novelty preference from FTII was poor and test‐retest reliabilities between 27/29 weeks, 29/39 weeks and 39/52 weeks were low and non‐significant. Infants were followed up 1 year later and again at 2 years of age. Correlations between BSID and FTII scores were generally low and non‐significant and, with one exception, FTII did not predict later mental outcome. The FTII score at 52 weeks correlated significantly with the Mental Development Index from BSID (1993 edition) at 2 years of age but not with Stanford‐Binet scores. This correlation coefficient indicated that the Fagan test might account for up to 24% of the shared variance in later outcomes. Nonetheless, the present study suggested that the clinical utility of the current FTII, as a screening device with infants at risk for slower intellectual development, is limited, because of low sensitivity, which did not exceed 37.5%.     

Comparison of the Test of Nonverbal Intelligence and Wechsler Intelligence Scale for children--revised in rural Native American and white children

The Test of Nonverbal Intelligence (TONI) and Wechsler Intelligence Scale for Children--Revised (WISC--R) were administered to 46 Native American and white students who were suspected by their classroom teachers of having learning handicaps. Pearson correlations between these sets of IQs ranged from .42 (TONI and WISC--R Performance) to .89 (WISC--R Verbal and Full Scale).     

斯-欧非言语智力测验评介

斯-欧非言语智力测验1943年由荷兰女学者Snijders-Oomen编制,经多次修订后出现多个版本,目前应用最广、最新和最具代表性的是SON-R 5.5-17和SON-R 6-40两个版本。前者包含归类、拼板、隐蔽图形、连线、情境、类比和故事七个分测验,考查5.5岁到17岁人群的抽象推理、具体推理、空间、知觉四种能力。后者选取了类比、拼板、归类和连线四个分测验组成,测查6岁到40岁人群的智力。研究表明,该测验内部一致性信度、概化系数和效度均达到了心理测量学质量要求。该测验有言语指导和非言语指导两套指导语,施测使用了适应性程序,并给被试提供反馈,具有认知诊断功能,适用于测量正常和特殊群体的智力,也可用于研究文化因素对智力的影响和智力测验的公平性等问题。     

Correlation for scores on Revised Test of Visual-Motor Integration and Copying Test in a South African sample

A statistically significant correlation of 0.618 was obtained between scores from 62 preschool children on the Revised Developmental Test of Visual-Motor Integration and the Copying Test. Merely 38% of Copying Test variance was associated with changes in Test of Visual-Motor Integration variance, so in practice these tests should not be substituted for one another.