Descriptor
| Test Validity | 4 |
| Emotional Response | 2 |
| Personality | 2 |
| Test Reliability | 2 |
| Achievement Need | 1 |
| Age Differences | 1 |
| Blacks | 1 |
| Cognitive Objectives | 1 |
| Cognitive Processes | 1 |
| Comparative Analysis | 1 |
| Conceptual Tempo | 1 |
| More ▼ | |
Source
| Child Development | 4 |
Author
| Bentler, P. M. | 1 |
| Davis, Albert J. | 1 |
| McClain, Janis | 1 |
| Segal, Laura B. | 1 |
| Stipek, Deborah J. | 1 |
| Valeski, Tricia N. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Matching Familiar Figures Test | 1 |
What Works Clearinghouse Rating
Peer reviewedSegal, Laura B.; And Others – Child Development, 1995
Investigated emotional responses to the still-face paradigm in preterm and full-term black infants. Preterm infants spent less time than full-term infants displaying big smiles in one episode, and showed a less pronounced decrease in big smiles in a second episode. Results confirm the robustness of the still-face paradigm. (HTH)
Descriptors: Blacks, Comparative Analysis, Emotional Response, Infant Behavior
Peer reviewedDavis, Albert J. – Child Development, 1971
Findings suggested a reliability problem and raised a question of validity with the use of total response frequencies based on relatively unlimited free responses to the SCST-Form A. (Author)
Descriptors: Cognitive Objectives, Cognitive Processes, Individual Characteristics, Measurement Techniques
Peer reviewedBentler, P. M.; McClain, Janis – Child Development, 1976
The relationship between reflection-impulsivity as assessed by Kagan's Matching Familiar Figures test, and ratings of four personality variables (impulsivity, academic achievement motivation, test anxiety, and extra-version was examined in 68 fifth-grade children. (BRT)
Descriptors: Achievement Need, Conceptual Tempo, Elementary Education, Elementary School Students
Peer reviewedValeski, Tricia N.; Stipek, Deborah J. – Child Development, 2001
The Feelings about School (FAS) measure was used to examine factors associated with kindergartners' and first-graders' feelings about school. Findings provided support for the reliability and validity of the FAS for both groups. Students' feelings about school were associated with their academic skills, especially for first-graders. Relation of…
Descriptors: Age Differences, Emotional Response, Measures (Individuals), Psychometrics
