Evaluation of classification skills of 88 unimpaired children (grades K, 2, 4, and 6) were evaluated using the Iconic-Symbolic test (IS) of the Muma Assessment Program and follow-up interviews. Results found little relationship between the rationales the children reported using and the classification criteria presumed by the IS procedure. (DB)

The study evaluated the effect of art therapy on the development of basic academic concepts with 84 handicapped children (ages 7 to 11 years). The children were given the Silver Test of Cognitive and Creative Skills which uses drawing tasks to assess the child's understanding of the concept of a class or group of objects, the concept of space, and…

Study results give strong support to the existence of successive and simultaneous processing dimensions in 77 normal school-age children in grades K-6 and can be interpreted as an independent cross-validation of the model proposed by Das and his colleagues. (Author/CM)

Second- and third-graders (N=94) from a suburban New Jersey school who had taken the Boehm test of Basic Concepts as kindergartners were given the Stanford Achievement Test, Form W. The obtained grade scores in each subject area were then correlated with the Boehm Test scores. (Author)

Tests can identify the strengths and weaknesses of the child, not only in terms of right and wrong answers, but also in terms of how and why the child succeeds or fails to meet significant mathematical standards. (JD)

Analyzed the Weigl-Goldstein-Scheerer Color-Form Test using a sample of Danish children. Distinguished three dimensions: configuration of sorting, verbalization of the sorting principle, and the flexibility of switching sorting principle. The three dimensions proved themselves to constitute the a-priori-defined gradients. Results indicated a…

The study involving 54 children (10 to 15 years old) was concerned with identification of conceptual functioning as an avenue of differentiating between auditory processing problems and primary ego development difficulties within the context of appropriate instructional/remediation strategies. (Author/SBH)

The study was undertaken to determine the possibility of a relationship between the selected traits of cognitive ability, conceptual development, emotional maturity, and perceptual-motor development in disadvantaged kindergarten children, since the knowledge of the relationship between traits might make it possible to strengthen a child's…

The investigation's purpose was to revise E. Hill's test for assessing the development of spatial concepts among visually impaired children, "Concepts Involved in Body Position and Space;" establish the test's validity and reliability; and collect normative data. (Author)

The purpose of this study was to develop and validate two hierarchically related measures of concept generalizability. The two concepts were "Insect" and "Animal." The tests were organized in a novel format consisting of three degrees of stimulus complexity. The three degrees of complexity contained sets of pictures of each…

The Goldstein-Scheerer Tests of Abstract and Concrete Thinking are reviewed. This evaluative summary supplements several reviews in the Mental Measurements Yearbook series. The Goldstein-Scheerer tests are used by clinicians and researchers to distinguish normal individuals (those able to engage in two qualitatively different levels of cognitive…