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Can Self-Trained Scorers Reliably Score the Torrance Tests of Creative Thinking?
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Halpin, Gerald; Halpin Glennelle – Psychology in the Schools, 1974
This study attempts to determine the extent of agreement on the Torrance Tests of Creative Thinking scores among independent scorers with no training other than individual study of the scoring guides, and a scorer trained by Torrance. (Author)
Descriptors: Creativity Research, Creativity Tests, Scoring, Statistical Studies
The Effect of Omitting a Limited Number of Subtests on the Full Scale Reliability of the WISC-R
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Piotrowski, Richard J. – Psychology in the Schools, 1976
Changes in the full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. The same procedure was followed with those subtests which independently had the smallest effect in lowering full scale reliability. Cautions were noted concerning the exclusion of subtests. (Author)
Descriptors: Intelligence Tests, Statistical Studies, Test Construction, Test Interpretation
Lessons Learned from Statistical Reform Efforts in Other Disciplines
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Fidler, Fiona; Cumming, Geoff – Psychology in the Schools, 2007
Compelling arguments for reform of statistical practices have been made in many disciplines, in some cases over several decades, but achieving reform has proved difficult. We discuss how reform has progressed--or not progressed--in psychology, medicine, and ecology and describe case studies of attempts by pioneering journal editors to change…
Descriptors: Educational Change, Ecology, Research Reports, Statistical Analysis
Relation Between ITPA Average Deviation and Stanford-Binet Intelligence Scores
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Burns, Edward – Psychology in the Schools, 1976
The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. Results revealed a curvilinear relation between total average deviation and Stanford-Binet intelligence scores. Use of average deviation as an index of…
Descriptors: Intelligence Tests, Learning Disabilities, Measurement Techniques, Preschool Children
The Relationship of the WISC to the Revised ITPA in Emotionally Disturbed Children
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Young, I. Louis; Cormack, Peter H. – Psychology in the Schools, 1974
This study assesses 78 emotionally disturbed children on the Wechsler Intelligence Scale for Children (WISC) and the revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA) to demonstrate the relationship between the two tests and determine which revised ITPA subtest scores best predict the children's WISC Full Scale, Verbal and…
Descriptors: Elementary School Students, Emotional Disturbances, Handicapped Children, Intelligence Quotient
A Comparison of the Peabody Individual Achievement Test, the Metropolitan Achievement Test, and the Otis-Lennon Mental Ability Test
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Davenport, Betty M. – Psychology in the Schools, 1976
In order to clarify the concurrent validity of the Peabody Individual Achievement Test (PIAT) and the Metropolitan Achievement Test (MAT), product-moment correlations were computed for all subscores and total scores for 26 normal-range public school third-grade girls and boys. (Author)
Descriptors: Achievement Tests, Comparative Testing, Elementary Education, Elementary School Students
Prediction of Kindergarten Reading Success from Preschool Report of Parents
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Colligan, Robert C. – Psychology in the Schools, 1976
The Minnesota Child Development Inventory was used to obtain parent observations on 59 children before the start of the kindergarten year. Results indicated that the parent report on a number of variables from the MCDI correlated highly with postkindergarten success in reading. (Author)
Descriptors: Parent Participation, Predictive Validity, Preschool Children, Preschool Education
Tutor and Tutee Characteristics as Predictors of Tutorial Outcomes
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Ehly, Stewart W.; Larsen, Stephen C. – Psychology in the Schools, 1976
A peer tutoring program in spelling was developed to investigate effects of several tutor and tutee characteristics on tutorial outcomes, amount of learning and learning efficiency. Examination of the data reveals only the tutee's pretutorial spelling score was a significant predictor of the amount of learning. (Author)
Descriptors: Elementary School Students, Interaction Process Analysis, Peer Relationship, Peer Teaching
A Meta-Analytic Review of the Effect of Adjunct Pictures on Reading Comprehension.
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Readence, John E.; Moore, David W. – Psychology in the Schools, 1981
Overall findings of this meta-analysis reveal small effects of adjunct pictures on reading comprehension. No advantage was found when traditional v nontraditional text settings were compared. Line drawings seem to facilitate comprehension and color pictures seem to have a greater effect than black and white pictures. (Author)
Descriptors: Age Differences, Elementary Secondary Education, Higher Education, Illustrations