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Relevant bibliographies by topics / Bender-Gestalt Test

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Academic literature on the topic 'Bender-Gestalt Test'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Bender-Gestalt Test"

1

Murray, John B. "New Studies of Adults' Responses to the Bender Gestalt." Psychological Reports 88, no. 1 (February 2001): 68–74. http://dx.doi.org/10.2466/pr0.2001.88.1.68.

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The Bender-Gestalt test originated in 1936 with Lauretta Bender for evaluating perceptual and motor development of children 4 to 11 yr. old. Koppitz (1964) developed a scoring system for the test. Lacks (1984) contributed normative data for testing adults. Seven studies since Lacks' which have contributed to normative data of adults' responses to the Bender-Gestalt are reviewed here.

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Chan, Po Wah. "Relationship of Visual Motor Development and Academic Performance of Young Children in Hong Kong Assessed on the Bender-Gestalt Test." Perceptual and Motor Skills 90, no. 1 (February 2000): 209–14. http://dx.doi.org/10.2466/pms.2000.90.1.209.

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This study compared the Qualitative Scoring System for the Modified Version of the Bender-Gestalt test and the Developmental Scoring System for the Bender-Gestalt test in predicting performance on the Standardized Attainment Test of young children in Hong Kong. The study was done in two phases. First, 748 middle class children ages 4 to 8 years from 6 kindergartens and 6 primary schools were given the Bender-Gestalt test individually in kindergarten and in groups for older children, respectively. Both scoring systems were used to measure the children's visual motor development. Second, among the participants' protocols, 257 Primary 1 to Primary 3 children ages 6 to 8 years were selected to compare the Qualitative Scoring System for the 6 designs of the Modified Version of the Bender-Gestalt test and the Developmental Scoring System for the 9 designs of the Bender-Gestalt test in predicting performance on the Standardized Attainment Test. Results indicated that the Qualitative Scoring System differentiates better than the Developmental Scoring System in evaluating visual-motor development among young Chinese children from Hong Kong. Results also indicated that the Qualitative Scoring System correlated significantly with achievement in Chinese and English at all three levels. Scores on the Developmental Scoring System correlated significantly with only marks for Primary 1 and Primary 2 Chinese.

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Hilgert, Larry D. "A graphic analysis bender gestalt test." Journal of Clinical Psychology 41, no. 4 (July 1985): 505–11. http://dx.doi.org/10.1002/1097-4679(198507)41:4<505::aid-jclp2270410409>3.0.co;2-u.

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Hilgert, Larry D., and William Fenn Adams. "Using the Bender-Gestalt Test to Predict Graphomotor Dimensions of the Draw-a-Person Test." Perceptual and Motor Skills 68, no. 1 (February 1989): 27–32. http://dx.doi.org/10.2466/pms.1989.68.1.27.

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The investigators examined four correlated aspects of the Bender-Gestalt and the Draw-A-Person tests. Subjects were 41 boys and 14 girls classified as seriously emotionally disturbed or seriously behavior disordered by their school system in southwest Georgia. Each subject's Bender-Gestalt and human figure drawings were placed on a digitizing pad and encoded to provide information relative to the width, height, average point of location on the fourth quadrant abscissa and ordinate of each drawing. The widths of Bender Figures 2 and 8 correlated significantly with the widths of human drawings; the heights of Figures A, 5, and 7 were significantly correlated with the heights of the human drawings. Bender Figure 1 was significantly correlated with average points of location on the abscissa of human figure drawings (distance from the left margin of the page), but correlations between the average points of location from the top of the page were nonsignificant. Comparison of these results with data from other samples might refine diagnosis.

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Piotrowski, Chris. "A Review of the Clinical and Research Use of the Bender-Gestalt Test." Perceptual and Motor Skills 81, no. 3_suppl (December 1995): 1272–74. http://dx.doi.org/10.2466/pms.1995.81.3f.1272.

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The Bender Visual-motor Gestalt test has been an integral part of the standard test battery for the past 50 years. However, the test has been extensively critiqued on issues of inappropriate administration, scoring schemes, and clinical interpretation. In an analysis of recent surveys on test use, the Bender-Gestalt remains quite popular in a variety of clinical settings across all age groups. Secondly, the test has a respectable level of research interest, based on a citation analysis of the Psychological Abstracts database.

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Özer, Serap. "Turkish Children's Bender-Gestalt Test Performance: Differences in Public and Private School Children." Psychological Reports 108, no. 1 (February 2011): 169–81. http://dx.doi.org/10.2466/03.11.17.24.pr0.108.1.169-181.

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The present study was undertaken to provide data on the Bender-Gestalt test for children aged 5 to 11 in Turkey. Although it is well documented that sociocultural factors are important in cognitive evaluations, the effects of type of school and differing educational opportunities provided by these schools on the Bender-Gestalt test have not been previously investigated. The aim of the present study was to investigate the effect of age, sex, and school type on Bender-Gestalt performance. The test was individually administered to 484 children between the ages of 5 and 11 years. The children were enrolled in either public or private schools. Koppitz's Developmental Scoring System was utilized. The results indicated that older children performed with fewer errors. Girls performed with fewer errors than boys. Finally, as expected, private school children outperformed their public school peers. The results are discussed with respect to the importance of taking into account various educational factors in utilizing commonly used tests.

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Hartman, David E. "Test Sematary: Koppitz-2 Bender Visual-Motor Gestalt Test." Applied Neuropsychology 15, no. 1 (March 12, 2008): 94–95. http://dx.doi.org/10.1080/09084280801922079.

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McCarthy, James, Mandy Habib, Diana Miley, Shuamis Freeman, Dena Rabinowitz, Heather Goldman, Hanna Yim Stefanyshyn, Tracey Murray, and Renee Clauselle. "Bender Gestalt Recall as a Measure of Short-Term Visual Memory in Children and Adolescents with Psychotic and other Severe Disorders." Perceptual and Motor Skills 95, no. 3_suppl (December 2002): 1233–38. http://dx.doi.org/10.2466/pms.2002.95.3f.1233.

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To investigate the short-term visual memory ability of children and adolescents with severe psychiatric disorders, 82 child and adolescent in patients and day hospital patients in a state psychiatric hospital were administered the Bender Gestalt Test as part of a psychological assessment and then asked to reproduce the designs from memory. No significant differences were found between groups on either the Bender Gestalt Recall, or the WISC-III IQs and the Digit Span and Symbol Search subtests for Psychotic Disorders (Schizophrenia, Schizoaffective Disorder, Psychosis Not Otherwise Specified), Attention Deficit Hyperactivity Disorder, Mood Disorders or Mood Disorders with co-morbid Attention Deficit Hyperactivity Disorder. The Coding subtest scores of the Psychotic Disorders group were significantly lower than the ADHD group. Analyses showed that the Bender Gestalt Recall was significantly related to age, Performance IQ, and sex. The results were discussed in terms of both the poor cognitive functioning of children and adolescents with persistent, severe mental illness, and the importance of developmental level when using the Bender Gestalt Recall as a rough measure of short-term visual memory.

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Moose, Dale, and Gary G. Brannigan. "Comparison of Preschool Children's Scores on the Modified Version of the Bender-Gestalt Test and the Developmental Test of Visual-Motor Integration." Perceptual and Motor Skills 85, no. 2 (October 1997): 766. http://dx.doi.org/10.2466/pms.1997.85.2.766.

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Raphael, Alan J., Charles Golden, and Shelia Cassidy-Feltgen. "The Bender-Gestalt Test (BGT) in Forensic Assessment." Journal of Forensic Psychology Practice 2, no. 3 (January 2002): 93–105. http://dx.doi.org/10.1300/j158v02n03_06.

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Dissertations / Theses on the topic "Bender-Gestalt Test"

1

Ng, Hau-yi Pauline. "The bender visual motor gestalt test: across-cultural comparison." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B29789424.

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Palmer, Hanli. "Normative indicators for grade 3 and grade 7 isiXhosa-speaking children on the Bender Visual-Motor Gestalt Test (Second Edition)." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/6346.

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Selecting appropriate normative data for the purpose of evaluating psychometric test scores forms an integral part of the interpretative psychological assessment process. This highlights the well-known problem of utilising measures developed in the United Kingdom (UK), or the United States (US) and accepting their norms unreservedly for the practice on local populations, which questions the tests’ validity and reliability. The current study, which aimed to collect normative indicators on the Bender Gestalt Test (Second Edition), forms part of the continuing effort to develop norms for psychological tests in South Africa, and to focus on the valid and reliable use of measures within the context of South Africa’s multicultural and multilingual population groups. The participants of the research were Black isiXhosa-speaking Grade 3 and Grade 7 learners aged 8 to 9 years (N = 38 ), and 12 to 13 years (N = 23), obtaining their school education in the disadvantaged educational setting of the former Department of Education and Training (ex-DET) schools. The tests were scored according to the Bender Gestalt Test (Second Edition) manual, using the Global Scoring System. Thereafter, the raw scores were converted to Standard Scores, T-scores and Percentile Ranks using the US normative tables, according to chronological age categories. When the two groups were compared to the US norms, the results equated favourably for the present study sample. There were no significant findings in relation to the classroom size or any difference in performance between the schools who participated. The only significant difference revealed between male and female participants was with the Grade 7 sample group, where the males scored significantly lower than females on the Recall phase. These results support the prospect of the continuous revision of norms, and it is suggesting that the cognitive processes measured by this test are likely to derive from robust neurological substrates that are relatively stable across cultural groups.

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Morrongiello, Michael A. "Visual-motor development and the emergence of emotional indicators : a reexamination of the Bender gestalt test with young children." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720305.

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The purpose of this investigation was to determine the extent to which visual-motor maturity influenced the emergence of diagnostic emotional signs on the Bender Gestalt Test. The Bender Gestalt Test was administered to 400 first and second grade students from lower middle class homes in Wisconsin. The subjects were in regular education classes and were, therefore, not identified as having learning or emotional problems. Each subject was given a Bender Gestalt Test, which was subsequently scored for developmental errors and emotional indicators according to the Koppitz system. Pearson product moment correlation coefficients were computed for all emotional indicators and all developmental errors. This was referred to as the omnibus correlation coefficient. Correlations were also computed for all developmental errors and each emotional indicator. A coefficient of determination was computed for all developmental errors and all emotional indicators. Finally, the frequency of each emotional indicator was plotted at each developmental age. The omnibus correlation and the following emotional indicators attained statistical significance confused order, wavy line, increased size, and small size. All of the correlations indicated little if any relationship exists between emotional indicators and developmental errors. In addition, little if any variance is shared by the two above named entities. While the appearance of confused order and increasing size can be attributed to developmental factors, the emergence of small size cannot. Several emotional indicators appear almost unrelated to visual-motor development, specifically dashes for circles, large size, and expansion. When these emotional indicators appear in the protocols of young children further investigation regarding emotional functioning seems warranted. Wavy line and confused order do appear frequently. This suggests that it is not unusual for children to render these emotional indicators.
Department of Educational Psychology

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Dyall, Kate. "The Bender Gestalt Test: an investigation into problems concerning administration and scoring and its application to low-educated adults." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1002477.

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The study investigates .the use of the Bender Gestalt Test (BGT) amongst low-educated adults. Three versions of the BGT are used in this study; the original 'copy' version as well as the 'immediate' and 'delayed'recall versions. This is done so as to expand the ability of the BGT to identify neurological impairment and to differentiate between this and functional impairment. A literature review explores the problems of standardization in the administration, scoring and application of all three versions of the test Suggestions are made to correct the problems identified and a novel system of scoring the recall versions are proposed, which allows for the comparison of results of the three versions of the test and which is based on Lacks's (1984) and Weiss's (1970) systems. Administration procedures were also developed to suit the context of the study. The copy, immediate and delayed versions of the BGT were administered to a group of 184 low-educated adults. Statistical analyses revealed significant education effects for the sample tested with regards to both test scores and performance time. The finding of an education effect for performance time is discussed at length, as some literature regards excessive time as a neurological indicator. An anomaly for the group with no education was found to exist, with the scores of these subjects not Significantly different from those with 4-6 years of education. Possible reasons for this were explored. In addition, the findings of this research revealed a plateau effect with those having less than 6 years of education scoring substantially lower than those with 7 years and more. The scores of adults with 7 and more years of education level out with no significant differences between educational levels. This appears to suggest that education effects rather than the developmental maturity level proposed by Koppitz, are involved. In addition, the scores of low-educated adults on the expanded Bender Gestalt Test were significantly lower than those of children with similar educational levels, in other studies. These findings and possible explanations are discussed. The study concludes by suggesting new research areas and emphasizing the urgent need for separate normative data on the expanded BGT for low-educated adults, and the establishment of appropriate 'cut-off' points.

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Allen, Ryan A. "Utility of the Bender Gestalt-second edition in the assessment of attention-deficit/hyperactivity disorder." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302164.

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The purpose of the study was to examine the use of the Bender Gestalt Test Second Edition (BGT-II) with children diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD). Previous research has examined the relationship of ADHD and visual-motor functioning based on overall developmental scores or specific "emotional indicators." Although several of these studies have examined the relationship of the previous edition of the BGT and ADHD symptoms, methodological problems, a lack of a clear theoretical rationale, and psychometric problems associated with the original edition, limit the validity and generalizability of these results.This study sought to examine the utility of the revised edition of the BGT, the BGT-II, in the assessment of behaviors associated with ADHD. Based upon a broad theory of ADHD (Barkley, 1997b), several hypotheses were made regarding how areas of deficit (e.g., self-regulation, planning, working memory, motor control) were expected to he manifested in BGT-I1 performance. An ADHD group (N = 67) was compared to a control group of normal subjects (N = 100) and a group of subjects diagnosed with mental retardation (N = 59). Additionally, the performances of children diagnosed with subtypes of ADHD were compared in an attempt to clarify the nature of the disorder.The results of the study do not support the use of the BGT-11 in the assessment of ADHD. Although those with ADHD tended to perform more poorly than controls on the BGT-II, these differences disappeared when intellectual level was controlled. Traditional emotional indicators purporting to reflect impulsivity and attention problems also failed to demonstrate their efficacy. With the exception of the indicator Confused Order, they were no more indicative of individuals diagnosed with ADHD than those with no knowndisabilities. The proposed ADHD-related indicators also failed to demonstrate the ability to differentiate between the ADHD group and controls.
Department of Educational Psychology

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Sellbom, Martin O. H. "Validity of Bender-Gestalt test signs measuring depressive, antisocial, and impulsive acting out personality characteristics." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1236574.

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The Bender-Gestalt test is one of the most widely used psychological tests in clinical practice. However, very few empirical studies have investigated its projective use with adults. The purpose of the present study was to replicate a study conducted by Sellbom et al. (2001), which examined distortions of the Bender-Gestalt hypothesized to measure antisocial, impulsive, and depressive characteristics. It was found that the findings in Sellbom et al. (2001) were partially replicated, indicating that certain distortions, especially in conjunction, were significantly related to antisocial characteristics. The author suggests that the Bender-Gestalt could potentially be used as a screening measure for antisocial characteristics, but not to measure impulsive and depressive characteristics.
Department of Psychological Science

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Schretlen, David John. "MALINGERING: THE USE OF A PSYCHOLOGICAL TEST BATTERY TO DETECT TWO KINDS OF SIMULATION (FAKING, BENDER-GESTALT, DISSIMULATION, MMPI)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183871.

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Malingering refers to the voluntary production of false or greatly exaggerated symptoms in pursuit of an obviously recognizable goal. Numerous studies have shown the psychological tests can detect persons faking various mental disorders; however, the majority of these are plagued by methodological flaws that seriously limit their validity and generalizability. The present study employed a contrasted-groups design that allowed for a rigorous test of the hypothesis that a battery of psychological tests can detect persons given a financial incentive to fake insanity or mental retardation. In addition to using two tests previously employed in simulation research (MMPI and Bender Gestalt), an instrument whose sole purpose is to differentiate malingerers from genuinely impaired adults was developed for validation in this study. This pen-and-paper test (the Malingering Scale) consists of 90 arithmetic, vocabulary, information and abstraction items, and requires 20 minutes to complete. One hundred male adults were divided into five groups of 20 subjects. Two groups consisted of genuinely impaired subjects (either mentally retarded or psychotic inpatients). The other three groups were drawn from a population of prison inmates. Two of the latter groups were offered a financial incentive for successful simulation of a mental disorder (either mental retardation or "insanity") while the fifth group consisted of inmates controls (answering honestly). The test battery was administered to all subjects and scored by examiners who were naive to the purpose of the study. A series of item analyses established the internal consistency of the Malingering Scale and identified those items which best differentiate malingerers from the genuinely impaired. These items were assembled into scoring keys for subjects faking each condition. All test scores were then entered into a series of discriminant function analyses which confirmed the hypothesis that the battery provided more powerful discrimination of subject groups than any single test. Overall, 84% of the subjects were accurately classified into their respective group, and 96% of subjects were correctly identified as either malingering or not malingering. The most powerful single instrument proved to be the Malingering Scale. Direction for future research, including the necessity for cross validation of the Malingering Scale, were discussed.

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Chan, Po-wah. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children : the Bender Gestalt Test /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18876729.

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Chan, Po-wah, and 陳寶華. "Visual-motor development and its relationship with the academic performance in the Hong Kong young children: the Bender Gestalt Test." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959258.

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Lundequist, Aiko. "Visuomotorisk utveckling mätt med Bendertestet : En jämförelse mellan för tidigt födda och fullgångna barn vid 5 1/2 års ålder." Thesis, Stockholm University, Department of Psychology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-853.

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Sammanfattning

Barns utveckling under de sista förskoleåren är nyckeln till en bra skolstart. Visuomotorik är en av de faktorer som krävs för att tillägna sig skolans basfärdigheter. För tidigt födda barn är en grupp som enligt tidigare forskning löper risk för en sämre visuomotorisk utveckling. I den här studien mättes visuomotorik med Bender Gestalt Test med utvärderingssytem utvecklade av främst Elizabeth Koppitz (1963, 1975). I studien jämfördes för tidigt födda barns (n=175) och matchade fullgångna barns (n=125) Bender-resultat vid 5½ års ålder. Resultat visar att Bender-testet och Koppitz poängsystem har god validitet som ett visuomotoriskt mått och instrument i utvecklingsbedömningar. Det visar också att för tidigt födda har en mindre välutvecklad visuomotorik än fullgångna barn. Visuomotorik och högre kognitiv förmåga (främst IQ) uppvisar ett starkt positivt samband i båda grupperna. Resultaten visar även att hyperaktivitet utgjorde en extra riskfaktor hos de för tidigt födda barnen, vilket kan indikera att hyperaktiviteten har en annan dynamik än hos fullgångna barn.

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Books on the topic "Bender-Gestalt Test"

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Brannigan, Gary G. Bender Gestalt II: Bender Visual Motor Gestalt Test : examiner's manual. 2nd ed. Itasca, IL: Riverside Pub., 2003.

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L, Hutt Max. The Hutt adaptation of the Bender-gestalt test: Rapid screening and intensive diagnosis. 4th ed. Orlando: Grune & Stratton, 1985.

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Brannigan, Gary G. The modified version of the Bender-Gestalt test for preschool and primary school children: Administration, scoring, and interpretation manual. [New York?]: Clinincal Psychology Pub. Co., 1989.

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Lacks, Patricia. Bender Gestalt screening for brain dysfunction. 2nd ed. New York: John Wiley & Sons, 1999.

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Neil, Clark. The Gestalt approach: An introduction for managers and trainers. 2nd ed. Horsham: Roffey Park Management College, 1989.

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J, Raphael Alan, ed. Advanced psychodiagnostic interpretation of the Bender Gestalt test: Adults and children. New York: Praeger, 1992.

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Scarron. Le roman comique: Avec un choix de suites. [Paris]: Gallimard, 1985.

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The clinical and projective use of the Bender-Gestalt test. Springfield, Ill: C.C. Thomas, 1998.

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Raphael, Alan J., and Norman Reichenberg. Advanced Psychodiagnostic Interpretation of the Bender Gestalt Test : Adults and Children: Adults and Children. ABC-CLIO, LLC, 1992.

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Brunner, Nancy A., and Gary G. Brannigan. Guide to the Qualitative Scoring System for the Modified Version of the Bender-Gestalt Test. C.C. Thomas, 2002.

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Book chapters on the topic "Bender-Gestalt Test"

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Walrath, Robert. "Bender Visual Motor Gestalt Test." In Encyclopedia of Child Behavior and Development, 233–34. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_319.

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Nelson, Linda D. "Bender-Gestalt Visual Motor Test." In Encyclopedia of psychology, Vol. 1., 402. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10516-142.

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Decker, Scott L., and Jessica A. Carboni. "Bender Visual–Motor Gestalt Test II." In Encyclopedia of Clinical Neuropsychology, 385. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-0-387-79948-3_1439.

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Decker, Scott L., and Rachel M. Bridges. "Bender Visual-Motor Gestalt Test II." In Encyclopedia of Clinical Neuropsychology, 1–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56782-2_1439-2.

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Decker, Scott L., and Rachel M. Bridges. "Bender Visual-Motor Gestalt Test II." In Encyclopedia of Clinical Neuropsychology, 550–51. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-57111-9_1439.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova, et al. "Bender Visual-Motor Gestalt Test II." In Encyclopedia of Autism Spectrum Disorders, 453–55. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_1377.

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South, Mikle, and Jessica Palilla. "Bender Visual-Motor Gestalt Test II." In Encyclopedia of Autism Spectrum Disorders, 679–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_1377.

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Raphael, Alan J., R. Lauren Miller, Theresa Ascheman Jones, and Charles J. Golden. "Advanced Scoring System for the Bender Gestalt Test – Revised (ABGT-R)." In A Cross-Cultural Psychological Assessment Manual, 109–10. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003308799-7.

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"Bender Gestalt Test (BGT)." In Encyclopedia of Child Behavior and Development, 233. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_4315.

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Conference papers on the topic "Bender-Gestalt Test"

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Moetesum, Momina, Imran Siddiqi, Uzma Masroor, and Chawki Djeddi. "Automated scoring of Bender Gestalt Test using image analysis techniques." In 2015 13th International Conference on Document Analysis and Recognition (ICDAR). IEEE, 2015. http://dx.doi.org/10.1109/icdar.2015.7333845.

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Reports on the topic "Bender-Gestalt Test"

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House, Craig. The Bender-Gestalt test as a measure of creative production. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2774.

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Bruhn, Arnold. Simulation of Brain Damage on Bender-gestalt Test by College Subjects. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1579.

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