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Journal articles on the topic 'Bender-Gestalt Test'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Cobrinik, Leonard. "The Bender Gestalt test in childhood emotional disorder." Psychiatric Quarterly 59, no. 3 (1988): 235–43. http://dx.doi.org/10.1007/bf01064246.

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12

Malatesha, R. N. "Visual Motor Ability in Normal and Disabled Readers." Perceptual and Motor Skills 62, no. 2 (April 1986): 627–30. http://dx.doi.org/10.2466/pms.1986.62.2.627.

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A group of 42 third graders were grouped equally into sequentially deficient, simultaneously deficient, and normal readers based on their performance on Boder Reading and Spelling Pattern Test and Gates-Macginitie Reading Test. The subjects were then administered Bender Visual-motor Gestalt Test. There were significant differences among the three groups; the simultaneous-deficient group committed the most errors on the Bender test. The results were related to reading.

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13

Parsons, Laura, and Sharon Lawner Weinberg. "The Sugar Scoring System for the Bender-Gestalt Test: An Objective Approach That Reflects Clinical Judgment." Perceptual and Motor Skills 77, no. 3 (December 1993): 883–93. http://dx.doi.org/10.2466/pms.1993.77.3.883.

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Although several objective scoring systems have been developed for use with the abbreviated form of the Bender-Gestalt test of visuomotor development (Figures A, 1, 2, 4, 6, and 8), each has been criticized as being inadequate in some way or other. This paper reviews the inadequacies of these systems as described in the literature and presents the results of a small study designed to investigate the psychometric properties of a new objective scoring system, recently proposed by Sugar, which incorporates both quantitative and qualitative perspectives. The new system is shown to be psychometrically sound in validity and reliability. Additional advantages are described. The new system is recommended as a good, if not better, alternative to other, existing methods for scoring the Bender-Gestalt test.

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14

Brannigan, Gary G., and Michael J. Brannigan. "Comparison of Individual versus Group Administration of the Modified Version of the Bender-Gestalt Test." Perceptual and Motor Skills 80, no. 3_suppl (June 1995): 1274. http://dx.doi.org/10.2466/pms.1995.80.3c.1274.

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No significant difference was found for a comparison of Qualitative scores for individual versus group (slide projection) ( ns = 45 children, Grades K—2) administration of the Modified Version of the Bender-Gestalt Test.

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15

Sisto, Fermino Fernandes, Acácia Aparecida Angeli dos Santos, and Ana Paula Porto Noronha. "Differential Functioning of Bender Visual-Motor Gestalt Test Items." Perceptual and Motor Skills 110, no. 1 (February 2010): 313–22. http://dx.doi.org/10.2466/pms.110.1.313-322.

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16

Kinder, Bill N. "Advanced Psychodiagnostlc Interpretation of the Bender Gestalt Test (Book)." Journal of Personality Assessment 60, no. 3 (June 1993): 606–8. http://dx.doi.org/10.1207/s15327752jpa6003_19.

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17

Pegah Ali-Mardan Seidi. "BENDER-GESTALT TEST: NORMALIZING THE BENDER VISUAL-MOTOR TEST AMONG 5-7 YEAR-OLD KURDISH CHILDREN." Researchers World : Journal of Arts, Science and Commerce VIII, no. 3(1) (July 1, 2017): 71–77. http://dx.doi.org/10.18843/rwjasc/v8i3(1)/11.

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18

Chan, Po Wah. "Comparison of Visual Motor Development in Hong Kong and the USA Assessed on the Qualitative Scoring System for the Modified Bender-Gestalt Test." Psychological Reports 88, no. 1 (February 2001): 236–40. http://dx.doi.org/10.2466/pr0.2001.88.1.236.

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This study compared the visuomotor development of young children in Hong Kong and the USA assessed on the Qualitative Scoring System for the Modified Bender-Gestalt test. 744 children aged 4:6 to 8:5 years from 6 kindergartens and 6 primary schools in Hong Kong were administered the Modified Bender-Gestalt test. The Qualitative Scoring System was used to measure the children's visuomotor development. Their visuomotor scores were then compared with norms for children in the USA. Analysis indicated significant differences across all age groups of 4:6 to 8:5 years in 6-mo. units. Consistent with previous research, children in Hong Kong outperformed their western peers. Percentile scores and T scores for children in Hong Kong in each age group were reported.

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19

Murphy, K. J. "Is the Bender Gestalt Test an Important Tool for Neuropsychologists?" Journal of the International Neuropsychological Society 7, no. 5 (July 2001): 652–53. http://dx.doi.org/10.1017/s1355617701265126.

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The title Bender Gestalt: Screening for Brain Dysfunction (2nd ed.) indicates that the primary utility of the Bender Gestalt Test (BGT) is one of screening for the presence of brain impairment. The author, Patricia Lacks, quickly dispels this notion in the preface to her book where she states, “My book is not about how to use the BGT as a single test of ‘organicity’, a long outdated practice. Instead, the focus is on neuropsychological assessment as a continuum” (p. vii). Indeed, Lacks advocates, throughout her book, the more general use of the BGT as an important part of any standard neuropsychological test battery. She writes, “Even though the BGT has been shown to be useful for identifying persons with a wide range of cognitive impairment, it primarily assesses disordered perceptual-motor and executive functions” (p. 27). Unfortunately, Lacks does not provide the reader with any data to support her above statement regarding what the BGT actually measures. Before taking the latter point any further, allow me to briefly describe the BGT and its history.

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20

Lubin, Bernard, and Eric W. Sands. "Bibliography of the Psychometric Properties of the Bender Visual-Motor Gestalt Test: 1970–1991." Perceptual and Motor Skills 75, no. 2 (October 1992): 385–86. http://dx.doi.org/10.2466/pms.1992.75.2.385.

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To provide a compilation of the literature on the psychometric characteristics of the Bender Visual-motor Gestalt Test since 1970, 192 suitable items found in Psychological Abstracts and Social Science Citation Index are presented in five categories: reliability, validity, factor analysis, scoring systems, and norms.

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21

Mallinger, Barry L., and Kaye F. Longley. "Bip-Bender Protocols of Learning Disabled and Regular Education Students." Perceptual and Motor Skills 67, no. 1 (August 1988): 193–94. http://dx.doi.org/10.2466/pms.1988.67.1.193.

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20 learning disabled and 20 normal elementary school children took the Bender Visual-Motor Gestalt Test twice, once under standard conditions and again using Background Interference Procedure paper. Based on Koppitz's scoring system, the disabled pupils did equally poorly on both modes but performed significantly worse than the normal children when given the standard Bender first. No other differences were found. Other scoring methods are suggested for investigation.

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22

Viljoen, Gary, Ann Levett, Colin Tredoux, and Stuart Anderson. "Using the Bender Gestalt in South Africa: Some Normative Data for Zulu-speaking Children." South African Journal of Psychology 24, no. 3 (September 1994): 145–51. http://dx.doi.org/10.1177/008124639402400306.

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In this study the authors investigated the use of the Bender Gestalt test within the South African context by evaluating the applicability of the existing norms (Koppitz) and by exploring how the variables age, sex, educational level, and geographical area affect test performance in Zulu-speaking school children. Zulu-speaking subjects ( N = 882) ranging in age from 6–18 years, completed the test. The test was administered in group form and independently scored. The study sample's performance was compared to Koppitz's norms and some significant discrepancies were apparent, suggesting that these foreign norms are inappropriate for use with Zulu-speaking children. Further exploration revealed that age was very strongly related to performance, accounting for 31% of the variance. Sex and geographical area were also significantly related to performance but their respective effect sizes were small. Initial normative data are presented for Zulu-speaking children. The implications of these findings for further clinical use of the Bender Gestalt are considered.

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23

Wyke, Maria. "The Hutt adaptation of the Bender—Gestalt test, 4th edn." Personality and Individual Differences 10, no. 7 (January 1989): 815. http://dx.doi.org/10.1016/0191-8869(89)90137-2.

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24

Bach, Zellig. "Keep 'Gestalt' in the Name of the Test: The Curious Name Permutations of the Bender-Gestalt Test." Journal of Personality Assessment 51, no. 1 (March 1, 1987): 109–11. http://dx.doi.org/10.1207/s15327752jpa5101_9.

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25

Mazzeschi, Claudia, and Adriana Lis. "The Bender-Gestalt Test in an Italian Sample: An Analysis of Koppitz's Developmental Bender Scoring System Deviations." Perceptual and Motor Skills 90, no. 2 (April 2000): 373–85. http://dx.doi.org/10.2466/pms.2000.90.2.373.

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This study extended the research of the psychometric characteristics of Koppitz's 1963/1975 Developmental Scoring System of the Bender-Gestalt test. Attention was paid to relations among the 7 deviations. The test was administered by licensed psychologists to 1,065 white children, aged from 3 yr., 6 mo. to 11 yr., 5 mo., enrolled in the regular education track of kindergarten and elementary school in Italy.

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26

Porto Noronha, Ana Paula, Acácia A. Angeli dos Santos, Fabián Javier Marín Rueda, Fernanda Otoni, Adriana Satico Ferraz, Ariela Raissa Lima Costa, Ana Carolina Zuanazzi, and Ana Deyvis Santos Araújo Jesuíno. "Correction systems of the Bender Visual-Motor Gestalt Test: A systematic mapping of the literature." Liberabit: Revista Peruana de Psicología 26, no. 2 (December 21, 2020): e392. http://dx.doi.org/10.24265/liberabit.2020.v26n2.07.

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Background: the Bender test, developed by Lauretta Bender, is intended to evaluate children’s perceptual maturity. Because the instrument lacks a standardized correction system, other researchers have designed different systems for this purpose at distinct periods. Objective: for the present research, we reviewed articles that included the Bender test to identify the most widely used correction systems. Method: eligibility criteria included the instrument application in children up to 10 years of age, focusing on evaluating cognitive aspects. Searches were carried out through the CAPES periodicals portal, which covers both Brazilian and international databases. Results: at the end of the search, 72 published articles were selected and analyzed in their entirety. The four most widely used correction systems were the Koppitz System, Gradual Scoring System, Qualitative Classification System, and Global Classification System. Brazil, Peru and the United States were the countries with the highest number of studies. The predominant objectives were the evaluation of the psychometric properties of correction systems and the use of the Bender test to predict possible learning difficulties, especially in reading and writing. Conclusion: suggested prospects for future Bender test studies are reviews of studies developed with an emotional focus, and the addition of other research databases.

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27

Goldstein, Donald J., N. Carroll Peterson, and Christopher I. Sheaffer. "Concurrent Validity of the Gardner Test of Visual-Motor Skills." Perceptual and Motor Skills 69, no. 2 (October 1989): 605–6. http://dx.doi.org/10.2466/pms.1989.69.2.605.

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Scores on the Test of Visual-motor Skills, Developmental Test of Visual-motor Integration, and Bender-Gestalt test were compared for a sample of 44 elementary school children referred for evaluation of learning disorders. While the tests shared common variance, the mean standard score on the Test of Visual-motor Skills was significantly lower than the means of the other two tests, suggesting caution in the clinical use of the new scale.

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28

Merino Soto*, César A. "Validez incremental del Test Gestáltico de Bender Modificado, en niños que inician el primer grado." Avances en Psicología Latinoamericana 32, no. 2 (May 20, 2014): 277–88. http://dx.doi.org/10.12804/apl32.2.2014.07.

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29

F. Cecato, Juliana, Lívia Galeote, and José Eduardo Martinelli. "Correlation between Bender Gestalt Test and MMSE: cognitive assessment in elderly." Perspectivas Médicas 29, no. 2 (May 1, 2018): 30–36. http://dx.doi.org/10.6006/perspectmed.02012017.1936439230.

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30

Jo, Yang Hee, and Seong Jin Choi. "The Utility of the Bender Gestalt Test to Detect Malingered Depression." Journal of Research Methodology 5, no. 1 (March 31, 2020): 57–77. http://dx.doi.org/10.21487/jrm.2020.3.5.1.57.

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31

Storandt, Martha. "Bender-Gestalt Test performance in senile dementia of the Alzheimer type." Psychology and Aging 5, no. 4 (1990): 604–6. http://dx.doi.org/10.1037/0882-7974.5.4.604.

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32

YATO, Yuko. "Preschoolers' performance on Bender Gestalt Test analyzed by the digital pen." Proceedings of the Annual Convention of the Japanese Psychological Association 75 (September 15, 2011): 2PM095. http://dx.doi.org/10.4992/pacjpa.75.0_2pm095.

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33

Even, Avraham, David A. Kipper, and Shlomo Yehuda. "Recall of figure “A” of the bender-gestalt test among delinquents." Journal of Clinical Psychology 44, no. 6 (November 1988): 988–94. http://dx.doi.org/10.1002/1097-4679(198811)44:6<988::aid-jclp2270440622>3.0.co;2-r.

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34

Taveemanoon, S. "Neuropsychological signs in stroke patients accordingto Bender Visual Motor Gestalt Test." Chulalongkorn Medical Journal 51, no. 11 (November 2007): 495–505. http://dx.doi.org/10.58837/chula.cmj.51.11.4.

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35

Zambrano-Sánchez, Elizabeth, María del Consuelo Martínez-Wbaldo, and Adrián Poblano. "Risk Factor Frequency for Learning Disabilities in Low Socioeconomic Level Preschool Children in Mexico City." Revista Latino-Americana de Enfermagem 18, no. 5 (October 2010): 998–1004. http://dx.doi.org/10.1590/s0104-11692010000500022.

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The objective was to identify the frequency of risk factors for Learning Disabilities (LD) in low socioeconomic level children in Mexico City. We studied children by means of: Wechsler, Bender-Gestalt, and Human drawing tests. Average age of male subjects was 5.6±0.9 years, while that of the female group was 5.4±0.5 years. In male subjects, average Total intelligence quotient (T-IQ) score was 98±12.2 while, in the female group, this was 99±12.2. On the Bender-Gestalt test, male subjects had a mental and visual-motor average age of <1 year under chronological age. Female subjects had a mental and visual-motor age 8-7 months under the norm. On the Human drawing test, in male and female subjects, the most frequent at-risk features comprised: self-isolation in 25% of subjects, shyness in 22.4%, and poor internal controls in 22%. In conclusion, we found a high at-risk factor frequency for LD in children of low socioeconomic strata. We highlight the importance of screening children before they attain school age.

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36

Resta, S. Peter, and John Eliot. "Written Expression in Boys with Attention Deficit Disorder." Perceptual and Motor Skills 79, no. 3 (December 1994): 1131–38. http://dx.doi.org/10.2466/pms.1994.79.3.1131.

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32 boys, between the ages of 8 and 13 years, were identified on four teachers' and parents' rating scales (including the diagnostic criteria of the DSM-III for ADD) as showing attention deficits and hyperactivity (ADD + H; n = 10), attention deficits without hyperactivity (ADD - H; n = 11), or without ADD (attention deficits controls; n = 11). All subjects were administered Bender's Visual-motor Gestalt test and the Written Language Assessment. The ADD + H children produced significantly more errors on the Bender-Gestalt test, and both groups with attention deficits had lower (poorer) scores on most of the written language subtests. Results were interpreted as providing evidence that these children possessed significant limitations in their writing, copying, and composition.

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37

Raphael, Alan J., and Charles J. Golden. "Relationships of Objectively Scored Bender Variables with Mmpi Scores in an Outpatient Psychiatric Population." Perceptual and Motor Skills 95, no. 3_suppl (December 2002): 1217–32. http://dx.doi.org/10.2466/pms.2002.95.3f.1217.

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The purpose of the present study was to examine whether the Advanced Psychodiagnostic Interpretation system for the Bender Gestalt Test could reasonably predict the results of the most widely used objective measure of personality, the MMPI. Despite the widespread use of both tests, no previous studies could be found which correlated actual Bender scores with MMPI results, arising partly from the lack of a well-accepted, reliable, and objective scoring system for the Bender, The study compared the performance of 279 adult psychological outpatients on both the MMPI and Bender. The 55 Bender scorable points, which are seen most frequently in the outpatient population, were factor analyzed to yield 17 factors which were correlated with the MMPI. Significant multiple correlations were found between the Bender factors and 10 of 12 MMPI scales, with significant correlations ranging from .36 to .47. The Bender overall was able to discriminate moderately high scorers on the MMPI from low scorers. The overall results suggested that the Advanced Psychodiagnostic Interpretation scoring system includes measures that reflect general psychopathology and correlate with the MMPI as well as more specific content that is independent of the MMPI scales. The potential of this scoring system and joint use of the MMPI and Bender in personality assessment are discussed. Replication with a larger sample than 279 is encouraged for these 55 Bender and 12 MMPI items.

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38

Bolen, Larry M. "Constructing Local Age Norms Based on Ability for the Bender-Gestalt Test." Perceptual and Motor Skills 97, no. 2 (October 2003): 467–76. http://dx.doi.org/10.2466/pms.2003.97.2.467.

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BOLEN, LARRY M. "CONSTRUCTING LOCAL AGE NORMS BASED ON ABILITY FOR THE BENDER-GESTALT TEST." Perceptual and Motor Skills 97, no. 6 (2003): 467. http://dx.doi.org/10.2466/pms.97.6.467-476.

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40

YOUSEFI, F., S. SHAHIM, A. RAZAVIEH, A. H. MEHRYAR, A. A. HOSSEINI, and S. ALBORZI. "SOME NORMATIVE DATA ON THE BENDER GESTALT TEST PERFORMANCE OF IRANIAN CHILDREN." British Journal of Educational Psychology 62, no. 3 (November 1992): 410–16. http://dx.doi.org/10.1111/j.2044-8279.1992.tb01034.x.

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41

Özer, Serap. "Turkish Children's Bender-Gestalt Test Performance: A Pilot Study and Preliminary Norms." Perceptual and Motor Skills 105, no. 3 (December 2007): 872–82. http://dx.doi.org/10.2466/pms.105.3.872-882.

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42

OZER, SERAP. "TURKISH CHILDREN'S BENDER-GESTALT TEST PERFORMANCE: A PILOT STUDY AND PRELIMINARY NORMS." Perceptual and Motor Skills 105, no. 7 (2007): 872. http://dx.doi.org/10.2466/pms.105.7.872-882.

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43

Epstein, Adam M., and Robert C. Lane. "The use of the bender visual motor gestalt test with depressed patients." Clinical Psychology Review 16, no. 1 (January 1996): 17–50. http://dx.doi.org/10.1016/0272-7358(95)00035-6.

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44

Chang, Won-Du, Ji-Woo Kwon, and Seong-Jin Choi. "Automatic Scoring of Bender-Gestalt Test Using Deep Neural Network : Shape Sequences." Journal of Next-generation Convergence Technology Association 7, no. 3 (March 31, 2023): 367–73. http://dx.doi.org/10.33097/jncta.2023.07.03.367.

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Stellern, John, Mike Marlowe, James Jacobs, and Ace Cossairt. "Neuropsychological Significance of Right Hemisphere Cognitive Mode in Behavior Disorders." Behavioral Disorders 10, no. 2 (February 1985): 113–24. http://dx.doi.org/10.1177/019874298501000209.

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This paper presents the results of two studies which investigate the relationship between cognitive mode, emotional disturbance, classroom behavior, and reading and spelling performance. The Adapted Children's Form of Your Style of Learning and Thinking (SOLAT) was administered to 76 nonhandicapped students forming study one, and 31 emotionally disturbed students and 63 nonhandicapped students forming study two to obtain their left, right, and integrated hemisphere cognitive mode scores. Some students were also administered the WISC-R, Bender-Gestalt test, WRAT reading and spelling tests, and/or rated by their classroom teachers on the Walker Problem Behavior Identification Checklist. There were significantly more emotionally disturbed subjects classified right hemisphere cognitive mode by the SOLAT than control subjects, and the emotionally disturbed subjects had significantly higher right hemisphere SOLAT scores than controls. Emotionally disturbed subjects scored significantly lower than controls on the WISC-R, WRAT, and Bender Test, and higher on the WPBIC. As SOLAT right hemisphere scores increased, scores on the WISC-R, WRAT, and Bender Test significantly decreased, whereas scores on the WPBIC significantly increased. And as Solat integrated hemisphere scores increased, so did scores on the WISC-R, WRAT, and Bender Test, whereas scores on the WPBIC decreased. Right hemisphere cognitive mode individuals may be at risk for behavior/learning problems. Implications of the findings are discussed, and possible explanations are presented.

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Knoff, Howard M., Valerie Cotter, and William Coyle. "Differential Effectiveness of Receptive Language and Visual-Motor Assessments in Identifying Academically Gifted Elementary School Students." Perceptual and Motor Skills 63, no. 2 (October 1986): 719–25. http://dx.doi.org/10.2466/pms.1986.63.2.719.

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A sample of 50 gifted elementary students were administered two receptive language tests (the Peabody Picture Vocabulary Test and its revised version) and two visual-motor tests (the Bender Visual-motor Gestalt Test and the Developmental Test of Visual-motor Integration). These scores were then evaluated against an achievement test battery. The receptive language and visual-motor measures did not account for a significant amount of the achievement test's variance, although some significant correlations were obtained. These results and their implications for identifying gifted elementary students are discussed.

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Affandi, Ghozali Rusyid, and Lely Ika Mariyati. "Uji Validitas Bender-Gestalt Test dengan Menggunakan Nijmeegse Schoolbekwaamheids Test (NST) sebagai Kriteria untuk Mendeteksi Kesiapan Anak Masuk Sekolah Dasar." INSAN Jurnal Psikologi dan Kesehatan Mental 2, no. 2 (July 26, 2018): 84. http://dx.doi.org/10.20473/jpkm.v2i22017.84-95.

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Artikel ini disusun dengan harapan semakin banyaknya alternatif tes kesiapan masuk sekolah dasar yang dapat dilakukan oleh praktisi psikologi. Penelitian ini bertujuan untuk menguji vailidtas tes Bender-Gestalt (BG) dengan menggunakan Nijmeegse Schoolbekwaamheids Test (NST) sebagai kriteria. Fokus dalam kajian ini adalah satu variabel, yaitu; kesiapan sekolah dasar. Penelitian bersifat kuantitatif deskriptif dan korelasional, dengan partisipan dalam kajian ini terdiri 397 anak dari tiga sekolah yang tersebar di Sidoarjo, Bangkalan dan Probolinggo. Hasil skor tes BG dengan skor NST (sebagai kriteria) menunjukkan adanya korelasi positif (r=.337, nilai p<0.01). Hal ini menunjukkan bahwa tes BG memiliki validitas konkuren yang baik ketika dibandingkan dengan alat yang menjadi kriterianya yaitu Nijmeegse Schoolbekwaamheids Test (NST).

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Porteous, Murray A. "The Use of the Emotional Indicator Scores on the Goodenough-Harris Draw-a-Person Test and the Bender Motor-Gestalt Test to Screen Primary School Children for Possible Emotional Maladjustment." European Journal of Psychological Assessment 12, no. 1 (January 1996): 23–26. http://dx.doi.org/10.1027/1015-5759.12.1.23.

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A sample of 140 children were classified as Maladjusted, Borderline Maladjusted or Not Maladjusted based on behavioral data collected from their parents using a standard psychiatric interview schedule. Differences in the children's Emotional Indicator scores on the Bender Motor-Gestalt Test and the Draw-a-Person Test across the Maladjustment categories were observed. The data were then subjected to a Discriminant Function Analysis. The resulting function correctly classified 50% of cases, or over 65% when the distinction between Borderline Maladjusted and Maladjusted was disregarded. The results suggest the usefulness of drawing test emotional indicators in the context of screening for maladjustment.

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Rajabi, Gholamreza. "Normalizing the Bender Visual-Motor Gestalt Test Among 6-10 Year-Old Children." Journal of Applied Sciences 9, no. 6 (March 1, 2009): 1165–69. http://dx.doi.org/10.3923/jas.2009.1165.1169.

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Ghalehban, Maryam, Mohammad Ali Besharat, and Elham Rad. "The Use of the Bender Visual Motor Gestalt Test with Substance Abuse Patients." Procedia - Social and Behavioral Sciences 30 (2011): 433–36. http://dx.doi.org/10.1016/j.sbspro.2011.10.085.

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