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Relevant bibliographies by topics / Bender Visual Motor Gestalt Test

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Academic literature on the topic 'Bender Visual Motor Gestalt Test'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Bender Visual Motor Gestalt Test"

1

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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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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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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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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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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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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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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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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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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10

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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Dissertations / Theses on the topic "Bender Visual Motor 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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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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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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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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Horn, Stuart George. "Cultural background and Bender Visual Motor Gestalt test performance : comparison of the performance of Xhosa and white South African adolescents using the Pascal-Suttell scoring system." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008564.

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The quality of the Bender-Gestalt performance of 22, normal, white South African male adolescents and 22, normal, Xhosa male adolescents, aged between 17 and 22 years, was investigated. The Pascal-Suttell scoring system was used. The mean score of the white adolescents was significantly below that of the Xhosa adolescents. It was found that while the mean score of the Xhosa adolescents was within one standard deviation of Pascal and Suttell's normative 'high school' mean, the mean score of the white adolescents was below that of the normative mean and not within one standard deviation of the mean. The results lend support to the findings that Bender performance is related to cultural background. It is suggested that the Pascal-Suttell tables may be in need of revision. The advisability of standardising tables, which are culture specific, for clinical use· in the Southern African context, is indicated.
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Merino, Soto César, De la Cruz Gustavo Calderón, and Medina Eduardo Manzanares. "Estudio comparativo del acuerdo y consistencia intercalificadores en el test gestáltico visomotor de Bender 2.a edición." Elsevier B.V, 2016. http://hdl.handle.net/10757/620822.

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El estudio tiene por objetivo contrastar la efectividad de calificadores sin entrenamiento específico en el test gestáltico visomotor de Bender, 2.a edición (Bender-II), usando un método para calificar el grado de exactitud de los dibujos reproducidos propio de este instrumento (sistema de calificación global). Algunos estudios previos han demostrado buenos niveles de confiabilidad intercalificador, pero no se verificó el efecto de la falta de entrenamiento específico. En el estudio participaron 75 niños divididos en dos grupos (34 y 41) de edad y cuatro calificadores (dos estudiantes y dos egresados, todos de psicología). Después de aplicar el test individualmente, los calificadores recibieron la instrucción de puntuar los dibujos usando únicamente el manual como guía, sin interactuar entre ellos. Se hicieron comparaciones intragrupo e intergrupos. Aunque los resultados indicaron algunas diferencias moderadas entre los grupos, principalmente se hallaron niveles altos de acuerdo y consistencia; y comparado con los estudios previos, las diferencias generalmente no fueron sustanciales. Se concluye que el puntaje visomotor del Bender-II puede alcanzar buenos niveles de confiabilidad.
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Books on the topic "Bender Visual Motor Gestalt Test"

1

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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2

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

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3

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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4

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

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Book chapters on the topic "Bender Visual Motor Gestalt Test"

1

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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2

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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3

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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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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7

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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