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Relevant bibliographies by topics / Bender Visual Motor Gestalt Test

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Journal articles

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 (2008): 94–95. http://dx.doi.org/10.1080/09084280801922079.

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2

Malatesha, R. N. "Visual Motor Ability in Normal and Disabled Readers." Perceptual and Motor Skills 62, no. 2 (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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3

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 (2010): 313–22. http://dx.doi.org/10.2466/pms.110.1.313-322.

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4

Porto Noronha, Ana Paula, Acácia A. Angeli dos Santos, Fabián Javier Marín Rueda, et al. "Correction systems of the Bender Visual-Motor Gestalt Test: A systematic mapping of the literature." Liberabit: Revista Peruana de Psicología 26, no. 2 (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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5

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 (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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6

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 (1997): 766. http://dx.doi.org/10.2466/pms.1997.85.2.766.

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7

Piotrowski, Chris. "A Review of the Clinical and Research Use of the Bender-Gestalt Test." Perceptual and Motor Skills 81, no. 3_suppl (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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8

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 (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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9

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) (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 (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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