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Journal articles on the topic 'Peabody picture vocabulary test – Traduction'

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Published: 4 June 2021
Last updated: 4 February 2022

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1

Maddux, Cleborne D. "Peabody Picture Vocabulary Test (PPVT-III)." Diagnostique 24, no. 1-4 (March 1999): 221–28. http://dx.doi.org/10.1177/153450849902401-419.

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2

Stockman, Ida J. "The New Peabody Picture Vocabulary Test—III:." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 340–53. http://dx.doi.org/10.1044/0161-1461.3104.340.

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This article examines whether changes in the ethnic minority composition of the standardization sample for the latest edition of the Peabody Picture Vocabulary Test (PPVT-III, Dunn & Dunn, 1997) can be used as the sole explanation for children's better test scores when compared to an earlier edition, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Results from a comparative analysis of these two test editions suggest that other factors may explain improved performances. Among these factors are the number of words and age levels sampled, the types of words and pictures used, and characteristics of the standardization sample other than its ethnic minority composition. This analysis also raises questions regarding the usefulness of converting scores from one edition to the other and the type of criteria that could be used to evaluate whether the PPVT-III is an unbiased test of vocabulary for children from diverse cultural and linguistic backgrounds. KEY WORDS: vocabulary, multicultural assessment, standardized tests, Peabody Picture Vocabulary Test, test bias
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3

Campbell, Jonathan. "Book Review: Peabody Picture Vocabulary Test, Third Edition." Journal of Psychoeducational Assessment 16, no. 4 (December 1998): 334–38. http://dx.doi.org/10.1177/073428299801600405.

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4

Ukrainetz, Teresa A., and Deborah S. Duncan. "From Old to New." Language, Speech, and Hearing Services in Schools 31, no. 4 (October 2000): 336–39. http://dx.doi.org/10.1044/0161-1461.3104.336.

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The Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997) is a relatively recent revision of the old standby, the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981). Although the new vocabulary test appears to be improved in several aspects, there is one change that warrants serious attention. Data indicate that children from 4 to 10 years of age are scoring, on average, 10 standard score points higher on the PPVT-III than on the PPVT-R ( Williams, 1998). This article investigates possible reasons for this change and discusses implications for clinical practice.
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5

Carvajal, Howard, Jeff E. Hayes, Holly R. Miller, Deloise A. Wiebe, and Kenneth A. Weaver. "Comparisons of the Vocabulary Scores and IQs on the Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 76, no. 1 (February 1993): 28–30. http://dx.doi.org/10.2466/pms.1993.76.1.28.

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The Wechsler Intelligence Scale for Children—III and the Peabody Picture Vocabulary Test—Revised were given to 33 children (15 boys, 18 girls) who were enrolled in Grades 3, 4, and 5. The statistically significant correlations of .75, .76, and .60, respectively, between the Peabody Standard Score Equivalents and the Wechsler Vocabulary subtest scaled scores and the Wechsler Verbal and Full Scale IQs suggest that the Peabody appears to be a satisfactory screening test of intelligence for use with children in these grades.
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6

Carvajal, Howard, Cathy Shaffer, and Kenneth A. Weaver. "Correlations of Scores of Maximum Security Inmates on Wechsler Adult Intelligence Scale—Revised and Peabody Picture Vocabulary Test—Revised." Psychological Reports 65, no. 1 (August 1989): 268–70. http://dx.doi.org/10.2466/pr0.1989.65.1.268.

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29 men (15 white, 14 black) who were inmates at a maximum security penitentiary were given the Wechsler Adult Intelligence Scale—Revised and the Peabody Picture Vocabulary Test—Revised on which the full scale IQs correlated .80. This suggests the Peabody would serve as an effective screening test for this population.
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7

GOLDFIELD, BEVERLY A., CHRISTINA GENCARELLA, and KEVIN FORNARI. "Understanding and assessing word comprehension." Applied Psycholinguistics 37, no. 3 (April 10, 2015): 529–49. http://dx.doi.org/10.1017/s0142716415000107.

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ABSTRACTThe intermodal preferential looking (IPL) task was developed to assess comprehension in infants and toddlers. We extend this methodology to examine word comprehension in preschool children using two measures: proportion of looking time to target (LTT) and longest look (LL) to target. Children (3–6 years) were tested with the IPL for comprehension of nouns, verbs, and adjectives. Both LTT and LL scores showed that, across all ages, eye gaze to the target word increased from baseline to test; there were higher scores for nouns compared to verbs and adjectives. We also compare IPL performance to scores on a standardized test of receptive vocabulary (the Peabody Picture Vocabulary Test—Fourth Edition). Correlations with Peabody Picture Vocabulary Test scores were stronger for LTT than LL measures. The IPL may provide an alternative method for assessing word comprehension in preschool children with behavioral limitations.
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8

Carvajal, Howard, Jon Gerber, and Paul D. Smith. "Relationship between Scores of Young Adults on Stanford-Binet IV and Peabody Picture Vocabulary Test—Revised." Perceptual and Motor Skills 65, no. 3 (December 1987): 721–22. http://dx.doi.org/10.2466/pms.1987.65.3.721.

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The 1986 Stanford-Binet Intelligence Scale: Fourth Edition and the Peabody Picture Vocabulary Test—Revised were given to 32 students (16 men, 16 women) in general psychology. The statistically significant correlation of .69 between the two tests suggests the revised Peabody appears to be a satisfactory screening test of intelligence for use with young adults.
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9

Pichette, François, Sébastien Béland, and Justyna Leśniewska. "Detection of Gender-Biased Items in the Peabody Picture Vocabulary Test." Languages 4, no. 2 (May 5, 2019): 27. http://dx.doi.org/10.3390/languages4020027.

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This study investigated possible gender bias on a vocabulary test, using a method suggested by Andrich and Hagquist to detect “real” differential item functioning (DIF). A total of 443 adult ESL learners completed all 228 items of the Peabody Picture Vocabulary Test (PPVT-IV). The 310 female and 133 male participants were assumed to be of equal competence, corresponding to levels B1 and B2 on the Common European Framework of Reference for Languages. Male participants outscored female participants, possibly due to the multiple-choice format and to the fact that most gender-biased questions favored men rather than women. Finally, our analysis process yielded only seven items out of 228 as showing gender DIF, which is much lower than the numbers reported in the literature for ESL tests. This low figure suggests that the high number of gender-related DIF items reported in previous research might be attributed to the use of DIF detecting methods that do not take into account artificial DIF stemming from the cross-contamination of test items.
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10

Nandurkar, Aparna, and Suchita Oak. "Performance of English-speaking Indians on the Peabody Picture Vocabulary Test." Asia Pacific Journal of Speech, Language and Hearing 4, no. 3 (September 1999): 193–203. http://dx.doi.org/10.1179/136132899807557466.

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11

Washington, Julie A., and Holly K. Craig. "Performances of At-Risk, African American Preschoolers on the Peabody Picture Vocabulary Test-III." Language, Speech, and Hearing Services in Schools 30, no. 1 (January 1999): 75–82. http://dx.doi.org/10.1044/0161-1461.3001.75.

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This study examined the performance of 59 at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III (PPVT-III, Dunn & Dunn, 1997). The subjects were considered at-risk based on low-income status and/or social status variables such as family density and teenage parents. A mean standard score of 91 and a standard deviation of 11 were achieved by these children. Although these scores are below those reported for the PPVT-III standardization sample, the performance spread resulted in a normal distribution of scores. Differences in performance based on gender and income were not apparent, but level of education of the primary caregiver significantly influenced performance. The findings indicate that unlike the Peabody Picture Vocabulary Test-Revised (PPVT-R, Dunn & Dunn, 1981) the PPVT-III is a culturally fair instrument that is appropriate for use with this population.
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12

Traxel, Nicole, and Bo Zhang. "Variance among Interviewers in Data for the Peabody Picture Vocabulary Test–IIIA." Psychological Reports 103, no. 3 (December 2008): 643–51. http://dx.doi.org/10.2466/pr0.103.3.643-651.

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Variance among interviewers in prior research reflects that answers provided by respondents and recorded on questionnaires varied depending on which interviewer was assigned to the respondent. For scores from the 36-mo. In-Home Longitudinal Study of Pre-School Aged Children, a special module in the Fragile Families and Child Wellbeing Study, variance among interviewers was evident for the Peabody Picture Vocabulary Test–IIIA and clearly affected inferences made from test data. When variance among interviewers was ignored, mothers' perception of neighborhood closeness was significantly related to childrens' standardized PPVT–IIIA scores; how ever, when variance among interviewers was accounted for statistically, this effect was not significant.
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13

TRAXEL, NICOLE. "VARIANCE AMONG INTERVIEWERS IN DATA FOR THE PEABODY PICTURE VOCABULARY TEST-IIIA." Psychological Reports 103, no. 7 (2008): 643. http://dx.doi.org/10.2466/pr0.103.7.643-651.

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14

Olabarrieta-Landa, L., D. Rivera, J. A. Ibáñez-Alfonso, N. Albaladejo-Blázquez, P. Martín-Lobo, I. D. Delgado-Mejía, L. Lara, et al. "Peabody Picture Vocabulary Test-III: Normative data for Spanish-speaking pediatric population." NeuroRehabilitation 41, no. 3 (October 24, 2017): 687–94. http://dx.doi.org/10.3233/nre-172239.

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15

Halpin, Gerald, Robert G. Simpson, and Sheila L. Martin. "An Investigation of Racial Bias in the Peabody Picture Vocabulary Test-Revised." Educational and Psychological Measurement 50, no. 1 (March 1990): 183–89. http://dx.doi.org/10.1177/0013164490501022.

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16

Hoffman, Lesa, Jonathan Templin, and Mabel L. Rice. "Linking Outcomes From Peabody Picture Vocabulary Test Forms Using Item Response Models." Journal of Speech, Language, and Hearing Research 55, no. 3 (June 2012): 754–63. http://dx.doi.org/10.1044/1092-4388(2011/10-0216).

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17

Facon, Bruno, and Therese Facon-Bollengier. "Chronological Age and Peabody Picture Vocabulary Test Performance of Persons with Mental Retardation: New Data." Psychological Reports 81, no. 3_suppl (December 1997): 1232–34. http://dx.doi.org/10.2466/pr0.1997.81.3f.1232.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 44 persons with mental retardation who were aged 6.8 yr. to 18.2 yr. Analysis indicated a significant influence of chronological age on the Test de Vocabulaire en Images Mental Age. This influence of chronological age probably explains why receptive vocabulary tests consistently overestimate the IQ of persons with mental retardation.
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18

Childers, John S., Thomas W. Durham, and Stephanie Wilson. "Relation of Performance on the Kaufman Brief Intelligence Test with the Peabody Picture Vocabulary Test—Revised among Preschool Children." Perceptual and Motor Skills 79, no. 3 (December 1994): 1195–99. http://dx.doi.org/10.2466/pms.1994.79.3.1195.

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58 children enrolled in a university preschool or kindergarten program were administered the Kaufman Brief Intelligence Test (K-BIT) and the Peabody Picture Vocabulary Test—Revised (PPVT—R). The PPVT—R correlated .75 with the K-BIT composite IQ, .69 with the K-BIT Vocabulary standard score, and .57 with the K-BIT Matrices score. The instruments also showed significant agreement (83%) in classifying children into average versus above average categories based upon a 110 standard score on either instrument. Analysis of K-BIT Vocabulary-Matrices differences showed a mean difference of 6 points favoring Vocabulary. Differences ranged from − 32 points to 43 points. 64% of the subjects scored higher on the Vocabulary than on the Matrices subtest of the K-BIT. 48% of the sample showed differences between scores on Vocabulary and Matrices of 10 points or more disregarding the direction of the difference. Implications for the concurrent validity of the instrument and interpretation of subscale differences for preschool children were discussed.
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19

Channell, Ron W., and Michelle S. Peek. "Four Measures of Vocabulary Ability Compared in Older Preschool Children." Language, Speech, and Hearing Services in Schools 20, no. 4 (October 1989): 407–19. http://dx.doi.org/10.1044/0161-1461.2004.407.

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Thirty-six normal-hearing older preschool children each received four commonly used vocabulary measures. The measures were the Peabody Picture Vocabulary Test-Revised (PPVT-R), the Picture Vocabulary subtest of the Test of Oral Language Development, the Expressive One Word Vocabulary Test, and the Receptive One Word Vocabulary Test. Results indicated moderate correlations to exist among the four tests. Scores on all tests were found to be associated with the age but not the sex of the children. Patterns of association among tests remained stable even when effects of age were removed using either partial correlations among raw scores or correlations among standardized scores. Forms L and M of the PPVT-R differed slightly in their correlations to the other tests. The finding of only moderate correlations among these tests implies that a child might pass one test but fail on another. The clinical use of multiple vocabulary measures is therefore suggested.
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20

Facon, Bruno, Jean-Claude Grubar, and Christine Gardez. "Chronological Age and Receptive Vocabulary of Persons with down Syndrome." Psychological Reports 82, no. 3 (June 1998): 723–26. http://dx.doi.org/10.2466/pr0.1998.82.3.723.

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The Test de Vocabulaire en Images (the French version of the Peabody Picture Vocabulary Test) and the Columbia Mental Maturity Scale were administered to 29 participants with Down syndrome aged 6.1 yr. to 13.0 yr. Analysis indicated a significant association between chronological age and the Test de Vocabulaire en Images mental age. This finding seems to suggest that the relationship between chronological age and the receptive vocabulary of persons with mental retardation is not specific to etiology.
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21

Overton, Terry, and Jennifer Apperson. "Comparison of Scores on the Cognitive Levels Test and the Peabody Picture Vocabulary Test—Revised." Diagnostique 14, no. 3 (July 1989): 159–62. http://dx.doi.org/10.1177/153450848901400302.

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22

Evans, Mary Ann, and Susanne Wodar. "Maternal sensitivity to vocabulary development in specific language-impaired and language-normal preschoolers." Applied Psycholinguistics 18, no. 3 (July 1997): 243–56. http://dx.doi.org/10.1017/s0142716400010468.

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ABSTRACTThis study examined mothers' accuracy in predicting the responses their children gave and the scores they achieved on two standardized vocabulary tests. Three groups of 16 mothers and their preschool children (specific language-impaired; age-matched, language-normal; and younger, language-matched, language-normal) completed the Peabody Picture Vocabulary Test-Revised, Expressive One-Word Picture Vocabulary Test-Revised, and Vineland Adaptive Behavior Scales. Mothers overestimated their children's standardized receptive and expressive scores, with the exception that the mothers' estimates of the receptive vocabulary scores for language-impaired children did not differ from the actual test scores. Mothers of age-matched normals were best able to predict the labels their children used to name various pictured items. However, the overall estimates by mothers of language-impaired children were more accurate than those by mothers of language-normal children.
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23

Pickering, D. M., and Judith A. Bowey. "Psycholinguistic Performance of Children Varying in Socioeconomic Status and Home-Language Background." Perceptual and Motor Skills 61, no. 3_suppl (December 1985): 1143–46. http://dx.doi.org/10.2466/pms.1985.61.3f.1143.

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60 second-grade children varying in socioeconomic status and home-language background (30 Greek, 30 English) were administered Raven's Coloured Progressive Matrices, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Neale Analysis of Reading Ability. English verbal deficits were associated with delayed reading achievement only for native English speakers.
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24

Goh, David S., and Joy M. Hanson Wood. "Development of Conservation and Academic Achievement in Learning Disabled Children." Psychological Reports 60, no. 1 (February 1987): 71–77. http://dx.doi.org/10.2466/pr0.1987.60.1.71.

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To investigate learning disabled children's development of conservation concepts and its relationship with academic achievement 24 normal and 23 learning disabled children were individually administered the Concept Assessment Kit-Conservation, the Peabody Individual Achievement Test, and the Peabody Picture Vocabulary Test. Analysis indicated that learning disabled children showed slower development in acquisition of conservation concepts than their normal peers. Age affected conservation development of learning disabled children. Correlations were moderate to high for conservation concepts with reading and mathematics achievement in learning disabled children. Educational implications of the findings were discussed.
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25

Ziegler, Edward W., Ronald L. Taylor, and Karen E. Younginger. "Performance Differences for Retarded Adolescents on the PPVT and the PPVT—R." Psychological Reports 58, no. 3 (June 1986): 857–58. http://dx.doi.org/10.2466/pr0.1986.58.3.857.

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Scores from 26 moderately retarded adolescents were obtained on the Peabody Picture Vocabulary Test (PPVT) and the PPVT—Revised (PPVT—R). While the scores on the test were correlated .85, the PPVT scores were significantly higher, which is consistent with prior research using different populations including mildly retarded and gifted. Implications for the practitioner are discussed.
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26

Wiesner, Myra, and John Beer. "Correlations among Wisc—R IQs and Several Measures of Receptive and Expressive Language for Children Referred for Special Education." Psychological Reports 69, no. 3 (December 1991): 1009–10. http://dx.doi.org/10.2466/pr0.1991.69.3.1009.

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For 42 children from rural north central Kansas school districts (27 boys, 15 gills) who were referred for Special Education testing, the WISC—R IQs (Full Scale, Verbal, and Performance), the means on the Expressive One Word Picture Vocabulary Test, the Peabody Picture Vocabulary Test—Revised, and the Test of Language Development were recorded from the children's files. No sex differences on any variable were noted; all variables correlated (Pearson) significantly but varied in magnitude. This group of tests, being intercorrelated, can be used to collect information on children's academic, speech, and language abilities. Valid judgments can be made regarding children's academic abilities for school when multiple tests are administered by professional staff.
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27

Washington, Julie A., and Holly K. Craig. "Performances of Low-Income, African American Preschool and Kindergarten Children on the Peabody Picture Vocabulary Test-Revised." Language, Speech, and Hearing Services in Schools 23, no. 4 (October 1992): 329–33. http://dx.doi.org/10.1044/0161-1461.2304.329.

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This study examined test performances of 105 low-income, urban, African American preschool and kindergarten boys and girls on the Peabody Picture Vocabulary Test-Revised (PPVT-R). Most children performed more than one standard deviation below the mean, and a scoring adjustment to the test failed to change this distribution substantially. The findings indicate that the PPVT-R is not appropriate for use with this population.
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28

Sattler, Jerome M., Dene E. Hilson, and Theron M. Covin. "Comparison of Slosson Intelligence Test—Revised Norms and Peabody Picture Vocabulary Test—Revised with Black Headstart Children." Perceptual and Motor Skills 60, no. 3 (June 1985): 705–6. http://dx.doi.org/10.2466/pms.1985.60.3.705.

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Slosson Intelligence Test IQs (revised norms) and Peabody Picture Vocabulary Test—Revised (PPVT-R, Form L) standard scores for 100 black rural Headstart children were correlated and then compared by use of a one-way design for repeated measures. Although the correlation of .48 between the two tests was significant, Slosson IQs ( M = 100.27, SD = 14.82) were significantly higher than PPVT-R scores ( M = 74.80, SD = 14.23). These results suggest that the two instruments are not equivalent. There is a need for further research with these two instruments with black and with white children.
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29

Hodapp, Albert F., and Julie K. Hass. "Correlations between Wechsler Intelligence Scale for Children-III and Peabody Picture Vocabulary Test-Revised." Psychological Reports 80, no. 2 (April 1997): 491–95. http://dx.doi.org/10.2466/pr0.1997.80.2.491.

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The WISC-III and Peabody Picture Vocabulary Test-Revised (Form M) were given to 84 students ranging in age from 6 to 16 years ( M = 9.7 yr.; SD = 2.3 yr.). Correlations of .50 to .65 were found between the scores of the two tests with the exception of WISC-III Processing Speed and PPVT-R (.33). Differences between the means of the WISC-III scales and PPVT-R were not significant except for WISC-III Processing Speed and PPVT-R.
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30

Vance, Booney, Donald Kitson, and Marc G. Singer. "Relationship between the standard scores of Peabody Picture Vocabulary test-revised and wide range achievement test." Journal of Clinical Psychology 41, no. 5 (September 1985): 691–93. http://dx.doi.org/10.1002/1097-4679(198509)41:5<691::aid-jclp2270410518>3.0.co;2-o.

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31

Craig, Robert J., and Ronald E. Olson. "Relationship between Wechsler scales and Peabody Picture Vocabulary Test-Revised scores among disability applicants." Journal of Clinical Psychology 47, no. 3 (May 1991): 420–29. http://dx.doi.org/10.1002/1097-4679(199105)47:3<420::aid-jclp2270470316>3.0.co;2-r.

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32

Lee Webb, Mi-young, Allan S. Cohen, and Paula J. Schwanenflugel. "Latent Class Analysis of Differential Item Functioning on the Peabody Picture Vocabulary Test–III." Educational and Psychological Measurement 68, no. 2 (June 22, 2007): 335–51. http://dx.doi.org/10.1177/0013164407308474.

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33

Pae, Hye K., Daphne Greenberg, and Robin D. Morris. "Construct Validity and Measurement Invariance of the Peabody Picture Vocabulary Test–III Form A." Language Assessment Quarterly 9, no. 2 (April 2012): 152–71. http://dx.doi.org/10.1080/15434303.2011.613504.

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34

DIXON, L. QUENTIN. "The role of home and school factors in predicting English vocabulary among bilingual kindergarten children in Singapore." Applied Psycholinguistics 32, no. 1 (October 7, 2010): 141–68. http://dx.doi.org/10.1017/s0142716410000329.

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ABSTRACTResearch in monolingual populations indicate that vocabulary knowledge is essential to reading achievement, but how vocabulary develops in bilingual children has been understudied. The current study investigated the role of home and school factors in predicting English vocabulary among 284 bilingual kindergartners (168 Chinese, 65 Malay, 51 Indian) in the multilingual context of Singapore. The Peabody Picture Vocabulary Test—Third Edition was administered in English and in translations into Mandarin, Malay, and Tamil. Home factors including caretaker language, television language, and mother tongue vocabulary were found to be significant predictors of English vocabulary, controlling for mother's years of education and family income. The curriculum emphasis of the kindergarten center was also found to be a significant predictor of English vocabulary.
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35

Vance, Booney, Koressa Kutsick, and Russell West. "Concurrent Validity of the Peabody Picture Vocabulary Test-R and the Expressive One-Word Picture Vocabulary Test for Language-Delayed and Non-Language-Delayed Young Children." Diagnostique 13, no. 1 (October 1987): 3–9. http://dx.doi.org/10.1177/073724778701300101.

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36

Culbert, James P., Robert Hamer, and Valerie Klinge. "Factor structure of the Wechsler Intelligence Scale for Children-Revised, Peabody Picture Vocabulary Test, and Peabody Individual Achievement Test in a psychiatric sample." Psychology in the Schools 26, no. 4 (October 1989): 331–36. http://dx.doi.org/10.1002/1520-6807(198910)26:4<331::aid-pits2310260402>3.0.co;2-u.

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37

Krasileva, Kate E., Stephan J. Sanders, and Vanessa Hus Bal. "Peabody Picture Vocabulary Test: Proxy for Verbal IQ in Genetic Studies of Autism Spectrum Disorder." Journal of Autism and Developmental Disorders 47, no. 4 (January 28, 2017): 1073–85. http://dx.doi.org/10.1007/s10803-017-3030-7.

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38

Groeneweg, G., D. G. Conway, and E. A. Stan. "Performance of Adults with Developmental Handicaps on Alternate Forms of the Peabody Picture Vocabulary Test." Journal of Speech and Hearing Disorders 51, no. 3 (August 1986): 259–63. http://dx.doi.org/10.1044/jshd.5103.259.

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39

Tati Sumiati, Neneng, Frieda Mangunsong, and Guritnaningsih Guritnaningsih. "Validitas Konstruk Peabody Picture Vocabulary Test-Edisi Keempat (PPVT-4) pada Anak dengan Sindrom Down." Psikologika: Jurnal Pemikiran dan Penelitian Psikologi 26, no. 1 (January 31, 2021): 169–94. http://dx.doi.org/10.20885/psikologika.vol26.iss1.art9.

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Receptive language is importance to facilitate the acquisition of language skills. Measuring receptive language skills is crucial, especially for children with language limitations, such as children with Down Syndrome (DS). This study aims to examine the construct validity of the Peabody Picture Vocabulary Test - Fourth Edition (PPVT-4) in children with DS. The research respondents consisted of 98 children with DS who are members of Persatuan Orang Tua Anak dengan Down Syndrome (POTADS) in the Jakarta, Bandung and Padang. Data were collected individually and administered by a psychologist. Data were analyzed using confimatory factor analysis (CFA). The results show that the one-factor model for set-1 to set-10 fit with the data and all items were valid, except for item 106. The implication is the PPVT-4 can be used to measure receptive language abilities of children with DS and estimate of the age equivalent of receptive language abilities.
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40

Chynn, Emil William, Jack Demick, Andrew Garrod, and Edward DeVos. "Correlations among Field Dependence-Independence, Sex, Sex-Role Stereotype, and Age of Preschoolers." Perceptual and Motor Skills 73, no. 3 (December 1991): 747–56. http://dx.doi.org/10.2466/pms.1991.73.3.747.

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Preschoolers (27 boys, mean age = 4.7 yr.; 24 girls, mean age = 4.6 yr.) were assessed for field dependence-independence (Preschool Embedded Figures Test), sex-role stereotyping (Sex-role Learning Inventory), and receptive verbal intelligence (Peabody Picture Vocabulary Test—Revised). Relative to the girls, the boys were significantly less field-independent and significantly more sex-role stereotyped. After age and Peabody IQs were partialled out by multiple regression, same-sex typing in boys and cross-sex typing in girls were significant predictors of field independence. The regression analysis also suggested that, by 5.3 yr. of age, the boys as a group surpassed the girls on field independence. Limitations of the present research and educational implications of the over-all findings are discussed.
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41

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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Leśniewska, Justyna, François Pichette, and Sébastien Béland. "First Language Test Bias? Comparing French-Speaking and Polish-Speaking Participants’ Performance on the Peabody Picture Vocabulary Test." Canadian Modern Language Review 74, no. 1 (February 2018): 27–52. http://dx.doi.org/10.3138/cmlr.3670.

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43

Μπερμπερίδου, Δέσποινα. "Γλωσσικά και γνωστικά ελλείμματα στο σύνδρομο Sotos: μια μελέτη περίπτωσης." Psychology: the Journal of the Hellenic Psychological Society 26, no. 1 (March 24, 2021): 224. http://dx.doi.org/10.12681/psy_hps.26247.

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Sotos syndrome is a genetic disorder of mental retardation characterized by specific facial characteristics, overgrowth in childhood, cognitive impairment and speech and language difficulties. In this paper, we report on a single case study of a female adolescent, TK, aged 15;9 diagnosed with Sotos syndrome. The main goal was to investigate her phonological short-term memory abilities as well as her visuospatial memory abilities and language abilities. We employed the following tests: (a) Raven’s Progressive Matrices and Vocabulary Scales (Greek edition) (Raven et al., 2003/2004), (b) Renfrew Word Finding Vocabulary Test – Greek edition (Vogindroukas et al., 2009), (c) Peabody Picture Vocabulary Test –Special Edition (Greek edition) (Simos et al., 2012), (d) Action Picture Test – Greek edition (Vogindroukas et al., 2011), and (e) Bezevegis et al.’s (2008) memory test. The most profound deficiencies were observed in expressive vocabulary and pragmatic/communicative skills, while difficulties were also found in verbal short-term memory. Deficiencies were also observed in verbal and non-verbal IQ in agreement with previous findings (Cole & Hughes, 1994. de Boer et al., 2004. Finegan et al., 1994). TK’s performance on visuospatial sketchpad was slightly better compared to the results obtained through the other tests. We discuss the clinical implications of our findings.
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44

Michael, Robert T. "Children’s cognitive skill development in Britain and the United States." International Journal of Behavioral Development 27, no. 5 (September 2003): 396–408. http://dx.doi.org/10.1080/01650250344000000.

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This paper compares the cognitive test scores of children in Great Britain and the United States in vocabulary, reading, mathematics, and memory of words and numbers. Children aged 5–9 years in Britain systematically outperform their US counterparts on reading and mathematics tests, while children aged 10–14 years show far fewer differences. In most comparisons for white children aged 10–14 years, there are no statistical differences in the distributions of test scores between the British and United States children. The explanation for the observed differences between the younger children in the two nations in reading and mathematics may be the earlier age of entry into formal schooling in Britain. The similarity of the observed skills of the older children in the two nations, given the differences in social and economic conditions experienced by those children, challenges the notion that these differences are critically important in the children’s cognitive development. The six tests used in this study are the Peabody Picture Vocabulary Test, subsets of the Peabody Individual Achievement Test in reading and math, the Wechsler Memory for Digit Span, and a subscale of the McCarthy Scale for Verbal Memory.
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45

DICKINSON, DAVID K., ALLYSSA McCABE, NANCY CLARK–CHIARELLI, and ANNE WOLF. "Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children." Applied Psycholinguistics 25, no. 3 (June 2004): 323–47. http://dx.doi.org/10.1017/s0142716404001158.

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This study investigated the phonological awareness of low-income Spanish–English bilingual children, because phonological awareness has been found to be an important prerequisite for literacy acquisition and because such children have been identified as at risk for successful literacy acquisition. Our sample included 123 Spanish–English bilingual preschool children (M=49.1 months) attending Head Start programs. Children's receptive vocabulary was assessed using the Peabody Picture Vocabulary Test—3rd Edition and the Test de Vocabulario en Imagines Peabody. We assessed phonological awareness using English and Spanish versions of the Early Phonological Awareness Profile, which includes deletion detection and rhyming tasks. Emergent literacy was assessed in the child's stronger language using the Emergent Literacy Profile, which includes tests of environmental print knowledge, printed word awareness, alphabet knowledge, and early writing. Spring levels of phonological awareness in each language were most strongly related to development of phonological awareness in the other language. Final models accounted for 68% of the variance in spring English and Spanish phonological awareness. Educational implications are discussed.
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46

Zagar, Robert John, Joseph W. Kovach, Kenneth G. Busch, Michael D. Zablocki, William Osnowitz, Jonas Neuhengen, Yutong Liu, and Agata Karolina Zagar. "Ammons Quick Test Validity among Randomly Selected Referrals." Psychological Reports 113, no. 3 (December 2013): 823–54. http://dx.doi.org/10.2466/03.04.pr0.113x29z0.

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After selection using a random number table, from volunteer referrals, 89 Youth (61 boys, 28 girls; 48 African Americans, 2 Asian Americans, 27 Euro-Americans, 12 Hispanic Americans), and 147 Adults (107 men, 40 women; 11 African Americans, 6 Asian Americans, 124 Euro-Americans, 6 Hispanic Americans) were administered the Amnions Quick Test (QT). Means, confidence intervals, standard deviations, and Pearson product-moment correlations among tests were computed. The Amnions QT was moderately to strongly and significantly correlated statistically with: the Peabody Picture Vocabulary Test-3b (PPVT-3b); the Vineland Adaptive Behavior Scales-2 Parent/Teacher Form; the Wechsler Intelligence Scale for Children (WISC-4) or the Wechsler Adult Intelligence Scale (WAIS-4); and the Wide Range Achievement Test-Fourth Edition (WRAT-4) Blue and Green Forms. After 51 years, the original norms for the Amnions QT remain valid measures of receptive vocabulary, verbal intelligence, and auditory information processing useful to clinicians.
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47

Carvajal, Howard. "Relationship between Scores of Gifted Children on Stanford-Binet IV and Peabody Picture Vocabulary Test — Revised." Diagnostique 14, no. 1 (October 1988): 22–25. http://dx.doi.org/10.1177/153450848801400103.

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48

Pankratz, Mary, Andrea Morrison, and Elena Plante. "Difference in Standard Scores of Adults on the Peabody Picture Vocabulary Test (Revised and Third Edition)." Journal of Speech, Language, and Hearing Research 47, no. 3 (June 2004): 714–18. http://dx.doi.org/10.1044/1092-4388(2004/054).

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Differences in the standard scores for the Peabody Picture Vocabulary Test-Revised (PPVT-R; L. M. Dunn & L. M. Dunn, 1981) and the PPVT-Third Edition (PPVT-III; Dunn & Dunn, 1997b) are known to exist for children, with typically higher scores occurring on the PPVT-III. However, these tests are administered into adulthood as well, and score equivalence must be evaluated for this age range. Analysis of data from the PPVT-R and PPVT-III tests from 76 adult participants revealed significant score differences. Participants with poor language skills scored significantly higher on the PPVT-III than on the PPVT-R. The control group showed no significant difference between the PPVT-R and PPVT-III scores. The results suggest that the two tests should not be considered interchangeable.
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Madaschi, Vanessa, Tatiana Pontrelli Mecca, Elizeu Coutinho Macedo, and Cristiane Silvestre Paula. "Bayley-III Scales of Infant and Toddler Development: Transcultural Adaptation and Psychometric Properties." Paidéia (Ribeirão Preto) 26, no. 64 (August 2016): 189–97. http://dx.doi.org/10.1590/1982-43272664201606.

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Abstract Scales with evidence of validity and reliability are important to evaluate child development. In Brazil, there is a lack of standardized instruments to evaluate young children. This study investigated the psychometric properties of the Bayley Scales of Infant Development, Third Edition (Bayley-III). It was translated into Brazilian Portuguese, culturally adapted and tested on 207 children (12-42 months of age). Evidence of convergent validity was obtained from correlations of the Bayley-III with the: Peabody Developmental Motor Scale 2, Leiter International Performance Scale-R, Expressive Vocabulary Assessment List and Peabody Picture Vocabulary Test. Exploratory factor analyses showed a single component explaining 86% of the variance, supported by goodness-of-fit indexes in confirmatory factor analysis. The Bailey-III demonstrated good internal consistency with alpha coefficients greater than or equal to .90 and stability for fine motor scale only. These robust psychometric properties support the use of this tool in future national studies on child development.
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LIM, VALERIE P. C., SUSAN J. RICKARD LIOW, MICHELLE LINCOLN, YIONG HUAK CHAN, and MARK ONSLOW. "Determining language dominance in English–Mandarin bilinguals: Development of a self-report classification tool for clinical use." Applied Psycholinguistics 29, no. 3 (July 2008): 389–412. http://dx.doi.org/10.1017/s0142716408080181.

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ABSTRACTIn multilingual Asian communities, determining language dominance for clinical assessment and intervention is often complex. The aim of this study was to develop a self-report classification tool for identifying the dominant language in English–Mandarin bilinguals. Participants (N = 168) completed a questionnaire on language history and single-word receptive vocabulary tests (Peabody Picture Vocabulary Test type) in both languages. The results of a discriminant analysis on the self-report data revealed a reliable three-way classification into English-dominant, Mandarin-dominant, and balanced bilinguals. The vocabulary scores supported these dominance classifications, whereas the more typical variables such as age of first exposure, years of formal instruction, and years of exposure exerted only a limited influence. The utility of this classification tool in clinical settings is discussed.
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