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Rozprawy doktorskie na temat „Stanford-Binet Test”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 3 marca 2023

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1

Troyka, Rebecca J. "An investigation of item difficulty in the Stanford-Binet intelligence scale, fourth edition." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560300.

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Introduced in 1986, the Stanford-Binet Intelligence Scale: Fourth Edition differs radically from its predecessors. Because of the adaptive testing format and the limited number of items given to each subject, it is especially important that consecutive levels in each of the tests increase in difficulty. The purpose of this study was to investigate the progression of difficulty among items in the Fourth Edition.Three hundred sixty-four subjects f iii Indiana who ranged in age from 3 years, 0 months to 23 years, 4 months were administered the Fourth Edition. The study was limited to those subjec

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2

Chase, Danielle Chute Douglas L. "Underlying factor structures of the Stanford-Binet Intelligence Scales - Fifth Edition /." Philadelphia, Pa. : Drexel University, 2006. http://dspace.library.drexel.edu/handle/1860/738.

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3

Ng, Agnes Oi Kee. "Relationships among the Stanford-Binet Intelligence Scale : Fourth Edition, the Peabody Picture Vocabulary test-Revised and teacher rating for Canadian Chinese elementary age students." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31247.

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The use of standardized tests in the assessment of ethnic students who speak English as a second language has become an important issue in Canada due to the increasing number of immigrant students in the school system. The subjects of this study were a group of 34 Canadian born, bilingual Chinese third graders with at least three years of schooling in English. They were tested on two standardized tests and the results were compared with the standardization population. The study also investigated the correlations among these two measures and an informal teacher rating scale. The subjects were

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4

Bass, Catherine. "Comparability of the WPPSI-R and the Stanford-Binet: Fourth Edition." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc500383/.

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The purpose of this study was to compare the performance of children on the Wechsler Preschool and Primary Scale of Intelligence-Revised (WPPSI-R) with their performance on the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). One hundred and four children between 3 and 7 years of age were administered both tests. A moderate correlation was found between the WPPSI-R Full Scale IQ and the SB:FE Composite Score with a Pearson product-moment correlation of .46. This correlation suggests that the two tests are not interchangeable measures of children's intelligence. They may measure diffe

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5

Church, Rex W. "An investigation of the value of the Peabody picture vocabulary test-revised and the Slosson intelligence test as screening instruments for the fourth edition of the Stanford-Binet intelligence scale." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/467365.

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The Peabody Picture Vocabulary Test-Revised (PPVT-R) and Slosson Intelligence Test (SIT) were designed, at least in part, to provide a quick estimate of scores which might be obtained on the Stanford-Binet Intelligence Scale, Form L -M, without requiring extensive technical training by the examiner. Both the PPVT-R and SIT are frequently used as screening instruments to identify children for possible placement in special education programs, remedial reading groups, speech and language therapy, gifted programs, or "tracks." This study investigated the value of the PPVT-R and SIT as screening in

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6

Blood, Beverly A. "The relationship between achievement on the test of cognitive skills and the Stanford-Binet intelligence scale : fourth edition for elementary school students." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720137.

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For many school psychologists the constraints of time create a need to identify an instrument that can be used to screen students referred for comprehensive psychoeducational evaluations. This study examined the relationship between scores students obtained on the group-administered Test of Cognitive Skills (TCS) and those they obtained on the individually administered Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE). Comparisons were made between the Cognitive Skills Index (CSI) and Sattler's Factor scores from the SB:FE, and between the CSI and the SB:FE Composite score.The subjects

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7

Nelson, Stephanie Anne. "Associations Between Intelligence Test Scores and Test Session Behavior in Children with ADHD, LD, and EBD." ScholarWorks @ UVM, 2008. http://scholarworks.uvm.edu/graddis/159.

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Individually administered intelligence tests are a routine component of psychological assessments of children who may meet criteria for Attention-Deficit/Hyperactivity Disorder (ADHD), learning disorders (LD), or emotional and behavioral disorders (EBD). In addition to providing potentially useful test scores, the individual administration of an intelligence test provides an ideal opportunity for observing a child’s behavior in a standardized setting, which may contribute clinically meaningful information to the assessment process. However, little is known about the associations between test s

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8

Powers, Abigail Dormire. "The fourth edition of the Stanford-Binet intelligence scale and the Woodcock-Johnson tests of achievement : a criterion validity study." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/558350.

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The purpose of the study was to investigate the validity of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) area and composite scores and Sattler's SB:FE factor scores as predictors of school performance on the Woodcock-Johnson Tests of Achievement (WJTA).The subjects were 80 Caucasian third grade students enrolled in regular education in a rural and small town school district in northeastern Indiana. The SB:FE and WJTA were administered to all students.Two canonical analyses were conducted to test the overall relationships between sets of SB:FE predictor variables and the set of

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9

Mullins, James E. "A comparison of performance of students referred for gifted evaluation on the WISC-III and Binet IV." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1172.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains xi, 182 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 139-143).

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10

Tucker, Sandra K. "A validation study of the general purpose abbreviated battery of the Stanford-Binet : fourth edition used in the reevaluation of learning disabled students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720164.

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At the same time that research has raised questions about the efficiency, cost effectiveness and overall value of triennial reevaluation in special education programs, school psychologists have expressed a desire to spend less time in psychometric testing. This study examined the effects of using the General Purpose Abbreviated Battery of the Stanford-Binet: Fourth Edition (Binet GP) in the triennial reevaluation of learning disabled students.The Binet GP, Wechsler Intelligence Scale for Children-Revised (WISC-R) and the Kaufman Test of Educational Achievement-Brief Form (Kaufman BF) were give

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11

Perley-McField, Jo-Anne. "The appropriateness of selected subtests of the Stanford-Binet Intelligence Scale, Fourth Edition for hearing impaired children." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29000.

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This study proposed to evaluate the appropriateness of selected subtests of the Stanford-Binet Intelligence Scale: Fourth Edition (SB:FE) for use with severely to profoundly hearing impaired children. The subjects used in this study were enrolled in a residential/day school for the deaf whose educational methodology was Total Communication. The subjects were tested on both the SB:FE nonverbal selected subtests and the Performance Scale of the Wechsler Intelligence Scale for Children-Revised (WISC-R PIQ). To assess appropriateness, several procedures were employed comparing data gathered from

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12

Williams, Tasha H. "A joint-confirmatory factor analysis using the Woodcock-Johnson III tests of cognitive ability and the Stanford-Binet Intelligence Scales, fifth edition, with high achieving children." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318454.

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A considerable about of research has concentrated on studying the performance of high achieving children on measures of intellectual functioning. Findings have indicated high achieving children display differences in performance patterns as well as in the cognitive constructs measured when compared to their average peers. The conceptualization of intelligence has evolved over time and contemporary theories of intelligence have described cognitive ability as consisting of multiple constructs which are often interrelated. Currently. one of the most comprehensive and empirically supported theorie

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13

Morgan, Kimberly E. "The validity of intelligence tests using the Cattell-Horn-Carroll model of intelligence with a preschool population." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1389688.

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Individual differences in human intellectual abilities and the measurement of those differences have been of great interest to the field of school psychology. As such, different theoretical perspectives and corresponding test batteries have evolved over the years as a way to explain and measure these abilities. A growing interest in the field of school psychology has been to use more than one intelligence test in a "cross-battery" assessment in hopes of measuring a wider range (or a more in-depth but selective range) of cognitive abilities. Additionally, interest in assessing intelligence bega

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14

Steffey, Dixie Rae. "The relationship between the Wechsler Adult Intelligence Scale - Revised and the Stanford-Binet Intelligence Scale: Fourth Edition in brain-damaged adults." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184412.

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This study investigated the relationship between the Wechsler Adult Intelligence Scale-Revised (WAIS-R) and the Stanford-Binet Intelligence Scale: Fourth Edition (SBIV) in a brain-damaged adult sample. The sample in this study was composed of 30 adult patients at two residential treatment programs who completed comprehensive psychological evaluations between August, 1986 and November, 1987. Each patient was administered both the WAIS-R and the SBIV as part of these evaluations. Data gathered in this study was submitted to Pearson product moment correlational statistical procedures. Significant

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15

Hansen, Daryl P. "Comparison of the performance of intellectually disabled children on the WISC-111 and SB-1V." 1999. http://arrow.unisa.edu.au:8081/1959.8/25032.

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This study investigated the results of administering two intelligence tests, the Wechsler Intelligence Scale for Children -Third Edition (WISC-111), and the Stanford-Binet Intelligence Scale - Fourth Edition, to each of 33 Australian children with an intellectual disability. The experiment used a counterbalanced design in which the tests, order of presentation of the tests, the gender of the subjects, and the gender of the test administrators were factors. The 33 volunteer subjects, 14 males and 19 females, aged between 6 and 16 years, and known to have an intellectual disability, were allocat

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16

Chang, Mei. "Joint confirmatory factor analysis of the Woodcock-Johnson Tests of Cognitive Abilities, third edition, and the Stanford-Binet Intelligence Scales, fifth edition, with a preschool population." 2011. http://liblink.bsu.edu/uhtbin/catkey/1652227.

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Significant evidence from the legislation, medical/clinical, or professional practice perspective all points to the advantages and necessity of conducting comprehensive assessment of cognitive abilities, especially in young children, to identify cognitive deficits, arrive at an accurate diagnosis, and establish bases for developing interventions and recommending services. Cross-battery assessment approach provides school psychologists a useful tool to strengthen their preferred cognitive battery by adopting and comparing subtests from other batteries to build up a comprehensive and theoretical

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17

Sweeny, Ryan Michael. "Making sense of the Mozart effect correcting the problems created by null hypothesis significance testing /." 2006. http://etd.nd.edu/ETD-db/theses/available/etd-12082006-122440/.

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