Published also as Thesis (Ph. D.)--Columbia University, 1922. / "Columbia university contributions to philosophy and psychology." Bibliography: p. 92-93.

Published also as Thesis (Ph. D.)--Columbia University, 1925. / Bibliography: p. 81-82.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

published_or_final_version / Psychology / Master / Master of Philosophy

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 correlations were found in the following pairs of summary scores: the SBIV Test Composite Standard Age Score (SAS) and the WAIS-R Full Scale IQ; the SBIV Abstract/Visual Reasoning Area SAS and the WAIS-R Performance IQ; the SBIV Quantitative Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Verbal Reasoning Area SAS and the WAIS-R Verbal Scale IQ; the SBIV Short-Term Memory Area SAS and the WAIS-R Verbal Scale IQ; and the SBIV Short-Term Memory Area SAS and the WAIS-R Full Scale IQ. Significant correlations were also found in the following pairs of individual subtest results: the SBIV and WAIS-R Vocabulary subtests; the SBIV Memory for Digits subtest and the WAIS-R Digit Span subtest; the SBIV Pattern Analysis subtest and the WAIS-R Block Design subtest; and the SBIV Paper Folding and Cutting subtest and the WAIS-R Picture Arrangement subtest. Directions for future research were also suggested upon review of the subtest correlation matrix and the descriptive statistics of data generated.

One hundred and fifteen second and third grade Anglo and Hispanic boys and girls from an isolated rural town in Arizona were tested on two nonverbal measures of cognitive skills to ascertain their predictive validity and ethnic bias. Bias was addressed by regression analysis, a technique that allows for the comparison of slopes and intercepts for two or more groups. The children from both ethnics were roughly equated on SES variables due to the location and nature of the community. The Raven's Coloured Test of Cognitive Skills (NTCS) were employed to predict the state-mandated California Achievement Test (CAT) and the pupils' grade point average (GPA). The results suggested that the Raven's exhibits both slope and intercept bias for three of the four criterion variables whereas the NTCS demonstrated bias only in terms of GPA. Both nonverbal tests correlated highly indicating that they are measuring similar skills. The NTCS generally had higher predictive validity than the Raven's. A combination of the two tests increased prediction by only a small amount. These results indicate that, contrary to previous research, the Raven's may be a biased predictor for Hispanics and that the NTCS appears both less biased and a better predictor. Both nonverbal test validities approached the WISC-R correlation coefficients for Hispanics. Neither test proved to be a potent predictor of Anglo test scores or GPAs. This differential validity infers that the nonverbal tests be employed with caution with native English speakers. The hypothesized reasons for the better performance of the NTCS included its measuring of more than one skill. The two tests were contrasted in terms of psychometric considerations, training time, and testing time. Limitations of the study as well as suggestions for further research with various non-native speakers of English was discussed.

The purpose of this study was to investigate bias in the areas of examiner disability, and examiner and examinee gender on test scores of selected subtests of the WAIS-R. The subjects of this study were 101 nondisabled University of Arizona Introductory Psychology students who were randomly assigned to treatment and control groups. The treatment group was administered the Arithmetic and Picture Completion subtests of the WAIS-R by a wheelchair bound examiner (a nondisabled examiner posing as a disabled examiner). The control group was administered the same subtests by a nonwheelchair bound examiner. The data were analyzed by two three-way ANOVAs. The three-way analysis of variance tested for significant relationships between main effects of the three independent variables--examiner disability, examiner gender and examinee gender, and the scores of the arthmetic and Picture Completion subtests, and also for two-way and three-way interactive effects of the three variables and the subtest scores. Results indicated that in terms of bias operating to influence the individually administered subtest scores, only examinee gender was found to have a significant effect, with subtest scores for male examinees significantly higher than those for female examinees, on both Arithmetic and Picture Completion subtests. Nonsignificant relationships were found between the other two independent variables of examiner disability and examiner gender, and subtest scores. The presence of a visible, physical disability on the part of the examiner, and the gender of the examiner were not seen to be operating as bias, and were not seen to be impacting on subtest scores. Due to limitations of the study that included instrumentation, interaction of testing and treatment, interaction of selection and treatment, reactive arrangements and history, and due to lack of supportive research in the area of examinee gender as bias influencing test scores, the findings of this study need to be interpreted with caution, and should be considered speculative at best.

Academisch proefschrift--Utrecht. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1928. / Vita. "Reprinted from Archives of psychology, no. 97." Bibliography: p. 69-71.

Thesis (Ph. D.)--University of Michigan, 1934. / Lithoprinted. Includes bibliographical references (p. 69).