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This thesis has sought a relationship between score on an objective imagery questionnaire and performance on an objective imagery task. The Sheehan revision (1967) of the Betts QMI (1909) and the Weber Alphabet Task (1969), respectively, were the two measures used.The Sheehan revision (1967) of the original Betts (1909) was administered to 107 students and three imagery groups of 10 students each were chosen on the basis of the results: a high imagery group, a middle imagery group, and a low imagery group. These 30 subjects then performed the Weber Task. An analysis of variance was done on the two sets of scores.No relationship was found to exist between scores on the two measures. Several reasons for this failure to find a relationship were proposed, among them response bias inherent in imagery utilized by the two measures.

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 subjects earning a Composite SAS Score at or above 68.Data were presented to indicate trends in the difficulty of each item as well as in the difficulty of each level in the Fourth Edition. Three research questions were answered. 1.) Are the items at each level equally difficult? 2.) Are the levels in each test arranged so that the level with the least difficult items is first followed by levels with more and more difficult items? 3.) In each test is an item easier for subjects who have entered at a higher level than it is for subjects who have entered at a lower level?The results supported the hypotheses, confirming that the Fourth Edition is a solidly constructed test in terms of item difficulty levels. Most item pairs within a level were found to be approximately equal in difficulty. Nearly all of the levels in each test were followed by increasingly more difficult levels. And each item was found to be more difficult for subjects entering at a lower entry level than for those entering at a higher entry level with very few exceptions. For these few discrepancies found, there was no reason to believe that these were caused by anything other than chance. / Department of Educational Psychology

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 WJTA criterion variables. Results indicated that the SB:FE area scores and Sattler's SB:FE factor scores were valid predictors of academic achievement at a general level.To clarify the results of the canonical analyses, series of multiple regression analyses were conducted. Results of multiple regression with SB:FE area and composite scores indicated that the best single predictor of all WJTA scores was the SB:FE Test Composite Score. No other SB:FE variable provided a significant contribution to the regression equation for reading, math, and written language achievement over that offered by the Test Composite Score.Multiple regression analyses were also employed with Sattler's SB:FE factor scores and the WJTA scores. The optimal predictor composite for reading included the Verbal Comprehension and Memory factor scores. To predict math, the best predictor composite consisted of the Nonverbal Reasoning/Visualization and Verbal Comprehension factor scores. The optimal predictor composite for written language included the Nonverbal Reasoning/Visualization and Memory factor scores.Results of the regression analyses indicated that, without exception, the predictor composites composed of the SB:FE area and composite scores were superior in their prediction of school performance to the predictor composites developed from Sattler's SB:FE factor scores.The regression equation containing the SB:FE Test Composite Score alone was determined to be the preferred approach for predicting WJTA scores. Use of the Test Composite Score sacrifices only a minimal degree of accuracy in the prediction of achievement and requires no additional effort to compute. / Department of Educational Psychology

Thesis (MPsych(Clin))--University of South Australia, 2000

Bibliography: leaves 194-220. / xv, 220 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1995?

Thesis (Ph. D.)--Catholic University of America, 1928. / Published also as Catholic University of America, Educational research bulletins, v. 8, no. 3-4. Includes bibliographical references (p. 98-99).

Thesis (PH. D.)--Columbia University, 1921. / Vita. Published also as Contributions to education, Teachers College, Columbia University, no. 115. Bibliography: p. [116]-118. Also issued in print.

Thesis (Ph. D.)--Columbia University, 1925. / Vita. Published also as Teachers college, Columbia university, Contributions to education, no. 175. "References and bibliography": p. 98.

Thesis (Ph. D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references.