No description available.

In this study a rationale is provided for the need for integrative sychometric studies in addition to exploratory studies. The psychometric concepts of validity, reliability, test comparability and bias are reviewed. Furthermore the concepts of the nomological network and meta-analysis are reviewed with regard to their relevance for integrating findings of psychometric research. The historical origins of the Intermediate Mental Alertness Test (IMAT) are traced with a view to distinguishing it from a number of related tests. Psychometric information is summarised from a wide cross-section of both published and unpublished studies on the IMAT, and the findings of these studies are reviewed in terms of the reliability and validity of the IMAT across different contexts and groups. It is found that there are an insufficient number of validity studies using similar criteria for the meta-analysis technique to be applied. An attempt is therefore made to interpret trends from the research studies reviewed, and recommendations are provided in terms of reporting standards for future validity studies in order to facilitate integrative research techniques such as meta-analysis. / Thesis (M.A.)-University of Natal, Durban, 1991.

No abstract available. / Thesis (M.A.)-Natal University College, Pietermaritzburg, 1946.

The purpose of the study was to determine whether a significant correlation existed between group play and performance on a verbal intelligence test. In addition, the study was designed to test group play as a predictor of performance on a verbal intelligence test.The subjects of the study were kindergarten children enrolled at the Burris Laboratory School in Muncie, Indiana. All the children enrolled in either the morning or afternoon kindergarten program were considered to be included in the population sample but two restrictions eliminated some of the candidates. Those students who were non-white or absent for ten or more observations and/or school days were eliminated. A total of sixteen female and sixteen male students with the age range of sixty-two to seventy-seven months were used in this investigation.Two measuring instruments were used to collect data for the study. An observation instrument was developed from the Parent Social Play Scale to collect data that measured the number of group play episodes observed from each subject.A team of three observers were trained to use the observation instrument and a pilot study was conducted to establish the inter-rater reliability. By using Cohen's coefficient Kappa, it was established that the observation team had an interrater reliability of .99 when measuring between the two-part division of group play and non group play and an inter-rater reliability of .81 when measuring between all six types of social play. Twenty, thirty-second observations were made for each subject. Each observation was classified as one of the six social play types and then further categorized as non group play or group play. The final count included all group play observations for each subject.The other instrument used was the Peabody Picture Vocabulary Test. This instrument provided an estimate of the verbal intelligence of each subject.The group play count, raw score from the Peabody Picture Vocabulary Test, sex, age, and number of siblings in the family of each subject were analyzed to test the following hypothesis at the .05 level of statistical significance: the partial correlation between group play and performance on a verbal intelligence test, partialling out the effects due to sex, age, and number of siblings in the family, is zero.The Statistical Package for the Social Sciences (the SPSS) program for multiple regression was used to test the 3 hypothesis. The value of the partial F ratio from the analysis of the data did not permit -the rejection of the hypothesis at an alpha level of .05. The partial correlation did not approach being significant and the proportion of the residual sum of squares that was accounted for by the addition of group play to the regression could not have been considered different from zero.The following conclusions may be drawn from the study: 1) group play explained very little of the variance in the scores on the verbal intelligence test, and 2) group play had little correlation with performance on the Peabody Picture Vocabulary Test when controlling for number of siblings in the family, age, and sex. Results of the study indicate that use of group play as a predictor or remediator of verbal intelligence is questionable.

Bibliography: leaves 215-232. / xvi, 313 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, 2000?

Thesis (Ph.D.) -- University of Adelaide, Department of Education, 1979.

Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychology, 2000? / Bibliography: leaves 215-232.

Thesis (PhD) - Swinburne University of Technology, School of Biophysical Sciences and Electrical Engineering, Centre for Neuropsychology, 2003. / [Submitted for the degree of Doctor of Philosophy], Centre for Neuropsychology, School of Biophysical Sciences and Electrical Engineering, Swinburne University of Technology, 2003. Typescript. Includes bibliographical references (p. 193-209).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 1998. / Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1927. / Vita. "This material will appear as a chapter in the twenty-seventh yearbook of the National Society for the Study of Education." Bibliography: p. 29-30. Also issued in print.