The purpose of this study was to investigate the relationship among the various scales of the Kaufman Assessment Battery for Children and the Wechsler Intelligence Scale for Children-Revised. Of particular interest was the degree to which the Wechsler Verbal and Performance IQ's contributed to the prediction of the K-ABC Mental Processing Composite and the K-ABC Achievement score respectively.The subjects were 51 students, aged 8-0 to 12-0, who had been referred for psychoeducational assessment because of suspected learning disabilities. They were evaluated with both the K-ABC and the WISC-R as part of a standard battery.Descriptive statistics and univariate correlations were computed. Multiple regression procedures revealed that significant relationships existed between the composite of predictor variables, the Wechsler Verbal and Performance IQ's, and the criterion variables, the K-ABC Mental Processing Composite and the K-ABC Achievement score when each was considered separately.Stepwise multiple regression procedures indicated that the unique contribution of the Wechsler Verbal IQ to the prediction of the K-ABC Mental Processing Composite was statistically significant. A significant relationship was not found, however, between the Performance IQ and the K-ABC Achievement score when the Verbal IQ had been statistically controlled.

Thesis (Ph. D.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Nov. 12, 2009). Includes bibliographical references (p. [101]-116).

Thesis (Ed. S.)--Marshall University, 2009. / Title from document title page. Includes abstract. Document formatted into pages: contains 59 p. Includes bibliographical references p. 58-59.

No description available.

The purpose of this study was to explore the construct validity of the Kaufman Assessment Battery for Children, Second Edition (KABC-II; Kaufman & Kaufman, 2004a) and the Woodcock-Johnson Tests of Cognitive Abilities, Third Edition (WJ-III COG; Woodcock, McGrew, & Mather, 2001) with a sample of 200 preschool children, ranging in age from 4 years, 0 months to 5 years, 1 1 months, and attending preschool and daycare programs in and around a Midwestern city. This study attempted to determine if the Cattell-Horn-Carroll (CHC) factor structure represented on these tests can be identified with young children. Individual confirmatory factor analyses were conducted separately with the KABC-II and WJ-III COG. Moreover, a joint confirmatory factor analysis was conducted using both the KABC-II and WJ-III COG. The results of the individual KABC-II factor analyses indicated a two-tiered Gf Gc model provided the best fit to the data, although the three-tiered CHC model also fit the data well. This suggests the underlying factor structure of the KABC-II is well represented by the CHC theory. The WJ-III COG was best represented by an alternative CHC model, in which the Gf factor and subtests had been removed, indicating not all CHC constructs represented on the WJ-III COG can be reliably identified among young children. The joint confirmatory factor analysis indicated the strongest measures of the shared CHC factors on the KABCII and WJ-III COG, which can help to guide cross-battery assessment with preschool children. Overall, the results confirmed multiple CHC abilities can be assessed with young children, implying clinicians should be using preschool tests that provide scores for several cognitive abilities. This study also revealed the constructs of the CHC theory may be represented somewhat differently on preschool tests due to developmental influences. Strong correlations were evident between unrelated tasks, primarily because the verbal and linguistic demands of many subtests caused them to load unexpectedly on the Gc factor. Suggestions for future research include conducting the same study using preschool children with suspected disabilities, as well as with older children, examining other instruments that include a Gf factor, and conducting exploratory factor analysis with subtests from the KABC-II and WJ-III COG that contain significant components of more than one ability. / Department of Educational Psychology

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 began to focus on preschool-aged children because of initiatives to intervene early with at-risk children. The purpose of this study was to examine the Stanford-Binet Intelligence Scales, Fifth Edition (SB-V) and Kaufman Assessment Battery for Children, Second Edition (KABC-II) in relation to the Cattell-Horn-Carroll (CHC) theory of intelligence using a population of 200 preschool children. Confirmatory factor analyses (CFAs) were conducted with these two tests individually as well as in conjunction with one another. Different variations of the CHC model were examined to determine which provided the best representation of the underlying CHC constructs measured by these tests. Results of the CFAs with the SBV revealed that it was best interpreted from a two-stratum model, although results with the KABC-II indicated that the three-stratum CHC model was the best overall design. Finally, results from the joint CFA did not provide support for a cross-battery assessment with these two particular tests.3 / Department of Educational Psychology

The Kaufman Assessment Battery for Children is a relatively new instrument designed to measure the cognitive abilities of children ages 2 1/2 to 12 1/2. The battery was predominantly based upon Luria's theory of cognitive processing which proposes a simultaneous and sequential dichotomy for the analysis of information. Exploratory and confirmatory factor analyses have generally supported this theory. However, across different age groups and with special populations, analyses have been inconsistent.Few alternative structures for the battery have been tested, especially with special populations.The purpose of the present study was to assess the viability of a two factor structure based upon the modality of input for a group of students referred for learning difficulties. One hundred and twelve students, ages 7 to 12 1/2, who had been referred by teachers because of learning difficulties were used in the study. The thirteen subtests of the K-ABC were specified as being associated with a visual input factor, an auditory input factor, or both. Confirmatory factor analysis, as performed by the LISREL VI computer program, was then used to test this hypothesis. Unreasonable parameter estimates led to the rejection of the model for this sample. This lack of confirmation is discussed in terms of high correlations among estimates, misspecification of the model, sample homogeneity, and lack of independence among the subtests in terms of input modality. It was concluded that input modality was not a major factor in performance on the battery for this particular sample.

The literary movement of the Beat Generation continues to be a truly influential movement in our current society. From the popularization of hitchhiking across America to the rebel without a cause of James Dean, the Hippie movement of the 60s, and the explosion of poetry readings in coffee shops, the Beats have been influential to much of the social change in the last half-century. Commonly the architects of the movement are referenced as Jack Kerouac, Allen Ginsberg, and William S. Burroughs. However, the Beat Generation was much bigger than six "white" men who wrote novels and poetry about disenfranchised youths of the 1950s. The Beat Generation had at its center several women and artists of color who have helped to redefine the movement, such as Joan Vollmer, Bob Kaufman, Raul Salinas, and Anne Waldman. This project troubles the categorization of the Beat Generation as a static movement in postwar America, and redefines it as an adaptive ideology that continues through today's Beat Movement. In this dissertation, I have broken down the three most prominent rhetorical elements that have kept the Beat Movement operating for over sixty years. The first element is the Beat desire to write for the underclasses of America and eventually to produce writers to write from the underclasses. The second is the importance placed on performance in their poetry and how that has changed the face of poetry over the last half century. The third is the ability to build a community through small presses and magazines, while at the same time pushing the boundaries of gender roles, queer relationships, and interraciality.

294 pages / This study identifies and examines Moises Kaufinan's theoretical questions and rehearsal techniques from their development in initial works at New York University to their specific application during the creation of Gross Indecency: The Three Trials of Oscar Wilde and The Laramie Project by his Tectonic Theater Project. Kaufinan's upbringing and major artistic influences are investigated in order to trace the origins of his current theoretical language and approach to making theatre. This dissertation primarily focuses on Kaufi:nan's approach to the workshop space as discussed in relation to his search for new theatrical forms, and his style of communication with company members. Such focus offers new questions regarding the basis and range ofKaufinan's aesthetic. The two guiding questions of the study ask: What is Kaufinan's directorial role in Tectonic Theatre Project's creation of new work? How does he ensure the "copulation" of form and content in the workshop space when creating new works? Chapter II outlines Kaufman's biography through detailing his education in Venezuela and in the Experimental Theatre Wing at New York University, as well as traces his early production history. Chapter III investigates how Tectonic techniques led to the creation of Gross Indecency examining Kaufman's inciting hunch, the depth of his research, his organizing principle and expanding through-lines, and "moment work." Chapter IV continues to trace the development of these Tectonic techniques through the creation of The Laramie Project, highlighting the fact that no two Tectonic Theater Project productions have been created in the same manner. This chapter also raises the crucial question of Kaufman's role as Tectonic's workshop director in regards to the issues of authority and authoring. Chapter V arrives at concluding questions and thoughts on Kaufman's theoretical questions in traffic with his workshop techniques, and how these shape his directorial and authorial aesthetics. Chapter V concludes with questions for further study on Kaufman and historically based theatre.

This thesis examines the influence of Romanticism on a selection of seven films from four contemporary American filmmakers: Sofia Coppola, Wes Anderson, Charlie Kaufman, and Spike Jonze. The research questions are as follows: How do particular Romantic ideas, either canonical ones or those located on the more critical fringes of Romanticism, relate to the work of the filmmakers I consider? What Romantic features do these films regularly exhibit, both aesthetically and in terms of narrative? How do these features inform their overall point of view? Finally, how do such Romantic ideas and aesthetics relate to the current cultural milieu in which the films were created? There are many familiar and more obscure Romantic strains running through the films. These include a preoccupation with personal history and memory; an undercurrent of deeply felt emotion and reliance upon mood and tone to convey it; a foregrounding of the creative process and the imagination; and an ambivalent relationship to both the natural world and civilised society. In terms of aesthetics, the films in question depend on qualities of the beautiful, picturesque, and sublime to represent the complex emotional states of their characters and to elicit emotional responses in their audiences. Above all, these films represent a preoccupation with subjectivity and self-consciousness: specifically, the coming to personal self-consciousness that creates a rift between the individual subject and a greater sense of society. By utilising the work of eighteenth- and nineteenth-century Romantic authors and philosophers such as Friedrich Schlegel, William Wordsworth, Henry David Thoreau, John Keats and others, combined with twentieth- and twenty-first century readings of these works via literary and cultural theorists and critics such as Harold Bloom, M.H. Abrams, Leo Marx and Anne Mellor, I emphasise the historical trajectory of general Romantic concepts. Taking established cinematic theories (“quirky” cinema, “smart” film, the “new sincerity”) as a point of entry, I explore the underlying stylistic and narrative connections between the films I discuss. I argue these films share a fundamentally Romantic form and vision specific to their own historical and cultural environment.