The purpose of this study was to determine if distinct subgroups of high achieving children could be identified using a recently redeveloped intelligence measure—The Woodcock-Johnson Tests of Cognitive Ability, 3rd edition (WJ-III). Students were referred for further testing based on their scores on the Indiana State Test of Educational Progress (the ISTEP+). Students were included in the study if they scored at or above the 90th percentile on the ISTEP+ Cognitive Skills Index, or the reading and/or math portions. Using these criteria, 202 students were referred for further testing. These students were clustered with Ward's method of cluster analysis using their scores on the seven CHC factors of the WJ-III. Their individual scores on two other intelligence measures (the Stanford-Binet IV and the Kaufman Brief Intelligence Test), as well as other scores from the WJ-III were used to further describe the clusters that emerged. The following three subgroups were identified: (a) decidedly gifted, (b) problem solvers, and (c) slow-paced achievers. Not all subgroups obtained the gifted score ranges expected on the three measures employed. The clusters were better described as displaying a slight levels effect, in that the groups were most different from one another in terms of the overall intelligence quotient and mean CHC factor scores, with one group scoring in the superior to high average ranges, one in the high average to average ranges, and one in the average range overall. This study provided evidence for the use of intelligence measures in describing gifted individuals' specific strengths and weaknesses. It also has significant implications for the use of intelligence measures in assessing giftedness within an applied setting. This study is useful as a validation study for the three intelligence measures employed. / Department of Educational Psychology

The purpose of the present study was to determine if African American and Caucasian preschool children displayed similar patterns of performance among the Cattell-Horn-Carroll (CHC) factors measured by the Kaufman Assessment Battery for Children, Second Edition (KABC-II). Specifically, a profile analysis was conducted to determine if African Americans and Caucasians displayed the same patterns of highs and low and scored at the same level on the KABC-II composites and subtests. Forty-nine African American (mean age = 59.14 months) and 49 Caucasian (mean age = 59.39) preschool children from a Midwestern City were included in the study and were matched on age, sex, and level of parental education. Results of a profile analysis found African American and Caucasian preschool children had a similar pattern of highs and lows and performed at the same level on the CHC broad abilities as measured by the KABC-II. Comparison of the overall mean IQ indicated no significant differences between the two groups. The overall mean difference between groups was 1.47 points, the smallest gap seen in the literature. This finding was inconsistent with previous research indicating a one standard deviation difference in IQ between African Americans and Caucasians. A profile analysis of the KABC-II subtests found the African American and Caucasian groups performed at an overall similar level, but did not show the same pattern of highs and lows. Specifically, Caucasians scored significantly higher than African Americans on the Expressive Vocabulary subtest which measures the CHC narrow ability of Lexical Knowledge. Results of this study supported the KABC-II’s authors’ recommendation to make interpretations at the composite level. When developing hypotheses of an individual’s strengths and weaknesses in narrow abilities, clinicians should be cautious when interpreting the Expressive Vocabulary subtest with African Americans. Overall, results of this study supported the use of the KABC-II with African American preschool children. When making assessment decisions, clinicians can be more confident in an unbiased assessment with the KABC-II. Future research could further explore the CHC narrow abilities in ethnically diverse populations. Additionally, more research should be conducted with other measures of cognitive ability designed to adhere to the CHC theory, and the appropriateness of those tests with an African American population. Furthermore, future research with the KABC-II could determine if the results of the present study were replicated in other age groups. / Department of Educational Psychology

M.A. / Intelligence testing in cross-cultural assessment settings where traditional intelligence tests are used, often reveals inappropriate test content and invalid test scores for various cultures, language or socio-economic groups (SES). This moved some test users to conclude that traditional intelligence tests are not culture fair and are not suitably constructed for use across different cultures. As a result, these traditional intelligence tests often show invalid score variability when used across different socio-economic groups and culture. The purpose of this study was to investigate the suitability of the Snijders-Oomen Non-verbal Intelligence Test-Revised (SON-R) on a group of primary school learners from different language, socio-economic status (SES) and gender groups and grade levels in the Johannesburg metropolitan area. The aim of the study was to establish psychometric properties of the SON-R and to demonstrate that the SON-R can minimise the influence of home language, SES, age, grade level and gender on sub-test scores. Five postulates and four specific hypotheses were formulated for the purpose of the study. The sample of this study consisted of 400 primary school children from schools in Roodepoort and Melville. The test was administered to all subjects individually in their respective home languages within their school premises. Various statistical procedures, e.g. multiple analysis of variance (MANOVA), analysis of variance (ANOVA), Principal Axis Factoring, Pearson Correlation coefficients, Cronbach alpha internal consistency coefficients and post-hoc tests (Scheffe and Dunnett T3) were used to analyse the data. The findings on item difficulty analysis, in terms of the first and second mistakes committed on each sub-test, shows that items of the SON-R generally correspond to the theory of item difficulty underlying the items of the SON-R. Furthermore, the difficulty levels of the sub-test items appeared to be compatible with the cognitive levels of the subjects. The findings on the relationship of socio-economic status, age, as well as gender, with the sub-test scores were not statistically significant, indicating that sub-test scores of the SON-R were not influenced by those variables. The relationship between home language as well as grade evel with sub-test scores was statistically significant. The two variables have caused significant differences on sub-test scores of the SON-R. Cronbach alpha internal consistency coefficients were relatively high. In general, the correlation coefficients between sub-test scores and academic performance in school subjects were high, indicating significant predictive ability of the SON-R for scholastic purposes. A single factor solution for the combined group data, indicated one general factor of non-verbal intelligence for all four language groups. The study has raised research questions, which should be considered for future research on the SON-R. In general, the data has successfully supported the postulates and the specific hypotheses of the study.

M.Ed. (Educational Psychology) / This research inquiry employs the Rasch model of measurement to assess the contemporary quality of the items that constitute an intelligence test developed in South Africa during the 1980s. The Rasch model of measurement will be used as an analytical tool for exploring the quality of items constituting the performance scales of a translated version of the Junior South African Intelligence Scales (JSAIS). The JSAIS was translated into Sesotho and was used to assess grade 1 Sesotho home language learners. This study is part of the Soweto Panel Research Programme (SPRP), which aims to investigate the development of children in a specific Soweto school from preschool (grade R, age 5 and 6) to the end of the Foundation Phase (grade 3). Within this school, the research projects include the assessment of cognitive abilities, numeracy, literacy and the households of the children. I am involved in assessing the cognitive abilities of these children and work in collaboration with three Educational Psychology Master’s students from the University of Johannesburg. The cognitive abilities project aims to assess and track the cognitive development of young children from grade R to grade 3 over a period of four years. Cognitive development focuses on how children learn, process information and attain a veridical view of the world (Gopnik & Meltzoff, 1997), it entails the development of the thinking and organizing systems of the mind, and is composed of language, thinking, reasoning, problem solving, and memory development (Oakley, 2004).

M.Ed. (Educational Psychology) / The picturesque landscape of South Africa is woven by the rich threads of diverse languages, cultures and beliefs. Despite the inherent differences of the different groups in this country, a common golden thread lies in the imparting of knowledge, values and beliefs from one generation to the next. This is often done formally, in the school environment, where children learn, develop and grow. The potential of children should be harnessed in an environment that is conducive to maximising the strengths and minimising their weaknesses. One domain is in the psychological testing arena where children’s cognitive abilities are assessed. The Junior South African Individual Scale (JSAIS) as an assessment measure is currently being used by psychologists despite the last norming having taken place in 1984 and the norms not being representative of the South African population. In an endeavour to transition from the past monolingual and monocultural practices, the JSAIS has been translated into isiZulu to eliminate any possible language barriers to participants. However, it is evident that translating tests is a risky procedure and every effort should be made to adhere to criteria proposed by the International Test Commission (ITC) to minimise cultural bias. One such way, is to thoroughly investigate the psychometric qualities of translated tests. The participants of the research are children in the Grade 1 isiZulu class at school in Soweto where research is being conducted. This longitudinal research project is a collaborative effort between the University of Basel, Switzerland and the Centre for Education Practice Research (CEPR) at the University of Johannesburg. The aim of this study was to apply a Rasch Analysis to the Numerical Intelligence Quotient Eight (NUM Scale) of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine the quality of the items in relation to the ability of participants in the sample group. As an exploratory, quantitative study, the findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test should be conducted in future studies. The findings of this study show that the data generated varied in its fit of the Rasch Model. While findings confirm that the numerical subtests of the Number and Quantity are valid measures of the construct for which it was designed, it is recommended that further studies be conducted into the equivalence of the isiZulu translated JSAIS, the further testing of larger samples of participants and the reduction of cultural loading on items. The information gleaned from this study regarding the misfitting of items, item difficulty and overlapping should also be considered to enhance the quality of this test and thereby maintaining the tenets of our new, modern democracy in South Africa.

Some text in Zulu / Psychology of Education / M. Ed.