The purpose of this study was to investigate the amount and patterns of interrelatedness of the Wechsler Intelligence Scale for Children (WISC) and the 1968 revised edition of the Illinois Test of Psycholinguistic Abilities (ITPA). The study attempted to analyze from both the practical and statistical levels relationships between the two instruments. Further clarification was sought as to the: (1) dimensions measured by the ITPA, (2) concurrent validity of the ITPA, and (3) necessity of administering both instruments in their entirity in psychological evaluations.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Special Education). Includes bibliographical references (p. 28-30).

Thesis (M.S.)--University of Wisconsin--Madison, 1969. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study is an exploratory attempt to evaluate the efficacy of the use of the ITPA in discriminating between the learning performance of "good" and "poor" auditory learners and between "good" and "poor" visual learners on a paired-associate task presented visually or auditorially.

To date, research on mechanistic aspects of fluency disorders has focused heavily on motor contributions to stuttering. Only recently have researchers begun to explore psycholinguistic contributions to stuttering. Psycholinguistic planning for speech heavily involves the activation and processing of lexical information. We used a neuroscience approach to compare word activation in mental lexicon while completing a picture naming task in people who stutter (PWS) versus fluent individuals (PWNS). Twenty-eight individuals ranging in age from 19 - 52 years old participated in a picture-word priming task adopted from Jescheniak et al. (2002). Electroencephalogram (EEG) was recorded while participants saw black and white line drawings, followed immediately by an auditory probe word that was either Semantically-Related, Phonologically-Related, or Unrelated to the label of the preceding picture. EEG was also recorded to Filler (naming-only) trials. Averaged ERPs were generated for each condition. Two principal component analyses (PCA) were conducted in order to summarize patterns in the ERP data and test for differences in ERPs elicited by different conditions. One PCA compared Semantically-Related probe word trials, Semantically-Unrelated probe word trials, and Filler trials. The second PCA compared Phonologically-Related probe word trials, Phonologically-Unrelated probe word trials, and Filler trials. The primary goal of each analysis was to determine whether each probe word condition elicited ERP activity that was different from Filler (naming-only) trials. Relative to Filler trials, all four types of probe words elicited a series of ERP components, some related to sensory processing of the probe words, and some related to linguistic processing of the probe words including N400-type ERP activity. Crucially, N400 priming was observed for PWNS on Semantically-Related trials, but not for PWS. This result indicates that the activation of semantic word networks on the path to picture naming may operate differently in PWS versus PWNS. In contrast, no differences were found between groups for Phonological N400 priming. Discussion relates these effects to the larger body of existing literature on psycholinguistic ability in PWS. Discussion also focuses on how the activation of semantic word networks may differ in PWS versus PWNS, and how therapy for stuttering might address such differences.

The purpose of this study was to compare language performance on three subtests of the Illinois Test of Psycholinguistic Abilities (ITPA) of a Black population of children ages three years six months through six years in Portland, Oregon, with the standardizing population of the ITPA. These subtests are Auditory Reception, Grammatic Closure, and Verbal Expression. The null hypotheses tested were: There is no difference in scores on the Auditory Reception subtest of the ITPA between the standardizing test population and that of Black children ages three years six months through six years in Portland, Oregon. There is no difference in scores on the Grammatic Closure subtest of the ITPA between the standardizing test population and that of black children ages three years six months through six years in Portland, Oregon There is no difference in scores on the Verbal Expression subtest of the ITPA between the standardizing test population and that of Black children ages three years six months through six years in Portland, Oregon.

No description available.

The purpose of this investigation was to examine the cognitive and psycholinguistic processes of rural Mexican children and compare them to urban Mexican children using the Spanish Version of the Illinois Test of Psycholinguistic Ability as the primary diagnostic instrument. Additionally, Physical, Environmental, and Psychological test correlates are surveyed to demonstrate their application in the diagnostic and interpretive processes. Fifty-nine children, aged four to nine, were tested in this project. The children were all monolingual Spanish speaking, and they all lived in or very near Santa Rosalillita, a small mid-peninsula fishing cooperative in Baja California, Mexico. The cumulative total of the I.T.P.A. subtest raw scores for the Santa Rosalillita children are compared to the scores of two samples of urban children which were used in the I.T.P.A. standardization procedure. A series of t tests are used to analyze the data. The Physical, Environmental, and Psychological test correlates are examined by using obtained I.T.P.A. profiles, a questionnaire, and the author's on-site observations. The relevant results of this study are: (1) There appears to be a significant difference between the five year old children of Santa Rosalillita when they are compared to the two groups of five year old urban Mexican children. (2) There were no significant differences between the seven and nine year old groups of Santa Rosalillita children when they were compared to the seven and nine year old groups of urban Mexican children. (3) Physical, Environmental, and Psychological test correlates can provide important information in the diagnosis and interpretation of the Spanish I.T.P.A. It was concluded that extreme caution be used with the Spanish I.T.P.A. when it is employed with rural Mexican children below the age of six. The results suggest that the Spanish I.T.P.A. be used as one of several sources of information in the effort to serve the educational needs of Mexican children, but not as the only source of information. Further research may focus on rural children living in other geographic locales of Mexico, or on the development of appropriate and useful educational methods and materials for assimilating Mexican youngsters into American schools.

[pt] Neste trabalho, o foco é principalmente a interação entre leitor, texto, e resolução de questões de múltipla escolha, e como algumas características do texto podem ser utilizadas para se avaliar a dificuldade ou facilidade de compreensão leitora. Assim, a proposta da pesquisa é sugerir elementos para o estabelecimento de análise norteada por uma abordagem interacional, dentro da psicolinguística, acerca da compreensão leitora, a qual congrega resultados de análises computacionais e manuais da performance de alunos nas provas de nivelamento de português da PUC-Rio. Foram avaliadas cinco provas de múltipla escolha aplicadas semestralmente no período de 2009.2 a 2011.2. Os resultados apontam para um leitor que ingressa na universidade com competências leitoras ainda aquém do nível proficiente. / [en] In this work, the focus is primarily the interaction between readers, texts, and multiple-choice questions, and how some of the text features can be used to assess the difficulty or ease of reading comprehension skill. Thus, the proposal of this research is to suggest elements for the establishment of an analysis driven by an approach on a interactionism basis, in the Psycholinguistics field, concerned with the comprehension text skills, which bring together computational and manual analysis of the students` performances in Portuguese proficiency tests in PUC-Rio. Five multiple-choice exams applied within 2009.2 and 2011.2 were analyzed. The data show that reader get into the university with low reading skills, which sort them into the less skilled readers category.