This study examined whether the Symbol Language and Communication Battery (SLCB), a measure of learning disabilities (Lds), could identify children with Lds. In addition, possible behavioral differences were examined between unidentified and identified children. Eighty-five students (26 with school identified Lds; 59 unidentified) in the 4th and 5th grade participated in the study. Results indicated that the SLCB has good potential as a supplemental/screening measure of Lds. The SLCB was most effective in identifying children when SLCB diagnoses were restricted to the areas of reading, math, and writing. This study also found that teachers reported more behavioral problems in children with an SLCB diagnosis than children without a diagnosis, whereas unidentified children with SCLB diagnoses reported more behavioral problems than identified children.

O Teste Toulouse-Pierón foi um dos primeiros instrumentos de avaliação objetiva da atenção concentrada, dando origem a muitos outros, em vários países, incluindo o Brasil. O presente estudo teve como objetivo realizar uma nova padronização deste teste, com normas, estudos de precisão e validade e bibliografia atualizada, de modo a obter os requisitos mínimos necessários para sua aprovação pelo Conselho Federal de Psicologia (CFP), de acordo com a Resolução N º 002/2003 do CFP. Para o estabelecimento das normas os participantes foram 701 sujeitos voluntários, de ambos os sexos, com idade e escolaridade variável, residentes na cidade de São Paulo e Osasco. A amostra foi constituída por alunos de cursos de Ensino Supletivo Fundamental e Médio de escolas públicas e particulares, cursos de nível Superior e Superior Tecnológico em faculdades públicas e particulares e de candidatos a processos seletivos para preenchimento de vagas de trabalho em empresas privadas. Deste modo, obteve-se uma amostra composta por três níveis de escolaridade, a saber, ensino fundamental, médio e superior. A precisão foi investigada por meio do reteste, tendo sido obtidos coeficientes significantes para a rapidez, qualidade e omissões, mas não para os erros. A validade simultânea foi investigada em relação aos testes AC e D2 e o Teste das Matrizes Progressivas de Raven Escala Avançada foi usado para verificar a relação entre a atenção e a inteligência. A Análise de Variância em função das variáveis faixa etária, sexo e nível de escolaridade para a Rapidez do Toulouse-Pierón indicou diferenças nos resultados apenas para as duas últimas variáveis, sendo que a diferença entre os sexos somente ocorreu para amostra de nível superior. Foram estabelecidas as normas em percentis para a amostra global, por nível de escolaridade e por sexo para o nível Superior. Quanto à validade foram encontrados coeficientes estatisticamente significantes com os resultados do AC e do D2, confirmando a validade do Toulouse Pierón. A correlação do resultado de Rapidez com o Raven foi significante, mas baixa, uma vez que a atenção contribui para o desenvolvimento da inteligência, porém elas constituem duas capacidades independentes. Os resultados confirmam as qualidades psicométricas do Teste Toulouse-Pierón e indicam a necessidade ii do uso de tabelas diferenciadas em função do nível de escolaridade. Também ficou evidenciada a necessidade de estabelecer limite tempo de aplicação menor principalmente para o nível de escolaridade Superior / Toulouse-Pierón test was one of the first tools for an accurate assessment of concentrated attention and it preceded numerous others in many countries, including Brazil. The present study aims at setting new standards for this test, establishing criteria, with validity and reliability studies and an updated bibliography in order to obtain the minimum requirements for its approval in the Federal Council of Psychology (Conselho Federal de Psicologia - CFP) in accordance with its Resolution no 002/003.To establish the criteria, 701 subjects were used. They were both male and female volunteers, varied in age and educational background, all resident in the cities of São Paulo and Osasco. The sample was taken from private and public elementary and secondary adult education programs, college courses, technical college courses and job selection processes for the private sector. Thus a sample with three different educational levels - elementary, secondary and higher education - was obtained. Reliability was investigated by means of the test-retest method. Although the coefficient of Error was randomic, significant coefficients of Speed, Quality and Omission were verified. Concurrent validity was investigated in relation to AC and D2 concentrated attention tests and Ravens Progressive Matrices Test - Advanced Scale was used to verify the correlation between attention and intelligence. Analysis of variance by age rage, gender and educational levels indicated significant differences in the Speed scores on basis of educational level in the Toulouse-Pierón Test. Also the difference in relation to gender was significant only in the higher education group. Percentile norms were established for the global sample, for each educational level and for gender in the higher education sample. Statistically significant correlation coefficients were found to the results of the AC and D2 tests, confirming the validity of the Toulouse-Pierón Test. The correlation between the Speed scores and Raven test was significant, but low, indicating iv that they are independent abilities and that attention contributes for the development of intelligence. The results have confirmed the psychometric qualities of the Toulouse- Pierón Test and pointed out the need for specific standards for different education levels as well as the need for setting a shorter time limit, particularly when assessing the higher education group

by Siu-yee Wong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1989. / Bibliography: leaves 39-41.

The purpose of this study was to determine if socioeconomic differences among a population of mildly mentally handicapped school children exist on the Coloured Progressive Matrices. This information was sought in order to assist school psychologists in achieving the nondiscriminatory evaluations of handicapped children required by federal law.The theoretical base upon which this study rests is Catell's concept of intelligence. It was Catell's contention that the general ability factor measured by intelligence tests actually consisted of two factors, crystallized and fluid intelligence. Crystallized ability reflects previous education and experience while fluid ability is exhibited in adaptation to new situations where crystallized skills are of no particular advantage. The Wechsler Intelligence Scale for ChildrenRevised was assumed to measure crystallized ability and the Coloured Progressive Matrices was assumed to measure fluid ability. Given that the Wechsler scales are among the primary instruments used to assess children for placement into programs for the mildly mentally handicapped, it was conjectured that assignment to this group has been based on crystallized, and hence culturally biased, abilities. It was hypothesized that among an identified population of mildly mentally handicapped school children, those children from low socioeconomic backgrounds would demonstrate significantly greater fluid intelligence as measured by the Coloured Progressive Matrices than children from high socioeconomic backgrounds.There were a total of 25 subjects in the study. These students had been previously identified as mildly mentally handicapped and placed in programs for students so diagnosed. The subjects were Caucasian male and female students who ranged in age from 8 years, 0 months to 12 years, 11 months of age. Each subject was designated as belonging to either high or low socioeconomic groups depending upon the occupation of the head of the household in which they lived. The data for this study was gathered by school psychometrists during the administration of the triennial retest cycle.To determine whether differences in mean scores between socioeconomic groups were significant, statistical analysis was applied. Statistically, the hypotheses were treated as null hypotheses with the .05 level of significance necessary for rejection. The hypotheses were tested through a t-test to determine statistical significance.The low socioeconimic group obtained a mean raw score of 19.85 on the Coloured Progressive Matrices while the high socioeconomic group's mean raw score on this measure was 18.17, The difference in mean raw scores between high and low socioeconomic groups on the Coloured Progressive Matrices was not significant at the .05 level of confidence.

No description available.

No description available.

In this investigation it is assumed that Indians, who constitute a minority group in this country, are definitely confronted with more complex problems than their White counterparts and furthermore, that their problems are at least as complex of those experienced by Blacks in South Africa. Apart from his race, the Indian in South Africa also differs from his White and Black fellow-citizens in respect of his culture, traditions, customs and sometimes even of his language. This fact means that the TAT tests, which were adapted for Blacks in South Africa, cannot be applied without further ado to the Indian population group. The point of departure in this investigation is to develop a projective technique, similar to that of the TAT-Z, that can be adjusted to suit Indians and to deal with the problems experienced as a result of the new cultural demands that are imposed on this group. A further aim is to determine, by means of a newly constructed picture personality test, the degree of acculturation that still appears to be present among Indian South Africans, as well as to identify some personality characteristics. The latter can be used as a guideline in the choice of an occupation or job. Since Indian women are entering the labour market to an increasing extent, it was considered desirable to involve them in the test programme as well. With this aim in mind, 213 men and 195 women who are representative of the Indian population, were tested with the newly constructed Picture Personality Test for Indian South Africans (PPT-ISA). For the purposes of this experiment, the two survey groups were divided into five biographical variables, viz marital status, age, religion, qualifications and socio-economic status. A frequency distribution of positive, negative and ambivalent responses of all respondents, to all the constructs was determined, according to which the findings were analysed with the aid of various statistical techniques. The investigation reveals, in particular, that older people, as opposed to younger ones of both sexes, perform better in the test. It was also found that married people have a greater sense of duty and responsibility than unmarried persons; that an Indian woman's religion has a considerable influence on her response to certain constructs, whereas this phenomenon is not found in the case of Indian men. A factor analysis which was carried out indicates that three identifiable factors could be found, viz: ? *Men:- Factor I - Attitude towards authority, Factor II - Self-concept, Factor III - Self-assertiveness, ? *Women:- Factor I - Self-concept, Factor II - Submissiveness, Factor III - Attitude towards authority. It was furthermore shown that most constructs possess specificity, with the result that justifiable conclusions can be drawn from constructs. Construct validity investigations that were carried out indicate that the measuring instrument possesses a considerable degree of validity. A rater reliability investigation also revealed that high reliability coefficients were obtained, which implies that the test can be used with confidence. It would therefore appear that the PPT-ISA is a useful instrument that can be applied in the selection and placement of persons applying for vacancies in the labour market. / Thesis (Ph.D.)-University of Durban-Westville, 1980.

Osipow and Spokane (1984) developed a model which divides occupational stress into the three main areas of stress, coping, and strain. In the past, this model has been empirically tested by the Occupational Stress Inventory (081). However, the Occupational Stress Inventory - Revised (OSI-R) has recently been developed in order to include some of the more recent developments in occupational stress literature. In addition to the original scales of the OSI, the OSI-R also contains five new experimental scales. The present study used the OSI-R to investigate differences in scale scores among management, trade/skilled, and direct labor personnel in two manufacturing plants. Although significant differences were found on the Role Insufficiency, Responsibility and Family Instrumental Support scales, the findings of this study should be questioned due to the unacceptable reliability levels on many of the OSI-R scales. / Department of Psychological Science

The purpose of this study was to determine if the present college experience and curriculum fosters cognitive development through graduate school. This thesis also assessed whether any gender differences exist between males and females. The assessment of cognitive ability was undertaken by two distinct instruments. One instrument measured this ability objectively and the other in a more subjective manner. A total of 110 students completed the two measures and these were students covering all four undergraduate levels and also master's and doctoral students. The results of the study suggest that the graduate school curriculum may foster cognitive growth. There were some gender differences with the females performing at a higher level on the subjective instrument. The findings of this study could be used to improve current curriculum by implementing more critical thinking courses. / Department of Counseling Psychology and Guidance Services

The present study investigated deaf children's performance on several modified tests of the original Halstead Reitan Neuropsychological Battery for Older Children (HRNB-C). Specifically, performance of 42 deaf children (mean age = 13.3 years, SD = 0.7 yrs.) and a matched sample of 42 hearing peers was examined on the HRNB-C Category, Tactual Performance, and Trail Making tests.In Study 1, a computerized version of the Category Test was administered. Step-down F tests were used to examine differences in total errors and the unique contribution of response time. In Study 2, the Tactual Performance and Trail Making scores were dependent variables. Logistic regression analysis was used to explore multivariate intergroup differences.The major finding of this research was that neuropsychological abilities of deaf children who have no additional handicapping conditions or impairments are, in general, similar to matched hearing controls. Few clinically relevant differences were found. No quantitative differences were found on Trail Making Part A or the total number of Category Test errors. Noteworthy, from a qualitative stance, was the role of response time and its unique contribution within the Category Test. Deaf subjects had significantly greater response times to individual items regardless of correctness of answer. Deaf children were also found to take longer on Trails B, although they performed within normals limits. With respect to the Tactual Performance Test (TPT), deaf children did slightly better than their matched hearing peers on TPT total time and location. In addition, Trails B and TPT location scores were the best multivariate composite of discriminators of deaf versus hearing performance. Notwithstanding, overinterpretation of statistical differences found in both studies was cautioned and the similarities of performance between deaf and hearing children emphasized.These findings offered information of deaf children's neuropsychological functioning compared to hearing controls in the clinical setting. Moreover, the results of the present study should be generalizable to other "non-impaired", 12-14 year old deaf children within a residential academic environment. / Department of Educational Psychology