Browsing by Subject "Intelligence tests"
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Item A comparative study of the WISC test patterns of the bright and gifted underachievers with the test patterns of the underachievers with normal intelligence(Texas Tech University, 1971-08) Bush, Wilma JoNot availableItem A statistical analysis of the psychological test scores of the 1938-1939 freshman class of Texas Technological College(Texas Tech University, 1939-08) Allison, Glenn LNot availableItem A study in validating a brief verbal test of intelligence(Texas Tech University, 1958-06) Barrett, Robert RaymondNot availableItem A study of the effects of a controlled auditory distraction factor upon the performance of selected students on an oral reading test(Texas Tech University, 1961-08) Riddle, William TNot availableItem A study of the relationship between the aptitude test of the graduate record examinations and a verbal intelligence test(Texas Tech University, 1959-06) Holleman, James LNot availableItem A study of the relationships found among age, grade, intelligence, school marks and traits of school children of the Plainview public schools for the school year 1928-1929(Texas Tech University, 1929-05) Ballengee, Eugene MarvinNot availableItem A study of the use of standardized achievement and mental ability test results in selected Texas school districts(Texas Tech University, 1965-08) Gray, C. GNot availableItem An analysis of the performance of children with severe articulation problems and children with minimal brain dysfunction as manifested on a selected battery of tests(Texas Tech University, 1967-08) Everett, Gary DossNot availableItem Cognitive assessment of average and superior children: the Kaufman assessment battery for children versus the Das research battery(Texas Tech University, 1987-05) Hoke, William EugeneThe Kaufman Assessment Battery for Children (K-ABC) is a relatively new measure of cognitive/intellectual abilities. Results from the experimental literature have challenged the validity of the K-ABC Sequential Scale with gifted children and the use of optional verbal and manual coaching of test procedures. These subjects were the foci of the present study. The K-ABC was administered to 100 children equally divided into gifted and average-intelligence groups. The Das-Naglieri Cognitive Assessment Battery was also administered to validate the K-ABC Sequential Scale. As well, subjects were administered measures of receptive language and reading comprehension. Finally, the frequency and patterns of use of "teaching the task" were evaluated. Results of principal component and factor analysis indicated a very strong primary factor in both batteries. Secondary factors were non-significant in factor analysis and minimally significant in principal component analysis. Measures of short-term auditory and visual memory contributed the most variance to the primary factors. Varimax rotation failed to significantly match the a_ priori distribution of subtests along the sequential-simultaneous axes. Findings regarding "teaching the task" revealed that only 8 of the 100 subjects required additional assistance. Overall, results clearly showed that the two-factor model of the K-ABC was not supported with this sample. Results also indicated that the definition and assessment of sequential processing need significant refinement. As a result, the paradigm underlying the K-ABC seems to be tenuous. Future research should concentrate on refining the underlying construct of the K-ABC.Item Correlates of academic achievement for Mexican American students(Texas Tech University, 1969-08) Smith, George Worth,Not availableItem Correlation between the scores made on the A.C.E. psychological examination and the grades made by the arts and sciences freshmen, first semester 1935-1936, Texas Technological College(Texas Tech University, 1936-08) Clements, DollieNot availableItem Correlations between the intelligence quotient, reading ability, and achievement of History I pupils in the Dallas high schools, 1931-1932(Texas Tech University, 1932-08) Miller, Caldon CrusoeNot availableItem Relationship between Freshman Spanish Grades and Psychological Test Scores of Freshmen Entering Texas Technological College in 1938 and 1939(Texas Tech University, 1942-05) Hale, LoisNot Available.Item Some tentative effects of the discovery and use of mental tests on educational theory and practice(Texas Tech University, 1934-06) Wolfe, Ada LouiseNot availableItem The Minnesota spatial relations test in relation to a hand-skill test, interest inventory areas, an intelligence test, and certain environmental data(Texas Tech University, 1954-08) Hoey, Robert JamesNot availableItem The relationship between intelligence and channel capacity(Texas Tech University, 1966-08) Friedman, JoelFor the past half century, psychologists have been intimately concerned with the definition and evaluation of intelligence. Much work has been devoted to the problem of identifying and measuring the basic elements of intelligence, and, more recently, it was observed that it is not profitable to identify general intelligence with intellectual ability, but that it must be thought of as part of a greater entity, the total personality with which it shares comroon elements (Fronra 6c Hartman, 1955). Thus, Wechsler (1959) operationally defines intelligence as "the aggregate or global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment." It is the aggregate because it is composed of elements which, while not being completely independent, are qualitatively differentiable. Despite the fact that intelligence is not just the sum of intellectual abilities, the only way we have been able to evaluate it quantitatively is by measuring the various aspects of these abilities.Item The Wechsler Intelligence Scale for Children as a predictor of adjustment of first grade students(Texas Tech University, 1969-08) Cannon, Thomas Milton,Not availableItem Validity and reliability estimates of the interpersonal relationship scale(Texas Tech University, 1976-08) Kratzke, Jeanette KayThe study reports on the refinement of the Interpersonal Relationship Scale, a new semantic differential measure for assessing interpersonal relationship adjustment. The 120 item scale was designed for use in marital and other dyadic relationships. Despite widespread criticism of the concept of adjustment, the study proceeds from the position that a new measure which is theoretically grounded, relevant, valid, and reliable is necessary since marital and other relationships continue to be researched. In this study, predictive, content, concurrent, and construct validity as well as high scale reliability is reported utilizing a sample of 94 counseling and non-counseling subjects. It is concluded that the IRS is instrumental in assessing interpersonal relationship adjustment, but some methodological issues still remain unresolved.