Correlation of peabody picture vocabulary test scores and stanford-binet intelligence scale, form L-M scores in an educable mentally retarded population

1966 ◽  
Vol 5 (1) ◽  
pp. 75-79 ◽  
Author(s):  
Richard H. Kicklighter
Keyword(s):  
Test Scores ◽  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Educable Mentally Retarded

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Relationship of Peabody Picture Vocabulary Test and Wechsler Intelligence Scale for Children in an Educable Retarded Group: A Cautionary Note

1971 ◽  
Vol 28 (2) ◽  
pp. 405-406 ◽  
Author(s):  
Richard A. Pasewark ◽  
Bernard J. Fitzgerald ◽  
Ted Gloeckler
Keyword(s):  
Full Scale ◽  
Vocabulary Test ◽  
Cautionary Note ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Cautious Approach ◽  
Group A ◽  
Relationship Of ◽  
Verbal Performance

To determine the equivalence and relationship of Peabody and WISC scores in a retarded population, 49 students in a class for the educable retarded were tested. The Peabody IQ consistently over-estimated WISC Verbal, Performance, and Full Scale IQs. Intercorrelations between IQs from the two tests were disappointingly low. A more cautious approach to use of the Peabody as a “substitute” measure for the WISC is suggested.

Predictive Validity of the PPVT-R for Navajo Children

1984 ◽  
Vol 55 (1) ◽  
pp. 297-298 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Predictive Validity ◽  
Test Scores ◽  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement

The predictive validity of the Peabody Picture Vocabulary Test—Revised was examined for a sample of 33 Navajo children in Grades 1 to 6. Test scores correlated .65 and significantly with scores obtained 10½ mo. later on the Peabody Individual Achievement Test Total score. Implications for interpretation are discussed.

Comparative Study of the Pictorial Test of Intelligence and the Peabody Picture Vocabulary Test

1969 ◽  
Vol 25 (2) ◽  
pp. 528-530 ◽  
Author(s):  
Raymond N. Elliott
Keyword(s):  
Achievement Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Wide Range Achievement ◽  
Predictors Of Academic Achievement

This report describes correlations between the Pictorial Test of Intelligence and the Peabody Picture Vocabulary Test as predictors of academic achievement of institutionalized educable mentally retarded children by comparing them with the Wide Range Achievement Test.

Examining the Relationship between the Development of the Concept of Death and Overall Cognitive Development

1986 ◽  
Vol 16 (3) ◽  
pp. 193-199 ◽  
Author(s):  
Richard A. Jenkins ◽  
John C. Cavanaugh
Keyword(s):  
Socioeconomic Status ◽  
Cognitive Development ◽  
Concept Development ◽  
Mental Development ◽  
Insufficient Data ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
The Relationship

The present study was an attempt at replicating and extending previous findings regarding the development of the concept of death in children. Age, death concept development, general cognitive development, and background/experience variables were investigated with respect to their roles in death concept development. Thirty-two children between six and twelve years of age were given the Derry Death Concept Scale, the Peabody Picture Vocabulary Test, and selected subtests from the Wechter Intelligence Scale for Children-Revised. Correlations indicated that level of death concept development was related to age and verbal-conceptual mental development. Socioeconomic status and death-related experience did not significantly affect death concept level, nor did gender or separation experience. There were insufficient data to investigate separation effects. Findings from the present study were discussed with respect to their implications for future inquiry.

Comparison of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised for a Referred Population

1992 ◽  
Vol 8 (1) ◽  
pp. 116-119
Author(s):  
Dwayne Kostura
Keyword(s):  
Data Analysis ◽  
Vocabulary Test ◽  
Academic Underachievement ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Product Moments ◽  
Verbal Subtest

Comparisons were made between the PPVT-R and WISC-R with 59 school-aged students (25 females, 34 males) referred for academic underachievement. Pearson product moments (r) and related t-tests were employed in the data analysis. The sample ranged in age from 6-2 to 15-5, with a mean age of 10-1, and SD=2.8. There were no significant differences between PPVT-R standard scores and WISC-R IQs. PPVT-R scores correlated significantly (p<.001) with WISC-R Verbal subtest scores. Implications of these findings for the use of the PPVT-R are discussed.

Comparison of PPVT—R and WISC—R in a Mild/Moderate Handicapped Sample

1986 ◽  
Vol 62 (3) ◽  
pp. 891-894 ◽  
Author(s):  
Frances W. Beck ◽  
Frederick Lee Black
Keyword(s):  
Full Scale ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Verbal Iq

The Peabody Picture Vocabulary Test—Revised, Form L was compared with the Wechsler Intelligence Scale for Children—Revised with a sample of 32 mild/moderate handicapped students (24 boys, 8 girls). Significant correlations were found between the WISC—R Full Scale IQ (.46) and the WISC—R Verbal IQ (.50) and the PPVT—R, but no significant correlation was found between the WISC—R Performance IQ and the PPVT—R (.34). Mean scores on the PPVT—R and WISC—R were significantly different.

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