An examination of the effect of birth order upon psychometric test scores.

1978 ◽  
Author(s):  
D. J. Armstrong
Keyword(s):  
Birth Order ◽  
Test Scores ◽  
Psychometric Test

Psychometric Test Scores and School Behavior of Girls Identified as Daydreamers by Their Teachers

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1307-1313 ◽  
Author(s):  
Alan Leviton ◽  
Jane Schulman ◽  
Paula Yaney ◽  
Ruth Strassfeld
Keyword(s):  
Peer Relations ◽  
Test Scores ◽  
Classroom Teachers ◽  
Psychometric Tests ◽  
School Behavior ◽  
Psychometric Test ◽  
Bender Gestalt Test

14 daydreaming Ss were compared to 14 nondaydreaming Ss according to the results obtained from psychometric tests and school questionnaires. The daydreamers' scores on the Bender-Gestalt test and on the performance section of the WISC were appreciably more variable than those of the nondaydreamers. This implies heterogeneity within the group of daydreamers. According to their classroom teachers, daydreamers were more likely to have problems with flexibility, distraction, ability to persist at a task, peer relations, and arithmetic. These findings suggest that daydreaming does not occur as an isolated entity.

College Students' Scores on Torrance's Tests of Creative Thinking

1974 ◽  
Vol 35 (1) ◽  
pp. 65-66 ◽  
Author(s):  
David L. Johnson
Keyword(s):  
College Students ◽  
Social Work ◽  
Birth Order ◽  
Test Scores ◽  
Creative Thinking ◽  
Social Work Students ◽  
College Majors ◽  
Class Standing ◽  
Home Community ◽  
Mean Differences

54 social work students were given a questionnaire and the Torrance Tests of Creative Thinking. Ss' mean fluency, flexibility, and originality scores were analyzed by t tests against own sex, age, birth order, father's occupation, size of home community, class standing, and Torrance test scores from 10 college samples. Significant mean differences were only between (a) sophomores' and seniors' fluency and flexibility, (b) sophomores' and juniors' flexibility, (c) Ss' fluency and that of five other samples of fluency scores, (d) Ss' flexibility and that of five other samples, (e) Ss' originality and that of six other samples, (f) seniors' scores and six other sets of seniors' scores, (g) sophomores' scores and four other sets of sophomores' scores. Generally, the higher Ss' class, the lower the creativity scores. Social work Ss tended to score lower than other college majors on the Torrance tests.

Cognitive Abilities of Sibling Pairs: Evaluating the Impact of Early Education

1982 ◽  
Vol 51 (1) ◽  
pp. 171-176 ◽  
Author(s):  
Janet P. Swartz ◽  
Donald E. Pierson
Keyword(s):  
Birth Order ◽  
Cognitive Abilities ◽  
Test Scores ◽  
Comparison Group ◽  
Early Education ◽  
Cognitive Test ◽  
Sibling Pairs ◽  
Positive Effects ◽  
The Impact ◽  
Older Siblings

The cognitive test scores of 20 second-born children who had participated in an early education project since birth were compared to those of their nonparticipant older siblings. The McCarthy Scales of Children's Abilities were administered to all of the children prior to entering kindergarten. Contrary to the expected effects of birth order, the program children consistently scored higher than their older siblings on all subtests as well as the General Cognitive Index. The advantages for second-born children, which were not seen among sibling pairs in a comparison group, suggest the positive effects of early education.

A Preliminary Report on the Discrepancy between Clinical and Test Evaluations of Competence*

1992 ◽  
Vol 37 (9) ◽  
pp. 634-639 ◽  
Author(s):  
Deborah Rutman ◽  
Michel Silberfeld
Keyword(s):  
Mental State ◽  
Test Scores ◽  
Preliminary Report ◽  
Mini Mental State Examination ◽  
Process Approach ◽  
Psychometric Test ◽  
State Examination ◽  
Retrospective Examination ◽  
Difficult Cases ◽  
Cognitive Competency

This report demonstrates the discrepancy that can occur between clinical and test evaluations of competence. It presents retrospective examination of 35 assessments of competence performed on 24 subjects by a multidisciplinary competency panel. The findings of the panel are compared with the subjects' results on the Cognitive Competency Test and on the Mini-Mental State Examination. The results show that the multidisciplinary competency panel will more often find subjects competent than indicated by their psychometric test scores. A process approach to the use of tests is recommended. Reliance on tests to decide the outcome of difficult cases does not appear to be warranted.

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