Echo-Reaction as an Approach to Semantic Resolution

1971 ◽  
Vol 14 (3) ◽  
pp. 645-651 ◽  
Author(s):  
Warren H. Fay ◽  
Bruce V. Butler
Keyword(s):  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Semantic Resolution ◽  
Relationship Of ◽  
The Relationship

To determine the relationship of echo-reactions to degree of semantic challenge, instances of spontaneous echo, vocalized and whispered, were tabulated from performances of eight-year-olds on the Peabody Picture Vocabulary Test (PPVT). Two hundred of 364 echoed 2226 of the stimuli on presentation. Analysis revealed that the occurrence of echoing increased as the semantic difficulty increased. The more difficult words were echoed significantly more often than were the less difficult words. Results are considered with respect to overt and covert echo-reactions—their role in the perception of speech and their developmental disposition as private, self-guiding speech.

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.

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.

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.

Three Dimensions of Intellectual Functioning in Australian Aboriginal and Disadvantaged European Children

1974 ◽  
Vol 5 (1) ◽  
pp. 49-58 ◽  
Author(s):  
Lorne J. Taylor ◽  
Philip R. de Lacey
Keyword(s):  
Ethnic Groups ◽  
Divergent Thinking ◽  
The Other ◽  
Three Dimensions ◽  
Vocabulary Test ◽  
Verbal Intelligence ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Australian Aboriginal ◽  
The Relationship

Tests of verbal intelligence, operational thinking, and divergent thinking were administered to thirty Aboriginal and thirty disadvantaged European children living in Alice Springs, N.T., Australia. Scores from the three types of tests were correlated with each other to determine the relationship among them. Differences were sought between age ranges and ethnic groups on each of the three kinds of tests by means of t tests and analyses of variance. With the exception of the correlation between the Matrices Test and the Peabody Picture Vocabulary Test, the correlations were similar to those reported previously. The t tests confirmed significant differences between the Aboriginal and European sample on the PPVT. However, there were no significant differences between the Aboriginal and European sample on any of the other tests.

Peabody Picture Vocabulary Test-Revised and Luria-Nebraska Neuropsychological Battery for Children: Intercorrelations for Normal Youngsters

1983 ◽  
Vol 56 (2) ◽  
pp. 632-634 ◽  
Author(s):  
Mary M. Quattrocchi ◽  
Charles J. Golden
Keyword(s):  
Middle Class ◽  
Correlation Coefficients ◽  
Vocabulary Test ◽  
Neuropsychological Battery ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Normal Children ◽  
Significant Relationships ◽  
The Relationship ◽  
Middle Class Families

The relationship between scores on the PPVT-R and Luria-Nebraska Neuropsychological Battery for Children was examined utilizing 86 normal children, including 55 females and 31 males from middle-class families. Correlation coefficients were computed between the standard scores obtained on the PPVT-R and the T scores from the summary scales on the Luria-Nebraska. Significant relationships were predicted between the PPVT-R and the Receptive scale on the Luria-Nebraska. Significant but small correlations were found between the PPVT-R and this scale as well as the Intelligence, Visual, Arithmetic, Memory scales on the Luria-Nebraska.

Relationships between Performances of Young Handicapped Children on Peabody Picture Vocabulary Test and Revised Stanford-Binet Scale

1976 ◽  
Vol 42 (3_suppl) ◽  
pp. 1227-1232 ◽  
Author(s):  
Gerald Groden ◽  
Michael Branson ◽  
Leesa Mann
Keyword(s):  
Regression Equation ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Handicapped Children ◽  
Performance Levels ◽  
Lower Performance ◽  
The Relationship

An analysis of the relationship between the Peabody Picture Vocabulary Test and the Revised Stanford-Binet standard scores for handicapped children of chronological ages 3, 4, 5, and 6 yr. indicated uniform underestimation of the Stanford-Binet scores by the Peabody at the lower performance levels. A regression equation for determining estimates of Stanford-Binet performance from Peabody scores was calculated.

Concurrent Validity of the PPVT-R for College Students

1984 ◽  
Vol 55 (3) ◽  
pp. 863-866 ◽  
Author(s):  
Sally B. Bing ◽  
John R. Bing
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Concurrent Validity ◽  
College Freshmen ◽  
Black College ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

The relationship of the Peabody Picture Vocabulary Test Revised and the McGraw-Hill Basic Skills System was examined for 50 predominately black college freshmen and sophomores. Both Forms L and M of the PPVT-R correlated significantly (.34 to .58) with the Reading, Writing, and Vocabulary subtests of the McGraw-Hill system. Students scored about one standard deviation below the mean on both measures. Skills measured by the instruments appear different enough to preclude use of the PPVT-R as the first screening test.

Comparison of Scores for Normal Preschool Children on Peabody Picture Vocabulary Test-Revised and Mc Carthy Scales of Children's Abilities

1982 ◽  
Vol 51 (2) ◽  
pp. 623-626 ◽  
Author(s):  
Dominic F. Gullo ◽  
Caven S. McLoughlin
Keyword(s):  
Preschool Children ◽  
Cognitive Ability ◽  
Nursery School ◽  
Vocabulary Test ◽  
General Cognitive Ability ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
The Relationship

In this study, the relationship between preschoolers' performance on the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the McCarthy Scales of Children's Abilities was examined. The sample of 15 3-yr.-olds and 15 4-yr.-olds was randomly selected from four nursery school classes. Scores on the Peabody correlated significantly with the General Cognitive Index, Verbal, and Perceptual scales of the McCarthy tests for the 3-yr.-olds; and with the Index, Verbal, Perceptual, and Motor scales for the 4-yr.-old group. For the 3-yr.-olds, t tests indicated a significantly lower Peabody mean score than the McCarthy mean score. Implications of using the revised Peabody test as a measure of general cognitive ability with normal preschoolers are discussed.

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%.

Sign in / Sign up

Export Citation Format

Share Document