The Predictive Validity of the Developing Cognitive Abilities Test

1987 ◽  
Vol 47 (1) ◽  
pp. 207-214 ◽  
Author(s):  
Paul Henry ◽  
Harold R. Bardo
Keyword(s):  
Predictive Validity ◽  
Cognitive Abilities ◽  
Cognitive Abilities Test

Reliability of MTurk Data From Masters and Workers

2020 ◽  
Vol 41 (1) ◽  
pp. 30-36
Author(s):  
Steven V. Rouse
Keyword(s):  
Cognitive Abilities ◽  
Online Survey ◽  
Quality Data ◽  
Standard Samples ◽  
Online Data ◽  
Approval Ratings ◽  
Cognitive Abilities Test ◽  
Elite Status ◽  
Master Status ◽  
Amazon's Mechanical Turk

Abstract. Previous research has supported the use of Amazon’s Mechanical Turk (MTurk) for online data collection in individual differences research. Although MTurk Masters have reached an elite status because of strong approval ratings on previous tasks (and therefore gain higher payment for their work) no research has empirically examined whether researchers actually obtain higher quality data when they require that their MTurk Workers have Master status. In two different online survey studies (one using a personality test and one using a cognitive abilities test), the psychometric reliability of MTurk data was compared between a sample that required a Master qualification type and a sample that placed no status-level qualification requirement. In both studies, the Master samples failed to outperform the standard samples.

A Comparison Study of the Ohio Proficiency Test Results between Fourth-Grade String Pullout Students and Those of Matched Ability

1998 ◽  
Vol 46 (2) ◽  
pp. 239-247 ◽  
Author(s):  
Michael D. Wallick
Keyword(s):  
Cognitive Abilities ◽  
Proficiency Test ◽  
Fourth Grade ◽  
Test Analysis ◽  
Ohio Proficiency Test ◽  
Significant Difference ◽  
Cognitive Abilities Test ◽  
String Students ◽  
City School District ◽  
And Mathematics

The purpose of this study was to examine the effects of a pullout string program on student achievement in the writing, reading, mathematics, and citizenship sections of the Ohio Proficiency Test. One hundred forty-eight fourth-grade string students and 148 fourth-grade nonstring students from a southwestern Ohio city school district were ability-matched according to their performance on the verbal section of the Cognitive Abilities Test. The scores of the Ohio Proficiency Test were then recorded and compared. This study involved a two-group static-group comparison design. A two-sample independent t-test analysis was used to determine if there was a significant difference between the achievement scores of the string students who were excused from class twice a week for 30 minutes and the matched group of nonstring students who remained in class. It was hypothesized that there would be no significant difference between the two matched groups. The results revealed a significant difference in favor of the string students' achievement in reading and citizenship, with no significant difference between the two matched groups in the writing and mathematics sections of the Ohio Proficiency Test.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

Concurrent and predictive validity of the Galician CDI

2010 ◽  
Vol 38 (1) ◽  
pp. 121-140 ◽  
Author(s):  
MIGUEL PÉREZ-PEREIRA ◽  
MARIELA RESCHES
Keyword(s):  
Predictive Validity ◽  
Cognitive Abilities ◽  
Expressive Language ◽  
Spontaneous Speech ◽  
Short Term ◽  
Lexical Development ◽  
Standardized Measures ◽  
Short Forms ◽  
Reliable Tool

ABSTRACTThis paper explores the concurrent and predictive validity of the long and short forms of the Galician version of the MacArthur-Bates CDI (IDHC). Forty-two Galician-speaking children were longitudinally evaluated at age 1 ; 6, 2 ; 0 and 4 ; 0. On the first two occasions, the subjects' vocabulary and grammar skills were assessed through the IDHC. Simultaneously, lexical and grammatical measures were obtained from spontaneous speech samples. Standardized measures of general cognitive abilities (WPPSI-R) and receptive and expressive language (RDLS-III) were obtained at age 4 ; 0. Results showed high and significant levels of concurrent and short-term validity of the IDHC. Strong associations were found between lexical development at age 2 ; 0 and language scores two years later. These results coincide with those obtained with other CDI versions, and suggest that the IDHC is an effective and reliable tool.

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