The Blind Learning Aptitude Test

1979 ◽  
Vol 73 (4) ◽  
pp. 134-139
Author(s):  
T. Ernest Newland
Keyword(s):  
Educational Achievement ◽  
High Reliability ◽  
Achievement Testing ◽  
Aptitude Test ◽  
Intelligence Scale ◽  
Individual Test ◽  
Blind Children ◽  
Basic Orientation

Against a general background of learning aptitude and educational achievement testing of blind children, and of basic orientation for such work, the development and nature of the Blind Learning Aptitude Test (BLAT), an individual test, are described. Standardized upon 961 widely representative educationally blind children, it had high reliability and its validity particularly with respect to the more complex school learnings was clearly indicated. It had particular value not only when its results were combined with those of the Hayes-Binet (though understandably lower when combined with those of the verbal portion of the Wechsler Intelligence Scale for Children), but especially when used with blind children coming from backgrounds offering limited cultural nurturance.

Adapting School Psychological Evaluation to the Blind Child

1969 ◽  
Vol 63 (10) ◽  
pp. 305-311
Author(s):  
James Parker
Keyword(s):  
Educational Opportunity ◽  
Point Of View ◽  
Normal Children ◽  
Intelligence Scale ◽  
Blind Child ◽  
Verbal Abilities ◽  
Sighted Child ◽  
Individual Traits ◽  
Blind Children ◽  
Motor Component

□ In summary, it is important for the school to have knowledge of individual traits and needs in youngsters if the best educational opportunity is to be offered to all. It is easier to measure the psychological components of the normal child than to measure them in the blind child. From one point of view, the schools are essentially verbal in nature and the verbal areas of intelligence are, therefore, of primary importance in school success. While it is possible to do a wider appraisal of the characteristics of normal children, the difficulties in gaining good insight into the verbal abilities of blind children are not insurmountable. It seems reasonable to accept the idea that it is what the blind child possesses that is important and that certain capacities available to normal children are simply not open to aid blind children in learning in school. We will do better, then, to work with those abilities we can discover than to lament those the organism will never have in normal amount. The Wechsler Pre-School and Primary Intelligence Scale and the Wechsler Intelligence Scale for Children are so organized that they will yield useful information about the verbal areas of intelligence in the blind. These instruments, properly analyzed, can tell us much about the assets of blind youngsters for learning. There is relatively little that we presently know that can help us measure the neuro-motor component of the blind child. Personality appraisal in the blind child is not greatly different from measuring personality in the sighted child. Paper and pencil tests can be administered with only a little inconvenience. Observation of behavior is, in any case, a more reliable way of understanding the personality of all children, sighted or blind.

Hand Preference and the MMPI Profiles of Nuclear Submariners

1979 ◽  
Vol 45 (1) ◽  
pp. 107-110 ◽  
Author(s):  
Benjamin B. Weybrew ◽  
Ernest M. Noddin
Keyword(s):  
Test Scores ◽  
Educational Achievement ◽  
Hand Preference ◽  
Aptitude Test ◽  
Achievement Level ◽  
Left Handed ◽  
The Right

Comparison of the MMPI profiles of the right-handed (874 or 87%), left-handed (107 or 11%), and the ambidextrous (27 or 2%) subgroups within a sample of 1008 nuclear submariners showed no differences whatsoever (10% level). Moreover, the distributions for educational achievement level and verbal aptitude test scores were identical for the 3 groups.

Correlations of the Wisc—R, Stanford-Binet Intelligence Scale: Fourth Edition, and the Reading Subtests of Three Popular Achievement Tests

1991 ◽  
Vol 69 (3_suppl) ◽  
pp. 1232-1234 ◽  
Author(s):  
Peter N. Prewett ◽  
Maria M. Giannuli
Keyword(s):  
Educational Achievement ◽  
Achievement Test ◽  
Full Scale ◽  
Reading Scores ◽  
Fourth Edition ◽  
Intelligence Scale ◽  
Verbal Iq ◽  
Peabody Individual Achievement Test ◽  
Individual Achievement ◽  
Composite Scores

The WISC—R Verbal, Performance, and Full Scale IQs of 66 referred students and the Stanford-Binet IV Test Composite scores of a different sample of 48 referred students correlated significantly with the reading subtests of the Woodcock-Johnson Revised, Kaufman Test of Educational Achievement, and the Peabody Individual Achievement Test—Revised. The WISC—R Full Scale IQ correlated similarly with each reading score. The Verbal IQ correlated significantly more strongly than the Performance IQ with the reading scores.

scholarly journals VALIDATION OF THE CULTURAL INTELLIGENCE SCALE ON A SERBIAN SAMPLE

1970 ◽  
Vol 10 (2) ◽  
pp. 165
Author(s):  
Jelena Starčević ◽  
Danijela S. Petrović ◽  
Darko Komnenić
Keyword(s):  
Emotional Intelligence ◽  
Social Skills ◽  
Cultural Intelligence ◽  
Discriminant Validity ◽  
High Reliability ◽  
Intelligence Scale ◽  
Intercultural Experience ◽  
Social And Emotional ◽  
Study Results ◽  
Social And Emotional Intelligence

This study deals with determining reliability, factorial validity, and convergent-discriminant validity of the Cultural Intelligence Scale (CQS) and its subscales on a sample of university students in Serbia (N = 336). The convergent-discriminant validity of the scale and its four subscales are verified by testing the relationship with measures of social and emotional intelligence (Social Skills Inventory), personality (Big Five), and self-assessment of intercultural experience. The study results reveal high reliability of the scale and its subscales (.79 ≤ α ≤ .90), and confirm the four-factor structure of the CQS in accordance with the theoretical model that lies in its basis. In addition, the relationships of cultural intelligence measures and measures of other constructs are in line with the expectations. The correlations with measures of social and emotional intelligence are mostly statistically significant, ranging from low to moderate. Deviations from this pattern of correlations are explained by certain characteristics of the Social Skills Inventory, which imply the nature of the components of cultural intelligence at the same time. The CQS and its subscales reach the strongest correlation with Openness (.24 ≤ .r ≤ .41), compared to other basic dimensions of personality, but not to an extent that would suggest that they are indicators of the same construct. The correlations of the CQS and its subscales with the measures of intercultural experience are positive and mostly statistically significant. The results, in general, support the implementation of the CQS for assessment of individual differences in the intercultural interaction in the Serbian population.

The “Uncommitted” Blind Child: Results of Intensive Training of Children Formerly Committed to Institutions for the Retarded

1967 ◽  
Vol 33 (5) ◽  
pp. 301-307 ◽  
Author(s):  
Anna S. Elonen ◽  
Margaret Polzien ◽  
Sarah B. Zwarensteyn
Keyword(s):  
Intensive Care ◽  
Educational Achievement ◽  
Residential School ◽  
Blind Child ◽  
Intensive Training ◽  
Blind Children

Six blind children who had spent varying periods of time in institutions for the mentally defective were “uncommitted” and placed in a residential school for the blind where they were given intensive care and special attention. Advances in IQ and progress in behavior and educational achievement are described. Brief histories of the children are included.

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