Lateral Eye-Movement Consistency and Academic Aptitude: Failure to Replicate

1975 ◽  
Vol 41 (1) ◽  
pp. 85-86 ◽  
Author(s):  
Paul Bakan
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
Academic Aptitude

Scores on the Scholastic Aptitude Test were compared for 52 right and 46 left Ss directionally consistent and directionally inconsistent ( n = 62) for conjugate lateral eye movements elicited by reflection in interpreting a series of 10 proverbs. The finding of lower Scholastic Aptitude Test scores for Ss inconsistent in direction of eye movement (Weiten & Etaugh, 1974) was not confirmed.

Lateral Eye-Movement Consistency is Related to Academic Aptitude

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1203-1206 ◽  
Author(s):  
Wayne Weiten ◽  
Claire Etaugh
Keyword(s):  
Eye Movement ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
Cerebral Lateralization ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
Academic Aptitude ◽  
Reflective Questions

Individuals who move their eyes consistently in one direction in response to reflective questions ( ns = 22, 23) score significantly higher on the Scholastic Aptitude Test than those who are inconsistent in direction of eye-movement ( ns = 14, 7). The results suggest that degree of cerebral lateralization is related to academic aptitude.

Hypnotizability, Laterality of Eye-Movements and Functional Brain Asymmetry

1969 ◽  
Vol 28 (3) ◽  
pp. 927-932 ◽  
Author(s):  
Paul Bakan
Keyword(s):  
Eye Movements ◽  
Scholastic Aptitude Test ◽  
Functional Asymmetry ◽  
Hypnotic Susceptibility ◽  
Aptitude Test ◽  
Functional Brain ◽  
Mathematical Performance ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
The Brain

The direction of lateral eye-movements upon inward direction of attention or reflection is related to hypnotic susceptibility. A predominance of left eye-movements is associated with greater hypnotizability and also with humanistic interests, relatively poorer mathematical performance on the Scholastic Aptitude Test, and clearer imagery. Results are discussed in terms of functional asymmetry of the brain.

Differences in Task and Use of Language: A Study of Lateral Eye Movement

1981 ◽  
Vol 52 (3) ◽  
pp. 995-1002 ◽  
Author(s):  
Joan Katz ◽  
Patricia Salt
Keyword(s):  
Individual Differences ◽  
Eye Movements ◽  
Test Performance ◽  
Right Hemisphere ◽  
Scholastic Aptitude Test ◽  
Aptitude Test ◽  
College Majors ◽  
Scholastic Aptitude ◽  
Lateral Eye ◽  
The Right

The lateral eye movements of 25 right-handed, native-English speakers 18 to 30 yr. of age were recorded. Both task and individual differences in the utilization of cerebral hemispheres were found. Earlier findings of task differences in the direction of eye movements for verbal and spatial questions were confirmed, and previous evidence of the involvement of the right hemisphere with “unpleasant” emotion was supported. No differences in performance on the Scholastic Aptitude Test were found between consistent and inconsistent eye movers. Individual differences between right-eye movers and left-eye movers were found in their choice of college majors, Scholastic Aptitude Test performance, and in their course preferences. The current study also presents evidence of differences in language use by adults which seem related to cerebral hemispheric activity.

Variations in State SAT Performance: Meaningful or Misleading?

1984 ◽  
Vol 54 (4) ◽  
pp. 389-413 ◽  
Author(s):  
Brian Powell ◽  
Lala Carr Steelman
Keyword(s):  
Test Scores ◽  
Standardized Test ◽  
Scholastic Aptitude Test ◽  
Educational Quality ◽  
Standardized Test Scores ◽  
Aptitude Test ◽  
Public Attention ◽  
Sat Scores ◽  
Scholastic Aptitude ◽  
State Variation

Public attention has been drawn to recent reports of state-by-state variation in standardized test scores, in particular the Scholastic Aptitude Test (SAT). In this paper, Brian Powell and Lala Carr Steelman attempt to show how the dissemination of uncorrected state SAT scores may have created an inaccurate public and governmental perception of the variation in educational quality. Their research demonstrates that comparing state SAT averages is illadvised unless these ratings are corrected for compositional and demographic factors for which states may not be directly responsible.

Preliminary Report on the Validity of the Scholastic Aptitude Test in Iran

1978 ◽  
Vol 43 (1) ◽  
pp. 99-102
Author(s):  
A. A. Hosseini
Keyword(s):  
Grade Point Average ◽  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Ministry Of Education ◽  
Aptitude Test ◽  
Grade Point ◽  
Scholastic Aptitude ◽  
National Examinations ◽  
Twelfth Grade ◽  
The Relationship

This study investigated the relationship between the Scholastic Aptitude Test scores of the National Organization for Education Evaluation of the Iranian Ministry of Sciences and Higher Education and the grade point average (GPA) of the twelfth grade National Examinations of the Iranian Ministry of Education. The test scores of 1170 freshmen correlated significantly with the GPA of the twelfth grade National Examinations. Some evidence for the construct validity of the test is cited.

Trail Making Test: Norms for College Males and Relationship to Scholastic Aptitude

1965 ◽  
Vol 21 (1) ◽  
pp. 199-206 ◽  
Author(s):  
Francis W. King ◽  
Thomas D. Bird
Keyword(s):  
Test Scores ◽  
Scholastic Aptitude Test ◽  
Trail Making Test ◽  
Aptitude Test ◽  
College Males ◽  
Test Norms ◽  
Scholastic Aptitude ◽  
Male College ◽  
Trail Making

The Trail Making Test was administered to 201 male, college undergraduates who were waiting to be seen in an out-patient clinic. Correlations between the various Trail Making Test scores and the CEEB Scholastic Aptitude Test scores are reported. Since the performance of these students is quite different from the performance of Ss reported in other studies, normative tables are presented for male undergraduates.

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