Personality Characteristics of Three Sub-Groups of Children with Reading Disabilities

1980 ◽  
Vol 50 (1) ◽  
pp. 303-308 ◽  
Author(s):  
Gerald B. Fuller ◽  
Sophie L. Lovinger
Keyword(s):  
Reading Disabilities ◽  
Personality Characteristics ◽  
Reading Difficulty ◽  
Behavioral Characteristics ◽  
Vocabulary Test ◽  
Personality Profiles ◽  
Peabody Picture Vocabulary ◽  
Reading Remediation ◽  
Personality Variables ◽  
Summer Reading

It has been demonstrated that three subgroups of poor readers have a number of unique behavioral characteristics on intelligence, psycho-linguistics, and achievement. The present research explored whether further unique behavioral patterns could be delineated between the groups when considering the dimension of personality. The subjects were 64 children between the ages of 7 and 14 yr. who had been referred to a public school summer reading remediation clinic. Four tests were administered: Peabody Picture Vocabulary Test, Durrell Analysis of Reading Difficulty, Minnesota Percepto-Diagnostic Test, and the Rotschach. The subjects were grouped on the Minnesota test cut-off scores into one of three groups and then compared on the dimension of personality. There were significant diffetences on certain personality variables allowing different group profiles to be established. These personality profiles were 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%.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

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.

Individual Differences in Behavioral Reactions of Psychiatric Patients to Brief Partial Sensory Deprivation

1972 ◽  
Vol 34 (1) ◽  
pp. 199-217 ◽  
Author(s):  
Henry B. Adams ◽  
G. David Cooper ◽  
Richard N. Carrera
Keyword(s):  
Individual Differences ◽  
Psychiatric Patients ◽  
Sensory Deprivation ◽  
Intellectual Functioning ◽  
Personality Characteristics ◽  
Behavioral Reactions ◽  
Personality Variables ◽  
Wide Range ◽  
Therapeutic Procedures ◽  
Complex Relationships

30 hospitalized psychiatric in-patients exposed to a few hours of partial sensory deprivation (SD) showed a wide range of individual differences in their reactions. Reduced symptoms and improved intellectual functioning after SD were the predominant group trends, but some individuals showed substantial changes in opposite directions. Individual differences in behavioral reactions during and after SD were significantly related to MMPI personality characteristics. Symptom reduction after SD was a function of characteristics quite different from those usually associated with prognosis for conventional verbal psychotherapy. The results suggested that many persons unlikely to benefit from traditional therapeutic procedures might show improved personality and intellectual functioning after a brief exposure to SD. There were many other complex relationships between personality variables and reactions to SD.

What Makes You Think You're so Smart?

2008 ◽  
Vol 29 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Beth A. Visser ◽  
Michael C. Ashton ◽  
Philip A. Vernon
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Openness To Experience ◽  
Personality Characteristics ◽  
Performance Tests ◽  
Strong Correlations ◽  
Maximum Performance ◽  
Personality Variables ◽  
Ability Levels

Abstract. This study examined the correlates of self-estimated levels of the eight abilities of Gardner's (1983) “multiple intelligences” framework. Participants (N = 200) estimated their own levels of the eight abilities, completed two maximum performance tests of each ability, and provided self-ratings of their personality characteristics. As observed in previous research, most participants tended to overestimate their levels of ability in most of the intelligence domains. Self-estimated ability levels were generally only modestly correlated with measured levels of the same ability, and tended to show equally strong correlations with personality variables. Sex differences were observed for self-estimates of some abilities, and these sex differences were largely independent of measured ability and personality. It was concluded that high levels of self-estimated ability were related to being male, having high measured ability, and being high in Conscientiousness, Extraversion, and Openness to Experience, and low in Emotionality.

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