Comparison of Verbal Intelligence of Young Children from Low and Middle Socioeconomic Status

1971 ◽  
Vol 28 (2) ◽  
pp. 559-562 ◽  
Author(s):  
Norman L. Berg ◽  
Sandra D. Berg
Keyword(s):  
Socioeconomic Status ◽  
Young Children ◽  
Racial Differences ◽  
Racial Integration ◽  
Low Ses ◽  
Vocabulary Test ◽  
Verbal Intelligence ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Middle Socioeconomic Status

The hypothesis that 20 young children from a middle-SES school would score higher in verbal intelligence assessed by the Peabody Picture Vocabulary Test than 20 young children from a low-SES school was not supported. Data showed that racial differences existed in the verbal intelligence of these kindergarteners in a school undergoing racial integration. This finding deserves consideration in programs of rapidly integrating schools and neighborhoods.

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.

Limitations of Brief Intelligence Testing with Young Children

1966 ◽  
Vol 19 (3) ◽  
pp. 721-722 ◽  
Author(s):  
Leon A. Rosenberg ◽  
Michael Stroud
Keyword(s):  
Young Children ◽  
Intelligence Testing ◽  
First Grade ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Poverty Area ◽  
Mental Maturity ◽  
The Mean ◽  
Iq Scores

The Peabody Picture Vocabulary Test and the Columbia Mental Maturity Scale overestimated seriously the prevalance of retardation in 28 poverty-area kindergarten-age children. Statistically significant differences were found between the mean IQ scores on those two tests and Stanford-Binet IQs. Less severe differences obtained for 29 Ss enrolled in a poverty-area first-grade.

Psycholinguistic Performance of Children Varying in Socioeconomic Status and Home-Language Background

1985 ◽  
Vol 61 (3_suppl) ◽  
pp. 1143-1146 ◽  
Author(s):  
D. M. Pickering ◽  
Judith A. Bowey
Keyword(s):  
Socioeconomic Status ◽  
Reading Ability ◽  
Native English Speakers ◽  
Home Language ◽  
English Speakers ◽  
Second Grade ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Language Background

60 second-grade children varying in socioeconomic status and home-language background (30 Greek, 30 English) were administered Raven's Coloured Progressive Matrices, the Peabody Picture Vocabulary Test, the Illinois Test of Psycholinguistic Abilities, and the Neale Analysis of Reading Ability. English verbal deficits were associated with delayed reading achievement only for native English speakers.

Correlations between the Quick Test Forms 1 and 3 and Peabody Picture Vocabulary Test for Children and Youth with Learning Problems

1979 ◽  
Vol 44 (1) ◽  
pp. 315-318 ◽  
Author(s):  
Hubert Booney Vance ◽  
Marc G. Singer
Keyword(s):  
Test Performance ◽  
Children And Youth ◽  
Learning Problems ◽  
Vocabulary Test ◽  
Verbal Intelligence ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Reasonable Estimate ◽  
Quick Test ◽  
Positive Correlations

The Quick Test, Forms 1 and 3 and the Peabody Picture Vocabulary Test were administered to 94 children and youth (58 boys and 36 girls) who were referred to a clinic for suspected learning problems. Chronological ages for the sample ranged from 7–4 to 14–5, with a mean of 12–8. Analysis showed no significant differences between the means of the boys and girls on the scores of Quick Test 1 and 3. A pervasive pattern of strong positive correlations was found between the Peabody Picture Vocabulary Test and Quick Test, Forms 1 and 3; and between the two forms of the Quick Test. The findings indicate that the Quick Test provides a reasonable estimate of conventional verbal intelligence as well as being very stable even with populations whose intelligence test performance is often highly variable.

Assessment of Three-Year-Olds with the Stanford-Binet Fourth Edition

1993 ◽  
Vol 73 (1) ◽  
pp. 51-57 ◽  
Author(s):  
Dale L. Johnson ◽  
V. M. Howie ◽  
Mary Owen ◽  
Constance D. Baldwin ◽  
David Luttman
Keyword(s):  
Young Children ◽  
Vocabulary Test ◽  
Fourth Edition ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intellectual Abilities ◽  
Environmental Measures

The Stanford-Binet, Fourth Edition was normed for children 30 months of age and older, but its usefulness with young children (e.g., 36 months) has received little attention. This study of 121 three-year-old children examined possible administration problems, provided correlations with three environmental measures, and compared scores with those of the Peabody Picture Vocabulary Test—Revised. Problems of administration did arise on some subtests, correlations with environmental measures were moderate, and scores on the Stanford-Binet IV and PPVT—R were moderately correlated. The Stanford-Binet IV is a useful test in assessment of a broad range of intellectual abilities.

Comparability of WISC and PPVT Scores Among Young Children

1971 ◽  
Vol 38 (2) ◽  
pp. 147-150 ◽  
Author(s):  
Adam P. Matheny
Keyword(s):  
Mental Retardation ◽  
Young Children ◽  
Clinical Applications ◽  
Full Scale ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Iq Scores ◽  
Disadvantaged Preschoolers

A group of 78 disadvantaged preschoolers was given the Wechsler Intelligence Scale for Children (WISC) and the Peabody Picture Vocabulary Test (PPVT). Despite the significant correlations between the WISC and PPVT IQ scores, comparison of the scores for each child showed little agreement on gross classifications of intelligence. In general, the PPVT IQ scores tended to underestimate the Verbal, Performance, and Full Scale IQ scores of the WISC and to overestimate the incidence of mental retardation. It was concluded that testing young children with the PPVT as the measure of intelligence is of dubious value for research and clinical applications.

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