Concurrent Validity of the PPVT-R for College Students

1984 ◽  
Vol 55 (3) ◽  
pp. 863-866 ◽  
Author(s):  
Sally B. Bing ◽  
John R. Bing
Keyword(s):  
College Students ◽  
Standard Deviation ◽  
Concurrent Validity ◽  
College Freshmen ◽  
Black College ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
The Mean ◽  
Relationship Of ◽  
The Relationship

The relationship of the Peabody Picture Vocabulary Test Revised and the McGraw-Hill Basic Skills System was examined for 50 predominately black college freshmen and sophomores. Both Forms L and M of the PPVT-R correlated significantly (.34 to .58) with the Reading, Writing, and Vocabulary subtests of the McGraw-Hill system. Students scored about one standard deviation below the mean on both measures. Skills measured by the instruments appear different enough to preclude use of the PPVT-R as the first screening test.

scholarly journals Optimization of Daylight Factor Distribution Using Standard Deviations Based on Shifting Window Position

Kursor ◽  
2020 ◽  
Vol 10 (3) ◽  
Author(s):  
Yose Rizal ◽  
Imam Robandi ◽  
Eko Mulyanto Yuniarno
Keyword(s):  
Standard Deviation ◽  
Architectural Design ◽  
Mean Value ◽  
Floor Area ◽  
Natural Lighting ◽  
Window Position ◽  
The Mean ◽  
Window Area ◽  
Relationship Of ◽  
The Relationship

Natural lighting is an important factor that affects the comfort of building users. Natural lighting in a room requires a window area of ​​at least 1/6 of the floor area. This study was conducted to obtain the distribution of Daylight Factor (DF) as a natural lighting factor during the day in the room, based on the shift in the position of the window on the wall. The distribution of lighting entering the depth of the room through window openings is a tool to compare the best window position in the spread of illumination with DF calculations based on Sky Component (SC). Shifting the window position will be analyzed by Standard Deviation (S) and Mean (μ) based on the DF distribution. Optimizations of the DF distribution on the window position shifts if it has the largest DF mean value and the smallest DF variant value. The results of the study in a simple room showed that the optimal DF distribution was at the window position in the middle and the mean value was 2.59%. The relationship of shifting window position and DF distribution can be useful for architects to determine the function of a room in architectural design.

Creativity, Satisfaction, and Orientation of College Freshmen

1978 ◽  
Vol 42 (3) ◽  
pp. 859-864 ◽  
Author(s):  
Beth A. Maxwell ◽  
Robert R. Reilley
Keyword(s):  
College Students ◽  
College Freshmen ◽  
College Major ◽  
Group Differences ◽  
College Satisfaction ◽  
Student Orientation ◽  
Probationary Students ◽  
Relationship Of ◽  
The Relationship ◽  
Creativity Measure

This study investigated differences in creativity among the following groups of college students: probationary, average, distinguished, and undecided as to college major. Also, the relationship of creativity to college satisfaction and student orientation to college was examined. Differences in creative ability among the groups were found. Probationary students earned the highest group mean on the creativity measure and their mean was significantly greater than for the undecided group. Differences and correlations among the variables of creativity, college satisfaction, and student orientation were presented and discussed.

scholarly journals Performances of Low-Income, African American Preschool and Kindergarten Children on the Peabody Picture Vocabulary Test-Revised

1992 ◽  
Vol 23 (4) ◽  
pp. 329-333 ◽  
Author(s):  
Julie A. Washington ◽  
Holly K. Craig
Keyword(s):  
African American ◽  
Standard Deviation ◽  
Low Income ◽  
Kindergarten Children ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
The Mean

This study examined test performances of 105 low-income, urban, African American preschool and kindergarten boys and girls on the Peabody Picture Vocabulary Test-Revised (PPVT-R). Most children performed more than one standard deviation below the mean, and a scoring adjustment to the test failed to change this distribution substantially. The findings indicate that the PPVT-R is not appropriate for use with this population.

Echo-Reaction as an Approach to Semantic Resolution

1971 ◽  
Vol 14 (3) ◽  
pp. 645-651 ◽  
Author(s):  
Warren H. Fay ◽  
Bruce V. Butler
Keyword(s):  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Semantic Resolution ◽  
Relationship Of ◽  
The Relationship

To determine the relationship of echo-reactions to degree of semantic challenge, instances of spontaneous echo, vocalized and whispered, were tabulated from performances of eight-year-olds on the Peabody Picture Vocabulary Test (PPVT). Two hundred of 364 echoed 2226 of the stimuli on presentation. Analysis revealed that the occurrence of echoing increased as the semantic difficulty increased. The more difficult words were echoed significantly more often than were the less difficult words. Results are considered with respect to overt and covert echo-reactions—their role in the perception of speech and their developmental disposition as private, self-guiding speech.

Comparison of Scores for Normal Preschool Children on the Peabody Picture Vocabulary Test—Revised and the Achievement Scales of the Kaufman Assessment Battery for Children

1984 ◽  
Vol 55 (1) ◽  
pp. 107-114 ◽  
Author(s):  
Caven S. McLoughlin ◽  
Carole L. Ellison
Keyword(s):  
Standard Deviation ◽  
Concurrent Validity ◽  
Item Analysis ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Assessment Battery ◽  
Individual Assessment ◽  
Independent Criterion

The newly available Kaufman Assessment Battery for Children is the first comprehensively standardized individual assessment device published for psychoeducational diagnosticians' use since the publication in 1974 of the WISC—R. Extant investigations on K—ABC concurrent validity are restricted to those described in the test's interpretive manual. This study compared 32 normal preschoolers' responses on the K—ABC Achievement subtests with their scores on the Peabody Picture Vocabulary Test—Revised. The sample scored approximately one standard deviation above the K—ABC standardization sample on both the Peabody and K—ABC Achievement Scale standard scores. Comparability of item analysis across expressive and receptive vocabulary modes signaled superiority for reception. The K—ABC's Achievement subtest, Riddles, emerged as a moderate independent criterion of K—ABC's power in predicting skill in PPVT—R receptive vocabulary. Psychoeducational diagnosticians are cautioned that despite these tests' moderate inter-correlations, they appear to measure essentially different skill elements.

The Relationship of University Students' Sleep Habits and Academic Motivation

NASPA Journal ◽  
2006 ◽  
Vol 43 (3) ◽  
Author(s):  
Kellah M. Edens
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Academic Motivation ◽  
College Health ◽  
Sleep Habits ◽  
Lack Of Sleep ◽  
Relationship Of ◽  
The Relationship

College students are sleeping less during the week than reported a few years ago. Lack of sleep among college students has been identified as one of the top three healthrelated impediments to academic performance by the American College Health Association’s National College Health Assessment survey; and it is associated with lower grades, incompletion of courses, as well as negative moods. This research examines the underlying dynamics of lack of sleep on academic motivation, a key predictor of academic performance. Specifically, the relationship of sleep habits with self-efficacy, performance versus mastery goal orientation, persistence, and tendency to procrastinate were investigated. Findings indicate that 42% of the participants (159 students out of a total of 377) experience excessive daytime sleepiness (EDS); and those identified with EDS tend: (1) to be motivated by performance goals rather than mastery goals; (2) to engage in procrastination (a self-handicapping strategy) to a greater extent than students who are rested; and (3) to have decreased self-efficacy, as compared to students not reporting EDS. Several recommendations for campus health professionals to consider for a Healthy Campus Initiative are made based on the findings.

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