PAPS predictive validity in predicting the learning success of master of professional psychology students

This study aims to determine the ability of Tes Potensi Akademik Pascasarjana (PAPS Test) in predicting the grade point average (GPA) of the graduate students of the Master of Professional Psychology. PAPS test is the graduate entry requirement test in UGM. Graduate students’ GPA includes semester grade point average (semester GPA), cumulative grade point average (cumulative GPA), grade point average of master courses, and grade point average of professional courses. The data were obtained in the form of PAPS test scores (verbal subtest, reasoning subtest, quantitative subtest, and total score) and the GPA of the graduate students of Master of Professional Psychology of Universitas Gadjah Mada in the class of 2013, 2014, and 2015. The research subjects were 214 students. The analysis was carried out using correlation analysis. The results of the analysis generally indicate that the PAPS test is able to become a predictor of learning success for the graduate students in the Master of Professional Psychology of Universitas Gadjah Mada. The learning success consists of semester GPA, cumulative GPA, GPA of master courses, and GPA of professional courses. If analyzed per subtest, the quantitative subtest has the highest predictive power. On the other hand, the verbal subtest is only a good predictor for GPA of professional courses.

ANALISIS RESPONS BUTIR PADA TES BAKAT SKOLASTIK

This study aims to analyze the characteristics of the Scholastic Aptitude Test (SAT), consisting of both verbal and numerical subtests. We used a descriptive quantitative approach by describing the characteristics of SAT based on the degree of item difficulty, item discrimination index, pseudoguessing index, test information function and standard error measurement. The data are responses of the SAT instrument, collected from 1,047 subjects in Yogyakarta using the documentation technique. Data were then analyzed by Item Response Theory (IRT) approach with the help of the BILOG program on all logistic parameter models, preceded by identifying item suitability with the model. Analysis concludes that: verbal subtest tends to compliment the 2-PL and 3-PL model, meanwhile, numerical subtest only fit the 2-PL model. Majority items of SAT have a good characteristic on index of item difficulty, item discrimination, and pseudoguessing, and based of test information function, SAT is accurate to be used in the 1-PL, 2-PL, and 3-PL IRT models for all level of ability.

Factor Structure of the Hellenic WISC-III for Children with Learning Disabilities

The present research aims to examine the factor structure of the Hellenic WISC-III in a sample of 50 children with learning disabilities. The results show the existence of a factorial model with two factors, one aggregating the Comprehension verbal subtest with four performance subtests and the other the Picture Arrangement performance subtest with four verbal subtests. This two-factor model includes loadings in two factors that relate to the sequencing abilities and the verbal reasoning abilities of children. These findings assert the clinical value of the intelligence evaluation in these children.

Dementias, Gender and Education: A Research with Eldery Patients

Based on assessment of dementia in elderly patients, the study analyzed the relationship between gender and the level of education in verbal and performance dimension results. the WAIS-III and the Zülliger tests were employed in 10 males and 10 females. Results indicated that male subjects with higher education presented lower scores in the performance subtest when compared to verbal subtest. the female sample, with lower level of scholarship, no differences was detected. A covariance analyses indicated that education level was the responsible variable for this difference. Depressive traits in the male sample are based on the devaluation that the disease causes in the social role.

Verbal Ability Predicts Abstinence from Drugs and Alcohol in a Residential Treatment Population

Measures of cognitive ability, depression, anxiety, antisocial personality, as well as length, type and severity of addiction were obtained from 122 substance abusers enrolled in residential treatment programs. Over a subsequent 6-mo. monitoring period, relapse to substance use was detected in 46 subjects. 17 subjects withdrew from treatment for other reasons and their relapse status was unknown. The remaining 59 maintained abstinence from alcohol or drug use throughout the monitoring period. The only variables to differentiate the groups significantly on outcome were IQ and the Verbal subtest from the Shipley Institute of Living Scale. Stepwise discriminant function analysis indicated that the Verbal component alone correctly identified 64.4% of patients who would successfully remain abstinent.

Effects of Iron Supplementation on Iron Nutrition Status and Cognitive Functions in Children

This study examined the effect of iron supplementation on cognitive function by a double-blind intervention trial in nine-year-old mildly anaemic schoolchildren. Their nutritional status was assessed by anthropometric measurements and the following biochemical values: haemoglobin, haematocrit, red blood cell count (RBC), mean corpuscular haemoglobin (MCH), mean corpuscular volume (MCV), mean corpuscular haemoglobin concentration (MCHC), serum iron, total iron-binding capacity (TIBC), and transferrin saturation. In addition, biochemical values of vitamin A, vitamin C, thiamine, riboflavin, pyridoxine, and zinc were measured. The cognitive assessment was performed using an abbreviated Wechsler Intelligence Scale for Children-Revised (WISC-R) containing six subtests: arithmetic, similarities, digit span, picture completion, block design, and digit symbol (coding), in order to obtain information on both verbal and non-verbal aspects of intelligence. There were highly significant correlations of the WISC-R scores with initial height-for-age, haemoglobin, haematocrit, and transferrin saturation, and a correlation with MCHC. After completion of the baseline examination, one group of children was given a supplement containing 100 mg of iron for 10 weeks while the other group received a placebo. Iron supplementation had a positive effect on the biochemical measures of iron status, with haemoglobin, haematocrit, transferrin saturation, RBC, MCH, and MCHC all showing statistically significant increases ( p < .05). Iron supplementation also resulted in a statistically significant improvement in total WISC-R score ( p < .01). This effect was primarily the result of improved performance on nonverbal subtests, of which improvements in block design and coding were statistically significant ( p < .01). The small increase in the sum of scaled scores from the verbal subtest was not significant ( p > .05), but within the verbal subtest there was a significant improvement on the similarities part of the test ( p < .05). The effects of iron supplementation were more pronounced in children with initially lower haemoglobin values. It is concluded that iron supplementation in nine-year-old schoolchildren with haemoglobin levels between 110 and 119 g/L will result in an improvement of cognitive functions, even though they are not otherwise malnourished.

Comparison of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised for a Referred Population

Comparisons were made between the PPVT-R and WISC-R with 59 school-aged students (25 females, 34 males) referred for academic underachievement. Pearson product moments (r) and related t-tests were employed in the data analysis. The sample ranged in age from 6-2 to 15-5, with a mean age of 10-1, and SD=2.8. There were no significant differences between PPVT-R standard scores and WISC-R IQs. PPVT-R scores correlated significantly (p<.001) with WISC-R Verbal subtest scores. Implications of these findings for the use of the PPVT-R are discussed.

The Effects of Time and Direction Changes on the SAT Performance of Academically Talented Adolescents

In an attempt to explain the gender gap in Scholastic Aptitude Test (SAT) scores, a study tested the effects of changing time limits and directions on the performance of academically talented males and females. Students took either the SAT-Math subtest (n = 46 males and 27 females) or the SAT-Verbal subtest (n = 36 males and 33 females) under Timed or Untimed conditions and with Standard or Non-standard Directions. Analyses involved comparisons of performance by gender under the experimental conditions. Resulting trends indicated differences on the basis of time and gender on the SAT-M subtest. Further analysis revealed several patterns which could potentially explain reasons for performance differences outside of ability. No significant differences were found on the SAT-V subtest. Discussion of study results include the reasons why performance on the SAT-M may not reflect pure ability and the efficacy of using the SAT-M with its current time limit to identify academic talent.

Correlations among Scores on WISC-R and Woodcock-Johnson Achievement Tests for Learning Disabled Children

Pearson correlations between standard scores on the WISC-R and Woodcock-Johnson tests for 77 learning disabled subjects ( M age = 9.5 yr.) showed Reading, Mathematics, and Written Language scores were positively and significantly related to the Verbal subtest scaled scores and Verbal IQs. Scores on Reading and Mathematics were similarly related to the WISC-R Full Scale IQs. The practical significance of these findings is discussed.

Wisc-R Profiles of Adjudicated Delinquents Later Incarcerated or Released on Probation

WISC-R profiles were compared for 52 subsequently incarcerated and 52 subsequently probational delinquents evaluated after adjudication but before judicial commitment. Each sample exhibited a reliable within-group Performance IQ elevation. The two groups did not differ on Verbal subtest means assessed by Hotelling's two-sample test. However, between-group differences were observed among Performance subtests. It was concluded that effects of incarceration did not account for the elevation of Performance IQ in either sample of adjudicated delinquents. Also, intellectual differences between delinquent subgroups could not be attributed to confounding of incarceration and probation.