Childhood learning potential as an alternative to traditional ability measures.

Hypothesized advantages of Learning Potential (LP) assessments were investigated for kindergartners varying in racial background (Anglo, Black, English-dominant Puerto Rican, Spanish-dominant Puerto Rican). Ss (N?=?209) were randomly assigned to 1 of 3 treatments: LP, test coaching, and test practice. Subsequent to treatments, children were evaluated on 2 standardized criteria of academic achievement, 2 teacher-rated criteria of achievement, and 3 dimensions of learning-related classroom behavior. Research hypotheses anticipated relatively higher posttest scores and improved criterion validity for children in the LP condition. Moreover, it was expected on the basis of LP theory that minority children in the LP condition would display greater score increments than Anglos. Results failed to support any hypothesis. The most notable finding was that a single subtest score from a traditional intelligence test predicted criterion performance as well as the more involved LP posttest score. Implications are discussed in the context of LP testing and current assessment practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attentional strategies, attention, and metacognition in Puerto Rican children.

60 2nd-, 5th-, and 8th-grade Puerto Ricans participated in a strategy assessment task and an incidental learning task that provided a measure of attentional performance. Metacognition concerning attention was assessed by asking Ss to predict how much incidental material they would recall. ANOVAs revealed no developmental changes in the use of an efficient attentional strategy, the amount of central recall, the amount of incidental recall, or in metacognitive knowledge. Results differ from a previous study by the 1st author and M. G. Weiss with 60 predominantly White, middle-class Florida children in which attention and strategies became increasingly efficient as a function of age. In comparison to the Florida sample, Puerto Rican 2nd graders' strategies were more efficient and the 8th graders' strategies were less efficient. Attention on the incidental learning task was less selective for the Puerto Rican Ss than the Florida Ss. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Physical disability, physical attractiveness, and social outcomes in children's small groups.

Examined the sociometric status of children with obvious physical handicaps in an integrated (approximately 70% Black, 20% Puerto Rican, and 10% White) summer camp setting containing 61 girls (aged 7.5–14 yrs) and 60 boys (aged 7.75–14 yrs). 23% of Ss had obvious physical handicaps (e.g., spinal injuries, limb deformities), and 33% had some form of chronic illness or physical condition (e.g., sickle cell anemia, pulmonary insufficiency). Ss were interviewed during the 3rd wk of camp on questions concerning who they liked best in their groups and how they made friends. In addition, 12 male and 12 female children from neighboring camps were shown full-body photographs of all Ss and asked to rate them for attractiveness. Results indicate that handicapped Ss were less preferred as friends than their able-bodied peers. Physical attractiveness was also related to sociometric standing, as well as to the presence or absence of a physical handicap. An analysis of the relationship between physical attractiveness and social status for Ss alone indicated that these variables were significantly related for this group. Significant differences were found between obviously handicapped and able-bodied Ss on a knowledge-of-friend-making task; but among the latter group, role-play scores did not differentiate high- from low-status Ss. (19 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Factor analysis of the Kaufman Assessment Battery for Children (K-ABC) for ages 2? through 12? years.

The construct validity of the Sequential Processing, Simultaneous Processing, and Achievement scales of the K-ABC was examined in factor-analytic investigations of 2,000 2.5–12.5 yr old children. Ss were a representative national sample stratified by sex, race, SES, geographic region, and community size. Analysis of the 10 Mental Processing subtests for 11 age groups produced 2 significant factors per age with clear-cut Sequential and Simultaneous dimensions emerging for each group. Furthermore, analyses of all 16 subtests produced 3 factors corresponding to the 3 K-ABC scales for ages 4 yrs and above. Correlations of processing factors with Achievement subtests provided insight into the relationship of sequential/simultaneous processing abilities to different achievement areas. In general, the factor analyses provided strong support for the construct validity of the K-ABC. (34 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Further data on key influencers of occupational expectation among minority youth.

Reports the relative frequency with which each of 9 specific "key figures" was reported by 73 Puerto Rican, 211 black, and 200 white high school females from "working-class" families to have exercised the principal influence over their selection of occupations they expected to hold as adults. Rank-order coefficients reveal the least similarity in citation of key figures between white and Puerto Rican Ss and virtually no difference between black and Puerto Rican Ss or between black and white Ss. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of cognitive and behavioral group treatment on the depressive symptomatology of Puerto Rican women.

Compared a control, a cognitive, and a behavior therapy group in the reduction of depression in 26 low-income Puerto Rican women (mean age 38 yrs). Ss were identified as depressed by self-report (Beck Depression Inventory), clinical ratings (a revised version of the Hamilton Rating Scale for Depression), and depression behavior rating scales and were randomly assigned to 3 treatment conditions. Five treatment sessions of 1? hrs each were conducted over 4 wks. Results show a significant reduction in depression for therapy groups and no significant differences between the behavior and cognitive approaches. A 5-wk follow-up assessment revealed that the alleviation of depression had generally been maintained, with a slight advantage for the behavioral approach. (24 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Paired-associate learning and priming effects in amnesia: A neuropsychological study.

Conducted 4 experiments investigating the role of priming effects in paired-associate learning. Ss for all 4 experiments were 5 male and 3 female alcoholics (mean age 53.8 yrs; WAIS—R IQs 85–203) with Korsakoff syndrome. Control Ss were 26 male alcoholics (mean age 47.6 yrs). Exp I illustrated the distinction between the memory impairment of amnesic (Korsakoff) Ss and their intact priming ability. In Exp II, amnesic Ss showed good paired-associate learning for related word pairs but controls performed significantly better. Exp II also showed that the forgetting of related word pairs by amnesic Ss followed the same time course as the decay of word priming. Exp III showed that amnesic Ss were as good as controls at learning related word pairs when word-association tests were used. Exp IV showed that amnesic Ss exhibited normal priming when they were asked to free associate to words that were semantically related to previously presented words. Results indicate that both priming effects and paired-associate learning of related words depended on activation, a process that is preserved in amnesia. Activation is a transient phenomenon presumed to operate on and facilitate access to preexisting representations. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Puerto Rican intellectuals in New York: Some intragroup and intergroup contrasts.

A factor analysis of coded interview data on 20 Puerto Rican intellectuals in the New York City area yielded 5 item-factors (R) and 2 person-factors (Q). The R factors dealt with Spanish language dominance, ideological language maintenance, Puerto Rican cultural emphases, American awareness, and sociolinguistic sophistication. The Q groups differed meaningfully and consistently on these 5 factors and on demographic background variables, particularly with respect to ideological vs. behavioral Puerto Rican culture and language maintenance. Intellectuals as a group were found to differ greatly and systematically from ordinary Puerto Rican males in having more ideological positions with respect to Puerto Rican culture and Spanish language maintenance in New York. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of validity research on the Stanford-Binet Intelligence Scale: Fourth Edition.

The Standord-Binet Intelligence Scale—Fourth Edition (SB—4; R. L. Thorndike et al, 1986) represents a significant departure from earlier versions of the scale. In the 5 yrs since its introduction into the field of intellectual assessment, a number of validity studies have been conducted with the SB—4. The results from these construct and criterion-related validity studies suggest that the SB—4 provides as valid a measure of general mental ability as existing tests. Support for the 4 factors hypothesized by the authors of the SB—4 is weaker. Research suggests that the SB—4 is a 2-factor test (Verbal, Nonverbal) for ages 2 through 6 yrs and a 3-factor test (Verbal, Nonverbal, Memory) for ages 7 yrs and older. Studies also suggest that the SB—4 can distinguish between groups of youngsters with differing intellectual abilities (e.g., mentally handicapped, gifted, neurologically impaired) and that the test correlates highly with scores on achievement tests. On the basis of validity information, recommendations for the use of the SB—4 are made. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychosocial factors affecting the employment of former vocational rehabilitation clients.

Analyzed questionnaires completed by 211 former vocational rehabilitation (VR) clients (aged 15–61 yrs) 2 yrs after case closure for a clarification of the psychosocial factors that affect vocational adjustment. Questionnaires assessed employment status and problems, sources of income/financial status, health, and job satisfaction (for employed Ss only). WAIS Full Scale IQs were available for 195 Ss, and 120 Ss had completed the 16PF—Form E. Results show that the primary criteria of vocational adjustment (employment, job satisfaction, and persistence in looking for work) were associated with better self-appraised physical and mental health, greater perceived family support in seeking employment, more optimism about employment prospects, and attribution of the problem source to the environment. These variables suggest useful points for intervention by VR practitioners. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Wechsler Adult Intelligence Scale—Revised intersubtest scatter in brain-damaged patients: A comparison with the standardization sample.

Assessed the validity of Wechsler Adult Intelligence Scale—Revised (WAIS—R) intersubtest scatter (as measured by the scaled score range and profile variability index) as an indication of cognitive impairment due to brain dysfunction. Ss were 216 brain-damaged men with means for age, education, and Full Scale IQ of 54.54 yrs (SD?=?14.56), 11.58 yrs (SD?=?2.53), and 85.65 (SD?=?11.02), respectively. The scatter indexes for brain-damaged Ss were compared with those of the WAIS—R standardization sample. Results indicate that intersubtest scatter among brain-damaged patients with Full Scale IQs ≤109 is not greater than for "normal" persons with similar IQs. Likewise, the number of patients at different ability levels with abnormal scatter was highly similar to that for the standardization sample. Interpretation of marked intersubtest variability as a sign of brain damage appears unwarranted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Standardization of the Wechsler Adult Intelligence Scale—Revised for persons 75 years and older.

This project expanded the Wechsler Adult Intelligence Scale—Revised (WAIS—R) normative tables for the Verbal, Performance, and Full Scale IQs and age-corrected subtest scores to persons aged 75 yrs and older. A sample of 130 normal volunteers was selected according to 1983 census data on the variables of age, education, sex, and race. Means for age and education were 81.24 yrs (SD?=?5.24) and 9.54 yrs (SD?=?2.50). There were 74 White women, 42 White men, 9 Black women, and 5 Black men. Ss lived in the states of Kansas (60.7%), Missouri (34.6%), and Iowa (4.6%), with 90% residing in urban centers and 10% in rural communities. All Ss were administered a complete WAIS—R by trained examiners. On the basis of the raw scores, Verbal, Performance, and Full Scale IQ conversion tables were developed separately for persons 75–79 yrs of age (n?=?60) and aged 80 yrs and older (n?=?70). Conversion tables (M?=?10; SD?=?3) for age-corrected scaled scores were also developed for both age groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of two types of counselor intervention on Black American, Puerto Rican, and Anglo-American analogue clients.

Tested the hypothesis that types of counseling intervention may be differentially effective depending on the client's cultural background using 28 Black American (BAM), 27 Puerto Rican, and 28 Anglo American (AA) female community college students. Ss received either affective responses or closed questions from a 23-yr-old female BAM clinical psychology graduate student in an analog counseling situation that permitted S-generated responses. Content analyses and ratings of the counselor revealed that affective responses were superior to closed questions on all dependent measures for AA Ss. For BAM Ss, all content variables and 2 of 3 ratings of the counselor suggested superiority of affective responses. It is concluded that affective responses are superior to closed questions in initial counseling interviews with community college students, but inconsistencies in results suggest that further research is necessary. (67 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effect of sex, intelligence, and style of thinking on creativity: A comparison of gifted and average IQ children.

15 boys and 15 girls, aged 9–11 yrs, from a gifted program (IQs of 130 or more on the Otis Lennon Test of Mental Abilities) and 30 age- and sex-matched average children (IQs between 95 and 110) were compared on Torrance Tests of Creative Thinking and left hemisphere, right hemisphere, and integrated thinking styles. Results show that sex, IQ, and thinking style each had an effect on different dimensions of Ss' creativity. Girls, irrespective of their IQ level and thinking style, scored higher than boys consistently across the 7 creativity subscales, reaching significance in verbal and figural fluency. Gifted Ss, independent of their thinking style, were better than the nongifted Ss but only in verbal originality. The integrated thinking style was related to creativity on the Elaboration and Figural Flexibility subtests. Results support the relative independence of select facets of children's creativity from general intellectual factors; they also suggest that performance on each of the creativity subtests may be strongly influenced by different psychological, intellectual, and perhaps, social factors. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Measurement and training of AVC discrimination skills: Independent confirmation and extension.

Describes the AVC test of discrimination skills developed by N. Kerr et al (see record 1981-23872-001) and presents 2 validation studies of the test. In Study 1, 135 mentally handicapped Ss (aged 17–60 yrs) were assessed on all 6 levels of the AVC and 42 Ss were retested at 3-mo follow-up. Results are consistent with the findings of Kerr et al and support the AVC's reliability and resistance of AVC behaviors to change without systematic training. Study 2 examined the potential of the AVC for predicting performance of 6 severely retarded Ss (aged 21–50; Stanford-Binet IQs 30–36) who were learning a vocational assembly task. Findings reveal that brief training sessions were as effective as extended ones in teaching the tasks and that the AVC was an accurate predictor of Ss' performance. (5 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer models: Influence on children's self-efficacy and achievement.

Investigated how the self-efficacy and achievement of 72 children (aged 8 yrs 6 mo to 10 yrs 10 mo) were influenced by their observing peer models learn a cognitive skill. Within this context, the effects of modeled mastery and coping behaviors were explored. Ss were children who had experienced difficulties learning subtraction with regrouping operations in their classes. Ss were pre- and posttested on measures of subtraction self-efficacy, skill, and persistence. Ss observed a same-sex peer demonstrate either rapid (mastery model) or gradual (coping model) acquisition of subtraction skills, observed a teacher model demonstrate subtraction operations, or did not observe a model. Ss then judged self-efficacy for learning to subtract and received subtraction training. Observing a peer model led to higher self-efficacy for learning, posttest self-efficacy, and achievement than did observing the teacher model or not observing a model. Ss who observed the teacher model scored higher than no-model Ss on these measures. No significant differences due to type of peer modeled behavior (mastery/coping) were obtained on any measure. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Choosing problem-solving rewards and Halloween prizes: Delay of gratification and preference for symbolic reward as a function of development, motivation, and personal investment.

Conducted 3 experiments to generate and cross-validate a developmental account of reward preferences in the lifelike condition in which available rewards differ on both the immediate-delayed and material-symbolic dimensions. 429 children within a broad range of developmental levels (CA 2?–20 yrs) selected from arrays in which immediate-material, immediate-symbolic, delayed-material, and delayed-symbolic items were available. In each experiment more mature Ss delayed gratification to maximize reward magnitude and chose rewards symbolic of success more often than did less mature Ss. Analyses indicated that the 2 reward dimensions were both highly salient in Ss' thinking and that developmental effects on the 2 dimensions could be neatly integrated within a 3-stage developmental scale. Developmental effects on this scale and on the separate dimensions persisted across changes in the particular reward items available and changes in location from school testing room to more naturalistic Halloween settings. Findings indicate that preference for symbolic rewards tends to be more pronounced among the mentally retarded than the nonretarded but cast doubt upon previous interpretations of that group difference. Finally, children's Halloween prize choices suggested that preference for symbolic reward is a function of one's developmental level, the achievement being rewarded, and the extent of one's personal investment in that achievement. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behavioral correlates for the MMPI standard F scale and for a modified F scale for Black and White psychiatric patients.

Investigated the behavioral correlates for the standard F scale and for an alternate MMPI F scale derived from responses of normal Black Ss. 157 Black (mean age 33.75 yrs) and 157 White (mean age 36.75 yrs) psychiatric patients were given the MMPI and were rated on psychiatric and nurses' rating scales. Black and White Ss did not differ significantly on either of the 2 F scales. Fewer significant correlations were obtained between standard F scale scores and behavioral ratings for Black Ss than for White Ss. For White Ss, some significant correlations were obtained between the alternate F scale scores and behavioral ratings, but no significant correlations were obtained between alternate F scale scores and behavioral ratings for Black Ss. It is concluded that for Black patients, the alternate F scale is not related to psychopathology in the same way that the standard F scale is for White patients. Further, it appears that the standard and alternate F scales are assessing similar characteristics of test Ss. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Life stress and depression: A test of the congruency hypothesis for life event content and depressive subtype.

Tested the hypothesis that certain personality styles may function as vulnerability factors leading to depression in the face of specific life event types. 10 dependent remitted depressed patients (aged 28–70 yrs) and 16 self-critical remitted depressed patients (aged 22–53 yrs) were followed for 6 mo and assessed for the occurrence of category-specific life events and level of depression, including clinical relapse. For dependent Ss only, congruency with life event content was associated both with self-reported levels of depression and with clinical relapse. Relapse for self-critical Ss was not differentially affected by the number of interpersonal or achievement life events experienced; however, dependent Ss relapsed more often after the experience of interpersonal rather than achievement events. No differences were reported between the total number of achievement stressors experienced by each subtype group, ruling out selective exposure as a possible explanation for these findings. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Changes in scholastic achievement and intelligence of Indian children enrolled in a foster placement program.

Attempted to determine whether Indian students participating in a foster home placement program would show educational gains greater than those previously found with other Indian education programs. 84 children who had been enrolled for 5 or more yrs were selected as Ss and their standardized testing records obtained from the schools. The tests, administered when the Ss were 8-14 yrs old, included the Iowa Test of Basic Skills and California Test of Mental Maturity. Although testing records were incomplete, it was found that compared to national norms, the mean achievement score for this group declined with successive yrs of participation in the program and total IQ scores showed no significant changes. It is concluded that results are similar in this respect to those obtained on Indian students who remain at home and are educated in public schools. (22 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)