東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Description of variability of subtes...

Doherty, Edith J. S.

FindBook

Google Book

Amazon

博客來

Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM)./
作者:	Doherty, Edith J. S.
面頁冊數:	293 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1661.
Contained By:	Dissertation Abstracts International65-05A.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134780
ISBN:	0496820060

Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM).
Doherty, Edith J. S.

Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM). - 293 p.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1661.

Thesis (Ph.D.)--The University of Connecticut, 2004.

Several issues surround the use of IQ and subtest scores. Two controversies are that identical IQs estimate the same amount of g and represent a homogeneous group. Another is that, although the full-scale score shows predictive validity for achievement, the rigor of the subtest scores are weak and should not be used to describe strengths and weaknesses. Aspects of these issues will be addressed in this study.

ISBN: 0496820060Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM).
LDR:03253nmm 2200337 4500 001 1846535
005 20051103093520.5
008 130614s2004 eng d
020 $a 0496820060
035 $a (UnM)AAI3134780
035 $a AAI3134780
040 $a UnM $c UnM
100 1 $a Doherty, Edith J. S. $3 1934646
245 1 0 $a Description of variability of subtest scatter across cognitive bands on the Test of Cognitive Skills (TCSRTM).
300 $a 293 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1661.
500 $a Adviser: Alexinia Baldwin.
502 $a Thesis (Ph.D.)--The University of Connecticut, 2004.
520 $a Several issues surround the use of IQ and subtest scores. Two controversies are that identical IQs estimate the same amount of g and represent a homogeneous group. Another is that, although the full-scale score shows predictive validity for achievement, the rigor of the subtest scores are weak and should not be used to describe strengths and weaknesses. Aspects of these issues will be addressed in this study.
520 $a The purpose of this exploratory study was to describe the nature of variability within individuals across cognitive bands using the Test of Cognitive Skills (TCSRTM/2). The scores of two cohorts, a fall sample of 1,226 students and a spring sample of 707, were divided into cognitive bands of five points, from 58 to 141, except for the lowest and highest bands. The discrepancies scores of all pair-wise comparisons (Sequence, Analogies, Memory, Verbal Reasoning, Non-Verbal factor, high/low scores) were calculated, and their relationships to the total score examined. The results of the high-low scores were compared to those found with the WISC-R, WISC-III, WAIS, WPPSI, and WJ-R.
520 $a The results indicated that subtest scatter was prevalent across all cognitive bands, much larger than what the Standard Error of Measure could explain. By using the averages of the cognitive bands, the shared variance became 42% to 84%. Significant differences were found between several of the abilities and factors. The slope of Memory was different from the other cognitive abilities of Sequences, Analogies, and Verbal Reasoning. Two learning profiles were identified. Verbal Reasoning was the high score for a majority of gifted, whereas Memory was the high score for those at the lower end of the continuum. A transition occurred from one end of the continuum to the other, and a developmental change was also evident.
520 $a In comparing the TCSRTM/2 with the WISC-R, WISC-III, WPPSI, WAIS, and WJ-R , no significant differences were found. The TCS RTM/2 showed the same characteristics for high/low scores as the individual intelligence tests. Thus, a group intelligence test can describe significant differences between cognitive bands, and the results provided evidence that identical IQ scores may not represent homogeneous groups.
590 $a School code: 0056.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Psychology, Psychometrics. $3 1017742
650 4 $a Psychology, Cognitive. $3 1017810
690 $a 0525
690 $a 0727
690 $a 0632
690 $a 0633
710 2 0 $a The University of Connecticut. $3 1249323
773 0 $t Dissertation Abstracts International $g 65-05A.
790 1 0 $a Baldwin, Alexinia, $e advisor
790 $a 0056
791 $a Ph.D.
792 $a 2004
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3134780