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Exploring the quantitative and verba...

Mann, Christine Ann.

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Exploring the quantitative and verbal abilities of nonverbally gifted students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the quantitative and verbal abilities of nonverbally gifted students./
作者:	Mann, Christine Ann.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1993,
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 8910.
Contained By:	Dissertation Abstracts International54-03A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9320632

Exploring the quantitative and verbal abilities of nonverbally gifted students.
Mann, Christine Ann.

Exploring the quantitative and verbal abilities of nonverbally gifted students. - Ann Arbor : ProQuest Dissertations & Theses, 1993 - 144 p.

Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 8910.

Thesis (Ph.D.)--Arizona State University, 1993.

The present study was an investigation of the goodness-of-test-fit demonstrated by highly able students on a standardized reasoning test. This investigation focused on nonverbal reasoning measures and students who excelled on them. Tools for the investigation were the Cognitive Abilities Test and Stanley's j, a new statistic which measured goodness-of-test-fit. A brief history of cognitive testing was presented for background, and the literature on spatial abilities was reviewed. Applications for Stanley's j in the investigation of spatial abilities were described to illustrate the types of information which this statistic could supply.Subjects--Topical Terms:

516693
Special education.

Exploring the quantitative and verbal abilities of nonverbally gifted students.
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245 1 0 $a Exploring the quantitative and verbal abilities of nonverbally gifted students.
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300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-03, Section: A, page: 8910.
502 $a Thesis (Ph.D.)--Arizona State University, 1993.
520 $a The present study was an investigation of the goodness-of-test-fit demonstrated by highly able students on a standardized reasoning test. This investigation focused on nonverbal reasoning measures and students who excelled on them. Tools for the investigation were the Cognitive Abilities Test and Stanley's j, a new statistic which measured goodness-of-test-fit. A brief history of cognitive testing was presented for background, and the literature on spatial abilities was reviewed. Applications for Stanley's j in the investigation of spatial abilities were described to illustrate the types of information which this statistic could supply.
520 $a Two hypotheses were tested. For the first, goodness-of-test-fit was examined in relation to patterns of cognitive abilities, and some differences were found among high ability students. These differences suggested the presence of an academic cluster formed from the verbal and quantitative batteries of the Cognitive Abilities Test. Alternatively, this could have been interpreted as indicating a verbal weighting of this standardized test. The nonverbal battery, however, was more distinct, and the goodness-of-test-fit was lowest on this battery for all ability groups.
520 $a The second hypothesis involved the goodness-of-test-fit of the subtests from the nonverbal battery of the Cognitive Abilities Test. Goodness-of-test-fit appeared to differentiate ability groups on spatial visualization tasks. Students with high nonverbal abilities were most comfortable on these very difficult tasks. Gender related differences in performance or goodness-of-test-fit were few, and those detected were focused in the verbal and quantitative realms.
520 $a Stanley's j was employed to assess group differences in goodness-of-test-fit, and this statistic provided a new type of information from test performance. However, Stanley's j produced undefined and negative values under specific conditions, and this resulted in a loss of information which may be addressed when the calculations of the statistic are refined. Finally, a recommendation was made to investigate applications of Stanley's j for individual, rather than group, performance.
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