Bender Gestalt Test Performance Research Articles

Turkish Children's Bender-Gestalt Test Performance: Differences in Public and Private School Children

The present study was undertaken to provide data on the Bender-Gestalt test for children aged 5 to 11 in Turkey. Although it is well documented that sociocultural factors are important in cognitive evaluations, the effects of type of school and differing educational opportunities provided by these schools on the Bender-Gestalt test have not been previously investigated. The aim of the present study was to investigate the effect of age, sex, and school type on Bender-Gestalt performance. The test was individually administered to 484 children between the ages of 5 and 11 years. The children were enrolled in either public or private schools. Koppitz's Developmental Scoring System was utilized. The results indicated that older children performed with fewer errors. Girls performed with fewer errors than boys. Finally, as expected, private school children outperformed their public school peers. The results are discussed with respect to the importance of taking into account various educational factors in utilizing commonly used tests.

Relationship of Bender Gestalt Developmental Scores and Human Drawing Developmental Scores in a Sample of Turkish Preschool Children

The Bender Gestalt test and Human Drawings are frequently utilized tests in assessing school readiness in children. This study was a pilot attempt to evaluate these two tests in a Turkish sample as they relate to first grade behaviour as measured by teacher ratings. One hundred and five children were evaluated at the end of kindergarten using the Bender Gestalt test and Draw A Person Test. The Koppitz (1968, 1975) system was utilized in the scoring of both tests. The children were followed-up and teacher ratings on three academic dimensions and three behavioural dimensions were obtained at the end of the first grade. Significant correlations were obtained between the Bender Gestalt and Human Drawings of the children and teacher ratings of academic achievement and behavioural adaptation at the end of first grade. It appears that the Bender Gestalt test performance at the end of kindergarten is strongly correlated with teacher observations at the end of first grade. Although the relationship between Human Drawing scores and teacher ratings of academic behaviour was not as strong, a relationship was observed between teacher ratings of peer relations and conduct and these scores.

Turkish Children's Bender-Gestalt Test Performance: A Pilot Study and Preliminary Norms

The present study was undertaken to provide preliminary data for norms on the Bender-Gestalt Test for 253 children ages 5 yr., 5 mo. to 11 yr., 10 mo. in Turkey. The Koppitz Developmental Scoring System gave mean error scores of 4.2 ( SD = 3.3) for girls and 3.6 ( SD = 3.0) for boys. The mean error scores obtained by all age groups are presented and compared with other cross-cultural data. These scores decreased across age groups, supporting Bender's maturational hypothesis of the test. The present sample performed at a higher developmental level than the Koppitz normative sample for the 5- and 6-year age groups, while means for other age groups were similar to the original U.S. norms. That this pattern is supported in other cross-cultural studies is discussed as well as the importance of developing local norms for visual spatial tests.

Utility of the Koppitz norms for the Bender Gestalt Test performance of a group of Sesotho-speaking children

Objective: This study investigated the utility of the Koppitz administration, scoring and norms for the Bender Gestalt Test (BGT) as a neurocognitive screening instrument for Sesotho-speaking children. Method: The BGT protocols of 671 Sesotho-speaking children between the ages of seven and nine were reviewed. Data pertaining to socioeconomic status were also gathered for 360 of the participants. The BGT performance of the Sesotho sample was compared to that of the original Koppitz norm group. Furthermore, the two groups were compared with regard to their respective age-related rates of improvement in BGT performance. The effects of gender and socioeconomic status on the BGT performance of the Sesotho group were also investigated. Results: The Sesotho-speaking group incurred a significantly higher number of errors, compared to the Koppitz norm group. Moreover, the Sesotho group exhibited no age-related improvement in their BGT performance. Socioeconomic status showed no effect on the group's BGT performance, while age only showed a significant effect within the nine-year-old group. Conclusions: The BGT exhibits limited utility as a screening instrument for neurocognitive impairment amongst Sesotho-speaking children. Limitations of the current study are highlighted and suggestions are made regarding future directions for research.

Bender Gestalt Test performance and the word recognition skills of disadvantaged children

The Bender Gestalt Test and the WRAT reading section were administered to 147 disadvantaged children. The zero-order correlation of −.62 was found to be moderated by the variable of age. For younger subjects, highly significant first- and second-order partial correlations were obtained with age and/or WISC information scores held constant.

The Bender Visual-Motor Gestalt Test as a Predictor of Academic Achievement

The purpose of this study was to investigate the predictive validity of the Bender Visual-Motor Gestalt Test as it relates to achievement in reading and math. Fifty-one third grade pupils' reading and math achievement test scores were separated into top and bottom 27% and were compared with the Bender Gestalt test (BVMGT) scores. No significant differences were found for total Bender Gestalt test performance. Integration errors were significantly more prevalent in the low reading achievement groups. The validity of using the Bender Gestalt test as a predictor of reading and math achievement for regular third grade pupils was further challenged.

Bender gestalt test performance and school achievement: A 9-year study

Psychology in the SchoolsVolume 10, Issue 3 p. 280-284 Evaluation and Assessment Bender gestalt test performance and school achievement: A 9-year study Elizabeth Munsterberg Koppitz, Elizabeth Munsterberg Koppitz RFD 1, Box 200, Stanwood Mount Kisco, N. Y. 10549Search for more papers by this author Elizabeth Munsterberg Koppitz, Elizabeth Munsterberg Koppitz RFD 1, Box 200, Stanwood Mount Kisco, N. Y. 10549Search for more papers by this author First published: July 1973 https://doi.org/10.1002/1520-6807(197307)10:3<280::AID-PITS2310100302>3.0.CO;2-6Citations: 7AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Citing Literature Volume10, Issue3July 1973Pages 280-284 RelatedInformation

The Bender Gestalt as a Group Screening Instrument for First Grade Reading Potential

The group Bender Gestalt Test (BGT) was administered to 311 beginning first graders (158 boys and 153 girls). Teacher ratings of reading achievement and information regarding the presence or absence of prior kindergarten experience were also obtained. The Gates-MacGinitie Reading Tests were used as the criterion measure of year-end reading achievement. BGT cut-off scores were used to predict good, average, and poor reading potential. They were significant at the .001 level of association for year-end reading achievement. The BGT was especially accurate in predicting good reading performance. Teacher judgments and BGT performance were also significantly associated, as were prior kindergaten attendance and BGT performance. This study revealed many sex differences which have important implications for screening programs.

Effects of mode of administration on Bender-Gestalt Test performance of familial retardates

Effects of mode of administration on Bender-Gestalt Test performance of familial retardates

Bender-Gestalt test performance of "organic" and "functional" mentally retarded subjects.

Bender-Gestalt test performance of "organic" and "functional" mentally retarded subjects.

Bender Gestalt test performance as a predictor of differential reading performance

Sixty Ss (two groups of second graders, with differential reading skills and average or above intelligence, matched with regard to CA, IQ, and sex) were compared on Bender test performance. No significant differences were found for rotations, integrations, perseverations, sex, or number of errors on Designs A through 8. Although significant differences were found between groups for both Bender composite scores (p = <.05) and distortion errors (p = <.01), there was no significant difference in the number of students in each group above and below the mean Bender score for that age group. Poor Bender performance was found as often for good readers as for poor ones. This strongly suggests that Bender performance should be used with extreme caution in predicting or diagnosing poor reading performance.

Intelligence and Bender Gestalt test performance of institutional and noninstitutional school children.

(1967). Intelligence and Bender Gestalt Test Performance of Institutional and Noninstitutional School Children. The Journal of Genetic Psychology: Vol. 111, No. 1, pp. 119-124.