Mental Maturity Research Articles

ANXIETY, STUDY PROBLEMS, AND ACHIEVEMENT

To study the effects of study problems and anxiety on achievement relative to ability, scores on the California Mental Maturity Test, California Achievement Test, Counseling key of Brown Holzman Survey of Study Habits and Attitudes, and Children's Manifest Anxiety Scale on 66 seventh graders were examined. Discrepancies between achievement in reading, arithmetic and language with such achievements expected on the basis of the Intellectual States Index of the CMMT were correlated with study problems and anxiety scores. Correlations of achievement relative to ability with anxiety were low. Study problems explained such achievement moderately. Correlations were higher in a sample of girls. The use of the Brown Holzman Counseling key in studying achievement of seventh graders was found to be promising.

The Children's Reactive Curiosity Scale

The present study reports the description of and the normative data obtained with a scale of reactive curiosity (RC Scale) for use with Grade 4, 5, and 6 children. A 90-item RC Scale and a 10-item Lie Scale are described. The RC Scale's 2-wk. test-retest reliabilities ranged from .65 to .78 for the different sex by grade classifications. At all grade levels, girls scored higher than boys on the RC Scale. The lie scores yielded high test-retest reliabilities, and the intercorrelations between the RC Scale and the Lie Scale were not significant except for fifth grade girls (.20). Intercorrelations between scores on the RC Scale and IQs based on the California Test of Mental Maturity although low and positive were not significant. However, the RC scores of Grade 6 children were positively related to originality measures that were derived from a modified Unusual Uses Test.

A Comparison of the Kindergarten Evaluation of Learning Potential (Kelp), Readiness, Mental Maturity, Achievement, and Ratings by First Grade Teachers

A Comparison of the Kindergarten Evaluation of Learning Potential (Kelp), Readiness, Mental Maturity, Achievement, and Ratings by First Grade Teachers

Therapeutic goals and ideals of health

A therapist has the task of healing illness. Illness may be defined as serious deviation from some ideal. The ideal will be variously described by different people: their descriptions will help define any illness that deviates from the ideal and direct their efforts toward healing. I am writ ing chiefly of the psychotherapist, but what I say will apply to many kinds of healing or counseling. Without a clear conception of the well person, the therapist risks a vagueness of clinical aim and technique in treating the sick one. There is, perhaps, less agreement on the matter than appears when we talk of mental health or maturity. It is easier to speak of character defect or neu rotic personality than to agree about what makes up a character without defect or a neurosis-free personality. Whenever one tries to help another, he has in mind some such criteria of health, which may be subtle or obvious, latent or openly acknowl edged. He may defer to the one he is helping in the setting of ideals, but this deference is based upon the belief that help is best given by thus deferring. If one chooses relative inactivity in therapy, he in no way negates his ideal of health. It is more often vague than clear, but it tends to dominate the treatment from beginning to end. The ideal of health holds the same relationship to limited goals of therapy as the pole star holds to a trip northward. It defines the direc tion of our effort, although we do not expect, in a practical way, to attain it. The terms "ideal" and "goal" will be used more or less inter changeably in this essay. I believe ultimate views of human health actu ally operate, usually unrecognized, in the therapist's daily techniques.

A Comparison of Individual and Group Administrations of the Full-Range Picture Vocabulary Test

AMMONS (1) has developed a picture vocabu lary test (FRPV) which has been used as a meas ure of intelligence. The correlations between this test and other more commonly employed measures of intelligence have proven to be highly satisfac tory (2, 3, 4). In addition, the FRPV has the ad vantage of being relatively easy to administer in a short period of time. A unique advantage of this test is that even though it is a vocabulary test, the amount of verbal instructions occurring between the examiner and the subject is kept to a minimum. Thus, in this test the subject merely points to the picture that has a given word in it. It would ap pear that this test would be very useful with Ss whose ability to communicate on a verbal level was limited. In this regard, a study by Smith and Fillmore (5) indicated a correlation of 0. 75 be tween the Full Scale of the Wechsler Intelligence Scale for Children (WISC) and the FRPV on a group of children with remedial reading problems. Inasmuch as the FRPV has proven to be a val uable tool for assessing the intelligence of children with reading problems, it is possible that the test could be employed as a rapid screening device by the elementary school teacher. Typically, how ever, most teachers have neither the time to ad minister tests on an individual basis nor sufficient clinical acumen to evaluate the various nuances that occur in the testing interaction. It would be highly desirable, therefore, if this test could be presented in a group situation. The purpose of this study was to compare the individual and group administrations of the FRPV on a group of ele mentary students who had remedial reading prob lems. A second purpose was to compare the re sults of this testing with the California Test of Mental Maturity which is the commonly employed measure of intelligence in the public school system of the State of Florida.

Differential Prediction of Two Test Batteries

GENERAL STATEMENT OF THE PROBLEM Freshmen who enter North Carolina College at Durham are required to take a battery of tests for placement. This battery, which is made up of the California Mental Maturity Test, Advanced, and the California Achievement Tests, Advanced, 1957 Edition: Language, Mathematics and Reading , serves as an aptitude test battery as well as an achievement test battery. As an achievement bat tery, the scores made by freshmen on these tests determine their placement in English and mathe matics, subjects considered basic to liberal arts education. In deciding placement, the scores made on the tests determine which students will be placed in what levels of English and mathematics courses. Hence, while some students are placed in regular freshman work in these subjects, others may be required to take sub-freshman work in one or both subjects. It should be pointed out here that although the mental maturity test is given as a part of the fresh men placement battery, greatest attention in place ment is given to the total scores made by students on the language and mathematics tests; classroom subject matter teachers determine the diagnostic weaknesses of students in areas of English and mathematics once they have been assigned to these courses. To this end, then, and in this respect, the placement testing program of the College is al| so an aptitude testing program. In fact, in some respects, it is probably more of an aptitude testing ! program than a placement program. This study I therefore is one of differential prediction, that is , j a study of the differences between two test batterI ies in predicting success of freshmen in E ngl is h, mathematics, and in total courses taken. With the above background in mind, the purpose W.N. SMITH

RELATION BETWEEN CONCEPT FORMATION ABILITY AND READING ACHIEVEMENT AT THREE DEVELOPMENTAL LEVELS

This study, which grew largely out of the work of Jay (I) in identifying as the factor the previously isolated X3 of Thurstone (5), was an attempt to apply findings in the areas of reading and concept formation in children to an investigation of the relation between -these skills. Hypotheses tested were: 1. There is a positive relation between scores on a test of concept formation and reading achievement, as measured by the comprehension section of the Gates standardized reading tests, at the developmental levels represented by boys in the third, fifth, and seventh grades. 2. The magnitude of the relation between concept formation and reading, as defined above, will be greater than the magnitude of the relation between reading and intelligence, as measured by the California Test of Mental Maturity in the third and fifth grades and the Primary Mental Abilities Test in the seventh grade. 3. The relation between reading and concept formation will increase significantly in magnitude with increasing age of boys. 4. Overachievers in reading will perform significantly better on a test of concept formation ability than will underachievers in reading.

Raven Progressive Matrices, Non-Language Multi-Mental Test, and California Test of Mental Maturity: Intercorrelations

Where the CTMM is used for group testing of intelligence, it is sometimes necessary to test children whose deficiency in the English language and cultural background make it difficult for them to understand the verbal items. A study by Altus (1956) has shown that such children may perform considerably better on the Non-language than on the Language portion of the test. Hence, it may be desirable to use a Non-language test having significant correlations with rhe CTMM scores, as r = .67 between the WISC Performance Scale and the CTMM Total Score (Altus, 1955). The present study evaluated the relation between the CTMM (Short Form) and the two non-language tests: The Raven Progressive Matrices (1938) and the Non-language Multi-Mental Test (Form A) . Ss were 84 sixth grade pupils from three elementary schools in Rockland County, N.Y. (51 males and 33 females). The Raven and Multi-Mental were administered to 11 additional sixth grade pupils, bringing the total N to 95 (57 males and 38 females). Significant ( p < .01) product-moment rs of .51 and .69 were found between the Raven and CTMM Language, Non-language, and Total Scores, respectively; corresponding rs ( p < .01) between the Multi-Mental and CTMM were .33, .45, and .49, respectively. r = .60 ( p < .Ol) between Raven and Multi-Mental test scores. Obviously, most of these rs were within the expected limits of .SO to .70, as commonly found when intelligence tests are correlated. While both the Raven Matrices and Multi-Mental tests showed positive rs with CTMM scores, Raven and C'IMM scores yielded the higher rs. Since the r of .69 between the Raven Macrices and the CTMM Total Score was approximately equal to the r between WISC Performance Scale and CTMM as reported by Altus (1955), it is suggested that the Raven Matrices might offer an additional method of assessing the intelligence of children with language and/or cultural handicaps.

Predicting Success in Eighth Grade Algebra

This study was designed to explore the usefulness of the California Algebra Aptitude Test (CAAT), the California Arithmetic Test (CAT), and the California Mental Maruriry Test (CMMT) for predicting algebra achievement in eighth grade. An earlier report (Keys and McCrum, 1958) indicates the CAAT is a valid predictor for the ninth grade; further information concerning predictive validiry is required for the tests to be useful for educational guidance of seventh graders. The three tests were administered to 160 seventh grade pupils of upper middle class to lower upper class in socio-economic stams and median intelligence whose achievement was significantly above national norms. The CAAT was administered to these pupils in May and the criterion Seartle Algebra Test (SAT) was administered to the same pupils after the completion of one semester of typical first year algebra during the fall semester of eighth grade. CMMT scores were obtained from the cumulative files. The CAT had been administered at the beginning of the eighth grade. RESULTS Zero order, first order partials and multiple rs were computed between the SAT and various California tests. The zero order r between the SAT and the CAAT is .83, CMMT .YO, CAT .34. When arithmetic skill is held constant, the relationship between the SAT and CMMT is .70, if mental macuricy is held constant, the relationship between SAT and CAAT is .40, while between mental maturity and CAAT, when the algebra is partialled out, the relationship is .26 The multiple r between SAT and the two predictors CMMT and CAAT is .92. These rs are significant at the 1% level. A combination of the CAAT and the CMMT is only slightly more predictive than the individual test. The findings suggest that the prediction of success in eighth grade algebra from the CMMT can be as useful as prediction from the CAAT. It appears that when CMMT scores are available, the addition of the specialized aptitude test of the CAAT type to a school program is quescionable in terms of economy.

Attitudes and Beliefs as Sources of Vocational Preference

WHILE it seems clear that the experiences which are important in determining vocational interests occur during childhood and early adolescence,there is still much to be learned about the specific nature of those experiences and how they influence the oc cupational inclinations of young people. In order to gain additional information in this problem area, a questionnaire was administered to 130 ninth-grade students of Mark Twain Junior High School, Los An geles, California. There were 67 girls and 63 boys in the sample, which represented two high, one average, and one low ability English classes, with IQ* s ranging from 73 to 132 as demonstrated on the California Test of Mental Maturity. The items included in the questionnaire were de signed to elicit information about the actual work experience of the sample of urban students and their attitudes and beliefs about both the jobs they had held and occupations in general. Information was sought in the following areas: 1. What was the nature of the work experience? 2. What did the students like and dislike about the jobs they had held? 3. How did the young people define vocational success? 4. What were some of their beliefs about how people advance in their jobs? 5. What, in the opinion of the students, were the characteristics of a good job? 6. What criteria did the students use in evaluat ing possible future occupations for them selves? Check lists were provided for most student re sponses, although the boys and girls were invited to write in answers whenever they believed that the choices offered were inadequate.

Psychometric appraisal of deaf children using the Columbia mental maturity scale.

No AccessJournal of Speech and Hearing DisordersResearch Article1 Aug 1962Psychometric Appraisal of Deaf Children Using the Columbia Mental Maturity Scale Frank Kodman Jr., Jerry E. Waters, and Clifford I. Whipple Frank Kodman Jr. Google Scholar More articles by this author , Jerry E. Waters Google Scholar More articles by this author and Clifford I. Whipple Google Scholar More articles by this author https://doi.org/10.1044/jshd.2703.275 SectionsAboutPDF ToolsAdd to favoritesDownload CitationTrack Citations ShareFacebookTwitterLinked In Additional Resources FiguresReferencesRelatedDetailsCited by Journal of Child Psychology and Psychiatry29:2 (209-216)1 Mar 1988RESEARCH NOTE: TEMPERAMENT AND BEHAVIOURAL ADJUSTMENT IN HEARING IMPAIRED CHILDRENMargot R. Prior, Judith Glazner, Ann Sanson and Geoffrey Debelle The Journal of Special Education3:4 (425-431)1 Dec 1969Predicting the Academic Achievement of the Acoustically-Impaired Using Intelligence and Self-Concept of Academic AbilityLee M. Joiner, Edsel L. Erickson, Jerry B. Crittenden and Vivian M. Stevenson Volume 27Issue 3August 1962Pages: 275-279 Get Permissions Add to your Mendeley library History Published in issue: Aug 1, 1962PubMed ID: 14457642 Metrics Topicsasha-topicsasha-article-typesleader-topicsCopyright & PermissionsCopyright © 1962 American Speech-Language-Hearing AssociationPDF downloadLoading ...

Children’s Attitudes Toward Reading and Their Critical Reading Abilities in Four Content-Type Materials

THE PRINCIPAL hypothesis of this study was that a positive relationship exists between fifth and sixth grade children's expressed attitudes toward four different content types of reading material and their scores on an experimental test of critical reading. In addition, relationships between these critical reading scores and (1) attitudes expressed toward reading as a school activity and (2) attitudes express ed toward school, classmates and teacher were ex plored. Also examined were the relationships be tween attitudes expressed toward the four different content types of reading materials and 1) attitudes expressed toward reading as a school activity and 2) attitudes expressed toward school, cl assmates and teacher. The relationships between personal factors--sex, socioeconomic status, chronological age, general reading atiility and intelligence--and the above variables were also determined. Subjects: The subjects of this study were 305 fifth and sixth grade children (163 girls and 142 boys). As a group they were nearly average as evidenced from data obtained as to their chronological age, their intelligence [ Kuhlmann-Anderson Intel ligence Test (2) and the California Test of Mental Maturity (4)],their general reading ability T California Reading Test (7) and Durrell-Sullivan Reading Test (1)J, and their socioeconomic status [Warner's Index of Status Characteristics (8)]. Procedures

A comparison of the revised Columbia Mental Maturity Scale (CMMS) and Goodenough Draw-A-Man Test in children with speech disorders.

A comparison of the revised Columbia Mental Maturity Scale (CMMS) and Goodenough Draw-A-Man Test in children with speech disorders.

Further studies on the Columbia Mental Maturity Scale (CMMS) and revised Stanford Binet (L) in children with speech disorders.

Further studies on the Columbia Mental Maturity Scale (CMMS) and revised Stanford Binet (L) in children with speech disorders.

California test of mental maturity b weights for predicting a composite score on the Iowa tests of educational development.

California test of mental maturity b weights for predicting a composite score on the Iowa tests of educational development.

A Mental Maturity Test as One Criterion for Admission to an American School Abroad

A Mental Maturity Test as One Criterion for Admission to an American School Abroad

Problems of Content and Level

Research Article| April 01 1960 Problems of Content and Level Burr Roney Burr Roney Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (1960) 22 (4): 199–203. https://doi.org/10.2307/4439302 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Burr Roney; Problems of Content and Level. The American Biology Teacher 1 April 1960; 22 (4): 199–203. doi: https://doi.org/10.2307/4439302 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentThe American Biology Teacher Search This content is only available via PDF. Article PDF first page preview Close Modal You do not currently have access to this content.

Research note on Columbia Mental Maturity Scale (CMMS) and revised Stanford Binet (L) in a preschool population

Research note on Columbia Mental Maturity Scale (CMMS) and revised Stanford Binet (L) in a preschool population

Reliability of the Columbia Mental Maturity Scale with kindergarten pupils

Reliability of the Columbia Mental Maturity Scale with kindergarten pupils

Review of Technical Report on the California Test of Mental Maturity.

Review of Technical Report on the California Test of Mental Maturity.