PPVT IQ Research Articles

Study of Wais—R, Quick Test and PPVT IQS for Neuropsychiatric Patients

As expected, the PPVT and various forms of the Quick Test, all tests of receptive vocabulary, overestimated the three IQs of the WAIS-R, often by more than half a standard deviation for a small sample (N = 30) of psychiatric in-patients. A restricted range of scores may have contributed to spuriously high correlations among the various measures of IQ.

Comprehension of “before” and “after” by normal and educable mentally retarded children

This study reports findings on appreciation of the “before” and “after” event sequence with normal and educable mentally retarded (EMR) children matched on verbal mental ability (MA). Before and after constructions were associated with three variables at a time: semantics (logical vs. arbitrary event sequence), syntax (complex when conjunction preposed vs. simple when conjunction embedded), and an order of mention strategy (coinciding with the event occurence or reversing the event occurence). The data show that normal children perform significantly better than EMR children and suggest that the linguistic performance of EMR children cannot be best predicted on the basis of MA. Before is better understood than after, in general, by both groups, but a number of interactions between syntax, semantics, and an order of mention strategy suggests that differences in performances between normal and EMR children are of a quantitative rather than a qualitative nature. Linguistic (PPVT IQ) and cognitive (WISC-Picture Arrangement) factors are, as MA, poor predictors of before and after comprehension by normal and EMR children.

Infant Gesell scores vs. cognitive skills at age 12 years.

In an earlier study, it was found that infant performance on the Gesell correlated better with performance on nonverbal than verbal cognitive skills up to the age of 5 years. Recently, the same 26 male middle-class Ss, now 12 years old, were retested with the WISC-R, WRAT, and PPVT. Performance on the Gesell was found to relate significantly to WISC-R Performance IQ and to a lesser extent to PPVT IQ, but did not relate to WISC-R Verbal IQ nor to performance on the WRAT. The results suggest that the Gesell has a better predictive validity for nonverbal than verbal cognitive skills.

Comparison of the PPVT and PPVT-R as Possible Instruments for Screening Gifted Children

The PPVT has been used as a screening instrument for evaluating potentially gifted students. It was recently replaced by the PPVT-R. The present study investigated the comparability of the two tests and of Forms L and M of the PPVT-R for 36 gifted students. All validity and reliability indices were statistically significant and ranged from .57 to .75. When means of various forms were compared the F ratio was significant, but the Newman-Keuls post hoc procedure identified only one statistically significant contrast, namely, the mean PPVT IQ was significantly higher than the mean PPVT-R, Form L, standard score.

Comparison of the PPVT, PPVT-R, and intelligence tests used for the placement of black, white and hispanic EMR students

Comparisons of the revised PPVT (PPVT-R), the PPVT, and placement IQ tests were made with 114 EMR students, 46 white, 44 black, and 24 Hispanic. The PPVT and PPVT-R correlate substantially for all three ethnic groups, but neither the PPVT nor PPVT-R, correlates to a significant degree with the placement IQ tests. Sizeable mean score differences were obtained on the PPVT, PPVT-R, and placement IQ tests as a function of test differences and text x race interactions.

Comparison of the PPVT and PPVT-R for preschool children: Implications for the practitioner

The aim of this study was to compare the standard scores and age scores obtained from the Peabody Picture Vocabulary Test (1965) and the Revised Peabody Picture Vocabulary Test (1981). The sample included 88 preschool children who ranged in age from 2–6 to 5–11. The mean PPVT IQ score was 98.9 (SD = 16.9) and Mental Age was 55.2 months (SD = 20.1 mo.); the mean PPVT-R Standard Score Equivalent was 95.4 (SD = 13.4) and Age Equivalent was 48.5 months (SD = 14.6 mo.). The mean PPVT IQ and Mental Age scores were significantly higher (p < .01) than the respective Standard Scores and Age Equivalents. Implications for the use of the Revised PPVT are discussed.

A comparison of the PIAT and WRAT: A closer look

A sample of 46 white fourth-grade pupils was administered the PPVT, WRAT, and PIAT, except for PIAT Reading Comprehension and General Information. Subjects were selected randomly from those pupils whom classroom teachers judged to be doing at least average academic work. Mean grade equivalents, as well as intercorrelations, were examined for PIAT and WRAT subtests. No sex differences were found for PPVT IQ, age, or most achievement scores. Mean grade equivalents generally ranged between the sixth-and seventh-grade levels. Nearly all PIAT-WRAT intercorrelations were positive and significant, and highest for the similarly labelled subtests. Substantial differences were noted in mean grade equivalents. WRAT Reading and Spelling exceeded their PIAT counterparts by approximately one grade level. In contrast, PIAT Mathematics exceeded WRAT Arithmetic by more than one grade level. The possible effects of differences in item content and task structures on performance were discussed. Implications for practitioners involved in psychoeducational evaluations were considered.

Comparison of the WISC-R and PPVT for a group of mentally retarded students

This study compared the WISC-R and PPVT scores for a group of 65 students classified as mentally retarded, ranging in age from 7.5 to 14.5. Pearson product moments (r) and correlated t values were employed in the analysis of data. The evidence from the present study indicated that for this sample of mildly retarded children and youth, the PPVT IQ score is significantly higher than the Full Scale IQ from the WISC-R. The current findings indicate that the same general pattern exists for the WISC-R and PPVT as for the WISC and PPVT scores.

Role Taking in Childhood: Some Methodological Considerations

RumVN, KENNETH H. Role Taking in Childhood: Some Methodological Considerations. CHmLD DEVELOPMENT, 1978, 49, 428-433. The present study sought to examine the convergent and discriminant validity of 6 widely used measures of role-taking skill. The Borke; Rothenberg; Miller, Kessel, and Flavell; Chandler; DeVries; and Glucksberg and Krauss tasks were administered to children in preschool and grades 1, 3, and 5. In addition, PPVT IQ, Matching Familiar Figures test performance, and occupational status served as marker variables. The results generally indicated a lack of convergent and discriminant validity for role-taking measures. Moreover, the internal consistency of both the Chandler and Rothenberg tasks was found to be relatively low.

Mediational behavior and linguistic development1

Abstract The present research determined whether low‐verbal Ss, as compared with high‐verbal Ss have (a) a greater production deficiency, and (b) a greater mediational deficiency. The design included 3 grade levels: K, II and V. At each grade level approximately 40 Ss were identified as low‐verbal and 40 Ss as high‐verbal, with these groups differing on WISC vocabulary, PPVT IQ and in mean number of communication units. Two paired associate learning tasks were presented for testing both the production deficiency and the mediational deficiency hypothesis. The production deficiency hypothesis was analyzed by means of a 4‐way ANOV with independent variables: grade, verbal groups, sex and PA tasks. For both silent and aloud rehearsals, the F ratios for grade and verbal group were significant. Between kindergarden and grade II there is a marked increase in the mean number of silent rehearsals and an equally marked decrease in the number of aloud rehearsals. The low‐verbal group have significantly fewer silent ...

Using the Peabody Picture Vocabulary Test with Children Having Difficulty Learning

This research examined differences between WISC and PPVT scores for children with learning problems who were patients in a multispecialty group medical practice. The sample was composed of 99 children seen by a psychologist and a pediatric neurologist: 77 showed significant evidence of diffuse neurological dysfunction, 25 had speech problems, and 20 were diagnosed as having learning problems only. Results support previous research which indicates that PPVT IQs are frequently higher than WISC IQs when both instruments are used with the same children. PPVT IQs were significantly higher than WISC IQs both for the total sample and by diagnostic classification.

Factorial Composition of the Peabody Picture Vocabulary Test with Head Start Children

The Peabody Picture Vocabulary Test was administered to 354 Head Start children with a mean age of 4.4 yr. and a mean PPVT IQ of 75.73. A principal components analysis suggested an interpretation of a general factor of receptive vocabulary ability. Seven other factors with eigenvalues greater than one were found. These two were interpreted as possibly being named nouns and progressive verbs. Not ruled out, however, is their being due to error and specific item variance.

Relationships among Wechsler adult intelligence scale, Goodenough-Harris, and Peabody picture vocabulary tests with institutionalized retarded adults.

Test data for 150 adult institutionalized retardates were subjected to a two-factor analysis of variance with repeated measures (tests) on one factor. The matched male ( n = 32) and female ( n = 32) groups showed no sex differences but significant test differences. On the Goodenough-Harris Draw-A-Man, the Woman Point scale mean IQs were lower than the Man Point scale means. The Point scale means were significantly lower than the Quality scale means for all three drawings (Man, Woman, Self). Correlations of the Goodenough-Harris IQs with WAIS and PPVT IQs were lower for women than for men. The Goodenough-Harris IQ scores correlated better with the WAIS Performance scale IQ than with the Verbal scale IQ. PPVT IQs tended to fall between the WAIS Verbal and Performance scale IQs but correlated better with the Verbal scale than with the Performance scale. The PPVT, a vocabulary measure, was a somewhat better over-all predictor of the WAIS IQ than the Goodenough-Harris drawings.

Verbal recognition and non-verbal reasoning of retardates.

The Peabody Picture Vocabulary Test (PPVT; Dunn, 1965) and the Figure Reasoning Test (FRT; Daniels, 1966) are widely differing tests of intelligence. The PPVT is a measure of the child's word-recognition ability. This reflects awareness of the surround and the extent to which the child has benefitted from exposure to verbal experiences. This is one aspect of intelligence. The FRT is a non-verbal problem-solving completion rest similar to the Raven Progressive Matrices. It attempts to assess judgment based on the progression of concrete events, viz., designs, to a solution embedded among four alternatives. Thus, as with the PPVT, the testee needs to recognize a solution presented visually. Both tests involve the principle of belongingness. Both may be considered tests of different aspects of intelligence. As such the relationship between these rwo cests should be positive, but not significantly so. Twenty-six mentally retarded children with emotional problems were administered both cests in an AB-BA order to reduce position effect. The mean CA for the group was 15 yr., 3 mo. The mean PPVT IQ was 66 (SD = 9.4), mildly retarded category, with the mean MA at 8 yr., 3 mo. (SD = 19 mo.). The Pearsonian correlation was .30, non-significant (.20 level). The major implication of this statistic is affirmation of the above statement. Inferentially, then, the PPVT and the FRT are tapping different intellective processes and should tzot be substituted for each other. Rather, they are complementary insofar as the EMR person is concerned. These tests have little in common beyond the comprehension of the original oral instructions.

Use of the Peabody picture vocabulary test with preschool children.

The performance of 563 Ss on the PPVT and RSB provided the basis for a discussion which emphasized the limitations in the use of the Peabody with disadvantaged preschool children. Sizable discrepancies existed between means and standard deviations for the two measures despite their rather high correlation. This finding, together with inconsistencies found in the Peabody normative tables at the preschool level, indicated restricted use of the PPVT. It was concluded that the use of PPVT IQ data in the evaluation of preschool programs could produce invalid results and thus lead to spurious conclusions regarding program effectiveness.

Draw-a-Person Test as a measure of intelligence in preschool choldren from very low income families.

Ethnic group and sex did not affect either the IQ-equivalent scores or the congruent validities of the figure-drawing test (Goodenough-Harris scoring) in a nationally representative sample of 956 children enrolled in full-year Head Start programs. Higher correlations were obtained for performance (CaldwellSoule Preschool Inventory) than for verbal (PPVT) measures and for older (4-7 yr.) than for younger children. The obtained coefficients (.3-.S) compare favorably with those previously reported for kindergarten and Ist-grade children from less impoverished families. Both PPVT and DAP mean IQ equivalents indicated, however, substantially lower performance for Head Start than for normative groups.

Comparison of PPVT, FRPVT, RS-B, and academic achievement scores among institutionalized educable mental retardates.

The present study compares results of two picture vocabulary tests (PPVT, FRPVT; Arnmons & Ammons, 1748; Dunn, 1957) with the Revised StanfordBinet Scale (RS-B) and current academic achievement scores for 63 adolescent educable mental retardates. Twenty-nine male and 34 female students (CA range = 12 to 19 yr.) in educable classes at Austin State School were selected for this study because they had been recently evaluated with the RS-B and their current General Achievement Test (Gray-Votaw-Rogers, 1948) scores were available. Forms A of the PPVT and FRPVT were individually administered in counterbalanced order to control for practice.l The analysis of variance of MA scores indicated that MAS on the PPVT, FRPVT, and RS-B did not differ significantly (MAIAs = 8.62, 8.62, 8.78). In fact, these scores correlated with academic achievement scores in the order of .56, .57, and .55, respectively (p < .01). The variances of PPVT MAS (2.34) and FRPVT MAS (2.11) were significantly larger than the variance of RS-B MAS ( 1.16). The variance of PPVT IQs ( 16.30) was significantly greater than the RS-B IQs (8.09). In addition, the mean PPVT IQ (63.73) was approximately six points higher than those of the FRPVT (57.24) and RS-B (57.82); also, SDs were dissimilar (for PPVT, 16.30, for FRPV 12.61, and for RS-B 8.09).

Alternation Learning and its Relationship to Intellectual Functioning in Primary Retardates

This report relates Jensen Alternation Board (JAB) performance of 50 white male primary retardates to their S-B IQ and PPVT IQ scores. The results demonstrated that use of the JAB with retardates was feasible, however, little variance was accounted for by using S-B IQ and PPVT IQ tests as predictors. The hypothesis that the JAB is not a conventional IQ test in retardates, as in mental patients, was supported.

A Suggested Use and Non-Use for the Peabody Picture Vocabulary Test with the Retarded Child

From a population of public school, educable, retarded children two groups, a high-perceiver and a low-perceiver group who were similar in CA, were selected using Frostig Test scores as the criteria. All Ss were administered the WISC and the PPVT. Results indicate significant differences between groups for mean WISC Verbal, Performance, and Full Scale IQs and for PPVT IQs and MAs. From the point of view of the level of visual perceptual development, the PPVT is a satisfactory estimate of intellectual efficiency for retarded children whose visual perceptual development is appropriate for their MAs. However, the PPVT significantly overestimates the intellectual efficiency in retarded children with severe impairment in visual perceptual development.