Preschool Scale Research Articles

THE FULL-RANGE PICTURE VOCABULARY TEST: III.

In previous papers (3, 5) in this series, the generally important role of vocabulary items in intelligence testing has been discussed. Vocabulary tests are used at the twoto five-year level, although probably not as often then as later. The 1937 Stanford-Binet (11) measures vocabulary in several ways at the preschool level. Tests include Identifying Objects by Name, Identifying Parts of the Body, Identifying Objects by Use, and Picture Vocabulary. The Minnesota Preschool Scale (9) contains such indirect verbal items as Pointing out Parts of the Body, Pointing out Objects in Pictures, and Giving Word Opposites. Considerable importance is given to verbal subtests in the Binet and Minnesota Preschool, and even the Cattell Infant Intelligence Scale (8) calls for pointing to the parts of a doll as named by the tester and identifying objects and pictures by name. In contrast to these tests where non-verbal items are also used are the Van Alstyne Picture Vocabulary Test for Young Children (12) and the Full-Range Picture Vocabulary Test (i). Both use only identification-type vocabulary items to measure intellectual ability. To be really useful, a test must have satisfactory standardization as well as suitable items. A survey of the tests mentioned above reveals a wide range of adequacy in their standardizations. The Minnesota Preschool Scale (9) was given to 900 children, ioo in each of 9 half-year age groups, eighteen months to six years. These children were equally divided as to sex, and their fathers were representative occupationally of the total adult male population of Minneapolis according to the 192o census. The 1937 Stanford-Binet standardization (i i) was based on tests given to 76 to Ioo children at each half-year age level two to five and one-half years. The sampling was made fairly representative of the white American-born population on the basis of such criteria as age, sex, geographical location, and parents' occupations relative to the 1930 census.

The Mental Growth of Children from Two to Fourteen Years: A Study of the Predictive Value of the Minnesota Preschool Scales. Florence L. Goodenough , Katharine M. Maurer

Previous articleNext article No AccessEducational WritingsThe Mental Growth of Children from Two to Fourteen Years: A Study of the Predictive Value of the Minnesota Preschool Scales. Florence L. Goodenough , Katharine M. Maurer Gustav J. FroehlichGustav J. Froehlich Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 43, Number 6Feb., 1943 Article DOIhttps://doi.org/10.1086/458185 Views: 1Total views on this site PDF download Crossref reports no articles citing this article.

The mental growth of children from two to fourteen years: A study of the predictive value of the Minnesota Preschool Scales.

The mental growth of children from two to fourteen years: A study of the predictive value of the Minnesota Preschool Scales.

A Study of the Prognostic Value of the Merrill-Palmer Scale of Mental Tests and the Minnesota Preschool Scale

A Study of the Prognostic Value of the Merrill-Palmer Scale of Mental Tests and the Minnesota Preschool Scale

FACTORS ASSOCIATED WITH CRYING IN YOUNG CHILDREN IN THE NURSERY SCHOOL AND THE HOME

In a recent article (8) a comparison was presented of different methods employed in the investigation of crying in nursery school children. Briefly, the results indicated that the four methods employed time sampling, incident sampling, teachers' records, and teachers' ratings were not equally valid in furnishing a measure of the incidence of this behavior; and that, in general, selection of method should be based on the characteristics of the particular behavior under investigation. Low measures of consistency further indicated that during the eight weeks of this study different factors were operating to modify the behavior investigated in individual children. The present article is concerned with an analysis of these factors. The purpose of this analysis is to determine 1) the extent to which physiological and environmental factors affected the behavior investigated; 2) the extent of variation in the home and nursery school situations in which this behavior arose. As most studies on behavior of young children are made in a nursery school, it is of interest to determine differences in home and nursery school situations and differences in children's responses in these situations which might indicate the extent to which nursery school behavior is representative of home behavior. Data for this analysis were furnished from the following daily record sheets made over a period of eight weeks in the nursery school, and similar incident sampling records made over a period of five weeks in the children's homes. Home records included a daily report of variations in the child's physical condition and daily routine. Records in the nursery school were made on thirty-two children, fourteen girls and eighteen boys with an age range at the midpoint of the investigation from two years, eight months to five years, two months. The children had been in attendance at the Institute of Child Welfare nursery school for periods ranging from 36 to 393 days. Mean and IMdian IQ's on the California Preschool Scale were 122 and 124 respectively. The group represented a selected socio-economic sample in that they were drawn from middle class homes of professional and business people. The selection arose out of the need for obtaining intelligent cooperation from the parents in the matter of record keeping. The home records were obtained on twenty-five of the thirty-two children, eight girls and seventeen boys. As indicated in an earlier publication (8) the incident sampling method provided the most valid measure of the children's crying behavior in the nursery school. Reliability of the observations expressed in terms of percentage agreement between two independent observers ranged from 100 per cent to 87 per cent with a mean of 95 per cent.