Literaturnachweis - Detailanzeige
| Autor/inn/en | Fuchs, Douglas; und weitere |
|---|---|
| Titel | Effects of Examiner Familiarity and Task Characteristics on Speech- and Language-Impaired Children's Test Performance. |
| Quelle | In: Measurement and Evaluation in Guidance, 16 (1984) 4, S.198-204 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| Schlagwörter | Difficulty Level; Examiners; Experimenter Characteristics; Language Handicaps; Performance Factors; Preschool Children; Preschool Education; Speech Handicaps Schwierigkeitsgrad; Examiner; Prüfer; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Leistungsindikator; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language handicps |
| Abstract | Explored the effects of examiner familiarity, task complexity, and mode of response to the test performance of 79 speech and language impaired preschoolers who completed the Symbolic Mediation Test. Results showed children performed significantly better when tested by familiar examiners. Functioning did not depend on the task's complexity. (JAC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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