ETS Matched Pictures Language Comprehension Task I and II; Technical Report 5. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Meissner, Judith A.; und weitere
Institution	Educational Testing Service, Princeton, NJ.
Titel	ETS Matched Pictures Language Comprehension Task I and II; Technical Report 5. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (19 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Data Analysis; Disadvantaged Youth; Educational Testing; Language Tests; Listening Comprehension; Longitudinal Studies; Measurement Instruments; Preschool Tests; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results; Visual Stimuli + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Language test; Sprachtest; Hörverständnis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	The ETS Matched Pictures test was used in the longitudinal study to measure children's comprehension of certain grammatical features, such as past and future tenses, negation and prepositions. The task materials for both I and II consist of a set of cards, with each card having a pair of black and white pictures. Both pictures in a pair contain similar stimulus elements, but depict different relationships between the elements. The child's task is to distinguish which relationship a particular word implies and to point to that picture. In the Year I version of the task, 20 picture pairs were divided into four syntax types: Future Tense, Past Tense, Negation, and Prepositions. The Preposition items were deleted in the Year 2 version, as the number of subjects who passed those items in Year 1 was very high, and six comparative adjectives--four single comparatives and two coordinate comparatives--were substituted. Administration time for Matched Pictures I is approximately 6 to 8 minutes and for II approximately 10 minutes. Maximum score possible is 20 for both tests. Results of test I administration to 1,435 subjects and test II to 1,312 subjects are tabulated. Analyses of variance showed significant effects for all three variables of age, sex, and SES, with older children, girls, and children whose mothers had more schooling obtaining the higher scores. Intercorrelations with other tests in the longitudinal study and factor loadings were considerably higher with test II than with test I, showing evidence of greater cognitive perceptual integration in Year 2. (For related documents, see TM 003 174-178, 180-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC