Johns Hopkins Perceptual Test; Technical Report 9. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Gilbert, Lynn E.; Shipman, Virginia C.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Johns Hopkins Perceptual Test; Technical Report 9. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (12 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Data Analysis; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Measurement Instruments; Perception Tests; Preschool Tests; Research Reports; Sex Differences; Socioeconomic Status; Tables (Data); Test Results + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle
Abstract	The Johns Hopkins Perceptual Test, a brief measure of intelligence in children, requires the child to choose a form identical to a standard. It consists of 3 practice and 30 test items, all involving black geometric figures printed on white cards. There is one booklet for stimulus cards and one for response cards. The child is presented with a stimulus form and asked to point to the one just like it among several alternatives. Item difficulty is varied by differences in number of angles in the figure and in number of alternatives given the child (either 2, 3, or 5). The task takes about 10 minutes to administer to 3- to 5-year-old hildren. The total score is the number of correct matches made (maximum is 30). Tables provide the means, standard deviations, and percentile distributions for total score by age and sex for Year 1 and Year 2. The task proved to be of moderate difficulty for most of the children in the Longitudinal Study sample, and scores were relatively well distributed throughout the possible range. Analyses of variance showed SES to be a significant variable, with high SES children obtaining the highest mean score and low SES children obtaining the lowest; no significant sex differences were found; there was a significant age difference in both Year 1 and 2 in favor of the older children; and there was also a significant increase in scores from Year 1 to Year 2. Correlations of the task were moderate to high with measures of both general mental ability and perceptual discrimination. (For related documents, see TM 003 174-182, 184-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC