Matching Familiar Figures Test; Technical Report II. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/in	Ward, William C.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Matching Familiar Figures Test; Technical Report II. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (16 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Data Analysis; Disadvantaged Youth; Educational Testing; Longitudinal Studies; Measurement Instruments; Preschool Tests; Research Reports; Response Style (Tests); Sex Differences; Socioeconomic Status; Tables (Data); Test Results; Test Validity; Matching Familiar Figures Test + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research report; Forschungsbericht; Antwortverhalten; Sex difference; Geschlechtsunterschied; Socio-economic status; Sozioökonomischer Status; Tabelle; Testvalidität
Abstract	The Matching Familiar Figures Test is a measure of the response style "reflection-impulsivity." The version of the test used in the longitudinal study test battery consists of two practice and 18 test items. On each item, the child is shown one standard and four comparison figures. Figures are simple line drawings done in black on a white background; five items show animals, five show humans, seven use common objects, and three use geometric designs. In each case one of the comparison figures is identical to the standard, while each of the remaining figures differs from the standard in some detail. Testing time is about 10 minutes. Two scores are obtained: mean response time and mean number of errors. Means and percentiles for the total group and for age and sex subgroups are presented in tables, and score intercorrelations based on the three-site longitudinal sample are also tabulated. Latencies and errors were examined by analysis of variance to determine whether there were differences associated with age, sex, or SES. Results of the analysis showed significant effects of sex and of SES--males and children of higher SES had longer latencies; analysis of the error data showed significant effects attributable to sex, SES, and year--more errors were found in males, low SES children, and data obtained in Year 1. In addition, there was a year by SES interaction, and age by sex by SES analyses showed significant effects for all three variables in both years. Test validity is discussed. (For related documents, see TM 003 174-184, 186-198.) (DB)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC