Sequin Form Board; Technical Report 20. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.

Autor/inn/en	Lindstrom, David R.; Shipman, Virginia C.
Institution	Educational Testing Service, Princeton, NJ.
Titel	Sequin Form Board; Technical Report 20. Disadvantaged Children and Their First School Experiences. ETS-Head Start Longitudinal Study. Technical Report Series.
Quelle	(1972), (11 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Cognitive Ability; Data Analysis; Disadvantaged Youth; Educational Testing; Eye Hand Coordination; Longitudinal Studies; Measurement Instruments; Perceptual Development; Preschool Tests; Research Reports; Sex Differences; Tables (Data); Test Results; Visual Discrimination + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Auswertung; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Wahrnehmungsentwicklung; Research report; Forschungsbericht; Sex difference; Geschlechtsunterschied; Tabelle
Abstract	The Seguin Form Board Test is used to assess visual discrimination and matching and eye-hand coordination. Previous analysis has shown the vactor loadings for the same scale to differ among age levels, so the test may be measuring different abilities at different age levels. Test materials consist of ten differently shaped wooden blocks and a large form board with recessed corresponding to these shapes. The child is instructed to put the shapes where they belong as fast as he/she can. Three trials are given, each with similar instructions, and Ss are instructed to go faster on each trial. Time, in seconds, and number of errors were obtained for each trial. A significant decrease in response time from Year 1 to Year 2 was found. Results indicate that cognitive-perceptual abilities are involved in Seguin performance. Sex differences were small but indicated that girls performed better than boys. Fewer errors as well as faster response time were associated with age in both years. SES differences for time and error scores were relatively small. Comprehension of the task is evident in the decrease in time scores across trials; the decrease in error scores across trials may indicate a practice effect. (For related documents, see TM 003 174-193, 195-198.) (KM)
Anmerkungen	Not available separately; see TM 003 174
Erfasst von	ERIC (Education Resources Information Center), Washington, DC