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| Psychology in the Schools | 9 |
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| Journal Articles | 1 |
| Reports - Research | 1 |
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| Illinois Test of… | 9 |
| Stanford Binet Intelligence… | 2 |
| Wechsler Intelligence Scale… | 2 |
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Peer reviewedAlston, Herbert L.; Wakefield, James A. – Psychology in the Schools, 1974
TPA is conceptualized in terms of channels, processes, and levels. This study investigates the relationship between the two levels: the representational level and the automatic level. It concludes they are highly related in auditory-vocal channel but not in visual motor channel. (Author/HMV)
Descriptors: Cognitive Ability, Cognitive Tests, Correlation, Language Ability
Peer reviewedLevinson, Philip J.; Carpenter, Robert L. – Psychology in the Schools, 1975
Certain subtests of the WISC, ITPA, and Stanford-Binet are used as measures of analogical reasoning. Because several facts suggested that the form of analogy used on these subtests does not require subjects to engage in true analogical reasoning, the validity of these subtests as measures of analogical reasoning was investigated. (Author)
Descriptors: Evaluation, Intelligence Tests, Item Analysis, Measurement Techniques
Peer reviewedYom, B. Lee; And Others – Psychology in the Schools, 1975
This study investigates the relationships between the ITPA, which measures the development of specific language abilities, and the CAK, which is the most readily available measure of the development of conservation, in a sample of non-pathological preschool children. (Author)
Descriptors: Cognitive Development, Conservation (Concept), Kindergarten Children, Language Ability
Peer reviewedSilverstein, A. B. – Psychology in the Schools, 1978
Correlations with Binet IQ in the ITPA normative sample were corrected for restricted intelligence range. The corrected correlation for the Psycholinguistic Quotient is as high as that between the WISC and the Binet, a finding that raises a serious question about the construct validity of the ITPA. (Author)
Descriptors: Comparative Testing, Intelligence Tests, Norm Referenced Tests, Research Projects
Peer reviewedBurns, Edward – Psychology in the Schools, 1976
The relation between average deviation, as determined using the Illinois Test of Psycholinguistic Abilities, and Stanford-Binet intelligence scores was examined using a preschool sample. Results revealed a curvilinear relation between total average deviation and Stanford-Binet intelligence scores. Use of average deviation as an index of…
Descriptors: Intelligence Tests, Learning Disabilities, Measurement Techniques, Preschool Children
Peer reviewedPielstick, N. L.; Thorndike, Robert M. – Psychology in the Schools, 1976
Reanalysis of Wakefield and Carlson's data confirmed canonical correlations of .84 and .69, but analysis of redundancies revealed that only 34 percent of the total WISC subtest variance is redundant with the ITPA and 39 percent of the ITPA subtest variance is redundant with the WISC. (Author)
Descriptors: Comparative Testing, Intelligence Tests, Statistical Analysis, Test Reliability
Peer reviewedLevinson, Philip J.; Kunze, Luvern H. – Psychology in the Schools, 1973
This study examined the extent to which the Auditory Association subtest of the revised Illinois Test of Psycholinguistic Abilities (ITPA) measures the ability of children to complete verbal analogies. (Author)
Descriptors: Ability, Ability Identification, Associative Learning, Intellectual Development
Peer reviewedPirozzolo, Francis J.; And Others – Psychology in the Schools, 1983
Investigated the construct validity of the 10 primary Illinois Test of Psycholinguistic abilities subtests in a clinical population of learning disabled children (N=91). Results via factor analysis and correlational analyses generally supported the independence of the channel dimension, i.e., visual versus auditory. The dimension of levels…
Descriptors: Diagnostic Tests, Educational Diagnosis, Elementary Education, Elementary School Students
Peer reviewedLesiak, Judi – Psychology in the Schools, 1977
Compares effectiveness of the Gates-MacGinitie Readiness Skills Test (G-M) and Illinois Test of Psycholinguistic Abilities (ITPA) for predicting reading achievement in grade one and studies whether either test differentially predicts reading in an i.t.a. approach or a t.o. sight approach. G-M was a better predictor than ITPA for both groups.…
Descriptors: Elementary Education, Elementary School Students, Predictive Measurement, Reading Achievement
