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ERIC Number: ED085962
Record Type: RIE
Publication Date: 1972
Pages: 35
Abstractor: N/A
Reference Count: 0
Measuring Learning Potential: An Alternative to the Traditional Intelligence Test. Studies in Learning Potential, Volume 3, Number 39.
Budoff, Milton
Proposed is the assessment of learning potential through a test-train-retest paradigm in addition to the traditional intelligence test with mentally handicapped or disadvantaged children. Discussed is a rationale for the approach which posits that poor and/or nonwhite children do not have equal access to school-preparatory experiences though they may exhibit adequate adaptive behavior in their nonschool environment. It is explained that if intelligence is the ability to profit from experience then the test-train-retest approach allows the child to perform at his optimum level by familiarizing him with test contents thus increasing his sense of competence. It is suggested that improvement following training indicates learning competence on reasoning tasks, and that learning potential assessment should be differentially effective with children from different socio-economic backgrounds and tested IQs. Research is reported which corroborates these hypotheses. Also discussed are two learning potential assessment instruments, the Kohs Block Designs and the Raven Progressive Matrices. Stressed during the training sessions is teaching the principles involved in problem solution. It is recommended that assessment of learning potential lead to pinpointing cognitive processes which need remediation followed by appropriate remedial instruction. (DB)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.; National Inst. of Mental Health (DHEW), Bethesda, MD.
Authoring Institution: Research Inst. for Educational Problems, Cambridge, MA.
Note: For related reports see EC 060 948, EC 060 951, EC 060 954; EC 060 957; EC 060 959, and EC 060 960; Paper presented in altered form at First Annual Study Conference in School Psychology, Philadelphia