A multi-modal test of pattern discrimination, including vision, hearing, active and passive touch, is described. It measures changes in veridicality of recognition as a result of two kinds of treatment: variation in pattern definition or context and practice effects. The test consists essentially of stable familiar geometrical figures in the foreground against a background of graduated “noise” in the same modality as the embedded figure. 240 Ss, divided into four groups (one of each modality) were employed. Ss were exposed to corrective feedback, repeated exposure or a control condition and to a random presentation of varying background for each of the foreground figures in a particular modality. Results indicated that both practice and background noise level affected veridicality of recognition.
The article described the construction of a group vocabulary test derived from the Full-Range Picture Vocabulary Test for use in a major study of students in a large school system. The adaption resulted from the need for a vocabulary comprehension test which had a fixed number of items, could be administered by teachers, and had a non-oral mode of responding in order to minimize handicaps faced by students of non-English background. Data on a sample exceeding 5,000 (from Grades 5, 7 and 9) aided in describing and comparing student groups defined by numerous other variables. The usefulness and adaptability of the FRPV for specific study requirements are noted.
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