This study describes an objective index-based textbook evaluation method that can be efficiently and reliably applied to large collections of introductory textbooks. The method was designed to help an instructor or textbook review committee reduce the pool of available introductory textbooks to a manageable number for more in-depth treatments. Initial results indicated that there was a great deal of variability among introductory educational psychology textbooks in the extent of their coverage of recent developments in cognitive psychology. Based on the dimensions assessed (key concepts and major theorists referenced), the majority of textbooks were eliminated from further consideration. The advantages and limitations of this and other textbook evaluation procedures are discussed.
Examines the spatial ability of sighted, blindfolded sighted, and congenitally blind subjects. They walked through an unfamiliar, large-scale space in which target locations could not be seen simultaneously and were then taken to each target location and asked the position of the other locations. Results indicate that past visual experience helps individuals to acquire spatial information from large-scale environments.
Congenitally blind subjects (mean age = 17:2) explored haptically a subset of spatial relations among four objects on a table top. They were then asked to walk all the paths connecting the objects in a large-scale environment. Subjects were able to deduce the overall arrangement of locations from any point in the large-scale environment with a fair degree of accuracy. It is argued that tactual maps could be used to introduce visually impaired individuals to the general rather than specific relationships among objects in a large-scale environment.
Discrepancy scores for the four global scales and the Nonverbal Scale were examined for the Kaufman Assessment Battery for Children (ages 2-1/2 to 12-1/2) using the standardization sample as the data source. In addition, the range of subtest scores and the profile variability of subtest scores were determined for each sex, race, and age level. Tables illustrating the frequency of significant scale and subtest scores are presented. Consistent with research in the 1960s and 1970s, significant intellectual discrepancies occur frequently in normal populations. Proper evaluation of within test scatter should consider base rates for discrepancies in the normal population in addition to the statistical significance of the difference.
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