A rigorous criterion of feeblemindedness.

Jastak, Joseph

doi:10.1037/h0062679

Cited by 19 publications

(5 citation statements)

References 8 publications

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“…To obtain indices of formal conceptualization ability, it was decided to use a verbal scale and a performance scale. The ones selected were the verbal analogies and picture reasoning scales from Jastak's battery, Psychometric Patterns (16), which was designed for clinical use. These tests have been standardized on the same normal population and lend themselves to objective scoring.…”

Section: Methodsmentioning

confidence: 99%

The performance of schizophrenics on social concepts.

Whiteman¹

1954

The Journal of Abnormal and Social Psychology

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Section: Methodsmentioning

confidence: 99%

The performance of schizophrenics on social concepts.

Whiteman¹

1954

The Journal of Abnormal and Social Psychology

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“…By contrast, the similar performance patterns of nongainers and MA controls on the rigidity tasks and the consistently retarded level of scores obtained on other psychometric and learning tasks by the nongainers (Budoff, 1965(Budoff, , 1967 suggest the nongainer may be endogenously retarded, though this is a conclusion requiring further study. While the range of tasks employed is not as broad as that suggested by Jastak (1949), the trend of the findings with the nongainers would agree with his criterion for true feeblemindedness, that is, a consistent score level at or below the third percentile. 4 The retardation displayed by the gainers may be ascribed to the cumulative effects of deviant early experiences, a poor start in school, and, frequently, the lack of support from parents who experienced the same nega-tive cycle during their own school careers.…”

Section: Discussionmentioning

confidence: 54%

Learning potential and rigidity in the adolescent mentally retarded.

Budoff

Pagell²

1968

Journal of Abnormal Psychology

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Performance of educable mentally retarded (EMR) adolescents after coaching on a nonverbal reasoning task varies considerably. 5s whose scores improved markedly on the reasoning task (gainers) cannot be distinguished from those who did not benefit from the coaching experience (nongainers), when traditional IQ and school-history criteria are examined. Gainer EMRs demonstrated less rigidity than nongainers on a simple repetitive task, tending to satiate more frequently. Gainers also tended to shift concepts more readily than nongainers and MA controls. CA controls were least rigid on both tasks. Gainers' performance paralleled this group. A history of social deprivation was associated with prolonged performance on the simple repetitive tasks but not on the concept-shift problem.Budoff and Friedman (1964) described a procedure in which educable mentally retarded (EMR) 5s were tutored on a nonverbal reasoning task (Kohs block designs) through use of a systematic coaching technique. Group means of the coached in comparison to noncoached Ss increased after 1 mo. of no further exposure to the task. However, not all of the Ss who were coached demonstrated an ability to profit from this experience by improving their scores markedly. Subsequent work has focused on the differential ability to profit from the coaching experience. The hypothesis has been tested that this improvement in score indicates learning potential which cannot be predicted from a verbally based IQ score (e.g., Stanford-Binet) or the past history of school failure, the two traditional criteria used to segregate EMRs. Studies have demonstrated that those who improve their scores markedly following coaching (gainers) tend to have higher performance than verbal scale IQs on Wechsler tests, attain scores in the nonretarded ranges on Raven's Progressive Matrices (most usually above the tenth percentile), and learn more

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“…It can be seen, further, that both techniques are complementary and that both contribute unique information that enhances their combined utility for the clinician. Additionally, the present profile can be thought of as providing an altitude quotient concept of social age analogous to the altitude quotient concept of mental age proposed by Jastak (3).…”

mentioning

confidence: 90%

An interpretative profile technique for use with the Vineland Social Maturity Scale

Barclay

Goulet

1963

J. Clin. Psychol.

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Recently, Iscoe") has presented a profile technique for use with the Vineland Social Maturity Scale (VSMS) which allows for an overview of the developmental status of a child in various areas of personal functioning such as communication, locomotion, care of personal needs and similar activities. This technique, while useful, has certain shortcomings. This article offers a modification of this profile technique which should prove useful to clinicians working with children suspected of having developmental difficulties.With the profile technique suggested by Iscoe (2), no provision is made for plotting the scatter within a given category such as communication, for example, nor can adequate account be taken of equivocal items; i. e., items scored as plusminus. Thus, if the highest plus item were plotted within a category, as suggested in Iscoe's technique, it would not provide for the scattered minus items that may occur below it. Similarly, if the highest consecutive plus item is plotted, no provision is made for the srattered non-consecutive plus items occurring above it. In either eventuality, the resultant profile tends to be somewhat unrepresentative of the child in question, and the clinical utility of such a profile is thus partially vitiated.An alternat,ive technique, which may be considered as supplementing rather than supplanting Iscoe's profile technique, has been developed by the present authors and is presented in Figure 1. In this technique, the VSMS year scale is represented on the abscissa and the VSMS items are represented on the ordinate. Since there are unequal numbers of items within each year level, the actual number of points representing items within a given year interval vary, decreasing as the VSMS year scale increases. The total number of items receiving a plus score within each year, irrespective of the VSMS category in which it occurs, would be counted beginning from the first item occurring within a given year level. For example, if 16 of the 17 possible items within the Year 1 level were scored plus, the child would have his profile entry plotted a t item 16 of the Year 1 level. Successive entries would then continue to be made in the profile until no additional items were passed within a given year.

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A rigorous criterion of feeblemindedness.

Cited by 19 publications

References 8 publications

The performance of schizophrenics on social concepts.

The performance of schizophrenics on social concepts.

Learning potential and rigidity in the adolescent mentally retarded.

An interpretative profile technique for use with the Vineland Social Maturity Scale

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