Test de Vocabulario en Imagenes Peabody

Dunn, Lloyd M.; Lugo, Delia E.; Padilla, Eligio R.; Dunn, Leota M.

doi:10.1037/t15162-000

Cited by 444 publications

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“…We then calculate a total math score as the sum of the scores in the three domains (which each domain receiving the same weight (Dunn et al 1986). Performance on this test at early ages has been shown to predict important outcomes in a variety of settings, including in Ecuador.…”

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confidence: 99%

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. 2 AbstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children. JEL classification: I21

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confidence: 99%

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

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“…-The Peabody Picture Vocabulary Test (Dunn, 1986). This test measures the degrees of vocabulary acquisition and scholastic aptitude; it also provides an index of mental age.…”

Section: Cognitive Variablesmentioning

confidence: 99%

Neuropsychological assessment and perinatal risk: A study amongst very premature born 4- and 5-year old children

Sanchez-Joya

Sánchez‐Labraca

Roldan-Tapia

et al. 2017

Research in Developmental Disabilities

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Background: Prematurity and its consequences are serious problems that can result in numerous neurosensory disabilities and cerebral cognitive dysfunctions. The Perinatal Risk Index (PERI) might provide a predictive measure of these problems. Aim:This study compared the cognitive development of prematurely born children at 4 and 5 years of age with age-matched peers born at term. The secondary objective was to determine whether a correlation exists between perinatal risk and performance on neuropsychological tests among premature children.Methods: A total of 54 children between four and five years of age were evaluated; 27 were born very premature (premature group; PG), and 27 were born at term (term group; TG). Executive function, attention, memory, language, visual perception, and spatial structuring were evaluated. Subtests from the Kaufman Assessment Battery for Children, the Rey Complex Figure Test, the McCarthy Scales of Children's Abilities, the Peabody Picture Vocabulary Test, Test A, Trails A and B, the spatial structuring questionnaire from the Child Neuropsychological Maturity Questionnaire, and the Wechsler Intelligence Scale for Children were used. A PERI score was also obtained for the PG. Results:The PG showed significantly lower scores than the TG in all the studied cognitive domains. Visualperceptive scores were significantly and negatively correlated with the PERI scores of the PG. Conclusions:The PG showed neurocognitive deficits compared with the TG. The PERI can be used to predict the development of visual-perceptive abilities in children between four and five years of age.

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“…Vocabulario receptivo: se administró el Test de Vocabulario en Imágenes Peabody (Dunn, Lugo, Padilla, & Dunn, 1986) Vocabulario expresivo: se utilizó el Test fi gura/palabra del vocabulario expresivo (Gardner, 1987).…”

Section: Pruebas De Vocabulariounclassified

Conocimiento de vocabulario, representaciones fonológicas y sensibilidad fonológica en niños pequeños de distinto sector social de procedencia

Diuk¹,

Borzone²,

Ledesma³

2013

Summa Psicológica

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ResumenEn el presente trabajo se analizaron las relaciones entre una serie de habilidades consideradas precursoras de la lectura y la escritura convencional en 80 niños de 4 años de edad, diferenciados por sector social de procedencia. Se evaluó a los niños con tareas de vocabulario receptivo y productivo, representaciones fonológicas y reconocimiento de rima y de sílaba inicial. Se obtuvieron diferencias estadísticamente signifi cativas entre grupos en todas las tareas exceptuando la identifi cación de sílabas. Los análisis de regresión mostraron un patrón similar entre grupos: el vocabulario receptivo predijo la identifi cación de rimas y la tarea que evalúa representaciones fonológicas predijo el reconocimiento de sílabas. La diferencia entre los predictores de una y otra habilidad sugiere que el desarrollo léxico temprano proporciona el marco para el desarrollo de niveles rudimentarios de sensibilidad fonológica, pero la identifi cación de unidades menores requiere de representaciones fonológicas más especifi cadas.Palabras claves: representaciones fonológicas, sensibilidad fonológica, conocimiento de vocabulario, diferencias socioeconómicas. AbstractThe aim of this study was to examine the relationships among vocabulary knowledge, phonological representations and phonological sensitivity in 80 Spanish-speaking preschool children from middle-and low-SES families. Signifi cant social class differences were obtained on all tasks except syllable matching.Regression analyses were carried out to test the predictive power of vocabulary knowledge and accuracy of phonological representations on the phonological sensitivity measures. Receptive vocabulary predicted rhyme identifi cation. Syllable matching was predicted by a task tapping accuracy of phonological representations.The fact that rhyme identifi cation was predicted by vocabulary knowledge but syllable matching was predicted by a measure tapping accuracy of phonological representations in both groups suggests that early lexical development sets the stage for the development of the lower levels of phonological sensitivity but identifi cation of smaller units requires more accurate and segmented phonological representations.

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Test de Vocabulario en Imagenes Peabody

Cited by 444 publications

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Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Neuropsychological assessment and perinatal risk: A study amongst very premature born 4- and 5-year old children

Conocimiento de vocabulario, representaciones fonológicas y sensibilidad fonológica en niños pequeños de distinto sector social de procedencia

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