The PPVT-R as a measure of psycholinguistic functioning: A caution

Altepeter, Thomas S.

doi:10.1002/1097-4679(198911)45:6<935::aid-jclp2270450618>3.0.co;2-h

Cited by 20 publications

(8 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Though the PPVT is widely regarded as a good measure of receptive vocabulary (See D"Amato, Gray, & Dean, 1988;Altepeter, 1989;Dunn & Dunn, 2015), it is also, fundamentally, an object recognition task. It thus makes sense that PPVT score would relate to the ERP response to objects.…”

Section: Discussionmentioning

confidence: 99%

An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers

Sacchi

Laszlo

2016

Neuropsychologia

View full text Add to dashboard Cite

As reading development progresses, the visual processing of word forms becomes increasingly left-lateralized. This is visible, among other ways, as increased left-lateralization of the N170 ERP component. A primary explanation of this effect, the phonological mapping hypothesis, proposes that the left-lateralization of visual word form processing that accompanies reading development is the result of calling upon left hemisphere auditory language regions to perform the linking of orthography with phonology (phonological mapping). A key, but untested, prediction of the phonological mapping hypothesis is thus that individuals with greater phonological awareness should exhibit more left lateralized visual processing of word forms than individuals with poorer phonological awareness. We set out to test this hypothesis here. We accomplished this by collecting ERPs while children grades 5-6 viewed words, objects, and word/object ambiguous items (e.g., "SMILE" shaped like a smile - hereafter referred to as wobjects). Results revealed that, consistent with the phonological mapping hypothesis, individual phonological awareness (but not other measures of reading development) predicted left-lateralization of the N170 component elicited in response to words (but not item types that were not word-like).

show abstract

Section: Discussionmentioning

confidence: 99%

An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers

Sacchi

Laszlo

2016

Neuropsychologia

View full text Add to dashboard Cite

show abstract

“…Internal consistency is acceptable, .67 to .88 (Dunn & Dunn, 1981). Construct validity has been documented by correlations between PPVT-R scores and scores on the Wechsler Intelligence Scale for Children-Revised Full Scale IQ, .77; Verbal IQ, .71; and Performance IQ, .74 (Altepeter, 1989).…”

Section: Methodsmentioning

confidence: 99%

Relation of Maternal Cognitive Stimulation, Emotional Support, and Intrusive Behavior during Head Start to Children’s Kindergarten Cognitive Abilities

Hubbs‐Tait

Culp²,

Culp³

et al. 2002

Child Development

View full text Add to dashboard Cite

The current study examined how parental cognitive stimulation, emotional support, and intrusiveness measured during children's prekindergarten year were related to children's verbal and nonverbal abilities 1 year later. Participants were 110 Head Start children and their caregivers from primarily rural and low-income backgrounds. Analysis of children's scores on the McCarthy Scales of Children's Abilities confirmed the predictive utility of cognitive stimulation, emotional support, and intrusive behavior for perceptual scores (20% of the unique variance) as well as the predictive utility of emotional support and intrusive behavior for verbal scores (15% of the unique variance). Parental emotional support during guidance of problem solving (positive feedback) explained statistically significant unique variance in children's perceptual scores beyond other measures of emotional support. Cognitive stimulation moderated the relation between positive feedback and perceptual scores. Although other syntactic forms of maternal utterances such as commands did not explain statistically significant unique variance in children's scores beyond emotional support and intrusive behavior, mothers' questions did. Specific policy implications of the effects are discussed.

show abstract

“…We suggest that future research explore this phenomenon in more detail. It is also conceivable that the Peabody test does not provide a good measure of the type of cognitive ability that predicts delinquency (Altepeter, 2006). are positively associated with GPA and school attachment (wave I) but negatively associated with delinquency.…”

Section: Structural Modelmentioning

confidence: 99%

mentioning

confidence: 99%

Modeling the Association Between Academic Achievement and Delinquency: An Application of Interactional Theory

2013

View full text Add to dashboard Cite

Many studies have addressed whether delinquent behavior is associated with various aspects of schooling and academics. However, this research has been limited to examining unidirectional effects. Building on Thornberry's interactional theory, we develop a conceptual model that posits reciprocal associations among delinquent behavior, school attachment, and academic achievement. The model is tested with two waves from the Add Health data set (n = 9,381) that include measures of transcript grade point average (GPA). The results of a set of structural equation models provide evidence that academic achievement is associated with less delinquent behavior over time, as well as with higher school attachment. However, the effects of delinquency are limited to an attenuating effect on subsequent school attachment; delinquency does not directly influence academic achievement. Thus, we find only partial support for interactional theory.

show abstract

The PPVT-R as a measure of psycholinguistic functioning: A caution

Cited by 20 publications

References 28 publications

An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers

An event-related potential study of the relationship between N170 lateralization and phonological awareness in developing readers

Relation of Maternal Cognitive Stimulation, Emotional Support, and Intrusive Behavior during Head Start to Children’s Kindergarten Cognitive Abilities

Modeling the Association Between Academic Achievement and Delinquency: An Application of Interactional Theory

Contact Info

Product

Resources

About