The Validity of the Detroit Test of learning Aptitude

Abstract

To examine the validity of the Detroit Test of Learning Aptitude for the evaluation of students with learning disabilities, the records of 163 referred children were reviewed. Each child had been administered the Wide Range Achievement Test (WRAT), the Wechsler Intelligence Scale for Children-Revised (WISC-R), and the Verbal Opposites, Motor Speed, Unrelated Words, Memory for Objects, and Memory for Designs subtests of the Detroit Test of Learning Aptitude (Detroit). A series of hierarchical multiple regression analyses were computed to determine the relationship among WRAT, WISC-R, and Detroit scores. It was concluded that once a student's age and WISC-R Full Scale IQ ere known, the Detroit subtest scores contributed minimally to an understanding of the student's academic achievement. Additional analyses revealed that the inter correlations between the Detroit subtests and the WISC-R were not strong.

Zinc intake, status and indices of cognitive function in adults and children: a systematic review and meta-analysis

“…Intelligence was measured using a variety of tests detailed in Table 3. Cavan et al 66 reported that zinc supplementation in children had no significant effect on the total cognitive score of the Detroit tests of learning aptitude, which tests general mental abilities, 68 although children did responded to zinc supplementation with significant changes in cognitive scores. 66 This concurs with the results of the study by Gewa et al 59 conducted in children in Kenya in which children's diets were supplemented with meat in order to increase their overall zinc intake.…”