The WAIS as a group test of intelligence

Eme, Robert; Walker, Ronald E.

doi:10.1002/1097-4679(196907)25:3<277::aid-jclp2270250316>3.0.co;2-m

Cited by 4 publications

(4 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Individual and group administered scores on the Information, Similarities, Picture Completion, and Digit Symbol subtests of the Wechsler Adult Intelligence Scale (WAIS) are highly correlated and mean levels are not significantly different (Eme & Walker, 1969). Several studies have successfully adapted Wechsler Intelligence Scale for Children (WISC) subtests for group administration (e.g., Liss et al, 2000).…”

Section: Methodsmentioning

confidence: 99%

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

Harel

Cillessen

Fein

et al. 2007

Child Neuropsychology

View full text Add to dashboard Cite

Data are presented for 315 elementary school-aged children (K-11) who took the Biber Cognitive Estimation Test, a 20-item test with five estimation questions in each of four domains: quantity, time/duration, weight, and distance/length. Performance showed significant development yearly until around the age of nine years, with much slower development subsequently. No gender effects were found. Age and fund of knowledge correlated with overall test performance. Fund of information accounted for a large proportion of the variance in estimation skills for children 8 years and under, but not for children 9 years and older. Since estimation skills require retrieval and manipulation of relevant knowledge and inhibition of impulsive responding and are necessary in many everyday tasks, it was anticipated that this test may provide a useful measure of judgment and estimations and may correlate with other executive skills in school-aged children.

show abstract

Section: Methodsmentioning

confidence: 99%

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

Harel

Cillessen

Fein

et al. 2007

Child Neuropsychology

View full text Add to dashboard Cite

show abstract

“…However, other studies have not found the effect of condition or determined interaction among the child's individual characteristics, his or her relations with the teacher, earlier achievement, and testing condition. For example, Eme and Walker (1969) compared the results of some subtests of the Wechsler Adult Intelligence Scale in undergraduate college students in individual and group conditions and found no significant differences between the mean IQ scores in the two conditions. Milgram and Milgram (1976) found that situation had no significant effect on creativity test scores of gifted children but that a group condition had a negative effect on nongifted students' scores.…”

mentioning

confidence: 99%

The Effect of Testing Condition on Word Guessing in Elementary School Children

Männamaa

Kikas

Raidvee

2007

Journal of Psychoeducational Assessment

View full text Add to dashboard Cite

Elementary school children's word guessing is studied, and the results from individual and collective testing conditions are compared. The participants are 764 students from the second, third, and fourth grades (ages 8-11, 541 students from mainstream regular classes and 223 students with learning disabilities). About half of these students are collectively tested in the classroom, and half of the students are individually tested in a separate room. The psychometric properties of the test are good for both individual and collective testing conditions. Students generally score higher in the collective condition compared to the individual condition in both groups. In the control group, this tendency is apparent in all three grades, whereas in the group of students with learning disabilities, it is demonstrated only in the third grade.S tudents learn and have to apply their learned knowledge in school; also, their knowledge and skills are frequently collectively assessed in the classroom for all the students of the same class. In Estonia, such forms of testing are practiced starting from the first grade (e.g., children take dictations and paraphrase and summarize presented texts in Estonian-language lessons). As a rule, psychological assessment (e.g., for developing individual learning plans) is individually carried out in a separate room on school premises, at a counseling service or a clinic. Although there are special screening tests that are carried out in groups, some of the tests for individual assessment are occasionally collectively used in the classroom (for Estonia, see Kikas, 2006). It is widely acknowledged that test results may depend on the child's emotional state, cultural background, and motivation; however, the role of assessment condition has received somewhat less attention. Thus, the goal of the present study was to study the effect of testing condition-individual versus collective-on wordguessing performance and to compare the effects for children with specific learning disabilities and normal control group.Several studies have shown the facilitative effect of school context and the collective testing condition on the performance of academic (verbal and mathematical) tasks.

show abstract

“…The final database consisted of 20 studies yielding k = 30 independent samples based on a total of N = 2,448 participants. Five of the studies (Eme, 1968;Goldmann, 2011;Ireland, 1974;Neustifter, 2011;Smith, 1952) were unpublished diploma theses or dissertations. The remaining 15 studies were published in peer-reviewed journals.…”

Section: Final Databasementioning

confidence: 99%

“…Only two of the studies (i.e., Bennett, 1946;Shelton, Metzger, & Elliott, 2007) reported information on the reliability of the dependent measure. For 11 studies (i.e., Bobele, 1976;Brannigan & Brannigan, 1995;Caskey & Larson, 1977;Eme, 1968;Fargo et al, 1967;Goldmann, 2011;Ireland, 1974;Krueger, 1936;Moser, Schatz, Neidzwski, & Ott, 2011;Neustifter, 2011;Norris, Hottel, & Brooks, 1960) we were able to retrieve information on the reliability from the manuals of the employed tests. If more than one test was used the reliabilities were averaged within the study.…”

Section: Coding Of Studiesmentioning

confidence: 99%

Setting Doesn’t Matter Much

Becker

Koch

Schult

et al. 2019

European Journal of Psychological Assessment

View full text Add to dashboard Cite

Abstract. This study deals with the effects of the diagnostic setting on the performance in intelligence tests. We conducted a meta-analysis in which k = 30 samples with a total sample size of N = 2,448 were integrated. We compared results for the same intelligence tests administered either in a group or in an individual setting. The main analysis indicated a small mean population effect [ M( g) = 0.085] that was not significant [−0.036 ≤ M( g) ≤ 0.206]. Nevertheless, moderator analyses indicated a stronger [ M( g) = 0.193] and significant [0.087 ≤ M( g) ≤ 0.298] effect in favor of individual settings for studies employing a between-person design. Setting effects in within-person designs were most likely superimposed by retest effects. As the setting effect was very small, the current testing practice in which results obtained in group and individual settings are treated as interchangeable is not overly problematic. However, our results encourage test developers to examine setting effects before stating that results obtained in different settings are equivalent. Between-person designs using participants of comparable ability are most suitable in this context as retest effects can be ruled out.

show abstract

The WAIS as a group test of intelligence

Cited by 4 publications

References 5 publications

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

It Takes Nine Days to Iron a Shirt: The Development of Cognitive Estimation Skills in School Age Children

The Effect of Testing Condition on Word Guessing in Elementary School Children

Setting Doesn’t Matter Much

Contact Info

Product

Resources

About