Visual Items in Tests of Intelligence for Children

Wyver, Shirley; Markham, Roslyn; Hlavacek, Sonia

doi:10.1177/0145482x9909301005

Cited by 12 publications

(15 citation statements)

References 4 publications

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“…On the one hand, there is evidence that visually impaired children achieve lower scores on the scale compared with sighted children (Tillman & Osborne, 1969;and Smith & Mommers, 1976; see Wyver, Markham, & Hlavacek, 1999). Th ese results were confi rmed more recently by a study with an extended list of similarity tasks (Wyver, Markham, & Hlavacek, 1999) 2 . In a comparable experiment blind children obtained lower results than their sighted peers when instructed to provide common names for diff erent objects (Sękowska, 1974).…”

Section: Semantic Structure Of the Mental Lexicon In Visually Impairementioning

confidence: 88%

“…It seems interesting to verify the degree of accessibility of the class inclusion relation in blind and sighted people when responses are given somewhat more 2 However, in the study of Wyver, Markham, & Hlavacek the participants consisted of only 15 children with congenital visual impairments (with only 4 children with severe impairment) and 15 sighted children. Moreover, the authors suggested that the signifi cantly lower scores of participants with severe visual impairments may have been att ributable to one participant who scored zero on all items (Wyver, Markham, & Hlavacek, 1999).…”

Section: Semantic Structure Of the Mental Lexicon In Visually Impairementioning

confidence: 99%

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The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

Mikołajczak-Matyja

2015

Psychology of Language and Communication

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This paper concerns the role of hierarchical semantic relations: class inclusion and partwhole relations as factors organising the mental lexicon, and the dependence of their importance on visual perception and visual memories, as demonstrated by the results of a free association task. 58 blind and 58 sighted language users were instructed to give associations for a list of 75 Polish nouns. Semantic analysis showed that more than 40% of the whole corpus of answers was related to stimuli through the part-whole or class inclusion relations. The results of the analysis indicated many similarities, concerning both types of relations, in the feedback obtained from the blind and sighted respondents. However, the blind participants showed a significantly stronger tendency to respond with inclusive terms (hyperonyms of the stimuli) than the sighted respondents. Th e results were interpreted in terms of the specificity of the compensation processes.

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Section: Semantic Structure Of the Mental Lexicon In Visually Impairementioning

confidence: 88%

Section: Semantic Structure Of the Mental Lexicon In Visually Impairementioning

confidence: 99%

The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

Mikołajczak-Matyja

2015

Psychology of Language and Communication

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“…For students without enough usable vision to access pictures efficiently, pictorial supports may not be beneficial, and changes in format to tactile options may produce test items that are not equivalent in difficulty. In addition, certain test items may pose particular problems for students with visual impairments and severe cognitive disabilities: those that assume that incidental learning is the main method by which the students could have acquired a particular concept or test items that require multiple comparisons (Stone et al, 2010;Wyver & Markham, 1999). To explore these and other possibilities, our study investigated the following two research questions: The ability checklist consists of a series of skill statements beginning with the prompt: "My student can perform the following skills independently."…”

Section: Alternate Assessments and Visual Impairmentsmentioning

confidence: 99%

Ability or Access-ability: Differential Item Functioning of Items on Alternate Performance-Based Assessment Tests for Students with Visual Impairments

Zebehazy

Zigmond

Zimmerman

2012

Journal of Visual Impairment & Blindness

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Introduction This study investigated differential item functioning (DIF) of test items on Pennsylvania's Alternate System of Assessment (PASA) for students with visual impairments and severe cognitive disabilities and what the reasons for the differences may be. Methods The Wilcoxon signed ranks test was used to analyze differences in the scores of the students with visual impairments and severe cognitive disabilities who took the Grade 3–4 or 7–8 Level A PASA compared to matched peers without visual impairments. The students with visual impairments were analyzed as a group and by level of functional vision. Logical analyses of videotaped assessments of the students with visual impairments were conducted to identify potential sources of DIF. Results Among the functional vision groups, 17 instances in reading and 22 instances in math were flagged for DIF, with 14 skills in reading and 13 in math emerging as harder for students with visual impairments. The types of items that were significantly different included those involving money, matching, and selecting the smallest. Potential reasons for the differences included students needing a better orientation to test materials; the influence of lucky guesses based on distractor characteristics; and the influence of accommodations, such as the substitution of objects. Discussion The results demonstrate the complexity and importance of evaluating the validity of alternate performance-based assessments for students with visual impairments and severe cognitive disabilities. The themes that emerged suggest the need to structure alternate assessment tasks for consistent orientation to materials and to consider closely how accommodations affect the difficulty of the tasks. Implications for practitioners Practitioners should consider how the reading progression for their students with visual impairments and severe cognitive disabilities is related to alternate standards and the instruction that is in place to learn concepts that were missed incidentally. Practitioners can help improve alternate assessments by communicating with their states about the types of tasks that are difficult to accommodate in their current format or by requesting guidance in making meaningful accommodations that maintain the intent of the items.

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“…• Some test items, including those with spa tial, tactile, or visual components, are more difficult for students with visual impair ments (Bennett, Rock, & Kaplan, 1987;Brambring & Foster, 1994;Dimcovic & Tobin, 1995;Wyver & Markham, 1999). Sufficient data in this area are not avail able for alternate assessments, but similar testing issues are plausible, particularly for performance-based assessments.…”

Section: Implications Of High-stakes Testingmentioning

confidence: 99%

High-stakes Testing and Implications for Students with Visual Impairments and Other Disabilities

Zebehazy

Hartmann

Durando

2006

Journal of Visual Impairment & Blindness

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expanded core curriculum is difficult to com plete within 12 years of education (Hatlen, 1996). With the vast amount of information that needs to be learned, the expanded core curriculum warrants a more official place in the educational experience of students who are visually impaired. Heumann, J., & Hehir, T. (1995). Policy guid ance on educating blind and visually im paired students. Washington, DC: Offi ce of Special Education and Rehabilitation Ser vices, U.S. Department of Education S.1248-To reauthorize the individuals with disabilities education act, and for other pur poses, 108th Congress, 1st session. (2003). Retrieved January 12th, 2006, from http:// frwebgate.access.gpo.gov/cgi-bin/getdoc. cgi?dbname=108_cong_bills&docid=f: s1248is.txt.pdf Willoughby, D., & Duffy, S. (1989). Hand book for itinerant and resource teachers of blind and visually impaired students. Baltimore, MD: National Federation of the Blind.

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Visual Items in Tests of Intelligence for Children

Cited by 12 publications

References 4 publications

The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

The Associative Structure of the Mental Lexicon: Hierarchical Semantic Relations in the Minds of Blind and Sighted Language Users

Ability or Access-ability: Differential Item Functioning of Items on Alternate Performance-Based Assessment Tests for Students with Visual Impairments

High-stakes Testing and Implications for Students with Visual Impairments and Other Disabilities

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