Alternate Form Reliability of the Revised Peabody Picture Vocabulary Test for Head Start Children

1981 ◽  
Vol 49 (2) ◽  
pp. 628-628 ◽  
Author(s):  
Sue B. Stoner
Keyword(s):  
Head Start ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Alternate Form ◽  
Head Start Children ◽  
Alternate Form Reliability

Alternate-Form Reliability of the PPVT-R for Black Head Start Preschoolers

1984 ◽  
Vol 54 (1) ◽  
pp. 235-238 ◽  
Author(s):  
John R. Bing ◽  
Sally B. Bing
Keyword(s):  
Head Start ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Predominantly Black ◽  
Total Group ◽  
Alternate Form ◽  
Head Start Children ◽  
Black Head ◽  
Alternate Form Reliability

This study examined the comparability of Forms L and M of the Peabody Picture Vocabulary Test-Revised for 30 rural predominantly black Head Start children. Pearson product-moment correlations between Forms L and M ranged from .58 to .75 for boys, girls, and total group. t tests indicated no significant differences in mean standard scores between the forms. The 15 girls, however, scored significantly higher than the 15 boys on Form L.

Factorial Composition of the Peabody Picture Vocabulary Test with Head Start Children

1973 ◽  
Vol 32 (1) ◽  
pp. 12-14 ◽  
Author(s):  
Donald W. Ball ◽  
James S. Payne ◽  
Daniel P. Hallahan
Keyword(s):  
Head Start ◽  
Principal Components ◽  
Receptive Vocabulary ◽  
General Factor ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Head Start Children ◽  
Components Analysis ◽  
Factorial Composition

The Peabody Picture Vocabulary Test was administered to 354 Head Start children with a mean age of 4.4 yr. and a mean PPVT IQ of 75.73. A principal components analysis suggested an interpretation of a general factor of receptive vocabulary ability. Seven other factors with eigenvalues greater than one were found. These two were interpreted as possibly being named nouns and progressive verbs. Not ruled out, however, is their being due to error and specific item variance.

Comparison of Four Intelligence Tests Used with Culturally Disadvantaged Children

1971 ◽  
Vol 28 (1) ◽  
pp. 209-210 ◽  
Author(s):  
Dale L. Johnson ◽  
Carmen A. Johnson
Keyword(s):  
Head Start ◽  
Intelligence Tests ◽  
Intelligence Test ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Disadvantaged Children ◽  
Head Start Children ◽  
Culturally Disadvantaged

Responses to 3 brief intelligence tests, the Slosson Intelligence Test, the Peabody Picture Vocabulary Test, and the Draw-A-Man Test, were compared with scores on the Stanford-Binet from 29 Head Start children. Correlations with the S-B ranged from .79 to .64. The Slosson was judged the best brief substitute for the S-B in that it correlated .79 with the S-B and its mean IQ was virtually the same as the S-B mean.

Facilitation of Verb Recognition by MR Subjects through Syntactic Cuing

1981 ◽  
Vol 12 (1) ◽  
pp. 39-43
Author(s):  
Kandace A. Penner ◽  
Betsy Partin Vinson
Keyword(s):  
Mentally Retarded ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Word Comprehension ◽  
Peabody Picture Vocabulary Test ◽  
Syntactic Form ◽  
Standard Version

It has been our experience in using the Peabody Picture Vocabulary Test that an inordinate number of verbs are missed by mentally retarded individuals. This study attempts to determine whether verb errors were due to a lack of word comprehension or a failure to understand what was being requested by the morphological-syntactic form of the stimulus. Twenty-eight subjects residing in a state facility for the mentally retarded were given a standard version and a modified version of the PPVT. On the modified version of the test, the stimulus "verbing" was altered to incorporate a syntactic helper, forming the stimulus "somebody verbing." As a result, there was a mean reduction of verb error by almost 50%.

Arousal and Cognition: Picture Vocabulary Performance and Individual Differences in Physiological Arousal

1980 ◽  
Vol 50 (2) ◽  
pp. 579-582
Author(s):  
Frank H. Farley ◽  
Valerie J. Reynolds
Keyword(s):  
Individual Differences ◽  
Physiological Arousal ◽  
Learning Disabled ◽  
Significant Trend ◽  
Receptive Vocabulary ◽  
Vocabulary Test ◽  
Disabled Children ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test

The contribution of individual differences in physiological arousal to intellective assessment in learning disabled children was studied. Arousal was measured by salivary response and intellective function (receptive vocabulary) by the Peabody Picture Vocabulary Test. It was predicted that best performance would be found at intermediate levels of arousal. Peabody scores of learning disabled subjects of high, middle, and low arousal showed a non-significant trend in the predicted direction. Reasons for the lack of significance of this hypothesized trend were proposed and needed research outlined.

Relationship of Scores on PPVT—R and WISC—R with Special Education Children and Youth

1986 ◽  
Vol 62 (2) ◽  
pp. 417-418 ◽  
Author(s):  
Ann C. Candler ◽  
Cleborne D. Maddux ◽  
Dee La Mont Johnson
Keyword(s):  
Special Education ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Children And Youth ◽  
Vocabulary Test ◽  
Peabody Picture Vocabulary ◽  
Peabody Picture Vocabulary Test ◽  
Intelligence Scale ◽  
Relationship Of

Comparisons of the Peabody Picture Vocabulary Test—Revised and the Wechsler Intelligence Scale for Children—Revised were made with 104 children diagnosed as learning disabled and mentally retarded. Significant but modest correlations were found between all but one of the WISC—R scaled scores (i.e., Coding) and PPVT—R standard scores, and between WISC—R IQs and PPVT—R standard scores. Significant differences were found among mean Verbal, Performance, and Full Scale IQs and mean PPVT—R standard scores. The PPVT—R standard scores underestimated WISC—R Verbal IQs by 7 points, WISC—R Performance IQs by 17 points, and WISC—R Full Scale IQs by 11 points.

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