Vocabulary Test (vocabulary + test)

Distribution by Scientific Domains

Kinds of Vocabulary Test

  • peabody picture vocabulary test
  • picture vocabulary test


  • Selected Abstracts


    The antecedents of non-affective psychosis in a birth-cohort, with a focus on measures related to cognitive ability, attentional dysfunction and speech problems

    ACTA PSYCHIATRICA SCANDINAVICA, Issue 4 2010
    J. Welham
    Welham J, Scott J, Williams GM, Najman JM, Bor W, O'Callaghan M, McGrath J. The antecedents of non-affective psychosis in a birth-cohort, with a focus on measures related to cognitive ability, attentional dysfunction, and speech problems. Objective:, Adults with non-affective psychosis show subtle deviations in a range of developmental trajectories as children and adolescents. Method:, Based on a birth-cohort (n = 3801), we examined the Peabody Picture Vocabulary Test (PPTV) at age 5, and Raven's Standard Progressive Matrices (RSPM) and Wide Range Achievement Test reading scale (WRAT-R) at age 14. Items related to speech problems and attentional dysfunction were available from maternal- or self-report. At age 21, we identified 60 cohort members who were screen-positive for non-affective psychosis (SP-NAP). Results:, Impaired performance on the PPVT and RSPM (but not WRAT-R) predicted SP-NAP for males only. Male cohort members in the highest quartile for attentional dysfunction at ages 5 and 14 were about 5,8 times more likely to develop SP-NAP. SP-NAP in males was significantly associated with speech problems at age 14. Conclusion:, Males who develop non-affective psychoses have subtle impairments in cognitive capacity prior to the development of their psychotic disorder. [source]


    Comparison of the Peabody Picture Vocabulary Test,Third Edition and Wechsler Adult Intelligence Scale,Third Edition with university students

    JOURNAL OF CLINICAL PSYCHOLOGY, Issue 3 2001
    Nancy L. Bell
    This study examined the relationship between the Peabody Picture Vocabulary Test,Third Edition (PPVT-III) and Wechsler Adult Intelligence Scale,Third Edition (WAIS-III) using 40 adults who ranged in age from 18 to 41 (mean age of 22 years). Participants were administered the PPVT-III and WAIS-III in counterbalanced fashion to control for order effects. Results revealed that the PPVT-III score was related to the WAIS-III Verbal IQ (VIQ) and Full Scale IQ (FSIQ) scores but unrelated to the Performance IQ (PIQ) score. In addition, analyses indicated that, while there were no significant differences between the PPVT-III score and WAIS-III mean FSIQ and PIQ scores, the PPVT-III mean score was significantly lower than the WAIS-III VIQ. Further analysis indicated that the PPVT-III adequately estimated WAIS-III FSIQ and VIQ scores for participants who were classified as Average or High Average on the WAIS-III. However, for participants in the Superior range, the PPVT-III tended to underestimate FSIQ and VIQ scores by approximately 10 points. © 2001 John Wiley & Sons, Inc. J Clin Psychol 57: 417,422, 2001. [source]


    The effect of breastfeeding on child development at 5 years: A cohort study

    JOURNAL OF PAEDIATRICS AND CHILD HEALTH, Issue 5 2001
    PJ Quinn
    Objective: It is uncertain to what degree the relationship between breastfeeding and later cognitive development is a true biological effect, or is confounded by psychosocial factors. The study aim was to further investigate this relationship and the effect of duration of breast feeding on cognitive development. Methods: A total of 3880 children were followed from birth. Breastfeeding duration was measured by questionaire at 6 months of age and a Peabody Picture Vocabulary Test Revised (PPVT-R) was administered at 5 years. PPVT-R scores were adjusted for the effects of a large array of biological and psychosocial confounders. The relationship between breastfeeding and the mean PPVT-R scores were examined using analysis of variance and multiple linear regression. Results: A strong positive relationship was demonstrated between breastfeeding and the PPVT-R scores with increasing scores with increased duration of breastfeeding. After adjusting for a wide range of biological and social factors, the adjusted mean for those breastfed for 6 months or more was 8.2 points higher for females and 5.8 points for males when compared to those never breastfed. Conclusion: These findings suggest a significant benefit to child development is conferred by breastfeeding and is related independently to longer periods of breastfeeding. [source]


    Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems

    PSYCHOLOGY IN THE SCHOOLS, Issue 6 2002
    Teresa Smith
    The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children,III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test,3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613,619, 2002. [source]


    The MTHFR 677C,T polymorphism and behaviors in children with autism: exploratory genotype,phenotype correlations

    AUTISM RESEARCH, Issue 2 2009
    Robin P. Goin-Kochel
    Abstract New evidence suggests that autism may be associated with (a) varied behavioral responses to folate therapy and (b) metabolic anomalies, including those in folate metabolism, that contribute to hypomethylation of DNA. We hypothesized that children with autism who are homozygous for the MTHFR 677 T allele (TT) and, to a lesser extent those with the CT variant, would exhibit more behavioral problems and/or more severe problematic behaviors than homozygous wild-type (CC) individuals because of difficulties in effectively converting 5,10-MTHF to 5-MTHF. Data from the Autism Genetic Resource Exchange (AGRE) collection were analyzed for all children who met strict criteria for autism per the Autism Diagnostic Interview,Revised (ADI-R) and the Autism Diagnostic Observation Schedule (ADOS) and who had been genotyped for the 677 C to T MTHFR polymorphism (n=147). Chi-square tests, logistic regression, and one-way ANOVAs were used to determine whether differences existed among MTHFR genotypes for specific behaviors on the ADI-R and indices for level of functioning. Exploratory results indicated four behaviors from the ADI-R that were more common and problematic (95% CI) among those with at least one copy of the T allele as compared to homozygous wild-type individuals: direct gaze, current complex body movements, a history of self-injurious behavior, and current overactivity (ORs=2.72, 2.33, 2.12, 2.47, respectively). No differences existed among genotypes for level of functioning as measured with the Peabody Picture Vocabulary Test,Third Edition, Ravens Colored Progressive Matrices, or the Vineland Adaptive Behavior Scales. Findings call for further investigation of the relationship between folate metabolism and problem behaviors among children with autism. [source]


    Can Examinees Use Judgments of Item Difficulty to Improve Proficiency Estimates on Computerized Adaptive Vocabulary Tests?

    JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 4 2002
    Walter P. Vispoel
    Recent simulation studies indicate that there are occasions when examinees can use judgments of relative item difficulty to obtain positively biased proficiency estimates on computerized adaptive tests (CATs) that permit item review and answer change. Our purpose in the study reported here was to evaluate examinees' success in using these strategies while taking CATs in a live testing setting. We taught examinees two item difficulty judgment strategies designed to increase proficiency estimates. Examinees who were taught each strategy and examinees who were taught neither strategy were assigned at random to complete vocabulary CATs under conditions in which review was allowed after completing all items and when review was allowed only within successive blocks of items. We found that proficiency estimate changes following review were significantly higher in the regular review conditions than in the strategy conditions. Failure to obtain systematically higher scores in the strategy conditions was due in large part to errors examinees made in judging the relative difficulty of CAT items. [source]


    Limiting Answer Review and Change on Computerized Adaptive Vocabulary Tests: Psychometric and Attitudinal Results

    JOURNAL OF EDUCATIONAL MEASUREMENT, Issue 1 2000
    Walter P. Vispoel
    Previous simulation studies of computerized adaptive tests (CATs) have revealed that the validity and precision of proficiency estimates can be maintained when review opportunities are limited to items within successive blocks. Our purpose in this study was to evaluate the effectiveness of CATs with such restricted review options in a live testing setting. Vocabulary CATs were compared under four conditions: (a) no item review allowed, (b) review allowed only within successive 5-item blocks, (c) review allowed only within successive lO-item blocks, and (d) review allowed only after answering all 40 items. Results revealed no trust-worthy differences among conditions in vocabulary proficiency estimates, measurement error, or testing time. Within each review condition, ability estimates and number correct scores increased slightly after review, more answers were changed from wrong to right than from right to wrong, most examinees who changed answers improved proficiency estimates by doing so, and nearly all examinees indicated that they had an adequate opportunity to review their previous answers. These results suggest that restricting review opportunities on CATs may provide a viable way to satisfy examinee desires, maintain validity and measurement precision, and keep testing time at acceptable levels. [source]


    The Frequency Accrual Speed Test (FAST): psychometric intelligence and personality correlates

    EUROPEAN JOURNAL OF PERSONALITY, Issue 2 2001
    Ulrich Ettinger
    Performance on a putative psychophysical measure of information processing related to intelligence (Vickers' 1995 Frequency Accrual Speed Test, FAST) was assessed in relation to two psychometric measures of intelligence (Raven's Advanced Progressive Matrices and the Mill Hill vocabulary test). Participants (N,=,57) completed the Eysenck Personality Questionnaire , Revised (EPQ-R), and performed the FAST task under either low (70 dB) or high (90 dB) levels of white noise. FAST correlated with Raven's (r,=,0.56) and Mill Hill (r,=,0.28), as expected. FAST total scores were not affected by personality or personality-by-noise interactions. However, a measure of consistency of FAST performance (i.e. the standard deviation) was correlated negatively with total FAST scores (r,=,,0.37) and positively with (EPQ-R) extraversion (r,=,0.34). The results are discussed in terms of the validity of the FAST to explicate the information processing variables in psychometric intelligence. Copyright © 2001 John Wiley & Sons, Ltd. [source]


    Modeling the Role of Second Language Proficiency and Topic Familiarity in Second Language Incidental Vocabulary Acquisition Through Reading

    LANGUAGE LEARNING, Issue 2 2003
    Diana Pulido
    The study examines the impact of topic familiarity, second language (L2) reading proficiency, and L2 passage sight vocabulary on incidental vocabulary acquisition. Independent variables include (a) a topic familiarity questionnaire, (b) the Adult Basic Learning Examination, Spanish Battery(Karlsen & Gardner, 1990), and (c) a passage sight vocabulary test. A repeated-measures design was used with a cross-sectional sample. Participants read narratives (2 more and 2 less familiar) containing nonsense words. Two and 28 days after reading, 2 gain measures were administered: (a) translation production and (b) translation recognition. Analyses reveal robust effects of reading proficiency, differential effects of topic familiarity, and isolated effects of passage sight vocabulary. The discussion concerns the impact of these factors and plausibility of interactive compensatory processing. [source]


    Validity of the comprehensive receptive and expressive vocabulary test in assessment of children with speech and learning problems

    PSYCHOLOGY IN THE SCHOOLS, Issue 6 2002
    Teresa Smith
    The current researchers investigated construct, predictive, and differential validity for the Comprehensive Receptive and Expressive Vocabulary Test (CREVT). Participants were 243 public school students, ages 5.5 to 17.25 years. They represented four primary disabilities: Learning Disability (n = 115), Learning Disability with Speech Impairment (n = 29), Mental Retardation (n = 40), and Speech Impairment (n = 59). Adequate construct validity for the CREVT was documented, using the Wechsler Intelligence Test for Children,III as a criterion. Also, the CREVT significantly predicted the scores on the Wide Range Achievement Test,3. Lastly, the CREVT effectively differentiated between students with disabilities. These findings suggest that the CREVT may be helpful in identifying the presence of learning problems. © 2002 Wiley Periodicals, Inc. Psychol Schs 39: 613,619, 2002. [source]


    The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary

    MODERN LANGUAGE JOURNAL, Issue 1 2008
    YOUJIN KIM
    Over the past 2 decades, research has demonstrated that learner collaboration facilitates second language (L2) acquisition (Lapkin, Swain, & Smith, 2002; McDonough, 2004; Storch, 1998, 2004; Swain & Lapkin, 1998). Adopting a sociocultural perspective (e.g., Swain & Lapkin, 1998), the current study compared the effectiveness of collaborative and individual tasks on the acquisition of L2 vocabulary by Korean as a second language (KSL) learners (N= 32). The learners completed a pretest, a dictogloss task, and two posttests over a 3-week period. Half the learners carried out the dictogloss in pairs, but the other half worked individually while thinking aloud. The collaborative dialogue and think-aloud protocols were transcribed, and language-related episodes (LREs) were identified. The results indicated that although the learners who participated in the collaborative task had a similar number of LREs as the learners who worked individually, they performed significantly better on the vocabulary tests. The pedagogical implications for the use of collaborative tasks to promote the acquisition of L2 vocabulary are discussed. [source]