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Nonverbal and Language-Reduced Measures of Cognitive Ability: A Review and Evaluation
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Drevon, Daniel D.; Knight, Rachel M.; Bradley-Johnson, Sharon – Contemporary School Psychology, 2017
With the number of new and revised nonverbal and language-reduced tests of cognitive ability, selection and interpretation of appropriate measures can be complicated. Seven nonverbal or language-reduced tests with normative data collected within the last 15 years were evaluated. Besides evaluating technical adequacy, other variables affecting test…
Descriptors: Nonverbal Ability, Nonverbal Tests, Cognitive Ability, Test Validity
Validity and Reliability Evidence for the Comprehensive Test of Nonverbal Intelligence-Second Edition Scores from an Independent Sample
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Parkin, Jason R.; Beaujean, A. Alexander; Firmin, Michael W.; Qiu, Xiao; Firmin, Ruth L. – Journal of Psychoeducational Assessment, 2018
In this study, we examined the factor structure, reliability, and external validity of scores from the Comprehensive Test of Nonverbal Intelligence-Second Edition (CTONI-2) using an independent sample of young adults currently enrolled in a postsecondary institution. Although the subtests appear to be measuring general intelligence, the aggregate…
Descriptors: Nonverbal Tests, Intelligence Tests, Factor Structure, Test Reliability
Assessing the Cognitive Abilities of Culturally and Linguistically Diverse Students: Predictive Validity of Verbal, Quantitative, and Nonverbal Tests
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Lakin, Joni M. – Psychology in the Schools, 2012
Verbal and quantitative reasoning tests provide valuable information about cognitive abilities that are important to academic success. Information about these abilities may be particularly valuable to teachers of students who are English-language learners (ELL), because leveraging reasoning skills to support comprehension is a critical aptitude…
Descriptors: Thinking Skills, Cognitive Ability, Culture Fair Tests, Test Validity
Use of the Kaufman-Assessment Battery for Children with the Hearing Impaired.
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Ulissi, Stephen Mark; And Others – American Annals of the Deaf, 1989
Fifty hearing-impaired elementary-school students completed the Kaufman-Assessment Battery for Children; scores correlated highly with scores from the Wechsler Intelligence Scale for Children-Revised and with school achievement. The Simultaneous Processing Scale and the Nonverbal Scale seemed appropriate for hearing-impaired children while the…
Descriptors: Academic Achievement, Cognitive Ability, Cognitive Tests, Elementary Education
Concurrent Validity of the Standard Progressive Matrices for Hispanic and NonHispanic Seventh-Grade Students.
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Powers, Stephen; Barkan, Jerry H. – Psychology in the Schools, 1986
Correlations between the Standard Progressive Matrices test (SPM) and the California Achievement Test, Reading, Language, and Mathematics Tests were examined for 99 Hispanic and 93 non-Hispanic Caucasian seventh-grade students. All correlations were highly significant. Supports continued use of the SPM as a measure of nonverbal intellectual…
Descriptors: Achievement Tests, Cognitive Ability, Concurrent Validity, Culture Fair Tests
Instruments for Measuring Cognitive Abilities at the Intermediate Grade Level. Tests and Manual.
Harris, Margaret L.; Harris, Chester W. – 1974
Thirty-five tests which measure cognitive abilities at the intermediate grade level and the related manual are intended to accompany the authors' 1973 monograph, "A Structure of Concept Attainment Abilities." Additional tests which measure these abilities (verbal, induction, memory, spatial, numerical, perceptual speed, evaluation, word fluency,…
Descriptors: Answer Keys, Cognitive Ability, Cognitive Measurement, Cognitive Tests