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Direct linkDrevon, 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
Peer reviewedCarlson, Jerry S. – Psychology in the Schools, 1973
The results of this study support the notion that different parts of Raven's Coloured Progressive Matrices Test tap different processes. Sets A and Ab employ the rationale of the Inhelder-Piaget Test and rely on solution by graphic processes, whereas set B involves solution by opeational means. Total score results may be less appropriate than the…
Descriptors: Educational Research, Nonverbal Ability, Nonverbal Tests, School Psychologists
Peer reviewedSwisher, Linda; And Others – Language, Speech, and Hearing Services in Schools, 1994
Administration of nonverbal IQ tests to 12 children with normal language and 12 with language impairments (ages 8-10) revealed that the children with language impairments had lower scores than controls, and that nonlinguistic deficits of children with language impairments adversely affected their responses to specific types of items on nonverbal…
Descriptors: Children, Cognitive Ability, Comparative Analysis, Intelligence Quotient
