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Social Processes: Methodology · Types of test


Verbal tests are measures of verbal ability and verbal fluency.


TestsEdit

See alsoEdit

ReferencesEdit

BooksEdit

  • Berman, R. E. (1981). Differences in WISC Verbal-Performance categories and reading achievement among Black, urban school children. Berman, Robert E : Northern Illinois U.
  • Blodgett, E. G. (1986). The Metalinguistic Abilities Checklist: A developmental study. Blodgett, Elizabeth G : U Alabama.
  • Boklund, S. L. (1982). A test of semantic categorization, intelligence and language development: A comparative study. Boklund, Susan L : U Texas, Austin.
  • Brown, J. L. (2001). Performance expectations are not a necessary mediator of stereotype threat in African American verbal test performance. Brown, Joseph Lamont: Stanford U , US.
  • Curtis, M. E. (1987). Cognitive analyses of verbal aptitude tests. In Cognitive and linguistic analyses of test performance (pp. 151-161). Westport, CT: Ablex Publishing.
  • Dixon, C. N. (1973). Some factors affecting performance on a logical sequence memory span test. Dixon, Carol N : U Delaware.
  • Gamble, C. W. (1984). The effects of three qualitatively different verbal mediators on the task performance of sixth grade students. Gamble, Charles W : U Tennessee.
  • Garner, R. (1988). Verbal-report data on cognitive and metacognitive strategies. In Learning and study strategies: Issues in assessment, instruction, and evaluation (pp. 63-76). San Diego, CA: Academic Press.
  • Macnaught, C. L. (2001). Are IQ discrepancies between SES groups primarily the result of verbal scale differences? , Macnaught, Carol Lee: U Rhode Island, US.
  • Mezynski, K. J. (1984). An examination of the effects of different instructional factors on the acquisition of domain-related concepts. Mezynski, Karen J : Vanderbilt U.
  • Michael, N. (1987). Item bias in the verbal segment of the Scholastic Aptitude Test (SAT) for high school students in the United States Virgin Islands. Michael, Noreen: U Illinois, Urbana-Champaign, US.
  • Miller, D. B. (2001). A normative study for the word association test among college students. Miller, David Blair: California School Of Professional Psychology - Fresno, US.
  • Nolan, D. R. (1986). The relationship between hypnotic susceptibility and lateral asymmetries on right and left hemisphere tasks. Nolan, Daniel R : Bowling Green State U.
  • Ornduff, S. (2008). Scoring manual for Reuben Fine's scoring scheme for the TAT and other verbal projective techniques. In A handbook of clinical scoring systems for thematic apperceptive techniques (pp. 271-282). Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • O'Brien, D. P. (1979). The temporal reliability of children's responses to dichotically presented stop consonant vowel syllables under three report conditions. O'Brien, Denise P : New York U.
  • Saka, T. T. (1992). Differential item functioning among mainland US and Hawaii examinees on the verbal subtest of the Scholastic Aptitude Test. Saka, Thomas T : U Hawaii, US.
  • Tonelson, S. W. (1981). A validation study of the Ski Hi Language Development Scale. Tonelson, Stephen W : U Virginia.
  • Wener, D. L. (1983). An investigation of the sensitivity of the Reporter's Test to expressive language disturbances. Wener, Deena L : U Massachusetts.


PapersEdit

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  • Agerton, E. P., & Moran, M. J. (1995). Effects of race and dialect of examiner om language samples elicited from Southern African American preschoolers. Journal of Childhood Communication Disorders, 16(2), 25-30.
  • Alderman, D. L., & Powers, D. E. (1980). The effects of special preparation on SAT-Verbal scores. American Educational Research Journal, 17(2), 239-251.
  • Allen, D. V., & Bliss, L. S. (1987). Concurrent validity of two language screening tests. Journal of Communication Disorders, 20(4), 305-317.
  • Allen, T. E. (1984). Test-response variations between hearing-impaired and hearing students. The Journal of Special Education, 18(2), 119-129.
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  • Aubret, J. (1985). The measurement of verbal level, from grade 9 up to the last secondary school grade. Orientation Scolaire et Professionnelle, 14(2), 167-169.
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  • Benson, J. (1982). A comparison of the one- and three-parameter logistic models on measures of test efficiency. Educational Research Quarterly, 7(2), 21-30.
  • Bliss, L. S., & Allen, D. V. (1984). Screening Kit of Language Development: A preschool language screening instrument. Journal of Communication Disorders, 17(2), 133-141.
  • Bouffard-Bouchard, T., & Pinard, A. (1988). Feelings of self-efficacy and exercise of self-regulatory processes in college students. International Journal of Psychology, 23(4), 409-431.
  • Brown, L. A., Forbes, D., & McConnell, J. (2006). Limiting the use of verbal coding in the Visual Patterns Test. The Quarterly Journal of Experimental Psychology, 59(7), 1169-1176.
  • Brucki, S., & Rocha, M. (2004). Category fluency test: Effects of age, gender and education on total scores, clustering and switching in Brazilian Portuguese-speaking subjects. Brazilian Journal of Medical and Biological Research, 37(12), 1771-1777.
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  • Campo, P., & Morales, M. (2004). Normative data and reliability for a Spanish version of the verbal Selective Reminding Test. Archives of Clinical Neuropsychology, 19(3), 421-435.
  • Campo, P., Morales Ortiz, M., & Juan-Malpartida, M. (2000). Development of two Spanish versions of the Verbal Selective Reminding Test. Psicothema, 12(Suppl2), 108-110.
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  • Chevrie-Muller, C., & Simon, A. (1975). Some remarks concerning the standardization of a set of verbal aptitude tests for children 5 to 8 years of age. Revue de Neuropsychiatrie Infantile et d'Hygiene Mentale de l'Enfance, 23(8-9), 521-536.
  • Chevrie-Muller, C., Simon, A., & Decante, P. (1981). A new technique for testing language development. Revue de Psychologie Appliquee, 31(3), 257-258.
  • Clegg, F., & Warrington, E. K. (1994). Four easy memory tests for older adults. Memory, 2(2), 167-182.
  • Colberg, M. (1984). Towards a taxonomy of verbal tests based on logic. Educational and Psychological Measurement, 44(1), 113-120.
  • Colberg, M. (1985). Logic-based measurement of verbal reasoning: A key to increased validity and economy. Personnel Psychology, 38(2), 347-359.
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  • Corson, D. J. (1983). The Corson Measure of Passive Vocabulary. Language and Speech, 26(1), 3-20.
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  • Crosson, B., Novack, T. A., Trenerry, M. R., & Craig, P. L. (1989). Differentiation of verbal memory deficits in blunt head injury using the Recognition Trial of the California Verbal Learning Test: An exploratory study. Clinical Neuropsychologist, 3(1), 29-44.
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  • Dollaghan, C., & Campbell, T. F. (1998). Nonword repetition and child language impairment. Journal of Speech, Language, and Hearing Research, 41(5), 1136-1146.
  • Donders, J. (1999). Performance discrepancies on the California Verbal Learning Test--Children's Version in the standardization sample. Journal of the International Neuropsychological Society, 5(1), 26-31.
  • Donlon, T. F., & Breland, N. (1983). The old days test: Scholastic Aptitude Test items from the 1920s revisited. Measurement & Evaluation in Guidance, 15(4), 274-282.
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  • Duran, R. P., Canale, M., Penfield, J., Stansfield, C. W., & Liskin-Gasparro, J. E. (1987). TOEFL from a communicative viewpoint on language proficiency: A working paper. In Cognitive and linguistic analyses of test performance (pp. 1-150). Westport, CT: Ablex Publishing.
  • Elosua Oliden, P., Lopez Jauregui, A., & Egana Makazaga, J. (2000). Administration language and differential item functioning. Psicothema, 12(2), 201-206.
  • Fata, C. A. (2001). The quick rhyming test as an index of phonological awareness and a discriminant variable for reading skills in elementary school children. Fata, Cynthia A : Hofstra U , US.
  • Freedle, R., & Kostin, I. (1990). Item difficulty of four verbal item types and an index of differential item functioning for Black and White examinees. Journal of Educational Measurement, 27(4), 329-343.
  • Freedle, R. O., & Fellbaum, C. (1987). An exploratory study of the relative difficulty of TOEFL's listening comprehension items. In Cognitive and linguistic analyses of test performance (pp. 162-192). Westport, CT: Ablex Publishing.
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  • Graeber, A. O., Tirosh, D., & Glover, R. (1989). Preservice teachers' misconceptions in solving verbal problems in multiplication and division. Journal for Research in Mathematics Education, 20(1), 95-102.
  • Grossman, F. M. (1983). Percentage of WAIS-R standardization sample obtaining verbal-performance discrepancies. Journal of Consulting and Clinical Psychology, 51(4), 641-642.
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  • Jansen, M. G. (2000). A model based scale analysis of a Dutch version of Bradley and Bryant's rhyme and alliteration test. Tijdschrift voor Onderwijsresearch, 24(3-4), 322-327.
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