Toward a differential testing approach: Testing-the-limits employing the Raven matrices
Identifieur interne : 001370 ( Istex/Corpus ); précédent : 001369; suivant : 001371Toward a differential testing approach: Testing-the-limits employing the Raven matrices
Auteurs : Jerry S. Carlson ; Karl Heinz WiedlSource :
- Intelligence [ 0160-2896 ] ; 1979.
Abstract
Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.
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DOI: 10.1016/0160-2896(79)90002-3
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Carlson</name><affiliation><mods:affiliation>University of California, Riverside, USA</mods:affiliation></affiliation></author><author><name sortKey="Heinz Wiedl, Karl" sort="Heinz Wiedl, Karl" uniqKey="Heinz Wiedl K" first="Karl" last="Heinz Wiedl">Karl Heinz Wiedl</name><affiliation><mods:affiliation>University of Trier, West Germany</mods:affiliation></affiliation></author></titleStmt><publicationStmt><idno type="wicri:source">ISTEX</idno><idno type="RBID">ISTEX:94A10A4184FA3CA155090F274BC38581B3EF0F9F</idno><date when="1979" year="1979">1979</date><idno type="doi">10.1016/0160-2896(79)90002-3</idno><idno type="url">https://api.istex.fr/document/94A10A4184FA3CA155090F274BC38581B3EF0F9F/fulltext/pdf</idno><idno type="wicri:Area/Istex/Corpus">001370</idno><idno type="wicri:explorRef" wicri:stream="Istex" wicri:step="Corpus" wicri:corpus="ISTEX">001370</idno></publicationStmt><sourceDesc><biblStruct><analytic><title level="a">Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title><author><name sortKey="Carlson, Jerry S" sort="Carlson, Jerry S" uniqKey="Carlson J" first="Jerry S." last="Carlson">Jerry S. Carlson</name><affiliation><mods:affiliation>University of California, Riverside, USA</mods:affiliation></affiliation></author><author><name sortKey="Heinz Wiedl, Karl" sort="Heinz Wiedl, Karl" uniqKey="Heinz Wiedl K" first="Karl" last="Heinz Wiedl">Karl Heinz Wiedl</name><affiliation><mods:affiliation>University of Trier, West Germany</mods:affiliation></affiliation></author></analytic><monogr></monogr><series><title level="j">Intelligence</title><title level="j" type="abbrev">INTELL</title><idno type="ISSN">0160-2896</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1979">1979</date><biblScope unit="volume">3</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="323">323</biblScope><biblScope unit="page" to="344">344</biblScope></imprint><idno type="ISSN">0160-2896</idno></series><idno type="istex">94A10A4184FA3CA155090F274BC38581B3EF0F9F</idno><idno type="DOI">10.1016/0160-2896(79)90002-3</idno><idno type="PII">0160-2896(79)90002-3</idno></biblStruct></sourceDesc><seriesStmt><idno type="ISSN">0160-2896</idno></seriesStmt></fileDesc><profileDesc><textClass></textClass><langUsage><language ident="en">en</language></langUsage></profileDesc></teiHeader><front><div type="abstract" xml:lang="en">Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.</div></front></TEI><istex><corpusName>elsevier</corpusName><author><json:item><name>Jerry S. Carlson</name><affiliations><json:string>University of California, Riverside, USA</json:string></affiliations></json:item><json:item><name>Karl Heinz Wiedl</name><affiliations><json:string>University of Trier, West Germany</json:string></affiliations></json:item></author><language><json:string>eng</json:string></language><originalGenre><json:string>Full-length article</json:string></originalGenre><abstract>Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.</abstract><qualityIndicators><score>6.536</score><pdfVersion>1.2</pdfVersion><pdfPageSize>432 x 648 pts</pdfPageSize><refBibsNative>true</refBibsNative><keywordCount>0</keywordCount><abstractCharCount>934</abstractCharCount><pdfWordCount>8062</pdfWordCount><pdfCharCount>45960</pdfCharCount><pdfPageCount>22</pdfPageCount><abstractWordCount>128</abstractWordCount></qualityIndicators><title>Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title><pii><json:string>0160-2896(79)90002-3</json:string></pii><refBibs><json:item><host><author></author><title>Learning potential and educability among the educable mentally retarded.</title></host></json:item><json:item><author><json:item><name>M. Budoff</name></json:item><json:item><name>L. 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Wiedl</name></json:item></author><host><volume>20</volume><pages><last>141</last><first>133</first></pages><author></author><title>Diagnostica</title></host><title>Der Effekt von Problemverbalisation bei verschiedenen Aufgabengruppen und Darbietungsformen des “Raven Progressive Matrices Test”</title></json:item><json:item><author><json:item><name>H.J. Eysenck</name></json:item></author><host><volume>37</volume><pages><last>98</last><first>81</first></pages><author></author><title>British Journal of Educational Psychology</title></host><title>Intelligence assessment: A theoretical and experimental approach</title></json:item><json:item><host><author></author><title>Personality structure and measurement</title></host></json:item><json:item><author><json:item><name>U. Franzen</name></json:item><json:item><name>F. Merz</name></json:item></author><host><volume>7</volume><pages><last>134</last><first>117</first></pages><author></author><title>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</title></host><title>Einfluss des Verbalisierens auf die Leistung bei Intelligenzprüfungen: Neue Untersuchungen</title></json:item><json:item><host><author></author><title>Zur Diagnostik der intellektuellen Lernfähigkeit</title></host></json:item><json:item><host><author></author><title>Begabungstestsystem: B-T-S</title></host></json:item><json:item><author><json:item><name>J. Kagen</name></json:item></author><host><volume>78</volume><issue>No. 578</issue><author></author><title>Psychological Monographs</title></host><title>Information processing in the child: Significance of analytic and reflective attitudes</title></json:item><json:item><host><pages><last>18</last><first>1</first></pages><author></author><title>Bericht über ein Symposium</title></host></json:item><json:item><author><json:item><name>J. Radford</name></json:item></author><host><volume>36</volume><pages><last>38</last><first>33</first></pages><author></author><title>British Journal of Educational Psychology</title></host><title>Verbalization effects in a nonverbal intelligence test</title></json:item><json:item><host><author></author><title>Guide to using the Coloured Progressive Matrices, Sets, A, Ab, B</title></host></json:item><json:item><author><json:item><name>L. Schmidt</name></json:item></author><host><author></author><title>Praxis der klinischen Psychologie</title></host><serie><author></author><title>Praxis der klinischen Psychologie</title></serie><title>Testing the limits in Leistungsverhalten: Möglichkeiten und Grenzen</title></json:item><json:item><author><json:item><name>H. Simons</name></json:item><json:item><name>C. Möbus</name></json:item></author><host><volume>8</volume><pages><last>12</last><first>1</first></pages><author></author><title>Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie</title></host><title>Untersuchung zur Fairness von Intelligenz-tests</title></json:item><json:item><author><json:item><name>R. Turner</name></json:item><json:item><name>V. Hall</name></json:item><json:item><name>S. Grimmett</name></json:item></author><host><volume>65</volume><pages><last>363</last><first>356</first></pages><author></author><title>Journal of Educational Psychology</title></host><title>Effects of familiarization feedback on the performance of lower-class and middle-class kindergartens on the Raven Coloured Progressive Matrices</title></json:item><json:item><author><json:item><name>I. Wagner</name></json:item></author><host><author></author><title>Paper presented at Biennial Meeting of the Society for Research in Child Development</title></host><title>Reflectivity-impulsivity reexamined: Analysis and modification of cognitive strategies</title></json:item><json:item><host><author></author><title>Aufmerksamkeitstraining mit impulsiven Kindern</title></host></json:item><json:item><host><author></author><title>Grundintelligenztest CFT 2 Skala 2</title></host></json:item><json:item><author><json:item><name>K. Wiedl</name></json:item><json:item><name>J. Carlson</name></json:item></author><host><volume>36</volume><pages><last>413</last><first>409</first></pages><author></author><title>Educational and Psychological Measurement</title></host><title>The factorial structure of the Raven Coloured Progressive Matricies Test</title></json:item></refBibs><genre><json:string>research-article</json:string></genre><serie><language><json:string>unknown</json:string></language><title>Studies in Learning Potential</title></serie><host><volume>3</volume><pii><json:string>S0160-2896(00)X0081-5</json:string></pii><pages><last>344</last><first>323</first></pages><issn><json:string>0160-2896</json:string></issn><issue>4</issue><genre><json:string>journal</json:string></genre><language><json:string>unknown</json:string></language><title>Intelligence</title><publicationDate>1979</publicationDate></host><categories><wos><json:string>social science</json:string><json:string>psychology, multidisciplinary</json:string></wos><scienceMetrix><json:string>health sciences</json:string><json:string>psychology & cognitive sciences</json:string><json:string>social psychology</json:string></scienceMetrix></categories><publicationDate>1979</publicationDate><copyrightDate>1979</copyrightDate><doi><json:string>10.1016/0160-2896(79)90002-3</json:string></doi><id>94A10A4184FA3CA155090F274BC38581B3EF0F9F</id><score>1.4186437</score><fulltext><json:item><extension>pdf</extension><original>true</original><mimetype>application/pdf</mimetype><uri>https://api.istex.fr/document/94A10A4184FA3CA155090F274BC38581B3EF0F9F/fulltext/pdf</uri></json:item><json:item><extension>zip</extension><original>false</original><mimetype>application/zip</mimetype><uri>https://api.istex.fr/document/94A10A4184FA3CA155090F274BC38581B3EF0F9F/fulltext/zip</uri></json:item><istex:fulltextTEI uri="https://api.istex.fr/document/94A10A4184FA3CA155090F274BC38581B3EF0F9F/fulltext/tei"><teiHeader><fileDesc><titleStmt><title level="a">Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title></titleStmt><publicationStmt><authority>ISTEX</authority><publisher>ELSEVIER</publisher><availability><p>ELSEVIER</p></availability><date>1979</date></publicationStmt><notesStmt><note>This study was supported by a research grant (No. Wi-484/1) awarded to K.H. Wiedl by the Deutsche Forschungsgemeinschaft (German Research Council). The authors are grateful to the Council for the generous support given this project.</note></notesStmt><sourceDesc><biblStruct type="inbook"><analytic><title level="a">Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title><author xml:id="author-1"><persName><forename type="first">Jerry S.</forename><surname>Carlson</surname></persName><affiliation>University of California, Riverside, USA</affiliation></author><author xml:id="author-2"><persName><forename type="first">Karl</forename><surname>Heinz Wiedl</surname></persName><affiliation>University of Trier, West Germany</affiliation></author></analytic><monogr><title level="j">Intelligence</title><title level="j" type="abbrev">INTELL</title><idno type="pISSN">0160-2896</idno><idno type="PII">S0160-2896(00)X0081-5</idno><imprint><publisher>ELSEVIER</publisher><date type="published" when="1979"></date><biblScope unit="volume">3</biblScope><biblScope unit="issue">4</biblScope><biblScope unit="page" from="323">323</biblScope><biblScope unit="page" to="344">344</biblScope></imprint></monogr><idno type="istex">94A10A4184FA3CA155090F274BC38581B3EF0F9F</idno><idno type="DOI">10.1016/0160-2896(79)90002-3</idno><idno type="PII">0160-2896(79)90002-3</idno></biblStruct></sourceDesc></fileDesc><profileDesc><creation><date>1979</date></creation><langUsage><language ident="en">en</language></langUsage><abstract xml:lang="en"><p>Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.</p></abstract></profileDesc><revisionDesc><change when="1979">Published</change></revisionDesc></teiHeader></istex:fulltextTEI><json:item><extension>txt</extension><original>false</original><mimetype>text/plain</mimetype><uri>https://api.istex.fr/document/94A10A4184FA3CA155090F274BC38581B3EF0F9F/fulltext/txt</uri></json:item></fulltext><metadata><istex:metadataXml wicri:clean="Elsevier, elements deleted: tail"><istex:xmlDeclaration>version="1.0" encoding="utf-8"</istex:xmlDeclaration><istex:docType PUBLIC="-//ES//DTD journal article DTD version 4.5.2//EN//XML" URI="art452.dtd" name="istex:docType"></istex:docType><istex:document><converted-article version="4.5.2" docsubtype="fla"><item-info><jid>INTELL</jid><aid>79900023</aid><ce:pii>0160-2896(79)90002-3</ce:pii><ce:doi>10.1016/0160-2896(79)90002-3</ce:doi><ce:copyright type="unknown" year="1979"></ce:copyright></item-info><head><ce:article-footnote><ce:label>☆</ce:label><ce:note-para>This study was supported by a research grant (No. Wi-484/1) awarded to K.H. Wiedl by the Deutsche Forschungsgemeinschaft (German Research Council). The authors are grateful to the Council for the generous support given this project.</ce:note-para></ce:article-footnote><ce:title>Toward a differential testing approach: Testing-the-limits employing the Raven matrices</ce:title><ce:author-group><ce:author><ce:given-name>Jerry S.</ce:given-name><ce:surname>Carlson</ce:surname></ce:author><ce:affiliation><ce:textfn>University of California, Riverside, USA</ce:textfn></ce:affiliation></ce:author-group><ce:author-group><ce:author><ce:given-name>Karl</ce:given-name><ce:surname>Heinz Wiedl</ce:surname></ce:author><ce:affiliation><ce:textfn>University of Trier, West Germany</ce:textfn></ce:affiliation></ce:author-group><ce:abstract><ce:section-title>Abstract</ce:section-title><ce:abstract-sec><ce:simple-para>Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.</ce:simple-para></ce:abstract-sec></ce:abstract></head></converted-article></istex:document></istex:metadataXml><mods version="3.6"><titleInfo><title>Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title></titleInfo><titleInfo type="alternative" contentType="CDATA"><title>Toward a differential testing approach: Testing-the-limits employing the Raven matrices</title></titleInfo><name type="personal"><namePart type="given">Jerry S.</namePart><namePart type="family">Carlson</namePart><affiliation>University of California, Riverside, USA</affiliation><role><roleTerm type="text">author</roleTerm></role></name><name type="personal"><namePart type="given">Karl</namePart><namePart type="family">Heinz Wiedl</namePart><affiliation>University of Trier, West Germany</affiliation><role><roleTerm type="text">author</roleTerm></role></name><typeOfResource>text</typeOfResource><genre type="research-article" displayLabel="Full-length article"></genre><originInfo><publisher>ELSEVIER</publisher><dateIssued encoding="w3cdtf">1979</dateIssued><copyrightDate encoding="w3cdtf">1979</copyrightDate></originInfo><language><languageTerm type="code" authority="iso639-2b">eng</languageTerm><languageTerm type="code" authority="rfc3066">en</languageTerm></language><physicalDescription><internetMediaType>text/html</internetMediaType></physicalDescription><abstract lang="en">Various testing-the-limits procedures were employed in administering the Raven Coloured Progressive Matrices Test to 203 second grade and 230 fourth grade children. Tests of impulsivity, neuroticism, extroversion, intelligence and school achievement were also given. The main results showed that testing-the-limits procedures which involved verbalization and feedback were efficacious in maximizing performance on the Raven. The puzzle form of the test generally led to higher scores than the picture version for the second but not fourth graders. Differential analyses were carried out to establish how construct, concurrent and predictive validity of the Raven were affected by the salient testing-the-limits procedures involved. Analysis was also done with the personality variables and revealed how their effect interacted with various test administration procedures. The results were discussed in theoretical and practical terms.</abstract><note>This study was supported by a research grant (No. Wi-484/1) awarded to K.H. Wiedl by the Deutsche Forschungsgemeinschaft (German Research Council). 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