Andrew S. Bondy

COMPARISON OF SLOSSON AND MCCARTHY SCALES FOR EXCEPTIONAL PRESCHOOL CHILDREN

A comparison of scores from the Slosson and McCarthy Scales with exceptional preschool children (both retarded and gifted) showed Slosson scores were significantly higher. Caution is recommended when using the Slosson as a screening instrument.

Undergraduate Participation as Behavior Assessors In a Day-Care Consultation

Students achieved skill in observation and assessment techniques, but did not fully develop the objectivity hoped for.

Comparison of Slosson and McCarthy Scales for Minority Pre-School Children.

A comparison was made between the Slosson Intelligence Test and the McCarthy Scales of Childrens Abilities for 44 minority preschool children. The mean Slosson score was 13.8 points higher than the mean McCarthy score and the correlation between scores on the two tests was .81. One source of this discrepancy in means may be the heavy reliance the Slosson has upon the 1960 Stanford-Binet. The potential effects of inflated Slosson scores relative to McCarthy scores for screening purposes are discussed.

Effects of Reviewing Multiple-Choice Tests On Specific versus General Learning

Reviewing test items improves subsequent scores on identical items, but does not generalize to a rewrite of those items.

EFFECTS OF MANIPULATING OBJECTS IN MODELING FILMS ON SELECTION OF IMITATIVE RESPONSE CLASS

40 black boys in kindergarten individually observed one of four films: a model, (1) swinging a baseball bat, (2) pantomime swinging, (3) swinging a nonbat-like stick or (4) exercising (an activity-control film). Each child then entered a standard playroom and was observed for 10 min. The room contained three bat-like objects, two nonbat-like but swingable objects, and a pail-and-shovel. Contact time with each object and number of swings were recorded. The results indicated that those children who saw a bat being swung displayed frequent swings with the bat objects. Children who observed pantomime swinging did swing sooner but not more often than control children. Children who observed the nonbat-object being swung imitated the modeled response class but not with the object used by the model. Rather, these young black boys imitated using culturally familiar objects. The advantages of using several available objects within imitative testing environments and using multiple dependent measures, e.g., frequency, latency, etc., were discussed.