Brad S. Chissom

Interpretation of the Kurtosis Statistic

Abstract A description of the kurtosis statistic has long been overlooked by authors in statistics and measurement. This study illustrates how the kurtosis statistic may be correctly interpreted when it is computed for approximately normal, rectangular, and bimodal distributions of measures. The results of the study point out that in rectangular distributions the kurtosis value is approximately −1.20 to −1.25. Other results point out that the number of cases in the tails of the distribution drastically affect the kurtosis value. Truncation in the tails of a distribution may cause the kurtosis value to change from positive to negative with only the deletion of a small number of cases. Finally, the results point out the fact that a perfectly bimodal distribution of measures has a kurtosis value of −2.00.

Relationships as assessed by canonical correlation between perceptual-motor and intellectual abilities for pre-school and early elementary age children.

The relationship between 3 perceptual-motor tasks and 2 measures of academic achievement was assessed using canonical correlation. Ss were 113 children from kindergarten through third grade. A significant canonical correlation existed for the kindergarten, first, and second grade group, but the correlation for third graders was not statistically significant. There was a decreasing relationship between the perceptual-motor and intellectual domains as age increased.

Comparison of Factor Structures for the Frostig Developmental Test of Visual Perception

The purpose was comparison of the factor structure of the Frostig DTVP based on current research reporting intercorrelations of scores on the 5 Frostig subtests. Ss in the 11 studies examined were children from preschool through the second grade. The intercorrelation matrices from the studies were analyzed using a principal components analysis with orthogonal rotation as a common factor analytic procedure. Results indicated a single-factor structure described the 5 Frostig subtests in 9 of the 11 studies examined with that single factor accounting for 50 to 60% of the total variation. It is possible that one or more additional specific factors may exist but the analyses in this study did not identify more than the single factor.

Canonical Validity of Perceptual-Motor Skills for Predicting an Academic Criterion.

THE relationship between the perceptual-motor and intellectual domains has been the subject of numerous investigations. Typically, these investigations have used univariate or multiple correlations as the technique for establishing the relationship. Because the variables within each domain are <omplex in nature, a more useful approach to establishing such relationships would be canonical analysis. Canonical analysis allows for maximizing the relationship between sets of variables by weighting each variable within the set according to its contribution to the overall relationship. Previous research (Thomas and Chissom, 1972) conducted in this area has indicated that a more significant relationship between the perceptual-motor and intellectual domains occurs a t the kindergarten level and diminishes as children mature. Through canonical analysis, this study investigated the relationship between perceptual-motor abilities as defined by the Shape-0 Ball Test (Thomas and Chissom, 1972) and the Frostig Developmental Test of Visual Perception (Maslow, Frostig, Le Fever, and Whittlesey, 1964) and intellectual abilities as defined by a complex teacher rating scale used in previous research studies by Chissom and Thomas (1971b) and by Thomas and Chissom (1972). Nethod-Sub jects. Subjects for this study were 38 kindergarten children (23 boys and 15 girls) from the Marvin Pittman Laboratory School a t Georgia Southern College. The makeup of the students in this school was designed to reflect the community popula-

Investigation of the Shape-O Ball Test as a Perceptual-Motor Task for Pre-Schoolers

To assess the validity of the Shape-O Ball Test, a perceptual-motor task, 38 kindergarten Ss were administered both the Shape-O Ball Test and the Frostig. A composite teacher rating (academic achievement) was collected for each S. Results indicated that the Shape-O Ball Test (1) correlates highly with the Frostig total score and significantly with all 5 subtests, and (2) is a good predictor of the academic rating.

Prediction of First Grade Academic Performance from Kindergarten Perceptual-Motor Data

Abstract A review of recent research identified a number of studies correlating various perceptual-motor and academic readiness measures for young children. However, the majority of these reports were concerned with concurrent prediction, i.e., data for perceptual-motor and academic readiness variables were collected simultaneously. The purpose of this study was to use data on two perceptual-motor variables and one academic measure collected for kindergarten children to predict their first grade academic performance. Results of the study indicated that all of the predictor measures were poor estimates of first grade performance, either individually or in a canonical analysis with the first grade measures serving as criteria.

Effects of Perceptual-Motor Training on Preschool Children: A Multivariate Approach

Abstract This study was designed to assess the effects of a specifically designed perceptual-motor training program on the level of perceptual-motor development, self-concept, and academic ability of kindergarten children. Subjects for the study were 40 kindergarten children randomly assigned to 1 of 2 groups. Each group received the same kindergarten program with one exception, the experimental group was exposed to a specifically designed perceptual-motor program 30 min daily for 5 mo, while the control group received a free play period for 30 min daily. Results of the study indicated that the data tended to support the specificity of training concept. The variables showing the greatest change were the perceptual-motor tests which measured changes on specific aspects of the training program. There appeared to be some immediate transfer to academic abilities but this was not pronounced enough to suggest that perceptual-motor training was of real benefit in developing academic abilities for normal kinderga...

RELATIONSHIPS AMONG PERCEPTUAL-MOTOR MEASURES AND THEIR CORRELATIONS WITH ACADEMICREADINESS FOR PRESCHOOL CHILDREN

Kindergarten children (N = 39) were administered 4 perceptual-motor tests and 2 academic measures in order to assess the relationship among the perceptual-motor tests and between the perceptual-motor and academic tests. Results indicated that the Shape-0 Ball Test and Frostig test were highly correlated and were good predictors of the academic measures. The dynamic balance task (stabilometer) correlated moderately with the Shape-O Ball Test, the Frostig, and the academic criteria. The Oseretsky tests did not correlate significantly with any of the other measures. Stepwise multiple correlation indicated that combining the perceptual-motor tests slightly increased their ability to predict each of the academic criteria.

A Comparison of the D-48 Test and the Otis Quick Score for High School Dropouts:

a number of subject populations. The test, consisting of a, series of nonverbal problems that use dominoes as the item format, is described as a nonverbal analogies test measuring general intelligence (Black, 1961). In a study of college students, Boyd and Ward (1967) obtained a correlation of .57 between the D-48 and the Otis Quick Score (Gamma Form FM). The internal consistency (KR2o) reliability for the D-48 test

RELATIONSHIP BETWEEN PERCEPTUAL-MOTOR AND ACADEMIC MEASURES FOR DISADVANTAGED PRE-SCHOOL CHILDREN

Relationships between the Shape-0 Ball Test, a perceptual-motor measure, and 2 measures of academic ability were determined. A group of disadvantaged pre-school children served as Ss. Results indicated that the Shape-O Ball test correlated significantly with the composite teacher rating but not with the Otis-Lennon MAT. These results do not agree with previous research in which pre-school children from higher socio-economic levels were Ss.