M H Tillman
Biographic Data
| ID | 10408737 |
|---|---|
| NAME | M H Tillman |
| GIVEN NAMES | M H |
| FAMILY NAME | Tillman |
| SIGNATURE | TILLMAN M H |
| AFFILIATIONS | University of Georgia |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1968 |
| LATEST PUBLICATION YEAR | 1971 |
| H-INDEX | 0 |
Systematic Errors in Rating the Quality of Themes Varying in Mode of Discourse and Grade Level
Theme models were developed for assessing quality of writing within four modes of discourse: argumentative, descriptive, expository, and narrative. Compositions were obtained in each of the four modes at Grades 2, 4, and 6. Using the model themes, three raters rated all themes. In order to locate sources of systematic rater error within the context of these rating procedures, the results were analyzed by analysis of variance (Guilford, 1954) whic…
Level of Abstraction in the Written Compositions of Children Varying in Intelligence and Age
Written compositions were obtained from 48 children assigned to three IQ groups. Compositions were scored for definiteness of style according to several of the Flesch criteria. Two of the Flesch criteria, definite words and Formula R, were associated with MA and IQ; further, definite words and Formula R distinguished compositions written by a superior group of children from those written by normal and retarded children, that is, the high IQ group…
Note on Form Class Clustering with Children
A two-list clustering task was used to study the use of form class cues in children's oral recall. List I contained six monosyllabic words in each of three form class categories: transitive verbs, nouns, and adjectives. From List I a second list was derived by replacing transitive verbs with intransitive verbs and retaining the same nouns and adjectives. Stimulus-list words elicited as responses by other stimulus-list words had an average associa…
Multivariate Analysis of the Wisc Scales for Blind and Sighted Children
The purpose of this investigation was to examine the WISC verbal IQ in terms of subtest scores for blind and sighted children. It was hypothesized that subtest variability would be sufficiently different to support a significant discriminant function discriminating blind and sighted groups equated on WISC verbal IQ and age. D 2 was significant at the .05 level ( F = 6.38, df = 6/107). Blind and sighted groups were distinguished by Information, Si…
Associative Characteristics of Selected Form Classes for Children Varying in Age and Intelligence
Retarded (R), normal (N), and superior (S) children across four age levels were compared on homogeneous responses for six form classes on word-association and word-usage tasks Results generally indicated that rate of development and sequence of development were similar; initial differences in performance levels (R ≤ N; R < S; N = S) were maintained or, in a few instances, increased
No prominent works on this page.
Multivariate Analysis of the Wisc Scales for Blind and Sighted Children
The purpose of this investigation was to examine the WISC verbal IQ in terms of subtest scores for blind and sighted children. It was hypothesized that subtest variability would be sufficiently different to support a significant discriminant function discriminating blind and sighted groups equated on WISC verbal IQ and age. D 2 was significant at the .05 level ( F = 6.38, df = 6/107). Blind and sighted groups were distinguished by Information, Si…
Associative Characteristics of Selected Form Classes for Children Varying in Age and Intelligence
Retarded (R), normal (N), and superior (S) children across four age levels were compared on homogeneous responses for six form classes on word-association and word-usage tasks Results generally indicated that rate of development and sequence of development were similar; initial differences in performance levels (R ≤ N; R < S; N = S) were maintained or, in a few instances, increased
Level of Abstraction in the Written Compositions of Children Varying in Intelligence and Age
Written compositions were obtained from 48 children assigned to three IQ groups. Compositions were scored for definiteness of style according to several of the Flesch criteria. Two of the Flesch criteria, definite words and Formula R, were associated with MA and IQ; further, definite words and Formula R distinguished compositions written by a superior group of children from those written by normal and retarded children, that is, the high IQ group…
Note on Form Class Clustering with Children
A two-list clustering task was used to study the use of form class cues in children's oral recall. List I contained six monosyllabic words in each of three form class categories: transitive verbs, nouns, and adjectives. From List I a second list was derived by replacing transitive verbs with intransitive verbs and retaining the same nouns and adjectives. Stimulus-list words elicited as responses by other stimulus-list words had an average associa…
Systematic Errors in Rating the Quality of Themes Varying in Mode of Discourse and Grade Level
Theme models were developed for assessing quality of writing within four modes of discourse: argumentative, descriptive, expository, and narrative. Compositions were obtained in each of the four modes at Grades 2, 4, and 6. Using the model themes, three raters rated all themes. In order to locate sources of systematic rater error within the context of these rating procedures, the results were analyzed by analysis of variance (Guilford, 1954) whic…
Psychology (5 works) · Linguistics (4 works) · Reading and Literacy Development (4 works) · Developmental psychology (3 works) · Language Development and Disorders (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Combinatorics (2 works) · Computer Science (2 works) · Homogeneous (2 works)