David A Payne
Biographic Data
| ID | 5181006 |
|---|---|
| NAME | David A Payne |
| GIVEN NAMES | David A |
| FAMILY NAME | Payne |
| SIGNATURE | PAYNE D A |
| AFFILIATIONS | University of Georgia |
| ORCID | 0000-0003-0767-6540 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1962 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 1 |
Development and Validation of a Family Environment Checklist for Use in Selecting At-Risk Participants for Innovative Educational Preschool Programs
Data were gathered from a checklist sampling social, educational, and economic family factors contributing to pre-school student classifications of being at-risk. The At-Risk Survey was administered to 34 parents of students selected for an innovative joint parent-child educational program aimed at enhancing parenting skills and kindergarten readiness preparation for 4 year olds. The 22-item ARS was found to be correlated (over an 8-month period)…
Brain Dominance Cognitive Style and the Graduate Record Examination Aptitude Test
Self-report subscale scores from the Herrmann Brain Dominance Profile (HBDP) were correlated with the Graduate Record Examination Aptitude Test (GRE) Verbal (V), Quantitative (Q), and Total (T) scores of 98 primarily doctoral level graduate students. Findings included (a) modest relationships between the Herrmann left cerebral and total cerebral scores and the GRE-Q, and GRE-T scores (b) inverse relationships between the Herrmann limbic scores an…
The Relationship of Laterality to Academic Aptitude
Self-report subscale scores from the Herrmann Brain Dominance Survey and Torrance and Reynolds' Your Style of Learning and Thinking were correlated with the College Board Scholastic Aptitude Test (SAT) Verbal (V), Mathematics (M), and Total (T) scores and with the grade point averages of 40 junior female occupational therapy students. Findings included (a) a strong relationship between the Herrmann right cerebral and total cerebral scores with th…
Sex and Ethnic Differences in Relationships of Test Anxiety to Performance in Science Examinations by Fourth and Eighth Grade Students
Test anxiety scores from a 15-item internally consistent instrument (r,, = .73) were correlated with performances on an aggregate science test made up of items administered over an entire school year. Samples of 171 fourth-grade and 187 eighth-grade students were subdivided by sex and race. A tendency was noted for the magnitude of correlations to be (a) higher in grade eight than in grade four, (b) positive for blacks but negative for whites, an…
The Development and Validation of an Instrument to Assess Problem Identification Skills of Instructional Supervisors
A free-response measure of problem identification skills entitled the Clinton Assessment of Problem Identification Skills for Instructional Supervisors (CAPIS) is described. The two forms, each with three scenarios, yielded an equivalence reliability estimate of .76. Score-rescore coefficients of .71 and .67 were noted for Forms A and B, respectively, of the CAPIS. In addition, correlations of .42 (Form A) and .54 (Form B) between the CAPIS and t…
Grade, Sex, and Race Differences in Test Anxiety
Analyses of scores derived from an internally consistent 15-item measure of test anxiety for 181 students in Grade 4 and 258 in Grade 8 did not show significant mean differences across grade, but statistically higher scores were noted for girls and black students. The practical implications of the differences were considered limited
A Predictive Validity Study of the Metropolitan Readiness Test and Meeting Street School Screening Test Against First Grade Metropolitan Achievement Test Scores
Samples of 72 and 64 entering first-grade students were used to examine the predictive validity (one school year) of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The Metropolitan Achievement Test (MAT) was used as the criterion. Validity coefficients, all of which were statistically different from zero ranged from .73 to .84, with 84% of the possible valid…
Effect of Reinforcement of Response on Internal Consistency of Selected Wisc-R Subtests
An experimental study of 120 educable mentally retarded subjects was undertaken to examine the differential effects of three types of reinforcers (verbal praise, token, and verbal neutral) and two levels of schedule of reinforcement (continuous and fixed ratio) on the Arithmetic, Picture Completion, and Block Design subtests from the WISC-R. Although the pattern of coefficients was similar for the two schedule conditions, there was a trend for th…
The Development and Validation of an Observation Instrument to Assess Competencies of School Principals
Through use of samples of 35 elementary schools and 10 secondary schools validity data were obtained for an observation instrument that was designed to assess seven types of competencies for public school principals. Principals' ability to provide product documentation for their activities in the administrative responsibility areas of Fiscal Management and Staff Personnel was found to be most predictive of teacher job satisfaction, of students' p…
Use of a Factored Biographical Inventory to Identify Differentially Gifted Adolescents
A 118-item factored biographical questionnaire was administered to 173 male and 209 female adolescents participating in a special 8-wk. program for high school juniors and seniors gifted in art, drama, foreign language, English, math, music, science, and social science. The girls in the 8 different gifted areas had significantly different mean scores on the life history factors of social leadership, academic achievement, scientific-artistic inter…
The Inter-Association Council on Test Reviewing
P rofessional organizations in the behavioral sciences are born and die. The half lives of such organizations are as variable as the elements of the real world. That of the Inter-Association Council On Test Reviewing (IACTR) was brief. The birth, labor and growing pains, trials and tribulations, and eventual demise of IACTR are here set forth as experience for academic historians and archivists, and for the research and development community in e…
Another Contribution to Estimating Success in Graduate School
The Specification and Measurement of Learning Outcomes
The Effect of Sequence on Programmed Instruction
The Predictive Relationship of the Miller Analogies Test to Objective and Subjective Criteria of Success in a Graduate School of Education
The Concurrent and Predictive Validity of an Objective Measure of Academic Self-Concept
The Effect of Sequence on Programmed Instruction
The Inter-Association Council on Test Reviewing
P rofessional organizations in the behavioral sciences are born and die. The half lives of such organizations are as variable as the elements of the real world. That of the Inter-Association Council On Test Reviewing (IACTR) was brief. The birth, labor and growing pains, trials and tribulations, and eventual demise of IACTR are here set forth as experience for academic historians and archivists, and for the research and development community in e…
The Concurrent and Predictive Validity of an Objective Measure of Academic Self-Concept
The Predictive Relationship of the Miller Analogies Test to Objective and Subjective Criteria of Success in a Graduate School of Education
The Effect of Sequence on Programmed Instruction
The Specification and Measurement of Learning Outcomes
Another Contribution to Estimating Success in Graduate School
The Inter-Association Council on Test Reviewing
P rofessional organizations in the behavioral sciences are born and die. The half lives of such organizations are as variable as the elements of the real world. That of the Inter-Association Council On Test Reviewing (IACTR) was brief. The birth, labor and growing pains, trials and tribulations, and eventual demise of IACTR are here set forth as experience for academic historians and archivists, and for the research and development community in e…
Use of a Factored Biographical Inventory to Identify Differentially Gifted Adolescents
A 118-item factored biographical questionnaire was administered to 173 male and 209 female adolescents participating in a special 8-wk. program for high school juniors and seniors gifted in art, drama, foreign language, English, math, music, science, and social science. The girls in the 8 different gifted areas had significantly different mean scores on the life history factors of social leadership, academic achievement, scientific-artistic inter…
The Development and Validation of an Observation Instrument to Assess Competencies of School Principals
Through use of samples of 35 elementary schools and 10 secondary schools validity data were obtained for an observation instrument that was designed to assess seven types of competencies for public school principals. Principals' ability to provide product documentation for their activities in the administrative responsibility areas of Fiscal Management and Staff Personnel was found to be most predictive of teacher job satisfaction, of students' p…
Effect of Reinforcement of Response on Internal Consistency of Selected Wisc-R Subtests
An experimental study of 120 educable mentally retarded subjects was undertaken to examine the differential effects of three types of reinforcers (verbal praise, token, and verbal neutral) and two levels of schedule of reinforcement (continuous and fixed ratio) on the Arithmetic, Picture Completion, and Block Design subtests from the WISC-R. Although the pattern of coefficients was similar for the two schedule conditions, there was a trend for th…
A Predictive Validity Study of the Metropolitan Readiness Test and Meeting Street School Screening Test Against First Grade Metropolitan Achievement Test Scores
Samples of 72 and 64 entering first-grade students were used to examine the predictive validity (one school year) of the group administered Metropolitan Readiness Test (MRT) and the individually administered Meeting Street School Screening Test (MSSST). The Metropolitan Achievement Test (MAT) was used as the criterion. Validity coefficients, all of which were statistically different from zero ranged from .73 to .84, with 84% of the possible valid…
Sex and Ethnic Differences in Relationships of Test Anxiety to Performance in Science Examinations by Fourth and Eighth Grade Students
Test anxiety scores from a 15-item internally consistent instrument (r,, = .73) were correlated with performances on an aggregate science test made up of items administered over an entire school year. Samples of 171 fourth-grade and 187 eighth-grade students were subdivided by sex and race. A tendency was noted for the magnitude of correlations to be (a) higher in grade eight than in grade four, (b) positive for blacks but negative for whites, an…
The Development and Validation of an Instrument to Assess Problem Identification Skills of Instructional Supervisors
A free-response measure of problem identification skills entitled the Clinton Assessment of Problem Identification Skills for Instructional Supervisors (CAPIS) is described. The two forms, each with three scenarios, yielded an equivalence reliability estimate of .76. Score-rescore coefficients of .71 and .67 were noted for Forms A and B, respectively, of the CAPIS. In addition, correlations of .42 (Form A) and .54 (Form B) between the CAPIS and t…
Grade, Sex, and Race Differences in Test Anxiety
Analyses of scores derived from an internally consistent 15-item measure of test anxiety for 181 students in Grade 4 and 258 in Grade 8 did not show significant mean differences across grade, but statistically higher scores were noted for girls and black students. The practical implications of the differences were considered limited
The Relationship of Laterality to Academic Aptitude
Self-report subscale scores from the Herrmann Brain Dominance Survey and Torrance and Reynolds' Your Style of Learning and Thinking were correlated with the College Board Scholastic Aptitude Test (SAT) Verbal (V), Mathematics (M), and Total (T) scores and with the grade point averages of 40 junior female occupational therapy students. Findings included (a) a strong relationship between the Herrmann right cerebral and total cerebral scores with th…
Brain Dominance Cognitive Style and the Graduate Record Examination Aptitude Test
Self-report subscale scores from the Herrmann Brain Dominance Profile (HBDP) were correlated with the Graduate Record Examination Aptitude Test (GRE) Verbal (V), Quantitative (Q), and Total (T) scores of 98 primarily doctoral level graduate students. Findings included (a) modest relationships between the Herrmann left cerebral and total cerebral scores and the GRE-Q, and GRE-T scores (b) inverse relationships between the Herrmann limbic scores an…
Development and Validation of a Family Environment Checklist for Use in Selecting At-Risk Participants for Innovative Educational Preschool Programs
Data were gathered from a checklist sampling social, educational, and economic family factors contributing to pre-school student classifications of being at-risk. The At-Risk Survey was administered to 34 parents of students selected for an innovative joint parent-child educational program aimed at enhancing parenting skills and kindergarten readiness preparation for 4 year olds. The 22-item ARS was found to be correlated (over an 8-month period)…
Psychology (16 works) · Developmental psychology (10 works) · Clinical Psychology (8 works) · Mathematics education (8 works) · Psychometrics (8 works) · Test (biology) (7 works) · Mathematics (6 works) · Test validity (6 works) · Computer Science (5 works) · Predictive validity (4 works)